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- Title
- Role of brain derived neurotrophic factor (BDNF) in stimulating strength improvements induced by short-term resistance training.
- Creator
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Church, David, Hoffman, Jay, Stout, Jeffrey, Fukuda, David, Stock, Matt, University of Central Florida
- Abstract / Description
-
Strength adaptations from short-term resistance training are thought to be related primarily to neurological adaptations. Considering brain-derived neurotrophic factor (BDNF) role in the nervous system, it is possible that BDNF has a role in these adaptations. Fourteen untrained males were randomized into either a resistance training (RT; n =8) or control (CON; n=6) group. Motor unit (MU) recruitment at 50% and 80% of each participant's maximal voluntary isometric contraction (MVIC), muscle...
Show moreStrength adaptations from short-term resistance training are thought to be related primarily to neurological adaptations. Considering brain-derived neurotrophic factor (BDNF) role in the nervous system, it is possible that BDNF has a role in these adaptations. Fourteen untrained males were randomized into either a resistance training (RT; n =8) or control (CON; n=6) group. Motor unit (MU) recruitment at 50% and 80% of each participant's maximal voluntary isometric contraction (MVIC), muscle cross sectional area (CSA) and thickness (MT), as well as one-repetition maximum (1RM) of the squat (SQT), leg press (LP), and leg extension (LE) were performed before (PRE) and after (POST) the training period. Following the MU assessment, the recruitment threshold (RT; % MVIC) and mean firing rate (MFR; pulse per second [pps]) of each MU were determined. Linear regression was used to quantify the slope (pps/% MVIC) and y-intercept (pps) of the MFR versus RT relationship for each participant and time point. Participants completed an acute resistance exercise bout at PRE and POST consisting of 3 sets of 8 (-) 10 repetitions with 90 seconds of rest between each set of SQT, LP, and LE. Blood samples were obtained following a 4-hour fast before (BL), immediately-(IP), and one-(1H) hour post resistance exercise. RT subjects performed the same resistance exercise protocol at PRE twice a week for 3-weeks. CON subjects were instructed to not perform any resistance exercise. Area under the curve (AUC) analysis was determined by the trapezoidal method. Pearson product-moment correlations were used to examine selected bivariate relationships. The ?BDNF AUC was significantly correlated to the relative 80% ?y-intercept (r=-0.626, p=0.030), and trended to be correlated to the relative 80% ?slope (r=0.551, p=0.063). Our results indicate that ? in plasma BDNF concentrations appear to be related to ?'s MU recruitment at high intensities (80% of MVIC) of exercise.
Show less - Date Issued
- 2018
- Identifier
- CFE0006988, ucf:51665
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006988
- Title
- The Nuts and Bolts of Leadership Training: A Meta-Analysis.
- Creator
-
Lacerenza, Christina, Salas, Eduardo, Joseph, Dana, Burke, Shawn, University of Central Florida
- Abstract / Description
-
Organizations within the United States spent over $70 billion on corporate training in 2013; 35% of this budget was allocated to management and leadership, making this field the leading training area for organizations (O'Leonard, 2014). Despite this spending, only 13% of companies believe that they have done a quality job training their leaders (Schwartz, Bersin, (&) Pelster, 2014). This calls into question the utility and effectiveness of current initiatives. In response, this study meta...
Show moreOrganizations within the United States spent over $70 billion on corporate training in 2013; 35% of this budget was allocated to management and leadership, making this field the leading training area for organizations (O'Leonard, 2014). Despite this spending, only 13% of companies believe that they have done a quality job training their leaders (Schwartz, Bersin, (&) Pelster, 2014). This calls into question the utility and effectiveness of current initiatives. In response, this study meta-analytically organizes leadership training literature to identify the conditions under which these programs are most effective. Thus, the current meta-analysis provides the following contributions to the field: (1) meta-analytic data across years (1887 (-) 2014) and organization types, utilizing only employee personnel data; (2) investigation of training effectiveness across all Kirkpatrick (1959) evaluation levels (i.e., trainee reactions, learning, transfer, and results); (3) meta-analytic data computed using updated procedures identified by Morris and DeShon (2002); and (4) an examination of moderators not previously investigated. Based on data from 335 independent samples, results suggest that leadership training is effective across reactions (d = .63), learning (d = .73), transfer (d =. 82), and results (d = .72). The strength of these effect sizes is dependent upon several moderators, but the pattern of results is not consistent across all outcomes. For learning outcomes, programs incorporating information-, demonstration-, and practiced-based delivery methods were most effective while other design and delivery features did not affect results. In regards to transfer, programs that utilized information-, demonstration-, and practice-based methods, feedback, content based on a needs analysis, face-to-face settings, and a voluntary attendance policy produced the largest effect sizes. For results, longer programs that were mandatory, spanned weekly sessions, incorporated practice-based methods, and located on-site produced the largest effect sizes.
Show less - Date Issued
- 2015
- Identifier
- CFE0006341, ucf:51578
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006341
- Title
- The Cross Education of Neuromuscular Economy.
- Creator
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Beyer, Kyle, Fukuda, David, Hoffman, Jay, Stout, Jeffrey, Fragala, Maren, University of Central Florida
- Abstract / Description
-
Cross education is the phenomenon by which the untrained limb will experience a gain in strength following a unilateral resistance training program. However, little is known as to the underlying adaptation occurring in the untrained limb. Purpose: To examine the effect of dynamic unilateral resistance training on the strength and neuromuscular adaptations of both the trained and untrained legs. Methods: Eight previously untrained males (22.38(&)#177;2.92 y, 1.73(&)#177;0.08 m, 75.26(&)#177;14...
