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Title: Coaching in an Interactive Virtual Reality to Increase Fidelity of Implementation of Discrete Trial Teaching.
Creator: Vince Garland, Krista, Wienke, Wilfred, Pearl, Cynthia, Dieker, Lisa, Vasquez, Eleazar, Sundeen, Todd, University of Central Florida
Abstract / Description: In teacher preparation, more effective pathways and practices are needed for preparing, placing, and supporting beginning teachers and principals (Darling-Hammond, 2010; U.S. Department of Education, 2009b). A common issue in the field of special education is the lack of skill transfer from one setting to another (Dieker, Hynes, Hughes, (&) Smith, 2008). It has been posited that (")practicing up(") is not ethical in that novice teachers must attempt to teach with a limited knowledge of...
Show moreIn teacher preparation, more effective pathways and practices are needed for preparing, placing, and supporting beginning teachers and principals (Darling-Hammond, 2010; U.S. Department of Education, 2009b). A common issue in the field of special education is the lack of skill transfer from one setting to another (Dieker, Hynes, Hughes, (&) Smith, 2008). It has been posited that (")practicing up(") is not ethical in that novice teachers must attempt to teach with a limited knowledge of appropriate pedagogy and skill (Dieker et al., 2008). The new challenge becomes finding an effective mechanism that provides essential learning experiences and opportunities to refine teaching techniques to the highest standards of fidelity in a safely controlled and coordinated environment (Odom, 2009).Perhaps because of the ethical concerns in honing teacher skills on actual children, and despite the strong demand for professionals who are trained in discrete trial teaching (DTT), few studies have been published on training methodologies and fidelity of implementation (Fazzio, Martin, Arnal, (&) Yu, 2009). The training of teachers to implement evidence-based interventions such as DTT with fidelity while they are working with students with ASD cannot be over-emphasized in a teacher preparation program (Scheuermann, Webber, Boutot, (&) Goodwin, 2003; Simpson, 2004; 2005). The researcher utilized the TLE TeachLivE simulation classroom laboratory at the University of Central Florida as a mechanism to infuse cutting-edge technology and learning activities within program/project coursework. The TLE TeachLivE virtual classroom serves as a venue for pre-service and practicing teachers to safely gain proficiency and enhance fidelity of implementation of evidence-based practices. Participants experienced an immersive, real-time environment that featured interactions with Austin, an avatar that portrayed a student with autism. A trained interactor remotely controlled the behavior and responses of the avatar with which teachers engaged for practice sessions consisting of ten discrete trials. Between sessions, participants received individualized clinical coaching (ICC) on their performance. Upon termination of the intervention, two generalization probes were conducted to measure retention of fidelity over time within actual classroom settings. Results indicated that all five participants strongly benefited from learning DTT with ICC in the TLE TeachLivE learning platform.Across participants, the overall mean gain in fidelity from baseline phase (14%) to intervention phase (80%) was 66%. The fidelity means of participants in the generalization phase held to 90%, thus supporting the use of virtual environments for teacher preparation. Mean time among participants to attain higher than mastery level performance of 90% in intervention was 1.25 hours. This resulted in shorter training times than previously researched training programs (Arnal et al., 2007; Fazzio et al., 2009; Leblanc, (&) Luiselli, 2005; Thiessen et al., 2009). This investigation endeavored to reduce the potential of diminished pupil learning gains as a necessary consequence when honing skills in the appropriate delivery of instruction of discrete trial teaching.
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Date Issued: 2012
Identifier: CFE0004450, ucf:49327
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004450

Title: Virtual Motion Camouflage Based Nonlinear Constrained Optimal Trajectory Design Method.
Creator: Basset, Gareth, Xu, Yunjun, Kassab, Alain, Lin, Kuo-Chi, Cho, Hyoung, Qu, Zhihua, University of Central Florida
Abstract / Description: Nonlinear constrained optimal trajectory control is an important and fundamental area of research that continues to advance in numerous fields. Many attempts have been made to present new methods that can solve for optimal trajectories more efficiently or to improve the overall performance of existing techniques. This research presents a recently developed bio-inspired method called the Virtual Motion Camouflage (VMC) method that offers a means of quickly finding, within a defined but varying...
Show moreNonlinear constrained optimal trajectory control is an important and fundamental area of research that continues to advance in numerous fields. Many attempts have been made to present new methods that can solve for optimal trajectories more efficiently or to improve the overall performance of existing techniques. This research presents a recently developed bio-inspired method called the Virtual Motion Camouflage (VMC) method that offers a means of quickly finding, within a defined but varying search space, the optimal trajectory that is equal or close to the optimal solution.The research starts with the polynomial-based VMC method, which works within a search space that is defined by a selected and fixed polynomial type virtual prey motion. Next will be presented a means of improving the solution's optimality by using a sequential based form of VMC, where the search space is adjusted by adjusting the polynomial prey trajectory after a solution is obtained. After the search space is adjusted, an optimization is performed in the new search space to find a solution closer to the global space optimal solution, and further adjustments are made as desired. Finally, a B-spline augmented VMC method is presented, in which a B-spline curve represents the prey motion and will allow the search space to be optimized together with the solution trajectory.It is shown that (1) the polynomial based VMC method will significantly reduce the overall problem dimension, which in practice will significantly reduce the computational cost associated with solving nonlinear constrained optimal trajectory problems; (2) the sequential VMC method will improve the solution optimality by sequentially refining certain parameters, such as the prey motion; and (3) the B-spline augmented VMC method will improve the solution optimality without sacrificing the CPU time much as compared with the polynomial based approach. Several simulation scenarios, including the Breakwell problem, the phantom track problem, the minimum-time mobile robot obstacle avoidance problem, and the Snell's river problem are simulated to demonstrate the capabilities of the various forms of the VMC algorithm. The capabilities of the B-spline augmented VMC method are also shown in a hardware demonstration using a mobile robot obstacle avoidance testbed.
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Date Issued: 2012
Identifier: CFE0004298, ucf:49493
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004298

