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- Title
- An Examination of Post Implementation Adoption of Business Intelligence Technologies and the Role of Training Programs during this Process.
- Creator
-
Robertson, Juliana, Gunter, Glenda, Thompson, Kelvin, Vitale, Thomas, Morrow, Patricia Bockelman, Lagasse, Paul, University of Central Florida
- Abstract / Description
-
This research study sought to determine if there was any difference in the perception of training modality delivery between participants who attended a face-to-face (F2F) training session or participated in blended training that supported business intelligence (BI) technology adoption. There is minimal information available identifying how training can influence an individual's intention to fully adopt BI technology into daily work processes. Identification of key factors influencing training...
Show moreThis research study sought to determine if there was any difference in the perception of training modality delivery between participants who attended a face-to-face (F2F) training session or participated in blended training that supported business intelligence (BI) technology adoption. There is minimal information available identifying how training can influence an individual's intention to fully adopt BI technology into daily work processes. Identification of key factors influencing training modalities' effect on technology adoption promotes strategies that allow trainers to better facilitate and develop content that can help organizations to integrating BI technologies into their workflow. This study analyzed survey responses that captured the perceptions of end-users who completed training by attending a F2F or blended training and their readiness to utilize the BI technologies post-training. The sample for this study consisted of 62 individuals who completed both the training session survey (F2F or blended) and the client implementation survey; to qualify for this study, all participants completed both surveys; 33 participants attended the F2F training sessions, and 29 participants attended the blended training sessions. Survey responses related to the training session and the training consultant were used to identify differences in perception when comparing the two different groups and their feelings of preparedness to accept responsibility for the technology. While there was an indication that the feeling of preparedness to adopt the BI technology was more heavily influenced by the blended training, it is important to consider methods for improving participant satisfaction in all areas related to blended training. Overall, this study provides the basis for an executive summary indicating the need to implement more effective training strategies, policies, and training processes before and after implementing BI technologies within organizations.
Show less - Date Issued
- 2017
- Identifier
- CFE0006911, ucf:51699
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006911
- Title
- A Randomized Trial of Attention Training for Generalized Social Phobia: Does Attention Training Change Social Behavior?.
- Creator
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Bunnell, Brian, Beidel, Deborah, Cassisi, Jeffrey, Rapport, Mark, University of Central Florida
- Abstract / Description
-
The use of attention training protocols for the treatment of generalized social anxiety disorder (SAD) is undergoing increased examination. Initial investigations were positive but more recent investigations have been less supportive of the treatment paradigm. One significant limitation of current investigations may be over-reliance on self-report. In this investigation, we expanded on initial investigations by using a multimodal assessment of patient functioning (i.e., including behavioral...
Show moreThe use of attention training protocols for the treatment of generalized social anxiety disorder (SAD) is undergoing increased examination. Initial investigations were positive but more recent investigations have been less supportive of the treatment paradigm. One significant limitation of current investigations may be over-reliance on self-report. In this investigation, we expanded on initial investigations by using a multimodal assessment of patient functioning (i.e., including behavioral assessment). Patients with a primary diagnosis of SAD (n = 31) were randomly assigned to eight sessions of attention training (n = 15) or placebo/control (n = 16). Participants were assessed at pre- and post-treatment via self- and clinician-report of social anxiety as well as anxious and behavioral response to two in vivo social interactions. Results revealed no differences between groups at post-treatment for all study outcome variables, suggesting a lack of effect for the attention training condition. The results are concordant with recent investigations finding a lack of support for the use of attention training as an efficacious treatment for patients with SAD.
Show less - Date Issued
- 2013
- Identifier
- CFE0004658, ucf:49879
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004658
- Title
- FACTORS THAT INFLUENCE TRANSFER OF HAZARDOUS MATERIAL TRAINING: THE PERCEPTION OF SELECTED FIRE-FIGHTER TRAINEES AND SUPERVISORS.
- Creator
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Bhati, Divya, Gary Orwig, Stephen A. Sivo,, University of Central Florida
- Abstract / Description
-
This study examined the influence of factors on transfer of training and was based on the work of Broad and Newstrom (1992). For the purpose of this study the Broad and Newstrom (1992) transfer of training barriers are rephrased into positive statements. The nine transfer of training factors are: (1) reinforcement on the job; (2) little interference from immediate (work) environment; (3) supportive organizational culture; (4) trainees' perception of training programs being practical; (5)...
Show moreThis study examined the influence of factors on transfer of training and was based on the work of Broad and Newstrom (1992). For the purpose of this study the Broad and Newstrom (1992) transfer of training barriers are rephrased into positive statements. The nine transfer of training factors are: (1) reinforcement on the job; (2) little interference from immediate (work) environment; (3) supportive organizational culture; (4) trainees' perception of training programs being practical; (5) trainees' perception of relevant training content; (6) trainees' being comfortable with change and associated effort; (7) trainer being supportive and inspiring; (8) trainees' perception of training being well designed/delivered, and (9) peer support. This study explored the degree to which these factors influenced transfer of training in terms of on-the-job application. The study found supportive organizational culture to be the strongest predictor of transfer of training to on-the-job application. In addition, the degree of influence of Broad and Newstrom's (1992) nine factors varied with the thirteen locations. The study also found perception gaps between fire fighter trainees and their supervisor on factors influencing transfer of training. They differed on four factors: Supportive organizational culture, Perception of training programs being practical, Trainer being supportive and inspiring, and Perception of training being well designed/delivered.
