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- Title
- The Reproducibility and Validity of Using the Dmax Method to Predict Physical Working Capacity at Fatigue Threshold.
- Creator
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Riffe, Joshua, Stout, Jeffrey, Hoffman, Jay, Fukuda, David, University of Central Florida
- Abstract / Description
-
Although the original (ORG) physical working capacity at fatigue threshold (PWCFT) assessment has demonstrated strong reliability and sensitivity to training and/or nutritional interventions, limitations may exist regarding the method of PWCFT estimation. However, a relatively new mathematical method, called Dmax, has been shown to be objective and reliable when estimating metabolic and neuromuscular fatigue thresholds. To date, however, no study has examined whether the Dmax method for...
Show moreAlthough the original (ORG) physical working capacity at fatigue threshold (PWCFT) assessment has demonstrated strong reliability and sensitivity to training and/or nutritional interventions, limitations may exist regarding the method of PWCFT estimation. However, a relatively new mathematical method, called Dmax, has been shown to be objective and reliable when estimating metabolic and neuromuscular fatigue thresholds. To date, however, no study has examined whether the Dmax method for estimating the work rate at PWCFT is similar to the ORG method. PURPOSE: The purpose of this study is to evaluate the reliability and validity of the Dmax-EMG method for estimating and tracking changes in PWCFT. METHODS: In the reproducibility study, 11 men (age: 21.9 (&)#177; 1.37 years; height: 175.6 (&)#177; 8.65 cm; body mass: 82.1 (&)#177; 13.92 kg) completed two incremental exercise tests (GXT) to exhaustion on nonconsecutive days. In the validity study, 11 active men (age: 23.4 (&)#177; 3.0 years; height: 177.9 (&)#177; 7.8 cm; body mass: 80.9 (&)#177; 10.7 kg) and 10 active women (age: 22.3 (&)#177; 3.1 years; height: 166.6 (&)#177; 9.5 cm; body mass: 62.8 (&)#177; 8.7 kg) volunteered to perform 12 sessions of high-intensity interval training (HIIT) over 4-weeks along with a pre- and post-training GXT to compare the Dmax to the ORG method of estimating PWCFT. RESULTS: The reproducibility study revealed no significant differences between the first (181.5 (&)#177; 29.2 W) and second (181.9 (&)#177; 26.18 W) GXT trials (p = 0.87). In addition, ICC3,1 resulted in 0.949 with an SEM of 6.28 W and a MD of 17.41 W. In the cross-validation, the CE between actual and predicted PWCFT was not statistically different at pre (-6.7 W; p (>) 0.05) or post (-7.2 W; p (>) 0.05). Pre (r = 0.87) and post (r = 0.84) validity coefficients were considered very strong and the pre and post TE PWCFT values were 30.8 W and 32.5 W, respectively. Wide limits of agreement were calculated in the Bland-Altman analyses (pre: -68.36 to 54.93 W; post: -57.77 to 72.06 W) with no significant biases in both pre (-6.7 (&)#177; 30.8 W; p = 0.330) and post (-7.2 (&)#177; 32.5 W; p = 0.325). In addition, 95.2% and 100% participants fell within (&)#177;1.96 standard deviations of the mean difference for pre and post, respectively. CONCLUSION: Results of the study suggest that the Dmax method is both a reproducible and a valid method to estimate PWCFT when compared to the ORG method in young men.
Show less - Date Issued
- 2016
- Identifier
- CFE0006168, ucf:51155
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006168
- Title
- The Effect of Virtual Simulation on the Development of Basic Counseling Skills, Self-Reported Immersion Experience, Self-Reported Counselor Self-Efficacy, and Self-Reported Anxiety of Counselors-in-Training.
- Creator
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Uwamahoro, Olivia, Hagedorn, W. Bryce, Young, Mark, Taylor, Dalena, Boote, David, Lenz, A. Stephen, University of Central Florida
- Abstract / Description
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There is a high need for competent professional counselors because of the increasing number of children and adults presenting mental health concerns each year in the United States (National Institute of Mental Health, 2012). Counselor educators are tasked with the duty of preparing counselors-in-training (CITs) to be competent clinicians. In order for counseling professionals to be considered competent clinicians, they must demonstrate competence in three domains: (a) knowledge, (b) skills,...
Show moreThere is a high need for competent professional counselors because of the increasing number of children and adults presenting mental health concerns each year in the United States (National Institute of Mental Health, 2012). Counselor educators are tasked with the duty of preparing counselors-in-training (CITs) to be competent clinicians. In order for counseling professionals to be considered competent clinicians, they must demonstrate competence in three domains: (a) knowledge, (b) skills, and (c) behavior (ACA, 2014; CACREP, 2009).The goal of this study was to contribute to further understanding the most effective instructional approach to facilitating role play while instructing pre-practicum counseling students. The purpose of this study was to examine the effect of virtual simulation training on the development of basic counseling skills, the immersion experience, levels of anxiety, and levels of counselor self-efficacy (CSE) among CITs using student-to-avatar and student-to-student role play. A quasi-experimental research design was used to investigate the effect of the treatment on the constructs.The results of this study found that there was no statistically significant difference between the two groups across all four constructs. A spilt-plot analysis of variance, trend analysis, and repeated measures between factor multivariate analysis of variance were used to analyze the data. The results of this study indicated that exposure to virtual simulation training did not affect the development of basic counseling skills, immersion experience, counselor self-efficacy, and anxiety. The results also showed that virtual simulation did not hinder the development of basic counseling skills, or negatively influence immersion experience, counselor self-efficacy or anxiety.
Show less - Date Issued
- 2015
- Identifier
- CFE0005895, ucf:50875
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005895
- Title
- Faculty Knowledge and Readiness in Reporting Student Victimization Disclosure and Title IX Compliance.
