Assessing 3D Virtual World Disaster Training Through Adult Learning Theory

Abstract

As role-play, virtual reality, and simulated environments gain popularity through virtual worlds such as Second Life, the importance of identifying best practices for education and emergency management training becomes necessary. Using a formal needs assessment approach, we examined the extent to which 3D virtual tornado simulation trainings follow the principles of adult learning theory employed by the Federal Emergency Management Agency's (FEMA) National Training and Education Division. Through a three-fold methodology of observation, interviews, and reflection on action, 3D virtual world tornado trainings were analyzed for congruence to adult learning theory.