Title: Examining potential teacher bias of Hispanic males with emotional disturbances in virtual settings.
Creator: Lopez, Angel, Dieker, Lisa, Wienke, Wilfred, Vasquez, Eleazar, Correa, Vivian, University of Central Florida
Abstract / Description: The importance of looking at student and teacher interactions holistically is essential and results in reflective teaching practices; consequently, the reflective practice of teaching needs to incorporate all facets of the teacher, known and unknown. This study looks at the potential influence of hidden biases towards adolescent Hispanic males and students with Emotional Behavior Disorders by observing preservice teacher (PT) interactions with students within a simulated classroom environment...
Show moreThe importance of looking at student and teacher interactions holistically is essential and results in reflective teaching practices; consequently, the reflective practice of teaching needs to incorporate all facets of the teacher, known and unknown. This study looks at the potential influence of hidden biases towards adolescent Hispanic males and students with Emotional Behavior Disorders by observing preservice teacher (PT) interactions with students within a simulated classroom environment. Factorial MANOVAs and Discriminant analyses revealed statistically significant interactions and relationships between participant level of bias and the identified student avatars. These exchanges were more prevalent with one student avatar by both experimental and control PTs; indicating that student characteristics and their differences are important factors that need to be considered when addressing issues related to bias.
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Date Issued: 2012
Identifier: CFE0004403, ucf:49401
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004403

Title: Quasi-Experimental Study: The Effects of Virtual Covert Audio Coaching on Teachers' Transfer of Knowledge from Professional Development to Classroom Practice.
Creator: Jackson-Lee, Marilyn, Hines, Rebecca, Gunter, Glenda, Boote, David, Boulware, Donald, Sena, Leslie, University of Central Florida
Abstract / Description: ABSTRACTA quasi-experimental multiple time series design was used to analyze and compare the impact of two types of instructional coaching, face-to-face and virtual covert audio provided with Bluetooth technology, on teacher transfer of knowledge learned in professional development into classroom practice. Teacher transfer across baseline, intervention, and maintenance phases was analyzed. The study was conducted at a public elementary school in a Florida suburban school district with...
Show moreABSTRACTA quasi-experimental multiple time series design was used to analyze and compare the impact of two types of instructional coaching, face-to-face and virtual covert audio provided with Bluetooth technology, on teacher transfer of knowledge learned in professional development into classroom practice. Teacher transfer across baseline, intervention, and maintenance phases was analyzed. The study was conducted at a public elementary school in a Florida suburban school district with approximately 750 students. Twelve teachers were randomly selected from teachers who volunteered to attend professional development. Six teachers (one from each grade level K-5) in the treatment group received virtual covert audio coaching. Six teachers (one from each grade level K-5) in the control group received face-to-face coaching.Professional development was on RallyCoach(TM), a Kagan cooperative learning structure, which allows students to interact and practice procedural learning such as calculating math algorithms, defending a point of view, or editing writing. This structure was chosen to provide teachers with an instructional tool to teach and provide students practice for the speaking and listening strand of the Common Core State Standards. RallyCoach(TM) was also chosen to increase student engagement.Data analysis included descriptive statistics and visual analysis methods. Both the control and treatment groups increased the mean (level) percentages of RallyCoachTM components implemented across time from baseline to intervention and from intervention to maintenance. There was an increasing trend line for implementation of RallyCoachTM components across phases for both study groups. The decreasing standard deviation across phases represented a decreasing variability of data and can be considered to show a treatment affect for both types of coaching. Teachers who received both types of coaching continued increased implementation into the maintenance phase when the coaching intervention was removed. Data analysis revealed an increasing percentage of student pairs providing positive student-to-student interaction with an increasing trend line and a decreasing standard deviation (reduced variability) across time over phases. Face-to-face and virtual coaching had a positive impact on student-to-student positive interaction.
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Date Issued: 2013
Identifier: CFE0004867, ucf:49675
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004867

Title: SIMULATION FOR COMMERCIAL DRIVER LICENSE THIRD PARTY TESTER TESTING.
Creator: Truong, Henry, Lin, Kurt, University of Central Florida
Abstract / Description: The advance of technology is thought to help ease the myriad tasks that are usually involved in operating equipment. Training and testing in modern times have been replacing with simulation technologies that mimic the actual live operations and testing. Many successful stories of flight simulation come from military fighter aircraft and commercial pilot programs. The possibilities of safety in saving lives, economic incentive in reducing the operational cost and reducing the carbon footprint...
Show moreThe advance of technology is thought to help ease the myriad tasks that are usually involved in operating equipment. Training and testing in modern times have been replacing with simulation technologies that mimic the actual live operations and testing. Many successful stories of flight simulation come from military fighter aircraft and commercial pilot programs. The possibilities of safety in saving lives, economic incentive in reducing the operational cost and reducing the carbon footprint via simulation makes simulation worth looking into. These considerations quickly boosted the transfer from live training operations to virtual and simulation, as were easily adopted in the history of flight training and testing. Although, there has been a lack of application, the benefits of the computer based simulation as a modeling and simulation (M&S) tool can be applied to the commercial driver license (CDL) for the trucking industry. Nevertheless, this is an uphill battle to convince CDL administrators to integrate modern technology into the CDL program instead of using the traditional daily business of manual testing. This is because the cost of trucking industry live operations is still relatively affordable; individuals and companies are reluctant to adopt the use of the modeling and simulation driving or testing system. Fortunately, cost is not the only variable to consider for the training and testing administrators and their management. There is a need to expand the use of technology to support live operations. The safety of the student, trainer, and tester should be taken into account. The availability of training or testing scenarios is also an influencing factor. Ultimately, the most important factor is driving safety on the American road. The relationship of accidents with driver license fraud has led the Federal Department of Transportation to want to reduce fraud in third-party Commercial Driver License (CDL) administration. Although it is not a perfect solution that can fix all, the utilization of simulation technologies for driving assessment could be a solution to help reduce fraud if it is applied correctly. The Department of Transportation (DOT) authorized the statesÃ‚Â' independent authority to administrate the local CDL including the use of the Third-Party Tester (TPT). As a result, some criminal activities prompted the Federal investigation to recommend changes and to fund the states to take action to stay in compliance with the Federal regulation. This is the opportunity for the state CDL administrator to explore the use of M&S to support its mission. Recall, those arguments for the use of the M&S is the thought of safety in saving lives, economic incentive in reducing the operational cost, and reducing the carbon footprint via using simulation. This makes simulation a viable resource. This paper will report the research study of using the computer based testing modeling and simulation tools to replace or augment the current state examiner as means of assessing the CDL TPT proficiency in basic backing skills. This pilot study of this system has several aspects to address. The scenarios must be relevant to test the knowledge of the TPT by using closely comparable scenarios to the current manual testing method. The scenario-based simulation should incorporate randomness to provide a greater sense of reality. In addition, the reconfigurable built-in random behavior scenarios provide the administrator greater control of behaviors and allow the administrator to be able to select among the random scenarios. Finally, the paper will present the data sampling from relevant participants of the CDL TPT and methodology applied. The analysis of data presents in this research study will be valuable for the State and Federal CDL administrator to consider the pros and cons of applying or adding a computer based simulation to their current testing methodology.
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Date Issued: 2010
Identifier: CFE0003222, ucf:48577
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003222

