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XR Media and Police Education Co-Design Project

Lead Research Organisation: UNIVERSITY OF SUNDERLAND

Abstract

Context:
As Extended Reality (XR) media specialists (Augmented Reality (AR), Virtual Reality (VR), Motion Capture)) we aim to respond to the need for resource development in the delivery of police education by exploring methods to create immersive teaching resources that support police education through the combination of police content with XR media.
Currently the police education sector is minimally using (if at all) immersive resources to support teaching. Therefore, by developing XR teaching resources to support police education, we aim to change approaches and offer a long-term impact on the methods used to teach police education.
Through an already established collaborative partnership between the University of Sunderland’s Faculty of Arts and Creative Industries and Northumbria Police, we seek to expand our pool of specialists in police education and undertake fundamental research activity (focus groups, technology testing) between the XR media specialists (as researchers) and police and partners (as stakeholders).
The research aims to explore the police sector’s need for more developed XR resources to be tailored to police education delivery. This synergistically impacts the development of teaching methodologies currently used to teach police education in the digital age, moving away from traditional teaching resources to an immersive, digitally driven classroom.
Challenges:
XR is already playing an increasingly important role in how technology is reshaping the world of education and evidence suggests many subject areas (health and wellbeing, psychology, nursing, medicine) are benefitting from the integration of technology within teaching practice, however police education is still crying out for XR resources to support a virtual, immersive classroom.
The accelerating pace of digital transformation makes it necessary for police educators to more thoroughly benefit from XR teaching resources, and XR specialists are well placed to be at the forefront of this research by creating relevant, effective and safe teaching solutions for police education in the digital age.
Aims and Objectives:
We aim to explore whether XR specialists can create immersive teaching resources that support and improve police training methodologies.
Our objectives and potential applications include:

Establishing focus groups between XR media specialists and police experts to undertake a needs assessment for police education. The focus group will lead on new ideas around what teaching content is needed. Content shaping with iterative feedback and proposal evaluations will be of integral importance.
Undertaking XR testing alongside chosen police teaching content to ascertain the most effective technology to respond to content demands.
Exploring where research findings can be disseminated and investigate other streams of funding to take the research to proof of concept and ensure our outputs lead to tangible uses for our stakeholders.

Benefactors include XR media specialists, law enforcement agencies, local police training departments, police educators, police partners, FE and HEI providers.  Through ongoing adaptations to methods and content there is feasibility to impact at a national and international scale.

Publications

10 25 50
 
Description Main Findings to Date
What we know:
As of July 2022, approximately one-third of the UK's 43 territorial police forces have adopted or are trialling extended reality (XR) technologies-such as virtual reality (VR)-to enhance police education and training. This information stems from a UK government study commissioned by the College of Policing https://technologydispatch.com/how-the-uks=emergeny-serbvices-are-adapting-vr-technology-for-training-purposes/?utm_source
While a comprehensive, up-to-date list of all forces using XR is not publicly available, several specific examples illustrate the growing adoption of this technology:
• Metropolitan Police Service (London): Piloted VR training to improve officers' responsiveness to domestic abuse incidents, aiming to provide a deeper understanding of victims' experiences
• Warwickshire Police: Utilised VR headsets to educate boys and young men about the impact of their behaviour on women and girls, as part of efforts to tackle violence against women and girls (VAWG)
• North Wales Police: Implemented VR training to help officers understand the nuances of coercive control in domestic abuse cases, marking the first use of such technology in Welsh policing
• Derbyshire Constabulary: Became the first UK force to trial a VR platform for Taser training, aiming to provide realistic scenarios for officers to practice their responses
• West Midlands Police: Deployed VR headsets in schools and communities to educate young people about the consequences of gang involvement and knife crime, reaching over 4,000 children since September 2022
• Greater Manchester Police: Adopted VR training to immerse officers in scenarios depicting domestic abuse and coercive control, enhancing their understanding and empathy towards victims

