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Due to growing operational constraints accelerated by the Global War on Terror, the United States Navy is looking for alternative methods of training to maintain its force in a high status of readiness. Updates in technology over the last decade have prompted Navy officials to take the initiative to update its training technologies. Computer-Based Instruction provides alternative means of training so that the training of war-fighters can be accomplished efficiently and effectively, saving the U.S. Navy time and resources while maintaining a high state of readiness. The goal of this thesis is to combine the principles of Instructional Design Systems (ISD) technology and advanced Simulation in order to produce a multimedia training capability for Navy and Marine Corps Officers. Specifically this thesis applies ISD principles to engineer and improve the Anti-Terrorism Force Protection (AT/FP) Officer Course Level II (ATO Level II Course) lessons for use by Navy and Marine Corps officers. The SavageStudio scenario generation application, originally designed for assessment of force protection measures in a port environment, is used to allow students to develop simulation lessons for this course. The final product of this thesis is a training course consisting of two lessons combining Computer- Based Training and Simulation providing interactive lessons and exercises, and two media delivery comparison studies with results for the Anti-Terrorism Force Protection lessons. The first study compared media effectiveness of Computer-Based Training versus Classroom instruction. The second study assessed the effectiveness of Computer-Based Training and the use of simulation for AT/FP.
The Air Force Research Laboratory is conducting research and development of a computer-based simulation capability to support training in decision-making and team coordination for security forces ground operations. Simulation software supports the interaction (over a local area network) of trainees with each other and with computer-generated forces (CGF's) that simulate behavior and communications of enemy, neutral, and friendly troops and civilians. Radio functions allow multi-channel communication among instructors, trainees, and CGF's. Trainees can practice decision-making and team coordination in a number of scenarios with varying threat and environmental conditions. Current systems are too costly for training large numbers of security forces because they require an on-site technician to develop simulation exercises, control the exercise, serve as role players, task CGF's, and support after action reviews. Consequently, design and development of a simulation control interface that can be directly used by instructors and trainees is an important R & D objective. For the security forces simulation capability the goal is to design a control interface that instructors can learn to use in two hours and trainees can learn to use in thirty minutes. To achieve this goal, a Windows-based control interface (with a number of video game features) was adopted as the initial point of departure. Menu options were developed to correspond to the standard mission planning procedures used by security forces and drag-and-drop functions were developed to replace menu options to contribute to usability. We have conducted an evaluation of the initial user interface with school instructors and trainees. The paper describes the emerging control interface, the approach to and outcomes from a field evaluation of the interface to include actual times required for instructors and trainees to learn to use the system and instructors' acceptability evaluations.
To ensure user acceptance and success of technology-enhanced training in an era of declining budgets and scarce resources, civilian and military organizations must exploit effective and efficient planning and evaluation tools as part of simulation-based training. The purpose of this research is to validate the hypothesis that computer-based (automated) planning tools will improve training planning effectiveness and efficiency for simulation-based team training exercises. A modified pretest-posttest control group experimental design was used to determine the effectiveness and efficiency of a computer-based training planning model. Performance measures, as well as, cognitive mapping and clustering techniques aided the assessment of the automated training planning tool. The treatment group of 27 two-person teams used a computer-based planning tool to develop a plan for conducting simulation-based training, while a control group of 25 two-person teams used current manual planning methods. Both groups then executed their respective training plans in a constructive simulation program called Janus. Results indicate that the group which used the computer-based planning tool had a significantly better mental model of the training planning process than the control group. Based on statistical tests comparing relevant performance measures, the study concludes that a computer-based planning tool has the potential to enhance the effectiveness and efficiency of simulation-based team training.
The development of a proficient staff at the Joint Level is primarily accomplished through the use of computer aided exercises CAXs). The primary purpose of these exercises is to increase the readiness of the staff to perform actual missions from standing up a Joint Task Force (JTF) to redeployment of the forces. A measure of the tasks required of a staff is accomplished through a Mission Essential Task List from the Universal Joint Task List (JTL,). This document defines critical events and activities that must be accomplished to achieve the desired mission goals. The measurement of that performance from actual data from the computer model has been limited. This thesis provides a methodology that assists in the evaluation of force protection. This quantitative analysis can be provided quickly and concurrent to the exercise. Immediate feedback helps the staff and commander to understand why an outcome happened through linkage of JTL tasks. This methodology was tested using the Joint Theater Level Simulation and the results demonstrating the methodology and analysis of the output are presented.