Show moreCross education is the phenomenon by which the untrained limb will experience a gain in strength following a unilateral resistance training program. However, little is known as to the underlying adaptation occurring in the untrained limb. Purpose: To examine the effect of dynamic unilateral resistance training on the strength and neuromuscular adaptations of both the trained and untrained legs. Methods: Eight previously untrained males (22.38(&)#177;2.92 y, 1.73(&)#177;0.08 m, 75.26(&)#177;14.53 kg) completed a four-week unilateral resistance training program, while another eight untrained males (24.00(&)#177;4.57 y, 1.84(&)#177;0.05 m, 94.21(&)#177;16.14 kg) served as controls. Isometric leg extension strength, leg press 1 repetition maximum (1RM), leg extension 1RM, root mean square of the maximal electromyographic amplitude (EMG), submaximal EMG, dynamic neuromuscular economy (NME) and the slope of NME-power output relationship were determined before and after training to assess the changes in strength and neuromuscular adaptations of the vastus lateralis (VL) and rectus femoris (RF) in both the trained and untrained legs. The unilateral resistance training program was conducted on the dominant leg (DOM) in the unilateral resistance training group (URT) and was compared to the dominant leg of the control group (CON). Cross education was measured in the nondominant leg (NON) for both groups. The unilateral resistance training program was completed three days per week for a total of twelve training sessions. Exercises included in the training program were unilateral leg press, unilateral leg extension, bilateral chest press and bilateral low row. All data was analyzed using one-way analysis of covariance of the post-testing values using the pre-testing values as the covariate. Further analysis of the EMG and NME data was performed using magnitude-based inferences. Results: The URT group improved their isometric (DOM:11.03%, NON:4.98%), leg press (DOM:77.63%, NON:64.88%) and leg extension (DOM:46.76%, NON:16.43%) strength after the four weeks of resistance training. There was no difference between the groups in isometric strength in the dominant (p=0.188) or nondominant (p=0.948) leg. For leg extension 1RM, there was a significant difference between groups in the dominant leg (p=0.018), but not the nondominant leg (p=0.482). However, there were significant group differences in both the dominant (p=0.003) and nondominant (p=0.034) leg for leg press 1RM. In terms of maximal EMG, the training groups improved in the vastus lateralis (DOM:29.81%, NON:31.44%) and rectus femoris (DOM:20.71%, NON:6.26%) individually, as well as in total EMG (DOM:24.78%, NON:17.57%). There was a Likely Positive or Very Likely Positive effect of unilateral resistance training on the changes in maximal EMG of the vastus lateralis and rectus femoris in both the dominant and nondominant legs. There was a Likely Positive effect of unilateral resistance training on the submaximal EMG of the dominant vastus lateralis at 75 and 125 watts. Conversely, in the rectus femoris, there was Unclear effects of unilateral resistance training on the submaximal EMG of the dominant leg. There was no consistent effect of unilateral resistance training on submaximal EMG values of the vastus lateralis in the nondominant leg. However, the rectus femoris in the nondominant leg experienced a Likely Positive effect of unilateral resistance training on submaximal EMG. NME improved in the URT group in the VL at 75 (DOM:9.73%, NON:13.42%), 100 (DOM:8.76%, NON:8.21%), and 125(DOM:24.26%, NON:12.8%) watts and in the RF at 75 (DOM:22.25%, NON:15.73%), 100(DOM:24.85%, NON:17.05%) and 125 (DOM:30.99%) watts. In terms of neuromuscular economy, there was a Likely Positive or Very Likely Positive effect of unilateral resistance training on most measures of NME on both the vastus lateralis and rectus femoris in both the dominant and nondominant legs. In terms of NME slope, there was only a Likely Positive effect of unilateral resistance training on the dominant vastus lateralis. Conclusion: Based on these results, it appears that the cross education of strength from unilateral resistance training is modality-specific. Furthermore, the NME of both the vastus lateralis and rectus femoris in both legs appear to improve following unilateral resistance training. However, in the nondominant leg, the improvement in NME appears to be due solely to the increase in maximal EMG, whereas the improved NME in the dominant leg is due to both an increase in maximal EMG and a decrease in submaximal EMG.
Show less - Date Issued
- 2014
- Identifier
- CFE0005305, ucf:50537
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005305
- Title
- GAME ON: THE IMPACT OF GAME FEATURES IN COMPUTER-BASED TRAINING.
- Creator
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DeRouin-Jessen, Renee, Fritzsche, Barbara, University of Central Florida
- Abstract / Description
-
The term "serious games" became popularized in 2002 as a result of an initiative to promote the use of games for education, training, and other purposes. Today, many companies are using games for training and development, often with hefty price tags. For example, the development budget for the U.S. Army recruiting game, "America's Army" was estimated at $7 million. Given their increasing use and high costs, it is important to understand whether game-based learning systems perform as...
Show moreThe term "serious games" became popularized in 2002 as a result of an initiative to promote the use of games for education, training, and other purposes. Today, many companies are using games for training and development, often with hefty price tags. For example, the development budget for the U.S. Army recruiting game, "America's Army" was estimated at $7 million. Given their increasing use and high costs, it is important to understand whether game-based learning systems perform as billed. Research suggests that games do not always increase learning outcomes over conventional instruction. However, certain game features (e.g., rules/goals, fantasy, challenge) might be more beneficial for increasing learner motivation and learning outcomes than other game features. This study manipulated two specific game features: multimedia-based fantasy (vs. text-based fantasy) and reward (vs. no reward) in a computer-based training program on employment law. Participants (N=169) were randomly assigned to one of the four experimental conditions or to a traditional computer-based training condition. Contrary to hypotheses, the traditional PowerPoint-like version was found to lead to better declarative knowledge outcomes on the learning test than the most game-like version, although no differences were found between conditions on any of the other dependent variables. Participants in all conditions were equally motivated to learn, were equally satisfied with the learning experience, completed an equal number of practice exercises, performed equally well on the declarative knowledge and skill-based practice, and performed equally well on the skill-based learning test. This suggests that adding the "bells and whistles" of game features to a training program won't necessarily improve learner motivation and training outcomes.
Show less - Date Issued
- 2008
- Identifier
- CFE0002439, ucf:47714
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002439
- Title
- TRAIT AROUSABILITYAND ITS IMPACT ON ADAPTIVE MULTIMEDIA TRAINING.
- Creator
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Schatz, Sae, Bowers, Clint, University of Central Florida
- Abstract / Description
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Today's best intelligent, adaptive, multimedia trainers have shown excellent performance; however, their results still fall far-short of what good human tutors can achieve. The overarching thesis of this paper is that future intelligent, adaptive systems will be improved by taking into account relevant, consistent, and meaningful individual differences. Specifically, responding to individual differences among trainees will (a) form more accurate individual baselines within a training...