Title: Use of Integrated Training Environments to Sustain Army Warfighting Proficiency in an Era of Constrained Resources: Understanding What's Required to Win the First Battle of the Next Conflict.
Creator: Lerz, Edward, Proctor, Michael, Nickerson, David, Goodwin, Gregory, University of Central Florida
Abstract / Description: This research investigates the current state and ability of homestation training infrastructure (TADSS, networks, and facilities) and framework for training (scenarios, databases, and training support packages) to support a Live Virtual Constructive (-) Integrating Architecture (LVC-IA) delivered Integrated Training Environment (ITE). As combat operations in Central and Southwest Asia come to a close the Army is faced with extreme post-conflict budget cuts and force reductions. Continued...
Show moreThis research investigates the current state and ability of homestation training infrastructure (TADSS, networks, and facilities) and framework for training (scenarios, databases, and training support packages) to support a Live Virtual Constructive (-) Integrating Architecture (LVC-IA) delivered Integrated Training Environment (ITE). As combat operations in Central and Southwest Asia come to a close the Army is faced with extreme post-conflict budget cuts and force reductions. Continued evolution of Army training methodology is required to overcome limited resources and maintain force readiness in the anticipated (")era of persistent conflict("). A LVC-IA delivered ITE promises to be the next step in the evolution of training. Interoperation of live, virtual, and constructive simulations in a persistent and consistent manner can collectively train brigade and below units on combined arms tasks in a resource constrained homestation environment. However, LVC-IA cannot act alone in establishing the ITE. Prior to the fielding of LVC-IA, local installations must already possess a training infrastructure that optimizes training resources as well as a framework for training that meets Operational Adaptability training requirements. To measure the perceived state and ability of homestation training infrastructure and framework for training to support a LVC-IA delivered ITE, a survey was conducted of homestation training community members at the 18 Army installations scheduled for LVC-IA fielding. Additionally, perceptions regarding the role of LVC-IA in establishing the ITE and emerging resources, useful in the development of local framework for training were sought. Findings, conclusions, limitations, lessons learned, and recommendations for future research are presented.?
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Date Issued: 2013
Identifier: CFE0005104, ucf:50755
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005104

Title: Understanding the Capabilities and Limitations of Advanced Interactive M(&)S: A Cricothyroidotomy Simulation Case Study.
Creator: Campbell-Wynn, Lillian, Proctor, Michael, Kincaid, John, Crumpton-Young, Lesia, Liu, Alan, Burgess, Deborah, University of Central Florida
Abstract / Description: Simulation for surgical education and training is increasingly perceived as a valuable contribution to traditional teaching methods providing a structured learning experience. Surgical simulations allow surgeons to practice tactics, techniques and procedures numerous times without the cost, limitations and ethical problems of using cadaver-based models. The goal of this research is to advance the use of modeling and simulation in support of emergency medical training. This research explores...
Show moreSimulation for surgical education and training is increasingly perceived as a valuable contribution to traditional teaching methods providing a structured learning experience. Surgical simulations allow surgeons to practice tactics, techniques and procedures numerous times without the cost, limitations and ethical problems of using cadaver-based models. The goal of this research is to advance the use of modeling and simulation in support of emergency medical training. This research explores questions identified through a case study of two different modeling and simulation techniques (-) virtual reality and mannequins - in the support of combat emergency medical education and training. To reduce the scope to a manageable dissertation, the research focuses on CricSim as representative form of virtual reality simulation and HapMed as a form of mannequin simulation both with haptic-enabled capabilities. To further narrow the scope, the research focuses on training of a medical technique common to both simulation systems, which for this research was the cricothyroidotomy airway management technique. The U.S. Army expressed interest in training of combat medics in the cricothyroidotomy airway management technique and offered to support experimentation with both facilities and trained combat medics as the sample population. An experiment supporting this research took place at Fort Indiantown Gap, a National Guard Training Center located in Annville, Lebanon County, Pennsylvania and is the home of the Medical Battalion Training Site. An advanced airway management course is augmented with combat medics receiving training and evaluation on performing the cricothyroidotomy procedure using CricSim and HapMed with system experts provided by each respective developer. The NASA Task Load survey is used to collect participants' assessment of workload in terms of Mental Demand, Physical Demand, Temporal Demand, Level of Effort, Performance and Level of Frustration based on four primary tasks of the cricothyroidotomy. Additionally, the Technology Acceptance Model survey is used to provide insight into participant's assessment of usability. Professional trainers also provide their assessment of the virtual simulators suitability in support of the combat medics in performing their tasks based on their standards. The results of the participants' assessment of each virtual simulator take the form of a comparison study. To improve the advancement of medical simulation in the training of cricothyroidotomy procedure, a summary of findings, generalized conclusions, lessons learned and recommendations for future research are illuminated. The dissertation team is comprised of medical experts within the U.S. Air Force Education and Training Command, U.S. Army Research and Medical Command, and the Uniformed Services University of the Health Sciences as well as simulation subject matter experts from the University of Central Florida.
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Date Issued: 2013
Identifier: CFE0005142, ucf:50705
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005142

