Current Risk Situation Training in Industry, and Games as a Strategy for Playful, Engaging and Motivating Training

Workplace safety is a constant concern in the industry, especially in activities with a high risk of accidents, such as the operation of heavy machinery, material handling, and work with electricity. Risk situation training is a fundamental tool for accident prevention and promoting a safety culture in the workplace. However, these training practices are often seen as boring, tiresome, and ineffective, leading to low employee motivation and engagement. This article presents a survey conducted with training managers to understand training taught via traditional methods, and a rapid review performed to examine the literature on the benefits of using games with a purpose to support risk situation training and make them more playful, engaging and motivating. The survey results point out problems such as low engagement levels in training that applied traditional methods. The rapid review studies support the benefits of games with a purpose in risk situation training, where researchers indicate that strategies such as immediate feedback, participatory approaches, and scenario-based training can increase the effectiveness of risk situation training, improve employee motivation and engagement, and promote a more effective safety culture in the workplace. As a contribution, this article presents insights that can support the trainers in the adoption of learning strategies that may help to achieve training sessions more playful, engaging and motivating. In addition, this work serves to provide relevant information in the discussion on using games with a purpose for risk situation training in the industry.


Introduction
Between 2012 and 2021, almost 23,000 people died in work accidents in Brazil. This alarming figure was released by the International Labour Organization (ILO) (ONU, 2022), warning: "when it comes to workers operating machinery and equipment, accidents can be up to 15 times more frequent". In this same period, approximately 4 percent of the global GDP per year was spent on accidental occurrences involving human actions (ONU, 2022). When this data is applied to the Brazilian GDP of 2021 (8.7 trillion reais) (IBGE, 2022), the damage is close to 350 billion reais.
Safety is a crucial factor in mitigating accidents at work, as it directly affects the health and well-being of employees and operational continuity (Cairo Junior, 2002). In this context, training workers how to behave in risk situations, the so-called risk situation training (or safety training), can arouse interest and increase the perception of risk on the part of employees, according to Facundes et al. (2016). Risk situation training must ensure employees are prepared to deal with risky situations and maintain a strong safety culture (Lacerda and Abbad, 2003).
Usually risk situation training can be monotonous and uninteresting, making it difficult for employees to stay engaged and motivated nowadays (Brahm and Singer, 2013). According to Robbins (2005), to make a training effective, it is necessary that (i) trainees are satisfied with this procedure, (ii) content is adequate to what the job requires, and (iii)) knowledge absorbed during training can be easily transferred to the professional activity. For some time, most risk situation training has been provided using materials such as handouts and videos. Meanwhile, new technologies are emerging in this scenario, generating comparisons and showing more engaging and motivating alternatives than the traditional training methods in industry, such as digital games and playful methodologies (Lovreglio et al., 2021).
In this context, this work aims to seek information on how risk situation training is conducted in industry and identify alternative techniques to so. As such, we explore how to make risk situation training in industry more playful, engaging and motivating. Thus, we analyzed approaches and strategies that can be used to make training more effective to employees and increase playfulness, engagement and motivation. Kwegyir-Afful and Kantola (2020) state that games with a purpose can be an attractive and innovative alternative to make risk situation training in industry more appealing and effective. Then, this work discuss the possibility of using them instead of the traditional methods.
This study is divided into two research questions (RQ) to organize and guide the investigation: • RQ1. How is risk situations training applied in industry? • RQ2. How can digital games with a purpose help in risk situations training in industry?
RQ1 was answered by an exploratory study, which involved the participation of 30 professionals who deliver risk situation training in industry. RQ2 was answered by a rapid review grounded on 14 studies on the subject and with support and validation of three industrial managers. Finally, with the survey responses and the works identified in the rapid review, we discussed the main problem addressed in this work (how to make risk situation training in industry more playful, engaging and motivating?).
This work contributes to understand the dynamics of risk situation training in industry based on the perception on the evaluation of these events from the professionals who develop and conduct related activity. Other contributions refer to identifying interests of industrial and training managers regarding digital games for training in the industry, and presenting the state of the art of games with a purpose for training in risk situations in industry. We expect that the discussion can contribute to the adoption of games as a tool in risk situation training in industry, favoring engagement and motivation through playfulness in the training processes.
This article is organized as follows: Section 2 provides the backgrounds for this work. Section 3 presents the research method. Section 4 refers to the protocol and results of the survey. In Section 5, protocol and results of the rapid review are reported. Section 6 presents the discussion of results. Section 7 includes the threats to validity and limitations of this work. Finally, final remarks are presented in Section 8.

Organizational Training for Risk Activities in Industry
Organizational training can be conceptualized as the development of professional skills and competencies, according to the requirements of the position to be occupied. The goal is to make the individual more productive and able to achieve the goals of the corporation in which he or she is inserted (Venturi et al., 2021). According to Pinto et al. (2011), all industrial activities involve some risk. Risk activities are those carried out in environments or with equipments that subject the worker to an accident due to occupational hazards. Occupational hazards are characterized by any work situation that may harm the worker's health, from ergonomic dangers in an office to more aggressive agents in industrial areas such as heat, noise and proximity to dynamic equipment (Facchini et al., 1991).
Since the middle of the 20th century, accidents at work have come to be seen in many countries as capable of impacting the economic side of companies (Barbosa and Ramos, 2012). Therefore, organizational training focused on safety and accident prevention is essentially part of a strategy that adheres to the values of companies that have risky activities in their production environments, keeping the staff up to date with market practices that are increasingly competitive and capable of conducting the work safely (Lacerda and Abbad, 2003).
As claimed by Burke et al. (2006), risk situation training programs based on teaching paradigms, such as lectures and awareness campaigns, may not be appropriately connected with work reality. Laberge et al. (2014) and Romero et al. (2019) reported in their findings that motivating workers in training sessions is not a simple task and that the success of a training program depends directly on the methodology and investment.