Show less - Date Issued
- 2007
- Identifier
- CFE0001850, ucf:47353
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001850
- Title
- EVALUATING THE EFFECTIVENESS OF TRAINING SYSTEM APPROACHES FOR HIGHLY COMPLEX FLIGHT TRAINING.
- Creator
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Bauer, Maria, Proctor, Michael, University of Central Florida
- Abstract / Description
-
This research investigates the Training Effectiveness of a low-cost, PC-based training system when compared with two modes (motion and no motion) of a cab training system with large screen for various aviation flying tasks. While much research on this topic has been done in the past, advances in technology have significantly altered what is considered a "low-cost" "simulator." The technology advances have in effect increased the ability of a "low-cost" "simulator" to deliver desired...
Show moreThis research investigates the Training Effectiveness of a low-cost, PC-based training system when compared with two modes (motion and no motion) of a cab training system with large screen for various aviation flying tasks. While much research on this topic has been done in the past, advances in technology have significantly altered what is considered a "low-cost" "simulator." The technology advances have in effect increased the ability of a "low-cost" "simulator" to deliver desired experiences to the user. These "simulators" often are nothing more than PC training system, with only notional representations of the actual aircraft. This research considers the use of such training systems in training for a highly complex and dynamic task situation, that task being a search and rescue mission. A search and rescue mission is far more complex task than those studied for possible "low-cost" simulation substitution in the past. To address that aspect, one mode of the cab involves motion in two degrees of freedom. The results of this research advances the body of literature on the capability of "low-cost" simulation to deliver the experiences necessary to learn highly complex tasks associated with search and rescue as well as further clarify the extent to which a motion platform aides in flight training. This research utilizes available platforms provided by the US Army Research, Development and Engineering Command Simulation and Training Technology Center. Additionally, all the participants in the research are in training to be helicopter pilots. Participants were randomly assigned to one of three training configurations: a) Cab with motion turned ON, b) Cab with motion turned OFF and c) PC-based simulator. Training effectiveness is evaluated using measures for learning, task performance, and human factors. Statistically significant results are shown for the Cab with Motion and the Cab with No Motion configurations.
Show less - Date Issued
- 2005
- Identifier
- CFE0000754, ucf:46569
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000754
- Title
- Perceptual Judgment: The Impact of Image Complexity and Training Method on Category Learning.
- Creator
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Curtis, Michael, Jentsch, Florian, Salas, Eduardo, Szalma, James, Boloni, Ladislau, University of Central Florida
- Abstract / Description
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The goal of this dissertation was to bridge the gap between perceptual learning theory and training application. Visual perceptual skill has been a vexing topic in training science for decades. In complex task domains, from aviation to medicine, visual perception is critical to task success. Despite this, little, if any, emphasis is dedicated to developing perceptual skills through training. Much of this may be attributed to the perceived inefficiency of perceptual training. Recent applied...
Show moreThe goal of this dissertation was to bridge the gap between perceptual learning theory and training application. Visual perceptual skill has been a vexing topic in training science for decades. In complex task domains, from aviation to medicine, visual perception is critical to task success. Despite this, little, if any, emphasis is dedicated to developing perceptual skills through training. Much of this may be attributed to the perceived inefficiency of perceptual training. Recent applied research in perceptual training with discrimination training, however, holds promise for improved perceptual training efficiency. As with all applied research, it is important to root application in solid theoretical bases. In perceptual learning, the challenge is connecting the basic science to more complex task environments. Using a common aviation task as an applied context, participants were assigned to a perceptual training condition based on variation of image complexity and training type. Following the training, participants were tested for transfer of skill. This was intended to help to ground a potentially useful method of perceptual training in a model category learning, while offering qualitative testing of model fit in increasingly complex visual environments. Two hundred and thirty-one participants completed the computer based training module. Results indicate that predictions of a model of category learning largely extend into more complex training stimuli, suggesting utility of the model in more applied contexts. Although both training method conditions showed improvement across training blocks, the discrimination training condition did not transfer to the post training transfer tasks. Lack of adequate contextual information related to the transfer task in training was attributed to this outcome. Further analysis of the exposure training condition showed that individuals training with simple stimuli performed as well as individuals training on more complex stimuli in a complex transfer task. On the other hand, individuals in the more complex training conditions were less accurate when presented with a simpler representation of the task in transfer. This suggests training benefit to isolating essential task cues from irrelevant information in perceptual judgment tasks. In all, the study provided an informative look at both the theory and application associated with perceptual category learning. Ultimately, this research can help inform future research and training development in domains where perceptual judgment is critical for success.
Show less - Date Issued
- 2011
- Identifier
- CFE0004096, ucf:49139
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004096
- Title
- EFFECTIVE TIMING OF FEEDBACK DURING SCENARIO BASED TEAM TRAINING WITHIN A SIMULATED ENVIRONMENT.
