Abstract:
A method is disclosed for providing an immersive training environment for a user. A relaxation vignette is used and configured to facilitate learning by the user. A training vignette is provided and configured for emotionally and physically stimulating the user, the stimulation enhancing retention by the user. A system is disclosed that includes a relaxation vignette to prepare a user for learning. A training vignette emotionally and physically stimulates the user to enhance retention by the user. Both the relaxation vignette and the training vignette include a training system control module, an audio distribution module and a video distribution module.

Description:
RELATED APPLICATIONS  
       [0001]     The present application claims priority to Provisional Application Ser. No. 60/836,264, filed on Aug. 8, 2006, the contents of which are incorporated herein in their entirety. 
     
    
     BACKGROUND INFORMATION  
       [0002]     Training sessions are typically used to educate employees and test their knowledge of safe operating practices and bring safety into awareness. A typical training session begins with an announcement that the training will begin at a predetermined time. An employee that is to receive the training may or may not be forewarned of the training session. In many cases, training takes place in a room with a large number of people seated and watching a video. Moreover, the training itself may be provided as a short and direct teaching of a proper way of performing an act. For example, training may consist of reviewing a safety checklist. In another example, training may consist of watching a video that discusses safe operation of equipment (e.g., a forklift or a ladder). 
     
    
     BRIEF DESCRIPTION OF THE DRAWINGS  
       [0003]      FIG. 1  illustrates a system diagram of a training system, according to an embodiment.  
         [0004]      FIG. 2  illustrates a training method, according to an embodiment.  
         [0005]      FIG. 3  illustrates a recognition curve including experiential training, according to an embodiment.  
         [0006]      FIG. 4  illustrates a flow diagram of a behavioral change model, according to an embodiment.  
         [0007]      FIG. 5  illustrates a production method for an experiential film, according to an embodiment.  
         [0008]      FIG. 6  illustrates a flow chart for retrofitting a known kiosk for use with experiential systems.  
         [0009]      FIG. 7  illustrates a system diagram of a training method, according to an alternative embodiment.  
         [0010]      FIG. 8  illustrates a flow diagram of a training method, according to the embodiment of  FIG. 7 .  
         [0011]      FIG. 9  illustrates a flow diagram of an emotional/physical event catalyst to change an attitude.  
         [0012]      FIG. 10  illustrates an embodiment of a first person changeover. 
     
    
     DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS  
       [0013]     Referring now to the drawings, illustrative embodiments are shown in detail. Although the drawings represent the embodiments, the drawings are not necessarily to scale and certain features may be exaggerated to better illustrate and explain an innovative aspect of an embodiment. Further, the embodiments described herein are not intended to be exhaustive or otherwise limit or restrict the invention to the precise form and configuration shown in the drawings and disclosed in the following detailed description.  
         [0014]      FIG. 1  illustrates a system diagram of a training system  20  according to an embodiment. Training system  20  includes a training system control module  30 , an audio distribution module  50 , a video distribution module  60 , an earphone set  72 , and a dual-pipe video display  70 . The modules may be logical in nature sharing a common hardware platform (e.g., implemented in software) or actually distinct physical components. As shown, earphone set  72  and dual-pipe video display  70  are setup as a combined headset  80  worn by a user  90 . However, earphone set  72  and dual-pipe video display  70  may be embodied as individual units worn by user  90 .  
         [0015]     Training system control module  30  includes audio/video storage  32 , and input control module  34 , and a sequencer  36 . Sequencer  36  provides an audio/video output  40  to an audio distribution system  50  and a video distribution system  60 . In an embodiment, the functions of sequencer  36  are performed entirely in software. Audio/video storage  32  is an interface to a storage device or a storage medium such as a hard-disk, a digital video disk (DVD), or a tape system, etc. Audio/video storage  32  includes segments of audio and video that, at least in part, include separate left and right audio and video channels. Where a compression system is used, the audio and video portions may be saved together but are able to be separated by way of an algorithm. Where audio/video storage  32  is embodied as a computer-related component, a database may further be used to store and allow retrieval by a key-based system. Input control module  34  may include a keyboard and/or dedicated button(s) that are used to begin, pause, and end the playback of the training session. Sequencer  36  retrieves audio/video from audio/video storage  32  for transmission to audio distribution system  50  and video distribution system  60  based on the status of input control module  34  or the status of the training session.  