Show moreToday's best intelligent, adaptive, multimedia trainers have shown excellent performance; however, their results still fall far-short of what good human tutors can achieve. The overarching thesis of this paper is that future intelligent, adaptive systems will be improved by taking into account relevant, consistent, and meaningful individual differences. Specifically, responding to individual differences among trainees will (a) form more accurate individual baselines within a training system, and (b) better inform system responses (so that they interpret and respond to observable data more appropriately). One variable to consider is trait arousability, which describes individual differences in sensitivity to stimuli. Individuals' arousability interacts with the arousal inherent to a task/environment to create a person's arousal state. An individual's arousal state affects his/her attentional capacity, working memory function, and depth of processing. In this paper, two studies are presented. The purpose of the first study was to evaluate existing subjective measures of trait arousability and then develop a new measure by factor analyzing existing apparatus. From this well-populated (N = 622) study, a new reliable (α = .91) 35-item scale was developed. This scale includes two factors, negative emotionality and orienting sensitivity, which have been previously theorized but not yet so reliably measured. The purposes of the second study were to (a) validate the measure developed in the first investigation and (b) demonstrate the applied value of the arousability construct in the context of training. Results from the second study (N=45) demonstrated significant main effects, but the interaction effects were inconclusive. They neither clearly confirm nor invalidate the hypotheses, but they do raise further questions.
Show less - Date Issued
- 2008
- Identifier
- CFE0002351, ucf:47815
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002351
- Title
- Peak Performance Training.
- Creator
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Hallett, Matthew, Hoffman, Bobby, Rockmore, Benjamin, Clark, Margaret, University of Central Florida
- Abstract / Description
-
Peak performance is defined as an (")episode of superior functioning(") where an individual performs up to (and sometimes exceeds) their full potential (Privette, 1983, p. 1361). Most individuals do not consistently experience episodes of peak performance. After accounting for biological factors, motivation, and external constraints, the inability to achieve peak performance consistently is due to the challenge of successfully selecting and accessing knowledge and skills on demand while under...
Show morePeak performance is defined as an (")episode of superior functioning(") where an individual performs up to (and sometimes exceeds) their full potential (Privette, 1983, p. 1361). Most individuals do not consistently experience episodes of peak performance. After accounting for biological factors, motivation, and external constraints, the inability to achieve peak performance consistently is due to the challenge of successfully selecting and accessing knowledge and skills on demand while under pressure (Brown, 2009). This thesis describes the psychology of peak performance and skill training for peak performance. A peak performance training program is designed specifically for business professionals. The program was delivered to business professionals and a focus group was conducted to gather data on how to improve the training program. Grounded theory was used as the method of inquiry during data analysis. Results indicated that participants reacted favorably to the training content, training design, variety of training activities, and the training's applicability, but had unfavorable reactions to the training duration, comprehension of concepts, training materials, utility, and training conclusions.
Show less - Date Issued
- 2011
- Identifier
- CFE0004116, ucf:49105
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004116
- Title
- INTEGRATION OF COMPUTER-BASED VIRTUAL CHECK RIDE SYSTEM – PRE-TRIP INSPECTION IN COMMERICAL DRIVER LICENSE TRAINING PROGRAM.
- Creator
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Makwana, Alpesh, Kincaid, Peter, University of Central Florida
- Abstract / Description
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Pre-Trip Inspection of the truck and trailer is one of the components of the current Commercial Driver's License (CDL) test. This part of the CDL test checks the ability of the student to identify the important parts of the commercial vehicle and their potential defects. The Virtual Check Ride System (VCRS), a computer-based application, is an assessment and feedback tool that mirrors the inspection component of the actual CDL. The VCRS has provided an after action review (AAR) via a...
Show morePre-Trip Inspection of the truck and trailer is one of the components of the current Commercial Driver's License (CDL) test. This part of the CDL test checks the ability of the student to identify the important parts of the commercial vehicle and their potential defects. The Virtual Check Ride System (VCRS), a computer-based application, is an assessment and feedback tool that mirrors the inspection component of the actual CDL. The VCRS has provided an after action review (AAR) via a feedback session that helps in identifying and correcting drivers' skill in inspecting parts and for overall safety. The purpose of this research is to determine the effectiveness of the VCRS in truck driving training programs. An experimental study was conducted with truck driving students at Mid Florida Tech, located in Orlando, Florida. The students were divided into control and experimental groups. Students in the both groups received regular training provided by Mid Florida Tech. The experimental group received additional training by making use of the VCRS. A total of three paper-based tests were given to all subjects during first three weeks; one test at the end of a week. Both groups were given the same paper-based tests. A two-way analysis of variance was conducted to evaluate the effect of the VCRS in the experimental group. This analysis found a significant difference between control and experimental groups. This effect showed that the students in the experimental group increased their performance by using VCRS. Moreover, there was a main effect in the scores of each week. However, there was not an interaction between the two factors. Follow up Post Hoc tests were conducted to evaluate the pair-wise differences among the means of the test week factors using a Tukey HSD test. These Post Hoc comparisons indicated that the mean score for the third week's test scores were significantly better than the first week's test score in the experimental group. It was concluded that the VCRS facilitated learning for the experimental group and that learning also occurred for both groups as a result of repeated testing.
Show less - Date Issued
- 2009
- Identifier
- CFE0002926, ucf:47992
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002926
- 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
- The Effect of Repeated Sprint Training in Hypoxia and Beta-Alanine Supplementation On Exercise Performance.
- Creator
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Wang, Ran, Hoffman, Jay, Fukuda, David, Stout, Jeffrey, Kang, Jie, University of Central Florida
- Abstract / Description
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The primary objective of this study was to evaluate the synergistic effects of repeated sprint training in hypoxia (RSH) and beta-alanine supplementation on performance in recreationally active men. Participants were randomly assigned to one of the following groups: hypoxia + beta-alanine (HB, n = 10), hypoxia + placebo (HP, n = 9), normoxia + beta-alanine (NB, n = 11) and normoxia + placebo (NP, n = 8). All participants completed a total of 8 training sessions (each consisting of 3 sets of 5...
