Safety trainers guide social interaction in training situations by facilitating interaction and maintaining temporal structure¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Trainers reported facilitating social interaction (promoting discussion, 14 trainers; setting an example, 12; adapting to the group, 11; modulating emotional atmosphere, 9) and maintaining temporal structure (outlining goals first, 8; debriefing afterwards, 7). → Lehikko 2025

Evidence¶

Lehikko 2025¶

Lehikko, A., Nykänen, M., & Ruokamo, H. (2025). Conceptualizing a pedagogical model for immersive virtual reality safety training: pedagogical practices in trainer interviews. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10490-1

q2 · i? · qualitative · r3

Content analysis of the same 18 trainer interviews (Category 2, Table 2). Trainers used a wide range of practices to promote a learning-conducive atmosphere, recognized their positions as role models, and adjusted actions to individual needs, such as "encouraging quieter individuals to contribute to the discussion."

"The trainers facilitated learners' interactions by, for example, actively promoting discussion (14 trainers), which was the most frequent code in this subcategory"

Discussion¶

Related Claims¶

• Trainer interview findings support the sociocultural framing of the IVR safety training model, including the social setting around individual IVR scenarios — a broader claim this one bears on
• Safety trainers match pedagogy to training goals by ensuring relevance, selecting delivery methods, and evaluating outcomes — related
• Safety trainers utilize organizational social and material resources for training development — related
• Explicit group regulation in online PBL was infrequent, emerged in response to challenges, and often involved teacher support — related