         [0016]     Audio distribution system  50  transmits audio to at least one headset  80 . Separate outputs from sequencer  36  in the form of distinct audio signals  52 ,  54  are sent to headset  80  as separate audio channels via audio connector  58 . Where there is a plurality of headsets  80 , audio distribution system  50  amplifies and splits the audio portion of audio/video output  40  to each of the plurality of headsets  80 . In an embodiment, audio distribution system  50  amplifies each of right ear audio signal  52  and left ear audio signal  54 . Thus, headset  80  provides for stereo sound or more particularly, binural sound provided right ear audio signal  52  and left ear audio signal  54 . The use of binural sound heightens emotional awareness and brings realism to simulated feelings.  
         [0017]     Video distribution system  60  transmits video to at least one headset  80 . Video signals  62 ,  64  are sent to headset  80  by way of sequencer  36  in one illustrated embodiment as separate video channels via video connector  68 . Where there is a plurality of headsets  80 , video distribution system  60  amplifies and splits the video portion of audio/video output  40  to each of the plurality of headsets  80 . In an embodiment, video distribution system  60  amplifies each of right eye video signal  62  and left eye video signal  64 . Each eye of user  90  is provided a different video image (i.e., right eye video signal  62  and left eye video signal  64 ) by way of dual-pipe video display  70  that has an individual left and right channel of video signal. The dual-pipe system allows for three-dimensional (3-D) viewing of source images or video. Thus, the presentation of video via headset  80  to user  90  is improved with the use of dual-pipe video.  
         [0018]     Headset  80  is considered an immersive head-mounted-display (HMD) where headset  80  reduced or eliminates distractions to user  90 . Headset  80  provides for a vivid and lifelike audio/visual environment. User  90  is immersed in an experience that engages audio and visual stimulus as well as triggering emotional responses through the realistic nature of the presentation and the content chosen. The 3-D stereoscopic video provided by dual-pipe video display  70  and earphone set  72  creates a vivid and lifelike visual environment that engages user  90  in an experience that emulates the human-natural experience of sight and sound.  
         [0019]     In general, training system  20  provides for an immersive learning experience. The privacy and realism offered by user of headset  80  creates a productive learning environment by offering a personal viewing experience that enhances focus and reduced distraction. Moreover, the audio and video reproduced by headset  80  provides a genuine, warm, and realistic experience that feels as if it were happening live to user  90 . The result is an emotionally engaging, multi-sensory experience leaving an unforgettable impression deep within the brain of user  90 . Such experiences are long lasting and allow user  90  to naturally internalize the teachings of training system  20 . Thus, training system  20  substantially facilitates the learning process.  
         [0020]      FIG. 2  illustrates a training method  2000 , according to an embodiment. Training method  2000  may be tailored for each training scenario (e.g., safety, productivity, best practices, etc.). Training method  2000  begins at step  2010  where a promotional campaign is staged. The promotional campaign may include placement of posters, bulletins, and messages in locations where user  90  is likely to view them. The promotional campaign may be designed to instill a feeling of anticipation within user  90  that the training program will begin in the near future. Where user  90  is anticipating and looking forward to participating in training, user  90  is more likely to participate in the training with an open mind. Moreover, personal invitations may be given to user  90  to further engender a feeling of individuality in the training rather than a training “for the masses” approach. Training method  2000  continues to step  2020 .  
         [0021]     At step  2020 , an introductory group talk is held. The group talk may include up to twenty (20) of users  90  in an embodiment. Although the number users  90  may be tailored for the particular application, a small number is preferred as at least one goal of the introductory group talk is to being leading user  90  to consider their own individuality and self worth. Thus, if a large number of users  90  are included in the group talk a feeling opposite of individuality may result from the large group. In an embodiment, a trained and certified facilitator presents an introductory speech and has an interactive discussion session with users  90  to bring about a sense of uniqueness and importance of each user  90 . Through the discussion, users  90  are led to appreciate the importance of how important they are and that the choices they make will change not only their lives, but also the lives of the people user  90  cares about. In this way, users  90  are led to think about how the choices they make on a daily basis are one of the most important tools in protecting themselves. Moreover, the introductory session prepares users  90  for the immersive training experience to follow. Training method  2000  continues to step  2030 .  