Show moreThe primary objective of this study was to evaluate the synergistic effects of repeated sprint training in hypoxia (RSH) and beta-alanine supplementation on performance in recreationally active men. Participants were randomly assigned to one of the following groups: hypoxia + beta-alanine (HB, n = 10), hypoxia + placebo (HP, n = 9), normoxia + beta-alanine (NB, n = 11) and normoxia + placebo (NP, n = 8). All participants completed a total of 8 training sessions (each consisting of 3 sets of 5 (&)#215; 10-s sprints at a resistance of 7.5% of body mass, with 20-s rest intervals between sprints) over 4 weeks on a cycle ergometer either in hypoxia (Oxygen fraction: FiO2 = 14.2%) or normoxia (FiO2 = 20.9%). Participants were instructed to consume a daily dosage of 6.4g (two 800 mg tablets ingested 4 times per day at 3-4 hour intervals) of either beta-alanine or placebo. Changes in performance in a graded exercise test (GXT), repeated sprint test (RST) and 3-min all-out test (3MT) were examined before and after 28-days of training and supplementation. Aerobic performance was measured by maximal oxygen consumption (VO2max), peak power output (PPO). Exercise intolerance was assessed from critical power (CP), oxygen consumption (VO2RCP) and power output (PRCP) at respiratory compensation point. Exercise capacity was measured by total work (TW) during 3MT. Anaerobic capacity was evaluated via anaerobic working capacity (AWC), heart rate response to RST (RST_HR60) and lactate responses to RST (RST_La) and 3MT (3MT_La). Repeated sprint performance was estimated through average power output of the last sprint (RST_AP5) and all sprints (RST_AP). No between-group differences were observed for training volume or supplementation compliance. Anthropometric and hematological measures remain unchanged before and after intervention in all groups. A main effect of altitude was shown for VO2RCP, PRCP, RST_AP5, RST_HR60, and TW, with post-intervention values in the hypoxia groups significantly (p (<) 0.05) higher (lower for RST_HR60) than the normoxia groups. A main effect of beta-alanine was detected in AWC, with post-intervention values in the beta-alanine groups being significantly (p (<) 0.05) higher than the placebo groups. Results of this investigation demonstrated that RSH and beta-alanine benefit performance from different perspectives. RSH improved aerobic performance, exercise tolerance, cardiovascular recovery and exercise capacity, while beta-alanine supplementation maintained anaerobic working capacity in recreationally-trained men during the four-week repeated sprint training intervention.
Show less - Date Issued
- 2017
- Identifier
- CFE0006961, ucf:51633
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006961
- Title
- Analysis of Commercial Online Training Videos for Teachers who Instruct Students with Characteristics of Autism Spectrum Disorder.
- Creator
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Schaffer, Kelly, Vasquez, Eleazar, Dieker, Lisa, Hines, Rebecca, Pearl, Cynthia, Blakely, Elbert, University of Central Florida
- Abstract / Description
-
A deficit currently exists in teacher preparation programs for teaching students with Autism Spectrum Disorder (ASD) using evidence-based practices, specifically in the area of Applied Behavior Analysis. As communication deficits are a primary characteristic associated with the diagnosis of ASD teaching communication skills is a common educational goal for students with ASD, and this skill needs to be addressed in teacher education. Mand training is one evidence-based practice applied to...
Show moreA deficit currently exists in teacher preparation programs for teaching students with Autism Spectrum Disorder (ASD) using evidence-based practices, specifically in the area of Applied Behavior Analysis. As communication deficits are a primary characteristic associated with the diagnosis of ASD teaching communication skills is a common educational goal for students with ASD, and this skill needs to be addressed in teacher education. Mand training is one evidence-based practice applied to teach independent requesting skills to students with ASD.In this study, four teachers serving students with characteristics of ASD in the classroom participated in a multiple-probe across-participants study evaluating the extent to which online training videos prepare teachers in mand training procedures for students with ASD. Concurrent with teacher participants, changes in rates of student mands were evaluated for four students receiving instruction in a multiple probe design. Data analysis consisted of visual analysis of graphically displayed results and calculation of effect sizes. Results indicate that the Online Training Videos (OTV) were not effective as a standalone intervention for preparation of teachers to teach mands, however three student participants showed improved student outcomes.
Show less - Date Issued
- 2014
- Identifier
- CFE0005411, ucf:50418
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005411
- Title
- Instructional Strategies for Scenario-Based Training of Human Behavior Cue Analysis with Robot-Aided Intelligence, Surveillance, Reconnaissance.
- Creator
-
Salcedo, Julie, Lackey, Stephanie, Reinerman, Lauren, Barber, Daniel, Kincaid, John, Matthews, Gerald, University of Central Florida
- Abstract / Description
-
The U.S. Army desires to improve safety during Intelligence, Surveillance, Reconnaissance (ISR) operations by removing Warfighters from direct line-of-fire by enhancing ISR operational capabilities with unmanned systems, also known as Robot-Aided ISR (RAISR) (DOD, 2013). Additionally, RAISR presents an opportunity to fulfill ISR capability requirements of modern combat environments including: detection of High-Value Individuals (HVI) from safer distances, identification of baseline behavior,...
