A Virtual Reality Framework for Training

Incident First Responders and Digital

Forensic Investigators

Umit Karabiyik(B) , Christos Mousas, Daniel Sirota, Takahide Iwai,

and Mesut Akdere

Purdue University, West Lafayette, IN 47907, USA

{umit,cmousas,dsirota,tiwai,makdere}@[Link]

Abstract. This paper presents the basic functionalities of a virtual real-

ity framework developed for training first responders and digital foren-
sic investigators. The framework is divided into two modules: training
and evaluation. The framework provides a variety of functionalities and
behaviors that can be assigned to virtual objects and allows training
and evaluation of crime scenes to be easily customized. During the train-
ing module, an individual can be trained to perform various procedures,
pipelines, and task execution sequences. After the training is completed,
the individual can then be immersed in and interact with a virtual real-
ity crime scene by collecting as much evidence as possible. This process
allows the system to evaluate the trainee’s performance and the train-
ing process in general. In the evaluation process, the developed frame-
work captures several types of information regarding the individual’s
performance, including missing evidence, the task execution sequence,
and the task completion time. The collected data can then be provided
to the trainee or supervisor for evaluation. A simple customizable scoring
method was also developed and incorporated into the developed frame-
work to provide immediate performance feedback to the trainee.

Keywords: Virtual reality · Training · Digital forensics · First

responders · Task evaluation

1 Introduction
Digital forensics incident response and investigations are performed by individu-
als who receive ongoing training in their technical domains. The required train-
ing typically has the following characteristics: (i) lengthy, due to the significant
changes in technology and the proliferation of digital devices; (ii) costly, because
of the use of commercial products [19]; and (iii) provides less creativity where
radical solutions may be needed. Training for digital forensics incident response
and investigations has, traditionally, been conducted through simple presenta-
tions and on-site visits as investigators are required to travel to specific facilities
to get proper training. However, due to the democratization of virtual reality
c Springer Nature Switzerland AG 2019
G. Bebis et al. (Eds.): ISVC 2019, LNCS 11845, pp. 469–480, 2019.
[Link]
470 U. Karabiyik et al.

technology, it is possible to transfer real-world training to virtual environments

while providing an effective and immersive training experience. Thus, this paper
presents a flexible virtual reality framework that provides a number of func-
tionalities to allow realistic simulated experiences to incident first responders
and digital forensics investigators. It should be noted that the developed proof-
of-concept framework allows the use of various consumer-grade virtual reality
headsets (e.g., Oculus Rift, HTC Vive, Samsung Odyssey, etc.) and hence lends
itself well to standardized distribution for scaling up.
The developed framework is divided into two modules, which are the train-
ing and evaluation modules. The training module delivers simple scenarios that
provide information about practical and cognitive tasks related to the training
process, which is a learning-by-doing experience. The training is designed based
on the best practices published by United States Secret Service [36] and National
Institute of Justice [24]. The framework’s evaluation module allows the trainee
to navigate within the virtual environment, as well as perform different types
of interactions with objects and tasks located within it to collect the necessary
evidence. Through this immersive experience, in both the training and evalua-
tion module of the framework, the trainee is taught the necessary practical and
cognitive knowledge and skills required to process a real-life crime scene. Addi-
tionally, because the trainee performs all tasks within a virtual environment, we
can include additional features that can later be used to evaluate its performance
and provide feedback. To demonstrate the potential of the developed framework,
we present a simple training and evaluation scenario.
The developed framework allows the logical integration of multiple features
without requiring an experienced virtual reality developer to have knowledge
of programming or other graphics- and virtual reality-related complex tasks.
The framework is generalized to allow the addition of new functionalities and
routines with minimal implementation effort. We believe that such a framework
may provide insights to future researchers and developers who wish to create
virtual reality training frameworks for various training domains and purposes.
We also believe that the developed framework can be deployed in such a way
that other training scenarios can be developed in addition to those related to
incident first responds and digital forensics investigations.

2 Literature Review
In the current literature, there is variety of virtual reality applications proposed
for various forensic science problems [6,17,25]. These applications focus on phys-
ical evidence that does not imply or support the existence of related digital evi-
dence, hence they do not contribute to the digital forensics discipline. However,
significant amount of physical evidence can be used to lead digital forensics inves-
tigations. Due to the lack of virtual reality training systems for digital forensics,
we shift our focus in this section to discuss the literature review for virtual reality
systems in general.
Virtual reality systems utilized for training purposes can be considered pow-
erful learning tools [16]. With the use of virtual reality systems, it is possible to
 A VR Framework for Training First Responders and Forensic Investigators 471

