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Title: Objectively Defining Scenario Complexity: Towards Automated, Adaptive Scenario-Based Training.
Creator: Dunn, Robert, Sivo, Stephen, Hoffman, Bobby, Hartshorne, Richard, Bowers, Clint, University of Central Florida
Abstract / Description: 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.
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Date Issued: 2014
Identifier: CFE0005789, ucf:50062
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005789

Title: QUALITY OF SERVICE MEASURES AT SIGNALIZED INTERSECTIONS.
Creator: Goyal, Kamal, Radwan, Essam, University of Central Florida
Abstract / Description: The concept of using qualitative measures to describe the quality of service at signalized intersections provided by different designs and controls has been discussed in numerous conferences. Such measures may include driver's comfort, convenience, anxiety, and preferences. The primary objective of this study was to demonstrate the feasibility of using the University of Central Florida's interactive driving simulator to execute several scenarios involving different unusual design and...
Show moreThe concept of using qualitative measures to describe the quality of service at signalized intersections provided by different designs and controls has been discussed in numerous conferences. Such measures may include driver's comfort, convenience, anxiety, and preferences. The primary objective of this study was to demonstrate the feasibility of using the University of Central Florida's interactive driving simulator to execute several scenarios involving different unusual design and operation practices to measure the quality of service at a signalized intersection. This thesis describes the scenarios, the experiments conducted, the data collected, and analysis of results. Signalized intersections with 3 types of characteristic features were identified for this study. They included 1. A lane dropping on the downstream side of the intersection 2. Misalignment of traffic lanes between the approach and downstream side 3. Shared left turn and through traffic lane or separate lanes for each approaching the intersection The experimental phase consisted of a brief orientation session to get acclimated to the driving simulator followed by two driving scenarios presented to all subjects. Each scenario consisted of a drive through an urban section of the simulator's visual data base where each subject encountered a Type 1, 2 and 3 intersections. A total of 40 subjects, 25 males and 15 females were recruited for the experiment. Data logging at 60 Hz for each scenario consisted of time-stamped values of x-position and y-position of the simulator vehicle, steering, accelerator and brake inputs by the driver, and vehicle speed. After the experiment a questionnaire soliciting opinions and reactions about each intersection was administered. Simulator experiment results showed that there was a significant difference between the merge lengths for the two cases of Type 1 intersection (lane drop on the downstream side of the intersection). For Type 2 intersection (misalignment of traffic lanes between the approach and downstream side) there was a considerable difference between the average paths followed by subjects for the two cases. For Type 3 intersection (shared left and through traffic lane approaching the intersection) the simulator experiment supported the fact that people get frustrated when trapped behind a left turning vehicle in a joint left and through lane intersection and take evasive actions to cross the intersection as soon as possible.
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Date Issued: 2005
Identifier: CFE0000786, ucf:46574
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000786

Title: Automatic Scenario Generation using Procedural Modeling Techniques.
Creator: Martin, Glenn, Hughes, Charles, Moshell, Jack, Fiore, Stephen, Orooji, Ali, University of Central Florida
Abstract / Description: Training typically begins with a pre-existing scenario. The training exercise is performed and then an after action review is sometimes held. This (")training pipeline(") is repeated for each scenario that will be used that day. This approach is used routinely and often effectively, yet it has a number of aspects that can result in poor training. In particular, this process commonly has two associated events that are undesirable. First, scenarios are re-used over and over, which can reduce...
