# Remote Virtual Simulation for Incident Commanders--Cognitive Aspects
## 2 Theoretical Background  
### Cognitive Science  
Cognitive Science represents a multidisciplinary approach to the human mind, often focusing on its problem-solving capabilities, as the differences between novices and experts [10; 11; 13]. Research on education often relies on contributions from Cognitive Science, especially for defining aspects improving learning [14] and tries to understand how the human brain functions. The Layered Reference Model of the Brain [12] decomposes cognitive processes into six layers (subconscious: Sensation, memory, perception, and action; and conscious: Meta cognitive processes and higher cognitive processes) encapsulating a total of 37 elemental cognitive processes. Among the elements of Layer 6 (higher cognitive processes), we find the cognitive elements of recognition, learning, decision making, and problem solving, which can be considered essential for training, contra not directly assessable subconscious elements [15]. VS for learning involves purposeful, computer generated graphical environments where the user can interact with the environment and representations of objects and humans, and based on specific rules, experience the effects of the interaction. This requires creating relevant scenarios unfolding in simulated real-life settings [16] with the potential to reveal cognitive learning processes through behavioral indicators [17]. RVS is conceptually not different from VS (such as to the pedagogical and cognitive aspects). However, it is different from VS regarding the technology and conduction, and this may influence the experience of both instructors and students in unknown ways. To investigate H1 and H2, whether (R)VS supports the students' cognitive aspects to perform and demonstrate knowledge as IC, and the possibility of the instructors to assess it, we considered how virtual training and assessment interacts with the 16 higher cognitive processes of the brain (Layer 6) [12]. The exclusion process for some of the cognitive processes, is described below. Recognition (6.1) is crucial for performing as IC, also in the virtual environment. The used questionnaire includes questions about the perceived realism of the virtual space, as to buildings, vehicles, avatars, flame, and smoke, thus addressing the Cognitive Function, Recognition (6.1). Subtle cues can also be included in the scenarios by the instructors, to train and assess the student's recognition. Imagery (6.2) addresses the cognitive process of abstractly seeing visual images stored in the brain, without any sensory input. This cognitive process is not directly assessable and could only have been revealed by asking each student in interviews, which stored images they recalled, which was not done. Comprehension (6.3) is the action or capability of understanding, thus constructing a representation of the incident site. The cognitive aspect of comprehension draws parallels to the concept of situational awareness, as defined by [PERSON] [18; 19; 20] (involving recognition and interpretation of relevant cues as well as projection of the perceived situation in the time relevant for operation) and acknowledged by [PERSON] et al. [4] as a very important non-technical skill. Comprehension can be assessed in VS by triggering events, effects or visualize cues, letting the instructors use firefighter avatars and asking the IC-students questions about various elements at the virtual incident site. This was actively used by the instructors during RVS examination. Learning (6.4) is about gaining knowledge or skill in some action or practice. Detailed learning objectives for IC-1 students involve procedural knowledge of the duties included in the role. These are thoroughly assessed. Reasoning, including Deduction and Induction (6.5, 6.6, and 6.7) are not stressed in the objectives of IC-1. Decision Making (6.8) is the process of choosing a course of action,among a set of alternatives. The human decision-making process is heavily affected by time constrains and level of risk.