Steering Group One Findings Overview (HE academics)
1. Training vs University Education
• Police training: short, practical, procedural-focused blocks.
• University education: deeper exploration, critical thinking, reflection, broader social/ethical context.
• Sequential learning: training provides foundation; education builds complexity.
• Key takeaway: XR can bridge practical skill and critical thinking.
2. Value of XR/VR
• Supports immersive practice for complex scenarios (interviews, arrests, custody, crime scenes).
• Enhances decision-making, critical thinking, and engagement.
• Helps create experiential, "experience-based" memory for students.
• Needs clear learning objectives; novelty alone is not enough.
3. Implementation Challenges
• Technical/logistical: hardware/software access, class size, scheduling.
• Pedagogical: alignment with learning goals, avoiding novelty-only use.
• Accessibility: health, tech familiarity, inclusivity.
• Cultural/attitudinal: resistance from staff or students.
4. Opportunities & Benefits
• Safe practice of complex, unpredictable, or high-stakes scenarios.
• Promotes collaboration, discussion, and multi-agency understanding.
• Active engagement for diverse student demographics.
• Reinforces classroom learning and practical application.
5. Implementation Considerations
• Learning objectives must drive XR design.
• Plan using structured frameworks; include reflection and evaluation loops.
• Curriculum integration easier in new programs than retrofitting.
• Consider bite-sized sessions, AI vs live actors, universal vs bespoke scenarios.
6. Student Diversity & Engagement
• Younger students: generally receptive, need structured guidance.
• Older/less tech-savvy students: need support and accessibility solutions.
• Cohort size affects immersive experience feasibility.
• Attention span and learning style differences must be accommodated.
7. Applications Identified
• Suspect, witness, and victim interviews.
• Stop & search / street scenarios.
• Custody, booking, and arrests.
• Forensic investigations / crime scene management.
• Complex decision-making & ethical dilemmas.
• Multi-agency collaboration & major incidents.
8. Key Takeaways
• XR/VR complements classroom and real-world training; does not replace it.
• Best for complex or sensitive scenarios (interviews, custody, safeguarding).
• Enhances engagement, confidence, and decision-making.
• Scalability, standardization, and evidence-based design are critical.
• Tools like Hydra exemplify integration of theory, practice, and reflection.

Steering Group Two Findings Overview (Trainers)
1. Education vs Training
• Education: Knowledge, critical thinking, ethics, law, reflection.
• Training: Practical, hands-on skills; repetition for skill retention.
• Consensus: Both are deeply interconnected; XR/VR can support blending of theory and practice.
2. Learner Characteristics & Challenges
• Diverse learning preferences: theoretical vs practical learners.
• Exposure to emotionally challenging content can affect engagement; resilience support needed.
3. Curriculum Delivery Challenges
• Practical exercises: costly role actors, limited time, variable learner engagement.
• Educational content: embedding reflection and critical thinking alongside operational skills is difficult.
4. XR/VR Integration Opportunities
• Consistency & standardization: uniform experiences, reduce role player variability.
• Practical skills: interviews, evidence handling, victim interactions.
• Safe exposure to high-risk scenarios: public order, firearms, conflict management.
• Flexible, immersive learning for diverse learners.
5. Scenario Design Considerations
• Variety & longevity: adjustable, reusable scenarios.
• Stop/start moments: highlight key decisions without breaking flow.
• Interactivity: responsive AI-driven avatars, team coordination.
• Early exposure: recruitment "tasters," geographic familiarization, risk reduction.
6. Barriers & Challenges
• Costs: hardware, scenario development, maintenance.
• Technical: device reliability, updates, storage.
• Content: must be diverse, unbiased, ethical; some local adaptation needed.
• Institutional: leadership support and curriculum integration essential.
7. Key Takeaways
• XR/VR enhances realism, victim engagement, risk reduction, and scenario consistency.
• Should complement, not replace, roleplay or practical training.
• Success factors: scenario variety, programmability, responsiveness, and institutional support.
• Iterative testing and feedback critical for effectiveness.