- Creator
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Malick, Abigail, Jasinski, Jana, Wright, James, Grauerholz, Liz, University of Central Florida
- Abstract / Description
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The U.S. Department of Education and Title IX Educational Act of 1972 shaped the way institutions of higher education address and prevent student victimizations. The law originally sought to eliminate sex-based discrimination in education but has evolved to include sexual misconduct. Since the Dear Colleague Letter of 2011, the position of institutions has changed significantly in the way they address student victimization as it relates to dating violence, sexual assault, and stalking ...
Show moreThe U.S. Department of Education and Title IX Educational Act of 1972 shaped the way institutions of higher education address and prevent student victimizations. The law originally sought to eliminate sex-based discrimination in education but has evolved to include sexual misconduct. Since the Dear Colleague Letter of 2011, the position of institutions has changed significantly in the way they address student victimization as it relates to dating violence, sexual assault, and stalking (Rosenthal, 2017). One requirement is that institutions inform and train Responsible Employees to report when a student discloses experiencing sexual misconduct, including dating violence, sexual assault, or stalking. The purpose of this study was to examine faculty members' knowledge of the Title IX Responsible Employee mandate, their experience with reporting student disclosures, and additional resources needed to aid faculty members with this reporting duty. Data were collected through semi-structured interviews with 34 faculty members at a large research-intensive four-year university in the Southeastern United States. The main findings relate to Responsible Employee trainings, reporting guidelines, issues that might arise for faculty during the disclosure/reporting process, and recommendations to thoughtfully and strategically engage faculty. Universities and colleges that include faculty members as Responsible Employees need to ensure that their institution is fulfilling its requirement from the U.S. Department of Education but must also do their best to prepare and support faculty so faculty can perform their reporting duties. In many cases, faculty members are on the front line when it comes to interacting with and being in a position to help their students. They need specific measures and resources to ensure that they are able to fulfill all their various duties as faculty members, including handling a student's victimization disclosure and then reporting the incident to the Title IX Coordinator so that the university can serve its students to the best of its ability.
Show less - Date Issued
- 2017
- Identifier
- CFE0006895, ucf:51719
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006895
- Title
- The Effects of Sprint Interval Training and Maturity Status on Metabolic and Neuromuscular Fatigue Thresholds in Adolescents.
- Creator
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Beyer, Kyle, Fukuda, David, Hoffman, Jay, Stout, Jeffrey, Fragala, Maren, University of Central Florida
- Abstract / Description
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Purpose: To examine the maturity-related differences in the adaptations to systemic and localized fatigue thresholds (FTs) in response to sprint interval training (SIT) amongst adolescent male athletes. Methods: Twenty-seven adolescent male athletes, 11-17 years of age, completed pre-testing, six weeks of SIT, and post-testing. Participants were grouped according to their number of years from peak height velocity (PHV), an estimation of somatic maturity status, into PRE (()+1.5yr) PHV groups....
Show morePurpose: To examine the maturity-related differences in the adaptations to systemic and localized fatigue thresholds (FTs) in response to sprint interval training (SIT) amongst adolescent male athletes. Methods: Twenty-seven adolescent male athletes, 11-17 years of age, completed pre-testing, six weeks of SIT, and post-testing. Participants were grouped according to their number of years from peak height velocity (PHV), an estimation of somatic maturity status, into PRE ((<)-1.5yr), PERI (between -1.5 to +1.5yr) and POST ((>)+1.5yr) PHV groups. Each testing session consisted of a ramp exercise protocol on a cycle ergometer. During the protocol, three systemic FTs, gas exchange threshold, ventilatory threshold, and respiratory compensation point were calculated from gas exchange and ventilatory parameters. Also, three localized FTs, neuromuscular fatigue threshold (NFT), deoxyhemoglobin breakpoint (HHbBP), and oxygenation deflection point (OxDP) were calculated from electromyography (NFT) and near-infrared spectroscopy signals (HHbBP and OxDP) from the vastus lateralis of both legs. Data were plotted versus oxygen consumption and 30-second moving averages were calculated. All FTs were determined using the maximal distance method. Localized FTs were averaged between the two legs. The six weeks of SIT consisted of repeated 20-second (")all-out(") sprints on a cycle ergometer against a load equivalent to 7.5% of body mass with 4-minute rest periods. Maturity-related differences to the adaptations to SIT were assessed with mixed-factorial ANOVA and magnitude-based inferences. Results: During training, POST and PERI completed significantly greater relative work (p=0.003 and p=0.002, respectfully) and peak power (p=0.025 and p=0.023, respectfully) per session than PRE. Furthermore, POST achieved significantly greater peak rotations per minute than PRE (p=0.001) and PERI (p=0.042) during the first training session. No significant group(&)#215;time interactions existed for absolute V?O2max (p=0.386), relative V?O2max (p=0.341) or maximum workload (p=0.593). However, there was a significant group(&)#215;time interaction (p=0.030) for FTs, with POST having significantly greater changes than PRE (p=0.026) and PERI (p=0.023), and was the only group to experience a significant improvement in FTs from training (p(<)0.001). In addition, magnitude based inferences revealed that POST had Likely improvements in all measures of maximal aerobic performance, while PERI only had Likely improvements in maximum workload and PRE experienced Trivial changes. Furthermore, all measured FTs experienced Likely or Very Likely improvements amongst POST; however, PRE and PERI only had improvements in NFT and HHbBP. Conclusion: SIT improved maximal aerobic performance and FTs in POST, but had limited affects in PRE and PERI. The maturity-related differences in the adaptations to SIT may be due to the differences in performance during the training program or underlying physiological changes that occur with maturation.
Show less - Date Issued
- 2017
- Identifier
- CFE0006934, ucf:51644
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006934
- Title
- Computerized Evaluatution of Microsurgery Skills Training.
