The chances of survival of a victim of cardiac arrest or stroke decrease considerably without rapid intervention. Bystanders, the first people able to intervene, are however few to act. This ignorance of the seriousness signs of the pathologies, and of the importance of acting, combined with a feeling of incapacity to perform emergency gestures, are the main reasons for this low level of action. The absence of knowledge originates both from a lack of training and from forgetting training courses. To overcome this problem, some trainings propose high fidelity simulation devices associated with a debriefing to create a strong emotional impact leading to a stronger memory impact. To assess the impact of this type of simulation, we set up a Living Lab including a high fidelity simulation of emergency situations (with citizens, dispatchers, first responders and paramedics), a debriefing and a method to create a "trace of activity", still aiming at generating a higher memory impact. To measure the effects of the Living Lab, we analyzed the emotional impacts evoked by the participants, categorized the learning and finally studied the creation of the activity trace. The results show that the Living-Lab elicits emotions (for the cardiac arrest scenario) and projections (for the stroke scenario) and can therefore potentially improve the retention. The learnings were of several natures: individual and practical learnings on emergency management, learnings on collaboration within the chain of survival and theoretical learnings. Analysis of the retained learning after 2 to 8 months is in progress, therefore no results are available yet.