Steering Group Three Findings Overview (non-academics)
1. Education vs Training
• Training: practical skills, procedures, policies ("how to do tasks").
• Education: critical thinking, ethical judgement, applying policy with nuance.
• Roles overlap; universities and forces struggle to distinguish them clearly.
2. Curriculum Challenges & XR/VR Opportunities
• Community policing & diversity: simulate social dynamics, stop/search, public engagement safely.
• Decision-making & communication: realistic pressure and nuance.
• Scenario-based learning: domestic incidents, road collisions, vulnerability assessments.
3. Student Preferences
• Students prefer physical role play (crime houses, courtrooms, control rooms).
• VR often feels artificial, lacks interpersonal nuance and embodiment.
4. Practical Limitations of XR/VR
• Scale: VR suits small groups; large cohorts are unmanageable.
• Time: ~20 min per scenario × cohort size is difficult to schedule.
• Logistics & cost: multiple headsets, rooms, and updates are resource-intensive; physical simulations often cheaper and more flexible.
5. Previous VR Failures
• Gloucestershire Police VR suite failed due to poor engagement, realism, and scalability.
• Strong caution against repeating past mistakes.
6. Scenarios
• Stop and search scenarios.
• Public engagement with culturally diverse communities.
• Navigating complex social interactions safely in immersive simulations. Domestic incidents and safeguarding situations.
• Road traffic collisions.
• Vulnerability assessments (e.g., child protection, mental health crises).
• Intelligence gathering and case analysis.
• Controlled, Repeatable High-Risk Scenarios
7. Decision-Making & Judgement
• Handling high-pressure situations requiring critical thinking.
• Developing communication skills under stress.
• Nuanced decision-making in ethically or emotionally complex situations.
8. Key Barriers
• Cultural: Senior officers may see XR as a "gimmick"; legitimacy concerns.
• Technical: Firewalls, installation issues, unreliable access.
• Risk & liability: Operational errors could challenge training validity.
• Resources: Staff training, scenario updates, integration time needed.
• Scalability: Ensuring consistent access and experience for large cohorts is challenging.
• Assessment alignment: XR encourages reflective, performance-based assessment versus traditional knowledge checks.
9. Key Takeaways:
• Realism and interactivity are essential-scenarios must feel authentic.
• XR/VR should complement physical role play, not replace it.
• Effective for controlled repetition, particularly for sensitive or high-risk encounters.
• XR/VR is welcomed only if it adds value.
• Must enhance-not replace-realistic, adaptable role play.

Steering Group Four Findings Overview (Policy Makers)
1. Strategic Vision for XR in Policing
• Policy Lag: Current policy and vision are behind technological developments. Focus should shift from cost-saving narratives to the value XR brings in embedding learning and improving operational readiness.
• Future Direction: XR seen as "the way forward" for immersive, impactful learning. Offers realistic, resource-efficient alternatives to large-scale exercises (e.g., major incident simulations).
• Officer Safety: XR can prepare officers for high-risk scenarios repeatedly in a safe environment, reducing injuries and improving confidence.
• Recruitment & Retention: Early exposure to realistic scenarios could help candidates assess suitability for policing, reducing attrition and wasted investment.
• Empathy & Communication: XR can enhance trauma-informed responses and empathy, particularly in victim-focused interactions.
2. Alignment with National Strategies
• College of Policing Frameworks: Immersive learning tools like Hydra exist but are limited (e.g., not used for assessment). XR could complement these but short-term policy changes unlikely.
• Standardisation Challenges: National mandates are difficult due to resource disparities; paper-based alternatives still required for forces without XR capability.
• Long-Term Outlook: Potential for XR integration into national strategies over the next decade.
3. Standardisation vs Local Adaptability
• National Consistency: XR could standardise training for areas requiring interoperability (e.g., firearms, public order, mutual aid deployments).
• Local Flexibility: Forces may adapt scenarios to reflect regional priorities while maintaining core national standards.
• Recruitment Use: Suggested for national-level recruitment exercises to provide consistent applicant experiences.
4. Investment & Resourcing
• Cost Considerations: Initial setup costs high, but potential long-term savings compared to traditional training (e.g., officer safety training with multiple trainers).
• Funding Barriers: Education and training often deprioritised in budgets; PCC funding uncertain due to structural changes.
• Evidence Base: Demonstrating effectiveness through evaluations and practice bank entries is key to securing buy-in.
• Underused Facilities: Existing immersive spaces in educational institutions are currently under utilised.
5. Curriculum Innovation
• High-Impact Areas:
o Officer safety and conflict management
o Domestic abuse and victim interaction
o Hazard perception and situational awareness
o Specialist roles (e.g., suicide negotiator training)
• Scope: Applications range from frontline skills to senior officer decision-making (e.g., public order, firearms command).
• Youth Engagement: XR programmes for violence prevention (e.g., knife crime) seen as highly impactful.
6. Ethics, Diversity & Public Trust
• Lived Experience: Incorporating real-world perspectives and scenarios can improve legitimacy and trust.
• Sensitivity: Strong emphasis on safeguarding participants-trigger warnings, psychological support, and parental consent for youth programmes.
• Transparency: XR offers opportunities to showcase training practices to the public, reinforcing accountability.
• Professional Standards: Seen as a tool to enhance professionalism and cultural awareness in policing.
7. General Observations
• XR is viewed as an additional tool, not a replacement for physical training.
• Technology must be credible and high-quality to gain officer confidence.
• Multi-agency potential identified (e.g., emergency services collaboration).
• Consensus that XR can significantly enhance training effectiveness, provided ethical and practical considerations are addressed.

