Technology is no longer a luxury in the training room — it’s an essential tool for police readiness. With modernized immersive simulators, AI-driven analytics and virtual reality environments, instructors are reshaping how officers prepare for the field. But as departments adopt cutting-edge tools, a troubling trend has emerged: over-reliance on technology.
The dangers of over-reliance
When preparing officers for the unpredictable scenarios they face in the field, technology alone will likely always fall short. In fact, there’s a debate among learning theorists about whether or not technology is anything more than a delivery vehicle for good instructional content.[1]Clark, R.E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21–29. doi.org/10.1007/BF02299088 Both sides can likely agree that when training relies too heavily on technology without the guidance of instructors — such as e-learning or scenarios with limited interaction — it poses several risks.
Lack of engagement: Pre-recorded or automated modules often fail to hold participants’ attention, leading to disengagement and reduced knowledge retention. Boredom isn’t just annoying — it’s a barrier to learning.
False confidence: Officers may perform well in controlled simulations but struggle to apply those skills in real-world situations. The predictability of some training environments could leave them feeling like they’re ready for anything when they’re not.
One-size-fits-all approach: Automated training leaves some officers underprepared and others under-challenged. Even AI-driven technology gets it wrong without a complete understanding of each officer’s capabilities.
It can be tempting to push play on the simulator and let the machine take the lead in the training room, waiting until the debrief to engage. Encouraging reflection through a feedback loop is a good thing, but instructor involvement shouldn’t be reserved for the other side of the finish line.
The role of instructors in technology-enhanced training
Instructors bring something to the training room that technology cannot (yet) accurately replicate: the ability to observe, adapt and coach in real time. Good instructors also bring lived experience and an understanding of local context and challenges. When paired with technology, skilled instructors transform training from a passive response into an active, dynamic experience — just like officers will find in the field. Here are some tips for how to avoid leaning too much on the tech crutch.
Set the scene
Immersive technology can create realistic environments, but it can rarely capture the dynamic nature of the lead-in. Dispatchers provide critical context and details that help officers understand not just where to go, but what to expect. For novice trainees, simply getting them used to communicating back and forth with dispatch and recalling key details on the scene is enough to push them. For more experienced officers, instructors can intentionally include conflicting communication from dispatch and see if they can clarify adequately.
For those making the most of older content or unsupported technology, changing the context on the front end and getting deeper into the potential nuance can provide richer learning opportunities. Setting the scene a little differently every time is also an easy way to shake up content the officers already know and change their expectations.
Pause for impact
During simulation training, there’s a tendency among some instructors to let the officer finish a scenario and see how it all plays out — even if major mistakes are made. The intent in this method is to observe the full process before thoroughly reviewing during a post-scenario debrief. This test-and-debrief approach may be valid for events like verifying weapon proficiency, but could be counterproductive when new skills are still forming.
When mistakes happen during training, instructors must be mindful of the risk of accidentally creating training scars — the ingrained habits or patterns that form from repeated poor technique. These errors can become deeply embedded if allowed to happen, making them harder to unlearn later.
If an officer makes a mistake, the instructor should immediately pause the simulation, review the officer’s action, demonstrate an alternative method, if necessary, rewind the simulation and immediately allow the officer to practice the correction. This real-time intervention not only helps correct mistakes in the moment but also reinforces the correct behavior, increasing the likelihood that it will be retained and effectively applied in the field. Mid-scenario disruptions can ensure training leaves a lasting, positive imprint on an officer’s performance.
Coach and reflect
Effective technology can track performance metrics like reaction times, accuracy or decision outcomes — but it can’t replace the personal insights that drive real growth. A skilled instructor recognizes the power of being a “guide on the side” rather than a “sage on the stage,” using thoughtful questions to foster personal reflection instead of simply pointing out mistakes. Coaching turns errors into meaningful learning opportunities, triggering that “a-ha!” moment when understanding clicks into place.
Modern simulators enhance the coaching process with features like the flag button, allowing instructors to quickly mark key moments during a scenario. This simple action ensures specific observations are captured for later review without disrupting the flow of the exercise. By pairing the flagged time stamps with a trainee action camera, instructors can revisit critical moments during the debrief and ask open and reflective questions like, “What did you notice here?” This approach helps trainees connect the dots themselves, ensuring the lessons are deeply internalized and ready to be applied.
Promote psychological resilience
Law enforcement isn’t just about skills and tactics; it’s about understanding and managing emotions — both our own and those of others. The addition of wearable technology that tracks physiological activity, like heart rate variability and galvanic skin response, offers valuable insights into the psychological readiness of a police force. However, these tools are only effective if the data they provide is analyzed and acted upon, turning raw metrics into meaningful strategies for improving mental and emotional resilience on the job.
In the training room, instructors can also observe body language, tone and other visual stress responses that technology may not pick up. For instance, if an officer is showing signs of stress, an excellent training opportunity would be pausing the scenario and prompting the officer to recall the key components of tactical breathing. Having them practice the technique in the scenario improves their likelihood of activating this technique in a similar moment. These observations can be useful to encourage the development of emotional intelligence — an essential component of resilience.
Technology is a tool, not a solution
Technology is a powerful ally in law enforcement training, but it will never be a standalone solution. The effectiveness of any training program depends on the synergy between advanced tools and skilled instructors. When instructors use technology as an enhancement rather than a replacement, they create a training experience that is engaging, adaptable and rooted in real-world application. So don’t get stuck in over-reliance; instructor-led training is still — and will always be — the best tool we’ve got.
References
| 1 | Clark, R.E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21–29. doi.org/10.1007/BF02299088 |
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