- Creator
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Astwood, Randolph, Smith-Jentsch, Kimberly, University of Central Florida
- Abstract / Description
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Scenario based training (SBT) allows organizations to train the competencies necessary for effective performance in an environment that replicates critical aspects of the transfer or operational setting. One of the most salient training features that can be delivered during SBT is feedback. Task feedback may be provided to trainees either during a training scenario (immediately following actions) or between training scenarios (after action review). However, little is known regarding the...
Show moreScenario based training (SBT) allows organizations to train the competencies necessary for effective performance in an environment that replicates critical aspects of the transfer or operational setting. One of the most salient training features that can be delivered during SBT is feedback. Task feedback may be provided to trainees either during a training scenario (immediately following actions) or between training scenarios (after action review). However, little is known regarding the effects of immediate versus delayed feedback given to teams. Prior research on training individuals suggests that immediate feedback improves performance as assessed immediately after training (acquisition performance), however delayed feedback improves performance after time has passed (retention performance). Moreover, several individual training studies have found that trainee goal orientation moderates the influence of instructional features such as goal difficulty and content organization. I hypothesized that team member goal orientation would also moderate the influence of feedback timing on team performance. Three facets of goal orientation were assessed. Learning goal orientation refers to the extent to which individuals strive towards the mastery of skills for the sake of continuous improvement. Prove goal orientation refers to the extent to which individuals strive to demonstrate their own competence to others. Finally, avoid goal orientation refers to the extent to which individuals seek to avoid demonstrating their incompetence to others. Participants were 160 undergraduate psychology students assigned to 80 two-person teams. These teams were trained and tested using a simulated military task called the Forward Observer Personal Computer-based Simulator. Teams received 36 minutes of training prior to performing a skill acquisition test on day one of the experiment. One week later teams returned to perform a skill retention test. Teams were randomly assigned to receive immediate feedback during their team training scenarios or delayed feedback following each training scenario. Results indicated that the timing of feedback had no impact on acquisition performance. As predicted, however, teams that had received delayed feedback outperformed those that had received immediate feedback on the retention test. Moreover, the positive impact of delayed feedback on retention performance was greatest for teams that scored higher on a measure of state learning goal orientation on the day of their training. This interaction was mediated by the team's perception of the instrumentality of the feedback provided to them. Theoretical and practical implications, as well as, limitations and directions for future research are discussed.
Show less - Date Issued
- 2009
- Identifier
- CFE0002672, ucf:48244
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002672
- Title
- Identifying Type of Expertise as a Means to Measure CRM Knowledge Structures.
- Creator
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Jimenez, Camilo, Jentsch, Florian, Shumaker, Randall, Burke, Shawn, Sims, Valerie, University of Central Florida
- Abstract / Description
-
Crew Resource Management (CRM) training has evolved since its inception in the 1980s to better accommodate the operational needs of flight crews. However, even as the aviation and research communities have pointed to the potential benefit of providing CRM training, some criticism continues to emerge periodically which claims that there is no concrete evidence of its impact on flight deck performance and safety. Therefore, it is imperative to develop tools that allow researchers and, more...
Show moreCrew Resource Management (CRM) training has evolved since its inception in the 1980s to better accommodate the operational needs of flight crews. However, even as the aviation and research communities have pointed to the potential benefit of providing CRM training, some criticism continues to emerge periodically which claims that there is no concrete evidence of its impact on flight deck performance and safety. Therefore, it is imperative to develop tools that allow researchers and, more importantly, practitioners, to more effectively and objectively assess training effectiveness and identify whether or not desired CRM behaviors are being put to practice during line operations.This study focused on evaluating pilots' CRM schemas and identifying differences in CRM knowledge structures among pilots. Differences in CRM knowledge and opinions about training could be an indication of the existence of what Hatano and Inagaki (1986) have described as two distinct types of expertise, namely, routine and adaptive expertise. The study sought to identify differences among routine and adaptive expert pilots in CRM knowledge structures (schemas), their perceptions on the value and efficacy of current CRM training evaluation, along with their opinion on how CRM training effectiveness could be more accurately assessed. Results from over 250 pilots showed that, in general, participants had a positive view of CRM training and training evaluation, regardless of their type of expertise. Some evidence of potential differences in the structural knowledge of CRM between routine and adaptive experts, as well as, differences in their opinions about CRM training, evaluation, and automation on the flight deck was also identified. Additionally, analysis of survey scores and free response items indicate the existence of a third category of experts, between routine and adaptive expertise (whom I call transitional experts). The study results provide evidence that assessment of CRM schemas could potentially be used as a way to evaluate CRM training effectiveness. The results of the study also indicate that identification of specific training needs for each group of expert may be possible through the assessment of CRM schemas and type of expertise. Implications for practice and theory, limitations of the study, and suggestions for future research are also provided.
Show less - Date Issued
- 2018
- Identifier
- CFE0007200, ucf:52264
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007200
- Title
- Tailoring Instruction to the individual: Investigating the Utility of Trainee Aptitudes for use in Adaptive Training.
- Creator
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Landsberg, Carla, Mouloua, Mustapha, Bowers, Clint, Neider, Mark, Van Buskirk, Wendi, University of Central Florida
- Abstract / Description
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Computer-based training has become more prolific as the military and private businessenterprises search for more efficient ways to deliver training. However, some methods ofcomputer-based training are not more effective than traditional classroom methods. Onetechnique that may be able to approximate the most effective form of training, one-on-onetutoring, is Adaptive Training (AT). AT techniques use instruction that is tailored to the learnerin some way, and can adjust different training...
