Professor Sophie SAUVAGNARGUES, Teacher-researcher, Ecole des Mines d'Alès, France.

• Introduction xiSophie SAUVAGNARGUESChapter 1. Concepts, Tools and Methods for Crisis Management Training 1Sophie SAUVAGNARGUES, Dimitri LAPIERRE, Philippe LIMOUSIN, Noémie FRÉALLE, Florian TENA-CHOLLET, Pierre-Alain AYRAL, Aurélia BONY-DANDRIEUX and Jérôme TIXIER1.1. The crisis unit at the heart of the process 11.2. Training for crisis units 61.3. Simulation of critical situations 101.4. The construction of crisis simulation exercises 141.5. The simulation and research platform of the Institute of Risk Sciences (IMT Mines Alès) 191.6. Conclusion 221.7. References 23Chapter 2. Towards A Serious Game Within the Frame of Major Crisis Simulations for Decision-makers: How Do We Connect the DOTs? 35Florian TENA-CHOLLET, Aurélia BONY-DANDRIEUX, and Jérôme TIXIER2.1. Introduction 352.2. State of the art 382.2.1. Teaching strategy 382.2.2. Simulation strategy 392.2.3. Training environment 402.3. Methodology 412.3.1. Definition of “Degrees of Training” 412.3.2. Connecting the DOTs with a definition of the skills required 422.3.3. Skills activation by a crisis scenario 442.3.4. Scenario execution through a simulation 452.3.5. Simulation execution through a semi-virtual training environment (SVTE) 462.3.6. Towards serious gaming in a real infrastructure for crisis management training 492.4. Discussion 512.5. Conclusion 542.6. References 55Chapter 3. Improving Crisis Exercises and Managers’ Skills through the Development of Scenario Design 59Philippe LIMOUSIN, Aurélia BONY-DANDRIEUX, Jérôme TIXIER and Sophie SAUVAGNARGUES3.1. What is a pedagogical scenario for a crisis exercise? 593.2. Why and for whom the script is crucial? 603.2.1. Stakes of scriptwriting for participants 613.2.2. Stakes of scriptwriting for animators 613.2.3. Stakes of scriptwriting for observers 623.3. How can we improve the pedagogical scripting of crisis exercises? 623.4. Methodology to develop a crisis exercise scenario 643.4.1. Prepare the scriptwriting 653.4.2. Better define the objectives to achieve 653.4.3. Develop the crisis scene and construct the initial spatio-temporal structure of the scenario 673.4.4. Insert learning levers to solicit training objectives: the obstacles 683.4.5. Insert stimuli to not solicit unselected objectives: support stimuli 693.4.6. Adjust the number of stimuli to the level and objectives of the participants 703.4.7. Recreate a crisis universe: crisis stimuli 703.4.8. Verify and validate the pedagogical scriptwriting 723.4.9. Prepare the scenario for animators and observers 723.5. Conclusion 733.6. References 74Chapter 4. Elaboration of Tools to Facilitate the Scenario Development of Crisis Management Training 79Noémie FRÉALLE, Florian TENA-CHOLLET and Sophie SAUVAGNARGUES4.1. Introduction 794.2. State of the art 804.2.1. The limitations encountered 804.2.2. Analogy with interactive narratives 844.3. Method 874.3.1. Facilitation form 874.3.2. Management of facilitation data 904.4. Results 934.4.1. Facilitation form for the technical field team leader 934.4.2. The “lockdown” mission’s information flow diagram used in a simulation exercise at the communal level 964.5. Conclusion and perspectives 974.6. References 98Chapter 5. How Can We Evaluate the Participants of a Crisis Management Training Exercise? 