         [0022]     At step  2030 , an immersive training experience is used to train users  90  for a specific purpose using training system  20  (see  FIG. 1 ). In an embodiment, the immersive training experience may be directed to shop safety, driving safety, or daily operations safety. The immersive training experience may also incorporate motivational psychology, adult learning principles, and brain-based learning techniques. Brain-based learning is a comprehensive approach to instruction directed to how current research in neuroscience suggests our brain learns naturally (e.g., learning directed to current knowledge about how the actual structure and function of the human brain learns). Thus, the brain-based techniques provide a biologically driven framework for teaching. Current research suggests that retention is high where a learning method connects teaching to the real-life experiences of the student (e.g., user  90 ).  
         [0023]     In general, the teaching method of motivational psychology, adult learning principles, and brain-based learning techniques may include aspects of social relationships, external expectations, social welfare, personal development, escape/simulation, and cognitive interest. Using a social relationship aspect, the training may show making new friends, or meeting a need for associations and friendships. External expectations, may include complying with instructions of another, or fulfilling the expectations or recommendations of someone with formal authority. Social welfare teaching improves the ability to serve humankind as a whole. This may include preparing user  90  to prepare for service to the community and improve the ability to participate in community work. Aspects of personal development include goals such as achieving a higher status in a job, securing professional advancement, and keeping abreast of competitors. In using aspects of escape/simulation, user  90  is shown how to relieve boredom, provide a break in the routine of home or work, and provide a contrast to other exacting details of life. To inspire user  90  through cognitive interest, teaching techniques satisfy an inquiring mind but also allow for learning for the sake of learning.  
         [0024]     The immersive training experience includes practical life experiences that are relevant to the everyday life of user  90  and uses powerful training vignettes that are designed to elicit emotional and/or physical responses from each user  90  to reinforce the training message (discusses in detail below). In general, each user  90  becomes part of a developmental story that demonstrates the cause and effect of every-day choices. The developmental story is experiential in nature because training system  20  is used. Moreover, as the vignettes unfold into a story line, the focus is on the responsibility and complete accountability of user  90  for their own actions (e.g., user  90  is completely accountable and responsible for their own actions with regard to personal safety). The vignettes are goal-oriented and incorporate self-directed elements that allow user  90  to conduct a portion of the training autonomously.  
         [0025]     The immersive training experience creates a learning experience that shifts the focus of self-control to the individual user  90 . At least one goal is to instill the importance of user  90  electing to be more responsible, situationally aware, and cautious in their day-to-day activities. Because, for example, personal safety is a decision made by user  90  as an individual, the message of the training experience is conveyed at a personal level. By way of using training system  20 , user  90  is completely immersed in the training experience and disconnected from the surroundings of the training environment and other users  90 . Training method  2000  continues to step  2040 .  
         [0026]     Next, in one illustrative illustration, at step  2035 , the introductory group talk  2010  and immersive training experience  2030  may be further reinforced on-site by way of a further focused presentation. The presentation may be targeted to the particular facility or area of specialty of the participants. For example, if safety hazard identification is the focus of the teaching, a presentation using a tool such as Microsoft power point may be utilized. Such a tool helps students recognize safety hazards within their facility and to instruct them as to the proper reporting protocols specific to the facility or specialty are in the event that a hazard is identified or an accident takes place. It has been found that participants are particularly receptive to the more focused transfer of information after the immersive training experience set forth in step  2030 .  
         [0027]     At step  2040 , an off-site or remote “take-home” reinforcement package is provided to user  90 . The take-home package may include, for example, an audio compact disc (CD), a video (e.g., DVD or VHS tape), reading materials (e.g., books or handouts), or a three-dimensional video that allows user  90  to review the immersive training experience again. Another possibility may be a 3-D publication such as comic book, such as one in anaglyph three-dimensional format. Thus, optional three-dimensional input components are illustrated. It is envisioned that a comic book may be helpful with certain students that may have language challenges, lack equipment for viewing viewings, or need additional textual and visual reinforcement. Additionally, user  90  may share the training experience with family members to user as support and reinforcement of the message. A comic book may be particularly helpful when sharing the training experience with family members or friends and to place the experience in a non-threatening, but communicative context. When provided as a 3-D video, user  90  may view the training experience with similar effects, albeit with reduced fidelity as compared to training system  20 .  