Show moreComputer-based training has become more prolific as the military and private businessenterprises search for more efficient ways to deliver training. However, some methods ofcomputer-based training are not more effective than traditional classroom methods. Onetechnique that may be able to approximate the most effective form of training, one-on-onetutoring, is Adaptive Training (AT). AT techniques use instruction that is tailored to the learnerin some way, and can adjust different training parameters such as difficulty, feedback, pace, anddelivery mode.There are many ways to adapt training to the learner, and in this study I exploredadapting the feedback provided to trainees based on spatial ability in line with Cognitive LoadTheory (CLT). In line with the CLT expertise reversal effect literature I hypothesized that for aspatial task, higher ability trainees would perform better when they were given less feedback.Alternately, I hypothesized that lower ability trainees would perform better during training whenthey were given more support via feedback. This study also compared two different adaptationapproaches. The first approach, called the ATI approach, adapts feedback based on a premeasuredability. In this case, it was spatial ability. The second approach, called the Hybridapproach adapts initially based on ability, but then based on performance later in training. Ihypothesized that participants who received Hybrid adaptive training would perform better.The study employed a 2(spatial ability; high, low) X 2(feedback; matched, mismatched)X 2 (approach; ATI, Hybrid) between-subjects design in which participants were randomlyassigned to one of the eight conditions. Ninety-two participants completed a submarine-basedperiscope operator task that was visual and spatial in nature. ivThe results of the study did not support the use of CLT-derived adaptation based onspatial ability; contrary to what was hypothesized, higher ability participants who received morefeedback performed better than those who received less. Similarly, lower ability participantswho received less feedback performed better than those who received more. While notsignificant, results suggested there may be some benefit to using the Hybrid approach, but moreresearch is needed to determine the relative effectiveness of this approach.
Show less - Date Issued
- 2015
- Identifier
- CFE0005646, ucf:50191
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005646
- Title
- ENHANCING SITUATIONAL AWARENESS THROUGH HAPTICS INTERACTION IN VIRTUAL ENVIRONMENT TRAINING SYSTMES.
- Creator
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Hale, Kelly, Stanney, Kay, University of Central Florida
- Abstract / Description
-
Virtual environment (VE) technology offers a viable training option for developing knowledge, skills and attitudes (KSA) within domains that have limited live training opportunities due to personnel safety and cost (e.g., live fire exercises). However, to ensure these VE training systems provide effective training and transfer, designers of such systems must ensure that training goals and objectives are clearly defined and VEs are designed to support development of KSAs required. Perhaps the...
Show moreVirtual environment (VE) technology offers a viable training option for developing knowledge, skills and attitudes (KSA) within domains that have limited live training opportunities due to personnel safety and cost (e.g., live fire exercises). However, to ensure these VE training systems provide effective training and transfer, designers of such systems must ensure that training goals and objectives are clearly defined and VEs are designed to support development of KSAs required. Perhaps the greatest benefit of VE training is its ability to provide a multimodal training experience, where trainees can see, hear and feel their surrounding environment, thus engaging them in training scenarios to further their expertise. This work focused on enhancing situation awareness (SA) within a training VE through appropriate use of multimodal cues. The Multimodal Optimization of Situation Awareness (MOSA) model was developed to identify theoretical benefits of various environmental and individual multimodal cues on SA components. Specific focus was on benefits associated with adding cues that activated the haptic system (i.e., kinesthetic/cutaneous sensory systems) or vestibular system in a VE. An empirical study was completed to evaluate the effectiveness of adding two independent spatialized tactile cues to a Military Operations on Urbanized Terrain (MOUT) VE training system, and how head tracking (i.e., addition of rotational vestibular cues) impacted spatial awareness and performance when tactile cues were added during training. Results showed tactile cues enhanced spatial awareness and performance during both repeated training and within a transfer environment, yet there were costs associated with including two cues together during training, as each cue focused attention on a different aspect of the global task. In addition, the results suggest that spatial awareness benefits from a single point indicator (i.e., spatialized tactile cues) may be impacted by interaction mode, as performance benefits were seen when tactile cues were paired with head tracking. Future research should further examine theoretical benefits outlined in the MOSA model, and further validate that benefits can be realized through appropriate activation of multimodal cues for targeted training objectives during training, near transfer and far transfer (i.e., real world performance).
Show less - Date Issued
- 2006
- Identifier
- CFE0001414, ucf:47034
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001414
- Title
- ASSESSMENT OF THE CONTRIBUTION OF GAME-BASED SIMULATION IN THE ADVANCEMENT OF INDIVIDUAL SOLDIER INTELLIGENCE GATHERING SKILLS.
- Creator
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Wiley, Carlos, Proctor, Michael, University of Central Florida
- Abstract / Description
-
Self-directed Learning Internet Modules based on gaming technology are making tremendous strides as tools to current training system for our military services. Currently, the US Army is testing the Every Soldier is a Sensor Simulation software (ES3) as part of the Every Soldiers a Sensor program that focuses on intelligence gathering and maintaining situational awareness. The primary training goal of this simulation is the training of individual soldiers on conducting "Active Surveillance"...
