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- Title
- IMMEDIATE VERSUS DELAYED FEEDBACK IN SIMULATION BASED TRAINING: MATCHING FEEDBACK DELIVERY TIMING TO THE COGNITIVE DEMANDS OF THE TRAINING EXERCISE.
- Creator
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Bolton, Amy, Bowers, Clint, University of Central Florida
- Abstract / Description
-
Optimal delivery of instruction is both critical and challenging in dynamic, scenario-based training (SBT) computer simulations such as those used by the military. Tasks that human instructors must perform during these sorts of simulated training exercises can impose a heavy burden on them. Partially due to advances in the state-of-the-art in training technology and partially due to the military's desire to reduce the number of personnel required, it may be possible to support functions...
Show moreOptimal delivery of instruction is both critical and challenging in dynamic, scenario-based training (SBT) computer simulations such as those used by the military. Tasks that human instructors must perform during these sorts of simulated training exercises can impose a heavy burden on them. Partially due to advances in the state-of-the-art in training technology and partially due to the military's desire to reduce the number of personnel required, it may be possible to support functions that overburdened instructors perform by automating much of the SBT process in a computer simulation. Unfortunately though, after more than 50 years of literature documenting research conducted in the area of training interventions, few empirically-supported guidelines have emerged to direct the choice and implementation of effective, automated training interventions. The current study sought to provide empirical guidance for the optimal timing of feedback delivery (i.e., immediate vs. delayed) in a dynamic, SBT computer simulation. The premise of the investigation was that the demand for overall cognitive resources during the training exercise would prescribe the proper timing of feedback delivery. To test the hypotheses, 120 volunteers were randomly assigned to 10 experimental conditions. After familiarization on the experimental testbed, participants completed a total of seven, 10-minute scenarios, which were divided across two training phases. During each training phase participants would receive either immediate or delayed feedback and would perform either high or low cognitive load scenarios. Four subtask measures were recorded during test scenarios as well as subjective reports of mental demand, temporal demand and frustration. Instructional efficiency ratios were computed using both objective performance data and subjective reports of mental demand. A series of planned comparisons were conducted to investigate the training effectiveness of differing scenario cognitive loads (low vs. high), timing of feedback delivery (immediate vs. delayed), and sequencing the timing of feedback delivery and the cognitive load of the scenario. In fact, the data did not support the hypotheses. Therefore, post hoc, exploratory data analyses were performed to determine if there were trends in the data that would inform future investigations. The results for these analyses are discussed with suggested directions for future research.
Show less - Date Issued
- 2006
- Identifier
- CFE0001223, ucf:46935
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001223
- Title
- AN INVESTIGATION INTO PROVIDING FEEDBACK TO USERS OF DECISION SUPPORT SYSTEMS FOR FAULT MANAGEMENT.
- Creator
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Pharmer, James, Bowers, Clint, University of Central Florida
- Abstract / Description
-
Research in several domains has shown that the implementation of computerized decision support aids is often associated with issues of human-automation interaction, which can have disastrous consequences. One often-cited reason for these issues is the poor quality of the feedback that is provided to the operators through these tools. The objective of the proposed investigation is to examine how providing feedback through a decision support tool affects operator knowledge and performance in...
Show moreResearch in several domains has shown that the implementation of computerized decision support aids is often associated with issues of human-automation interaction, which can have disastrous consequences. One often-cited reason for these issues is the poor quality of the feedback that is provided to the operators through these tools. The objective of the proposed investigation is to examine how providing feedback through a decision support tool affects operator knowledge and performance in the context of a fault management task for naval gunfire support. A one-way between-groups comparison was made to investigate differences between providing decision support feedback (logic trace, mission impact, both, no feedback) in a fault management task. Logic trace feedback was posited to provide users with a representation of the logic that the decision support tool used in reaching a conclusion about the best course of action to perform and is posited to support better diagnostic performance. Mission impact feedback was posited to provide the operator with a description of the potential effects that a taking a course of action will have on the pre-planned mission and is expected to support better prognoses of the outcome of a particular fault. Finally, providing both feedback types was posited to support better compensatory actions for fault situations. Results indicated that decision support feedback has potential improve diagnosis and decrease errors of commission in these tasks.
Show less - Date Issued
- 2004
- Identifier
- CFE0000234, ucf:46249
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000234
- Title
- LIFE EVENT PERCEPTION:A STRUCTURAL EQUATION MODELING APPROACH TO THE ANTECEDENTS OF THE LIFE STRESS RESPONSE.
- Creator
-
Myers, Christopher, Bowers, Clint, University of Central Florida
- Abstract / Description
-
It has been often argued that life events have an impact on our physical and psychological well-being. In general, research supports this connection between life events and general health, though some argue that simply experiencing life events has a measurable and predictable impact our health, while others contend that this effect is mediated by the appraisal process. Further, research has identified a number of different factors (hypothetically stratified into pre-existing beliefs, external...