Kirkpatrick's Four Levels of Training Evaluation
For a training program to be effective, it must undergo evaluations to verify whether the training given had the desired effects on people and the organization (Abbad et al., 2000). In the literature, there are some models for training evaluation. The training transfer model to the workplace, devised by Baldwin and Ford (1988), measures the application of the knowledge, skills and competencies acquired by an employee during training in his/her daily work environment. These authors proposed that successful transfer depends on factors such as the similarity between the training and the work environments, the relevance of the training to the employee's tasks and responsibilities, and the employee's willingness to apply what has been learned. On the other hand, the model proposed by Kraiger et al. (1993) suggests that training evaluation should consider three types of outcomes: cognitive signals, affective learning, and skills learning.
In the 1950s, Donald Kirkpatrick and Wendy Kirkpatrick created a learning evaluation model with their family name (Kirkpatrick and Kirkpatrick, 2016). The present work chooses to use of Kirkpatrick's model because, even after a few decades, this model remains practical, appropriate and applicable in several contexts (Alsalamah and Callinan, 2021b), with recent publications such as (Agarwal et al., 2019) and (Alsalamah and Callinan, 2021a) attesting the method as efficient and current. The Kirkpatrick model consists of four levels of evaluation: reaction, learning, behavior, and results, as shown in Figure 1 (Kirkpatrick and Kirkpatrick, 2016). The evaluation of the reaction measures participants' reactions to the training program. The measurement can be done through satisfaction surveys, seeking to evaluate the responses concerning the content and format of the training. Evaluation of learning (the second level of Kirkpatrick's model) analyzes how much participants learned during training based on tests, evaluations or other activities that can measure the knowledge acquired (Kirkpatrick and Kirkpatrick, 2016). The third level evaluates whether the behavior of employees (evaluation of behavior) who underwent training has changed in any way as a collective and medium-term evaluation stage. This level can be measured through field observation of the employee's behavior in the work environment and by evaluating performance indicators. The fourth level (evaluation of the results) analyzes the impact of training on organizational outcomes, such as increased productivity, cost reduction or reduction in the number of accidents, among others. Organizational results can be measured through data analysis, performance indicators or quantification of events such as accidents and incidents (Kirkpatrick and Kirkpatrick, 2016).

Digital Games as Information Systems Applied to Training
Information systems (IS) and organizations are linked in such a way that both influence each other. This influence occurs in several fields, such as structure, managerial decisions, and culture (Laudon and Laudon, 2004). Digital games can be seen as IS as they incorporate features and elements such as data input, player commands, processing of these inputs, output, and feedback. Digital games can present processes, collect and handle information, resulting in player decision-making (Xexéo et al., 2021). Digital games, as IS, can propagate helpful information, transmit knowledge effectively, and allow the measurement of a trainee's performance (Chittaro and Ranon, 2009). As such, digital games can contribute to organizational health, allowing workers to improve the execution of business processes and may even contribute with their visions and improvements (Ferreira and de Classe, 2022).
In this context, the application of games for organizational training is perceived as a practical proposal for knowledge retention and engagement of people, presenting better results than traditional training (lectures or videos etc.). Therefore, this strategy becomes a powerful and innovative tool to act in changing the safety culture in an organization (Lovreglio et al., 2021). Gao et al. (2019) conducted a systematic review in which 49 scientific studies were analyzed the effectiveness of computational approaches (such as digital games) in risk situation training. As a result, the researchers show that the validity of traditional methods is well-founded, and more studies are needed to support digital games even if there are indications that such technology (and other computational means) can provide better results. However, this study did not involve professionals who experience the problems investigated in the present work in practice. Peiró et al. (2020) present a systematic review on risk situation training in the construction sector, focusing on workers with low professional and academic qualifications. The authors analyzed 18 studies on the topic and points out the challenges of implementing and evaluating risk situation training. For the analysis of the risk situation training found in the selected studies, the authors used Kirkpatrick's 4-level model for training evaluation, stating that this method is widely used in assessing risk situation training. The review detailed risk situation training and revealed the low number of studies on this subject (only 18 met the inclusion and exclusion criteria over 20 years). Despite profiling risk situation training in a specific industry sector, the authors did not rely on the expertise of trainers and managers who design and deliver risk situation training to validate their findings.

Related Work
Concerning the games with a purpose for education in the industry, Almeida and Simoes (2019) pointed to the role of these games in industry 4.0 as tools for educating people about industrial subjects. As the main challenges, the authors highlighted the difficulties of simplifying the real world in these games. Other authors, such as Checa and Bustillo (2020), Mystakidis et al. (2021) and Tanaka et al. (2023), focused their research on investigating games that use simulations-based virtual reality and how it can improve risk situation training.
Although the works of Gao et al. (2019) and Peiró et al. (2020) address the effectiveness of training in the industry, they differ from the present work, which investigates the subject based on a mixed methodological approach to address both academia and industry perspectives. In other words, while those related works focus on systematic reviews, which involve the analysis of a large number of existing studies to identify patterns and trends, the present work comprises a survey to capture the perceptions of trainers about training they provide in industry, and a rapid review to identify the industry's interests in alternative training methods and present a state of the art directed to what is being developed in practice.
Even Almeida and Simoes (2019) addresses games to education in the industry, the authors did not focus on the context of risk situation training, which is the purpose of our paper. Also, Checa and Bustillo (2020), Mystakidis et al. (2021) and Tanaka et al. (2023) pointed to virtual reality as a possible path to follow for these games. However, we identified virtual reality as a viable approach to creating games for risk situation training, but it is not unique.