Steering Group Five Findings Overview (Police Partners and Support Organisations)
1. Lived Experience is Essential
• Training must co-produce content with communities rather than "about" them.
• Authentic stories from victims, ex-offenders, and diverse communities enhance understanding.
• XR scenarios resonate most when grounded in real experiences.
2. Cultural, Social & Demographic Contexts
• Training should reflect local populations (age, ethnicity, community norms).
• Diverse, representative scenarios prevent reliance on a "default" model.
• Engagement with specific groups (e.g., religious communities, travellers) ensures relevance.
3. XR Benefits and Risks
Benefits:
• Simulates situations difficult or unsafe to practice.
• Builds empathy and understanding of marginalised perspectives.
• Enables complex, layered scenarios (trauma, autism, protected characteristics).
Risks:
• Potential re-traumatisation or emotional overload.
• Desensitisation from repeated exposure.
• Cultural misrepresentation and loss of intuitive judgement.
Mitigation:
• Pre-briefs, debriefs, health warnings, opt-out pathways, and facilitator support.
4. Understanding Vulnerable & Marginalised Groups
• XR can simulate sensory overload, trauma responses, communication challenges, and context-specific behaviours.
• Focus on protected characteristics to broaden awareness and adaptability.
5. Cultural Sensitivity & Accuracy
• Involve community representatives, experts, and officers from minoritised backgrounds.
• Maintain ongoing feedback loops for authenticity.
6. Multi-Sector Value
• XR scenarios could also train staff in probation, safeguarding, and social services.
• Enhances empathy, trauma-awareness, and culturally-informed practice beyond policing.
7. Safeguarding & Managing Trauma Risk
• Structured pre-brief ? immersive experience ? debrief.
• RAG-rated scenario intensity for participant readiness.
• Support systems for facilitators and participants are critical.
8. Community-Led Stories for XR
• Examples include missing person cases, Story Chair programme, and ex-offender narratives.
• Stories provide rich, trauma-informed, and emotionally authentic content suitable for XR.
• Reflection post-scenario is where the majority of learning occurs.
9. Desired Participant Outcomes
• Improved communication, empathy, trauma-informed responses, decision-making, and de-escalation skills.
• Early-career preparedness, preventing first-field exposure to traumatic events.
• Observable change in written notes, language, and practice.
10. XR Pedagogical Use
• XR must integrate into a broader safeguarding-aware training ecosystem.
• Stop-start facilitation useful for reflection; continuous immersion better for realistic decision-making.
• Facilitator consistency is critical; standardised training suggested.
• In-house development preferred for authenticity and iterative improvements.
11. Systemic Challenges
• Variation across forces threatens standardisation.
• Risk of "shiny object syndrome" if XR adopted for novelty rather than pedagogy.
• National coordination via College of Policing needed for guidance, consistency, and flexibility.
• IP, licensing, and ownership issues hinder deployment and investment.
• XR adoption often reactive, based on curriculum cycles or student feedback, rather than strategic planning.

