Current Search: Sottilare, Robert (x)
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- Title
- MODELING THE INFLUENCES OF PERSONALITY PREFERENCES ON THE SELECTION OF INSTRUCTIONAL STRATEGIES ININTELLIGENT TUTORING SYSTEMS.
- Creator
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Sottilare, Robert, Proctor, Michael, University of Central Florida
- Abstract / Description
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This thesis hypothesizes that a method for selecting instructional strategies (specifically media) based in part on a relationship between learning style preference and personality preference provides more relevant and understandable feedback to students and thereby higher learning effectiveness. This research investigates whether personality preferences are valid predictors of learning style preferences. Since learning style preferences are a key consideration in instructional strategies and...
Show moreThis thesis hypothesizes that a method for selecting instructional strategies (specifically media) based in part on a relationship between learning style preference and personality preference provides more relevant and understandable feedback to students and thereby higher learning effectiveness. This research investigates whether personality preferences are valid predictors of learning style preferences. Since learning style preferences are a key consideration in instructional strategies and instructional strategies are a key consideration in learning effectiveness, this thesis contributes to a greater understanding of the relationship between personality preferences and effective learning in intelligent tutoring systems (ITS). This research attempts to contribute to the goal of a "truly adaptive ITS" by first examining relationships between personality preferences and learning style preferences; and then by modeling the influences of personality on learning strategies to optimize feedback for each student. This thesis explores the general question "what can personality preferences contribute to learning in intelligent tutoring systems?" So, why is it important to evaluate the relationship between personality preferences and learning strategies in ITS? "While one-on-one human tutoring is still superior to ITS in general, this approach is idiosyncratic and not feasible to deliver to [any large population] in any cost-effective manner." (Loftin, 2004). Given the need for ITS in large, distributed populations (i.e. the United States Army), it is important to explore methods of increasing ITS performance and adaptability. Findings of this research include that the null hypothesis that "there is no dependency between personality preference variables and learning style preference variables" was partly rejected. Highly significant correlations between the personality preferences, openness and extraversion, were established for both the active-reflective and sensing-intuitive learning style preferences. Discussion of other relationships is provided.
Show less - Date Issued
- 2006
- Identifier
- CFE0001403, ucf:47074
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001403
- Title
- USING STUDENT MOOD AND TASK PERFORMANCE TO TRAIN CLASSIFIER ALGORITHMS TO SELECT EFFECTIVE COACHING STRATEGIES WITHIN INTELLIGENT TUTORING SYSTEMS (ITS).
- Creator
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Sottilare, Robert, Proctor, Michael, University of Central Florida
- Abstract / Description
-
The ultimate goal of this research was to improve student performance by adjusting an Intelligent Tutoring System's (ITS) coaching strategy based on the student's mood. As a step toward this goal, this study evaluated the relationships between each student's mood variables (pleasure, arousal, dominance and mood intensity), the coaching strategy selected by the ITS and the student's performance. Outcomes included methods to increase the perception of the intelligent tutor to...
Show moreThe ultimate goal of this research was to improve student performance by adjusting an Intelligent Tutoring System's (ITS) coaching strategy based on the student's mood. As a step toward this goal, this study evaluated the relationships between each student's mood variables (pleasure, arousal, dominance and mood intensity), the coaching strategy selected by the ITS and the student's performance. Outcomes included methods to increase the perception of the intelligent tutor to allow it to adapt coaching strategies (methods of instruction) to the student's affective needs to mitigate barriers to performance (e.g. negative affect) during the one-to-one tutoring process. The study evaluated whether the affective state (specifically mood) of the student moderated the student's interaction with the tutor and influenced performance. This research examined the relationships, interactions and influences of student mood in the selection of ITS coaching strategies to determine which strategies were more effective in terms of student performance given the student's mood, state (recent sleep time, previous knowledge and training, and interest level) and actions (e.g. mouse movement rate). Two coaching strategies were used in this study: Student-Requested Feedback (SRF) and Tutor-Initiated Feedback (TIF). The SRF coaching strategy provided feedback in the form of hints, questions, direction and support only when the student requested help. The TIF coaching strategy provided feedback (hints, questions, direction or support) at key junctures in the learning process when the student either made progress or failed to make progress in a timely fashion. The relationships between the coaching strategies, mood, performance and other variables of interest were considered in light of five hypotheses. At alpha = .05 and beta at least as great as .80, significant effects were limited in predicting performance. Highlighted findings include no significant differences in the mean performance due to coaching strategies, and only small effect sizes in predicting performance making the regression models developed not of practical significance. However, several variables including performance, energy level and mouse movement rates were significant, unobtrusive predictors of mood. Regression algorithms were developed using Arbuckle's (2008) Analysis of MOment Structures (AMOS) tool to compare the predicted performance for each strategy and then to choose the optimal strategy. A set of production rules were also developed to train a machine learning classifier using Witten & Frank's (2005) Waikato Environment for Knowledge Analysis (WEKA) toolset. The classifier was tested to determine its ability to recognize critical relationships and adjust coaching strategies to improve performance. This study found that the ability of the intelligent tutor to recognize key affective relationships contributes to improved performance. Study assumptions include a normal distribution of student mood variables, student state variables and student action variables and the equal mean performance of the two coaching strategy groups (student-requested feedback and tutor-initiated feedback ). These assumptions were substantiated in the study. Potential applications of this research are broad since its approach is application independent and could be used within ill-defined or very complex domains where judgment might be influenced by affect (e.g. study of the law, decisions involving risk of injury or death, negotiations or investment decisions). Recommendations for future research include evaluation of the temporal, as well as numerical, relationships of student mood, performance, actions and state variables.