Show moreSelf-directed Learning Internet Modules based on gaming technology are making tremendous strides as tools to current training system for our military services. Currently, the US Army is testing the Every Soldier is a Sensor Simulation software (ES3) as part of the Every Soldiers a Sensor program that focuses on intelligence gathering and maintaining situational awareness. The primary training goal of this simulation is the training of individual soldiers on conducting "Active Surveillance" and "Threat Indicator Identification" where the soldier is an active participant in the process. Traditional training in intelligence gathering is based largely on cold war models. As a direct result of post 9 -11 activities and the Global War on Terrorism, changes to our process for intelligence gathering are continuing to be made to meet the challenges of the asymmetrical battlefield. This thesis assesses the contribution of game-based simulation in the advancement of individual soldier intelligence gathering skills by investigating performance as it relates to information processing, self-directed learning, and transfer. Specifically, this research will examine whether various combinations of directed and self-directed learning modules enhance soldier performance during intelligence gathering operations by determining the time, proportion of correct detections, weighted significance of detections, and accuracy of detections while participating in a live threat indicator lane as part of an experiment. The assessment is from a user and expert evaluator perspective and may be used to improve current and future gaming applications associated with individual training and intelligence gathering.
Show less - Date Issued
- 2007
- Identifier
- CFE0001686, ucf:47194
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001686
- Title
- VOICE TRACK COMPUTER BASED SIMULATION FOR MEDICAL TRAINING.
- Creator
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Makwana, Alpesh, Kincaid, J. Peter, University of Central Florida
- Abstract / Description
-
Varying the delivery rate of audio-based text within web-based training increases the effectiveness of the learning process and improves retention when compared with a fixed audio-based text delivery rate. To answer this question, two groups of 20 participants and one group of 10 participants were tested using the Web-based Anatomy & Physiology course modules developed by Medsn, Inc. The control group received the static speed of 128 words per minute while the experimental group received the...
Show moreVarying the delivery rate of audio-based text within web-based training increases the effectiveness of the learning process and improves retention when compared with a fixed audio-based text delivery rate. To answer this question, two groups of 20 participants and one group of 10 participants were tested using the Web-based Anatomy & Physiology course modules developed by Medsn, Inc. The control group received the static speed of 128 words per minute while the experimental group received the initial speed of 128 words per minute with the option to change the speed of the audio-based text. An additional experimental group received the initial speed of 148 words per minute also having the option to vary the speed of the audio-based text. A three way single variable Analysis of Variance (ANOVA) was utilized to examine speed of voice presentation differences. The results were significant, F (2, 47) = 4.67, p=0.014, ç2 = 0.166. The mean for the control group was (M = 7.2, SD = 1.69) with the experimental groups at, (M = 8.4, SD = 1.31) and with extra groups at (M = 8.6, SD = 1.26).
Show less - Date Issued
- 2005
- Identifier
- CFE0000639, ucf:46533
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000639
- Title
- NAVIGATION AIDS IN ROUTE TRAINING: INCREASE NAVIGATION SPEED, DECREASE ROUTE RETENTION?.
- Creator
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Holmquist, John, Lee, Gene, University of Central Florida
- Abstract / Description
-
In the case of one car following another to a destination, it is very effective at getting the second vehicle to the destination quickly; however, the driver of the second car may not learn the route. Yet, for individuals, such as firefighters, law enforcement, and military personnel, it is imperative that a route be learned quickly and accurately and that an awareness of the situation is maintained while they traverse the given route. This leads to three questions, (a) will navigation aids...
Show moreIn the case of one car following another to a destination, it is very effective at getting the second vehicle to the destination quickly; however, the driver of the second car may not learn the route. Yet, for individuals, such as firefighters, law enforcement, and military personnel, it is imperative that a route be learned quickly and accurately and that an awareness of the situation is maintained while they traverse the given route. This leads to three questions, (a) will navigation aids affect initial route navigation; (b) will navigation aids affect retention; and (c) will navigation aids affect situation awareness while en route? The hypotheses of this study were that navigation aids would significantly increase the speed at which a person can initially navigate a route, but the use of the aids would significantly decrease the retention of the route navigated. The findings of this study support the hypotheses. The results suggest that participants that followed a confederate and participants that were given verbal directions were quicker and made fewer errors than participants that reviewed a map or initially figured the route out on their own (control group). The study also showed that as the participants navigated the route for a second time with no navigational assistance, the ones that reviewed a map or that were in the control group outperformed participants that initially had a confederate to follow or were given verbal directions their first time through. Finally, no real effects were found on the participants' situation awareness during the retention portion of the study.
Show less - Date Issued
- 2005
- Identifier
- CFE0000520, ucf:46453
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000520
- Title
- A PROFILE OF THE LITERACY PRACTICES OF K-5 CENTRAL FLORIDA TEACHERS OF THE YEAR 2004-2005.
- Creator
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Cowern, Stephanie, Magann, Douglas, University of Central Florida
- Abstract / Description
-
The problem of this study was to develop a literacy teaching profile of the 2004-2005 Teachers of the Year in Kindergarten through grade 5 in four central Florida school districts. Of primary interest was the extent to which these teachers indicated their use of exemplary literacy practices as defined using the domains and indicators of the National Exemplary Literacy Teacher Assessment (NELTA). The NELTA results were analyzed using frequencies and percentages. The results of the NELTA were...
