Purpose

The purpose of this exploratory study was to investigate the relationship between simulation training and police officers' ability to think creatively in crises.

Design/methodology/approach

This quantitative study used instructional design principles including aspects of Cognitive Load Theory to explore the cognitive load and creative thinking of police officers training with a MILO Range use-of-force simulator.

Findings

When provided with scenarios requiring de-escalation of emotionally disturbed persons, and when encouraged to be creative or innovative in their approach to de-escalate, officers were observed being more creative after experiencing a second simulation with the same scenario; however, multiple repetitions of similar scenarios did not result in an innovative response.

Practical implications

The results of this study suggest that cognitive load could be affected by changing the manner in which the officers train in simulation. When a simulator curriculum is designed with the incorporation of cognitive load theory, there is potential to foster creative thinking in a situation where de-escalation is the goal.

Originality/value

Instructional design principles, consideration of cognitive load and creative problem-solving are nontraditional methods in the law enforcement field and in use-of-force training.

中文翻译：

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模拟器训练对执法人员创造性思维发展的影响

目的

这项探索性研究的目的是调查模拟训练与警察在危机中创造性思考的能力之间的关系。

设计/方法/方法

这项定量研究使用教学设计原则，包括认知负荷理论的各个方面，以探索使用 MILO Range 使用武力模拟器训练警务人员的认知负荷和创造性思维。

发现

当提供需要情绪紊乱的人降级的场景时，当鼓励他们在降级方法上有创意或创新时，观察到警官在经历了相同场景的第二次模拟后更有创意；然而，类似情景的多次重复并没有产生创新的反应。

实际影响

这项研究的结果表明，改变军官模拟训练的方式可能会影响认知负荷。当模拟器课程的设计结合认知负荷理论时，在以降级为目标的情况下，有可能培养创造性思维。

原创性/价值

教学设计原则，认知负担的考虑和创造性问题的解决是执法领域和使用力训练中的非传统方法。