Executive Summary of Steering Group Findings:
What we did: synthesised findings from five steering-group consultations with police trainers, university educators, and policing specialists about integrating XR/VR into police education and training.
Top-line verdict: XR/VR is promising but not a panacea. It adds value for immersive, repeatable, high-risk, and multi-agency scenarios (e.g., victim engagement, interviewing, public order, risk-management, geographic familiarisation). However, realism, scalability, cost, technical compatibility, and institutional culture are major barriers. Role play and real-world simulation remain essential and often superior for nuanced interpersonal work.
Most important findings:
• Persistent tension: education (critical thinking) vs training (procedural skill) - XR can support both but must be purpose-led.
• Realism matters: students disengage when scenarios feel artificial; live role play remains preferred for interpersonal nuance.
• Scalability & logistics: 1:1 XR is resource intensive and difficult for cohorts of typical sizes (30-60+).
• Standardisation, IP & ownership: variable infrastructure across forces, licensing disputes, and "shiny tech" buys undermine coherent roll-out.
• Assessment integration: XR enables performance-based assessment but current systems (MCQs, invigilated exams) favour binary knowledge checks.

Priority "wish-list" for research & practical rollout
1. High-impact scenarios (victim engagement; suspect interview; stop & search; custody handling; public order) with mixed cohorts.
2. Build mixed-delivery models: XR which includes live role play + debriefing to maximise realism and scalability.
3. Create an evidence framework: pre/post measures (decision-making quality, procedural compliance, confidence, retention), feasibility metrics, and cost-benefit analysis.- Does there need to be material to support the dissemination of the XR material? E.g. other resources? What are the implications here? DIGITAL TESTING CONSIDERATIONS
4. How does governance come into play? College of Policing-led standards, procurement guidance, and shared scenario library with clear licensing- Proof of Concept considerations, and potential partnerships.
5. Small-scale, iterative: targeting high-impact use cases:

1. Victim engagement/interviewing (repeatable, reflective).
2. Stop and search / street dynamics (decision-making under stress).
3. Custody booking/processing (procedural sequences).
4. Public order / de-escalation scenarios (risk reduction).
5. Geographic familiarisation (patrol planning).
6. Design mixed-delivery pilots: XR headsets + 360° projected group sessions + live role play + immediate debriefs to compare modalities.

Scenario Purpose / Learning Objective Notes for XR
Victim Engagement & Interviewing Develop communication, empathy, and legal compliance Use realistic dialogue trees; emotional/ethical decision points; multi-stage interactions
Stop & Search / Street Dynamics Decision-making under stress; situational awareness Include urban geography, multiple actors, time pressure
Custody Handling / Booking Procedural compliance, risk management Stepwise process simulation, prompts for legal checks
Public Order / De-escalation Crowd management, risk mitigation Multi-agent simulation; varying threat levels; group coordination
Geographic Familiarisation / Patrol Planning Spatial awareness, route planning 360° environment scanning, tactical decision points.

The research has begun to influence how police organisations, training providers, support agencies, and policy stakeholders think about the role of immersive digital technologies in professional development. Instead of treating extended reality (XR) as a novelty or a cost-saving device, the findings have helped reframe it as a strategic tool for improving decision-making, empathy, and operational readiness across the teaching of policing. This shift is increasingly visible in how the University of Sunderland specifically are planning new programmes; reassessing the balance of live training versus digitally supported learning. The ambition is to disseminate these findings back to other HE and training institutions to impact their delivery of police education too.
Initial impact identified thus far has included:

The consideration of better preparation for sensitive encounters:
Stakeholders report renewed interest in developing XR content to support responses to domestic abuse, coercive control, mental health crises, and vulnerability assessments. The research has clarified where immersive tools can reduce risk, support trauma-informed practice, and provide exposure to difficult emotional environments before officers encounter them in real life. The digital testing stage will hopefully cement this further.

The research findings, informed by the steering groups, has helped policing specialists articulate the conditions under which XR adds both challenges and value to teaching, and where traditional role-play remains superior. Several forces are already using these insights to revise procurement strategies, rethink scenario design, and avoid repeating costly mistakes associated with poorly implemented VR systems, which helps inform our research in realising the most appropriate outputs and outcomes of VR supporting material. Our ambition is for the next stage to influence national planning, inter-force consistency, and risk management.