Research Method
To guide this research, four steps were defined: an informal literature review, an opinion survey with training managers, a rapid review of the literature with the support of training managers, and the synthesis of information discussing the results of the survey and rapid review. A summary of the steps can be seen in Figure 2. The definition of the number and content of the stages was inspired by the work of Dias-Neto et al. (2010). In the informal literature review, i.e., literature review without explicit or systematic criteria for the search and critical analysis (Cooper, 1998), the researchers could identify in scientific studies the main concepts and characteristics of training for risk situations in the industry via Google Scholar, which is a search tool that indexes scientific and academic articles. As a result, it was possible to observe that risk situation training is an essential element for mitigating accidents in industry (Lacerda and Abbad, 2003). However, there is interest in tools that can increase playfulness, engagement and motivation (Li et al., 2017). The review also retrieved studies that mentioned the importance of training evaluation and models used for this purpose Callinan, 2021b; Agarwal et al., 2019), from which Kirkpatrick's model was identified for further exploration and understanding of its levels.
To investigate options for improving training, it is necessary to know the deficiencies reported by those who manage and provide this training. To do so, a survey (Section 4) was conducted, which included responses from 30 training managers for risk situations aimed to look into their perceptions about training sections.
With the answers and deficiencies reported by training managers, this work proposes the use of digital games as an alternative to making training more playful, engaging and motivating. As such, investigating the literature to know how these games are used in industrial training is necessary. Thus, a rapid review (Section 5) was conducted. According to Cartaxo et al. (2018), it combines academic practice with the knowledge of professionals who experience a target problem in their daily lives.
Finally, in the discussion of results step, the studies are organized and communicated to the research and practice communities. This step comprises the discussion of the survey and rapid review findings, as well as the important relationship found between the results of both studies (i.e., what was observed in the literature and the practical perceptions of the participants). At this stage, limitations and possible threats to the validity of the studies are also raised.

Risk Situation Training in Industry
A survey offers the possibility of gathering information by questioning a group of people, within a specific domain, in a systematic way, enabling the direct knowledge of relevant information by the respondents, quickly and at low cost (Kitchenham et al., 2015; Creswell andCreswell, 2017). In this work, the survey sought a better understanding of risk situations training applied in industry from the point of view of training managers.
The work of Pfleeger and Kitchenham (2001) inspired the steps that guided the survey: planning (i.e., goal setting, research planning, and questionnaire preparation and validation); execution (i.e., participant selection and questionnaire distribution); and results (i.e., data analysis and construction of the report of the found knowledge).

Planning
The survey aimed to answer the research question RQ1 (How is risk situations training applied in industry?). To help answer this question, we formulated sub-questions based on Kirkpatrick's training evaluation method, with a sub-question defined for each model level: The questionnaire used in the survey was divided into three parts. The first one contains a brief explanation of the research purpose and a free and informed consent form (Bispo Jr et al., 2021). The second one aims to identify the participants' profile with questions about age, gender, education, place of birth, profession, and region where he/she works. The third one presents the questions that help capture the perception of the participants regarding the training, where questions were elaborated to support the answers to the research sub-questions. The questions in the third part can be seen in Table 1, with closed questions SRQ6 (i.e., the participant can choose among the options "lecture", "slides", "videos", "practical training" and "handouts", being able to select one or more items simultaneously) and the others being discursive. To validate the questionnaire, a pilot was conducted, which involved two training managers in industry (both technical professionals in occupational safety). This pilot aimed to add reliability to the questionnaire by meeting essential quality requirements, such as the objectivity of the questions, the scope of the proposed topics and the appropriate questions arrangement (Manzato and Santos, 2012). In the pilot, the participants informed that the questionnaire should have the order of its questions and some terms changed to meet the logical sequence and make questions more precise and objective for the respondents.

Execution
After executing the pilot and implementing the suggested adjustments into the questionnaire, the survey was sent out to training managers of a large company in the energy sector through an online electronic form, using a messaging application used corporately by this company, where the respondents received it individually. Participants were asked to forward the form to more colleagues with the desired profile for the research. The form was made available on January 4th, 2023, and remained accessible until the 23rd of the same month.
This research delivered each participant the informed consent form (ICF), clarifying that we would not collect any sensitive data which came to identify them. Participation was voluntary, and the participant could give up at any time. Also, we explained in ICF that we would treat data not to allow participant identification. We manage all data following the Brazilian data protection law.

Results
A quantitative analysis was applied on the data collected 1 from the demographic questions to explore the participants' profiles and to summarize and describe the information 1 Survey data: https://doi.org/10.5281/zenodo.7902811 obtained. The study used descriptive statistics techniques, such as graphs and tables.
To analyze the answers obtained in the questions shown in Table 1,the grounded theory presented by Strauss and Corbin (1990) were adapted to the qualitative analysis techniques applied in this work. Then the qualitative analysis were organized into two steps: i) open coding: where data is segregated and categorized; and ii) axial coding: where the relations among the categories defined in the previous step are identified. As this study deals with a small group of training managers compared to the possible sample universe across the industry, selective coding, as proposed by Strauss and Corbin (1990), is not applicable since this coding is used to identify broad and theoretical patterns in data that may represent a significant part of the population to be observed. So, only open and axial codings were used in the qualitative analysis.
As exemplified in Figure 3, open coding was performed while reading the responses, where the researchers examined the data and identified concepts, ideas and themes that emerged from them. Open coding is an iterative process, meaning you must revisit the data several times to determine all relevant pictures. The open coding technique was guided by the questions presented in Table 1, in which two researchers conducted the coding and validated each other's work to increase consistency and reliability of the analysis. With the aid of the Atlas.ti software, the researchers organized the concepts identified in the open coding into broader categories and explored the relations among them to create a conceptual model that can help explain how the codes identified are related to each other, thus fulfilling the second step of qualitative data analysis (axial coding). The codes were grouped into four categories, referring to Kirkpatrick's four levels of training evaluation.

