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Incorporating Virtual Reality into DZ training.  A proposal to be included in the Skydiving Information Manual produced by the USPA.

Ronnie Hughan

Jan 18, 2025

Abstract: 

This document outlines a framework for incorporating Virtual Reality (VR) technology as a training tool into the United States Parachute Association’s (USPA) Skydiver’s Information Manual (SIM). 

VR complements traditional training methods by offering a controlled, repeatable, cost-effective training environment, enhancing safety and preparation for all skydivers.  

This aligns with USPA’s vision of bringing value to its members by consolidating a relevant knowledge base of currently available training tools and techniques.

VR training cannot and never will replace physical jumps in achieving the required skills or certifications.

 

POSSIBLE  DEDICATED SIM SECTION


How virtual reality technology can complement traditional skydiving training methods

1. Purpose and Scope

This section of the SIM covers how virtual reality technology can help Dropzones. Its primary use is as an option to complement existing training tools and techniques and help better prepare skydivers before jumping.  

VR can never replace the one-on-one dialogue an instructor has with a student, but it can help a DZ in the following ways:

First Jump Course and students. The instructor can introduce the student and verify that the student has learned canopy flight, navigation, and landing best practices.  Using the United States Parachute Association’s ISP as an example:

  • Category A (for all methods but tandem) – Require demonstrated proficiency in a virtual reality simulation using the current DZ location different winds before a real jump.
  • Tandem Category C – Before the student makes their first solo parachute jump, demonstrate proficiency in a virtual reality simulation using the current DZ location and different winds before a real jump.
  • During all other Categories
    • Cross-wind landing practice in VR
    • Repeat a jump where students misjudged a distance or height, missing their target until proficiency.

Licensed skydivers.  VR can provide a consistent DZ briefing on landmarks, hazards, and operational best practices.  After watching the briefing, jumpers can use their online PC to jump into a new DZ in 2D or, if they have VR goggles, in 3D VR before they arrive.

Apprehensive Tandem Prospects.  A third way a DZ can use VR technology is to engage visitors who still need to be ready to make a tandem (or other) skydive. The final subsection summarizes the use of virtual reality as a marketing tool.

Potential metrics for evaluating VR’s effectiveness include improved student retention, fewer incidents, and enhanced skills demonstrated in real-world scenarios.

 

2. Benefits of VR in Training

Improved Student Preparedness: Virtual reality offers realistic, controlled scenarios that build situational awareness and familiarity with crucial canopy flight concepts, including glide path, crabbing, canopy tracking, traffic patterns, and final approach visualization.

Reduce a student’s reliance on their radio and radio operator. While the one-way radio has been used for decades, every tool has complications. There are instances where a parachutist’s attention is taken away from their task when trying to understand the commands over the wind noise or just process what was said. In rare cases, a parachutist can misunderstand. Creating familiarity in a completely safe virtual reality allows a parachutist to see firsthand the consequences of each decision and repeat and retry, building confidence before executing in the real world. Ideally, VR can be used to train a student to be proficient, eliminating the need for radio.

Cost-effective. A VR solution allows for recurring practice with a controlled, consistent training environment in:

  • 3D with VR goggles where student and instructor are in the same room
  • VR allows a DZ instructor to host online webinars outside jump operation hours:
    • 2D recording of the standard DZ briefing using a PC screen, mouse, and keyboard (no VR goggles needed) allows for a consistent briefing.  
    • 2D recordings will help make DZ’s First Jump Course more consistent and available for students to reference online before and after the course.

Weather Agnostic. When we can’t jump due to weather, impromptu instructor-led training sessions can be delivered so that any skydiver can learn from an instructor to better prepare for unusual situations, such as landing off the DZ or in a crosswind.

Instructor (coach) income and currency. Virtual Reality is a new way to help a DZ instructor earn doing what they already do, especially if students cannot jump due to weather.  

3. Uses for VR in Training

First Jump Course

  • Demo: the instructor can save time teaching canopy-related lessons by wearing the VR goggles to do a jump and demonstrate/articulate canopy flight, navigation, and landing best practices
  • Verify: At the end of the course, the instructor can put each student in VR to do a jump, verify that the student has learned best practices, and identify students who need additional training.
  • Approximately 10% of the population are “VR intolerant. ” This means their metabolism makes them feel somewhat ill in VR. These students must learn by conventional means and watching others fly in VR via a large-screen TV. 

Instructor Training on unusual situations for all jumpers: Allow instructors to demonstrate/articulate over their DZ in VR for unusual situations like:

  • How to assess your landing point.
  • Assessing wind conditions during flight.
  • Landing in a crosswind.
  • The deciding factors on how to choose a safe alternate landing area.

Dropzone briefing: An instructor can record a 2D video briefing and post it on a website. Posters with the relevant QR code allow anyone on the DZ to receive a comprehensive, consistent briefing on DZ operations anytime.