The charities and community groups working in victim support, youth justice, and safeguarding (who were also a part of our steering groups) are exploring opportunities to use XR to communicate lived experience and emotional context. The research has provided a framework that reinforces trauma-informed practice, the ambition for next stages of the research are to ensure that community voices influence content creation.

By identifying where XR can reliably standardise training, public order, initial street encounters, custody processes, we have begun to help policing specialists to think about reallocating resources away from high-cost role-player-dependent training toward mixed-delivery models. Although early-stage, this signals potential long-term cost savings and improved consistency.

Steering group findings on using XR for early exposure to policing scenarios are prompting some forces to think about piloting its use in recruitment and applicant assessment. This aims to reduce attrition, improve candidate self-selection, and avoid the financial losses associated with early dropout or mismatch.

The research has asked specialists to collective overcome challenges around VR to achieve impact, reframing expectations and resisting "tech for tech's sake". A major challenge was shifting organisational culture away from viewing XR as an optional add-on. The project helped stakeholders recognise that value stems from pedagogy, scenario quality, and reflective debriefing, not from hardware alone.

One of the main barriers was the perception that XR is inherently artificial or inferior to physical roleplay. By identifying design factors (interactivity, responsiveness, cultural accuracy) and advocating mixed-delivery models, the project has begun to overcome this scepticism, and the digital testing and disseminating networking/conference event planned for later in the academic year, aims to cement this further.

The project has created new dialogue between academia, police trainers, policy makers, XR developers, and lived-experience groups. As a result, new working groups and partnerships are forming shaping national conversations about digital training.

The ambition moving forward is that the findings offer potential for Long-Term Impact. Over the next several years, the work could contribute to:

-national XR training standards
-co-produced scenario libraries shared across sectors
-reduction in training variability and procedural errors
-improved public trust through transparency and lived-experience involvement
-a new professional ecosystem joining policing, education, and creative industries
These developments would not only modernise policing practice but also benefit emergency services, safeguarding professionals, probation, social care, and youth services.

Overall, the project has begun to reshape how police forces, training providers, and community organisations understand and discuss the use of immersive technologies. By clarifying where extended reality adds genuine value, and where traditional methods remain superior, the work has encouraged a more holistic consideration around embedding VR into police education and training. The research has also stimulated collaboration between specialists, educators, training providers and forces, helping to improve the consideration of realism, cultural sensitivity, and consistency in conversations around training design. More broadly, it has shifted thinking among specialists away from "technology as novelty" toward evidence-led, mixed-delivery models, laying foundations for future national standards, improved operational readiness, and better educational and training outcomes.
Exploitation Route Next steps based on findings and outputs indicated on the Bid (and how they might need to change/ be actioned):

Research & Networking Event (Late Jan / Early Feb 2026)
Present at Conferences: International Conference on Education and New Learning Technologies (EDULEARN) and we have based costings in our applications against their criteria, relevant to one person presenting. Change to a networking event held at UoS in July 2026, inviting delegates back to the University to present findings of the digital testing phase alongside sharing and disseminating ideas about XR and Police Education more generally and as part of a network structured event.
• Purpose and format of the event: Sharing, disseminating and networking between specialists and delegates relevant to XR Media and Police Education.
• Potential partners, invitees, and venues: Please see partner list.
• Key messages and goals:
1. XR is transforming police education and training: Immersive technologies like VR, AR, and MR offer safer, more realistic, and more controlled learning environments for police recruits and experienced officers.
2. The University of Sunderland is a leader in innovative XR research: The event showcases the university's commitment to applying immersive media technologies to real-world public safety and communication challenges.
3. Collaboration between academia, police services, and XR industry is essential: The conference brings these communities together to share insights, co-develop training solutions, and build future partnerships.
4. Ethical and responsible use of XR is a core priority: Special focus on privacy, bias, and fairness ensures XR simulation tools support better learning outcomes and maintain public trust.
5. XR enhances (not replaces) traditional police training: The message is balanced: XR supplements existing methods with new tools for decision-making, communication skills, and situational awareness.