Show less - Date Issued
- 2009
- Identifier
- CFE0002528, ucf:47644
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002528
- Title
- Learning Opportunities and Challenges of Sensor-enabled Intelligent Tutoring Systems on Mobile Platforms: Benchmarking the Reliability of Mobile Sensors to Track Human Physiological Signals and Behaviors to Enhance Tablet-Based Intelligent Tutoring Systems.
- Creator
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Vazquez, Luis, Proctor, Michael, Jentsch, Florian, Gonzalez, Avelino, Sottilare, Robert, University of Central Florida
- Abstract / Description
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Desktop-based intelligent tutoring systems have existed for many decades, but the advancement of mobile computing technologies has sparked interest in developing mobile intelligent tutoring systems (mITS). Personalized mITS are applicable to not only stand-alone and client-server systems but also cloud systems possibly leveraging big data. Device-based sensors enable even greater personalization through capture of physiological signals during periods of student study. However, personalizing...
Show moreDesktop-based intelligent tutoring systems have existed for many decades, but the advancement of mobile computing technologies has sparked interest in developing mobile intelligent tutoring systems (mITS). Personalized mITS are applicable to not only stand-alone and client-server systems but also cloud systems possibly leveraging big data. Device-based sensors enable even greater personalization through capture of physiological signals during periods of student study. However, personalizing mITS to individual students faces challenges. The Achilles heel of personalization is the feasibility and reliability of these sensors to accurately capture physiological signals and behavior measures.This research reviews feasibility and benchmarks reliability of basic mobile platform sensors in various student postures. The research software and methodology are generalizable to a range of platforms and sensors. Incorporating the tile-based puzzle game 2048 as a substitute for a knowledge domain also enables a broad spectrum of test populations. Baseline sensors include the on-board camera to detect eyes/faces and the Bluetooth Empatica E4 wristband to capture heart rate, electrodermal activity (EDA), and skin temperature. The test population involved 100 collegiate students randomly assigned to one of three different ergonomic positions in a classroom: sitting at a table, standing at a counter, or reclining on a sofa. Well received by the students, EDA proved to be more reliable than heart rate or face detection in the three different ergonomic positions. Additional insights are provided on advancing learning personalization through future sensor feasibility and reliability studies.
Show less - Date Issued
- 2018
- Identifier
- CFE0007260, ucf:52177
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007260
- Title
- Gauging Training Effectiveness of Virtual Environment Simulation Based Applications for an Infantry Soldier Training Task.
- Creator
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Maxwell, Douglas, Kincaid, John, Shumaker, Randall, Barber, Daniel, Sottilare, Robert, University of Central Florida
- Abstract / Description
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The U.S. Army Training and Doctrine Command's Army Learning Concept 2015 and Army Training Concept 2025 are documents that discuss the need for an adaptive soldier learning model with a flexible training delivery methodology. The U.S. Army has been investing in serious gaming technology for the past two decades as a cost effective means to teach tactics and strategy. Today, the U.S. Army is seeking to expand its application of virtual environment training to areas such as cultural awareness...