103Dimitri LAPIERRE, Florian TENA-CHOLLET, Jérôme TIXIER, Aurélia BONY-DANDRIEUX and Karine WEISS5.1. Introduction 1035.2. Review 1055.3. Methodology 1085.4. Results 1165.5. Conclusion 1205.6. References 121Chapter 6. Managing the Game Within Crisis Exercises 125David GOUTX, Sophie SAUVAGNARGUES and Laurent MERMET6.1. Introduction 1256.1.1. The concept of Ludicity: a definition 1266.2. Key components of Ludicity 1286.2.1. The span of the game space 1286.2.2. Magic circle and rabbit hole 1306.2.3. Characters and persona 1326.2.4. Game master 1346.3. Manifestations of Ludicity 1356.3.1. Engagement and pedagogy 1356.3.2. Style of play 1376.4. Managing Ludicity 1396.4.1. Observing and detecting Ludicity 1396.4.2. Using Ludicity to augment the simulation 1416.5. Conclusions 1436.5.1. Using Ludicity to mend the simulation 1436.5.2. Crisis exercise or crisis simulacrum: does the exercise imitate life or does life imitate the exercise? 1446.6. References 145Chapter 7. Digital Training for Authorities: What is the Best Way to Communicate During a Crisis? 149Clément LAVERDET, Karine WEISS, Aurélia BONY-DANDRIEUX, Jérôme TIXIER and Serge CAPAROS7.1. What is a good crisis communication? 1507.2. Information dissemination 1537.3. Behavioral communication 1547.4. Method 1557.5. Results 1567.5.1. Situation report 1567.5.2. Editorial line: normal and crisis times 1577.5.3. Quality of communication 1607.5.4. Defining a crisis editorial line 1637.5.5. Behavior, dissemination orders and crisis storytelling 1647.6. Summary 1677.7. Limits 1677.8. Conclusion 1687.9. References 169Chapter 8. Some Perspectives Moving Forward 175Sophie SAUVAGNARGUES, Dimitri LAPIERRE, Philippe LIMOUSIN, Noémie FRÉALLE, Florian TENA-CHOLLET, David GOUTX, Pierre-Alain AYRAL, Aurélia BONY-DANDRIEUX and Jérôme TIXIER8.1. Introduction 1758.2. Understanding what is played out in a crisis unit 1778.2.1. From the observation and debriefing point of view 1778.2.2. From the physiological and behavioral point of view 1798.3. Developing new methods to improve learner immersion 1808.3.1. Getting closer to reality, or modifying it 1808.3.2. Encouraging learner engagement 1818.3.3. Developing credible, pedagogical and interactive exercise scenarios 1838.4. Implementing innovative complementary tools 1838.5. Conclusion 1858.6. References 186List of Authors 189Index 191

Professor Sophie SAUVAGNARGUES, Teacher-researcher, Ecole des Mines d'Alès, France.

• Introduction xiSophie SAUVAGNARGUESChapter 1. Concepts, Tools and Methods for Crisis Management Training 1Sophie SAUVAGNARGUES, Dimitri LAPIERRE, Philippe LIMOUSIN, Noémie FRÉALLE, Florian TENA-CHOLLET, Pierre-Alain AYRAL, Aurélia BONY-DANDRIEUX and Jérôme TIXIER1.1. The crisis unit at the heart of the process 11.2. Training for crisis units 61.3. Simulation of critical situations 101.4. The construction of crisis simulation exercises 141.5. The simulation and research platform of the Institute of Risk Sciences (IMT Mines Alès) 191.6. Conclusion 221.7. References 23Chapter 2. Towards A Serious Game Within the Frame of Major Crisis Simulations for Decision-makers: How Do We Connect the DOTs? 35Florian TENA-CHOLLET, Aurélia BONY-DANDRIEUX, and Jérôme TIXIER2.1. Introduction 352.2. State of the art 382.2.1. Teaching strategy 382.2.2. Simulation strategy 392.2.3. Training environment 402.3. Methodology 412.3.1. Definition of “Degrees of Training” 412.3.2. Connecting the DOTs with a definition of the skills required 422.3.3. Skills activation by a crisis scenario 442.3.4. Scenario execution through a simulation 452.3.5. Simulation execution through a semi-virtual training environment (SVTE) 462.3.6. Towards serious gaming in a real infrastructure for crisis management training 492.4. Discussion 512.5. Conclusion 542.6. References 55Chapter 3. Improving Crisis Exercises and Managers’ Skills through the Development of Scenario Design 59Philippe LIMOUSIN, Aurélia BONY-DANDRIEUX, Jérôme TIXIER and Sophie SAUVAGNARGUES3.1. What is a pedagogical scenario for a crisis exercise? 593.2. Why and for whom the script is crucial? 603.2.1. Stakes of scriptwriting for participants 613.2.2. Stakes of scriptwriting for animators 613.2.3. Stakes of scriptwriting for observers 623.3. How can we improve the pedagogical scripting of crisis exercises? 