Participants' Profile
From 30 participants, 47% aged between 45 and 54 (14 participants), 43% are between 35 and 44 years old (13 participants), 7% aged over 54 years old (2 participants), and 3% (1 participant) is between 25 and 34 years old (Figure 4). The gender question had answers only between the options "Male" and "Female", in which 93% of respondents chose Male (28 participants) and 7% Female (2 participants). Regarding the participants' education level, 30% reported having completed higher education, and the same number of those completed high school (9 participants each). Those who said incomplete higher education were 17% of the participants (5 participants), and 23% (7 participants) reported having some level of specialization, as presented in Table 2. The professional activities focused on occupational safety technicians (77% -23 participants). Some participants who provided risk situation training are nurse, reserve military, environment technician, electronics technician, maintenance supervisor, maintenance coordinator and platform manager, each of them representing 3% of the participants (i.e., 1 participant in each profession).

Level 1 -Reaction Evaluation
First, we sought to find out for which types of risks the training given by the participants were observed (SRQ1). From the respondents, 50% (15 participants) reported that they provide training aimed at firefighting, 47% (14 participants) for work at height, and 40% (12 participants) were involved in theoretical and practical training for work in confined spaces. Topics such as use of personal protective equipment (PPE), first aid, hearing protection, and respiratory protection were also mentioned.
After that, to verify the trainers' perspective regarding SR1 (Reaction evaluation -"How do the trainees respond to the training?") of the training they provide, the sub-questions SRQ2, SRQ3, SRQ4 and SRQ5 were investigated.
Sub-Questions SRQ2, SRQ3 and SRQ4 were focused on how to know, from the perspective of training managers, what is the level of expectation (satisfaction) of the trainees before, during and after receiving the training (i.e., the level of pleasure when they arrive to be trained, during the training session and after the event is over). It is also questioned what level of satisfaction the managers expected at the end of the training they provide (SRQ5).
As seen in Figure 5, the expectation before training is low, as it is directly linked to the adverse reaction of trainees. The red dotted lines link the codes directly to the category in question. A solid black line connects codes that are related to each other. Two codes assigned to the responses given by participants in the qualitative analysis are linked to this low expectation, translated by the "negative reaction" code: excessive use of lectures and repetitive content. The answers 2 to say that all participants' answers were in Portuguese, and the transcriptions presented in the article are translations into the English. to the questionnaire show the context of this low expectation: "Some of them on their faces already show disinterest because they think the content is repetitive." "Brief presentation without the use of media." [Participant 8] In this regard, attention is drawn to the report made by participant P3, in which he/she says that "more elaborate training, using media resources, increases interest". This indicates the possibility of a connection between the level of expectation and satisfaction with which an individual addresses a training session with the type of method or media used.
Reports of positive reactions from trainees when arriving at the training sessions were identified in the speech analyses, but also mentioned the lack of interest and involvement of other participants. It can indicate that these positive aspects may be a minority among the observed cases, as in the case of the comment: "I can notice two groups: the resistant/unmotivated and the motivated trainees." [Participant 17] When participants respond about the level of satisfaction and engagement during the training sessions, positive and negative comments also emerged. The negative comments point to the low interest in some people and behaviors such as low level of interaction and lack of attention to the content taught. This can be seen in the excerpts: The positive reports by the respondents, identified in the qualitative analysis, go through indications of engaged trainees and short answers such as "very good". However, the comment made by participant P25 stands out -he/she made the connection between engagement in training with risk situations and the occurrence of practical activities: 2 It is important When questioned about the level of satisfaction after the training, the participants report that the trainees leave the training sessions with a good level of satisfaction, but with reservations. There are also reports that trainees consider the training session a waste of time: "Some are even motivated by the acquired knowledge, but most see it as an obligation to fulfill prerequisites to work or continue working.

Level 2 -Learning Evaluation
Regarding SR2 (Learning Evaluation -"Do the trainees absorb and apply the knowledge presented in training?"), the questionnaire items SRQ6, SRQ7 and SRQ8 were answered by the participants. The goal is to inform which training method has been used in the sessions they conduct, how the managers assess whether the trainees have absorbed the knowledge satisfactorily and what is done if any training participant demonstrates that he/she did not understand all the content. As illustrated in Figure 6, referring to the answers to SRQ6, most participants in this study (87%) reported that they provide training in the form of lectures (26 participants), 83% related that they use slides (25), 73% use videos during training (22) and 17% use written material such as handouts (5) as a way of transmitting the information. Participants who said they applied some practical training were 63% (19 participants), and 10% (3) said they used another way to apply training, such as daily dialogues with the respective teams. The participants were allowed to choose multiple answers. Based on the answers to questions SRQ7 and SRQ8, the diagram shown in Figure 7 was constructed, in which it can be seen that the category learning was highlighted and is directly linked to two main codes: assessment of participant's training learning, and actions taken if learning is not satisfactory.
From the analysis of the codes related to the evaluation of participants' learning (i.e., test, practical evaluation, behavioral change and participation), there are indications that, even though tests are the most cited as a method of learning assessment, managers are dissatisfied with this procedure: "Unfortunately, the evaluation method is through tests." [Participant 29] In the study, some managers use subjective assessments, e.g., observation of trainees during training, perception of maturity of doubts presented, and analysis of trainees' behavior when training is run in a practical activity. None of the participants reported any technique for measuring trainees' aptness during this observation, Finally, it was observed that there is an indication of dissatisfaction with this tool, since participants pointed to "conventional lectures" as an important factor observed in the low level of interest on the part of the trainees. This happens even though lectures are the method most used by participants to provide the trainees with a learning experience: "For conventional lectures, medium to low level of interest. The more elaborate methodologies using media resources, the more interest increases." [Participant 3]

SR2 -Do the trainees absorb and apply the knowledge presented in training?
Managers make use of written tests and subjective evaluations, such as trainee observation. If the training has not been effective, managers make an effort to retransmit the information, but without any concrete measures.