Show moreThe U.S. Army Training and Doctrine Command's Army Learning Concept 2015 and Army Training Concept 2025 are documents that discuss the need for an adaptive soldier learning model with a flexible training delivery methodology. The U.S. Army has been investing in serious gaming technology for the past two decades as a cost effective means to teach tactics and strategy. Today, the U.S. Army is seeking to expand its application of virtual environment training to areas such as cultural awareness and human network analysis for the infantry soldier. These new expanded applications will require a higher level of non-determinant behavior inside the virtual environment. To meet more of the training needs of the war fighter, the U.S. Army is looking beyond first person perspective games to the cooperative and social gaming experience offered by the MMOG (Massively Multiplayer Online Game) and the VWT (Virtual World Technology). Altogether, these classes of games have the potential to teach leadership skills, social acclimation skills, cultural awareness and practice skills, and critical thinking skills for problem solving in a cost effective manner. Unfortunately, even today there is a paucity of scientific research to support whether this potential may be realized or not. A literature review was performed which covers current concepts in the usage of virtual environments for military individual and team training in the U.S. Army infantry soldier domains. There are many variables involved with the lifecycle of the virtual training activity including the acquisition, information assurance and cyber security, deployment, proper employment, content development and maintenance, and retirement. This discussion goes beyond the traditional topics of graphics and game engine technology and delves deeper into concepts of the importance of proper usage of the environments by the trainees. This dissertation is composed of three studies with two subject pools: experienced soldiers and novice soldiers. The participants in the studies were randomly assigned to one of two training conditions. The training conditions were either a traditional slide-show in a classroom or a virtual environment based training system. The participants were then provided with training for a room clearing tasks in each of the conditions. The independent variables are training condition and soldier condition. The dependent variables are individual performance, team performance, stress questionnaire scores, and workload questionnaire scores. A number of relationships are explored in this dissertation. The first objective of these studies is to attempt to identify any effect the training conditions have on either individual performance or team performance. Lastly, these studies attempt to identify if there is any difference the training conditions have on novice versus experienced subjects' performance during a live assessment.
Show less - Date Issued
- 2015
- Identifier
- CFE0005840, ucf:50924
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005840
- Title
- Assessment of Tattoo and Silicone Wounds in Terms of Time of Treatment and Perceived Treatment Quality.
- Creator
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Pettitt, M, Karwowski, Waldemar, Shumaker, Randall, Cendan, Juan, Sottilare, Robert, University of Central Florida
- Abstract / Description
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At the point of injury, critical medical tasks include locating and identifying an injury as well as applying the appropriate initial care. Over the past decade, to increase the fidelity of wound representation and ultimately the quality of medical care, a considerable amount of research and development has occurred to improve simulated wounds during training, primarily at the point of injury. As material and techniques mature and as more relevant data is collected on tissue properties,...
Show moreAt the point of injury, critical medical tasks include locating and identifying an injury as well as applying the appropriate initial care. Over the past decade, to increase the fidelity of wound representation and ultimately the quality of medical care, a considerable amount of research and development has occurred to improve simulated wounds during training, primarily at the point of injury. As material and techniques mature and as more relevant data is collected on tissue properties, examining what fidelity is required for training at the point of injury is crucial. The main objective of this effort was to assess a three dimensional silicone wound versus a two dimensional tattoo wound for training and to examine differences in user perceptions and treatment time. This was accomplished with a test population of 158 City of Orlando Fire Department First Responders which were randomly assigned to each group (three dimensional silicone wound group versus a two dimensional tattoo wound group). The data analyses incorporated the use of non-parametric statistics (Mann-Whitney U Test) to compare the differences between the two groups on depth perception, sense of urgency, immersion, and time on task. Other factors that were examined included the costs for the average tattoo wound and silicone wound as well as the number of uses before the synthetic wound is visibly damaged. The data results indicated that at the point of injury, there were relatively few statistically significant differences in the survey data or time on task between the silicone and tattoo wounds. Additionally, the cost analysis revealed that the silicone wound is significantly more expensive than the tattoo wound. Supporting the military and civilian first responder communities, the results of this study provides statistically reliable data on the use of trauma tattoos as a tool for mastering point of injury treatment during training exercises.
Show less - Date Issued
- 2017
- Identifier
- CFE0006904, ucf:51733
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006904
- Title
- A Program Manager's Dilemma: Measuring the Effect on Performance of Different Visual Modalities in Mixed Reality Aerial Door Gunnery.
- Creator
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Stevens, Jonathan, Kincaid, John, Shumaker, Randall, Karwowski, Waldemar, Mohammad, Syed, Sottilare, Robert, University of Central Florida
- Abstract / Description
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The United States Army continues to develop new and effective ways to use simulation for training. One example is the Non-Rated Crew Member Manned Module (NCM3), a simulator designed to train helicopter crewmembers in critical, high risk tasks such as crew coordination, flight, aerial gunnery, hoist and sling load related tasks. The goal of this study was to evaluate visual modalities' effect on performance in mixed reality aerial door gunnery.There is a strong belief in the United States...