Show moreTraining typically begins with a pre-existing scenario. The training exercise is performed and then an after action review is sometimes held. This (")training pipeline(") is repeated for each scenario that will be used that day. This approach is used routinely and often effectively, yet it has a number of aspects that can result in poor training. In particular, this process commonly has two associated events that are undesirable. First, scenarios are re-used over and over, which can reduce their effectiveness in training. Second, additional responsibility is placed on the individual training facilitator in that the trainer must now track performance improvements between scenarios. Taking both together can result in a multiplicative degradation in effectiveness. Within any simulation training exercise, a scenario definition is the starting point. While these are, unfortunately, re-used and over-used, they can, in fact, be generated from scratch each time. Typically, scenarios include the entire configuration for the simulators such as entities used, time of day, weather effects, entity starting locations and, where applicable, munitions effects. In addition, a background story (exercise briefing) is given to the trainees. The leader often then develops a mission plan that is shared with the trainee group. Given all of these issues, scientists began to explore more purposeful, targeted training. Rather than an ad-hoc creation of a simulation experience, there was an increased focus on the content of the experience and its effects on training. Previous work in scenario generation, interactive storytelling and computational approaches, while providing a good foundation, fall short on addressing the need for adaptive, automatic scenario generation. This dissertation addresses this need by building up a conceptual model to represent scenarios, mapping that conceptual model to a computational model, and then applying a newer procedural modeling technique, known as Functional L-systems, to create scenarios given a training objective, scenario complexity level desired, and sets of baseline and vignette scenario facets.A software package, known as PYTHAGORAS, was built and is presented that incorporates all these contributions into an actual tool for creating scenarios (both manual and automatic approaches are included). This package is then evaluated by subject matter experts in a scenario-based (")Turing Test(") of sorts where both system-generated scenarios and human-generated scenarios are evaluated by independent reviewers. The results are presented from various angles.Finally, a review of how such a tool can affect the training pipeline is included. In addition, a number of areas into which scenario generation can be expanded are reviewed. These focus on additional elements of both the training environment (e.g., buildings, interiors, etc.) and the training process (e.g., scenario write-ups, etc.).
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Date Issued: 2012
Identifier: CFE0004265, ucf:49525
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004265

Title: TRACTOR-TRAILER SIMULATION AND THE ASSESSMENT OF TRAINING SCENARIOS FOR CITY-DRIVING: SKILL BUILDING IN THE AREA OF LEFT AND RIGHT TURNS.
Creator: Whitmire, James D., II, Kincaid, Peter, University of Central Florida
Abstract / Description: A simulated inner-city training scenario was found to increase skills in the area of turning when compared with a simulated off-track training scenario. To answer this question, two groups of ten participants (5 women and 5 men) were tested using three scripted scenarios focusing on left and right turns. The first training scenario (control group) is an off-track training scenario, which consists of a large asphalt lot and the use of orange cones; the second training scenario (experimental...
Show moreA simulated inner-city training scenario was found to increase skills in the area of turning when compared with a simulated off-track training scenario. To answer this question, two groups of ten participants (5 women and 5 men) were tested using three scripted scenarios focusing on left and right turns. The first training scenario (control group) is an off-track training scenario, which consists of a large asphalt lot and the use of orange cones; the second training scenario (experimental group) is an inner-city training scenario without the presence of vehicular traffic; and the third scenario (test scenario) is an inner-city scenario with the presence of vehicular traffic. A subject matter expert, who is also a former driver and trainer, evaluated and scored all participants on four critical turns (2 left and 2 rights). The apparatus used for this study was the V-sim non-motion simulator from General Electric (GE). A 2 x 4 factorial analysis was utilized to examine conditional differences as well as gender differences. While there were no gender differences, the results for overall turns were significant, F(1, 16) = 7.14, p = .017, η² = 3.09. The mean for the control group was (M = 20.50, SD = 9.59) with the experimental group at, (M = 31.10, SD = 7.26).
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Date Issued: 2004
Identifier: CFE0000001, ucf:46131
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000001

Title: AUTOMATED SCENARIO GENERATION SYSTEM IN A SIMULATION.
Creator: Tomizawa, Hajime, Gonzalez, Avelino, University of Central Florida
Abstract / Description: Developing training scenarios that induce a trainee to utilize specific skills is one of the facets of simulation-based training that requires significant effort. Simulation-based training systems have become more complex in recent years. Because of this added complexity, the amount of effort required to generate and maintain training scenarios has increased. This thesis describes an investigation into automating the scenario generation process. The Automated Scenario Generation System (ASGS)...
