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- Title
- Examining the Effects of Interactive Dynamic Multimedia and Direct Touch Input on Performance of a Procedural Motor Task.
- Creator
-
Marraffino, Matthew, Sims, Valerie, Chin, Matthew, Mouloua, Mustapha, Johnson, Cheryl, University of Central Florida
- Abstract / Description
-
Ownership of mobile devices, such as tablets and smartphones, has quickly risen in the last decade. Unsurprisingly, they are now being integrated into the training and classroom setting. Specifically, the U.S. Army has mapped out a plan in the Army Learning Model of 2015 to utilize mobile devices for training purposes. However, before these tools can be used effectively, it is important to identify how the tablets' unique properties can be leveraged. For this dissertation, the touch interface...
Show moreOwnership of mobile devices, such as tablets and smartphones, has quickly risen in the last decade. Unsurprisingly, they are now being integrated into the training and classroom setting. Specifically, the U.S. Army has mapped out a plan in the Army Learning Model of 2015 to utilize mobile devices for training purposes. However, before these tools can be used effectively, it is important to identify how the tablets' unique properties can be leveraged. For this dissertation, the touch interface and the interactivity that tablets afford were investigated using a procedural-motor task. The procedural motor task was the disassembly procedures of a M4 carbine. This research was motivated by cognitive psychology theories, including Cognitive Load Theory and Embodied Cognition. In two experiments, novices learned rifle disassembly procedures in a narrated multimedia presentation presented on a tablet and then were tested on what they learned during the multimedia training involving a virtual rifle by performing a rifle disassembly on a physical rifle, reassembling the rifle, and taking a written recall test about the disassembly procedures. Spatial ability was also considered as a subject variable.Experiment 1 examined two research questions. The primary research question was whether including multiple forms of interactivity in a multimedia presentation resulted in higher learning outcomes. The secondary research question in Experiment 1 was whether dynamic multimedia fostered better learning outcomes than equivalent static multimedia. To examine the effects of dynamism and interactivity on learning, four multimedia conditions of varying levels of interactivity and dynamism were used. One condition was a 2D phase diagram depicting the before and after of the step with no animation or interactivity. Another condition utilized a non-interactive animation in which participants passively watched an animated presentation of the disassembly procedures. A third condition was the interactive animation in which participants could control the pace of the presentation by tapping a button. The last condition was a rifle disassembly simulation in which participants interacted with a virtual rifle to learn the disassembly procedures. A comparison of the conditions by spatial ability yielded the following results. Interactivity, overall, improved outcomes on the performance measures. However, high spatials outperformed low spatials in the simulation condition and the 2D phase diagram condition. High spatials seemed to be able to compensate for low interactivity and dynamism in the 2D phase diagram condition while enhancing their performance in the rifle disassembly simulation condition.In Experiment 2, the touchscreen interface was examined by investigating how gestures and input modality affected learning the disassembly procedures. Experiment 2 had two primary research questions. The first was whether gestures facilitate learning a procedural-motor task through embodied learning. The second was whether direct touch input using resulted in higher learning outcomes than indirect mouse input. To examine the research questions, three different variations of the rifle disassembly simulation were used. One was identical to that of Experiment 1. Another incorporated gestures to initiate the animation whereby participants traced a gesture arrow representing the motion of the component to learn the procedures. The third condition utilized the same interface as the initial rifle disassembly simulation but included (")dummy(") gesture arrows that displayed only visual information but did not respond to gesture. This condition was included to see the effects (if any) of the gesture arrows in isolation of the gesture component. Furthermore, direct touch input was compared to indirect mouse input. Once again, spatial ability also was considered. Results from Experiment 2 were inconclusive as no significant effects were found. This may have been due to a ceiling effect of performance. However, spatial ability was a significant predictor of performance across all conditions. Overall, the results of the two experiments support the use of multimedia on a tablet to train a procedural-motor task. In line with vision of ALM 2015, the research support incorporating tablets into U.S. Army training curriculum.
