Model for measuring learning in virtual environments for police education

Abstract

Virtual learning environments (VLEs) have become a significant pedagogical alternative in Colombian police education by enabling simulated training under safe and controlled conditions and reducing the risks associated with real-world operational practice. This study aimed to develop an evaluation model specifically designed for virtual police training environments. A mixed-methods exploratory-descriptive design was employed, combining documentary analysis, semi-structured interviews, and surveys with 35 cadets and 7 instructors from a Colombian police training institution. The findings confirm the pedagogical value, accessibility, and high levels of learner satisfaction associated with VLEs, while also revealing challenges related to the quality and timeliness of feedback, the perceived realism of simulations, and trust in digital security. These results highlight the need for an evaluation framework tailored to virtual police training contexts that ensures validity and reliability in competency assessment. In response, a comprehensive virtual assessment model is proposed to strengthen technical, ethical, and socio-emotional competencies in police trainees, with potential applicability to police academies and law enforcement training institutions worldwide.