integrate technologies and allow users to interact with virtual reality scenarios
in a multi-sensory manner, including physical interaction and tactile sensations
[3,4,29]. Some studies have indicated that virtual reality environment in training
experiences provides unique benefits compared to traditional monolithic train-
ing approaches. For example, such systems provide a learning-by-doing teaching
approach [13,18,29]. Moreover, various types of cues, such as visual, auditory, or
haptic, that are also available in the real world can also be provided, making the
whole experience provided in virtual environments look realistic. Such cues are
responsible for facilitating the learning task, as well as providing the ability to
simulate learning modules in a flexible manner that allows adaptation to individ-
ual needs and training goals [13,18]. Virtual reality systems have been used to
provide not only practical training, including medical training [12,15,39], driv-
ing [5,20], dance [7,9,21], painting [23,38], and safety [14,32], but also cognitive
training, such as motor learning [27,33] and attention enhancement [11,31]. In
the rest of this section, we present different virtual reality training applications
that have been developed.
Virtual reality applications have been developed for training purposes in
different domains. Training children to walk cross streets safely has been an
interesting topic in the broader community, and based on the reported results
of previous studies [26,34], utilizing virtual reality for road crossing training is
quite effective. Driving simulations developed to teach safe driving skills have
also been used extensively. In addition to the logical advantages that such a
virtual reality driving training process provide, it has been found [2,22] that
such training processes are quite appealing to the exposed individuals. Other
virtual reality training applications deal with evacuation training processes in
highly emergent conditions, and most of them, similar to the one that is presented
in this paper, target professional practitioners. Virtual reality has been used for
firefighter training [1,8,35], as well as evacuation and escape from different types
of emergency situations [28,37]. It can be said that the advantage of virtual
reality training in the abovementioned scenarios is that it enables people to
practice skills in a safe environment that they will later need to perform under
highly pressured and hazardous situations.
Virtual reality applications provide training, but they should also have a
way to evaluate whether the individual has met the learning objectives. In pre-
vious studies, it was found that knowledge gained during virtual reality training
can indeed transfer to evaluations conducted in the real-world or virtual real-
ity [10,26,30]. Moreover, results obtained from previous studies [10,30] indicate
that virtual reality training in highly immersive environments enhances learners’
retention of knowledge gained during the training. Based on the abovementioned
findings, we were inspired to develop a virtual reality framework to train inci-
dent first responders and digital forensics investigators. We believe it is possible
that knowledge gained from virtual training can be efficiently transferred to
real-world environments. To the best of our knowledge, no previous virtual real-
ity applications or frameworks for training incident first responders and digital
forensic investigators have been developed. Therefore, the effort made to identify
472 U. Karabiyik et al.

different functionalities and incorporate them into a single framework in which

the crime scene and the training process may be easily adapted can be considered
as the main contribution of this paper.

3 Functionalities of the Framework

This framework is implemented via the Unity3D games engine. Several stan-
dalone functionalities that we implemented can be easily attached to the nec-
essary training parts/object. Unity3D provides the flexibility of easily reusing
scripts, which makes it ideal for such a framework since it allows a developer to
change the training process and the crime scene scenario and simply attach the
necessary scripts to the new components added in the three-dimensional (3D)
scene. The next section describes the basic functionalities that a developer can
choose from when implementing a new training and evaluation process.

3.1 Interaction Modules

Several different individual interaction modules and functionalities were imple-

mented in the developed framework. Each of the interactive modules and func-
tionalities works independently, and a developer can simply pick which module
or functionality to include in the training and evaluation process. The developed
modules and functionalities are presented below.

Navigation: Various navigation mechanisms were implemented. Specifically, a

user can choose to either navigate using a standard gamepad, keyboard, or vir-
tual reality controllers or perform natural locomotion. To do so, the user needs
to pick one of the provided navigation mechanisms from the inspector window
of Unity3D.

Object Interaction: The trainee has the ability to interact with objects that
are located within the crime scene. To do so, a simple script was implemented
that assigns different properties to the objects. Specifically, this script helps the
developer to specify which objects are interactive. Objects that are assigned to
be interactive can be grasped, moved, and rotated by the trainee to inspect them
further. For the interactive objects, additional functionalities can be specified by
the developer, such as turning on/off, copying clipboard data, or removing a
part of a device (e.g. battery).