Show moreDeveloping training scenarios that induce a trainee to utilize specific skills is one of the facets of simulation-based training that requires significant effort. Simulation-based training systems have become more complex in recent years. Because of this added complexity, the amount of effort required to generate and maintain training scenarios has increased. This thesis describes an investigation into automating the scenario generation process. The Automated Scenario Generation System (ASGS) generates expected action flow as contexts in chronological order from several events and tasks with estimated time for the entire training mission. When the training objectives and conditions are defined, the ASGS will automatically generate a scenario, with some randomization to ensure no two equivalent scenarios are identical. This makes it possible to train different groups of trainees sequentially who may have the same level or training objectives without using a single scenario repeatedly. The thesis describes the prototype ASGS and the evaluation results are described and discussed. SVSTM Desktop is used as the development infrastructure for ASGS as prototype training system.
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Date Issued: 2006
Identifier: CFE0001336, ucf:47002
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001336

Title: INVESTIGATING THE OPTIMAL PRESENTATION OF FEEDBACK IN SIMULATION-BASED TRAINING: AN APPLICATION OF THE COGNITIVE THEORY OF MULTIMEDIA LEARNING.
Creator: Van Buskirk, Wendi, Bowers, Clint, University of Central Florida
Abstract / Description: There are many different training interventions that can be used in simulation based training systems (e.g., cueing, hinting, highlighting, deliberate practice, etc.). However, the most widely used training intervention in the military is feedback, most often presented in the form of a debrief. With advances in technology, it is possible to measure and diagnose performance in real-time. Thus it is possible to provide immediate feedback during scenarios. However, training systems designers...
Show moreThere are many different training interventions that can be used in simulation based training systems (e.g., cueing, hinting, highlighting, deliberate practice, etc.). However, the most widely used training intervention in the military is feedback, most often presented in the form of a debrief. With advances in technology, it is possible to measure and diagnose performance in real-time. Thus it is possible to provide immediate feedback during scenarios. However, training systems designers should not consider the timing of feedback in isolation. There are other parameters of feedback that must also be considered which may have an impact on performance. Specifically, feedback content and modality may also have an impact on the appropriate timing of feedback and its' effectiveness in simulation training environments. Moreno and Mayer (2000) propose a cognitive theory of multimedia learning which describes how instruction is perceived and processed by a trainee. Using this theoretical framework, I investigate the optimal use of feedback while considering the interaction of feedback timing, content, and modality in scenario-based training environments. In order to investigate the relationship between the timing, modality, and content of feedback, a 2 (immediate, delayed) X 2 (visual, auditory) X 2 (process, outcome) between-subjects design was used (a no feedback control condition was also included). Ninety participants were randomly assigned to the nine experimental groups. These participants performed a visual-spatial military task called the Forward Observer PC-based Simulation. Results indicated that receiving feedback was beneficial to improve performance as compared to receiving no feedback. As hypothesized, during a visual-spatial task, auditory feedback presented during a scenario led to higher performance than visual feedback. Finally, while I did not support my hypothesis that an interaction between all three components of feedback would affect performance, it is promising that the pattern of results mirrored the hypothesized pattern. Theoretical and practical implications, as well as limitations of the current study and directions for future research are discussed.
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Date Issued: 2011
Identifier: CFE0003604, ucf:48875
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003604

Title: Designing a Virtual Embedded Scenario-Based Military Simulation Training Program using Educational and Design Instructional Strategies.
Creator: Cook, Christina, Hopp, Carolyn, Gunter, Glenda, Hewitt, Randall, Vitale, Thomas, University of Central Florida
Abstract / Description: The purpose of this dissertation in practice was to develop and implement a new training program for designers of military intelligence simulation scenarios used to train soldiers. The use of education and design instructional strategies assisted in the ability for designers to gain mastery skills in creating realistic, high-fidelity scenarios that are applied in the training process. The use of simulation scenarios to train adult learners has increased significantly with improvements in...