This is the final report in a project to operationally test and evaluate a training delivery system that employs a student interactive microcomputer/video tape methodology. The system, known as the Student Interactive Training System (SITS) was developed to deliver Computer Based Instruction (CBI) courseware, with Two Dimensional (2D) Simulation to MOS 16H10 One Station Unit Training (OSUT) students on AN/TSQ-73 Console Operation. The primary objective of this CBI System was to reduce the requirement for training on high dollar, tactical end items of equipment. The project was implemented under the auspices of the U.S. Army Air Defense Artillery School (USAADASCH) Fort Bliss, Texas, the Training Development Institute (TDI), Fort Monroe, Virginia and the Army Communicative Technology Office, Fort Eustis, Virginia. The SITS proved to be a highly effective instructional system. A number of tests, time and attitudes indicated a significantly higher level of effectiveness for students using the SITS. Other measurements indicated that SITS's students scored at least as well as the control students. The learner's cognitive style did not appear to have an interaction effect with the type of treatment that was received. Student attitude toward the SITS was positive. Findings from the evaluation suggest that students willingly received instruction from the SITS.
The use of flight simulators, computer-based instruction and maintenance training simulators for training is evaluated on the basis of their effectiveness and cost. Flight simulators are cost-effective, compared to the use of aircraft, for training; so are maintenance training simulators compared to actual equipment trainers. Computer-based instruction is as effective as conventional instruction; comparable cost data are not yet available, so one cannot say whether it is also cost-effective. These three methods of training are not more effective than the methods to which they were compared, except for small improvements in a few cases.
This book constitutes the refereed proceedings of the First International Conference on Adaptive Instructional Systems, AIS 2019, held in July 2019 as part of HCI International 2019 in Orlando, FL, USA. HCII 2019 received a total of 5029 submissions, of which 1275 papers and 209 posters were accepted for publication after a careful reviewing process. The 50 papers presented in this volume are organized in topical sections named: Adaptive Instruction Design and Authoring, Interoperability and Standardization in Adaptive Instructional Systems, Instructional Theories in Adaptive Instruction, Learner Assessment and Modelling, AI in Adaptive Instructional Systems, Conversational Tutors.
This second volume of papers from the ATC21STM project deals with the development of an assessment and teaching system of 21st century skills. Readers are guided through a detailed description of the methods used in this process. The first volume was published by Springer in 2012 (Griffin, P., McGaw, B. & Care, E., Eds., Assessment and Teaching of 21st Century Skills, Dordrecht: Springer). The major elements of this new volume are the identification and description of two 21st century skills that are amenable to teaching and learning: collaborative problem solving, and learning in digital networks. Features of the skills that need to be mirrored in their assessment are identified so that they can be reflected in assessment tasks. The tasks are formulated so that reporting of student performance can guide implementation in the classroom for use in teaching and learning. How simple tasks can act as platforms for development of 21st century skills is demonstrated, with the concurrent technical infrastructure required for its support. How countries with different languages and cultures participated and contributed to the development process is described. The psychometric qualities of the online tasks developed are reported, in the context of the robustness of the automated scoring processes. Finally, technical and educational issues to be resolved in global projects of this nature are outlined.
This book presents the latest advances in modeling and simulation for human factors research. It reports on cutting-edge simulators such as virtual and augmented reality, multisensory environments, and modeling and simulation methods used in various applications, including surgery, military operations, occupational safety, sports training, education, transportation and robotics. Based on two AHFE 2020 Virtual Conferences such as the AHFE 2020 Virtual Conference on Human Factors and Simulation and the AHFE 2020 Virtual Conference on Digital Human Modeling and Applied Optimization, held on July 16–20, 2020, the book serves as a timely reference guide for researchers and practitioners developing new modeling and simulation tools for analyzing or improving human performance. It also offers a unique resource for modelers seeking insights into human factors research and more feasible and reliable computational tools to foster advances in this exciting field.
In the early days of the Web a need was recognized for a language to display 3D objects through a browser. An HTML-like language, VRML, was proposed in 1994 and became the standard for describing interactive 3D objects and worlds on the Web. 3D Web courses were started, several best-selling books were published, and VRML continues to be used today. However VRML, because it was based on HTML, is a stodgy language that is not easy to incorporate with other applications and has been difficult to add features to. Meanwhile, applications for interactive 3D graphics have been exploding in areas such as medicine, science, industry, and entertainment. There is a strong need for a set of modern Web-based technologies, applied within a standard extensible framework, to enable a new generation of modeling & simulation applications to emerge, develop, and interoperate. X3D is the next generation open standard for 3D on the web. It is the result of several years of development by the Web 3D Consortium's X3D Task Group. Instead of a large monolithic specification (like VRML), which requires full adoption for compliance, X3D is a component-based architecture that can support applications ranging from a simple non-interactive animation to the latest streaming or rendering applications. X3D replaces VRML, but also provides compatibility with existing VRML content and browsers. Don Brutzman organized the first symposium on VRML and is playing a similar role with X3D; he is a founding member of the consortium. Len Daly is a professional member of the consortium and both Len and Don have been involved with the development of the standard from the start. - The first book on the new way to present interactive 3D content over the Web, written by two of the designers of the standard - Plentiful illustrations and screen shots in the full color text - Companion website with extensive content, including the X3D specification, sample code and applications, content creation tools, and demos of compatible Web browsers