Show moreThe problem of this study was to develop a literacy teaching profile of the 2004-2005 Teachers of the Year in Kindergarten through grade 5 in four central Florida school districts. Of primary interest was the extent to which these teachers indicated their use of exemplary literacy practices as defined using the domains and indicators of the National Exemplary Literacy Teacher Assessment (NELTA). The NELTA results were analyzed using frequencies and percentages. The results of the NELTA were also evaluated and discussed when total length of years teaching, and length of years at present grade level were considered. The data were derived from the 66 (59.4%) classroom Teachers of the Year who responded to the survey. Overall, the findings showed little congruency between exemplary teaching practices as measured by the NELTA and teachers' self-described practices. Many teachers indicated utilizing grade level practices best suited for grade levels higher than the ones they were presently teaching. Demographic variables did little to clarify the profile of the Teachers of the Year; however, 18 teachers with 7 or more years of teaching experience (27.2%) responded with the highest levels of congruency. Furthermore, using the domains and indicators of the NELTA, 13 grade 4 teachers (19.7%) demonstrated the highest level of congruence with grade 4 best practices. Conclusions were made to explain this along with recommendations for future research.
Show less - Date Issued
- 2004
- Identifier
- CFE0000249, ucf:46229
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000249
- Title
- AN ANALYSIS OF THE ASPIRING PRINCIPAL PREPARATION PROGRAMS PROVIDED BY FLORIDA SCHOOL DISTRICTS.
- Creator
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Juusela, Deborah, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
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The purpose of the study was to identify the basis of the aspiring principal preparation program (appp) components florida school districts provide to their aspiring principals and their relationship, if any, to the state and isllc standards. A total of 50 school districts in florida participated in this study. The research was guided by the following questions: to what extent do the florida school districts provide a formal appp to their current assistant principals? (b) upon what are the...
Show moreThe purpose of the study was to identify the basis of the aspiring principal preparation program (appp) components florida school districts provide to their aspiring principals and their relationship, if any, to the state and isllc standards. A total of 50 school districts in florida participated in this study. The research was guided by the following questions: to what extent do the florida school districts provide a formal appp to their current assistant principals? (b) upon what are the formal appps for current assistant principals based: the florida principal competencies (fpcs), the interstate school leaders licensure consortium (isllc) standards, or another source? (c) to what extent do the school district appps in the 67 florida districts have component requirements that include professional development, mentoring, and a performance-based experience? and (d) are there differences among the appp components provided by florida school districts of various sizes? the findings of the study were found through an examination of quantitative and qualitative data that were collected from the florida aspiring principal program assessment (flappa) survey and the school districts' appp brochures located on their websites. This study supported the following conclusions: (a) 75% of the school districts in florida do provide an appp for their aspiring principals, (b) the fpcs and the isllc standards are a part of the bases of the components found in appps provided by florida school districts, (c) florida school districts do provide appps that include components of a mentor principal, a performance-based experience, and professional development, (d) very large-sized school districts with a population over 100 thousand students contained the largest percentage of standards-based components in the appp; small-sized school districts with a population of under 7 thousand students contained the least percentage of standards-based components in the appp, (e) school districts in florida recognized the need to modify and were in the process of modifying their appps according to the new florida leadership standards, especially the component of technology, and (f) a lack of funding, time, and assessment were identified as appp weaknesses and components in need of improvement. Recommendations of this study included: (a) further research on florida school districts redesign of their appp components to identify whether or not the components are based upon the new florida leadership standards, especially technology; and the isllc educational standards; and (b) further research on florida school districts providing a mentor principal and support team; professional development, and a performance-based experience to their current assistant principals who participate in an appp, thus ensuring best practices in the appp and improving the quality of their future principals
Show less - Date Issued
- 2004
- Identifier
- CFE0000178, ucf:46159
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000178
- Title
- SPATIAL SCHEMA TRANSFERS TO SIMILAR PLACE: A CASE OF DISNEY THEME PARKS.
- Creator
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Kopel, Daphne, Sims, Valerie, University of Central Florida
- Abstract / Description
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The intent of this thesis is to explore whether an existing spatial schema assists with learning a similar environment to the existing schema. Spatially experienced and non- experienced participants of Magic Kingdom Park learned a similar park, Disneyland Park, using a virtual environment. Participants learned the virtual environment either passively or actively. Spatially experienced participants outperformed the non-experienced participants on survey and route knowledge assessments, despite...
Show moreThe intent of this thesis is to explore whether an existing spatial schema assists with learning a similar environment to the existing schema. Spatially experienced and non- experienced participants of Magic Kingdom Park learned a similar park, Disneyland Park, using a virtual environment. Participants learned the virtual environment either passively or actively. Spatially experienced participants outperformed the non-experienced participants on survey and route knowledge assessments, despite of the training method used in the virtual environment. The results suggest that the existing schema for a similar place transfers to the new environment regardless of passive or active training.
Show less - Date Issued
- 2014
- Identifier
- CFH0004573, ucf:45153
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004573
- Title
- CONTROLLING OUR EMOTION AT WORK: IMPLICATIONS FOR INTERPERSONAL AND COGNITIVE TASK PERFORMANCE IN A CUSTOMER SERVICE SIMULATION.