Level 3 -Behavior Evaluation
Regarding SR3 (Behavior evaluation -"Does the training trigger the desired behavioral changes?"), participants' answers for question SRQ9 of the questionnaire were analyzed. 83% of respondents (25 participants) stated that they could observe changes in behavior in trainees, against 17% (5 participants) who reported that they could not notice such a transformation. However, when investigated in more detail based on the connection tree (Figure 8) between the category Behavior and the codes related to Behavior changes, one can note that participants who respond positively to SRQ8 link the change in behavior to a deadline for it to occur, i.e., the samples indicate that changes in behavior are not immediate. This opinion is also supported by the participants who answered SRQ8 negatively, "Objectively yes, but it must be considered that the cultural change of some practices is slow and does not occur in the first opportunities that trainees participate."   Analyzing the positive and negative responses, it is noticeable that the behavior change is not trivial to measure. The participants report that the cases where it can be distinguished are few compared to those in which the change is not observed. From the trainer's point of view, even in the cases where it happens, it was narrated that the change is small and, in most cases, directly linked by training managers to the level of commitment of the trainee: "In a few situations, it is possible to observe these changes." [

SR3 -Does the training trigger the desired behavioral changes?
Although complex, behavior change can be observed, but only in the medium and long term.

Level 4 -Results Evaluation
To respond SR4 (Result evaluation -"How are the training results verified by the interested company or institution?"), the tree shown in Figure 9 was built. In this subquestion, the participants were asked which business When asked about how these indexes are disseminated, the participants mentioned institutional channels, such as internal bulletins, emails and portals with internal information, meetings with colleagues and leadership for results disclosure, face-to-face and remote lectures. Some participants said they received information about the business indexes through non-institutional channels, such as groups in messaging applications:

Free Opinion
In SRQ12, participants were invited to provide a free opinion. This question is not mandatory for completing the form, so not all participants responded (19 out of 30 participants gave some comment -63%). Respondents affirmed that training is a tool capable of guiding people towards appropriate behavior for safety standards and financial matters, such as agility at work and efficient use of resources: Once gain, the participants make it clear that training in industry requires investment. The topic change in method methodology was addressed in the respondents' discourse as the need for training restructuring, as well as the need for more interactive training and more engaging methods. It was pointed out that the frequent repetition of the training content and format, as well as the volume of training, may be linked to the lack of motivation of the trainees: Once the classical training methods do not motivate and engage people, the use of games can support these aspects, being an eventual approach to risk situation training. Therefore, we made a rapid review to look into studies in this context.

Digital Games with a Purpose to Risk Situation Training in Industry
According to Cartaxo et al. (2018), a Rapid Review is an adaptation of traditional systematic literature reviews, aiming to bring academic methodological practices closer to the real problems and perceptions of professionals who experience them in practice. A rapid review must be born from a practical problem observed in the real world (organizations, market etc.). Therefore, it is common to associate study planning with the knowledge of people who are directly involved and interested in solving a problem, such as managers, instructors and performers. A rapid review should deliver results faster than systematic literature reviews. Usually, they are limited to research on a single scientific basis, being conducted by only one researcher, and no evaluation is undertaken regarding the quality of the findings (Cartaxo et al., 2018).
In this work, we also conducted a rapid review based on (Cartaxo et al., 2018) and (Motta et al., 2021), aiming to identify relevant works as well as extract and interpret information that can answer the research questions. According to Cartaxo et al. (2018), the method is divided into four steps ( Figure 10): interviews, planning, execution, and results.

Interview
For this study to be entirely based on a real problem, three managers of an oil industry were invited to contribute to the interview stage, in which a diagnosis was run. All participants have completed higher education and worked in the company for over 13 years. Individual interviews were conducted, lasting approximately 30 minutes each, with questions about risk activities and training in the respective organizations to which they belong. The answers can be summarized as: "How often do you participate or give training focused on risk situations?" -The participants reported that they participate in weekly training focused on risk situations, such as safety briefings, face-to-face normative training, and online reading standards directed by the company. Participants provide lectures and emergency simulations.
"Describe the risk activities that occur in your organization, the characteristics of the team, and what are the main challenges for the application of training for this team:" -There were reports of risks of explosion, risks related to the handling of loads, maintenance and operation of equipment, dynamic equipment and environmental hazards. The teams were described as multidisciplinary and highly diverse. The challenges in applying training to these teams are the difficulty in adapting to different technical levels and the training hours to the scale routine.
"Free opinion:" -Managers reinforced their interest in digital games applied to training and highlighted the need for more engagement power and a greater possibility of adapting training to the trainee. Managers mentioned that they were interested in knowing how much training with digital games is better compared to their counterparts in traditional methods, especially if there is an increase in cost and production time when games are adopted as a training methodology.
The interview stage was essential to the rapid review for adding knowledge about the needs of those who live the routine of activities and risk training. Contributions to modeling from the research questions to the execution protocol were diverse. The RR's protocol (comprising planning and execution) and results were validated with the managers.