Title: Mental rotation: Can familiarity alleviate the effects of complex backgrounds?.
Creator: Selkowitz, Anthony, Sims, Valerie, Jentsch, Florian, Chin, Matthew, Cash, Mason, University of Central Florida
Abstract / Description: This dissertation investigated the effects of complex backgrounds on mental rotation. Stimulus familiarity and background familiarity were manipulated. It systematically explored how familiarizing participants to objects and complex backgrounds affects their performance on a mental rotation task involving complex backgrounds. This study had 113 participants recruited through the UCF Psychology SONA system. Participants were familiarized with a stimulus in a task where they were told to...
Show moreThis dissertation investigated the effects of complex backgrounds on mental rotation. Stimulus familiarity and background familiarity were manipulated. It systematically explored how familiarizing participants to objects and complex backgrounds affects their performance on a mental rotation task involving complex backgrounds. This study had 113 participants recruited through the UCF Psychology SONA system. Participants were familiarized with a stimulus in a task where they were told to distinguish the stimulus from 3 other stimuli. A similar procedure was used to familiarize the backgrounds. The research design was a 2 stimulus familiarity (Familiarized with the Target Stimulus, not familiarized with the Target Stimulus) by 2 background familiarity (Familiarized with Target Background, not familiarized with Target Background 1) by 2 stimulus response condition (Target Stimulus, Non-Target Stimulus) by 3 background response condition (Target Background, Non-Target Background, Blank Background) by 12 degree of rotation (0, 30, 60, 90, 120, 150, 180, 210, 240, 270, 300, 330) mixed design. The study utilized target stimulus and target background familiarity conditions as the between-subjects variables. Background, stimulus, and degree of rotation were within-subjects variables. The participants' performance was measured using reaction time and percent of errors. Reaction time was computed using only the correct responses. After the familiarization task, participants engaged in a mental rotation task featuring stimuli and backgrounds that were present or not present in the familiarization task. A 2 (stimulus familiarization condition) by 2 (background familiarization condition) by 2 (stimulus response condition) by 3 (background response condition) by 12 (degree of rotation) mixed ANOVA was computed utilizing reaction time and percent of errors. Results suggest that familiarity with the Target Background had the largest effect on improving performance across response conditions. The results also suggest that familiarity with both the Target Stimulus and Target Background promoted inefficient mental rotation strategies which resulted in no significant differences between participants familiarized with neither the Target Stimulus nor the Target Background. Theoretical conclusions are drawn about stimulus familiarity and background familiarity. Future studies should investigate the effects of long term familiarity practice on mental rotation and complex backgrounds.
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Date Issued: 2015
Identifier: CFE0005998, ucf:50789
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005998

Title: Optimizing Strategies for In Vivo Exposure in the Traditional Clinical Setting.
Creator: Owens, Maryann, Beidel, Deborah, Cassisi, Jeffrey, Bowers, Clint, Neer, Sandra, University of Central Florida
Abstract / Description: This study examined the ability of a pre-recorded videoconferencing (VC) audience to elicit the physiological and subjective arousal associated with Social Anxiety Disorder (SAD) when giving a formal presentation. This study had three objectives: (a) to determine whether speaking to the VC audience elicited significant increases in physiological response (e.g., heart rate and electrodermal activity) and subjective distress over baseline resting conditions (b) to determine whether the VC task...
Show moreThis study examined the ability of a pre-recorded videoconferencing (VC) audience to elicit the physiological and subjective arousal associated with Social Anxiety Disorder (SAD) when giving a formal presentation. This study had three objectives: (a) to determine whether speaking to the VC audience elicited significant increases in physiological response (e.g., heart rate and electrodermal activity) and subjective distress over baseline resting conditions (b) to determine whether the VC task more closely replicates the physiological and subjective experience of giving a speech to a comparable real-life audience than levels elicited by a Virtual Reality (VR) environment and (c) to determine whether the VC task elicited higher levels of presence and fear of negative evaluation than the VR task, more closely replicating levels elicited by an in vivo speech. All participants gave an impromptu speech under three conditions: in vivo, VC, and VR audience while measures of physiological arousal, self-reported distress, and presence were obtained. Results demonstrated that the VC task elicited significantly greater increases in heart rate, electrodermal activity, and self-reported distress than the VR task and VC responses were not significantly different from in vivo. In addition, participants reported levels of immersion and fear of negative evaluation during the VC task that were significantly greater than during the VR task, and did not differ significantly from in vivo. Clinical implications of these findings including cost effectiveness and the role of VC in the treatment of SAD are discussed.
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Date Issued: 2016
Identifier: CFE0006367, ucf:51513
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006367

Title: Fire safety and emergency evacuation training for occupants of building using 3D virtual simulation.
Creator: Bhide, Sayli, Rabelo, Luis, Lee, Gene, McCauley, Pamela, Ahmad, Ali, University of Central Florida
Abstract / Description: With advancement in technology, building structures are becoming bigger and more complex. Incidences of horrifying fires that occur in such complex structures resulting in loss of property as well as lives are recorded worldwide. Emergency evacuation training can play a crucial role in mitigating damage not only in cases of fire, explosion or chemical spill but also in cases of natural calamities like floods and hurricanes. Conventional safety training provided in industries mostly comprises...
Show moreWith advancement in technology, building structures are becoming bigger and more complex. Incidences of horrifying fires that occur in such complex structures resulting in loss of property as well as lives are recorded worldwide. Emergency evacuation training can play a crucial role in mitigating damage not only in cases of fire, explosion or chemical spill but also in cases of natural calamities like floods and hurricanes. Conventional safety training provided in industries mostly comprises of unidirectional flow of information. Due to this passive learning style, response of employees in real life emergency situations is known to be ineffective. The proposed research focuses on the development of virtual emergency evacuation safety training for residents, workers and employees. This research developed a 3 dimensional (3D) virtual fire safety and emergency evacuation training for building occupants. A 3D model of a real engineering college building in the University of Central Florida (UCF) was developed in a virtual world and participants could interact with various objects and scenarios in this virtual building on a standard desktop computer using keyboard and mouse. Expert interviews and literature review were utilized to develop contents of fire safety and emergency evacuation training. Also, a slide based fire safety and emergency evacuation training was developed based on same contents and made available through a website. An effort was made to develop both trainings- virtual and slide based to be comparable in terms of contents. A case study with two sets of experiments comprising of 143 participants from UCF community was conducted to understand factors such as fidelity, simulation sickness, engagement and effectiveness of 3D virtual and slide based fire safety and emergency evacuation training. Results of fidelity and simulation sickness validated use of 3D virtual training for training building residents on fire safety and emergency evacuation. Data analysis of knowledge tests allowed to compare short terms and long term effectiveness of 3D virtual training and slide based training. To further understand engagement, physiological measure- electroencephalograph (EEG) of 40 healthy participants was recorded in second set of experiments. Ratio of Beta and Alpha frequency bands was studied to understand attention paid by trainees in 3D virtual and slide based training.
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Date Issued: 2017
Identifier: CFE0006935, ucf:51647
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006935