         [0028]     By using the take-home portion, user  90  may improve the learned response by repetitive viewing and/or listening. Moreover, the take-home portion includes additional practice in using relaxation techniques. The relaxation techniques are a learned technique and are encouraged to be used daily to bring about a feeling of clam in body and mind of user  90 . The benefits of relaxation allow for reduced tension and increased control in everyday life as well as during stressful situations. When stressful situations occur, the benefits of relaxation techniques allow user  90  to increased tolerance to stress and allows for improved decision making. In short, relaxation allows user  90  to handle situations without feeling overwhelmed or otherwise exhibiting stress-related physical symptoms (e.g., audio exclusion and tunnel vision). In this way, user  90  learns to more quickly respond and react to stressful situations in a calm, controlled, and rational manner. Thus, user  90  improves the ability to make better and safer choices. Training method  2000  continues to step  2050 .  
         [0029]     At step  2050 , a post-training evaluation and outcome measurement takes place with respect to the entity (e.g., a company or an agency) providing training method  2000 . The post-training evaluation is provided at the end of the immersive training experience of step  2030 , after approximately forty five (45) days, after approximately one hundred eighty (180) days, and approximately after one (1) year. At least one purpose of the evaluation is to judge and measure the effectiveness of the immersive training experience. Given measurements taken from the day of the training, and at the periods mentioned above thereafter, the return on investment may be calculated for the entity providing the training. Training method  2000  continues to step  2060 .  
         [0030]     At step  2060 , a post-program media promotional campaign is used to assist in sustaining the positive change in attitude and cultural impact of the immersive training experience. The post-program media campaign is used to support and reinforce the messages provided and may include posters and large format banners that will easily attract the attention of user  90 . The campaign closely follows the messages provided to user  90  in the immersive training experience and may be displayed permanently in a facility. Thereafter training method  2000  ends. As described above, the steps may be performed in different orders. Moreover, steps may be added or omitted depending upon the custom training experience desired.  
         [0031]      FIG. 3  illustrates a recognition curve  300  including experiential training, according to an embodiment. Recognition curve  300  shows the leaning potential of user  90  given different learning stimuli and includes a passive learning portion  310  and an active learning portion  312 . Passive learning portion  310  includes a verbal reception component  320  (e.g., hearing) and a visual reception component  322  (e.g., sight). Active learning portion  312  includes a discussion segment  330  and a presentation segment  332 . As shown in  FIG. 3 , the learning potential of verbal reception component  320  is up to thirty (30) percent, the learning potential of visual reception component  322  is up to fifty (50) percent, the learning potential of discussion segment  330  is up to seventy (70) percent, and the learning potential of presentation segment  332  is up to ninety (90) percent. Thus, it is clear that a training method using passive learning portion  310  is less effective than a training method using active learning portion  312 . In a broader context,  FIG. 3  shows that the more senses that are involved in the learning process, the greater the cognitive and emotional impact will result. In this way, training method  2000  using training system  20  provides a realistic and emotional learning environment that assists in retention and understanding of the training material.  
         [0032]     When using training system  20  in light of the teachings of recognition curve  300 , user  90  may develop habit-changing memories based on emotional and active participation in the learning process. Where emotion is stimulated and a physical response is elicited, learning is deeply rooted. An emotionally and physically engaging event is not easily forgotten. Moreover, these events may accelerate a behavioral change process because of the significant impact the emotional event has on the brain. When presented in a positive manner, the experience may be perceived by user  90  as a motivation or reason to make a change. Moreover, the event can trigger a lasting and positive change in the life of user  90 . In an embodiment, such learning experiences can bring a safety training experience to life and change the habits of user  90  for the better to avoid future injury.  
         [0033]      FIG. 4  illustrates a flow diagram of a behavioral change model  4000 , according to an embodiment. In using training method  2000  and training system  20  a change in attitude, behavior, and culture may be instituted and reinforced within user  90 , and extends to an entity as a whole where multiple users  90  are trained. Change model  4000  begins at step  4010  where emotional and physical events are used as a catalyst for changing attitudes of user  90 . Behavioral change model  4000  continues with step  4020 .  
         [0034]     At step  4020 , the emotional and physical events of step  4010  are recognized as leading to strongly internalized lessons. Thus, a change in behavior results due to the experienced emotional and/or physical events of step  4010 . The personal responsibility taught and reinforced continues to change user  90  in that the every-day actions of user  90  are now influenced by the training. Behavioral change model  4000  continues with step  4020 .  