Show moreThe purpose of this dissertation in practice was to develop and implement a new training program for designers of military intelligence simulation scenarios used to train soldiers. The use of education and design instructional strategies assisted in the ability for designers to gain mastery skills in creating realistic, high-fidelity scenarios that are applied in the training process. The use of simulation scenarios to train adult learners has increased significantly with improvements in technology and its fidelity to engage learners in a realistic way. Despite these advances, the lack of effective design, implementation and analysis of military simulation training programs in the military intelligence community has led to a decrease in simulation utilization, as in the case of the organization examined in this problem of practice. The current training program's increasing difficulties with consistent use by military intelligence simulation scenario designers were discovered in the results of a gap analysis conducted in 2014, prompting this design. This simulation design aimed to examine: (1) a research-based design methodology to match training requirements for the designers, (2) formative assessment of performance and (3) a research-based evaluation framework to determine the effectiveness of the new training program. For the organization's training program, a Simulation-Based Embedded Training (SBET) solution using scenarios was conceived based on research grounded in cognitive theory and instructional design considerations for simulations. As a structured framework for how to design and implement an effective and sustained training program, the educational instructional design model, ADDIE, was used. This model allowed for continual flexibility in each phase to evaluate and implement changes iteratively. The instructional model and its techniques were used with fidelity, specifically for training the designers of the simulation system. Industries will continue to increase the use of simulation as advances in technologies offer more realistic, safe, and complex training environments.A detailed strategy was provided specific to the organization using a research-based instructional approach integrated into program requirements set forth by the government. This proposed solution, supported by research in the application of instructional strategies, is specific to this organization; however, the training program design differs from other high-fidelity military simulator training programs through its use of dispersed training to the simulation scenario designers using realistic scenarios to mimic the tasks that the designers themselves must create. The difference in the solution in this dissertation in practice is: 1) that the simulation scenarios are designed without the help of subject matter experts by using the embedded instructional strategies and 2) the design is to the fidelity of realism required for military intelligence training exercises.
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Date Issued: 2018
Identifier: CFE0006990, ucf:51617
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006990

Title: EFFECTIVE TIMING OF FEEDBACK DURING SCENARIO BASED TEAM TRAINING WITHIN A SIMULATED ENVIRONMENT.
Creator: Astwood, Randolph, Smith-Jentsch, Kimberly, University of Central Florida
Abstract / Description: Scenario based training (SBT) allows organizations to train the competencies necessary for effective performance in an environment that replicates critical aspects of the transfer or operational setting. One of the most salient training features that can be delivered during SBT is feedback. Task feedback may be provided to trainees either during a training scenario (immediately following actions) or between training scenarios (after action review). However, little is known regarding the...
Show moreScenario based training (SBT) allows organizations to train the competencies necessary for effective performance in an environment that replicates critical aspects of the transfer or operational setting. One of the most salient training features that can be delivered during SBT is feedback. Task feedback may be provided to trainees either during a training scenario (immediately following actions) or between training scenarios (after action review). However, little is known regarding the effects of immediate versus delayed feedback given to teams. Prior research on training individuals suggests that immediate feedback improves performance as assessed immediately after training (acquisition performance), however delayed feedback improves performance after time has passed (retention performance). Moreover, several individual training studies have found that trainee goal orientation moderates the influence of instructional features such as goal difficulty and content organization. I hypothesized that team member goal orientation would also moderate the influence of feedback timing on team performance. Three facets of goal orientation were assessed. Learning goal orientation refers to the extent to which individuals strive towards the mastery of skills for the sake of continuous improvement. Prove goal orientation refers to the extent to which individuals strive to demonstrate their own competence to others. Finally, avoid goal orientation refers to the extent to which individuals seek to avoid demonstrating their incompetence to others. Participants were 160 undergraduate psychology students assigned to 80 two-person teams. These teams were trained and tested using a simulated military task called the Forward Observer Personal Computer-based Simulator. Teams received 36 minutes of training prior to performing a skill acquisition test on day one of the experiment. One week later teams returned to perform a skill retention test. Teams were randomly assigned to receive immediate feedback during their team training scenarios or delayed feedback following each training scenario. Results indicated that the timing of feedback had no impact on acquisition performance. As predicted, however, teams that had received delayed feedback outperformed those that had received immediate feedback on the retention test. Moreover, the positive impact of delayed feedback on retention performance was greatest for teams that scored higher on a measure of state learning goal orientation on the day of their training. This interaction was mediated by the team's perception of the instrumentality of the feedback provided to them. Theoretical and practical implications, as well as, limitations and directions for future research are discussed.