Show moreIt has been often argued that life events have an impact on our physical and psychological well-being. In general, research supports this connection between life events and general health, though some argue that simply experiencing life events has a measurable and predictable impact our health, while others contend that this effect is mediated by the appraisal process. Further, research has identified a number of different factors (hypothetically stratified into pre-existing beliefs, external resources and demands, and behavioral activation and coping strategies) that may influence appraisal and general health. The current study attempts to integrate these findings by testing structural models of the relationship between life events, life stress, and general health while considering the appraisal process and other potential moderators of appraisal and general health. University students (N=204) were tested using 17 assessment measures representing 7 latent constructs of Life Events, Life Stress, Appraisal, General Health, Beliefs, External, and Activation. Results of the measurement models required model respecification to combine Appraisal and Beliefs into one construct and External and Activation into another construct, resulting in a five-factor hypothetical structural model. The resulting empirical structural model is a partially-mediated model that suggests that appraisal and pre-existing beliefs influence the relationship between life events and life stress, and that life events significantly impact measured life stress. The empirical model also indicates that general health is significantly impacted by life stress, as well as behavioral activation and external resources and demands. Practical implications of the findings and recommendations for further research were discussed.
Show less - Date Issued
- 2005
- Identifier
- CFE0000628, ucf:46519
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000628
- Title
- TRANSFORMING LEARNING INTO A CONSTRUCTIVE COGNITIVE AND METACOGNITIVE ACTIVITY:USE OF A GUIDED LEARNER-GENERATED INSTRUCTIONAL STRATEGY WITHIN COMPUTER-BASED TRAINING.
- Creator
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Cuevas, Haydee, Bowers, Clint, University of Central Florida
- Abstract / Description
-
This study explored the effectiveness of embedding a guided, learner-generated instructional strategy (query method), designed to support learners' cognitive and metacognitive processes, within the context of a computer-based complex task training environment (i.e., principles of flight in the aviation domain). The queries were presented as "stop and think" exercises in an open-ended question format that asked learners to generate either simple (low-level elaboration) or complex (high-level...
Show moreThis study explored the effectiveness of embedding a guided, learner-generated instructional strategy (query method), designed to support learners' cognitive and metacognitive processes, within the context of a computer-based complex task training environment (i.e., principles of flight in the aviation domain). The queries were presented as "stop and think" exercises in an open-ended question format that asked learners to generate either simple (low-level elaboration) or complex (high-level elaboration) sentences from a list of key training concepts. Results consistently highlighted the benefit of presenting participants with low-level elaboration queries, as compared to the no-query or high-level elaboration queries. In terms of post-training cognitive outcomes, participants presented with the low-level elaboration queries exhibited significantly more accurate knowledge organization (indicated by similarity to an expert model), better acquisition of perceptual knowledge, and superior performance on integrative knowledge assessment involving the integration and application of task-relevant concepts. Consistent with previous studies, no significant differences in performance were found on basic factual knowledge assessment. Presentation of the low-level elaboration queries also significantly improved the training program's instructional efficiency, that is, greater performance was achieved with less perceived cognitive effort. In terms of post-training metacognitive outcomes, participants presented with the low-level elaboration queries exhibited significantly greater metacomprehension accuracy and more effective metacognitive self-regulation during training. Contrary to predictions, incorporating the high-level elaboration queries into the training consistently failed, with only a few exceptions, to produce significantly better post-training outcomes than the no-query or the low-level elaboration query training conditions. The results of this study are discussed in terms of the theoretical implications for garnering a better understanding of the cognitive and metacognitive factors underlying the learning process. Practical implications for training design are presented within the context of cognitive load theory. Specifically, the increased cognitive processing of the training material associated with the high-level elaboration queries may have imposed too great a cognitive load on participants during training, minimizing the cognitive resources available for achieving a deeper, integrative understanding of the training concepts and hindering successful performance on the cognitive measures. The discussion also highlights the need for a multi-faceted approach to training evaluation.
Show less - Date Issued
- 2004
- Identifier
- CFE0000265, ucf:46221
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000265
- Title
- INVESTIGATING THE EFFECTS OF 3-D SPATIALIZED AUDITORY CUES ON THE DEVELOPMENT OF SITUATION AWARENESS FOR TEAMS.
- Creator
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Milham, Laura, Bowers, Clint, University of Central Florida
- Abstract / Description
-
This dissertation investigated the effects of spatialized auditory cues on the development of situation awareness for teams. Based on extant research, it was hypothesized that 3-D spatialized auditory cues can be utilized by teams to develop knowledge about team member location in addition to supporting the usage of team behaviors for developing and maintaining situation awareness. Accordingly, the study examined how situation awareness would be differentially influenced by varying the type...
Show moreThis dissertation investigated the effects of spatialized auditory cues on the development of situation awareness for teams. Based on extant research, it was hypothesized that 3-D spatialized auditory cues can be utilized by teams to develop knowledge about team member location in addition to supporting the usage of team behaviors for developing and maintaining situation awareness. Accordingly, the study examined how situation awareness would be differentially influenced by varying the type of auditory cues incorporated into virtual environment (VE) team training scenarios within the context of a MOUT team task. In general, the results of this study provided partial support for the beneficial effects of 3-D audio cues in facilitating the development of situation awareness and reducing workload. Implications are discussed in the context of design guidance for VE training systems.
Show less - Date Issued
- 2005
- Identifier
- CFE0000857, ucf:46653
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000857
- Title
- PERCEIVED STRESS, COPING, AND ADEQUACY OF SOCIAL SUPPORT: IMPLICATIONS FOR SUBJECTIVE WELL-BEING IN COLLEGE STUDENTS.