Title: A Holistic Framework for Effective Engineering Leadership Development Using 3D Virtual World Simulation.
Creator: Almalki, Hamed, Rabelo, Luis, Elshennawy, Ahmad, Lee, Gene, Ferreras, Ana, University of Central Florida
Abstract / Description: Problems associated with the limited success of traditional engineering leadership development are the absence of embedded real-life industry case studies in leadership development and incorrect applications of leadership strategies in the various contexts. Though recommended programs for enhancing leadership development exist, they lack an examined framework, especially when it comes to leadership development of undergraduate engineering students. In this research effort, the impact of a...
Show moreProblems associated with the limited success of traditional engineering leadership development are the absence of embedded real-life industry case studies in leadership development and incorrect applications of leadership strategies in the various contexts. Though recommended programs for enhancing leadership development exist, they lack an examined framework, especially when it comes to leadership development of undergraduate engineering students. In this research effort, the impact of a framework using 3D virtual world simulation and the 4-D Leadership System to enhance the leadership abilities of undergraduate engineering students at the individual and team levels based on industrial leadership case studies was investigated. The 3D virtual world simulation was used to provide experiential learning by replacing human beings with avatars that could be managed or dramatized by real people. This framework was examined and validated by a randomized pretest-posttest control group design. Paired and two-sample t-tests revealed a significant development in the average team leadership skills of the experimental group, but no significant change occurred in the control group teams. There was a reduction in the mean of individuals' tests which indicated there was a small enhancement in an individual's leadership skills; however, the change was small and not statistically significant. Also, the administration of the 3D virtual world leadership simulation on the undergraduate engineering students had a significant effect on a team's average leadership skills. There was a small, but insignificant effect of the 3D virtual world simulation for individuals. The findings of the study supported simulation as having potential to strengthen the leadership development of undergraduate engineering students, thereby preparing them to meet industry's demands for engineering leadership.
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Date Issued: 2016
Identifier: CFE0006248, ucf:51087
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006248

Title: Gesture Assessment of Teachers in an Immersive Rehearsal Environment.
Creator: Barmaki, Roghayeh, Hughes, Charles, Foroosh, Hassan, Sukthankar, Gita, Dieker, Lisa, University of Central Florida
Abstract / Description: Interactive training environments typically include feedback mechanisms designed to help trainees improve their performance through either guided- or self-reflection. When the training system deals with human-to-human communications, as one would find in a teacher, counselor, enterprise culture or cross-cultural trainer, such feedback needs to focus on all aspects of human communication. This means that, in addition to verbal communication, nonverbal messages must be captured and analyzed for...
Show moreInteractive training environments typically include feedback mechanisms designed to help trainees improve their performance through either guided- or self-reflection. When the training system deals with human-to-human communications, as one would find in a teacher, counselor, enterprise culture or cross-cultural trainer, such feedback needs to focus on all aspects of human communication. This means that, in addition to verbal communication, nonverbal messages must be captured and analyzed for semantic meaning.?The goal of this dissertation is to employ machine-learning algorithms that semi-automate and, where supported, automate event tagging in training systems developed to improve human-to-human interaction. The specific context in which we prototype and validate these models is the TeachLivE teacher rehearsal environment developed at the University of Central Florida. The choice of this environment was governed by its availability, large user population, ?extensibility and existing reflection tools found within the AMITIES ??framework underlying the TeachLivE system.?Our contribution includes accuracy improvement of the existing data-driven gesture recognition utility from Microsoft; called Visual Gesture Builder. Using this proposed methodology and tracking sensors, we created a gesture database and used it for the implementation of our proposed online gesture recognition and feedback application. We also investigated multiple methods of feedback provision, including visual and haptics. The results from the conducted user studies indicate the positive impact of the proposed feedback applications and informed body language in teaching competency.In this dissertation, we describe the context in which the algorithms have been developed, the importance of recognizing nonverbal communication in this context, the means of providing semi- and fully-automated feedback associated with nonverbal messaging, and a series of preliminary studies developed to inform the research. Furthermore, we outline future research directions on new case studies, and multimodal annotation and analysis, in order to understand the synchrony of acoustic features and gestures in teaching context.
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Date Issued: 2016
Identifier: CFE0006260, ucf:51053
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006260

