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THE EFFECT OF IMMEDIATE FEEDBACK AND AFTER ACTION REVIEWS (AARS) ON LEARNING, RETENTION AND TRANSFER
Title
THE EFFECT OF IMMEDIATE FEEDBACK AND AFTER ACTION REVIEWS (AARS) ON LEARNING, RETENTION AND TRANSFER.
Creator
Sanders, Michael, Williams, Kent, University of Central Florida
Abstract / Description
An After Action Review (AAR) is the Army training system's performance feedback mechanism. The purpose of the AAR is to improve team (unit) and individual performance in order to increase organizational readiness. While a large body of knowledge exists that discusses instructional strategies, feedback and training systems, neither the AAR process nor the AAR systems have been examined in terms of learning effectiveness and efficiency for embedded trainers as part of a holistic training system...
Show moreAn After Action Review (AAR) is the Army training system's performance feedback mechanism. The purpose of the AAR is to improve team (unit) and individual performance in order to increase organizational readiness. While a large body of knowledge exists that discusses instructional strategies, feedback and training systems, neither the AAR process nor the AAR systems have been examined in terms of learning effectiveness and efficiency for embedded trainers as part of a holistic training system. In this thesis, different feedback methods for embedded training are evaluated based on the timing and type of feedback used during and after training exercises. Those feedback methodologies include: providing Immediate Directive Feedback (IDF) only, the IDF Only feedback condition group; using Immediate Direct Feedback and delayed feedback with open ended prompts to elicit self-elaboration during the AAR, the IDF with AAR feedback condition group; and delaying feedback using opened ended prompts without any IDF, the AAR Only feedback condition group. The results of the experiment support the hypothesis that feedback timing and type do effect skill acquisition, retention and transfer in different ways. Immediate directive feedback has a significant effect in reducing the number of errors committed while acquiring new procedural skills during training. Delayed feedback, in the form of an AAR, has a significant effect on the acquisition, retention and transfer of higher order conceptual knowledge as well as procedural knowledge about a task. The combination of Immediate Directive Feedback with an After Action Review demonstrated the greatest degree of transfer on a transfer task.
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Date Issued
2005
Identifier
CFE0000441, ucf:46411
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000441
COGNITIVE LEARNING FROM COMPUTER-BASED INFORMATION SYSTEMS BY INCORPORATING KNOWLEDGE CONSTRUCTION INTERVENTIONS
Title
COGNITIVE LEARNING FROM COMPUTER-BASED INFORMATION SYSTEMS BY INCORPORATING KNOWLEDGE CONSTRUCTION INTERVENTIONS.
Creator
Wazzan, Wajdi, Williams, Kent, University of Central Florida
Abstract / Description
The aim of the present study was to develop and empirically evaluate different categories of instructional activities, which stimulate the generation and construction of knowledge on the part of an individual student. These generative activities are primed by prompts or scaffolds, which can easily be inserted into specific curriculum addressing any domain of knowledge. To assess the manner in which the knowledge construction interventions influence the learning outcomes from computerized...
Show moreThe aim of the present study was to develop and empirically evaluate different categories of instructional activities, which stimulate the generation and construction of knowledge on the part of an individual student. These generative activities are primed by prompts or scaffolds, which can easily be inserted into specific curriculum addressing any domain of knowledge. To assess the manner in which the knowledge construction interventions influence the learning outcomes from computerized information systems, we have developed an online computer-based information system that describes the functions and mechanisms associated with the bus system of the US army Abrams M1A2 tank. Seven versions of this interactive instructional computer system were developed for this research; the type of prompt was manipulated among the seven experimental conditions. The seven experimental conditions were control, sentence completion, sentence generation, system provided questions, self-generated questions and answers, system provided advanced organizers, and generated advanced organizers. The results from this study provided strong evidence that the integration of knowledge construction interventions within the curriculum material have improved understanding of the curriculum content and reasoning about such content over and above the mere presentation and study of the curriculum. The research also delineated a practical way on how to incorporate and operationally integrate the knowledge construction interventions within computer-based information systems.
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Date Issued
2007
Identifier
CFE0001696, ucf:47202
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001696
SUBSTITUTING LIVE TRAINING WITH VIRTUAL TRAINING BY MEANS OF A COMMERCIAL OFF THE SHELF, FIRST PERSON SHOOTER COMPUTER GAME AND THE EFFECT ON PERFORMANCE
Title
SUBSTITUTING LIVE TRAINING WITH VIRTUAL TRAINING BY MEANS OF A COMMERCIAL OFF THE SHELF, FIRST PERSON SHOOTER COMPUTER GAME AND THE EFFECT ON PERFORMANCE.