         [0035]     At step  4030 , the change in attitude of user  90  results in a change in culture of an entity. Because multiple users  90  have been trained, and the training has resulted in behavioral change, the culture of users  90  has now been changed. Whereas a single user  90  may change personally, when training a multitude of users  90  changes the culture of a workplace or an entity in general. Behavioral change model  4000  then ends.  
         [0036]      FIG. 5  illustrates a production method  5000  of an experiential film, according to an embodiment. Production method  5000  results in the creation of an experiential film for use with training method  2000  and training system  20 , according to an embodiment. Production method  5000  begins at step  5010  where pre-production of an experiential film is performed. Pre-production may begin with a brainstorming session to develop concepts based on a desired outcome and setting. The target audience as well as the goals to be accomplished by the training should be clearly defined in order to produce a maximum effect story line. Moreover, a storyboard and script are developed to define the vignettes that will makeup the story line for use with training system  20 . Production method  5000  proceeds to step  5020 .  
         [0037]     At step  5020 , the filming of the experiential film is performed. Based on the storyboard and script developed in step  5010 , the actors and situations are set-up and filmed. Additionally, the technical requirements for training system  20  are adhered to for maximum immersion of user  90  (e.g., stereoscopic filming and binural audio recording). Production method  5000  proceeds to step  5030 .  
         [0038]     At step  5030 , postproduction is used to edit and conglomerate the various vignettes into a seamless presentation. Production method  5000  proceeds to step  5040 .  
         [0039]     At step  5040 , program implementation is commenced where the presentation is provided using training system  20  to a user. Alternatively, program implementation may be performed by distributing the presentation to a plurality of training systems  20  to be experienced by users  90 . Production method  5000  then ends.  
         [0040]      FIG. 6  illustrates a retrofitting method  2200  flow diagram for retrofitting a kiosk for use with experiential systems and training system  20 . A kiosk may be a computer-driven training system wherein user  90  sits and watches a video. Retrofitting method  2200  provides a way to use existing infrastructure (e.g., a kiosk) with training system  20  and training method  2000 . Retrofitting method  2200  begins at step  2210  where project requirements are determined. At this stage, customer requirements are defined and existing infrastructure is inventoried (including hardware and software) and assessed for functionality. Moreover, the interface requirements for addition of equipment and software may be determined. Retrofitting method  2200  continues at step  2220 .  
         [0041]     At step  2220 , new hardware/software is added to the existing training systems (e.g., a kiosk). The new hardware may include some or all of the elements of training system  20 . For example, depending upon system requirements, added components may be system control module  30 , audio distribution system  50 , video distribution system  60 , earphone set  72 , and dual-pipe video display  70 , including headset  80 . However, in an alternative embodiment, existing hardware may be used to provide the functionality of audio distribution system  50 . Thus, audio processor need not be installed in hardware, but can be interfaced in software. For each of the systems described above, hardware and software may need to be upgraded and integrated. Retrofitting method  2200  continues at step  2230 .  
         [0042]     At step  2230 , new hardware and software are integrated with the existing training infrastructure. In this step, certain existing hardware may require replacement or may be deprecated. Moreover, software integration with existing systems is required. Retrofitting method  2200  continues at step  2240 .  
         [0043]     At step  2240 , conditioning and consequences modules are developed for use with existing training modules (explained in detail below with respect to  FIGS. 7 and 9 ). Retrofitting method  2200  continues at step  2250 .  
         [0044]     At step  2250 , retrofitting of the existing infrastructure is complete, including hardware and software integration and development of new training modules. Thus, training commences using the retrofitted systems. Retrofitting method  2200  then ends.  
         [0045]      FIG. 7  illustrates a system diagram of a training method  700 , according to an alternative embodiment. Training method  7000  begins at step  7010  where user  90  enters a training kiosk. Training method  7000  continues at step  7020 .  
         [0046]     At step  7020 , user  90  begins the training session by entering an identification name or number, according to an embodiment. Moreover, a kiosk information segment may be provided in which user  90  is instructed how to answer questions posed by the kiosk system using an input system (e.g., a keyboard). Once it is determined that user  90  is properly understanding and answering the questions (e.g., by answering all questions correctly), Training method  7000  continues at step  7030 .  
         [0047]     At step  7030 , user  7030  is instructed to fit or don a head-mounted-display (HMD) such as combined headset  80 . By providing the head-mounted-display, distractions during training are essentially eliminated. Training method  7000  continues at step  7040 .  
