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residence, is unable, or having such fear is
unwilling to return to it” (UNHCR, 2011).
This definition has been revised since 1951 with
many amendments and recommendations on the
status of refugees (D’Souza, 2007).The term refugee
is sometimes used to describe internally displaced
populations who fall outside of the legal definition
of the convention. In a number of cases, people
affected by disasters do not become refugees but are
internally displaced. Displaced populations leave
their homes in groups, usually due to a sudden
impact, such as an earthquake or a flood, threat or
conflict and there is usually an intention to return
home (IFRC, 2011).
Humanitarian aid has been described as
consisting of a series of tasks such as improving
living conditions, providing basic care and support
to affected populations in humanitarian emergency
areas (Beristain, 2006). It has also been described as
a professional discipline with the noble goals of
helping fellow human beings to alleviate hunger and
pain, giving succour to starving and homeless
people, re-uniting ruptured families and rebuilding
destroyed societies (Cahill, 2003).
1.2 Learning in Virtual Worlds
The humanitarian emergency report (DFID, 2011)
highlighted the fact that well trained and
experienced personnel are a major factor in
successful humanitarian disaster response. The VHD
enables simulation based training to inform students
about the dilemmas aid workers encounter on the
job.
The term simulation-based training refers to a
collection of training methods, which are aimed at
bridging the gap between classroom knowledge and
actual practice, by placing the learner in a realistic
situation within a context in which the individual is
forced to bring to bear prior knowledge and make
decisions to solve the problem. This method of
training offers an immersive experience for the
learner and provides an opportunity to evaluate and
reflect upon their decisions. The advantage here
when compared with on the job training lies in the
fact that any decisions made in the course of the
simulation would not have any effects beyond the
simulation, as opposed to a real world situation
where such decisions may have far reaching
consequences which impact on human lives.
Humanitarian aid training is predominantly
classroom-based, and the completion of a classroom-
based course alone, does not necessarily equip
personnel for complex humanitarian operations
where they may be left overwhelmed and barely able
to cope in real deployments.
Humanitarian aid teams deployed in emergencies
are often required to initiate rapid assessments and
implement appropriate interventions within days of a
humanitarian emergency. Coupled with a need for a
rapid response in conditions of extreme physical and
mental stress, the aid workers must adapt to and deal
with unfamiliar demographics, cultures, political
environments and climates. This further complicates
the task of implementing relief activities that are
timely and well organised.
Teaching within virtual worlds using the VHD
provides a new approach for learning where
conventional e-learning and blended learning cannot
easily reach. There are benefits when using virtual
worlds in education, either as a supplementary
resource or as the main platform for teaching. The
main benefits are; enriched interaction whereby face
to face communication is replicated more closely
than in other mediums and users are allowed to
replicate body language and gestures (Grondstedt,
2008), increased speed of decision making when
users work together on a challenge in groups
(Heiphetz, 2010). Other benefits include; better
conceptual demonstrations on complex scientific
concepts, rich content engagement for learning,
higher learning autonomy for students and
facilitating collaborations between physically remote
students. (Perera et al, 2009).
In summary, skills that were relevant a decade
ago are insufficient to ensure success in today’s
complex humanitarian relief environment. For this
reason, there is need for a new approach to training
and skills development in the humanitarian aid
industry.
2 THE TECHNOLOGY
There are several 3D environments available such as
World of Warcraft, Blue Mars, IMVU, MOOVE,
Active Worlds and Second Life. These 3D
environments can be categorised as either Massive
Multiplayer Online Role Playing Games
(MMORPG) or Multi User Virtual Environment
(MUVE). A MUVE provides an intuitive 3D
environment where users are represented by avatars.
This presence is engaging users are able to, and like
interacting with each other. This in turn provides
natural support for group work and collaboration.
MUVEs contain tools that allow users to alter the
terrain and to create 3D models. The environment is
programmable. MUVEs are multimedia platform;
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