Show moreThe United States Army continues to develop new and effective ways to use simulation for training. One example is the Non-Rated Crew Member Manned Module (NCM3), a simulator designed to train helicopter crewmembers in critical, high risk tasks such as crew coordination, flight, aerial gunnery, hoist and sling load related tasks. The goal of this study was to evaluate visual modalities' effect on performance in mixed reality aerial door gunnery.There is a strong belief in the United States Army that the greater the degree of immersion in a virtual simulation, the more effective that simulation is. However, little scientific research exists that supports this notion. In fact, the true goal of training simulation is to optimize the degree of transfer to the trainee - not to create the most immersive experience possible. As a result, the Army Program Manager frequently faces trade-off dilemmas during the simulation design phase, balancing user desires with cost and schedule constraints. One of those trade-off predicaments, and the unscientific manner in which it was resolved, served as the motivation for this research.A review of the literature was conducted in order to investigate the benefits of simulation for training. The taxonomy of reality, as well as the training efficacy of virtual and mixed reality simulation, were examined. Major concepts, applications and components of virtual and mixed reality simulation training were studied. Prior visual modality research was reviewed and discussed. Two discrete groups of subjects, expert (n = 20) and novice (n = 76), were employed in this study. Participants were randomly assigned to one of two visual modality treatments (Liquid Crystal Display (LCD) flat panel screen or Head-Mounted Display (HMD)) and executed three aerial door gunnery training scenarios in the NCM3. Independent variables were visual modality, trial, immersive tendency and simulator sickness questionnaire scores. Dependent variables included performance, presence and simulator sickness change scores. The results of the study indicate no main effect of visual modality on performance for the expert population while a main effect of visual modality on performance was discovered for the novice population. Both visual treatment groups experienced the same degree of presence and simulator sickness. No relationship between an individual's immersive tendency and their performance and level of presence was found. Results of this study's primary objective are conflicting, by expertise group, and thus both support and challenge the commonly held notion that higher immersive simulation leads to better performance.
Show less - Date Issued
- 2014
- Identifier
- CFE0005422, ucf:50427
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005422
- Title
- Explicit Feedback Within Game-Based Training: Examining the Influence of Source Modality Effects on Interaction.
- Creator
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Goldberg, Benjamin, Bowers, Clint, Cannon-Bowers, Janis, Kincaid, John, McDaniel, Thomas, Sottilare, Robert, University of Central Florida
- Abstract / Description
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This research aims to enhance Simulation-Based Training (SBT) applications to support training events in the absence of live instruction. The overarching purpose is to explore available tools for integrating intelligent tutoring communications in game-based learning platforms and to examine theory-based techniques for delivering explicit feedback in such environments. The primary tool influencing the design of this research was the Generalized Intelligent Framework for Tutoring (GIFT), a...
Show moreThis research aims to enhance Simulation-Based Training (SBT) applications to support training events in the absence of live instruction. The overarching purpose is to explore available tools for integrating intelligent tutoring communications in game-based learning platforms and to examine theory-based techniques for delivering explicit feedback in such environments. The primary tool influencing the design of this research was the Generalized Intelligent Framework for Tutoring (GIFT), a modular domain-independent architecture that provides the tools and methods to author, deliver, and evaluate intelligent tutoring technologies within any training platform. Influenced by research surrounding Social Cognitive Theory and Cognitive Load Theory, the resulting experiment tested varying approaches for utilizing an Embodied Pedagogical Agent (EPA) to function as a tutor during interaction in a game-based environment. Conditions were authored to assess the tradeoffs between embedding an EPA directly in a game, embedding an EPA in GIFT's browser-based Tutor-User Interface (TUI), or using audio prompts alone with no social grounding.The resulting data supports the application of using an EPA embedded in GIFT's TUI to provide explicit feedback during a game-based learning event. Analyses revealed conditions with an EPA situated in the TUI to be as effective as embedding the agent directly in the game environment. This inference is based on evidence showing reliable differences across conditions on the metrics of performance and self-reported mental demand and feedback usefulness items. This research provides source modality tradeoffs linked to tactics for relaying training relevant explicit information to a user based on real-time performance in a game.
Show less - Date Issued
- 2013
- Identifier
- CFE0004850, ucf:49696
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004850