Game Development Reference
The design and construction of this experimentation shop is based on our gen-
eral diagram of virtual reality and on the research of the most appropriate Imported
Very few behavioural alterations;
Technically and economically feasible artefacts;
Use of senses and motor responses with psychophysical characteristics suitable for
the application and
Behavioural Software Aids helping the use of behavioural interfaces.
We conducted validity tests to verify our patented design. We conclude that the
customer does his shopping quite naturally in the virtual shop and does not feel like
he is in front of a screen after three minutes of operations on an average.
2.5.2 Training on railway infrastructure using virtual reality
Training on railway infrastructure is often complex to implement and expensive and
does not cover all pedagogical possibilities. Use of virtual simulations makes it possible
to overcome these difficulties. The Ecole des Mines de Paris has worked in collabora-
tion with the Research department of the SNCF, which is interested in the possibility
of training its driving crew in virtual environment for operations on the railway tracks.
The standard training, done in real environment, does not always meet the pedagogical
requirements. Using virtual reality makes it possible to:
carry out tasks without any danger (virtual rail traffic);
reconfigure the environment (change in terrain, climatic conditions, etc.) and
carry out scenarios that are impossible to recreate in practice (accidents, technical
hitches) to put the trainee under stress, etc. (Lourdeaux et al., 2002).
126.96.36.199 Analysis of the problem on the basis of our general VR diagram
At the level of functional I 2 , the VR device should make it possible for the drivers to get
trained at one task on the railway infrastructure, under the supervision of a training
officer . For example, the driving crew members of the TGVs are trained in controlling
and switching on high-speed lines, in case of malfunctioning of switching controls. For
the trainer, the device is a pedagogical tool which should help him to suggest different
pedagogical strategies to the trainees. The various VBPs matching the functional I 2 can
be classified in the following manner:
the three fundamental VBPs are the orientation on the railway track, the 2D
movement along its length (several hundreds of meters) and the three-dimensional
handling of objects (3 DOF): switching control and telephone. These VBPs should
be carried out very easily by the driver, without any significant mental pressure
for using the behavioural interfaces. In this way, the trainee can concentrate on
a VBP which results from the three previous VBPs is the visual observation in all
directions, except upwards. Another complementary VBP is the audio observation,
mainly listening to the noise of the TGVs running on the tracks.