Planning
The rapid review aimed to answer the research question RQ2 (How can digital games with a purpose help in risk situations training in industry?). Thus, we used the GQM (Goal/Question/Metric) paradigm (Basili and Rombach, 1988) to the definition of this study's objective, as follows: analyze the existence of primary studies, with the goal of identify games with a purpose regarding risk situation training, from the point of view of researchers, in industrial context. The research questions (Table 3) were defined based on the checklist 5W2H (Motta et al., 2021). Table 3. RR questions.

Nº
Research Questions Q1 What is the understanding regarding games as a tool in risk situation training? Q2 How can games be used in risk situation training? Q3 Where are the activities that are the target of possible games for risk situation training located? Q4 Who are the potential workers who should receive training for risk situations involving games? Q5 When can games for risk situations training be applied? Q6 What is the cost of developing a game with a purpose for risk situation training? Q7 Why should games be implemented in risk situation training?
Once the questions were defined, the search strategy was structured. Following the proposal by Cartaxo et al. (2018), this research used the Scopus database, as it indexes other relevant digital libraries in the computing field. The search string was defined using the PICOC (Population, Intervention, Comparison, Outcomes, Context) strategy (Wohlin et al., 2012). The terms adopted for each dimension were: (i) Population -risk; (ii) Intervention -games with a purpose; (iii) and Outcomes -training. For each term, synonyms and variations were addressed. Context was set to "industries"; nonetheless, this term was not used in search string because the search strategy was based on identifying studies on games for risk training in a comprehensive way and, subsequently, filtering the results by this context in the complete reading stage. Comparison was not used because comparisons and output evaluations are not part of the scope of this study (RR). So, the search string was defined as in the following: ("risk*" OR "danger*" OR "hazard*" OR "threat*") AND ("serious game" OR "game* with a purpose" OR "game* with purpose") AND ("training" OR "instruction*").
The inclusion (IC) and exclusion (EC) criteria (Table 4) were used in the analysis of the studies. Table 4. Inclusion and exclusion criteria.

ID
Criteria CI-1 Study addresses the use of serious games aimed at risk situation training in industry. CE-1 Study with no access for complete visualization in scientific databases. CE-2 Study with less than 4 pages. CE-3 Duplicate study. CE-4 Study does not address the use of serious games aimed at risk situation training. CE-5 Non-primary study (reject systematic literature reviews or systematic mapping studies). CE-6 Study is not written in Portuguese or English. CE-7 Study is a preface, book, editorial, abstract, poster, panel, lecture, round table, workshop, keynotes, tutorial, or demonstration.

Execution
The execution of the study began with a search for studies (step 1) in the Scopus database, retrieving 326 studies 3 ( Figure 11). Next, the removal of duplicate studies (step 2) was performed, excluding 4 of them (1.2%). Then, the selection (step 3) was achieved. Each study's title, abstract and keywords were analyzed concerning the criteria established in Table 4. From 158 studies remained (48%), a full reading (step 4) was performed, applying the criteria in Table 4 and analyzing whether the studies were within the industry context. In the end, only 14 (4.3%) studies were accepted (Table 5). Only one researcher performed the full reading of the studies and extracted information (step 5) to answer rapid review questions, later discussing results with other two researchers with experience in empirical studies, systematic reviews, and research on games.

Results
In rapid reviews, researchers usually create reports with the main findings of the study to deliver the information quickly. Next, we will present the central questions of the rapid review with their discoveries, which are also available in the rapid review report 4 in a summarized way.

Q1) What is the understanding regarding games as a tool in risk situations training?
This question focuses on the understanding of the influence a game with a purpose can have when applied to risk situation training. We observed that the studies (indicated as  Kwegyir-Afful and Kantola (2020) S13 Towards the development of a 3D serious game for training in power network maintenance Rosendo et al. (2011) S14 Use of serious gaming and virtual reality applications improves students' learning retention and reduces safety risks and costs associated with training activities Gallerati et al. (2017) Sx, where x is the study's identification) present around five main characteristics (Figure 12), so that games are: effective for learning processes and risk scenarios (process learning) (7 -50% -S1, S2, S3, S6, S7, S12, S13); promote engagement of instructors and trainees (5 -35% -S2, S3, S5, S7, S9); offering the opportunity to become familiar with the risk scenario (familiarization with risk) without actually risking (4 -28% -S3, S4, S6, S8); effective for simulating highly complex situations (complexity simulation) (4 -28% -S9, S10, S11, S14); and measure individual performance of training participants (1 -7% -S1).

Q2) How can games be used in risk situation training?
In this question, the way researchers in the selected studies implemented games with a purpose was investigated. All analyzed studies use 3D work environment simulation ( Figure 13). As such, 7 (50%) studies use computer applications (S5, S6, S7, S9, S10, S13, S14) and 5 (35%) studies used virtual reality games (S1, S2, S3, S4, S12). The remaining two studies use specific technologies, such as S8 (Lamotte et al., 2019), in which a locomotive cabin simulator built along the lines of the real equipment was used, and S11 (Trindade et al., 2014) whose study focuses on describing an architecture for the application of digital games in training at an industrial plant. Q3) Where are the activities that are the target of possible games for risk situation training located?

Q4) Who are the potential workers who should receive training for risk situations involving games?
This question sought an overview of which functions or jobs are the target of training using games with a purpose (Figure 15). The workers who are most cited as targets of games developed for training are industrial system operators (6 -43% -S1, S2, S5, S6, S7, S8) and maintainers (2 -14% -S12, S13). S3, S10 and S11 are addressed for firefighting in administrative buildings; therefore, they are directed to all occupants (all team) of a given establishment. In addition, S9 and S14 studies are focused on all crew on ships and oil rigs (Bruzzone et al., 2013) and all onshore drilling field workers (Gallerati et al., 2017). In these studies (5 -36%), games are intended for all occupants of a given facility. Only Lu et al. (2022) (1 -7% -S4) describe a game used to train a rescue team, which works specifically in confined space work situations.