Repository: A digital repository was also implemented. This repository keeps

track of evidence collected by the individual trainee and provides instant visual
feedback to the trainee when needed. The repository simply represents the inven-
tory list of collected evidence from the crime scene in real life investigations.
 A VR Framework for Training First Responders and Forensic Investigators 473

Tools: Several tools were implemented that can be useful during an investigation
process. These tools are quite common and used almost always by investigators:

– Tags: When collecting objects from a crime scene, the investigator is required
to tag the collected evidence by writing down necessary information on notes
and assigning the notes to the collected evidence.
– Bags: Before placing the collected evidence into the repository, the investi-
gator is required to put the object into a bag. This is an important procedure
that an investigator must follow. The investigator should insert the associated
tag on the bag.
– Notebook: A notebook is provided to the trainee to write notes during the
investigation process. This helps the investigators remember small details if
he or she needs to revisit the crime scene again.
– Stickers: The provided stickers are quite useful to the investigators since
they can write down information about particular objects and areas of the
crime scene and mark the visited areas.
– Ruler: A virtual ruler is provided so the investigator can measure the dimen-
sions of not only the objects but also the crime scene itself. The ruler also
allows the investigator to not only describe the object but also record the
dimensions and the exact position it was found within the crime scene.
– Flashlight: A virtual flashlight is included to allow the investigator to explore
dimly lit areas of the crime scene, which enhances the realism of the investi-
gation process since not all crime scenes are well lit.
– Camera: The use of a camera when exploring crime scenes is a must since an
investigator needs to collect not only the necessary evidence but also addi-
tional information about the crime scene. Record of the scene in pictures
is indispensible for a successful investigation. Thus, a virtual camera is also
included. Using this camera, the trainee can collect additional evidence. The
captured pictures are placed in a separate ‘pictures’ repository, to which the
investigator has access throughout the training and evaluation process to
determine whether a particular image has already been taken.

3.2 Data Acquisition

Data acquisition is quite important in the trainee evaluation process. For this
reason, different data that provide useful information about the evaluation pro-
cess are collected during the runtime of the evaluation module:

– Task execution sequence: There are various sequences in which a task can
be executed; however, in most cases, only one sequence can be considered
correct. It may be noted that for various objects and types of evidence, the
investigator needs to follow a specific sequence of actions to ensure safe and
reasonable execution of the task. The developed framework provides the abil-
ity to store the sequence of actions used to collect each individual piece of
evidence/object that the investigator decides to interact with, and the sys-
tem stores the executed sequence. This approach was taken for three reasons.
474 U. Karabiyik et al.

First, the system can easily and automatically determine whether the task
was performed in the right sequence. Second, the system can use this informa-
tion to assess the investigator’s performance. Third, the execution sequence
of a task (especially the wrong one) can be provided as feedback to the inves-
tigator, and thus, the investigator can learn from his or her mistakes. Figure 1
depicts how the training tasks are executed by the trainee for a sample sce-
nario where smartphone is found in turned off state. Green boxes represent
correct tasks that an investigator is expected to follow where the red arrow
and yellow boxes represent wrong direction and relatively correct tasks which
might cause destruction or alteration of an evidence. Each box is assigned
a score value that the trainee would gain if they perform that specific task
before the conclusion of the process.
– Missing evidence: Each crime scene that is set up has predefined pieces of
evidence that should be found and collected by the trainee. Once the trainee
concludes that the investigation is complete and decides to exit the evaluation
module of the framework, the system automatically determines whether there
are any missing pieces of evidence and provides a percentage score of missing
evidence to the trainee.
– Task completion time: This is the time that an individual investigator
needs to finish the evaluation process. Although the task completion speed
might not be directly related to the effectiveness of the training, when com-
bined with the abovementioned data, it can provide information to the trainee
about how detailed the investigation was. In most cases, rushing through an
investigation may increase the risk of making mistakes hence causing the
missing/destroying/altering evidentiary data.

3.3 Evaluation Method

In order to develop an evaluation method for our training, we developed a scor-

ing system based on the best practices published in [24,36] for investigators.
When the training scenarios are developed, each task that an investigator should
perform is assigned a score depending on how significant that specific task is
compared to the other. In addition, we assigned penalties (usually significantly
deducting possible points for a task) when the trainee performs a wrong action
(see red/yellow items in Fig. 1). This is also decided based on the significance
of a specific mistake. The possible mistakes we took into account are common
mistakes that new investigators might possibly do.
As each training is designed not only to measure perfect actions of the trainee
but also measure some partial scores for the action taken following any previous
mistakes or wrong actions. As illustrated in Fig. 1, the trainee is expected to
keep the device turned off to preserve the current state of the device. Following
this action, some correct actions are still taken hence partial scores (e.g., 5 out
of 15 for the first task) are given. In case of a serious mistakes are being made,
no points will be given to the trainee.
 A VR Framework for Training First Responders and Forensic Investigators 475

5 5 5
Look for SIM card and remove it
Remove the Store the device in a
(SIM cards may be removed without
battery if possible Faraday bag
removing the battery)

Powering off the device

5 20
Turn on USB
Start Turn on End
Debugging Mode and
Developers Mode
Stay Awake Mode.
Keep the device powered on

15
Conduct RAM
Look for SIM card and remove it
acquisition on 45
(SIM card may be removed
the phone
without removing the battery)

Check the battery level.