- Creator
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Feldman, Moshe, Smith-Jentsch, Kimberly, University of Central Florida
- Abstract / Description
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Display rules are used by organizations to define appropriate behaviors and expressions while interacting with others in the workplace. Emotional labor is a function of the effort required to adhere to these display rules and has been associated with negative outcomes such as stress and burnout which can lead to higher levels of turnover and health care costs for the organization. In addition, evidence suggests that emotional labor may come at a cognitive cost as well. Hence, reducing the...
Show moreDisplay rules are used by organizations to define appropriate behaviors and expressions while interacting with others in the workplace. Emotional labor is a function of the effort required to adhere to these display rules and has been associated with negative outcomes such as stress and burnout which can lead to higher levels of turnover and health care costs for the organization. In addition, evidence suggests that emotional labor may come at a cognitive cost as well. Hence, reducing the amount of emotional labor should be beneficial to both employees and organizations alike. The current study used a customer service simulation to investigate the effects of emotion regulation training on cognitive, affective, and performance outcomes. Furthermore, personality display rule congruence was proposed as a moderator. Specifically, I compared the effects of training participants to use deep acting or surface acting strategies. Deep acting involves cognitively reappraising situations so that one genuinely feels the appropriate emotion whereas surface acting simply involves modifying the outward display of one's emotions. I expected deep acting to improve interpersonal performance through an affective route and to improve cognitive task performance through a reduction in emotional labor. Seventy-three participants were randomly assigned to one of the two training conditions. Performance was assessed during an interactive customer service simulation. Training participants to use deep acting strategies improved their positive mood, reduced their emotional labor, and increased their cognitive task performance. Emotional labor was negatively associated with cognitive task performance whereas positive mood was positively related to interpersonal performance. Finally, the effects of training on emotional labor, mood, and cognitive performance differed depending on the degree to which participants' personality was congruent with the display rules given to them. However, contrary to expectations, training condition had a stronger effect on negative mood (reduced it), emotional labor (reduced it), and cognitive performance (increased it) the more congruent participants' personalities were to the display rules given. These findings have implications for both employee selection and training.
Show less - Date Issued
- 2008
- Identifier
- CFE0002225, ucf:47921
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002225
- Title
- Human Factor Effects of Simulating Battlefield Malodors in Field Training.
- Creator
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Pike, William, Proctor, Michael, Shumaker, Randall, Sims, Valerie, Ness, James, Burgess, Deborah, University of Central Florida
- Abstract / Description
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In order to explore how to better utilize simulated odors for live training, a study of 180 United States Military Academy at West Point cadets was undertaken to determine whether pre-exposure to a simulated malodor may result in an amelioration of performance issues, as well as improving performance of a complex task. Exposure to malodors has long been shown to increase stress and escape behavior, and reduce performance of complex tasks, in addition to degrading other human factor areas....
Show moreIn order to explore how to better utilize simulated odors for live training, a study of 180 United States Military Academy at West Point cadets was undertaken to determine whether pre-exposure to a simulated malodor may result in an amelioration of performance issues, as well as improving performance of a complex task. Exposure to malodors has long been shown to increase stress and escape behavior, and reduce performance of complex tasks, in addition to degrading other human factor areas. However, desensitization to a particular odor through a process known as olfactory adaptation, could ameliorate these performance issues. In this study, cadets were assigned to one of three conditions: Adaptation (odor/odor, to denote presence or absence of the simulated malodor in each of two phases), No Adaptation (no odor/odor), or Control (no odor/no odor). Participants wore a device to track electrodermal activity, a predictor of stress. Participants spent 12 minutes in a tent taking a quiz involving a common military task. After two minutes, a scent delivery system was turned on, delivering either the simulated malodor (burnt human flesh) or no odor. Participants exited the tent after the full 12 minutes and rated the air quality of the tent. They repeated the exercise in a second tent, with a similar quiz. Metrics of interest included perceived intensity and detection time, common metrics for gauging olfactory adaption, as well as electrodermal activity, escape behavior, and task performance. Results indicate participants in the Adaptation condition were partially desensitized to the malodor. Performance metrics did not show any statistical significance for stress, escape behavior, or performance improvement for the Adaptation condition, although there was a strong negative correlation of performance and perceived mental demand. Performance improvement and stress results were trending in the expected directions. This study differed from previous work in olfactory adaptation studies by linking adaptation to performance during a relevant complex task, and provides valuable lessons for future olfactory studies. From a more applied viewpoint, this study also provides insight for future research into the incorporation of malodors in live training.
Show less - Date Issued
- 2018
- Identifier
- CFE0007357, ucf:52097
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007357
- Title
- Automatic Scenario Generation using Procedural Modeling Techniques.
- Creator
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Martin, Glenn, Hughes, Charles, Moshell, Jack, Fiore, Stephen, Orooji, Ali, University of Central Florida
- Abstract / Description
-
Training typically begins with a pre-existing scenario. The training exercise is performed and then an after action review is sometimes held. This (")training pipeline(") is repeated for each scenario that will be used that day. This approach is used routinely and often effectively, yet it has a number of aspects that can result in poor training. In particular, this process commonly has two associated events that are undesirable. First, scenarios are re-used over and over, which can reduce...