Title: The Experience of Physical and Social Presence in a Virtual Learning Environment as Impacted by the Affordance of Movement Enabled by Motion Tracking.
Creator: Hayes, Aleshia, Hughes, Charles, Dieker, Lisa, Marino, Matthew, Bailenson, Jeremy, University of Central Florida
Abstract / Description: This research synthesizes existing research findings that social presence (sense of connection with others) and physical presence (sense of being there) increase learning outcomes in Virtual Learning Environments (VLEs) with findings that traditional motion tracking of participants wearing head mounted displays in virtual reality increases both physical and social presence. This information suggests that motion tracking in mixed reality VLEs has a positive impact on social presence and on...
Show moreThis research synthesizes existing research findings that social presence (sense of connection with others) and physical presence (sense of being there) increase learning outcomes in Virtual Learning Environments (VLEs) with findings that traditional motion tracking of participants wearing head mounted displays in virtual reality increases both physical and social presence. This information suggests that motion tracking in mixed reality VLEs has a positive impact on social presence and on physical presence. For this study, the affordance of free movement among virtual objects is enabled by Microsoft Kinect tracking of the user's position that is translated to movement of the virtual camera to simulate user movement and proximity to elements of the virtual environment.This study used a mixed method, multimodal approach including qualitative, subjective, objective, and physiological data to measure social and physical presence. The testbed for this research was TLE TeachLivE(TM), a mixed reality classroom populated with virtual students. The subjective measures are 1) modified Witmer and Singer Questionnaire and 2) Social Presence Instrument (Bailenson, 2002b). The objective measure is a literature based Social Presence Behavioral Coding sheet used to record frequency of occurrences of factors of social presence. Finally, the physiological measure is heart rate as recorded by the MIO Alpha. The primary contribution of this study was that the hypotheses that the affordance of movement in a mixed reality classroom has a positive impact on user perception and experience of a) physical presence and b) social presence in a VLE were supported. This hypothesis was supported in all three measures. The secondary contribution of this research is the literature based Social Presence Behavioral Coding. The final contribution of this research is a research framework that integrates subjective, objective, and physiological measures of social presence in one study. This approach can be applied to various user experience research studies of various VLEs. Finally, in addition to general alignment of the physiological, objective, and subjective measures, there were anecdotal instances of factors of social presence occurring simultaneously with increased heart rate.
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Date Issued: 2015
Identifier: CFE0006220, ucf:51061
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006220

Title: An Empirical Evaluation of an Instrument to Determine the Relationship Between Second-Year Medical Students' Perceptions of NERVE VP Design Effectiveness and Students' Ability to Learn and Transfer Skills from NERVE.
Creator: Reyes, Ramsamooj, Hirumi, Atsusi, Sivo, Stephen, Campbell, Laurie, Cendan, Juan, University of Central Florida
Abstract / Description: Meta-analyses and systematic reviews of literature comparing the use of virtual patients (VPs) to traditional educational methods support the efficacy of VPs (Cook, Erwin, (&) Triola, 2010; Cook (&) Triola, 2009; McGaghie, Issenberg, Cohen, Barsuk, (&) Wayne, 2011). However, VP design research has produced a variety of design features (Bateman, Allen, Samani, Kidd, (&) Davies, 2013; Botezatu, Hult, (&) Fors, 2010a; Huwendiek (&) De Leng, 2010), frameworks (Huwendiek et al., 2009b) and...
Show moreMeta-analyses and systematic reviews of literature comparing the use of virtual patients (VPs) to traditional educational methods support the efficacy of VPs (Cook, Erwin, (&) Triola, 2010; Cook (&) Triola, 2009; McGaghie, Issenberg, Cohen, Barsuk, (&) Wayne, 2011). However, VP design research has produced a variety of design features (Bateman, Allen, Samani, Kidd, (&) Davies, 2013; Botezatu, Hult, (&) Fors, 2010a; Huwendiek (&) De Leng, 2010), frameworks (Huwendiek et al., 2009b) and principles (Huwendiek et al., 2009a) that are similar in nature, but appear to lack consensus. Consequently, researchers are not sure which VP design principles to apply and few validated guidelines are available. To address this situation, Huwendiek et al. (2014) validated an instrument to evaluate the design of VP simulations that focuses on fostering clinical reasoning. This dissertation examines the predictive validity of one instrument proposed by Huwendiek et al. (2014) that examines VP design features. Empirical research provides evidence for the reliability and validity of the VP design effectiveness measure. However, the relationship between the design features evaluated by the instrument to criterion-referenced measures of student learning and performance remains to be examined. This study examines the predictive validity of Huwendiek et al.'s (2014) VP design effectiveness measurement instrument by determining if the design factors evaluated by the instrument are correlated to medical students' performance in: (a) quizzes and VP cases embedded in Neurological Examination Rehearsal Virtual Environment (NERVE), and (b) NERVE-assisted virtual patient/standardized patient (VP/SP) differential diagnosis and SP checklists. It was hypothesized that students' perceptions of effectiveness of NERVE VP design are significantly correlated to the achievement of higher student learning and transfer outcomes in NERVE.The confirmatory factor analyses revealed the effectiveness of NERVE VP design was significantly correlated to student learning and transfer. Significant correlations were found between key design features evaluated by the instrument and students' performance on quizzes and VP cases embedded in NERVE. In addition, significant correlations were found between the NERVE VP design factors evaluated by Huwendiek et al.'s (2014) instrument and students' performance in SP checklists. Findings provided empirical evidence supporting the reliability and predictive validity of Huwendiek et al.'s (2014) instrument.Future research should examine additional sources of validity for Huwendiek et al.'s (2014) VP design effectiveness instrument using larger samples and from other socio-cultural backgrounds and continue to examine the predictive validity of Huwendiek et al.'s (2014) instrument at Level 2 (Learning) and Level 3 (Application) of Kirkpatrick's (1975) four-level model of training evaluation.
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Date Issued: 2016
Identifier: CFE0006166, ucf:51150
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006166