Show moreThe U.S. Army desires to improve safety during Intelligence, Surveillance, Reconnaissance (ISR) operations by removing Warfighters from direct line-of-fire by enhancing ISR operational capabilities with unmanned systems, also known as Robot-Aided ISR (RAISR) (DOD, 2013). Additionally, RAISR presents an opportunity to fulfill ISR capability requirements of modern combat environments including: detection of High-Value Individuals (HVI) from safer distances, identification of baseline behavior, and interpretation of adversarial intent (U.S. Army, 2008). Along with the demand and projected acquisition of RAISR technology, there is the added need to design training requirements for system operation and task execution instruction. While documentation identifying specific training standards and objectives for ISR tasks utilizing unmanned systems is limited (DOD, 2013), simulation-based training has been identified as a critical training medium for RAISR (U.S. Army, 2008). ISR analysts will primarily conduct RAISR tasks via Indirect Vision Displays (IVD) which transition well into multimodal simulations (Salcedo, Lackey, (&) Maraj, 2014). However, simulation alone may not fulfill the complex training needs of RAISR tasks, therefore, incorporating instructional support may improve the effectiveness of training (Oser, Gualtieri, Cannon-Bowers, (&) Salas, 1999). One method to accomplish this is to utilize a Scenario-Based Training (SBT) framework enhanced with instructional strategies to target specific training objectives.The purpose for the present experiment was to assess the effectiveness of SBT enhanced with selected instructional strategies for a PC-based RAISR training simulation. The specific task type was the identification of HVIs within a group through behavior cue analysis. The instructional strategies assessed in this experiment, Highlighting and Massed Exposure, have shown to improve attentional weighting, visual search, and pattern recognition skills, which are critical for successful behavior cue analysis. Training effectiveness was evaluated by analyzing the impact of the instructional strategies on performance outcomes, including detection accuracy, classification accuracy, and median response time, and perceptions of the level of engagement, immersion, and presence during training exercises. Performance results revealed that the Massed Exposure strategy produced significantly faster response times for one subtle and one familiar target behavior cue. Perception results indicated that Highlighting was the least challenging instructional strategy and the Control offered the preferred level of challenge. The relationships between performance and perception measures revealed that higher levels of engagement, immersion, and presence were associated with better performance in the Control, but this trend did not always hold for Massed Exposure and Highlighting. Furthermore, presence emerged as the primary predictor of performance for select target behavior cues in the Control and Massed Exposure conditions, while immersion and engagement predicted performance of select cues in the Highlighting condition. The findings of the present experiment point to the potential benefit of SBT instructional strategies to improve effectiveness of simulation-based training for behavior cue analysis during RAISR operations. Specifically, the findings suggest that the Massed Exposure strategy has the potential to improve response time when detecting both familiar and novel targets. The results also highlight directions for future research to investigate methods to alter instructional strategy design and delivery in order to improve trainee perceptions of the instruction.
Show less - Date Issued
- 2014
- Identifier
- CFE0005705, ucf:50151
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005705
- Title
- Investigating the Effectiveness of Using Part-Task or Whole-Task Training Methods to Facilitate Mindful Abstraction in Uncertain Tasks.
- Creator
-
Killilea, John, Martin, Glenn, Sims, Valerie, Hirumi, Atsusi, Schatz, Sarah, University of Central Florida
- Abstract / Description
-
As the global landscape changes and powers rise and fall, the Contested, Degraded, and Operationally Limited (CDO) environment is likely to be the new normal going forward. Uncertainty variables, such as missing, false, or extra information characterize the CDO environment. A key focus of this dissertation is optimizing training for recognizing these uncertainty variables when training time is limited. This was investigated by either exposing participants to multiple uncertainty variables at...
Show moreAs the global landscape changes and powers rise and fall, the Contested, Degraded, and Operationally Limited (CDO) environment is likely to be the new normal going forward. Uncertainty variables, such as missing, false, or extra information characterize the CDO environment. A key focus of this dissertation is optimizing training for recognizing these uncertainty variables when training time is limited. This was investigated by either exposing participants to multiple uncertainty variables at a time with low doses of each (whole-task training), by exposing singular variables at a time with high doses (part-task training) or using no variables throughout training (control). A key motivator behind this research was Cognitive Load Theory, as mindful abstraction can only occur if there are cognitive resources to spare. Dependent variables, such as time to complete, number correct, task workload, and uncertainty variables identified, were collected.The results revealed that on the transfer task, the part-task condition recorded a significantly lower workload score than the whole-task (and control) condition, while the condition's workload scores were consistent across all training and transfer tasks. In contrast, the control and whole-task condition experienced significant increases in workload during the transfer task. Additionally, the part-task condition participants were able to significantly identify more uncertainty variables on the final task than the whole-task condition and control condition. The part-task condition found the transfer task to be the (")easiest(") in terms of workload, and as there is more opportunity for mindful abstraction if there are more cognitive resources available, it can be stated that based on these results, the part-task training schedule facilitated mindful abstraction more than the other two training schedules. As this was a limited, abstracted, and laboratory experiment, future work should apply the same methodology to applied tasks in a controlled environment to gauge further usefulness of this research.
Show less - Date Issued
- 2018
- Identifier
- CFE0007339, ucf:52119
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007339
- Title
- SHOULD ATHLETES RECEIVE SLEEP HYGIENE EDUCATION? A SYSTEMATIC LITERATURE REVIEW.
- Creator
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Contreras, Ines L, Fisher, Thomas J., Valdes, Anna, University of Central Florida
- Abstract / Description
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Previous studies show the need to find a solution to improve the athlete's recovery and help overcome their sleep disorders. Sleep hygiene is a list of habits and recommendation that enhance sleep quality. Sleep hygiene education has been used in some research to fill the need of the athletes. Still, a lack of information exists on the development of sleep hygiene programs and related impacts. This thesis aims to perform a systematic review of the literature of scholarly journals articles...
Show morePrevious studies show the need to find a solution to improve the athlete's recovery and help overcome their sleep disorders. Sleep hygiene is a list of habits and recommendation that enhance sleep quality. Sleep hygiene education has been used in some research to fill the need of the athletes. Still, a lack of information exists on the development of sleep hygiene programs and related impacts. This thesis aims to perform a systematic review of the literature of scholarly journals articles from 2007 to 2018, focusing on the relationship between sleep hygiene education and athletes sleep quality and quantity. The investigation concluded with 16 qualifying articles. A synthesis of recommendations from all studies offered sleep hygiene suggestions for athletes; all the results are provided in table 12. The further overall conclusion of the selected articles settled that sleep hygiene is recommended for athletes, yet the methods and strategies are vague and not precise. A strong recommendation from this systematic literature review is the creation of a standardized list of sleep hygiene habits focused on athletes to improve their sleep quality and quantity.
Show less - Date Issued
- 2019
- Identifier
- CFH2000477, ucf:45839
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000477
- Title
- IMPROVING PARENT INVOLVEMENT FOR CULTURALLY AND LINGUSTICALLY DIVERSE PARENTS OF MIDDLE SCHOOL STUDENTS WITH DISABILITIES FROM URBAN SETTINGS IN SUBURBAN SCHOOLS.
- Creator
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Urquhart, Michelle, Dieker, Lisa, University of Central Florida
- Abstract / Description
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This study was designed to address the need for improved collaborative experiences for culturally and linguistically diverse (CLD) parents of students with disabilities. Historically, these individuals have had limited interactions with special education services and professionals, particularly at the middle school level. To improve the collaborative relationship between CLD families and schools, the study offered collaborative training sessions designed to provide opportunities for parents...