- Creator
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Jotwani, Payal, Foroosh, Hassan, Hughes, Charles, Hua, Kien, University of Central Florida
- Abstract / Description
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The style of imparting medical training has evolved, over the years. The traditional methods of teaching and practicing basic surgical skills under apprenticeship model, no longer occupy the first place in modern technically demanding advanced surgical disciplines like neurosurgery. Furthermore, the legal and ethical concerns for patient safety as well as cost-effectiveness have forced neurosurgeons to master the necessary microsurgical techniques to accomplish desired results. This has lead...
Show moreThe style of imparting medical training has evolved, over the years. The traditional methods of teaching and practicing basic surgical skills under apprenticeship model, no longer occupy the first place in modern technically demanding advanced surgical disciplines like neurosurgery. Furthermore, the legal and ethical concerns for patient safety as well as cost-effectiveness have forced neurosurgeons to master the necessary microsurgical techniques to accomplish desired results. This has lead to increased emphasis on assessment of clinical and surgical techniques of the neurosurgeons. However, the subjective assessment of microsurgical techniques like micro-suturing under the apprenticeship model cannot be completely unbiased. A few initiatives using computer-based techniques, have been made to introduce objective evaluation of surgical skills.This thesis presents a novel approach involving computerized evaluation of different components of micro-suturing techniques, to eliminate the bias of subjective assessment. The work involved acquisition of cine clips of micro-suturing activity on synthetic material. Image processing and computer vision based techniques were then applied to these videos to assess different characteristics of micro-suturing viz. speed, dexterity and effectualness. In parallel subjective grading on these was done by a senior neurosurgeon. Further correlation and comparative study of both the assessments was done to analyze the efficacy of objective and subjective evaluation.
Show less - Date Issued
- 2015
- Identifier
- CFE0006221, ucf:51056
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006221
- Title
- A Meta-Analytic Integration of What Matters in Training Transfer.
- Creator
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Hughes, Ashley, Salas, Eduardo, Jentsch, Florian, Bowers, Clint, Burke, Shawn, University of Central Florida
- Abstract / Description
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Estimates demonstrate that 52- 92% of acquired learning is lost within a year following training (Arthur, Bennett, Stanush, (&) McNelly, 1997; Saks, 2002), wasting billions in organizational spending on training each year (Miller, 2012, 2013, 2014). As such, research on training transfer has garnered attention from theoretical and empirical research alike (e.g., Baldwin (&) Ford, 1988; Blume, Ford, Baldwin, (&) Huang, 2010; Ford (&) Weissbein, 1997; Tracey, Tannenbaum, (&) Kavanagh, 1995) to...
Show moreEstimates demonstrate that 52- 92% of acquired learning is lost within a year following training (Arthur, Bennett, Stanush, (&) McNelly, 1997; Saks, 2002), wasting billions in organizational spending on training each year (Miller, 2012, 2013, 2014). As such, research on training transfer has garnered attention from theoretical and empirical research alike (e.g., Baldwin (&) Ford, 1988; Blume, Ford, Baldwin, (&) Huang, 2010; Ford (&) Weissbein, 1997; Tracey, Tannenbaum, (&) Kavanagh, 1995) to better understand the factors which enhance the process of training transfer. Among the various factors that have been identified as important, factors of the work environment have received much attention in the recent research. In fact, empirical work has shed light to the roles of organizational support and motivation to transfer in predicting training transfer. Beyond this basic understanding, research is needed to explore the nature of transfer in different evaluation contexts and the differential effects of various levels of support. Thus, the current dissertation uses meta-analytic techniques to examine the extent to which four factors of work environment support predict training transfer as it differs in context. First, motivation to transfer, organizational support, supervisor support, peer support and opportunities to perform all correlate moderately and positively with training transfer (?=0.15-0.38); interestingly, the nature of the relationships between work environment characteristics, motivation to transfer, and training transfer does not appear to differ significantly even when transfer is evaluated a year following training (?=0.25-0.57), yet are based on low k. Second, motivation to transfer was found to fully mediate two relationships- organizational support and peer support- to training transfer. Interestingly, although not explained by motivation to transfer, supervisor support explains the most variance (i.e., 31% of R) of work environment support factors in explaining transfer. Moderator analyses attempted to explore the impact of transfer task, industry type, and timing of the predictor assessment in relation to training; however, insufficient k was reported for fair comparisons to be made across groups. Ultimately, this study aims to inform theory and impact the state of the science such that practitioners can feel confident that the time and effort spent in ensuring training transfer is well-spent.
Show less - Date Issued
- 2016
- Identifier
- CFE0006116, ucf:51188
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006116
- Title
- Investigating Simulation-Based Pattern Recognition Training For Behavior Cue Detection.
- Creator
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Maraj, Crystal, Lackey, Stephanie, Kincaid, John, Shumaker, Randall, Keebler, Joseph, University of Central Florida
- Abstract / Description
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The U.S. military uses pattern recognition training to observe anomalies in human behavior. An examination of the pattern recognition training literature for Warfighters reveals a gap in training to discern patterns of human behavior in live environments. Additionally, the current state of warfare is evolving and requires operations to change. As a result, pattern recognition training must accommodate new practices to improve performance. A technique used to improve memory for identifying...