- Creator
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Asberg, Kia, Bowers, Clint, University of Central Florida
- Abstract / Description
-
Stress is a widespread concept commonly associated with psychological and medical problems that may impair an individual's functioning and incur costs on society. Alarming rates of depression, anxiety, suicidal ideation, and other stress-related problems have been found among college students. This study (N = 241)argues that reducing emotional and financial stress-related costs may be possible through increasing public and professional awareness of moderating variables, such as social support...
Show moreStress is a widespread concept commonly associated with psychological and medical problems that may impair an individual's functioning and incur costs on society. Alarming rates of depression, anxiety, suicidal ideation, and other stress-related problems have been found among college students. This study (N = 241)argues that reducing emotional and financial stress-related costs may be possible through increasing public and professional awareness of moderating variables, such as social support and coping resources. Results indicated that stress, inadequate social support, and escape-avoidance coping were related to higher levels of depression and lower life satisfaction in both males and females. Social support functioned as a moderator of stress in determining negative outcomes, primarily during high stress. Specifically, the interaction between stress and social support predicted depression in the combined sample, anxiety in males, and life satisfaction in females. In addition, the present study highlights the importance of accounting for gender in research concerning stress, social support, coping, and psychological adjustment. Finally, limitations and suggestions for future research will be discussed.
Show less - Date Issued
- 2005
- Identifier
- CFE0000882, ucf:46634
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000882
- Title
- THE ROLE OF EXPECTATIONS IN THE PERCEIVED USEFULNESS AND ACCEPTANCE OF VIRTUAL REALITY AS A PREVENTATIVE TECHNIQUE FOR POST-TRAUMATIC STRESS DISORDER.
- Creator
-
Kreutzer, Christine, Bowers, Clint, University of Central Florida
- Abstract / Description
-
Expectancy theory is based on the subjective probability (expectancy) and projected value (valence). Based on this notion, an individual chooses his or her behaviors based on the interaction between the valences perceived to be associated with the outcomes, and the appraisal of the probability of that behavior resulting in those outcomes. Expectancies have been found to be predictive of many outcomes, such as treatment outcomes, behavioral change, and training reactions. The goal of the...
Show moreExpectancy theory is based on the subjective probability (expectancy) and projected value (valence). Based on this notion, an individual chooses his or her behaviors based on the interaction between the valences perceived to be associated with the outcomes, and the appraisal of the probability of that behavior resulting in those outcomes. Expectancies have been found to be predictive of many outcomes, such as treatment outcomes, behavioral change, and training reactions. The goal of the present study is to empirically investigate this issue within the mental health field. While virtual reality appears to be a promising preventative technique for post-traumatic stress disorder, the literature has not yet accounted for expectations and their influence on reactions. More specifically, it is unknown how expectancies influence reactions. Therefore, this study examines videogame self-efficacy as a mechanism through which expectations influence reactions. In the present study 60 participants completed an expectancy scale, VGSE scale, played a serious game designed to prepare soldiers for the psychological challenges associated with deployment, and completed a reactions survey. A mediation analysis was conducted to examine if videogame self-efficacy is a mechanism through which expectations predict reactions. Analyses revealed that videogame self-efficacy partially mediated the relationship between expectancies and reactions.
Show less - Date Issued
- 2013
- Identifier
- CFH0004523, ucf:45189
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004523
- Title
- TRAIT AROUSABILITYAND ITS IMPACT ON ADAPTIVE MULTIMEDIA TRAINING.
- Creator
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Schatz, Sae, Bowers, Clint, University of Central Florida
- Abstract / Description
-
Today's best intelligent, adaptive, multimedia trainers have shown excellent performance; however, their results still fall far-short of what good human tutors can achieve. The overarching thesis of this paper is that future intelligent, adaptive systems will be improved by taking into account relevant, consistent, and meaningful individual differences. Specifically, responding to individual differences among trainees will (a) form more accurate individual baselines within a training...
Show moreToday's best intelligent, adaptive, multimedia trainers have shown excellent performance; however, their results still fall far-short of what good human tutors can achieve. The overarching thesis of this paper is that future intelligent, adaptive systems will be improved by taking into account relevant, consistent, and meaningful individual differences. Specifically, responding to individual differences among trainees will (a) form more accurate individual baselines within a training system, and (b) better inform system responses (so that they interpret and respond to observable data more appropriately). One variable to consider is trait arousability, which describes individual differences in sensitivity to stimuli. Individuals' arousability interacts with the arousal inherent to a task/environment to create a person's arousal state. An individual's arousal state affects his/her attentional capacity, working memory function, and depth of processing. In this paper, two studies are presented. The purpose of the first study was to evaluate existing subjective measures of trait arousability and then develop a new measure by factor analyzing existing apparatus. From this well-populated (N = 622) study, a new reliable (α = .91) 35-item scale was developed. This scale includes two factors, negative emotionality and orienting sensitivity, which have been previously theorized but not yet so reliably measured. The purposes of the second study were to (a) validate the measure developed in the first investigation and (b) demonstrate the applied value of the arousability construct in the context of training. Results from the second study (N=45) demonstrated significant main effects, but the interaction effects were inconclusive. They neither clearly confirm nor invalidate the hypotheses, but they do raise further questions.
Show less - Date Issued
- 2008
- Identifier
- CFE0002351, ucf:47815
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002351
- Title
- INVESTIGATING THE OPTIMAL PRESENTATION OF FEEDBACK IN SIMULATION-BASED TRAINING: AN APPLICATION OF THE COGNITIVE THEORY OF MULTIMEDIA LEARNING.
