Use of virtual reality (VR) simulations in basic military training

1. Introduction

In this blog post, I will describe how virtual reality (VR) simulation can make the basic training of individual soldiers and squads significantly more efficient.

Although modern armed forces have numerous simulators at their disposal, these are typically used for unit-level training or for marksmanship simulation when live firing is not possible or too costly. However, there are very few simulators designed with the primary goal of improving the overall efficiency of basic training

Several elements can significantly reduce the overall effectiveness of basic military training:

• Limited training time

• Varying competence and experience levels of trainers (e.g., squad and platoon leaders)

• Large training group sizes

• Motivation of recruits/soldiers and trainers

• Training methodology (e.g., ensuring that all participants remain actively engaged)

• Availability of suitable training infrastructure

• Distance to and accessibility of training facilities

• Environmental constraints (e.g., shooting noise, terrain restrictions)

The use of VR simulations in basic training can significantly increase both training efficiency and the overall competence of recruits/soldiers. Training objectives can be achieved more quickly, and the level of proficiency across the force becomes more consistent. Moreover, VR simulation enables a wide range of scenario-based and cognition-oriented exercises that would be impossible—or only feasible to a limited extent—under real conditions due to time constraints, infrastructure requirements, or safety considerations.

2. Current Situation

As mentioned above, various factors negatively affect the efficiency of basic military training. The most relevant aspects are explained in more detail below.

2.1. Available Time

It is well known that the time allocated for basic training is extremely limited and must cover a broad spectrum of subjects and skills. As a result, training objectives are often achieved only superficially or remain incomplete. Additional time is lost through organisational processes, transportation, waiting periods, and logistical or infrastructural constraints—reducing the effective time available for high-quality instruction.

2.2. Competence of Trainers (Squad and Platoon Leaders)

The quality of training depends heavily on the technical expertise and pedagogical skills of the trainers. However, experience shows that the instructional capabilities, especially of militia cadres—particularly squad leaders—are often limited. Differences in personal experience, didactic ability, and training styles frequently result in inconsistent training levels between individual squads and platoons.

2.3. Group Size

Training groups that are too large make it difficult to provide individual support, immediate feedback, and targeted practice. This negatively affects learning outcomes and reduces the homogeneity of training levels across the unit.

2.4. Motivation of Recruits/Soldiers and Trainers

Motivation levels among recruits/soldiers and trainers in basic training vary considerably. These differences influence both the willingness of trainees to learn and the quality of knowledge transfer by trainers. A lack of motivation—on either side—leads to reduced receptiveness, declining discipline, and ultimately an inefficient use of the available training time and resources.

2.5. Methodology

Given the limited training time, it is essential that all trainees remain actively involved during instruction. While this principle is sound in theory, many subjects and exercises require individual or small-unit (squad-level) supervision to ensure effective skill acquisition. In practice, however, this often results in a lower overall training level, as trainers are unable to focus sufficiently on developing individual competencies.

2.6. Availability of Training Infrastructure

Most available shooting ranges and training facilities only support firing in a single direction, with all targets positioned in a linear arrangement at the far end of the range. As a result, exercises such as house and urban combat, engagements against targets at varying distances within the same scenario, or firing at 90° or 180° angles are either impossible or only feasible to a very limited extent. Likewise, training for counter–mini unmanned aerial systems (cmUAS)—for example using a shotgun—is not feasible at most ranges. These infrastructural limitations significantly restrict the tactical diversity and realism of shooting training.

2.7. Distance to Training Infrastructure

Long distances between accommodation, training locations, and the necessary infrastructure lead to substantial time losses and reduce effective training time. This has a direct and negative impact on overall training efficiency.

2.8. Environmental Impact (Shooting Noise)

In Switzerland, according to the Noise Abatement Ordinance (NAO) of 15 December 1986, the Federal Department of Defence (DDPS) was required to implement the necessary noise mitigation and sound-insulation measures by the end of July 2025. As these measures have not yet been fully completed, shooting noise will continue to pose challenges for military training in the coming decades. Consequently, shooting activities may remain restricted in terms of time, duration, and location, further limiting the availability and flexibility of training facilities.

3. Use of VR Simulation

The integration of VR simulators into general basic training can significantly enhance both training efficiency and the overall competency level of personnel. The following points provide further explanation and clarification.

3.1. Time and Resource Efficiency

VR simulators enable training sequences to be conducted independently of location, weather conditions, and physical infrastructure. This ensures optimal use of the available training time. Transport and waiting times are largely eliminated, and multiple trainees can be trained in parallel—substantially increasing throughput and overall efficiency.