 

4. Equipment and Setup

  • A PC (Personal Computer) running Microsoft Windows 11 is the current industry benchmark for VR—plan for five years before it reaches end-of-life (technology hardware industry standard). A key component is the GPU (Graphics Processor Unit), which renders data into a meaningful visual entity for the user. All PC manufacturers can provide “VR-ready” specified laptops or desktops.
  • An excellent independent source of information about VR equipment is https://www.roadtovr.com/. Others include YouTube.com, which is also a valuable resource for troubleshooting.  As with any technology product, updates are a part of life.  Your DZ business may already have a remote and onsite IT (Information Technology) support system.  The “Virtual Reality Training Setup” should be included in this support system and be consulted in the buying process.  Having a tech-savvy resource onsite will help.
  • To enhance the VR experience, goggles should work via a cable connected to the PC. Some VR goggles models offer WiFi connectivity; however, this WiFi should be dedicated to VR to maintain data rendition quality, and it can introduce an additional component that may need troubleshooting.
  • Hardware Setup Considerations: For optimal performance, maintain a stationary setup to ensure stability and reliability of VR hardware. Implement security measures to prevent tampering or theft.
  • Recommendations for setting up a VR training station in a drop zone or classroom are:
    • Setting up in a corner reduces the chance a cable is stepped on or tripped.
    • Have a way to intuitively place the goggles down so they do not get disoriented or damaged.
    • A large-screen TV that mirrors the PC screen will enable students to learn when not in VR.
    • Use an ordinary chair that cannot spin for the student in VR to sit on.  The immersive nature of VR will complicate the lesson on a spinning chair.
    • Students can hold the VR hand controllers and move their arms to replicate toggle-only steering. This could tire the student out, as they will have their arms above their heads for approximately three minutes.
    • The other option is to secure bungees above the chair that replicate a good parachute’s toggle pressure. The bungee’s stretch is from full drive to full brakes. 
    • A handy DZ and operational area map will help with briefing/debriefing.

5. Standards for VR Training Integration

Ensure VR scenarios align with the current ISP “brief-jump-debrief.”  This means:

  • Brief: The student comprehends the targeted learning objectives (TLAs), which they must demonstrate to the instructor before jumping.
  • Jump: 
    • While jumping in VR, the instructor can advise to help the student learn.
    • Stay silent (“Your radio has failed”) to test the student.
  • Debrief: 
    • The student to recall what happened under their VR canopy:
      • Where they were over the ground at predefined attitude points.
      • Areas to improve on.
    • The instructor uses VR to replay and show what happened.
    • Logbook entry to describe what they did under their VR canopy and clarify areas for improvement. Their instructor should sign off on this entry. This VR jump is not counted as a jump.

An instructor is still required, as VR can not replace the one-on-one dialogue between instructor and student.  The instructor is still responsible for confirming a student is ready to jump and have their radio fail.

6. Instructor community learning curve

Build an online community of people and resources. Record instructor-only webinars for reference, learning, and feedback. These videos are only posted after being approved as informationally and contextually correct.

  • Integrated into a First Jump Course to maintain a consistent quality of information and take the load of the FJC instructor.
  • An online reference for students.

Share what equipment and setup works best.

Share best practices, troubleshooting, and operational tips as the VR industry evolves.

 

7. Future Considerations

Hardware evolution can be both bad (obsolete) and good (new functionality, like eye-tracking, becomes available).  Generally speaking, as with all Information Technology hardware, it has an end-of-life of approximately five years.

Standards will be periodically updated as VR technology evolves. History indicates that these steps can be big or small.  

We could partner with the VR industry (the industry organization is https://www.thevrara.com/) to become a benchmark example of how VR can bring benefits.

 

8. VR as a Marketing Tool

Why use VR as a marketing tool?

Engagement Potential: VR creates immersive, unforgettable experiences that deeply engage users and capture attention more effectively than traditional media.  Customers generally are experienced and comfortable technology users.

  • On DZ: There is a possibility of upselling/revenue from DZ visitors who just want to watch or keep tandems and their friends on the DZ while they wait to jump.
  • Off DZ: Regional airshows or community events are a proven way to engage potential DZ customers.  

Differentiation: VR sets a DZ apart from competitors, showcasing innovation and cutting-edge technology.  

Broader Reach: VR can simulate the parachuting experience for wider audiences, including those without direct skydiving experience, fueling interest in the sport or product.

 

How can VR be used as a marketing tool?

Storytelling and Simulation: VR enables potential customers to experience parachuting in a controlled, safe environment, building curiosity and trust.  VR is another way to sell the skydiving experience.

Social Media and Influencer Sharing: VR content, especially video or AR extensions, is highly shareable and can create viral social media moments.  The facial expressions of those who have just done a VR jump are marketing gold, much like the response from a first-time tandem passenger.

Interactive Demos at Events: VR can be a key attraction at industry expos, trade shows, and public events, giving visitors an immersive parachuting experience.

Product Training for Engagement: Using VR to teach product features and benefits makes the training interactive, memorable, and aligned with brand positioning.

 

What does “VR as a marketing tool” look like?

Skydive Schools and Dropzones: Setting up VR stations as a pre-jump experience, helping beginners and tandem jumpers overcome initial fears and gain experience while they wait to jump.

Trade Show Booths and Sales Centers: On-site VR will simulate a jump, attracting visitors and creating a unique customer journey.

Digital Campaign Integration: VR clips are used in digital campaigns to drive traffic and engagement on social media platforms.

Potential Partnerships: We want to extend our reach and collaborate with local tourism locations (their location in VR) and adventure sports brands (their logo in the VR experience). 

 

Summary:

This proposed addition to the SIM underscores the potential of Virtual Reality (VR) technology to revolutionize skydiving training by enhancing safety, improving student preparedness, and fostering a culture of innovation. 

By integrating VR into the Skydiver’s Information Manual (SIM), parachuting associations and federations can offer their members, drop zones, and instructors valuable information about a modern, effective, scalable training tool that complements traditional methods. 

VR empowers students to build critical canopy control skills in a controlled, repeatable environment, ultimately reducing risks during early jumps. Aligned with your association’s commitment to safety, education, and the advancement of the sport, this initiative positions Skydiving as a leader in adopting cutting-edge technologies to serve its members and promote the sport to broader audiences.