Show less - Date Issued
- 2014
- Identifier
- CFE0005376, ucf:50467
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005376
- Title
- IDENTIFYING THE INITIAL MENTAL HEALTH MESSAGES OF ARMY ROTC STUDENTS AND EXPLORING THEIR CONNECTION TO MENTAL HEALTH STIGMA AND HELP-SEEKING BEHAVIORS.
- Creator
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Hall, Kristopher, Hagedorn, W. Bryce, Butler, S. Kent, Barden, Sejal, Hopp, Carolyn, University of Central Florida
- Abstract / Description
-
Mental health stigma among military service members has been recognized as a significant barrier to mental health treatment as researchers (Greenberg, Langston, (&) Gould, 2007; Greene-Shortridge, Britt, (&) Castro, 2007; Hoge et al., 2004; Pietrzak, Johnson, Goldstein, Malley, (&) Southwick, 2009) have concluded that military service members are reluctant to engage in help seeking behaviors to avoid negative labeling in the form of stereotyping. Additionally, links have been made between...
Show moreMental health stigma among military service members has been recognized as a significant barrier to mental health treatment as researchers (Greenberg, Langston, (&) Gould, 2007; Greene-Shortridge, Britt, (&) Castro, 2007; Hoge et al., 2004; Pietrzak, Johnson, Goldstein, Malley, (&) Southwick, 2009) have concluded that military service members are reluctant to engage in help seeking behaviors to avoid negative labeling in the form of stereotyping. Additionally, links have been made between leadership and stigma, acknowledging that military service members are more likely to seek mental health treatment if they perceive that their leadership is supportive (Britt, Wright, (&) Moore, 2012; Hoge et al., 2004; Wright et al., 2009). Each of the aforementioned authors has advocated for an increased attention on those military service members with mental health issues by offering new programs and providing leadership support. The military has attempted to address both of these suggestions with the introduction of resilience training and increased screening for mental health issues. Unfortunately, despite such interventions, prevalence rates for diagnoses such as PTSD remain at high levels. A reason for this may be due to a lack of attention to the origins of the messages that future leaders receive regarding mental health.The purpose of this study was to investigate the thoughts, feelings, and beliefs of US Army ROTC students and the possible presence of mental health stigma at their level of military involvement (i.e. pre-commission). The author sought to understand how biases against mental health are formed at one of the earliest points of cultural indoctrination within the military structure. This dissertation will contain an overview of the identified mental health beliefs of US Army ROTC students at a large southern university. How these beliefs relate to mental health stigma and help seeking behaviors will also be explored.
Show less - Date Issued
- 2014
- Identifier
- CFE0005345, ucf:50481
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005345
- Title
- Live Versus Virtual: Cost Benefit Analysis for Applying Simulation Towards Army Aviator Flight Minimums.
- Creator
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Morelle, Dylan, Kincaid, John, Stevens, Jonathan, Proctor, Michael, University of Central Florida
- Abstract / Description
-
The Longbow Crew Trainer (LCT) is a cost effective, safe alternative to live training in the AH-64D/E Apache helicopter. Current Army doctrine and regulations have provisions for the limited use of simulator in lieu of aircraft hours toward semiannual minimum flight hour requirements. With the defense budget in decline, the Army must find innovative, cost effective methods to conduct realistic, relevant training to sustain proficiency in their warfighting capabilities. The LCT fully...