         [0048]     At step  7040 , the training system performs a conditioning module. In one exemplary illustration the conditioning module lasts for approximately ten (10) minutes and is designed to prepare user  90  mentally, emotionally, and physically for the training experience. Indeed, a typical user  90  may have hundreds of thoughts or concerns that become distractions from the training experience. Thus, conditioning module helps user  90  relax, focus, and concentrate on the teaching aspects of training method  7000 . The relaxation techniques taught in the condition module include, for example, deep breathing techniques. By using relaxation, the brain is conditioned in an alpha state and is more open to learning and behavioral change. Thus, relaxation and other techniques are used to increase the learning potential of user  90  during training method  7000 . Moreover, the relaxation techniques are encouraged to be used in the daily life of user  90  to improve stress response and improve decision-making (explained in detail above). The conditioning module may also include a self-worth and choice/consequence introduction. The self-worth introduction may question user  90  to determine things that are important in their life, and the consequences that may occur if, for example, and injury were to happen to user  90 . Additionally, the choice/consequence introduction may introduce the concept of personal responsibility and choice making as a way to reduce possible injury, in an embodiment.  
         [0049]     In one alternative exemplary illustration, there are actually two conditioning modules. A first module is utilized at step  7040 , but is abbreviated, for example, approximately three (3) minutes or so. However, there is a potentially a second conditioning module that is implemented at step  7190 , just before step  7200  directed to Log-Out and Complete Session, as discussed in more detail below. If a latter conditioning module step  7190  is invoked, in one example, it extends for approximately five (5) minutes. The teachings are intended to be forcefully and clearly communicated, as discussed below. Thus, when invoked, a second conditioning module may help a student recover from the training exercise and to further absorb the teachings as transitioning back to the same state originally invoked in step  7040 . Other conditioning modules may also be appropriately implemented as appropriate in the training system  20  and under some circumstances may be excluded all together, depending on the nature of the training experience and both the emotions and state of mind associated with the students.  
         [0050]     If a conditioning module is implemented as shown at step  7040 , training method  7000  continues at step  7050 . At step  7050 , a decision is made as to what training will be performed. In an embodiment, an automated system is pre-programmed to choose a training regime. In an alternative embodiment, user  90  may choose training regimes. In the present embodiment, three training regimes, A, B, and C, are available to be chosen. However, in alternative embodiments, a single training regime may be programmed. In yet another alternative embodiment, any number of training regimes may be allowed. Training method  7000  continues at step  7060 ,  7070 , or  7080 , depending upon whether training regime A, B, or C is chosen respectively.  
         [0051]     At step  7060 , training module A is shown to user  90 . In this embodiment, a training sequence includes a forklift safety course in the immersive environment of training system  20 . Training method  7000  continues at step  7160 .  
         [0052]     At step  7070 , training module A is shown to user  90 . In this embodiment, a training sequence includes a shop safety course in the immersive environment of training system  20 . Training method  7000  continues at step  7170 .  
         [0053]     At step  7080 , training module A is shown to user  90 . In this embodiment, a training sequence includes a package moving safety course in the immersive environment of training system  20 . Training method  7000  continues at step  7180 .  
         [0054]     At step  7160 , a consequences module tailored for training module A (described in step  7060 ) is shown to user  90 . The consequences module reinforces the training module in that the specific consequences for improper forklift safety are shown (e.g., a forklift accident and resulting injuries). Moreover, the consequences module is in part a first-person experience of the injuries that may result and the effect an accident has on the lives of user  90  as well as the lives of the family and friends of user  90 . Training method  7000  continues at step  7200 .  
         [0055]     At step  7170 , a consequences module tailored for training module B (described in step  7070 ) is shown to user  90 . The consequences module reinforces the training module in that the specific consequences for improper shop safety are shown (e.g., loss of eyesight). Moreover, the consequences module is in part a first-person experience of the injuries that may result and the effect an accident has on the lives of user  90  as well as the lives of the family and friends of user  90 . Training method  7000  continues at step  7200 .  
         [0056]     At step  7180 , a consequences module tailored for training module C (described in step  7080 ) is shown to user  90 . The consequences module reinforces the training module in that the specific consequences for improper package moving safety are shown (e.g., a back injury or crushed hand). Moreover, the consequences module is in part a first-person experience of the injuries that may result and the effect an accident has on the lives of user  90  as well as the lives of the family and friends of user  90 . Training method  7000  continues at step  7200 .  
