Luma Blog

Luma “Brighter Learning” Releases Interactive Game-Based Hazmat Training

PRESS RELEASE: Check out the official press release and full article posted on CCJ Magazine by Aaron Huff.

Hazmat training can be overwhelming. The 400 page Department Emergency Response Guidebook is filled to the brim with important content, but how can carriers make sure their drivers retain the information? Luma used their proprietary E2A Instructional Model to break down the complex hazmat guide into a format that will help drivers learn. How did we do it?

Content variety

Most hazmat training is delivered passively through video or a PowerPoint. Our research shows that 70% percent of drivers ask for a mixture of content and not just video.

Keep the content entertaining and fun

For example, to learn about hazardous classes, drivers match the correct classes in a game. They get repeated practice, which also helps with efficiency.

The HazMat Classes game allows drivers to time themselves as they match different materials to the appropriate class.
Break content down into smaller chunks

The content is broken down into an eNugget®, or a small bit of electronic content, instead of flipping through 400 pages of PDF content.

Searchable content

Drivers can quickly search for emergency response information on any device.

The driver may search for a key word or id number.
Flexible content

Luma provides both a print version and an interactive version. Our research shows it is important for retention of content to differentiate the learning tools, mediums, and type of training offered.

Embedded readers and translation

Drivers can choose to have the content read to them or switch to their native language with an embedded translator.

The driver may choose content to have read to them by the eNugget® virtual agent. Here, the paragraph in yellow is being read.
ReferencesAnderson, G., Anderson, S., Hensley, M., & Nordquest, E. (2018). One-size orientation fits all? Our brain doesn’t say so! White Paper presented at the Women in Trucking Conference: Frisco, TX. Retrieved from https://learnwithluma.com/the-learning-process-and-white-paper/

Clark, R., Nguyen, F., & Sweller, J. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. San Francisco, CA: John Wiley & Sons, Inc.

Ebbinghaus, H. (1885/1962). Memory: A contribution to experimental psychology. New York: Dover.

Lopatecki, J., Rose, A., Hughes, J., & Wilson, B. (2017). U.S. Patent No. 9,612,995. Washington, DC: U.S. Patent and Trademark Office.

Merrill, M. D. (2012). First principles of instruction: Identifying and designing effective, efficient, and engaging instruction. Hoboken, NJ: John Wiley & Sons, Inc.

Smith, E. E., Kosslyn, S. M., & Barsalou, L. W. (2007). Cognitive psychology: Mind and brain (Vol. 6). Upper Saddle River: Pearson/Prentice Hall.

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