Show moreThis study was designed to address the need for improved collaborative experiences for culturally and linguistically diverse (CLD) parents of students with disabilities. Historically, these individuals have had limited interactions with special education services and professionals, particularly at the middle school level. To improve the collaborative relationship between CLD families and schools, the study offered collaborative training sessions designed to provide opportunities for parents to build on their current knowledge base and skills for effective partnerships with school personnel. The goal of the training was to increase the types and frequency of school involvement by CLD parents. The participants for this study consisted of teachers and parents of culturally diverse groups of middle grade students in special education transitioning from an urban elementary school into a suburban middle school. Hence, the researcher evaluated parent perceptions of the collaborative experience to determine the effects it had on future efforts to collaborate. Student perceptions of both the collaborative process and the teacher's ability to provide services that embrace cultural differences and reflect high expectations were also assessed. Overall evaluation of Parent Collaborative Training (PCT) demonstrated a direct influence on the behaviors of parents as well as students and teachers, who were indirectly affected by the parenting behaviors. The training influenced parents' knowledge and skills, opinions of students regarding their parents and teachers, and showed higher ratings for students across three domains: student behaviors, student capabilities, and teacher expectations.
Show less - Date Issued
- 2006
- Identifier
- CFE0001310, ucf:47016
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001310
- Title
- IMMEDIATE VERSUS DELAYED FEEDBACK IN SIMULATION BASED TRAINING: MATCHING FEEDBACK DELIVERY TIMING TO THE COGNITIVE DEMANDS OF THE TRAINING EXERCISE.
- Creator
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Bolton, Amy, Bowers, Clint, University of Central Florida
- Abstract / Description
-
Optimal delivery of instruction is both critical and challenging in dynamic, scenario-based training (SBT) computer simulations such as those used by the military. Tasks that human instructors must perform during these sorts of simulated training exercises can impose a heavy burden on them. Partially due to advances in the state-of-the-art in training technology and partially due to the military's desire to reduce the number of personnel required, it may be possible to support functions...
Show moreOptimal delivery of instruction is both critical and challenging in dynamic, scenario-based training (SBT) computer simulations such as those used by the military. Tasks that human instructors must perform during these sorts of simulated training exercises can impose a heavy burden on them. Partially due to advances in the state-of-the-art in training technology and partially due to the military's desire to reduce the number of personnel required, it may be possible to support functions that overburdened instructors perform by automating much of the SBT process in a computer simulation. Unfortunately though, after more than 50 years of literature documenting research conducted in the area of training interventions, few empirically-supported guidelines have emerged to direct the choice and implementation of effective, automated training interventions. The current study sought to provide empirical guidance for the optimal timing of feedback delivery (i.e., immediate vs. delayed) in a dynamic, SBT computer simulation. The premise of the investigation was that the demand for overall cognitive resources during the training exercise would prescribe the proper timing of feedback delivery. To test the hypotheses, 120 volunteers were randomly assigned to 10 experimental conditions. After familiarization on the experimental testbed, participants completed a total of seven, 10-minute scenarios, which were divided across two training phases. During each training phase participants would receive either immediate or delayed feedback and would perform either high or low cognitive load scenarios. Four subtask measures were recorded during test scenarios as well as subjective reports of mental demand, temporal demand and frustration. Instructional efficiency ratios were computed using both objective performance data and subjective reports of mental demand. A series of planned comparisons were conducted to investigate the training effectiveness of differing scenario cognitive loads (low vs. high), timing of feedback delivery (immediate vs. delayed), and sequencing the timing of feedback delivery and the cognitive load of the scenario. In fact, the data did not support the hypotheses. Therefore, post hoc, exploratory data analyses were performed to determine if there were trends in the data that would inform future investigations. The results for these analyses are discussed with suggested directions for future research.
Show less - Date Issued
- 2006
- Identifier
- CFE0001223, ucf:46935
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001223
- Title
- TRAINING WAYFINDING: NATURAL MOVEMENT IN MIXED REALITY.
- Creator
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Savage, Ruthann, Gilson, Richard, University of Central Florida
- Abstract / Description
-
The Army needs a distributed training environment that can be accessed whenever and wherever required for training and mission rehearsal. This paper describes an exploratory experiment designed to investigate the effectiveness of a prototype of such a system in training a navigation task. A wearable computer, acoustic tracking system, and see-through head mounted display (HMD) were used to wirelessly track users' head position and orientation while presenting a graphic representation of...