Title: Psychometric Properties of a Social Skills Assessment Using Virtual Environment.
Creator: Le, Thien-An, Beidel, Deborah, Paulson, Daniel, Bowers, Clint, University of Central Florida
Abstract / Description: Background: Social Anxiety Disorder (SAD) is a marked and persistent fear of social and/or performance situations in which embarrassment or scrutiny from others may occur. In children, this marked and persistent fear must be present in peer settings and is not exclusive to interactions with adults (American Psychiatric Association [APA], 2013). Behaviorally, children with SAD may avoid eye contact and exhibit other behavioral symptoms such as stooped shoulders, nail biting, trembling voice,...
Show moreBackground: Social Anxiety Disorder (SAD) is a marked and persistent fear of social and/or performance situations in which embarrassment or scrutiny from others may occur. In children, this marked and persistent fear must be present in peer settings and is not exclusive to interactions with adults (American Psychiatric Association [APA], 2013). Behaviorally, children with SAD may avoid eye contact and exhibit other behavioral symptoms such as stooped shoulders, nail biting, trembling voice, avoidance of social and performance situations, muffled voice, longer speech latency, inappropriate tone or low voice volume, and lack of spontaneous speech (Beidel (&) Turner, 2007; Ollendick, Benoit, (&) Grills-Taquechel, 2014; Spence, Donovan, (&) Brechman-Toussaint, 1999). Currently, there are several methods of assessing symptom severity of SAD, such as structured and semi-structured interviews supplemented by self- and parent-report forms, as well as behavioral assessment of social skills, such as RPTs. However, RPTs inherently present with feasibility concerns as there are several obstacles for its implementation. Thus, the current study will examine the psychometric properties of a VE based social skills assessment as it compares to the traditional RPT. Methods: Participants were 46 children, ages 7 to 14, who underwent two assessment conditions: RPT and VE BAT. Participants were assessed prior to the assessment conditions using the ADIS-C/P and completed several self- and parent-report forms. Participants reported self-ratings of anxiety and acceptability, while blinded observers rated social skills and overall social anxiety. Results: A paired-samples t-test revealed (a) no significant difference in acceptability between the two tasks (t(36) = .209, p (>) .05); (b) the VE BAT elicited somewhat less anxiety and somewhat more skilled social behavior than a comparable and traditional RPT; (c) the VE BAT demonstrated moderate concurrent validity with the SPAI-C (r = .422, p = .004); (d) behaviors were rated as consistent across assessment tasks for speech latency ( r = .367, p = .016), overall effectiveness ( r = .541, p = .000), overall social anxiety (r = .638, p = .000), and SAM ratings (r = .730, p = .000) and; (e) VE BAT was more feasible to implement than the RPT in terms of personnel time (t(45) = 12.87, p = .00, d = 2.69) and costs (t(45) = 12.88, p = .00, d = 1.83). Conclusion: The current study addresses many of the discussed limitations of conducting RPTs and, overall, supports the utilization of VE BATS as a viable alternative to behaviorally assessing social skills in children. Overall, the current study demonstrates acceptability, validity, and feasibility of implementing such a novel method, where a formal RPT is not possible. Further implications for the current study include that VEs have potential in the armamentarium for social skills training with children with SAD.
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Date Issued: 2016
Identifier: CFE0006134, ucf:51178
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006134

Title: A study of student achievement and educational intervention strategies in traditional and virtual format Algebra 1 courses within Volusia County School District.
Creator: Nehrig, Paul, Murray, Kenneth, Doherty, Walter, Baldwin, Gordon, Taylor, Rosemarye, Kennedy, Mary, University of Central Florida
Abstract / Description: The purpose of this study was to compare achievement results of students enrolled in traditional and virtual Algebra 1 courses in the School District of Volusia County, Florida and to identify which educational interventions are utilized by traditional and online teachers to promote student success, especially for at-risk populations. Two research questions guided this study. This study is significant, as school districts expand virtual options for K-12 students to meet legislative mandates...
Show moreThe purpose of this study was to compare achievement results of students enrolled in traditional and virtual Algebra 1 courses in the School District of Volusia County, Florida and to identify which educational interventions are utilized by traditional and online teachers to promote student success, especially for at-risk populations. Two research questions guided this study. This study is significant, as school districts expand virtual options for K-12 students to meet legislative mandates and student demand, while also exploring and developing methods to ensure student success. Student scores on the Florida Algebra 1 End of Course Exam (EOC) were compared to determine what difference, if any, existed in the performance of students in traditional face-to-face classrooms and virtual settings. Surveys were also distributed to traditional brick-and-mortar and virtual teachers to identify which educational interventions were provided to at-risk students and to measure teacher perception of the relative effectiveness of those interventions in each setting.One-sample t-test results indicated a statistically significant difference in the mean scale scores of traditional and virtual students on the Florida Algebra 1 EOC. Survey responses indicated little variation in the interventions provided by teachers to at-risk students in each setting. Low effectiveness ratings for interventions in the Resources category, such as Mentors from the Community, warrant further investigation, as these responses run counter to previous research. Due to this study's small sample and wide disparity between the number of traditional and virtual students, caution is advised in the interpretation of results.
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Date Issued: 2013
Identifier: CFE0005037, ucf:49987
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005037

Title: Watch Me Disappear: Gendered Bodies, Pro-Anorexia, and Self-Injury in Virtual Communities.
Creator: Preston-Sidler, Leandra, Bowdon, Melody, Scott, Blake, Marinara, Martha, Fragala, Maren, University of Central Florida
Abstract / Description: This project examines the relationship between gendered identities, virtual communities, and material bodies, with an emphasis on eating disorders and self-injury practices. The use of the internet to represent and foster particular categories of material bodies, such as the anorexic, the fitness buff, and the self-injurer, has gained substantial visibility due in part to the proliferation of visual imagery presented through social networks. I analyze written and visual texts within specific...
Show moreThis project examines the relationship between gendered identities, virtual communities, and material bodies, with an emphasis on eating disorders and self-injury practices. The use of the internet to represent and foster particular categories of material bodies, such as the anorexic, the fitness buff, and the self-injurer, has gained substantial visibility due in part to the proliferation of visual imagery presented through social networks. I analyze written and visual texts within specific social networks to assess their function and potential impact on individuals and larger communities.Drawing from Donna Haraway's cyborg theory, N. Kathryn Hayles' posthuman, Judith Butler's performativity, feminist poststructural analysis, and the notion of augmented reality, this project explores how individuals rely on social networks, images, and technologies to provide supportive environments for, as well as modify and maintain, specific gendered bodies. Applying feminist interpretations of Foucault's concepts of discipline and (")docile bodies,(") primarily the research and critiques of Susan Bordo, Anne Balsamo, and Armando Favazza (among others), I examine how image sharing and interactions via social networks and communities affect material bodies and function as forms of social control, normalizing and encouraging ultra-thin bodies and dangerous behaviors, including eating disorders, overexercise, and cutting. I also explore subversive strategies of resistance enacted both within and beyond pro-ana and self-injury communities to counter negative messages and promote positive body image in girls and women.
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Date Issued: 2015
Identifier: CFE0005690, ucf:50125
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005690