- Creator
-
Van Buskirk, Wendi, Bowers, Clint, University of Central Florida
- Abstract / Description
-
There are many different training interventions that can be used in simulation based training systems (e.g., cueing, hinting, highlighting, deliberate practice, etc.). However, the most widely used training intervention in the military is feedback, most often presented in the form of a debrief. With advances in technology, it is possible to measure and diagnose performance in real-time. Thus it is possible to provide immediate feedback during scenarios. However, training systems designers...
Show moreThere are many different training interventions that can be used in simulation based training systems (e.g., cueing, hinting, highlighting, deliberate practice, etc.). However, the most widely used training intervention in the military is feedback, most often presented in the form of a debrief. With advances in technology, it is possible to measure and diagnose performance in real-time. Thus it is possible to provide immediate feedback during scenarios. However, training systems designers should not consider the timing of feedback in isolation. There are other parameters of feedback that must also be considered which may have an impact on performance. Specifically, feedback content and modality may also have an impact on the appropriate timing of feedback and its' effectiveness in simulation training environments. Moreno and Mayer (2000) propose a cognitive theory of multimedia learning which describes how instruction is perceived and processed by a trainee. Using this theoretical framework, I investigate the optimal use of feedback while considering the interaction of feedback timing, content, and modality in scenario-based training environments. In order to investigate the relationship between the timing, modality, and content of feedback, a 2 (immediate, delayed) X 2 (visual, auditory) X 2 (process, outcome) between-subjects design was used (a no feedback control condition was also included). Ninety participants were randomly assigned to the nine experimental groups. These participants performed a visual-spatial military task called the Forward Observer PC-based Simulation. Results indicated that receiving feedback was beneficial to improve performance as compared to receiving no feedback. As hypothesized, during a visual-spatial task, auditory feedback presented during a scenario led to higher performance than visual feedback. Finally, while I did not support my hypothesis that an interaction between all three components of feedback would affect performance, it is promising that the pattern of results mirrored the hypothesized pattern. Theoretical and practical implications, as well as limitations of the current study and directions for future research are discussed.
Show less - Date Issued
- 2011
- Identifier
- CFE0003604, ucf:48875
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003604
- Title
- MACHINIMA AND VIDEO-BASED SOFT SKILLS TRAINING.
- Creator
-
Conkey, Curtis, Bowers, Clint, University of Central Florida
- Abstract / Description
-
Multimedia training methods have traditionally relied heavily on video based technologies and significant research has shown these to be very effective training tools. However production of video is time and resource intensive. Machinima (pronounced ÂÂ"muh-sheen-eh-mahÂÂ") technologies are based on video gaming technology. Machinima technology allows video game technology to be manipulated into unique scenarios based on entertainment or training and...
Show moreMultimedia training methods have traditionally relied heavily on video based technologies and significant research has shown these to be very effective training tools. However production of video is time and resource intensive. Machinima (pronounced ÂÂ"muh-sheen-eh-mahÂÂ") technologies are based on video gaming technology. Machinima technology allows video game technology to be manipulated into unique scenarios based on entertainment or training and practice applications. Machinima is the converting of these unique scenarios into video vignettes that tell a story. These vignettes can be interconnected with branching points in much the same way that education videos are interconnected as vignettes between decision points. This study addressed the effectiveness of machinima based soft-skills education using avatar actors versus the traditional video teaching application using human actors. This research also investigated the difference between presence reactions when using avatar actor produced video vignettes as compared to human actor produced video vignettes. Results indicated that the difference in training and/or practice effectiveness is statistically insignificant for presence, interactivity, quality and the skill of assertiveness. The skill of active listening presented a mixed result indicating the need for careful attention to detail in situations where body language and facial expressions are critical to communication. This study demonstrates that a significant opportunity exists for the exploitation of avatar actors in video based instruction.
Show less - Date Issued
- 2010
- Identifier
- CFE0002984, ucf:47971
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002984
- Title
- The use of video game achievements to enhance player performance, self-efficacy, and motivation.
- Creator
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Blair, Lucas, Bowers, Clint, Cannon-Bowers, Janis, McDaniel, Rudy, Kincaid, John, University of Central Florida
- Abstract / Description
-
A taxonomy of achievement design features that exist currently in video game systems was created in order to evaluate the current the state of the art in achievement design. From the taxonomy of design features multiple mechanisms of action that influence player behavior were identified. These mechanisms lead to a predictive model that can guide the designs of achievements in order to improve performance, self-efficacy and motivation in players.Expected, unexpected, and incremental...
Show moreA taxonomy of achievement design features that exist currently in video game systems was created in order to evaluate the current the state of the art in achievement design. From the taxonomy of design features multiple mechanisms of action that influence player behavior were identified. These mechanisms lead to a predictive model that can guide the designs of achievements in order to improve performance, self-efficacy and motivation in players.Expected, unexpected, and incremental achievements were tested. Notifications occurring before and after earning an achievement were also tested. In addition to testing individual mechanisms of action a (")combined achievement(") was created with multiple mechanisms added that were hand-picked. For testing purposes the model was applied to achievements that were inserted into an instructional game. The results of the study revealed that individual mechanisms of action had little effect on players while multiple mechanisms in a combined achievement caused significant improvements in several categories. The limitations of the current study, as well as, plans for future study are also discussed.