Show moreThe Army needs a distributed training environment that can be accessed whenever and wherever required for training and mission rehearsal. This paper describes an exploratory experiment designed to investigate the effectiveness of a prototype of such a system in training a navigation task. A wearable computer, acoustic tracking system, and see-through head mounted display (HMD) were used to wirelessly track users' head position and orientation while presenting a graphic representation of their virtual surroundings, through which the user walked using natural movement. As previous studies have shown that virtual environments can be used to train navigation, the ability to add natural movement to a type of virtual environment may enhance that training, based on the proprioceptive feedback gained by walking through the environment. Sixty participants were randomly assigned to one of three conditions: route drawing on printed floor plan, rehearsal in the actual facility, and rehearsal in a mixed reality (MR) environment. Participants, divided equally between male and female in each group, studied verbal directions of route, then performed three rehearsals of the route, with those in the map condition drawing it onto three separate printed floor plans, those in the practice condition walking through the actual facility, and participants in the MR condition walking through a three dimensional virtual environment, with landmarks, waypoints and virtual footprints. A scaling factor was used, with each step in the MR environment equal to three steps in the real environment, with the MR environment also broken into "tiles", like pages in an atlas, through which participant progressed, entering each tile in succession until they completed the entire route. Transfer of training testing that consisted of a timed traversal of the route through the actual facility showed a significant difference in route knowledge based on the total time to complete the route, and the number of errors committed while doing so, with "walkers" performing better than participants in the paper map or MR condition, although the effect was weak. Survey knowledge showed little difference among the three rehearsal conditions. Three standardized tests of spatial abilities did not correlate with route traversal time, or errors, or with 3 of the 4 orientation localization tasks. Within the MR rehearsal condition there was a clear performance improvement over the three rehearsal trials as measured by the time required to complete the route in the MR environment which was accepted as an indication that learning occurred. As measured using the Simulator Sickness Questionnaire, there were no incidents of simulator sickness in the MR environment. Rehearsal in the actual facility was the most effective training condition; however, it is often not an acceptable form of rehearsal given an inaccessible or hostile environment. Performance between participants in the other two conditions were indistinguishable, pointing toward continued experimentation that should include the combined effect of paper map rehearsal with mixed reality, especially as it is likely to be the more realistic case for mission rehearsal, since there is no indication that maps should be eliminated. To walk through the environment beforehand can enhance the Soldiers' understanding of their surroundings, as was evident through the comments from participants as they moved from MR to the actual space: "This looks like I was just here", and "There's that pole I kept having trouble with". Such comments lead one to believe that this is a tool to continue to explore and apply. While additional research on the scaling and tiling factors is likely warranted, to determine if the effect can be applied to other environments or tasks, it should be pointed out that this is not a new task for most adults who have interacted with maps, where a scaling factor of 1 to 15,000 is common in orienteering maps, and 1 to 25,000 in military maps. Rehearsal time spent in the MR condition varied widely, some of which could be blamed on an issue referred to as "avatar excursions", a system anomaly that should be addressed in future research. The proprioceptive feedback in MR was expected to positively impact performance scores. It is very likely that proprioceptive feedback is what led to the lack of simulator sickness among these participants. The design of the HMD may have aided in the minimal reported symptoms as it allowed participants some peripheral vision that provided orientation cues as to their body position and movement. Future research might include a direct comparison between this MR, and a virtual environment system through which users move by manipulating an input device such as a mouse or joystick, while physically remaining stationary. The exploration and confirmation of the training capabilities of MR as is an important step in the development and application of the system to the U.S. Army training mission. This experiment was designed to examine one potential training area in a small controlled environment, which can be used as the foundation for experimentation with more complex tasks such as wayfinding through an urban environment, and or in direct comparison to more established virtual environments to determine strengths, as well as areas for improvement, to make MR as an effective addition to the Army training mission.
Show less - Date Issued
- 2006
- Identifier
- CFE0001288, ucf:46917
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001288
- Title
- THE RELATIONSHIP BETWEEN THE BASIC SKILLS PROFICIENCY OF COUNSELOR EDUCATION MASTER'S LEVEL STUDENTS AND CLIENT OUTCOME.
- Creator
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Welsh, Lorie, Robinson, Edward, University of Central Florida
- Abstract / Description
-
A review of literature on the history of psychology and counseling revealed a limited amount of research on counselor education training programs, specifically basic skills versus client outcome. The purpose of this study was to investigate the relationship between counselor educator student's basic skills and the effects these skills had on client outcome. By way of a multiple regression, two independent variables, the Global Scale for Rating Helper Responses (GSRR) and the Counselor...
Show moreA review of literature on the history of psychology and counseling revealed a limited amount of research on counselor education training programs, specifically basic skills versus client outcome. The purpose of this study was to investigate the relationship between counselor educator student's basic skills and the effects these skills had on client outcome. By way of a multiple regression, two independent variables, the Global Scale for Rating Helper Responses (GSRR) and the Counselor Skills and Professional Behavior Scale (CSPBS) were analyzed in relation to the Outcome Questionnaire (OQ-45.2). Results indicated that there was no statistical significance between basic skills and client outcome.
Show less - Date Issued
- 2007
- Identifier
- CFE0001549, ucf:47126
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001549
- Title
- AUTOMATED SCENARIO GENERATION SYSTEM IN A SIMULATION.
- Creator
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Tomizawa, Hajime, Gonzalez, Avelino, University of Central Florida
- Abstract / Description
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Developing training scenarios that induce a trainee to utilize specific skills is one of the facets of simulation-based training that requires significant effort. Simulation-based training systems have become more complex in recent years. Because of this added complexity, the amount of effort required to generate and maintain training scenarios has increased. This thesis describes an investigation into automating the scenario generation process. The Automated Scenario Generation System (ASGS)...
Show moreDeveloping training scenarios that induce a trainee to utilize specific skills is one of the facets of simulation-based training that requires significant effort. Simulation-based training systems have become more complex in recent years. Because of this added complexity, the amount of effort required to generate and maintain training scenarios has increased. This thesis describes an investigation into automating the scenario generation process. The Automated Scenario Generation System (ASGS) generates expected action flow as contexts in chronological order from several events and tasks with estimated time for the entire training mission. When the training objectives and conditions are defined, the ASGS will automatically generate a scenario, with some randomization to ensure no two equivalent scenarios are identical. This makes it possible to train different groups of trainees sequentially who may have the same level or training objectives without using a single scenario repeatedly. The thesis describes the prototype ASGS and the evaluation results are described and discussed. SVSTM Desktop is used as the development infrastructure for ASGS as prototype training system.
Show less - Date Issued
- 2006
- Identifier
- CFE0001336, ucf:47002
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001336
- Title
- DESIGN FOR AUDITORY DISPLAYS: IDENTIFYING TEMPORAL AND SPATIAL INFORMATION CONVEYANCE PRINCIPLES.
- Creator
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Ahmad, Ali, Stanney, Kay, University of Central Florida
- Abstract / Description
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Designing auditory interfaces is a challenge for current human-systems developers. This is largely due to a lack of theoretical guidance for directing how best to use sounds in today's visually-rich graphical user interfaces. This dissertation provided a framework for guiding the design of audio interfaces to enhance human-systems performance. This doctoral research involved reviewing the literature on conveying temporal and spatial information using audio, using this knowledge to build...