Title: Environmental Physical(-)Virtual Interaction to Improve Social Presence with a Virtual Human in Mixed Reality.
Creator: Kim, Kangsoo, Welch, Gregory, Gonzalez, Avelino, Sukthankar, Gita, Bruder, Gerd, Fiore, Stephen, University of Central Florida
Abstract / Description: Interactive Virtual Humans (VHs) are increasingly used to replace or assist real humans in various applications, e.g., military and medical training, education, or entertainment. In most VH research, the perceived social presence with a VH, which denotes the user's sense of being socially connected or co-located with the VH, is the decisive factor in evaluating the social influence of the VH(-)a phenomenon where human users' emotions, opinions, or behaviors are affected by the VH. The purpose...
Show moreInteractive Virtual Humans (VHs) are increasingly used to replace or assist real humans in various applications, e.g., military and medical training, education, or entertainment. In most VH research, the perceived social presence with a VH, which denotes the user's sense of being socially connected or co-located with the VH, is the decisive factor in evaluating the social influence of the VH(-)a phenomenon where human users' emotions, opinions, or behaviors are affected by the VH. The purpose of this dissertation is to develop new knowledge about how characteristics and behaviors of a VH in a Mixed Reality (MR) environment can affect the perception of and resulting behavior with the VH, and to find effective and efficient ways to improve the quality and performance of social interactions with VHs. Important issues and challenges in real(-)virtual human interactions in MR, e.g., lack of physical(-)virtual interaction, are identified and discussed through several user studies incorporating interactions with VH systems. In the studies, different features of VHs are prototyped and evaluated, such as a VH's ability to be aware of and influence the surrounding physical environment, while measuring objective behavioral data as well as collecting subjective responses from the participants. The results from the studies support the idea that the VH's awareness and influence of the physical environment can improve not only the perceived social presence with the VH, but also the trustworthiness of the VH within a social context. The findings will contribute towards designing more influential VHs that can benefit a wide range of simulation and training applications for which a high level of social realism is important, and that can be more easily incorporated into our daily lives as social companions, providing reliable relationships and convenience in assisting with daily tasks.
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Date Issued: 2018
Identifier: CFE0007340, ucf:52115
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007340

Title: An Agile Roadmap for Live, Virtual and Constructive-Integrating Training Architecture (LVC-ITA): A Case Study Using a Component based Integrated Simulation Engine.
Creator: Park, Tae Woong, Lee, Gene, Rabelo, Luis, Elshennawy, Ahmad, Kincaid, John, University of Central Florida
Abstract / Description: Conducting seamless Live Virtual Constructive (LVC) simulation remains the most challenging issue of Modeling and Simulation (M(&)S). There is a lack of interoperability, limited reuse and loose integration between the Live, Virtual and/or Constructive assets across multiple Standard Simulation Architectures (SSAs). There have been various theoretical research endeavors about solving these problems but their solutions resulted in complex and inflexible integration, long user-usage time and...
Show moreConducting seamless Live Virtual Constructive (LVC) simulation remains the most challenging issue of Modeling and Simulation (M(&)S). There is a lack of interoperability, limited reuse and loose integration between the Live, Virtual and/or Constructive assets across multiple Standard Simulation Architectures (SSAs). There have been various theoretical research endeavors about solving these problems but their solutions resulted in complex and inflexible integration, long user-usage time and high cost for LVC simulation. The goal of this research is to provide an Agile Roadmap for the Live Virtual Constructive-Integrating Training Architecture (LVC-ITA) that will address the above problems and introduce interoperable LVC simulation. Therefore, this research describes how the newest M(&)S technologies can be utilized for LVC simulation interoperability and integration. Then, we will examine the optimal procedure to develop an agile roadmap for the LVC-ITA.In addition, this research illustrated a case study using an Adaptive distributed parallel Simulation environment for Interoperable and reusable Model (AddSIM) that is a component based integrated simulation engine. The agile roadmap of the LVC-ITA that reflects the lessons learned from the case study will contribute to guide M(&)S communities to an efficient path to increase interaction of M(&)S simulation across systems.
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Date Issued: 2015
Identifier: CFE0005682, ucf:52867
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005682

Title: SINBAD AUTOMATION OF SCIENTIFIC PROCESS: FROM HIDDEN FACTOR ANALYSIS TO THEORY SYNTHESIS.
Creator: KURSUN, OLCAY, Favorov, Oleg V., University of Central Florida
Abstract / Description: Modern science is turning to progressively more complex and data-rich subjects, which challenges the existing methods of data analysis and interpretation. Consequently, there is a pressing need for development of ever more powerful methods of extracting order from complex data and for automation of all steps of the scientific process. Virtual Scientist is a set of computational procedures that automate the method of inductive inference to derive a theory from observational data dominated by...
Show moreModern science is turning to progressively more complex and data-rich subjects, which challenges the existing methods of data analysis and interpretation. Consequently, there is a pressing need for development of ever more powerful methods of extracting order from complex data and for automation of all steps of the scientific process. Virtual Scientist is a set of computational procedures that automate the method of inductive inference to derive a theory from observational data dominated by nonlinear regularities. The procedures utilize SINBAD – a novel computational method of nonlinear factor analysis that is based on the principle of maximization of mutual information among non-overlapping sources (Imax), yielding higher-order features of the data that reveal hidden causal factors controlling the observed phenomena. One major advantage of this approach is that it is not dependent on a particular choice of learning algorithm to use for the computations. The procedures build a theory of the studied subject by finding inferentially useful hidden factors, learning interdependencies among its variables, reconstructing its functional organization, and describing it by a concise graph of inferential relations among its variables. The graph is a quantitative model of the studied subject, capable of performing elaborate deductive inferences and explaining behaviors of the observed variables by behaviors of other such variables and discovered hidden factors. The set of Virtual Scientist procedures is a powerful analytical and theory-building tool designed to be used in research of complex scientific problems characterized by multivariate and nonlinear relations.
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Date Issued: 2004
Identifier: CFE0000043, ucf:46124
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000043

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Virtual Environment (5)	+ -
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Florida Virtual School (4)	+ -
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