ISPO: a serious game to train the interview skills of police officers

The training of Police Interview competencies relies on the hiring of actors to play the role of victims, witnesses and suspects. While role-play can be a particularly effective training technique, it requires a significant amount of resources. The Interview Sim-ulation for Police Officers (ISPO) is a serious game developed as a collaboration of Gameware Europe with the Portuguese School of Police Officers. The objective of the game is to train police officers in communication competencies related to the interview of victims, witnesses, and suspects. Through ISPO, players can take the role of a police interviewer and practice the techniques and methodologies learned in theoretical classes. The serious game offers a safe, lightweight and easily repeatable experience. In order to evaluate the training effectiveness of the serious game, a study was con-ducted with 194 participants where general subjective learning effectiveness was mea-sured. Overall, the ISPO game improved the self-perceived competence of its players. Additionally, participants changed their opinion regarding the most valuable attitudes necessary to conduct a successful interview. Finally, the interaction with the game had a stronger effect on inexperienced users. These results lead us to believe that ISPO can be an added value to police officer schools.info:eu-repo/semantics/publishedVersio

Perceptions of School Resource Officers on Their Role in Southern Maryland Public Elementary Schools

This applied dissertation was designed to investigate the perceptions of school resource officers (SROs) in Southern Maryland regarding the support SROs could provide elementary schools to foster positive interpersonal relationships while maintaining school safety and what additional resources that the SROs needed to support their job. The overall school climate and morale at some elementary schools have significantly decreased due to increased student-aggressive behaviors. The school climate is correlated to student academic success (Sanders et al., 2018). School climate can include safety, interpersonal relationships, teaching and learning, and the school environment. There is a need for school resource officers in elementary schools to support the overall school climate as they build a general feeling of safety. They can collaboratively foster healthy relationships within the school environment and create an environment conducive to teaching and learning. SROs should refrain from regularly needing to handle disciplinary needs in schools. Instead, they should help build positive relationships through collaboration with staff that help empower these future community members to make wise and safe choices in and out of the school environment. This generic qualitative study addressed what SRO perceptions were in role in a public school in Southern Maryland. It also addressed the training and additional resources that SROs need to continue to grow the SRO program. The findings of this study suggest that SROs can foster positive interpersonal relationships while maintaining school safety at any school level that they are assigned to. Their perceptions demonstrate the importance of building relationships through trust, being approachable, having positive interactions with staff, students, and administration, being playful, showing compassion, and having good communication skills. The findings of this study suggest additional resources that SROs need, such as continued training and collaboration, among other accessible items, in order to improve the SRO program

Exploring the Shift from Physical to Cybercrime at the Onset of the COVID-19 Pandemic

The novel coronavirus has made an impact on virtually every aspect of our lives. The current study utilizes secondary data to identify patterns and trends related to shifting crime from the physical to the cyber domain. With millions, if not billions, people staying at home, attackers now look for new ways to commit crimes. Our findings indicate that while a lot of crimes such as robbery, assault, rape, and murder have declined at the beginning of the pandemic, we are also witnessing a rise in cybercrime, vehicle theft, and domestic violence. The current study looks specifically at phishing and what new trends are observed due to COVID-19. The current work is grounded in routine activity theory and demonstrates its relevance to both the physical and cyberspace. The implications of our work can be used by scholars who want to continue researching this new phenomenon. Practitioners can utilize our findings to look for ways to improve the corporate security posture by protecting the employees and customers working from home. Developing new phishing training and awareness programs should be focused around possible scenarios involving COVID-19. Our study suggests victims are more likely to fall prey to those during times of fear and uncertainty like the current pandemic

:Gamification & Serious Game : Symposium 2016, July 4 & 5

Reinforcing the bridge between local academic and applied worlds in the domain of Serious Game & Gamification, e.g. applied universities and startups. Focusing on three application domain, Helath, Social, and Education, the figure next page illustrates the variety of short talks of the symposium. The three categories of talks (among 14 corresponding short papers): five concept-oriented in green, nine demo-oriented in black, and three roundtables

Interpersonal deceit and lie-detection using computer-mediated communication

This thesis examines the use of computer-mediated communication for lie-detection and interpersonal deceit. The literature within the fields of lie-detection and mediated communication are reviewed and it is proposed that there is a lack of knowledge surrounding how people use CMC to deceive one another. Qualitative research was carried out in order to address this shortcoming, exploring the self-reported experiences of chat room users who have been exposed to online deceit. Reports were provided that describe the misrepresentation of age, gender, vocation, affection, and appearance. The importance of stereotypes in driving suspicions is also emphasised within the reports. It is suggested that this key characteristic has more dominance in CMC than it would do face-to-face because of the occlusion of the traditional nonstrategic clues to deceit. Evidence for an alternative set of nonstrategic leakage clues was examined further by conducting a variant of the Guilty-Knowledge test within the context of a CMC based crime. It was found that participants exhibited a response time inhibition effect when presented with 'guilty knowledge' and that this effect was detectable through a standard two-button mouse. The use of such nonstrategic cues to deceit was explored further in a study that examined how CMC might be used to add additional control to a Statement Validity Assessment truth-validation test. It was found that the content analysis technique used by SVA was unable in its present form to correctly distinguish between truthful and fabricated statements of participants interviewed using a CMC chat program. In addition, it was found that the deletion-behaviours of participants fabricating a story within CMC provided no quantitative or qualitative evidence that they were lying