Show less - Date Issued
- 2011
- Identifier
- CFE0004471, ucf:49297
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004471
- Title
- Cooperative vs Competitive Goals in Educational Video Games.
- Creator
-
Smith, Peter, Bowers, Clint, McDaniel, Thomas, Kincaid, John, Cannon-Bowers, Janis, University of Central Florida
- Abstract / Description
-
The concept of serious games, or using games and gaming technologies for purposes other than purely entertainment, became popularized with the creation of the Serious Games Initiative in 2002 and has continued to grow. While this trend may appear new, the use of games for learning has a rich history and the idea of using a game as a learning platform is an established concept that had has withstood the test of time. Research in this area must move from if games can teach, to how do we improve...
Show moreThe concept of serious games, or using games and gaming technologies for purposes other than purely entertainment, became popularized with the creation of the Serious Games Initiative in 2002 and has continued to grow. While this trend may appear new, the use of games for learning has a rich history and the idea of using a game as a learning platform is an established concept that had has withstood the test of time. Research in this area must move from if games can teach, to how do we improve games that do. Proponents of serious games suggest that they should improve motivation, time on task, motivation to learn, and a litany of other benefits based primarily on the thought that what works in an entertainment game will work in a learning game. Unfortunately, this might not always be the case. For example, a commonly held misconception in learning games is that competition will motivate learner to succeed, as it motivates players of an entertainment game to continue to play. This is, however, not well supported by the learning science literature. Cooperative goal structures commonly lead to increased motivation to learn as well as improved learning outcomes when compared to competition. This research seeks to provide a framework to view games for learning and more specifically explore the structure of challenge in the context of cooperative and competitive goal structures, as well as explore the use of the word game and how it could possibly modify the expectations of the learner.
Show less - Date Issued
- 2012
- Identifier
- CFE0004603, ucf:49913
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004603
- Title
- Video game self-efficacy and its effect on training performance.
- Creator
-
Ortiz, Skilan, Bowers, Clint, Fritzsche, Barbara, Joseph, Dana, Cannon-Bowers, Janis, University of Central Florida
- Abstract / Description
-
This study examined the effects of using serious games for training on task performance and declarative knowledge outcomes. The purpose was to determine if serious games are more effective training tools than traditional methods. Self-efficacy, expectations for training, and engagement were considered as moderators of the relationship between type of training and task performance as well as type of training and declarative knowledge. Results of the study offered support for the potential of...
Show moreThis study examined the effects of using serious games for training on task performance and declarative knowledge outcomes. The purpose was to determine if serious games are more effective training tools than traditional methods. Self-efficacy, expectations for training, and engagement were considered as moderators of the relationship between type of training and task performance as well as type of training and declarative knowledge. Results of the study offered support for the potential of serious games to be more effective than traditional methods of training when it comes to task performance.
Show less - Date Issued
- 2014
- Identifier
- CFE0005224, ucf:50639
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005224
- Title
- Investigating the Role of Cognitive Load in Synthetic Learning Environments for Training.
- Creator
-
Goh, Joelene, Bowers, Clint, Barber, Daniel, Jex, Steve, University of Central Florida
- Abstract / Description
-
Ensuring effectiveness of training programs has been a dominant theme in the training industry, and is constantly evolving with the steady incorporation of emerging technology. This field study offers an investigation into the intersection between the applied and research world, and examines the practicality of recommended best practices for implementing synthetic learning environments (SLEs) in the military. Specifically, cognitive load has been identified as a significant factor in...
Show moreEnsuring effectiveness of training programs has been a dominant theme in the training industry, and is constantly evolving with the steady incorporation of emerging technology. This field study offers an investigation into the intersection between the applied and research world, and examines the practicality of recommended best practices for implementing synthetic learning environments (SLEs) in the military. Specifically, cognitive load has been identified as a significant factor in influencing the effectiveness of training programs. Research on this topic has focused on utilizing the affordances of SLEs to decrease cognitive load imposed by the material and system in order to allow for more cognitive resources to be allocated towards schema construction and automation. Therefore, this study was derived from a need to ensure that the introduction of SLEs into training programs did not hinder learning or training transfer by comparing the performance outcome measures from two SLEs, Virtual BattleSpace 3 (VBS3) and the Military OpenSimulator Enterprise Strategy (MOSES). Based on concepts of cognitive load, it was possible that any group differences could be explained by the varying levels of cognitive load imposed by either system. Furthermore, the specific system could influence the strength of the effect of cognitive load on performance measures. A conditional process analysis model was constructed from the theorized relationships, and the bootstrap method was used to analyze the model. Research findings indicated no support, and discussions delved into possible explanations for results of the study, limitations, and recommendations for future research. While the analyses were nonsignificant, this was the first study investigating the difference between the VBS3 and MOSES platform, and indicated no difference in impacting performance. Additionally, because MOSES is a free, open source platform, this study could support industries that are looking for cost-effective methods to expand training programs in the direction of SLEs.
Show less - Date Issued
- 2018
- Identifier
- CFE0007007, ucf:52031
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007007
- Title
- examining followership role orientation.
- Creator
-
Monsky, Douglas, Burke, Shawn, Shoss, Mindy, Bowers, Clint, University of Central Florida
- Abstract / Description
-
This study attempts to make steps toward filling significant gaps in the followership literature. The study of followership has often been seen through the lens of leaders' ability to impart change in follower behavior. In doing so, the literature has primarily focused on leader behavior as the agent of change rather than acknowledging followers as active agents in their own behaviors. However, some recent research has shown the emergence of followers as the primary focus, even looking at how...