         [0057]     In general, steps  7160 ,  7170 , and  7180  generally describe the consequences of poor decision making for the trained subject matter. The consequences modules allow user  90  to specifically and unequivocally understand the dangers and end result of bad safety decision making. The consequences are shown in “real-life” setting and are likely injuries that will result from poor safety choices. By way of illustrating the consequences in graphic detail, user  90  comes to understand that a choice that is apparently insignificant may have a permanent negative result (e.g., loss of vision, broken bones, injured back). Moreover, injures are shown using training system  20  (including headset  80 ) and include a realistic injury event as perceived by user  90 . The consequences module is the pinnacle of the training session wherein user  90  is virtually injured and emotionally impacted by making an incorrect choice.  
         [0058]     At step  7200 , user  90  logs-out and the training session is complete.  
         [0059]      FIG. 8  illustrates a flow diagram of a training method  8000  according to an alternative embodiment wherein a head-mounted-display is used only for certain portions of the training presentation that are most benefited from an immersive environment. Thus, training method  8000  allows partial use of training system  20  while using existing infrastructure for reviewing the training segment. Training method  8000  begins at step  8010  where user  90  logs in and begins the training session. Training method  8000  continues at step  8014 .  
         [0060]     At step  8014 , user  90  dons the head-mounted-display for an immersive experience. Training method  8000  continues at step  8020 .  
         [0061]     At step  8020 , the conditioning module is shown in the immersive environment to user  90  (described in detail with respect to  FIG. 7 ). Training method  8000  continues at step  8024 .  
         [0062]     At step  8024 , user  90  takes off the head-mounted-display so that traditional kiosk-type training may take place. Training method  8000  continues at step  8030 .  
         [0063]     At step  8030 , user  90  reviews the training segment using the kiosk display. In this case, the immersive training is not used for the skills teaching portion of the training presentation. This allows the existing infrastructure to be used with minimal modification and integration with training system  20  that includes immersion. When the training segment is complete, training method  8000  continues at step  8034 .  
         [0064]     At step  8034 , user  90  again dons the head-mounted-display for further immersive experiences. Training method  8000  continues at step  8050 .  
         [0065]     At step  8050 , user  90  reviews the consequences module for the associated training segment of step  8030  in an immersive environment. The specific consequences module may be selected automatically by the hardware/software of the kiosk or the consequences module may be selected by user  90 . Training method  8000  continues at step  8054 .  
         [0066]     At step  8054 , after the consequences module has been reviewed, user  90  removes the head-mounted-display and logs out of the training system. Training method  8000  then ends.  
         [0067]      FIG. 9  illustrates a flow diagram of an emotional/physical event catalyst  9000  to change an attitude for use with training system  20  and training method  2000 . By way of showing a sequence of events in a realistic fashion, the training method  2000  is enhanced in that the message and retention will be reinforced. Event catalyst  9000  begins at step  9010  where a realistic segment is shown to user  90  that mimics a realistic plot that may occur in the daily lives of user  90 . In this step, user  90  sees the events as a third person viewer (e.g., the actor is seen by user  90  from the outside). Event catalyst  9000  continues at step  9020 .  
         [0068]     At step  9020 , the camera angle switches to first person (e.g., user  90  sees through the eyes of the actor). This puts user  90  “in the shoes” of the actor. Event catalyst  9000  continues at step  9030 .  
         [0069]     At step  9030 , an injury is virtually experienced by user  90 . For example, a forklift may hit and run over user  90  in the first person. After the injury, the video may be absent (e.g., black screen) and hearing may be muffled. In an alternative embodiment, a metal chip may be expelled from a milling machine and come directly at the eye of user  90 . In this case, eyesight is lost but hearing is normal. Thus, user  90  is not able to see the surroundings of the consequences module (e.g., the shop floor) but is able to hear the screams of coworkers that are attending to the virtual injuries of user  90 . Event catalyst  9000  continues at step  9040 .  
         [0070]     At step  9040 , the camera switches from first person to third person. Event catalyst  9000  continues at step  9050 .  
         [0071]     At step  9050 , a segment is shown that demonstrates the consequences of the virtual injury. For example, the segment shows that the forklift accident kills the actor. In the alternative example, the metal chip has permanently blinded the actor. Here, the permanent consequences of incorrect safety choices are shown in explicit detail to user  90 . The extreme and graphic nature of the injuries and consequences are intended to catch the attention of user  90  because of their grave nature. Event catalyst  9000  continues at step  9060 .  