Goals of the Conference
1. Showcase XR technologies for police training
Demonstrate findings from the research's digital testing phase comparing the igloo and living lab spaces (VR immersive spaces), and XR headsets (tested against a domestic violence scenario).
2. Share best practices and research insights by bringing together academics, trainers, police educators to present new findings, case studies, and pedagogical frameworks.
3. Facilitate partnerships and future projects and encourage joint research proposals, industry-university collaborations
4. Build interest and momentum for long-term XR integration

The conference aims to reiterate the identified gaps in current police training and map where XR can support learning outcomes

Outcome Statement:
By the end of the conference, attendees should leave with:
A clear understanding of XR's potential in police education
New contacts and collaboration opportunities

Academic Outputs Planning & Future Outputs:
Publish findings in research journals (anticipated target journals would include the Policing and Society Journal, The Police Journal: Theory, Practice and Principles, Journal of Education for Police Officers, British Journal of Educational Technology (BJET), Media Education Research Journal (MERJ), Journal of Media Practice, Arts and Humanities in Higher Education, Journal of Applied Learning and Teaching.
• Review of publications currently collected (see bibliography and previous XR research)
• Discussion of potential writing outputs for four areas:
o Possible papers, chapters, reports, or digital outputs
o Draft timelines and division of responsibilities

Future Funding:
Take the work to proof of concept, this next stage will also include exploring opportunities for applying for follow on funding, to spin out the research and apply for impact and accelerator awards. Applications for funding may be made to UK Research and Innovation (UKRI) (e.g. KTP, ISCF, Smart Grants), The National Foundation for Educational Research (NFER), The Education and Training Foundation (ETF).
Sectors Communities and Social Services/Policy

Digital/Communication/Information Technologies (including Software)

Education

Government

Democracy and Justice
URL https://www.sunderland.ac.uk/more/news/university-news/2025/police-education-research-sunderland-university/
 
Description College of Policing 
Organisation College of Policing
Country United Kingdom 
Sector Academic/University 
PI Contribution The research team contributed academic expertise, methodological leadership, and sector-specific insight to the partnership with the College of Policing. We led the systematic evidence review of XR use within UK policing, designed and facilitated multi-perspective steering groups, and synthesised findings from trainers, officers, academics, community partners and policy makers. We developed the conceptual frameworks for evaluating immersive learning, identified opportunities and barriers for implementation, and provided an independent, research-driven perspective that aims to inform College discussions on standardisation, curriculum integration, and ethical safeguards. The team also produced early prototypes and testing frameworks for programmable XR scenarios, shared interim results through the networks for which the College were a part of, and ensured that the research responded directly to real-world training needs.
Collaborator Contribution The College of Policing contributed strategic guidance, practitioner expertise, and access to national training frameworks. They also helped us to network with other sector specialists. They provided insight into current policing education frameworks, operational priorities, and existing uses of XR and immersive learning across UK forces. The College facilitated introductions to key stakeholders, including training leads, specialist units, and policymakers, and supported the convening of multi-force steering groups that enriched the evidence base with real-world practitioner perspectives. Their involvement ensured relevance, legitimacy, and operational applicability throughout the research programme.
Impact Still in process
Start Year 2025
 
Description South Tyneside Safeguarding Adults Board and Safeguarding Children Partnership 
Organisation South Tyneside Council
Country United Kingdom 
Sector Public 
PI Contribution Our research team contributed specialist expertise in digital innovation, safeguarding practice, and immersive scenario design by including South Tyneside Safeguarding Adults Board and the Safeguarding Children Partnership in steering group discussions around XR teaching and training design. The team supported partners in identifying gaps in current training approaches, mapping decision-making processes, and considering digital methods to improve practitioner confidence and multi-agency communication. This collaborative work helped the partnerships consider new ways of engaging their workforce and community networks in safeguarding learning and prevention.
Collaborator Contribution South Tyneside Safeguarding Adults Board and the Safeguarding Children Partnership contributed essential operational expertise, local safeguarding knowledge, and access to multi-agency networks as part of wider networking opportunities. They provided insight into real-world decision-making, risk management, and training priorities across adult and children's services. Their staff helped inform XR scenarios to reflect authentic safeguarding challenges, validated content for accuracy and relevance, and advised on ethical safeguards, consent processes, and trauma-informed approaches. Their involvement ensured the project's digital tools and frameworks were directly applicable, actionable, and responsive to the needs of multi-agency safeguarding practice.
Impact Still in process
Start Year 2025