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Date Issued: 2009
Identifier: CFE0002672, ucf:48244
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002672

Title: Instructional Strategies for Scenario-Based Training of Human Behavior Cue Analysis with Robot-Aided Intelligence, Surveillance, Reconnaissance.
Creator: Salcedo, Julie, Lackey, Stephanie, Reinerman, Lauren, Barber, Daniel, Kincaid, John, Matthews, Gerald, University of Central Florida
Abstract / Description: The U.S. Army desires to improve safety during Intelligence, Surveillance, Reconnaissance (ISR) operations by removing Warfighters from direct line-of-fire by enhancing ISR operational capabilities with unmanned systems, also known as Robot-Aided ISR (RAISR) (DOD, 2013). Additionally, RAISR presents an opportunity to fulfill ISR capability requirements of modern combat environments including: detection of High-Value Individuals (HVI) from safer distances, identification of baseline behavior,...
Show moreThe U.S. Army desires to improve safety during Intelligence, Surveillance, Reconnaissance (ISR) operations by removing Warfighters from direct line-of-fire by enhancing ISR operational capabilities with unmanned systems, also known as Robot-Aided ISR (RAISR) (DOD, 2013). Additionally, RAISR presents an opportunity to fulfill ISR capability requirements of modern combat environments including: detection of High-Value Individuals (HVI) from safer distances, identification of baseline behavior, and interpretation of adversarial intent (U.S. Army, 2008). Along with the demand and projected acquisition of RAISR technology, there is the added need to design training requirements for system operation and task execution instruction. While documentation identifying specific training standards and objectives for ISR tasks utilizing unmanned systems is limited (DOD, 2013), simulation-based training has been identified as a critical training medium for RAISR (U.S. Army, 2008). ISR analysts will primarily conduct RAISR tasks via Indirect Vision Displays (IVD) which transition well into multimodal simulations (Salcedo, Lackey, (&) Maraj, 2014). However, simulation alone may not fulfill the complex training needs of RAISR tasks, therefore, incorporating instructional support may improve the effectiveness of training (Oser, Gualtieri, Cannon-Bowers, (&) Salas, 1999). One method to accomplish this is to utilize a Scenario-Based Training (SBT) framework enhanced with instructional strategies to target specific training objectives.The purpose for the present experiment was to assess the effectiveness of SBT enhanced with selected instructional strategies for a PC-based RAISR training simulation. The specific task type was the identification of HVIs within a group through behavior cue analysis. The instructional strategies assessed in this experiment, Highlighting and Massed Exposure, have shown to improve attentional weighting, visual search, and pattern recognition skills, which are critical for successful behavior cue analysis. Training effectiveness was evaluated by analyzing the impact of the instructional strategies on performance outcomes, including detection accuracy, classification accuracy, and median response time, and perceptions of the level of engagement, immersion, and presence during training exercises. Performance results revealed that the Massed Exposure strategy produced significantly faster response times for one subtle and one familiar target behavior cue. Perception results indicated that Highlighting was the least challenging instructional strategy and the Control offered the preferred level of challenge. The relationships between performance and perception measures revealed that higher levels of engagement, immersion, and presence were associated with better performance in the Control, but this trend did not always hold for Massed Exposure and Highlighting. Furthermore, presence emerged as the primary predictor of performance for select target behavior cues in the Control and Massed Exposure conditions, while immersion and engagement predicted performance of select cues in the Highlighting condition. The findings of the present experiment point to the potential benefit of SBT instructional strategies to improve effectiveness of simulation-based training for behavior cue analysis during RAISR operations. Specifically, the findings suggest that the Massed Exposure strategy has the potential to improve response time when detecting both familiar and novel targets. The results also highlight directions for future research to investigate methods to alter instructional strategy design and delivery in order to improve trainee perceptions of the instruction.