         [0072]     At step  9060 , the consequences are reinforced by comments by the actor&#39;s peers and family regarding the injury. In an embodiment, the actor&#39;s family is shown crying and attempting to make a plan for how to survive without the salary. In another embodiment, the segment shows the actor&#39;s friends discussing what the actor will do with the remainder of life without eyesight. Again the grave nature of the injuries is played upon to create an emotional event in a “what if that were me” scenario with user  90 . Event catalyst  9000  then ends.  
         [0073]      FIG. 10  illustrates an alternative embodiment of a first person changeover  2300 . First person changeover  2300  begins at step  2310  where, in this embodiment, user  90  initially views in third person a group of peers watching the target actor. The peers comment on the poor safety choice the target actor is making. For example, the peers comment that the target actor is not following procedure and is not wearing safety glasses. First person changeover  2300  continues at step  2320 .  
         [0074]     At step  2320 , user  90  sees the target actor in third person making a poor safety choice. For example, the target actor is operating a milling machine without safety glasses. First person changeover  2300  continues at step  2330 .  
         [0075]     At step  2330 , user  90  is immediately switched to first person with the target actor. In this embodiment, user  90  now sees the milling machine in operation through the eyes of the target actor. First person changeover  2300  continues at step  2340 .  
         [0076]     At step  2340 , an accident is shown to user  90  in first person. In this embodiment, the milling machine cuts a metal shaving from a work piece. Immediately, the metal shaving is hurled directly at the eyes of the target actor, and thus, virtually at the eyes of user  90 . Provided training system  20  with the immersive headset  80 , user  90  hears the metal shaving being torn from the work piece and sees in 3-D the metal shaving traveling at high speed toward the eyes of user  90 . Thus, use of the immersive environment heightens the emotional and physical response of user  90 . Here, a “flinch” is elicited from user  90  such that the feeling of the metal shaving traveling at the eyes of user  90  is highly realistic. In an embodiment, the injury may be substantiated by where user  90  cannot see (e.g., the screen is black) and user  90  hears an ambulance arriving and the screams of co-workers.  
         [0077]     In yet another embodiment, user  90  experiences a virtual accident at the same time as viewing the same accident happening to a loved one. In this scenario, user  90  witnesses an automobile crash wherein user  90  is able to see both the accident happening to themselves as well as the accident injuring the loved one. In this sense, two points of view are conveyed to user  90 . The first point of view is the first person witnessing of the crash scene happening to user  99  virtually. The second point of view, through the eyes of one crash victim, is the injuring of a family member. Such a multi-faceted approach allows for strong sight, sound, and emotional points of view to be addressed. First person changeover  2300  continues at step  2350 .  
         [0078]     At step  2350 , the camera view is changes to third person for reinforcement of the injury occurring. User  90  sees the peers discussing the loss of eyesight of the target actor. First person changeover  2300  then ends.  
         [0079]     With regard to the processes, methods, heuristics, etc. described herein, it should be understood that although the steps of such processes, etc. have been described as occurring according to a certain ordered sequence, such processes could be practiced with the described steps performed in an order other than the order described herein. It further should be understood that certain steps could be performed simultaneously, that other steps could be added, or that certain steps described herein could be omitted. In other words, the descriptions of processes described herein are provided for illustrating certain embodiments and should in no way be construed to limit the claimed invention.  
         [0080]     Accordingly, it is to be understood that the above description is intended to be illustrative and not restrictive. Many embodiments and applications other than the examples provided would be apparent to those of skill in the art upon reading the above description. The scope of the invention should be determined, not with reference to the above description, but should instead be determined with reference to the appended claims, along with the full scope of equivalents to which such claims are entitled. It is anticipated and intended that future developments will occur in the arts discussed herein, and that the disclosed systems and methods will be incorporated into such future embodiments. In sum, it should be understood that the invention is capable of modification and variation and is limited only by the following claims.  
         [0081]     All terms used in the claims are intended to be given their broadest reasonable constructions and their ordinary meanings as understood by those skilled in the art unless an explicit indication to the contrary is made herein. In particular, use of the singular articles such as “a,” “the,” “said,” etc. should be read to recite one or more of the indicated elements unless a claim recites an explicit limitation to the contrary.