Current Research

AI-Driven Simulation for Sexual Assault Interview Training in Police Academies

• Dr. Mike Yao, Principal Investigator  
• Dr. Caroline Cao, Co-PI
• Duo Wang, Researcher
• Kyrian Liang, Researcher
• Jen Whiting, Researcher

This study explores the use of AI-driven simulation technology to enhance police recruit training in sexual assault investigations, with a focus on developing effective, trauma-informed interviewing skills. Building on prior virtual reality training models, the project introduces adaptive AI personas and dynamic scenarios that allow recruits to practice interviewing techniques outside of traditional in-class sessions. Recruits engage with the system before or after standard scenario-based training, enabling researchers to compare how AI-supported practice influences performance, confidence, and learning outcomes. Through a combination of simulation use, scenario participation, and pre- and post-assessments, the study evaluates how immersive, repeatable training environments can strengthen communication, empathy, and procedural accuracy in sensitive investigations. The findings will inform the integration of AI-based tools into police training curricula, expanding opportunities for scalable, high-quality practice in complex interpersonal scenarios.

Papers Related to this Project

• EMSIM: An AI-Driven VR Simulation for Scenario-Based De-Escalation Training in Law Enforcement
• Does Sequencing Matter? Evaluating AI and Human Simulations for High-Stakes Communication Training in Law Enforcement

Cognitive Processes in Reading: Using Eye-Tracking to Improve Police Training Outcomes

• Dr. Lin Chen, Principal Investigator, Language, Brain, and Technology Lab, Beckman Institute for Advanced Science and Technology, University of Illinois Urbana-Champaign  
• Emily Hall, Ph.D. Student, Educational Psycholinguistics, University of Illinois Urbana-Champaign

This collaborative study investigates how police recruits process and comprehend written information, using eye-tracking technology to better understand the cognitive mechanisms underlying reading performance. Conducted in partnership with the Beckman Institute, the research examines how key cognitive skills—such as vocabulary, spelling, phonological awareness, and language proficiency—influence comprehension among recruits with diverse educational backgrounds. By comparing reading patterns between police recruits and university students, the study seeks to identify why some individuals excel in comprehension while others experience breakdowns, particularly in high-stakes testing environments. The findings will support both individualized feedback for recruits and data-informed improvements to police training curriculum, helping instructors better align instructional strategies with the actual learning needs of trainees. Ultimately, this research advances evidence-based approaches to strengthening academic performance and cognitive readiness in high-risk professional training environments.  

Geographic Readiness in Police Training: Developing Spatial Competence for Effective Field Performance

Dr. Yun Huang, The iSchool, University of Illinois

This study identifies a critical gap in police academy training: recruits are expected to perform with strong geographic awareness in the field, yet this competency is rarely taught in a structured, systematic way. It argues that “geographic readiness” is a foundational, multi-dimensional skill set that integrates spatial awareness, navigation, communication, and real-time decision-making under pressure. The study outlines how deficiencies in this area can lead to slower response times, miscommunication, and increased cognitive strain for new officers, ultimately impacting safety and effectiveness. To address this, it proposes a comprehensive training and assessment framework that treats geographic knowledge as an operational performance skill—one that must be explicitly taught, practiced through scenario-based learning, and evaluated using both human and AI-assisted methods. By formalizing geographic readiness as a core component of police training, the study aims to improve early-career performance, reduce training burden on agencies, and enhance coordinated, accurate field operations.

The Pedagogy of Power: Investigating the Formation of Authority and Discretion in Police Training

Jen Whiting, The College of Education, University of Illinois Urbana-Champaign  
Dr. Bill Cope, Advisor, The College of Education, University of Illinois Urbana-Champaign  

This dissertation research examines how police recruits develop the ability to use authority, make decisions, and communicate effectively within a modern training academy. Conducted at the University of Illinois Police Training Institute, the research explores both the formal instruction of authority—such as laws, policies, and use-of-force guidelines—and the informal ways it is conveyed through instructor behavior, training scenarios, and academy culture. Using in-depth interviews with recruits and instructors across the duration of training, the study captures how individuals interpret and internalize these concepts over time. By identifying how authority is both taught and experienced, the research aims to strengthen training practices that support ethical decision-making, clear communication, and responsible use of power in real-world policing.