Show moreThe U.S. military uses pattern recognition training to observe anomalies in human behavior. An examination of the pattern recognition training literature for Warfighters reveals a gap in training to discern patterns of human behavior in live environments. Additionally, the current state of warfare is evolving and requires operations to change. As a result, pattern recognition training must accommodate new practices to improve performance. A technique used to improve memory for identifying patterns in the environment is Kim's game. Kim's game establishes patterns to identify inanimate objects, of which information retains in memory for later recall. The paper discusses the fundamental principles of Kim's game applied to virtual Simulation-Based Training. The virtual version of Kim's game contains customized scenarios for training behavior cue analysis. Virtual agents display kinesic cues that exhibit aggressive (i.e., slap hands and clench fist) and nervous behaviors including wring hands and check six. This research takes a novel approach by animating the kinesics cues in the virtual version of Kim's game for pattern recognition training. Detection accuracy, response time, and false positive detection serve as the performance data for analysis. Additional survey data collected include engagement, flow, and simulator sickness. All collected data was compared to a control condition to examine its effectiveness of behavior cue detection. A series of one-way between subjects design ANOVA's were conducted to examine the differences between Kim's game and control on post-test performance. Although, the results from this experiment showed no significance in post-test performance, the percent change in post-test performance provide further insight into the results of the Kim's game and control strategies. Specifically, participants in the control condition performed better than the Kim's game group on detection accuracy and response time. However, the Kim's game group outperformed the control group on false positive detection. Further, this experiment explored the differences in Engagement, Flow, and Simulator Sickness after the practice scenario between Kim's game group and the control group. The results found no significant difference in Engagement, partial significance for Flow, and significant difference for Simulator Sickness between the Kim's game and control group after the practice scenario. Next, a series of Spearman's rank correlations were conducted to assess the relationships between Engagement, Flow, Simulator Sickness, and post-test performance, as well as examine the relationship between working memory and training performance; resulting in meaningful correlations to explain the relationships and identifying new concepts to explain unrelated variables. Finally, the role of Engagement, Flow, and Simulator Sickness as a predictor of post-test performance was examined using a series of multiple linear regressions. The results highlighted Simulator Sickness as a significant predictor of post-test performance. Overall, the results from this experiment proposes to expand the body of pattern recognition training literature by identifying strategies that enhance behavior cue detection training. Furthermore, it provides recommendations to training and education communities for improving behavior cue analysis. ?
Show less - Date Issued
- 2015
- Identifier
- CFE0005659, ucf:50166
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005659
- Title
- Objectively Defining Scenario Complexity: Towards Automated, Adaptive Scenario-Based Training.
- Creator
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Dunn, Robert, Sivo, Stephen, Hoffman, Bobby, Hartshorne, Richard, Bowers, Clint, University of Central Florida
- Abstract / Description
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Effective Scenario-Based Training (SBT) is sequenced in an efficient trajectory from novice to mastery and is well-grounded in pedagogically sound instructional strategies and learning theory. Adaptive, automated SBT attempts to sequence scenarios according to the performance of the student and implement the sequence without human agency. The source of these scenarios may take the form of a matrix constructed by Instructional Systems Designers (ISD), software engineers or trainers. The domain...
Show moreEffective Scenario-Based Training (SBT) is sequenced in an efficient trajectory from novice to mastery and is well-grounded in pedagogically sound instructional strategies and learning theory. Adaptive, automated SBT attempts to sequence scenarios according to the performance of the student and implement the sequence without human agency. The source of these scenarios may take the form of a matrix constructed by Instructional Systems Designers (ISD), software engineers or trainers. The domain being instructed may contain procedures or concepts that are easily differentiated thus allowing quick and accurate determination of difficulty. In this instance, the sequencing of the SBT is relatively simple. However, in complex, domain-integrated instructional environments accurate and efficient sequencing may be extremely difficult as ISD, software engineers and trainers, without an objective means to calculate a scenario's complexity must rely on subjectivity. In the Military, where time, fiscal and manpower constraints may lead to ineffective, inefficient and, perhaps, negative training SBT is a growing alternative to live training due to the significant cost avoidance demonstrated by such systems as the United States Marine Corps' (USMC) Abrams Main Battle Tank (M1A1) Advanced Gunnery Training System (AGTS). Even as the practice of simulation training grows, leadership such as the Government Accountability Office asserts that little has been done to demonstrate simulator impact on trainee proficiency. The M1A1 AGTS instructional sub system, the Improved Crew Training Program (ICTP), employs an automated matrix intended to increase Tank Commander (TC) and Gunner (GNR) team proficiency. This matrix is intended to guide the team along a trajectory of ever-increasing scenario difficulty. However, as designed, the sequencing of the matrix is based on subjective evaluation of difficulty, not on empirical or objective calculations of complexity. Without effective, automated SBT that adapts to the performance of the trainee, gaps in combat readiness and fiscal responsibility could grow large.In 2010, the author developed an algorithm intended to computationally define scenario complexity (Dunne, Schatz, Fiore, Martin (&) Nicholson, 2010) and conducted a proof of concept study to determine the algorithm's effectiveness (Dunne, Schatz, Fiore, Nicholson (&) Fowlkes, 2010). Based on results of that study, and follow-on analysis, revisions were made to that Scenario Complexity (SC) algorithm. The purpose of this research was to examine the efficacy of the revised SC algorithm to enable Educators and Trainers, ISDs, and software engineers to objectively and computationally define SC. The research process included a period of instruction for Subject Matter Experts (SME) to receive instruction on how to identify the base variables that comprise SC. Using this knowledge SMEs then determined the values of the scenarios base variables. Once calculated, these values were ranked and compared to the ICTP matrix sequence.Results indicate that the SMEs were very consistent in their ratings of the items across scenario base variables. Due to the highly proceduralized process underlying advanced gunnery skills, this high degree of agreement was expected. However, the significant lack of correlation to the matrix sequencing is alarming and while a recent study has shown the AGTS to increase TC and GNR team proficiency (PM TRASYS, 2014a), this research's findings suggests that redesign of the ICTP matrix is in order.
Show less - Date Issued
- 2014
- Identifier
- CFE0005789, ucf:50062
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005789
- Title
- Training for Decision Making in Complex Environments: Instructional Methods and Individual Differences.