3.2. Standardisation and Reproducibility

Virtual scenarios make it possible to deliver training content in a uniform and consistent manner. Identical situations can be replicated precisely, enabling comparable performance assessments and increasing objectivity throughout the training process.

3.3. Reduced Workload for Trainers

VR simulations assume a substantial portion of organisational tasks—such as storing exercises and predefined scenarios—as well as demonstration, supervision, and evaluation activities. This significantly reduces the workload for trainers. As a result, they can focus more on qualitative support, individual coaching, and analysing learning outcomes. This shift leads to a sustainable improvement in overall training quality.

3.4. Safety and Risk Reduction

High-risk or stressful training situations—such as urban combat or live-fire exercises—can be practised safely within a virtual environment. Mistakes can be observed, analysed, and corrected without risking injury or causing material damage, creating a safer and more controlled learning framework.

3.5. Increased Motivation and Willingness to Learn

VR training particularly appeals to younger generations due to its interactive and immersive design. Learners tend to show greater concentration, engagement, and initiative, which directly enhances learning outcomes and overall training effectiveness.

3.6. Increased Training Frequency and Repeatability

Exercises can be repeated as often as necessary—immediately and without additional consumption of materials or ammunition. This enables the automation of processes and strengthens reactive decision-making skills, especially under stressful or time-critical conditions.

3.7. Enhanced Analysis and Feedback Capabilities

VR systems facilitate precise data collection, such as reaction times, movement patterns, and shooting accuracy. This data supports objective performance assessments, personalised feedback, and targeted corrective measures, resulting in more effective skill development.

3.8. Training in Rare or Complex Scenarios

VR enables the simulation of rare, complex, or hazardous scenarios that are difficult or impossible to replicate in real-world training environments—for example moving targets, friend-or-foe identification, aerial threats, night operations, extreme weather, trench warfare, or urban combat. This significantly improves operational readiness in atypical or high-risk situations.

3.9. Sustainability and Cost Efficiency

The reduced need for ammunition, consumables, and physical infrastructure lowers the environmental impact—including shooting noise. At the same time, operating and maintenance costs can be significantly reduced, contributing to greater long-term cost efficiency.

4. Limitations and Challenges of VR Use

Naturally, the use of VR simulations also comes with certain limitations and challenges, which are briefly outlined below:

• Lack of physical and physiological stress (e.g., the effects of live fire)

• Investment and operating costs

• Necessary adaptations to training doctrine and methodology

• Training and acceptance among instructors

• Data protection and cybersecurity requirements

5. Summary

VR systems cannot—and should not—replace traditional training methods. Instead, they should be used as a targeted complement to increase both the efficiency and the quality of military training. The use of VR simulations offers several measurable advantages:

• Independence from location, weather, and infrastructure allows limited training time to be used far more efficiently. Training content can be taught, practised, and repeated continuously without reliance on specific physical conditions.

• Reduced workload for trainers: Because VR systems handle many organisational, methodological, monitoring, and evaluation tasks, trainers (squad and platoon leaders) can focus more on qualitative support and individual coaching. At the same time, standardised simulation ensures more uniform training quality across different groups and platoons.

• Higher motivation and engagement: VR training particularly appeals to younger generations due to its interactive and immersive nature. Learners demonstrate greater concentration, stronger commitment, and increased initiative—effects that translate directly into improved learning outcomes.Objective performance data also makes results transparent and comparable, fostering healthy competition between groups and classes, which further raises overall training standards.

• Access to complex or otherwise impossible scenarios: VR systems allow complex, rare, or dangerous training scenarios to be practised in parallel and at scale—scenarios that would be difficult or impossible to conduct safely or realistically in the real world. This significantly increases training efficiency while simultaneously broadening the range of possible training content.

• Accelerated learning processes: Recruits/soldiers can begin VR training at a very early stage and without extensive preparation. This creates a seamless fusion of learning, consolidation, and application phases, substantially accelerating the development of key skills. Learners complete a high number of cognitive and situational exercises in a short time, enhancing responsiveness, decision-making ability, and readiness for unusual situations.

• Sustainability and environmental benefits: VR systems reduce the consumption of ammunition, consumables, and training infrastructure. This lowers environmental impact—including noise emissions—while simultaneously reducing operating and maintenance costs.

The experience of the Israeli Defence Forces (IDF) with their Warrior Readiness Training Centre (WARTAC) confirms these findings: simulations enable training objectives to be reached more quickly, training outcomes become more consistent, and the motivation of recruits/soldiers increases significantly. In addition, the number of cognitive and situational training sequences in basic training rises considerably, resulting in higher training quality and improved operational readiness over the long term.