Put the phone on Airplane
Connect to an external Remove the Store the device in
Mode (Possible since the
power source if the batter battery if possible a Faraday Bag
phone is not locked)
level is low
15 20 10 10

Fig. 1. Example diagram for the tasks given in a scenario where powered on smartphone
is found. (Color figure online)

4 Training and Evaluation Modules

This section describes the two basic modules of the developed virtual reality
framework. Each module is developed similar to the real life scenarios that we
identified from the current digital forensics best practices publications.

4.1 Training Module

The training module of the developed framework affords the trainee the ability
to, first, learn how to use the developed system and, second, gain both the
practical and cognitive knowledge required. During the training process, the
trainee is asked to interact with the embedded objects, which can be potential
evidence in a crime scene. During this process, on-screen textual instructions
are given to the trainee. These instructions follow specific guidelines provided
by the developer of the training simulation and can be easily altered based on
the individual needs and scenario. The trainee is then responsible for following
the instructions and executing the necessary tasks. An example of the training
module is depicted in Fig. 2. Once the training process is complete and the trainee
feels confident about the knowledge he or she has gained, it can then switch to
the evaluation module. Note that the trainee is allowed to perform each of the
training tasks more than once in case it is required.

4.2 Evaluation Module

The evaluation module allows the trainee to test his or her newly acquired knowl-
edge. In this case, a virtual reality crime scene is provided. The crime scene
476 U. Karabiyik et al.

Fig. 2. Example of a training scene in which the trainee learns how to interact with
the digital evidence and follow the task sequence.

includes various pieces of evidence that must be collected. During the evaluation
module, the system records the pertaining data. No additional feedback is pro-
vided. Upon entering the virtual reality crime scene, the trainee is responsible for
performing the necessary actions, collecting the necessary evidence, and report
the results. We decided not to include time restrictions in the evaluation modules
for two main reasons. First, the investigation process might take a long time and
second, we did not want to put unnecessary pressure on the trainee. However,
since the framework is responsible for collecting different types of data to assess
the trainee’s performance, completion time data can be used to understand how
detailed the investigation process was.
For the purpose of this paper, a simple crime scene was developed, which is
presented in Fig. 3. In this crime scene, the investigator should collect digital evi-
dence (i.e., copy hard-drive data and browser history) and virtual devices (e.g.,
smartphones, laptops, and computers). The trainee is responsible for exiting the
evaluation scene once he or she believes the process is complete. Next, the system
provides a performance report to the trainee and the supervisor based on the
developed scoring system, as well as additional feedback about mistakes made
during the investigation process. Based on this feedback, the trainee might be
asked to complete an additional training and evaluation process to ensure that
the necessary knowledge is gained.
 A VR Framework for Training First Responders and Forensic Investigators 477

Fig. 3. The virtual crime scene (top) developed for this paper, and close-ups (bottom)
of the digital evidence that should be collected.

5 Conclusions and Future Work

In this paper, we described the basic functionalities of virtual reality framework
that is developed to train incident first responders and digital forensics inves-
tigators. The current version of the framework provides most of the necessary
functionalities for training first responders and digital forensics investigators;
however, various issues need to be addressed in future work. Specifically, in
our future work, we are planning to extend the functionalities that should be
included in such a framework. To do so, we are planning to consult with police
officers and digital forensic investigators. We are planning to disseminate surveys
and conduct in-depth interviews regarding possible digital forensic scenarios and
functionalities that should be included to make this framework a useful tool for
experimentation and training.
Additionally, in the current version of this framework, the individual devel-
oper needs to manually specify each piece of evidence and where it should be
placed within the virtual environment. As a result, we are relying on our knowl-
edge that the developed crime scenes provide effective training. For this reason,
in the future extension of this framework, we are planning to develop a stochastic
optimization algorithm that optimizes the difficulty of the crime scene by con-
sidering the location, as well as the number and types of pieces of evidence that
478 U. Karabiyik et al.

needs to be collected. Such an extension will allow potential individuals to train

at the same virtual crime scene repeatedly while experiencing new variations
and different levels of difficulty.
Finally, in addition to the further development of this framework, we are
also planning to conduct a number of user studies to investigate the potential of
virtual reality training for incident first responders and digital forensics investiga-
tors. Such studies will help us further understand whether the proposed training
framework can be used to substitute current training methods (i.e., slides and
written notes) and increase training effectiveness and enhance trainee experience
in the simulation.

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