Show moreTraining typically begins with a pre-existing scenario. The training exercise is performed and then an after action review is sometimes held. This (")training pipeline(") is repeated for each scenario that will be used that day. This approach is used routinely and often effectively, yet it has a number of aspects that can result in poor training. In particular, this process commonly has two associated events that are undesirable. First, scenarios are re-used over and over, which can reduce their effectiveness in training. Second, additional responsibility is placed on the individual training facilitator in that the trainer must now track performance improvements between scenarios. Taking both together can result in a multiplicative degradation in effectiveness. Within any simulation training exercise, a scenario definition is the starting point. While these are, unfortunately, re-used and over-used, they can, in fact, be generated from scratch each time. Typically, scenarios include the entire configuration for the simulators such as entities used, time of day, weather effects, entity starting locations and, where applicable, munitions effects. In addition, a background story (exercise briefing) is given to the trainees. The leader often then develops a mission plan that is shared with the trainee group. Given all of these issues, scientists began to explore more purposeful, targeted training. Rather than an ad-hoc creation of a simulation experience, there was an increased focus on the content of the experience and its effects on training. Previous work in scenario generation, interactive storytelling and computational approaches, while providing a good foundation, fall short on addressing the need for adaptive, automatic scenario generation. This dissertation addresses this need by building up a conceptual model to represent scenarios, mapping that conceptual model to a computational model, and then applying a newer procedural modeling technique, known as Functional L-systems, to create scenarios given a training objective, scenario complexity level desired, and sets of baseline and vignette scenario facets.A software package, known as PYTHAGORAS, was built and is presented that incorporates all these contributions into an actual tool for creating scenarios (both manual and automatic approaches are included). This package is then evaluated by subject matter experts in a scenario-based (")Turing Test(") of sorts where both system-generated scenarios and human-generated scenarios are evaluated by independent reviewers. The results are presented from various angles.Finally, a review of how such a tool can affect the training pipeline is included. In addition, a number of areas into which scenario generation can be expanded are reviewed. These focus on additional elements of both the training environment (e.g., buildings, interiors, etc.) and the training process (e.g., scenario write-ups, etc.).
Show less - Date Issued
- 2012
- Identifier
- CFE0004265, ucf:49525
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004265
- Title
- Directing Stop Kiss by Diana Son within a Nontraditional Training Model.
- Creator
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Dilks, Rebecca, Listengarten, Julia, Weaver, Earl, Wood, Vandy, University of Central Florida
- Abstract / Description
-
Despite the generally held view that the best way for a stage actor to give a strong theatrical performance is through a traditional training model, I hoped to develop a way for inexperienced actors to perform beyond expectation within the context of one production through a system of mentorship, expectation-setting, and tapping into young peoples' natural desire to identify with people and characters. I directed a production of Stop Kiss by Diana Son with a blend of experienced and...
Show moreDespite the generally held view that the best way for a stage actor to give a strong theatrical performance is through a traditional training model, I hoped to develop a way for inexperienced actors to perform beyond expectation within the context of one production through a system of mentorship, expectation-setting, and tapping into young peoples' natural desire to identify with people and characters. I directed a production of Stop Kiss by Diana Son with a blend of experienced and inexperienced actors to see if I could make this work, with mixed results. This thesis is a reflection on the process of directing Stop Kiss that was filled with multiple discoveries and challenges.
Show less - Date Issued
- 2015
- Identifier
- CFE0005940, ucf:50824
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005940
- Title
- Examining Energetic and Structural Components of Knowledge of Result Using a Vigilance Paradigm.
- Creator
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Fraulini, Nicholas, Szalma, James, Mouloua, Mustapha, Hancock, Peter, Matthews, Gerald, University of Central Florida
- Abstract / Description
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Vigilance, or the ability to maintain attention to stimuli over a prolonged period of time (Davies (&) Parasuraman, 1982; Warm (&) Jerison, 1984), has been a troublesome research topic since World War II. Scientists have sought to counteract performance declines in vigilance tasks by training observers on these tasks. Though an extensive literature has been developed to examine the effectiveness of these techniques, the mechanisms by which many forms of vigilance training help performance are...
Show moreVigilance, or the ability to maintain attention to stimuli over a prolonged period of time (Davies (&) Parasuraman, 1982; Warm (&) Jerison, 1984), has been a troublesome research topic since World War II. Scientists have sought to counteract performance declines in vigilance tasks by training observers on these tasks. Though an extensive literature has been developed to examine the effectiveness of these techniques, the mechanisms by which many forms of vigilance training help performance are largely unknown. The present dissertation seeks to further the understanding of how two forms of training for vigilance, practice and knowledge of result, function to improve observers' ability to remain vigilant as time on task increases. In addition to understanding these forms of training, this dissertation seeks to develop a training protocol that would train observers for vigilance without adversely affecting their cognitive resources. Finally, this dissertation utilizes this new training protocol to examine the potential for transfer of training, which has been a question for vigilance researchers for decades. Results relating to these three research questions are presented, as well as a discussion of how these results may inform or influence vigilance research in the future.
Show less - Date Issued
- 2017
- Identifier
- CFE0006876, ucf:51746
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006876
