Beyond the Embankments: Virtual Training on Human–River Interaction for Fostering Safer Behaviors during Flood Emergencies

Alice Bettelli (), Elena Zanella, Leonardo Pierobon, Valeria Orso, Patrik Pluchino, Anna Spagnolli, Michele Ferri and Luciano Gamberini
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Alice Bettelli: Department of General Psychology, University of Padova, 35131 Padova, Italy
Elena Zanella: Department of General Psychology, University of Padova, 35131 Padova, Italy
Leonardo Pierobon: Department of General Psychology, University of Padova, 35131 Padova, Italy
Valeria Orso: Department of General Psychology, University of Padova, 35131 Padova, Italy
Patrik Pluchino: Department of General Psychology, University of Padova, 35131 Padova, Italy
Anna Spagnolli: Department of General Psychology, University of Padova, 35131 Padova, Italy
Michele Ferri: District Basin Authorities of the Eastern Alps, 30121 Venezia, Italy
Luciano Gamberini: Department of General Psychology, University of Padova, 35131 Padova, Italy

Sustainability, 2023, vol. 15, issue 20, 1-18

Abstract: Floods are an increasingly frequent phenomenon with catastrophic consequences for citizens and cities. Virtual reality (VR) has become a valuable training tool, simulating inaccessible or hazardous situations like emergencies and risk environments. This study evaluates a designed virtual training simulating a riverbank flood scenario. Beyond imparting factual knowledge, this environment aims to facilitate experiential learning by enabling users to repeatedly practice correct behaviors safely. We investigate the impact that different tutorials have on the ability of users to comprehend and retain the knowledge conveyed during the VR experience. To achieve this, three training experiences with different levels of contextualization and interaction tutorials were compared in a between-participant design. Data collection involved both self-reported measures (e.g., questionnaire) and objective measures (e.g., behavioral data). The results demonstrate the effectiveness of the virtual environment in acquiring knowledge of flood contents, particularly when the tutorial offers high levels of interaction, thereby reducing cognitive load. Furthermore, we observed that a lower level of contextualization in the tutorial phase enhances user efficiency in acquainting themselves with the virtual environment. This study emphasizes the potential of virtual training in augmenting preparedness, providing a valuable framework for the development of experiential learning tools in flood emergencies.

Keywords: human–river interaction; immersive virtual reality; flood emergency; sustainable emergency training; tutorial (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
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