- Creator
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Ray, Jessica, Mouloua, Mustapha, Sims, Valerie, Hancock, Peter, Spain, Randall, Durlach, Paula, University of Central Florida
- Abstract / Description
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Increased technology reliance along with today's global fast paced society has produced increasingly complex, dynamic operating environments in disciplines as diverse as the military, healthcare, and transportation. These complex human machine systems often place additional cognitive and metacognitive demands on the operator. Thus, there is a crucial need to develop training tools for all levels of operators in these dynamic systems. The current study was designed to empirically test the...
Show moreIncreased technology reliance along with today's global fast paced society has produced increasingly complex, dynamic operating environments in disciplines as diverse as the military, healthcare, and transportation. These complex human machine systems often place additional cognitive and metacognitive demands on the operator. Thus, there is a crucial need to develop training tools for all levels of operators in these dynamic systems. The current study was designed to empirically test the effects of four training methods on performance and mental model accuracy in a microworld simulation game. It was hypothesized that process-focused guidance targeting metacognitive level processes as well as combined process and problem focused guidance would result in better performance and mental model accuracy than problem- focused guidance alone or unguided training approaches. Additionally, it was expected that individual differences in prior decision making ability, metacognitive awareness, working memory span, and fluid intelligence would moderate the relationship between the type of instructional guidance and outcomes. Results supported the development of decision-making skills through process-focused instructional guidance, particularly for initially low performing or more novice individuals. Results highlight the importance of individual learner experience prior to training. Similarly, this research aims to expand the literature by providing support for process-focused training as a method to support non-expert decision making skills. While further research needs are outlined, the current research represents an important step forward in both the theoretical literature providing support for instruction designed to support domain general decision making skills in non-experts. Practical implications regarding improved guidance for future instructional and training systems design, personnel selection, operator and system performance evaluation, and safety are also discussed.
Show less - Date Issued
- 2013
- Identifier
- CFE0004738, ucf:49836
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004738
- Title
- A Framework for Safety Training Using Virtual Reality Software.
- Creator
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Riad, Rana, Rabelo, Luis, Lee, Gene, Ferreras, Ana, University of Central Florida
- Abstract / Description
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Safety training is a vital component to the well-being of individuals in all industries. With technology advancing at the current pace, conventional training methods are no longer the most effective way to communicate information. There is a strong need for safety training that incorporates new methods and forms of communication to obtain higher levels of comprehension. Virtual reality systems offer a highly customizable and interactive form of delivering information to users. This research...
Show moreSafety training is a vital component to the well-being of individuals in all industries. With technology advancing at the current pace, conventional training methods are no longer the most effective way to communicate information. There is a strong need for safety training that incorporates new methods and forms of communication to obtain higher levels of comprehension. Virtual reality systems offer a highly customizable and interactive form of delivering information to users. This research addresses major gaps in the field of safety training using virtual reality systems and provides a design framework for creating a virtual safety-training system. A model for the virtual environment is designed and developed and the process and justification is described. The environment and an applied use case for this model is developed and verified using a sample of trainees that would use the model. This exploratory framework provides a significant contribution to the field of safety education through virtual reality systems and can be expanded with further research.
Show less - Date Issued
- 2015
- Identifier
- CFE0005698, ucf:50152
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005698
- Title
- "THE GIRL IN 14G:" ANALYZING SOLUTIONS FOR VOCAL ISSUES THROUGH VOCAL PEDAGOGY.
- Creator
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Pires-Fernandes, Catherine, Chicurel, Steven, University of Central Florida
- Abstract / Description
-
The intent of this thesis is to study a variety of vocal techniques and identify how to solve different vocal challenges in the musical theatre song, "The Girl in 14G." In order to be successful in the entertainment business, it is imperative that a singer performs healthily and in a variety of music styles. Through an exploration of Lessac Kinesensic Training, Estill Voice Training Systems and Bel Canto techniques, a singer can gain a holistic perspective about voice. I will study with three...
Show moreThe intent of this thesis is to study a variety of vocal techniques and identify how to solve different vocal challenges in the musical theatre song, "The Girl in 14G." In order to be successful in the entertainment business, it is imperative that a singer performs healthily and in a variety of music styles. Through an exploration of Lessac Kinesensic Training, Estill Voice Training Systems and Bel Canto techniques, a singer can gain a holistic perspective about voice. I will study with three voice teachers, each of whom specializes in one of the aforementioned techniques. This thesis will reveal how each voice teacher brought her expertise to the lesson. It is a singer's responsibility to ensure she is well rounded and knowledgeable about her voice, and the different approaches to teaching voice. Solutions that reflect different techniques will be analyzed. Observations and discoveries made in private voice lessons will also be described. Documentation of lessons with each teacher will provide insight about the distinctions and similarities in vocal techniques. This thesis is intended to serve as a starting point for students and teachers to satisfy their own vocal curiosity and exploration.
Show less - Date Issued
- 2014
- Identifier
- CFH0004610, ucf:45320
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004610
- Title
- Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes.
- Creator
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Orban, Sarah, Rapport, Mark, Beidel, Deborah, Cassisi, Jeffrey, University of Central Florida
- Abstract / Description
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Children with ADHD are characterized frequently as possessing underdeveloped executive functions and sustained attentional abilities, and recent commercial claims suggest that computer-based cognitive training can remediate these impairments and provide significant and lasting improvement in their attention, impulse control, social functioning, academic performance, and complex reasoning skills. The present review critically evaluates these claims through meta-analysis of 25 studies of...