Show moreThe Longbow Crew Trainer (LCT) is a cost effective, safe alternative to live training in the AH-64D/E Apache helicopter. Current Army doctrine and regulations have provisions for the limited use of simulator in lieu of aircraft hours toward semiannual minimum flight hour requirements. With the defense budget in decline, the Army must find innovative, cost effective methods to conduct realistic, relevant training to sustain proficiency in their warfighting capabilities. The LCT fully replicates the cockpit environment through training scenarios for requisite crew tasks and missions in a realistic, modular, and transportable solution. An attack helicopter crew can safely train in customizable scenarios ranging from basic aviation tasks to crew-level missions and gunneries. The Army is currently aligning one LCT per attack battalion under the Aviation Restructure Initiative. There are 20 Armed Reconnaissance Battalions/Squadrons in the active component with approximately 35 aircrews per battalion. The premise of this study was to review cost benefits of training in a virtual environment over a live environment while exploring the effects on proficiency. The difference in cost per hour between an AH-64D and the LCT is approximately $3,998. Using this figure and the semiannual flight hour requirements from the current Aircrew Training Manual in a weighted average between Flight Activity Category (FAC) 1 and FAC 2 pilot's flight minimum requirements formed the basis for four models: Low, Status Quo (baseline), Moderate, and High Virtual Simulation Models. This study found that while the High Virtual Simulation Model resulted in the greatest cost savings, the current budget and previous literature does not require such drastic measures. The Low Virtual Simulation Model resulted in higher costs. Therefore, the Moderate Virtual Simulation Model, proved most relevant to budget analysts, aviation unit commanders, and pilots by decreasing annual costs by an estimated $76.2 million without degrading proficiency.
Show less - Date Issued
- 2016
- Identifier
- CFE0006539, ucf:51341
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006539
- Title
- The military and naval history of the rebellion in the United States: with biographical sketches of deceased officers.
- Creator
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Tenney, William Jewett
- Description
- The book provides a general history of the Civil War, describing the battles, related political events and relevant issues of equipment and medicine. On title page "Illustrated with steel plate portraits." Includes 843 pages, additional leaves of portraits, and 10 pages on roman numerals. The portraits are engraved by H.W. Smith. Also includes maps and index. Special Collections copy lacks folded map. The copy has inscription: Presented to John Lusadder by his grandparents Mr. and Mrs. Geo Nelson, New years 1892.
- Date Created
- 1865
- Identifier
- DP0010863, E491.T29
- Format
- E-book
- PURL
- http://purl.flvc.org/ucf/fd/DP0010863
- Title
- Streamlining the Acquisition Process: Systems Analysis for Improving Army Acquisition Corps Officer Management.
- Creator
-
Chu-Quinn, Shawn, Kincaid, John, Wiegand, Rudolf, Mohammad, Syed, University of Central Florida
- Abstract / Description
-
The Army Acquisition Officer lacks proficient experience needed to fill key leadership positions within the Acquisition Corps. The active duty Army officer is considered for the Acquisition Corps functional area between their 5th and 9th years of service as an officer (-) after completing initial career milestones. The new Acquisition Corps officer is the rank of senior Captain or Major when he arrives to his first acquisition assignment with a proficiency level of novice (in acquisition)....
Show moreThe Army Acquisition Officer lacks proficient experience needed to fill key leadership positions within the Acquisition Corps. The active duty Army officer is considered for the Acquisition Corps functional area between their 5th and 9th years of service as an officer (-) after completing initial career milestones. The new Acquisition Corps officer is the rank of senior Captain or Major when he arrives to his first acquisition assignment with a proficiency level of novice (in acquisition). The Army officer may be advanced in his primary career branch, but his level decreases when he is assigned into the Acquisition Corps functional area. The civilian grade equivalent to the officer is a GS-12 or GS-13 whose proficiency level is advanced in his career field. The purpose of this study is to use a systems analysis approach to decompose the current acquisition officer professional development system, in order to study how well the current active duty officer flow works and how well it interacts or influences an acquisition officer's professional development; and to propose a potential solution to assist in the management of Army acquisition officers, so they gain proficiency through not only education and training, but also the hands-on experience that is needed to fill key leadership positions in the Army Acquisition Corps. An increased proficiency and proven successful track record in the acquisition workforce is the basis to positively affect acquisition streamlining processes within the Department of Defense by making good decisions through quality experience.
Show less - Date Issued
- 2015
- Identifier
- CFE0005590, ucf:50254
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005590
