Writing a training scenario
This guideline provides instructors and with a comprehensive step by step
manual for creating a scenario and training plan for (virtual reality) education,
training and assessments. Although the guideline uses a chronological order for
creating a scenario, you probably already have a situation or incident in mind to
start with.
Step 1 What is the target group?
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Who are participating in the training/assessment? At which level (operational, tactical, strategic)?
Which functions are present?
What is the competence profile of the participants (the appropriate level)?
What experience or expertise are they currently missing? What can be improved based on
experience from real incidents?
What can be learned from previous training/exercises/assessments?
Step 2 What are the training objectives?
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Determine learning objectives, what should participants learn from the training.
Determine measurable criteria for assessment, what defines a good or bad performance?
Determine individual choices, dilemmas and decision moments for all participants.
Determine joint choices, dilemmas and decision moments for the participants (whether or not in
sub groups).
Sort all choices, dilemmas and decision moments in chronological order and mark the underlying
connections.
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Step 3 What does the training/exercise/assessment look like?
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How does the training/exercise/assessment fit within the curriculum?
Choose the preferred training method (for example: 1-on-1, classroom, team training)
How is the virtual incident displayed (for example: in class, multiple rooms, simulation centre)
Determine the layout of the room(s)? Where should the hardware be? Where should the
participants be? What about the training staff?
Step 4 Create a training script
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What happened? Determine for every scenario: type of incident, damage, endangerment, number
and severity of casualties.
Where does it take place? (Exact location, access and escape routes).
Who are involved? (emergency services and other stakeholders, both participants and extras)
What is the story and timeline? Include all elements from step 2 in this. Describe interventions in
the areas of information and communication (for instance SITRAP’s).
Determine which elements are important, based on the learning objectives.
Step 5 Write the training plan
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Chapter 1: Introduction, target group,
learning objectives and evaluation /
assessment methods.
Chapter 2: Brief description of the incident
and general timeline.
Chapter 3: Time of the exercise in real
time and in time passed during the
exercise (including briefing and start,
breaks and evaluation)).
Chapter 4: Focus points during the training
(E.g. checklists, (assessment-/
evaluation-) forms etc.
Chapter 5: Practical aspects such as location (service/school) schedule, attributes, hardware (see
also step 8).
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Step 6 Building the XVR scenario
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Choose an empty XVR environment or basic scenario – use the XVR community or ask other users
for help.
Place items from the library t create the incident (lock, group or hide items when relevant).
Place emergency items and hide or lock them when relevant. Give them paths. If relevant, uses
states to make differences visible during the training.
Place other objects (with path when appropriate) in the environment and add details to make the
scenario more lively.
Give important Groups recognizable names. Sort them of necessary to ensure they can be found.
Place student avatars and vehicles. Determine their roles and tools. One or several?
Use triggers , events and / or task logic to reduce pressure for the operator
Ensure sufficient flexibility to anticipate on choices by participants.
Test and save the scenario regularly when building in XVR!
Step 7 Test
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Connect all hardware, including the network connection.
Test if the technology is working. Is everything starting up? Do all screens display the correct view?
Do the communication tools work?
Run a test with the scenario. Are any things missing? Does it include all assignments, questions and
decision moments? Is the flexibility sufficient? Is the training plan complete? Does the training staff
know its role and task?
Discuss the evaluation method? Is everyone on the same page? What defines a good or bad
performance?
Step 8 Practical issues
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Set a date and determine which participants and spaces are needed for the training. Send
invitations to the participants and training staff. Arrange for catering.
Prepare the briefing (whether or not on paper) for both participants and training staff.
Arrange the necessary hardware, communication tools and other necessities. If necessary, arrange
sufficient support.
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AND THEN…
Step 9 Running the training
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Start with a briefing and explain the training objectives and training method.
Give participants the opportunity to get familiar with operating XVR (joystick training).
Follow your training plan but also keep sufficient flexibility to respond to input from participants.
What when an intervention should take place. Pay attention to the role play aspect.
Log significant moments, for instance by using screenshots or the ‘bookmark’ function.
Use checklists. Note and motivate when important decision are (not) made.
Step 10 Evaluation
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Proceed directly after the exercise, but give participants a brief moment to catch their breath.
Start with a round of blowing off steam for the participants and ask about their initial impression.
Discuss observations with the training staff (and observants) and draw conclusions based on preset criteria.
Evaluate with the training staff, what went well, what can be improved upon? What should be
changed in the next session?
Finish the evaluation by using pre-determined topics and evaluation methods.
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