Attention and Social Cognition in Virtual Reality:The effect of engagement mode and character eye-gaze

Technical developments in virtual humans are manifest in modern character design. Specifically, eye gaze offers a significant aspect of such design. There is need to consider the contribution of participant control of engagement. In the current study, we manipulated participants’ engagement with an interactive virtual reality narrative called Coffee without Words. Participants sat over coffee opposite a character in a virtual café, where they waited for their bus to be repaired. We manipulated character eye-contact with the participant. For half the participants in each condition, the character made no eye-contact for the duration of the story. For the other half, the character responded to participant eye-gaze by making and holding eye contact in return. To explore how participant engagement interacted with this manipulation, half the participants in each condition were instructed to appraise their experience as an artefact (i.e., drawing attention to technical features), while the other half were introduced to the fictional character, the narrative, and the setting as though they were real. This study allowed us to explore the contributions of character features (interactivity through eye-gaze) and cognition (attention/engagement) to the participants’ perception of realism, feelings of presence, time duration, and the extent to which they engaged with the character and represented their mental states (Theory of Mind). Importantly it does so using a highly controlled yet ecologically valid virtual experience

Establishing a Foundation for Automated Human Credibility Screening

Automated human credibility screening is an emerging research area that has potential for high impact in fields as diverse as homeland security and accounting fraud detection. Systems that conduct interviews and make credibility judgments can provide objectivity, improved accuracy, and greater reliability to credibility assessment practices, need to be built. This study establishes a foundation for developing automated systems for human credibility screening

Cyber-harassment in higher education: a study of institutional policies and procedures

Cyberbullying is a growing phenomenon, causing concern among students, parents, and professionals in the educational community. Although no federal law specifically addresses cyber-harassment in higher education, institutions have a legal obligation to address all claims of harassment, regardless of the location or platform in which the harassing behavior occurs. Recent court cases are setting precedents for obligatory institutional response and potential penalties for lack thereof; conversely, institutions are left to their own devices to employ and develop policy statements and sanctions that prohibit or discourage cyber-harassment behaviors. As the legal and political environment regarding bullying and cyberbullying behaviors continues to evolve, universities are challenged to administer policies and procedures that address misconduct that occurs in physical and virtual environments. Qualitative by design, this study examines the perspectives, insights, and understandings of those individuals responsible for developing and operationalizing policies in the areas of cyber-harassment. Accordingly, participants in this research study provided key insights regarding strategies, best practices, and challenges experienced by policy administrators when developing and implementing cyber-harassment, prevention and mitigation policies and programs. Participants’ perspectives provided an insightful understanding of the complexities of interpreting legislation and the implications associated with higher education policy

Influence of Selected Factors on a Counselor\u27s Attention Level to and Counseling Performance with a Virtual Human in a Virtual Counseling Session

Virtual humans serve as role-players in social skills training environments simulating situational face-to-face conversations. Previous research indicates that virtual humans in instructional roles can increase a learner\u27s engagement and motivation towards the training. Left unaddressed is if the learner is looking at the virtual human as one would in a human-to-human, face-to-face interaction. Using a modified version of the Emergent Leader Immersive Training Environment (ELITE-Lite), this study tracks visual attention and other behavior of 120 counselor trainees counseling a virtual human role-playing counselee. Specific study elements include: (1) the counselor\u27s level of visual attention toward the virtual counselee; (2) how changes to the counselor\u27s viewpoint may influence the counselor\u27s visual focus; and (3) how levels of the virtual human\u27s behavior may influence the counselor\u27s visual focus. Secondary considerations include aspects of learner performance, acceptance of the virtual human, and impacts of age and rank. Result highlights indicate that counselor visual attentional behavior could be separated into two phases: when the virtual human was speaking and when not speaking. When the virtual human is speaking, the counselor\u27s primary visual attention is on the counselee, but is also split toward pre-scripted responses required for the training session. During the non-speaking phase, the counselor\u27s visual focus was on pre-scripted responses required for training. Some of the other findings included that participants did not consider this to be like a conversation with a human, but they indicated acceptance of the virtual human as a partner with the training environment and they considered the simulation to be a useful experience. Additionally, the research indicates behavior may differ due to age or rank. Future study and design considerations for enhancements to social skills training environments are provided