Show moreThis study attempts to make steps toward filling significant gaps in the followership literature. The study of followership has often been seen through the lens of leaders' ability to impart change in follower behavior. In doing so, the literature has primarily focused on leader behavior as the agent of change rather than acknowledging followers as active agents in their own behaviors. However, some recent research has shown the emergence of followers as the primary focus, even looking at how their actions can change the way leaders act. This research focuses primarily on followership role orientations as mental models which specify the attributes an individual expects good followers to possess. In particular, follower personality traits, core self-evaluations, and self-construal were investigated as antecedents of followership role orientations (co-production and passive). Additionally, the relationship between these role orientations and enacted follower behavior (voice and upward delegation) were examined with task-specific self-efficacy investigated as a moderating variable. While most of the antecedents proved to be significant predictors, some of the coefficient directions were unexpected. Finally, results indicated that both role orientations were significant predictors of voice behavior and upward delegation.
Show less - Date Issued
- 2018
- Identifier
- CFE0007346, ucf:52127
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007346
- Title
- How Much is Enough? Trauma Recall and the Exposure Therapy Process.
- Creator
-
Morrison, Krystal, Beidel, Deborah, Bowers, Clint, Bohil, Corey, University of Central Florida
- Abstract / Description
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Prevailing theoretical models of posttraumatic stress disorder (PTSD) as well as exposure therapy (EXP) methodology suggest that recall of a trauma is crucial to altering the conditioned fear response associated with PTSD (Benito (&) Walther, 2015; Craske et al., 2008; Foa (&) Kozak, 1986). However, it is unclear whether limited recall of the event impacts the EXP process and treatment outcomes. This study examined whether incomplete trauma recall affected pre-treatment PTSD severity, Initial...
Show morePrevailing theoretical models of posttraumatic stress disorder (PTSD) as well as exposure therapy (EXP) methodology suggest that recall of a trauma is crucial to altering the conditioned fear response associated with PTSD (Benito (&) Walther, 2015; Craske et al., 2008; Foa (&) Kozak, 1986). However, it is unclear whether limited recall of the event impacts the EXP process and treatment outcomes. This study examined whether incomplete trauma recall affected pre-treatment PTSD severity, Initial Fear Activation (IFA), Overall Fear Activation (OFA), Within-Session Habituation (WSH), Between-Session Habituation (BSH; overall extinction), average length of EXP sessions, number of EXP sessions, and post-treatment PTSD severity, in 166 veterans of Operation Enduring Freedom, Operation Iraqi Freedom, and Operation New Dawn, who completed EXP treatment. Contrary to predicted outcomes, the extent of recall did not attenuate veterans' participation in EXP as measured by IFA, OFA, WSH and BSH. Furthermore, less recall did not result in more severe pre-treatment PTSD, longer EXP sessions, more EXP sessions, or attenuated treatment response, as measured by the Clinician-Administered PTSD Scale for DSM-IV (CAPS; Weathers, Ruscio, (&) Keane, 1999) and PTSD Checklist Military Version (PCL-M; Weathers, Huska, (&) Keane, 1991) at pre- and post-treatment. This suggests that veterans who are unable to recall aspects of their traumatic experience can engage successfully and benefit equally from EXP akin to veterans who experience less difficulty recalling trauma details. This research is the first to examine trauma recall in the context of the EXP process and contributes to the current body of literature that aims to address the question: For whom do treatments work?
Show less - Date Issued
- 2018
- Identifier
- CFE0007347, ucf:52116
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007347
- Title
- Getting the Upper Hand: Natural Gesture Interfaces Improve Instructional Efficiency on a Conceptual Computer Lesson.
- Creator
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Bailey, Shannon, Sims, Valerie, Jentsch, Florian, Bowers, Clint, Johnson, Cheryl, University of Central Florida
- Abstract / Description
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As gesture-based interactions with computer interfaces become more technologically feasible for educational and training systems, it is important to consider what interactions are best for the learner. Computer interactions should not interfere with learning nor increase the mental effort of completing the lesson. The purpose of the current set of studies was to determine whether natural gesture-based interactions, or instruction of those gestures, help the learner in a computer lesson by...