Q6) What is the cost of developing a games with a purpose for risk situation training?
Although 10 of the 14 selected studies (71%) contemplate the subject, none of them is exhaustive regarding the cost of applying a digital game in risk situation training. There is also no relationship between digital games and traditional training. Lu et al. (2022) state that the technology used in training the rescue team is a low-cost solution but also point out that lectures disseminated by electronic means may have an even lower cost. Bruzzone et al. (2013) treat the game developed in the study as an alternative that saves time, risks and costs in its training but does not provide development values or relation with the previously used method, similarly to Rosendo et al. (2011), who add monetary optimization from the ease of repetition of tasks by trainees. Finally, Gallerati et al. (2017) also infer that virtual environments decrease overall costs by reducing the possibility of errors in training conducted within the workplace in complex activities, also without evidences to prove this statement.

Q7) -Why should games be implemented in risk situation training?
From the selected studies, 8 (57%) compare conventional training for risky situations and their versions using games with a purpose. All the comparisons made placed the training using digital games at a higher level of quality. Table 6 shows the main features highlighted.

Discussion
This work aimed to investigate the following problem: how to make risk situation training in industry more playful, engaging and motivating. To answer this main question, two research questions were defined: "How is risk situation training applied in industry?" and "How can digital games with a purpose help in risk situation training in industry?". Table 6. Advantages of use games for training.

ID
Results obtained with the use of games with a purpose in training S3 Training using games proved to be more effective when compared to video training in acquiring and retaining knowledge and self-efficacy. S4 The group trained for confined space rescue through a digital game made 63% less errors than the group trained through reading on digital equipment. S5 The success rate of 100% with training using a digital game, while a safety "talk" meeting achieved 85%. S6 The study observed improvement in competence and risk perception of workers with and without experience. S7 There was an improvement in the interpretation and retention of knowledge, confidence and engagement when comparing training using a digital game with reading one. S10 The study highlighted the opportunity to explore various possibilities in fire scenarios, flexibility not achieved in evacuation simulations. S12 95% of participants report realizing greater effectiveness in safety training that uses a digital game. S14 77% of the participants evaluated the training using a digital game as good or excellent, and 62% considered that the topics covered by the virtual training were learned more efficiently than the equivalent in traditional training.
To answer both questions, a survey was conducted and comprised responses from 30 training managers in industry, followed by a rapid review with the help of three industry managers, in which 14 studies were selected and analyzed.

"How is risk situations training applied in industry?"
According to what was expressed by the participants, training on risk situations in industry is applied in the most diverse ways, from face-to-face training to online learning sessions. According to reports, risk situation training follows a basic recipe: lectures, handouts, slides and videos are applied repeatedly for the most diverse learning sessions, such as firefighting training, rescue in confined spaces, personal protective equipment, and maneuvers with residual energy, among others. Even though these methods are well established since they are widely used (Li et al., 2017; Gao et al., 2019, the effect caused cannot go unnoticed: the participants who answered the questionnaire make convergent reports on the lack of interest, engagement, motivation and resistance to receiving new knowledge, the same explanation heard from the industrial leaders interviewed for the rapid review. These same participants also converge in attributing this behavior of part of the trainees to the lack of novelty in the content and the lack of methods to disclosing knowledge. The training managers describe the learning evaluation as unsatisfactory since they have in the written tests the main instrument for investigating the effectiveness of the knowledge transfer. Comments such as "unfortunately, the assessment method is through tests" support the idea that there may be room for other assessment strategies. This possibility was cited by Chittaro and Ranon (2009) when they present digital games as an alternative for monitoring individual performance due to the system's interactivity with the player. Kirkpatrick and Kirkpatrick (2016) describe that evaluating the change of behavior of who receives training is not a trivial task. To perform such changes, running for the medium to long term is necessary. The narrative of the survey's participants points in the same direction, since most of them stated that it is possible to observe changes in behavior in the long term. The rapid review did not retrieve studies that performed a longitudinal study of games for risk situation training to measure their medium and long-term impact, opening an opportunity for further studies.
The participants affirmed that the evaluation of the training results applied to the interested organizations is well-founded in indexes of accidents, integrity and health of the workers. However, none of them mentioned any tool for evaluating these results that considers training directly, such as return on investment or means that can cover the before and after training within the referred organization. This fact indicates that these management tools may exist at a higher management level than the one addressed in this work.

"How can digital games with a purpose help in risk situation training in industry"
According to the selected studies, there is indication that digital games with a purpose can be very useful in risk situation training in industry. The reasons for this statement go through the active involvement of a trainee, since games have an interactive nature, which encourages players to participate in the proposed activities, instead of simply watching a lecture or video (Kwegyir-Afful and Kantola, 2020). Moreover, there is a possibility of risk situations simulation, since games can be customized to more realistically simulate risk situations and consequences of faulty acts, making employees experience and learn to act in such cases (Mayer et al., 2013).
From the selected studies, it is observed that the existence or not of gain in learning, engagement and acceptance with the use of digital games is not a concern, but its magnitude, since all claimed some good results. The games applied to training point to rescue contexts, cargo handling, building evacuation and especially in actions involving productive activity. It is not by chance that there is a concentration of studies on activities involving electricity and oil installations, which are the highest risk activities according to Regulatory Standard NR-4 Ministério do Trabalho e Previdência (2022).
Another benefit that can be added to risk situation training using digital games is the possibility of objective evaluation. According to Chittaro and Ranon (2009), digital games can assess employees' knowledge and skills concerning risk situations, allowing trainers to identify weaknesses and areas that need improvement. This possibility also makes room for immediate feedback to a trainee on his/her performance since games can instantly inform the player about it, allowing him/her to correct mistakes and improve skills more quickly.
In summary, digital games with a purpose can be a powerful and effective tool to train employees in risk situations in industry. It can help them learn engagingly and prepare to face these situations safely.