Creator
Kneuper II, George, Williams, Kent, University of Central Florida
Abstract / Description
This research measures the change in Army ROTC cadets' tactical performance when up to 75% of their tactical live training is replaced with training done on a computer. An ROTC instructor from any of the 270 programs across the nation can take this research and implement a training plan utilizing a relatively cheap off the shelf computer game and save their program: cadet and cadre time, training dollars, and transportation/equipment/training area resources, while seeing no degradation in...
Show moreThis research measures the change in Army ROTC cadets' tactical performance when up to 75% of their tactical live training is replaced with training done on a computer. An ROTC instructor from any of the 270 programs across the nation can take this research and implement a training plan utilizing a relatively cheap off the shelf computer game and save their program: cadet and cadre time, training dollars, and transportation/equipment/training area resources, while seeing no degradation in their cadets' performance. Little research has been done on the effect of replacing live simulation with virtual simulation. With this in mind, six groups of individuals were run through the experiment for over five months at various levels of virtual/live training and scored across 16 leadership skills. These results were then formulated into a guideline defining how much training should be virtual training and how much live, to optimize an individual's performance.
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Date Issued
2006
Identifier
CFE0000962, ucf:46692
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000962
Development of a Cognitive Work Analysis Framework Tutorial Using Systems Modeling Language
Title
Development of a Cognitive Work Analysis Framework Tutorial Using Systems Modeling Language.
Creator
Wells, Wilfred, Karwowski, Waldemar, Williams, Kent, Sala-Diakanda, Serge, Elshennawy, Ahmad, Ahram, Tareq, University of Central Florida
Abstract / Description
At the present time, most systems engineers do not have access to cognitivework analysis information or training in terms they can understand. This may lead to adisregard of the cognitive aspect of system design. The impact of this issue is systemrequirements that do not account for the cognitive strengths and limitations of users.Systems engineers cannot design effective decision support systems without definingcognitive work requirements. In order to improve system requirements, integration...
Show moreAt the present time, most systems engineers do not have access to cognitivework analysis information or training in terms they can understand. This may lead to adisregard of the cognitive aspect of system design. The impact of this issue is systemrequirements that do not account for the cognitive strengths and limitations of users.Systems engineers cannot design effective decision support systems without definingcognitive work requirements. In order to improve system requirements, integration ofcognitive work requirements into the systems engineering process has to be improved.One option to address this gap is the development of a Cognitive Work Analysis (CWA)framework using Systems Modeling Language (SysML). The study had two phases.The first involved aligning the CWA terminology with the SysML to produce a CWAframework using SysML. The second was the creation of an instruction using SysML toinform systems engineers of the process of integrating cognitive work requirements intothe systems engineering process. This methodology provides a structured framework todefine, manage, organize, and model cognitive work requirements. Additionally, itprovides a tool for systems engineers to use in system design which supports a user'scognitive functions, such as situational awareness, problem solving, and decisionmaking.
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Date Issued
2011
Identifier
CFE0004177, ucf:49079
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004177
Assessing the Effect of Social Networks on Employee Creativity in a Fast-Food Restaurant Environment
Title
Assessing the Effect of Social Networks on Employee Creativity in a Fast-Food Restaurant Environment.
Creator
Rabinowitz, Mitchell, Karwowski, Waldemar, Elshennawy, Ahmad, Rabelo, Luis, Williams, Kent, Beitsch, Owen, University of Central Florida
Abstract / Description
Creativity has been widely recognized as critical to the economic success of organizations for over 60 years. Today, it is considered to be the most highly prized (")commodity(") of businesses. As such, there have been numerous efforts to better understand creativity with the goal of increasing individual creativity and therefore improving the economic success of organizations. An emerging area of research on creativity recognizes creativity as a complex, social process that is dependent upon...