Show moreAs gesture-based interactions with computer interfaces become more technologically feasible for educational and training systems, it is important to consider what interactions are best for the learner. Computer interactions should not interfere with learning nor increase the mental effort of completing the lesson. The purpose of the current set of studies was to determine whether natural gesture-based interactions, or instruction of those gestures, help the learner in a computer lesson by increasing learning and reducing mental effort. First, two studies were conducted to determine what gestures were considered natural by participants. Then, those gestures were implemented in an experiment to compare type of gesture and type of gesture instruction on learning conceptual information from a computer lesson. The goal of these studies was to determine the instructional efficiency (-) that is, the extent of learning taking into account the amount of mental effort (-) of implementing gesture-based interactions in a conceptual computer lesson. To test whether the type of gesture interaction affects conceptual learning in a computer lesson, the gesture-based interactions were either naturally- or arbitrarily-mapped to the learning material on the fundamentals of optics. The optics lesson presented conceptual information about reflection and refraction, and participants used the gesture-based interactions during the lesson to manipulate on-screen lenses and mirrors in a beam of light. The beam of light refracted/reflected at the angle corresponding with type of lens/mirror. The natural gesture-based interactions were those that mimicked the physical movement used to manipulate the lenses and mirrors in the optics lesson, while the arbitrary gestures were those that did not match the movement of the lens or mirror being manipulated. The natural gestures implemented in the computer lesson were determined from Study 1, in which participants performed gestures they considered natural for a set of actions, and rated in Study 2 as most closely resembling the physical interaction they represent. The arbitrary gestures were rated by participants as most arbitrary for each computer action in Study 2. To test whether the effect of novel gesture-based interactions depends on how they are taught, the way the gestures were instructed was varied in the main experiment by using either video- or text-based tutorials. Results of the experiment support that natural gesture-based interactions were better for learning than arbitrary gestures, and instruction of the gestures largely did not affect learning and amount of mental effort felt during the task. To further investigate the factors affecting instructional efficiency in using gesture-based interactions for a computer lesson, individual differences of the learner were taken into account. Results indicated that the instructional efficiency of the gestures and their instruction depended on an individual's spatial ability, such that arbitrary gesture interactions taught with a text-based tutorial were particularly inefficient for those with lower spatial ability. These findings are explained in the context of Embodied Cognition and Cognitive Load Theory, and guidelines are provided for instructional design of computer lessons using natural user interfaces. The theoretical frameworks of Embodied Cognition and Cognitive Load Theory were used to explain why gesture-based interactions and their instructions impacted the instructional efficiency of these factors in a computer lesson. Gesture-based interactions that are natural (i.e., mimic the physical interaction by corresponding to the learning material) were more instructionally efficient than arbitrary gestures because natural gestures may help schema development of conceptual information through physical enactment of the learning material. Furthermore, natural gestures resulted in lower cognitive load than arbitrary gestures, because arbitrary gestures that do not match the learning material may increase the working memory processing not associated with the learning material during the lesson. Additionally, the way in which the gesture-based interactions were taught was varied by either instructing the gestures with video- or text-based tutorials, and it was hypothesized that video-based tutorials would be a better way to instruct gesture-based interactions because the videos may help the learner to visualize the interactions and create a more easily recalled sensorimotor representation for the gestures; however, this hypothesis was not supported and there was not strong evidence that video-based tutorials were more instructionally efficient than text-based instructions. The results of the current set of studies can be applied to educational and training systems that incorporate a gesture-based interface. The finding that more natural gestures are better for learning efficiency, cognitive load, and a variety of usability factors should encourage instructional designers and researchers to keep the user in mind when developing gesture-based interactions.
Show less - Date Issued
- 2017
- Identifier
- CFE0007278, ucf:52192
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007278
- Title
- Sleep Disturbances Among Firefighters: The Impact Of Shift Work On Sleep And Cognition.
- Creator
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Stout, Jeremy, Beidel, Deborah, Bowers, Clint, Paulson, Daniel, Dziegielewski, Sophia, University of Central Florida
- Abstract / Description
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A comprehensive sleep assessment of 45 firefighters was conducted over 9- days in an effort to determine the impact of their 24 hour work and 48 hour off work schedule on their sleep duration, sleep quality, processing speed, sustained attention, vigilance, and mental health. Chronic patterns of poor sleep are associated with an increased likelihood of performing poorly on tasks that require processing speed and sustained attention/vigilance which could lead to firefighters' suboptimal work...
Show moreA comprehensive sleep assessment of 45 firefighters was conducted over 9- days in an effort to determine the impact of their 24 hour work and 48 hour off work schedule on their sleep duration, sleep quality, processing speed, sustained attention, vigilance, and mental health. Chronic patterns of poor sleep are associated with an increased likelihood of performing poorly on tasks that require processing speed and sustained attention/vigilance which could lead to firefighters' suboptimal work performance or an increased risk of injury. Firefighters completed sleep actigraphy, self- report measures, as well as neuropsychological sub-tests at their beginning of their shift and immediately at the end of their work shift. As measured by actigraphy, firefighters in this sample slept an average of 5 hours and 20.99 minutes at work, which was significantly less than was found in a large sample of U.S. working adults. Firefighters endorsed poor sleep efficiency and poor sleep quality as assessed by self-report and objective actigraphy. One limitation is that only 12 of the 45 firefighters endorsed responding to a nighttime call during the work night that occurred between the two neuropsychological assessments. Comparing changes in neuropsychological performance between firefighters who had disrupted sleep compared to firefighters who did not, significant performances decrements were evident only for the psychomotor vigilance test (PVT) reaction time. If confirmed with a larger sample, the results suggest that reaction time may be a sensitive indicator of decreasing cognitive performance because of sleep loss. Limitations, future study directions, and recommendations are discussed.
Show less - Date Issued
- 2018
- Identifier
- CFE0007251, ucf:52190
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007251
- Title
- Two Pathways To Performance: Affective- and Motivationally-Driven Development In Virtual Multiteam Systems.
- Creator
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Jimenez, Miliani, Dechurch, Leslie, Salas, Eduardo, Bowers, Clint, Zaccaro, Stephen, University of Central Florida
- Abstract / Description
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Multiteam systems are an integral part of our daily lives. We witness these entities in natural disaster responses teams, such as the PB Oil Spill and Hurricane Katrina, governmental agencies, such as the CIA and FBI, working behind the scenes to preemptively disarm terrorist attacks, within branches of the Armed Forces, within our organizations, and in science teams aiming to find a cure for cancer (Goodwin, Essens, (&) Smith, 2012; Marks (&) Luvison, 2012). Two key features of the...
