# Remote Virtual Simulation for Incident Commanders--Cognitive Aspects
## 6 Results: RVS Examination
### Cognitive Aspects in Simulation Training
\begin{table}
\begin{tabular}{p{113.8 pt} p{113.8 pt} p{113.8 pt}} \hline \hline
**Higher Cognitive Processes** & **LS** & **(R)VS** \\ \hline  & Buildings, built to stand several fires per day and to represent different real-world objects. Real firetrucks and equipment are used. Old cars are used to represent cars in accidents. Involved participants are real people, often students or retired people hired as actors. Fire, smoke, evolvement, cues are limited, due to safety environmental regulations. Changes in the situation are not supported. Recognition is partly supported based on the above representations. & Buildings, vehicles, involved participants, flames, and smoke are chosen from a database. Events to trigger or change fire and smoke behavior illustrate cues and risks that are preprogrammed or changed during the training session. Changes in the situation are supported. Recognition is partly supported based on the above representations. & Buildings, vehicles, involved participants, flames, and smoke are chosen from a database. Events to trigger or change fire and smoke behavior illustrate cues and risks that are preprogrammed or changed during the training session. Changes in the situation are supported. Recognition is supported based on the above representations. & Buildings, vehicles, involved participants, flames, and smoke are chosen from a database. Events to trigger or change fire and smoke behavior illustrate cues and risks that are preprogrammed or changed during the training session. Changes in the situation are supported. Recognition is supported based on the above representations. & Devision making is supported by the available stimuli of LS and the above representation aspects. \\ \hline  & The perceived realism of the incident scene is based a lot on imagery. This is very much dependent on the instructor’s ability to describe the situation using the available method for training LS/(R)VS and individual experiences of the students. As we know the support for imagery is not included in training and assessment. & The virtual environments and object, buildings, and avatars are all new to the IC-students. The instructors play the firefighter, police, and bystanders, all with different avatars. This makes it possible to use avatars to ask questions or react if the IC-student gives an unclear order. Comprehension can be supported over a wider spacer. \\ \hline  & Active experimentation [70] is not supported since the situation cannot evolve dynamically and one has very few tries in the training ground. Initial scenario design must be followed. Procedural learning is supported. Learning cannot be supported for learning objectives. & Active experimentation [70] is supported, since the situation can evolve, the scenario can be changed, and more scenarios can be played. This will enhance learning. \\ \hline  & & Procedural learning is supported. Learning can be supported for all learning objectives. & Learning can be supported for several learning objectives. \\ \hline  & & Decision making is supported by the available stimuli of LS and the above-mentioned aspects. & Decision making is supported based on a wider spacer of stimuli and the above-mentioned aspects. \\ \hline  & & \\ \hline \hline  & & \\ \end{tabular}
\end{table} 
Table 5: Higher cognitive processes are supported in LS and (R)VS. The research hypothesis \"RVS supports cognitive aspects of recognition, learning, decision making and problem solving for examining practical skills\" has been confirmed. In the present study of the RVS examination, the students reported (Table 4) similar experiences as in Table 1[66], showing results after introducing VS training on-site. The second research hypothesis \"Through RVS Examination, the instructors can assess student's practical skills as ICs\" was confirmed, as well.