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Date Issued: 2014
Identifier: CFE0005705, ucf:50151
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005705

Title: Curriculum Vocabulary Acquisition of 4th Graders Using a Language-Sensitive Teaching Approach.
Creator: Spielvogel, Joanna, Ehren, Barbara, Schwartz, Jamie, Mckeown, Susan, University of Central Florida
Abstract / Description: The purpose of this pilot study was to determine if a direct, explicit method of teaching vocabulary with a Vocabulary Scenario Technique-Language Sensitive protocol (VST-LS) would yield gains in the vocabulary knowledge of 4th grade students greater than those seen in 4th grade students receiving vocabulary instruction typical to some general education classrooms. VST-LS is a detailed description of procedures intended to be used by a teacher in a general education classroom for direct...
Show moreThe purpose of this pilot study was to determine if a direct, explicit method of teaching vocabulary with a Vocabulary Scenario Technique-Language Sensitive protocol (VST-LS) would yield gains in the vocabulary knowledge of 4th grade students greater than those seen in 4th grade students receiving vocabulary instruction typical to some general education classrooms. VST-LS is a detailed description of procedures intended to be used by a teacher in a general education classroom for direct vocabulary instruction. The VST-LS protocol provides for 14 word encounters involving listening, reading, writing, and speaking. Forty-one 4th grade students consisting of 18 males and 23 females participated in the study. All participants were attending a suburban elementary school in a large urban-suburban school district. Two 4th grade teachers at the suburban elementary school agreed to participate in the study. One of the teachers who agreed to participate in the study had previously participated in a Vocabulary Scenario Technique pilot study (Ehren, Zadroga, (&) Proly, 2010); therefore, her 4th grade classroom was designated as the treatment group and the second 4th grade classroom was designated as the comparison group. The treatment group received direct vocabulary instruction by a graduate student speech language pathologist (SLP) using the VST-LS protocol. The comparison group received vocabulary instruction by a 4th grade teacher using word study activities typical to some general education classrooms. Both the treatment group and the comparison group were taught 32 preselected curriculum vocabulary words across four consecutive weeks. Eight words were taught per week, for four weeks, during three thirty minute instruction periods (dosage = 6 hours). Two pre-test/post-test vocabulary measures, a multiple choice synonym test and a fill-in-the-blank/word-bank sentence test, were used to document both the treatment group and comparison group performances. Both the synonym pre-test and the sentence pre-test were administered to the treatment group and the comparison group one week prior to the commencement of the pilot study. Both the synonym post-test and the sentence post-test were administered to the treatment group and the comparison group one week after the conclusion of the study. A one way analysis of covariance (ANCOVA) was used to examine the treatment effects of the VST-LS protocol in comparison to treatment effects of vocabulary instruction typical to some mainstream classrooms. The ANCOVA testing indicated that there was a statistically significant difference in post-test scores for both the synonym measure, F(1, 35) = 14.76, p (<) .001, and the sentence measure, F(1, 34) = 43.66, p (<) .001, between the treatment condition and the comparison condition, when controlling for pre-test scores on both the synonym measure and the sentence measure. A large effect size was demonstrated, indicated by group, in regard to both the synonym measure, partial ?2 = .30, and the sentence measure, partial ?2 = .56. On average, participants in the treatment condition scored higher on both the synonym measure (M = 24.33, SE = 0.77) and the sentence measure (M = 26.24, SE = 0.76) than did the study participants in the comparison condition (synonym measure: M = 20.14, SE = 0.77; sentence measure: M = 19.03, SE = 0.78).The result of the VST-LS pilot study indicated that this method of direct vocabulary instruction was more successful in generating vocabulary gains in 4th grade students than was vocabulary instruction typically seen in general education classrooms. Additionally, the result indicated that the VST-LS protocol has potential as a viable, efficient method for teachers to use when directly teaching curriculum vocabulary words to 4th grade students in general education classrooms. A summary of the findings, limitations of the study, and suggestions for the direction of future research are discussed.