Show moreChildren with ADHD are characterized frequently as possessing underdeveloped executive functions and sustained attentional abilities, and recent commercial claims suggest that computer-based cognitive training can remediate these impairments and provide significant and lasting improvement in their attention, impulse control, social functioning, academic performance, and complex reasoning skills. The present review critically evaluates these claims through meta-analysis of 25 studies of facilitative intervention training (i.e., cognitive training) for children with ADHD. Random effects models corrected for publication bias and sampling error revealed that studies training short-term memory alone resulted in moderate magnitude improvements in short-term memory (d= 0.63), whereas training attention did not significantly improve attention and training mixed executive functions did not significantly improve the targeted executive functions (both nonsignificant: 95% confidence intervals include 0.0). Far transfer effects of cognitive training on academic functioning, blinded ratings of behavior (both nonsignificant), and cognitive tests (d= 0.14) were nonsignificant or negligible. Unblinded raters (d= 0.48) reported significantly larger benefits relative to blinded raters and objective tests (both p (<) .05), indicating the likelihood of Hawthorne effects. Critical examination of training targets revealed incongruence with empirical evidence regarding the specific executive functions that are (a) most impaired in ADHD, and (b) functionally related to the behavioral and academic outcomes these training programs are intended to ameliorate. Collectively, meta-analytic results indicate that claims regarding the academic, behavioral, and cognitive benefits associated with extant cognitive training programs are unsupported in ADHD. The methodological limitations of the current evidence base, however, leaves open the possibility that cognitive training techniques designed to improve empirically documented executive function deficits may benefit children with ADHD.
Show less - Date Issued
- 2013
- Identifier
- CFE0005040, ucf:49962
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005040
- Title
- Video game self-efficacy and its effect on training performance.
- Creator
-
Ortiz, Skilan, Bowers, Clint, Fritzsche, Barbara, Joseph, Dana, Cannon-Bowers, Janis, University of Central Florida
- Abstract / Description
-
This study examined the effects of using serious games for training on task performance and declarative knowledge outcomes. The purpose was to determine if serious games are more effective training tools than traditional methods. Self-efficacy, expectations for training, and engagement were considered as moderators of the relationship between type of training and task performance as well as type of training and declarative knowledge. Results of the study offered support for the potential of...
Show moreThis study examined the effects of using serious games for training on task performance and declarative knowledge outcomes. The purpose was to determine if serious games are more effective training tools than traditional methods. Self-efficacy, expectations for training, and engagement were considered as moderators of the relationship between type of training and task performance as well as type of training and declarative knowledge. Results of the study offered support for the potential of serious games to be more effective than traditional methods of training when it comes to task performance.
Show less - Date Issued
- 2014
- Identifier
- CFE0005224, ucf:50639
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005224
- Title
- ARE APPROACHES TO TEACHING AND/OR STUDENT EVALUATION OF INSTRUCTION SCORES RELATED TO THE AMOUNT OF FACULTY FORMAL EDUATIONAL COURSEWORK?.
- Creator
-
Schellhase, Kristen, Boote, David, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate if there are correlations among an instructor's approach to teaching, student evaluation of instruction outcomes, and the amount of formal coursework in education a teacher has completed. Three research questions provided the focus for the study: (1) to determine if there is a correlation between the number of formal educational courses taken by athletic training educational program (ATEP) faculty and their approach to teaching; (2) to...
Show moreThe purpose of this study was to investigate if there are correlations among an instructor's approach to teaching, student evaluation of instruction outcomes, and the amount of formal coursework in education a teacher has completed. Three research questions provided the focus for the study: (1) to determine if there is a correlation between the number of formal educational courses taken by athletic training educational program (ATEP) faculty and their approach to teaching; (2) to determine if there is a correlation between the amount of formal educational courses taken by ATEP faculty and their students' evaluations of instruction; and (3) to determine if there is a relationship between faculty's approach to teaching and students' evaluations of instruction. The population for the study was certified athletic trainers working as full-time faculty in ATEPs in the State of Florida. Data were generated using all eligible faculty from 10 of the 13 universities in Florida that offer Athletic Training Educational Programs. The study included faculty who teach in large and small ATEPs. Faculty from public and private, large and small universities were also represented. The faculty completed questionnaires that included demographic information, the Approaches to Teaching Inventory (ATI-R) and the Students' Evaluation of Educational Quality (SEEQ) questionnaire. Based on the research findings, there is clear evidence that there is a lack of uniformity among ATEP faculty in the area of formal exposure to pedagogy and curriculum. 17.6% (n = 3) of respondents earned a bachelor's degree in physical education and 18.8% (n = 3) of respondents earned a master's degree in education, health education, or physical education. Of the 77.8% (n = 14) of respondents who completed or were in progress with a doctoral degree, 42.9% (n = 6) degrees were related to education. Faculty reported completing a mean of 9.25 courses related to education (SD = 7.39). The number of educational courses taken ranged from 0 to 25 courses. The study demonstrates that there is a correlation of large effect size between the amount of formal educational coursework and the SEEQ subscale value of "Assignments/Readings." In addition, the "Assignments/Readings" and "Learning/Academic Value" subscale scores on the SEEQ were significantly higher when instructors had completed more than 10 educational courses. The study found moderate and large correlations and medium and large effect sizes between the scores of 7 of the 8 remaining SEEQ subscales and the number of education courses taken by faculty. In addition, there was a moderate correlation and medium effect size between the total score of the SEEQ and the number of education courses taken by faculty. Though statistically non-significant, each of these correlations were positive and may demonstrate a need for the study to be replicated using greater statistical power.
Show less - Date Issued
- 2009
- Identifier
- CFE0002767, ucf:48128
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002767
- Title
- DESIGNING AN EXPERIENTIAL WEB-BASED LEARNING MODEL TO DELIVER THE ACQUISITION AND APPLICATION OF KNOWLEDGE TO HOSPITALITY EVENT MANAGEMENT STUDENTS USING ROLE-PLAY SIMULATIONS.
- Creator
-
Hogg, James, Gunter, Glenda, University of Central Florida
- Abstract / Description
-
ABSTRACT Most hospitality institutions have increasingly moved classes online but are concerned about migrating classes and instructional content online. The concern is most Web-based models are designed to deliver the acquisition of knowledge but lack the ability to transform that knowledge into applied career skills for practical use in the industry. The purpose of this study was to test a new Web-based instructional model. The model supported delivering both the acquisition and application...