623.4. Methodology to develop a crisis exercise scenario 643.4.1. Prepare the scriptwriting 653.4.2. Better define the objectives to achieve 653.4.3. Develop the crisis scene and construct the initial spatio-temporal structure of the scenario 673.4.4. Insert learning levers to solicit training objectives: the obstacles 683.4.5. Insert stimuli to not solicit unselected objectives: support stimuli 693.4.6. Adjust the number of stimuli to the level and objectives of the participants 703.4.7. Recreate a crisis universe: crisis stimuli 703.4.8. Verify and validate the pedagogical scriptwriting 723.4.9. Prepare the scenario for animators and observers 723.5. Conclusion 733.6. References 74Chapter 4. Elaboration of Tools to Facilitate the Scenario Development of Crisis Management Training 79Noémie FRÉALLE, Florian TENA-CHOLLET and Sophie SAUVAGNARGUES4.1. Introduction 794.2. State of the art 804.2.1. The limitations encountered 804.2.2. Analogy with interactive narratives 844.3. Method 874.3.1. Facilitation form 874.3.2. Management of facilitation data 904.4. Results 934.4.1. Facilitation form for the technical field team leader 934.4.2. The “lockdown” mission’s information flow diagram used in a simulation exercise at the communal level 964.5. Conclusion and perspectives 974.6. References 98Chapter 5. How Can We Evaluate the Participants of a Crisis Management Training Exercise? 103Dimitri LAPIERRE, Florian TENA-CHOLLET, Jérôme TIXIER, Aurélia BONY-DANDRIEUX and Karine WEISS5.1. Introduction 1035.2. Review 1055.3. Methodology 1085.4. Results 1165.5. Conclusion 1205.6. References 121Chapter 6. Managing the Game Within Crisis Exercises 125David GOUTX, Sophie SAUVAGNARGUES and Laurent MERMET6.1. Introduction 1256.1.1. The concept of Ludicity: a definition 1266.2. Key components of Ludicity 1286.2.1. The span of the game space 1286.2.2. Magic circle and rabbit hole 1306.2.3. Characters and persona 1326.2.4. Game master 1346.3. Manifestations of Ludicity 1356.3.1. Engagement and pedagogy 1356.3.2. Style of play 1376.4. Managing Ludicity 1396.4.1. Observing and detecting Ludicity 1396.4.2. Using Ludicity to augment the simulation 1416.5. Conclusions 1436.5.1. Using Ludicity to mend the simulation 1436.5.2. Crisis exercise or crisis simulacrum: does the exercise imitate life or does life imitate the exercise? 1446.6. References 145Chapter 7. Digital Training for Authorities: What is the Best Way to Communicate During a Crisis? 149Clément LAVERDET, Karine WEISS, Aurélia BONY-DANDRIEUX, Jérôme TIXIER and Serge CAPAROS7.1. What is a good crisis communication? 1507.2. Information dissemination 1537.3. Behavioral communication 1547.4. Method 1557.5. Results 1567.5.1. Situation report 1567.5.2. Editorial line: normal and crisis times 1577.5.3. Quality of communication 1607.5.4. Defining a crisis editorial line 1637.5.5. Behavior, dissemination orders and crisis storytelling 1647.6. Summary 1677.7. Limits 1677.8. Conclusion 1687.9. References 169Chapter 8. Some Perspectives Moving Forward 175Sophie SAUVAGNARGUES, Dimitri LAPIERRE, Philippe LIMOUSIN, Noémie FRÉALLE, Florian TENA-CHOLLET, David GOUTX, Pierre-Alain AYRAL, Aurélia BONY-DANDRIEUX and Jérôme TIXIER8.1. Introduction 1758.2. Understanding what is played out in a crisis unit 1778.2.1. From the observation and debriefing point of view 1778.2.2. From the physiological and behavioral point of view 1798.3. Developing new methods to improve learner immersion 1808.3.1. Getting closer to reality, or modifying it 1808.3.2. Encouraging learner engagement 1818.3.3. Developing credible, pedagogical and interactive exercise scenarios 1838.4. Implementing innovative complementary tools 1838.5. Conclusion 1858.6. References 186List of Authors 189Index 191