Show moreMultiteam systems are an integral part of our daily lives. We witness these entities in natural disaster responses teams, such as the PB Oil Spill and Hurricane Katrina, governmental agencies, such as the CIA and FBI, working behind the scenes to preemptively disarm terrorist attacks, within branches of the Armed Forces, within our organizations, and in science teams aiming to find a cure for cancer (Goodwin, Essens, (&) Smith, 2012; Marks (&) Luvison, 2012). Two key features of the collaborative efforts of multiteam systems are the exchange of information both within and across component team boundaries as well as the virtual tools employed to transfer information between teams (Keyton, Ford, (&) Smith, 2012; Zaccaro, Marks, (&) DeChurch, 2012).The goal of this dissertation was to shed light on enabling the effectiveness of multiteam systems. One means of targeting this concern was to provide insight on the underpinnings of MTS mechanism and how they evolve. The past 20 years of research on teams supports the central role of motivational and affective states (Kozlowski (&) Ilgen, 2006; and Mathieu, Maynard, Rapp, (&) Gibson, 2008) as critical drivers of performance. Therefore it was my interest to understand how these critical team mechanisms unravel at the multiteam system level and understanding how they influence the development of other important multiteam system processes and emergent states. Specifically, this dissertation focused on the influence motivational and affective emergent states (such as multiteam efficacy and multiteam trust) have on shaping behavioral processes (such as information sharing-unique and open) and cognitive emergent states (such as Transactive memory systems and shared mental models). Findings from this dissertation suggest that multiteam efficacy is a driver of open information sharing in multiteam systems and both types of cognitive emergent states (transactive memory systems and shared mental models). Multiteam trust was also found to be a critical driver of open information sharing and the cognitive emergent state transactive memory systems.Understanding that these mechanisms do not evolve in isolation, it was my interest to study them under a growing contextual state that is continuously infiltrating our work lives today, under virtual collaboration. This dissertation sought to uncover how the use of distinct forms of virtual tools, media rich tools and media retrievability tools, enable multiteam systems to develop needed behavioral processes and cognitive emergent states. Findings suggest that the use of media retrievability tools interacted with the task mental models in promoting the exchange of unique information both between and within component teams of a multiteam system.The implications of these findings are twofold. First, since both motivational and affective emergent states of members within multiteam systems are critical drivers of behavioral processes, cognitive emergent states, and in turn multiteam system performance; future research should explore how we can diagnose as well as target the development of multiteam system level efficacy and trust. Second, the virtual communication tools that provide multiteam systems members the ability to review discussed materials at a later point in time are critical for sharing information both within and across component teams depending on the level of shared cognition that multiteam system members possess of the task.Therefore the ability to encourage the use and provide such tools for collaborative purposes is beneficial for the successful collaboration of multiteam systems.
Show less - Date Issued
- 2012
- Identifier
- CFE0004389, ucf:52872
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004389
- Title
- Threatening Instructions During a Hurricane Influence Risk Perceptions: The Case of Fear Appeals and Changing Hurricane Projections.
- Creator
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Whitmer, Daphne, Sims, Valerie, Chin, Matthew, Bowers, Clint, Kapucu, Naim, University of Central Florida
- Abstract / Description
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The goal of this research was to examine the effectiveness of persuasive language in the protective action recommendation of an emergency warning, which instructs people how to prepare and stay safe. Study 1 was a pilot study, which suggested that participants were able to make distinctions between hurricane categories. In study 2, the presence of fear language and second-person personal pronouns (i.e., (")you(")) in a recommendation was manipulated. Overall, fear language was more...
Show moreThe goal of this research was to examine the effectiveness of persuasive language in the protective action recommendation of an emergency warning, which instructs people how to prepare and stay safe. Study 1 was a pilot study, which suggested that participants were able to make distinctions between hurricane categories. In study 2, the presence of fear language and second-person personal pronouns (i.e., (")you(")) in a recommendation was manipulated. Overall, fear language was more influential than a pronoun on risk perceptions. To understand how context influences risk perceptions, participants in study 3 made decisions after each piece of information received. The severity of the hurricane increased, decreased, or stayed the same before decision point 2 and a recommendation containing fear or neutral language was presented before decision point 3. Those who read the fear message were more likely to be in the danger control process than those in the neutral language condition, which suggested that the fear message emphasized threat but did not diminish participants' perception of efficacy. Behavioral compliance with the warning was high in all conditions. In terms of change in perceived threat from decision point 2 to 3, participants in the decrease condition who read the fear appeal had the largest increase in perceived threat. In contrast, the hurricane increasing in intensity may be fear provoking enough that a fear appeal does not enhance risk perceptions. When examining individual differences, high Need for Cognition women had the largest increase in perceived message persuasiveness in the decrease and increase conditions.Phrasing guidelines for emergency management are discussed, along with the theoretical contributions of using social psychological methodology to examine emergency warnings. While individual differences are important predictors of warning interpretation, future research needs to reconcile the conundrum of emergency management's current limitations regarding individualized warnings.
Show less - Date Issued
- 2019
- Identifier
- CFE0007554, ucf:52611
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007554