Show moreCreativity has been widely recognized as critical to the economic success of organizations for over 60 years. Today, it is considered to be the most highly prized (")commodity(") of businesses. As such, there have been numerous efforts to better understand creativity with the goal of increasing individual creativity and therefore improving the economic success of organizations. An emerging area of research on creativity recognizes creativity as a complex, social process that is dependent upon many factors, including those of an environmental nature. In support of this perspective, a growing amount of research has investigated the effect of social networks on individual creativity. This relationship is based on the premise that an individual's social network affects access to diverse information, which in turn, is critical for creativity. The previous studies on this relationship, however, have been conducted in a limited number of environments, most of which have been knowledge-intensive in nature. As such, this study was conducted in a fast-food restaurant environment to determine whether the relationship between social networks and creativity is the same as in other, previously studied environments.Data was collected for a sample of 247 employees of an organization consisting of seven fast-food franchise restaurants of a popular fast-food restaurant chain in the northeast region of the United States. An ordinary least squares regression model was developed to investigate the relationship between creativity and the commonly studied social network variables: number of weak ties, number of strong ties, clustering, and centrality. The social network variables accounted for 17.3% of the overall variance in creativity, establishing that a relationship does exist between social networks and creativity in the fast-food restaurant environment. This relationship, however, was not as expected. In contrast to expectations, weak ties were not found to be a significant, positive predictor of creativity. Also, strong ties were found to be a significant, positive predictor of creativity, where it was expected that this relationship would be in the negative direction. Centrality, however, was found to be a significant, positive predictor of creativity, as expected, while the results for clustering were inconclusive due to its high correlation with the other social network variables in the study.As such, it appears that the relationship between social networks and creativity may be different in the fast-food restaurant environment when compared to environments previously studied. It is possible that this difference is a result of the differences between high and low knowledge-intensive working environments. The lack of support for weak ties as a significant positive predictor of creativity in conjunction with limited opportunities for significant creative achievement suggests that access to diverse information may be less important for creativity in the fast-food restaurant environment than in other environments. The findings that strong ties and centrality are significant, positive predictors of creativity, however, appear to indicate that the ability to implement a creative idea, however minor it may be, is more important in the fast-food restaurant environment than the generation of that idea in the first place. Due to the limitations of this study, however, it is not possible to definitively conclude this notion without efforts to determine which factor afforded by positions rich in strong ties or high in centrality, the informational benefits or the organizational influence, is more important for creativity.
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Date Issued
2016
Identifier
CFE0006846, ucf:51799
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006846
The effect of Curriculum Organization on the acquisition of Abstract Declarative Knowledge in Computer Based Instructions.
Title
The effect of Curriculum Organization on the acquisition of Abstract Declarative Knowledge in Computer Based Instructions.
Creator
Al-Foraih, Saleh, Williams, Kent, Proctor, Michael, Rabelo, Luis, Ozkaptan, Halim, University of Central Florida
Abstract / Description
ABSTRACTThe United States of America has dropped behind many countries in terms of theScience and Engineering university degrees awarded since the beginning of the nineties.Multiple studies have been conducted to determine the cause of this decline in degreesawarded, and try to reverse the trend in US education. The goal of these studies was todetermine the proper instructional methods that facilitate the knowledge acquisitionprocess for the student. It has been determined that not one method...
Show moreABSTRACTThe United States of America has dropped behind many countries in terms of theScience and Engineering university degrees awarded since the beginning of the nineties.Multiple studies have been conducted to determine the cause of this decline in degreesawarded, and try to reverse the trend in US education. The goal of these studies was todetermine the proper instructional methods that facilitate the knowledge acquisitionprocess for the student. It has been determined that not one method works for all types ofcurriculum, for example methods that have been found to work effectively in curriculumthat teaches procedures and physical systems often fail in curriculum that teaches abstractand conceptual content. The purpose of this study is to design an instructional methodthat facilitates teaching of abstract knowledge, and to demonstrate its effectivenessthrough empirical research.An experiment including 72 undergraduate students was conducted to determinethe best method of acquiring abstract knowledge. All students were presented with thesame abstract knowledge but presented in different types of organization. Theseorganization types consisted of hierarchy referred as Bottom Up, Top Down, andUnorganized. Another factor that was also introduced is Graphing, which is a method thatis believe to improve the learning process. The experiment was completed in 8 weeks anddata was gathered and analyzed.The results strongly suggest that abstract knowledge acquisition is greatlyimproved when the knowledge is presented in a Bottom Up hierarchical fashion. On theother hand, neither Graphing nor the Top Down or Unorganized conditions affectlearning in these novice students.
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Date Issued
2013
Identifier
CFE0004644, ucf:49893
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004644