Show moreABSTRACT Most hospitality institutions have increasingly moved classes online but are concerned about migrating classes and instructional content online. The concern is most Web-based models are designed to deliver the acquisition of knowledge but lack the ability to transform that knowledge into applied career skills for practical use in the industry. The purpose of this study was to test a new Web-based instructional model. The model supported delivering both the acquisition and application of knowledge. Educators, researchers, and practitioners can utilize the new model to enhance the application of career skills and enhance organizational objectives by providing just-in-time training. The new Web-based instructional model can be delivered through multiple platforms including computers, electronic devices, wireless devices and mobile devices. The application of knowledge was delivered through experiential role-play exercises delivered live to the comparison group and virtual, inside Second Life, to the treatment group. An Analysis of Co-Variance (ANCOVA) revealed a significant difference between groups with higher application scores for the students who received the role-play live compared to virtual. In addition, an analysis was conducted to explore factors to consider when examining the cost effectiveness of Web-based instructional content. Factors determined to be important were developmental costs, delivery costs, and reusability of the Web-based instruction.
Show less - Date Issued
- 2010
- Identifier
- CFE0003044, ucf:48341
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003044
- Title
- PELVIC FLOOR MUSCLE TRAINING IN MANAGEMENT OF POSTPARTUM PELVIC FLOOR DYSFUNCTIONS: A LITERATURE REVIEW.
- Creator
-
Tanner, Rebecca S, Rothschild, Carey, University of Central Florida
- Abstract / Description
-
Women can face a wide range of pelvic floor dysfunctions following pregnancy, ranging from urinary incontinence to pelvic pain. Unfortunately, these problems are not routinely checked for in postpartum check-ups and women do not always bring it to the physician's attention. Strengthening of the pelvic floor muscles may be able to help women prevent these disorders and improve these women's lifestyles. The purpose of this thesis was to review and analyze different trials to determine if...
Show moreWomen can face a wide range of pelvic floor dysfunctions following pregnancy, ranging from urinary incontinence to pelvic pain. Unfortunately, these problems are not routinely checked for in postpartum check-ups and women do not always bring it to the physician's attention. Strengthening of the pelvic floor muscles may be able to help women prevent these disorders and improve these women's lifestyles. The purpose of this thesis was to review and analyze different trials to determine if different pelvic floor dysfunctions (urinary incontinence, sexual dysfunction, and pelvic girdle pain) can be treated using pelvic floor muscle training in the postpartum. After reviewing the literature, it was determined that Pelvic floor muscle training may be effective in treating Urinary incontinence, but there is a lack of research to state that it helps treat sexual dysfunction and pelvic pain. Pelvic floor muscle training is a conservative non-invasive treatment and very simple for women to do on their own, therefore more research should be performed to see if this can be a simple fix to a plethora of problems women face in the postpartum.
Show less - Date Issued
- 2016
- Identifier
- CFH2000110, ucf:46052
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000110
- Title
- EFFECT OF OPERATOR CONTROL CONFIGURATION ON UNMANNED AERIAL SYSTEM TRAINABILITY.
- Creator
-
Neumann, John, Kincaid, Peter, University of Central Florida
- Abstract / Description
-
Unmanned aerial systems (UAS) carry no pilot on board, yet they still require live operators to handle critical functions such as mission planning and execution. Humans also interpret the sensor information provided by these platforms. This applies to all classes of unmanned aerial vehicles (UAV's), including the smaller portable systems used for gathering real-time reconnaissance during military operations in urban terrain. The need to quickly and reliably train soldiers to control small...
Show moreUnmanned aerial systems (UAS) carry no pilot on board, yet they still require live operators to handle critical functions such as mission planning and execution. Humans also interpret the sensor information provided by these platforms. This applies to all classes of unmanned aerial vehicles (UAV's), including the smaller portable systems used for gathering real-time reconnaissance during military operations in urban terrain. The need to quickly and reliably train soldiers to control small UAS operations demands that the human-system interface be intuitive and easy to master. In this study, participants completed a series of tests of spatial ability and were then trained (in simulation) to teleoperate a micro-unmanned aerial vehicle equipped with forward and downward fixed cameras. Three aspects of the human-system interface were manipulated to assess the effects on manual control mastery and target detection. One factor was the input device. Participants used either a mouse or a specially programmed game controller (similar to that used with the Sony™ Playstation 2 video game console). A second factor was the nature of the flight control displays as either continuous or discrete (analog v. digital). The third factor involved the presentation of sensor imagery. The display could either provide streaming video from one camera at a time, or present the imagery from both cameras simultaneously in separate windows. The primary dependent variables included: 1) time to complete assigned missions, 2) number of collisions, 3) number of targets detected, and 4) operator workload. In general, operator performance was better with the game controller than with the mouse, but significant improvement in time to complete occurred over repeated trials regardless of the device used. Time to complete missions was significantly faster with the game controller, and operators also detected more targets without any significant differences in workload compared to mouse users. Workload on repeated trials decreased with practice, and spatial ability was a significant covariate of workload. Lower spatial ability associated with higher workload scores. In addition, demographic data including computer usage and video gaming experience were collected and analyzed, and correlated with performance. Higher video gaming experience was also associated with lower workload.
Show less - Date Issued
- 2006
- Identifier
- CFE0001496, ucf:47080
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001496
- Title
- PREDICTION AND ALLOCATION OF LIVE TO VIRTUAL COMMUNICATION BRIDGING RESOURCES.
- Creator
-
lackey, stephanie, Malone, Linda, University of Central Florida
- Abstract / Description
-
This document summarizes a research effort focused on improving live-to-virtual (L-V) communication systems. The purpose of this work is to address a significant challenge facing the tactical communications training community through the development of the Live-to-Virtual Relay Radio Prediction Algorithm and implementation of the algorithm into an Integrated Live-to-Virtual Communications Server prototype device. The motivation for the work and the challenges of integrating live and virtual...