"How to make risk situation training in industry more playful, engaging and motivating"
Some findings obtained from the survey and the rapid review point to risk situation training being applied with methods that may be linked to poor performance in interaction, learning and transfer of knowledge applied to the workplace. Participants in both studies agreed that this area lacks innovation and increases the active involvement of trainees, even if the current tools used in everyday life (e.g., videos, lectures, slides, among others) are well established.
To make learning more engaging, motivating and playful, creating an interactive, collaborative, visual and practical learning experience is necessary, using several different techniques and strategies to involve employees and make training more relevant and impactful (Gallerati et al., 2017; Lanzotti et al., 2020; Mondragón Bernal et al., 2022). An alternative that brings together the attributes mentioned above is digital games with a purpose, which can offer interactive simulations that allow users to experience real security situations and make decisions in real-time (Mondragón Bernal et al., 2022), present challenges and missions that require users to apply their security expertise to resolve issues (Lu et al., 2022), and provide instant feedback to users, allowing them to see the result of their actions immediately (Chittaro and Ranon, 2009).
As stated by Forbes magazine (Forbes, 2022), using digital games for training sessions can pose challenges, such as developing systems capable of providing the correct experience to the player and the variety of information required for the development. However, it also reported benefits such as superiority compared to traditional methods (Lovreglio et al., 2021), the reduction of human errors in the work environment (Lu et al., 2022), the variety of scenarios and situations that games can be explored (Chittaro and Ranon, 2009), and the perception of greater efficiency on the part of players (Gallerati et al., 2017) are indications of a scenario where these games are viable.

Limitations and Threats to Validity
Limitations and threats to the validity of a survey may be linked to the participation of third parties (Nascimento et al., 2018). The questionnaire was sent out to training managers in the energy sector. Thus, there may be a bias in the answers since there is a possibility that the working conditions of the participants are similar. Another factor that may represent a limiting factor is the size of the responses. Many participants gave short answers, thus making it challenging to extract more deep interpretations. According to Pinto and Santos (2012), researchers involved in a given scientific work may unwittingly convey personal biases in their interpretations, which may threaten the study. This factor may have been inserted in the coding stage, which depends on the researchers' understanding. However, the double check made by researchers can decrease the bias in this threat.
Due to the method aimed at speeding up results (Motta et al., 2021), a rapid review has features that limit it and may threaten its validity. First, the search for studies was conducted in only one database, which may have limited the number of primary studies in the analysis. After this step, the selection procedure was performed by only one researcher, increasing the possibility of bias in the choice of articles. Choosing studies was carried out without being evaluated for their quality, which may impact the reliability of the selected studies. The validation of the results by industry managers may represent a threat, given that they are professionals far from academic rigor and they got a two-page report for evaluation without the research details, only with the outcomes (findings). Even with all the efforts to perform the analysis and discussion, due to the subjectivity of the process, other researchers may achieve more complete results with the study of the findings.
According to Wagner et al. (2020), surveys conducted with open invitations can pose self-selection biases, where individuals interested in the research topic are more likely to participate, resulting in a biased sample and a lack of control over the sample size, which can lead to non-generalizable results. There is also a threat of a lack of verification of participants' identities, which may allow individuals who do not meet the inclusion criteria of the study to participate. In an attempt to mitigate these threats, context factors were taken into account during the response analysis stage to filter out possible non-representative participants.
Finally, the survey study may present threats to internal and external validity. Internal validity may be threatened due to participant engagement and specific training content influence. External validity may be threatened by a lack of generalizability of results to other contexts and non-representativeness of participants. Specific contextual limitations should be considered in future studies to ensure result validity.

Final Remarks
This article sought to investigate how to make risk situation training in industry more playful, engaging and motivating. Two studies were conducted to answer two questions: a survey to answer "how is risk situations training applied in industry?" and a rapid review to answer "How can digital games with a purpose help in risk situations training in industry?".
The survey participants reported that there is a noticeable lack of interest on the part of the trainees in the training sessions. Their statements show that engagement and interaction in training using traditional teaching methods are lower than the level targeted by the trainers. It is difficult to accurately measure the level of knowledge absorbed during the sessions and the behavioral changes in the trained community, if any, in the medium and long term. In the organizations where they work, some indexes measure aspects that the quality of risk situation training may impact some indexes may indirectly.
In search of methods that may add playfullness, motivation and engagement to training sessions, the use of digital games with a purpose was presented as a suggestion. A rapid review was conducted to investigate such games from the researchers' point of view. As a result of the analysis of the studies, it was possible to observe that games with a purpose applied to risk situation training are perceived as more effective than traditional methodologies. Different technologies support the games application, especially computer applications and immersion in virtual reality. In this research, it was also possible to notice that the main target of the analyzed studies is productive activities, such as production plants and assembly lines. So, the most frequent target audience of this training is workers, operators, and maintainers of industrial systems. Finally, the cost-benefit of a game for use in training is often cited as advantageous, , although no strong evidences were provided.
In conclusion, there is indication that practical learning makes training more playful, engaging and motivating in industry. The selected studies apply several techniques to involve learners and may result in more relevant training. Among the options for making risk situation training more interactive and impactful, games with a purpose are seen as attractive and innovative, besides having several studies that endorse qualities such as effectiveness for complex scenarios and the opportunity to monitor individual performance. As future work, this work opens some opportunities, such as investigating game-based training techniques, developing game design methodologies for training games, and providing technological support (software and other tools) to the game design process.