Show moreDesigning auditory interfaces is a challenge for current human-systems developers. This is largely due to a lack of theoretical guidance for directing how best to use sounds in today's visually-rich graphical user interfaces. This dissertation provided a framework for guiding the design of audio interfaces to enhance human-systems performance. This doctoral research involved reviewing the literature on conveying temporal and spatial information using audio, using this knowledge to build three theoretical models to aid the design of auditory interfaces, and empirically validating select components of the models. The three models included an audio integration model that outlines an end-to-end process for adding sounds to interactive interfaces, a temporal audio model that provides a framework for guiding the timing for integration of these sounds to meet human performance objectives, and a spatial audio model that provides a framework for adding spatialization cues to interface sounds. Each model is coupled with a set of design guidelines theorized from the literature, thus combined, the developed models put forward a structured process for integrating sounds in interactive interfaces. The developed models were subjected to a three phase validation process that included review by Subject Matter Experts (SMEs) to assess the face validity of the developed models and two empirical studies. For the SME review, which assessed the utility of the developed models and identified opportunities for improvement, a panel of three audio experts was selected to respond to a Strengths, Weaknesses, Opportunities, and Threats (SWOT) validation questionnaire. Based on the SWOT analysis, the main strengths of the models included that they provide a systematic approach to auditory display design and that they integrate a wide variety of knowledge sources in a concise manner. The main weaknesses of the models included the lack of a structured process for amending the models with new principles, some branches were not considered parallel or completely distinct, and lack of guidance on selecting interface sounds. The main opportunity identified by the experts was the ability of the models to provide a seminal body of knowledge that can be used for building and validating auditory display designs. The main threats identified by the experts were that users may not know where to start and end with each model, the models may not provide comprehensive coverage of all uses of auditory displays, and the models may act as a restrictive influence on designers or they may be used inappropriately. Based on the SWOT analysis results, several changes were made to the models prior to the empirical studies. Two empirical evaluation studies were conducted to test the theorized design principles derived from the revised models. The first study focused on assessing the utility of audio cues to train a temporal pacing task and the second study combined both temporal (i.e., pace) and spatial audio information, with a focus on examining integration issues. In the pace study, there were four different auditory conditions used for training pace: 1) a metronome, 2) non-spatial auditory earcons, 3) a spatialized auditory earcon, and 4) no audio cues for pace training. Sixty-eight people participated in the study. A pre- post between subjects experimental design was used, with eight training trials. The measure used for assessing pace performance was the average deviation from a predetermined desired pace. The results demonstrated that a metronome was not effective in training participants to maintain a desired pace, while, spatial and non-spatial earcons were effective strategies for pace training. Moreover, an examination of post-training performance as compared to pre-training suggested some transfer of learning. Design guidelines were extracted for integrating auditory cues for pace training tasks in virtual environments. In the second empirical study, combined temporal (pacing) and spatial (location of entities within the environment) information were presented. There were three different spatialization conditions used: 1) high fidelity using subjective selection of a "best-fit" head related transfer function, 2) low fidelity using a generalized head-related transfer function, and 3) no spatialization. A pre- post between subjects experimental design was used, with eight training trials. The performance measures were average deviation from desired pace and time and accuracy to complete the task. The results of the second study demonstrated that temporal, non-spatial auditory cues were effective in influencing pace while other cues were present. On the other hand, spatialized auditory cues did not result in significantly faster task completion. Based on these results, a set of design guidelines was proposed that can be used to direct the integration of spatial and temporal auditory cues for supporting training tasks in virtual environments. Taken together, the developed models and the associated guidelines provided a theoretical foundation from which to direct user-centered design of auditory interfaces.
Show less - Date Issued
- 2007
- Identifier
- CFE0001719, ucf:47317
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001719
- Title
- EVALUATING TACTICAL COMBAT CASUALTY CARE TRAINING TREATMENTS EFFECTS ON COMBAT MEDIC TRAINEES IN LIGHT OF SELECT HUMAN DESCRIPTIVE CHARACTERISTICS.
- Creator
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Sotomayor, Teresita, Proctor, Michael, University of Central Florida
- Abstract / Description
-
The use of military forces in urban operations has increased considerably over the past years. As illustrated by the current conflict in Iraq, the Army finds itself fighting its toughest battles in urban areas facing unconventional forces. Soldiers face many threats in hostile fire environments, whether conducting large-scale mechanized warfare, low-intensity conflicts, or operations other than war. Through 1970, there has been no demonstrable reduction in battlefield mortality rate as a...
Show moreThe use of military forces in urban operations has increased considerably over the past years. As illustrated by the current conflict in Iraq, the Army finds itself fighting its toughest battles in urban areas facing unconventional forces. Soldiers face many threats in hostile fire environments, whether conducting large-scale mechanized warfare, low-intensity conflicts, or operations other than war. Through 1970, there has been no demonstrable reduction in battlefield mortality rate as a percentage of all casualties since data was kept since before the Civil War. For that period of time, nearly all the reduction in overall mortality rate occurred through reduced mortality in Hospital Chain. As of 1970, about 90 percent of all combat deaths occur before a casualty reaches a definitive care facility. Tactical Combat Casualty Care (TCCC), also known as TC3, is the pre-hospital care rendered to a casualty in a combat environment. The application of TCCC principles during a tactical combat environment has proven highly effective and is a major reason why combat deaths in latest conflicts (Operation Iraqi Freedom and Operation Enduring Freedom) are lower than in any other conflict in the history of the United States. The Army continues to emphasize reducing battlefield mortality rate. Current tools and methods used for initial skills and sustainment training of combat medics throughout the Army are insufficient. New technologies are needed to provide medics with greater opportunities to develop and test their decision making and technical medical skills in multiple, COE-relevant, training scenarios. In order to address some of these requirements, the U.S. Army Research Development and Engineering Command, Simulation and Training Technology Center (RDECOM-STTC) is developing the 68W – Tactical Combat Casualty Care Simulation (TC3 Sim) for the US Army Medical Department (AMEDD) Center & School at Fort Sam Houston. The Army is considering the use of the TC3 Sim game as a tool to improve the training of individual Soldiers as well as improve the readiness of combat medics. It is the intent of this research to evaluate the effectiveness of instructional games in general and the use of the TC3 game in particular for teaching the concepts of tactical combat casualty care. Experiments were conducted to evaluate the training effectiveness of this tool in supporting the 68W10 Healthcare Specialist Course program of instruction (POI). The goal of this research is to address important questions such as: Is this game an effective tool to train Soldiers the aspects of TC3? Can knowledge gain through the use of the simulation be transferred into task related situations? How can this tool be incorporated in the current POI in order to increase training effectiveness?
Show less - Date Issued
- 2008
- Identifier
- CFE0002396, ucf:47755
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002396