Show moreThis document summarizes a research effort focused on improving live-to-virtual (L-V) communication systems. The purpose of this work is to address a significant challenge facing the tactical communications training community through the development of the Live-to-Virtual Relay Radio Prediction Algorithm and implementation of the algorithm into an Integrated Live-to-Virtual Communications Server prototype device. The motivation for the work and the challenges of integrating live and virtual communications are presented. Details surrounding the formulation of the prediction algorithm and a description of the prototype system, hardware, and software architectures are shared. Experimental results from discrete event simulation analysis and prototype functionality testing accompany recommendations for future investigation. If the methods and technologies summarized are implemented, an estimated equipment savings of 25%-53% and an estimated cost savings of $150,000.00 - $630,000.00 per site are anticipated. Thus, a solution to a critical tactical communications training problem is presented through the research discussed.
Show less - Date Issued
- 2006
- Identifier
- CFE0001401, ucf:47072
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001401
- Title
- LATINATE WORD PARTS AND VOCABULARY:CONTRASTS AMONG THREE GROUPS COMPRISINGTHE COMMUNITY COLLEGE PREPARATORY READING CLASS.
- Creator
-
Bellomo, Tom, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
Students enrolled in a college preparatory reading class at one particular community college were categorized based on language origin. Native English speaking students comprised one group and foreign students formed two additional groups--students whose language origin was Latin-based (i.e. Romance languages) and students whose language origin was not Latin-based (i.e. Japanese). A pretest assessment measure was used to quantify the extent that pre-existing knowledge of Latinate word parts...
Show moreStudents enrolled in a college preparatory reading class at one particular community college were categorized based on language origin. Native English speaking students comprised one group and foreign students formed two additional groups--students whose language origin was Latin-based (i.e. Romance languages) and students whose language origin was not Latin-based (i.e. Japanese). A pretest assessment measure was used to quantify the extent that pre-existing knowledge of Latinate word parts and morphologically complex vocabulary differed among groups based on language origin. The identical instrument served as a posttest to measure the extent that direct instruction in morphological analysis resulted in change among the same groups after one semester of instruction. Two sections on both the pretest and posttest yielded a total of four distinct mean scores that formed the primary basis for comparison. Categorizing students within the college preparatory reading class based on language origin revealed distinctive strengths and weaknesses relative to group identity when learning Latin-based word parts and vocabulary. Results of a one-way fixed-factor analysis of variance, in conjunction with multiple comparison procedures, indicated that the Latin-based group performed the strongest. This group had the greatest mean score on all four measurements; however, only for the word part section of the pretest was the difference statistically significant. The non Latin-based group performed the poorest as evidenced by scoring the lowest on three of the four measures, with a statistically significant difference for the vocabulary pretest. Additionally, a disproportionately large number of students within the native English-speaking group had difficulty mastering word parts. Though the lower group mean was statistically significant for the word part section of the posttest, practical significance was not observable from the descriptive data. A follow-up frequency tabulation revealed a dichotomization within the native English speaking group between those who proceeded to master word parts and those who did not. Furthermore, results from a pretest/posttest comparison for each respective group indicated that all three groups made significant gains on both sections of the test instrument as a result of direct instruction in Latinate word parts and vocabulary. However, there was an incongruity between word part and vocabulary mastery as all three group means were markedly better on the word part section of the instrument. The results of this study suggest that college preparatory students, regardless of their language origin, enter higher education with limited knowledge of Latinate word parts and vocabulary. The results further suggest that students comprising the heterogeneously populated college preparatory reading class can profit from direct instruction in morphological analysis--regardless of language origin. Prior research has demonstrated that college-level content words tend to be morphologically complex, singular in meaning, and likely to be Latinate in origin. Reading is the salient skill utilized across the curriculum and often the primary means of content dissemination. Reading, in turn, is principally linked to the extent of one's vocabulary. Consequently, teaching morphologically complex vocabulary at the college preparatory level along with providing a working knowledge of morphemes can assist students toward college readiness.
Show less - Date Issued
- 2005
- Identifier
- CFE0000444, ucf:46384
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000444
- Title
- INTEGRATING KEY ELEMENTS IN AN E-LEARNING CURRICULUM FOR AN OPTIMUM EDUCATIONAL AND INTERACTIVE USER EXPERIENCE.
- Creator
-
Stearns, Heather, Jones, Dan, University of Central Florida
- Abstract / Description
-
This study determines the particular components that are considered the best practices to use when implementing an e-Learning curriculum. Technical communicators and instructional designers have numerous development options to choose from. However, practices that work in academe do not always integrate well in a corporate setting, and what works for one corporation may not work for another. There is no singular methodology for developers to apply that enables e-Learning to fit every...
Show moreThis study determines the particular components that are considered the best practices to use when implementing an e-Learning curriculum. Technical communicators and instructional designers have numerous development options to choose from. However, practices that work in academe do not always integrate well in a corporate setting, and what works for one corporation may not work for another. There is no singular methodology for developers to apply that enables e-Learning to fit every organization's needs. Research shows that to ensure a successful online learning implementation, a sound project management team must be in place at the beginning of the project planning. This team must be prepared to collaborate with managers and users across an organization and carefully incorporate their suggestions into the curriculum design. Additionally, this team must be experienced not only in making sure that the project is launched on time and within the defined budget, but also in asking pertinent questions about the users, content structure, and design. Implementing an e-Learning site involves more than putting a Web page online for users to view. Developers must know about adult learning styles, must know how to incorporate interactive activities (like games and simulations), and must know how to write content so that it is engaging yet understandable.
Show less - Date Issued
- 2008
- Identifier
- CFE0002099, ucf:47547
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002099