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Date Issued: 2011
Identifier: CFE0004169, ucf:49084
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004169

Title: Sustainability Assessment of a Municipal Utility Complex: a System of Systems Approach.
Creator: Fahmy, Tarek, Oloufa, Amr, Tatari, Omer, Al-Deek, Haitham, Kincaid, John, University of Central Florida
Abstract / Description: Construction of municipal utility complexes has to support continuing population growth, economic development, and a widespread of social interest in environmental preservation. Municipalities face challenges in designing, constructing, and operating environmentally sustainable utility complexes, and their primary goal in developing such a complex is to minimize the environmental impact resulting from energy production and waste treatment (both liquid and solid), management, and disposal....
Show moreConstruction of municipal utility complexes has to support continuing population growth, economic development, and a widespread of social interest in environmental preservation. Municipalities face challenges in designing, constructing, and operating environmentally sustainable utility complexes, and their primary goal in developing such a complex is to minimize the environmental impact resulting from energy production and waste treatment (both liquid and solid), management, and disposal. However, decision and policy makers lack a system of systems approach that takes into account multiple interdependent systems comprised of the functional system (infrastructure, facilities, operations within the complex), the economic system, the social/cultural system, and the environmental system (environmental impact on air, water, soil). This research proposes a decision support system (DSS) with a new methodology using Vensim software and system dynamics methodology to assess the sustainability of a municipal utility complex system. This DSS incorporates 1) multiple interdependent systems, 2) multiple sustainability/performance indices, and 3) composite sustainability index. Engineers, managers, and researchers should benefit from a system of systems perspective, and from the application of a sustainability assessment method that is developed to provide an environmentally-conscious design, construction and management. Although a municipal utility complex is built with synergistic opportunities for integration of processes of a wastewater treatment plant, a resource recovery facility (aka waste-to-energy (WTE) or incineration facility), a material recycling facility (MRF), and a landfill; engineers tend to use the traditional sustainability assessment methods only to assess the life cycle (LCA) of each system's process over time. They might not necessarily incorporate an assessment based on system dynamics of the functional, economic, environmental, and social/cultural systems. Data from a case study is utilized in this dissertation based on the municipal utility complex in Pasco County in the western region of the State of Florida, USA.
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Date Issued: 2015
Identifier: CFE0005944, ucf:50809
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005944

Title: A New Paradigm Integrating Business Process Modeling and Use Case Modeling.
Creator: Brown, Barclay, Karwowski, Waldemar, Thompson, William, Lee, Gene, O'Neal, Thomas, University of Central Florida
Abstract / Description: The goal of this research is to develop a new paradigm integrating the practices of business process modeling and use case modeling. These two modeling approaches describe the behavior of organizations and systems, and their interactions, but rest on different paradigms and serve different needs. The base of knowledge and information required for each approach is largely common, however, so an integrated approach has advantages in efficiency, consistency and completeness of the overall...
Show moreThe goal of this research is to develop a new paradigm integrating the practices of business process modeling and use case modeling. These two modeling approaches describe the behavior of organizations and systems, and their interactions, but rest on different paradigms and serve different needs. The base of knowledge and information required for each approach is largely common, however, so an integrated approach has advantages in efficiency, consistency and completeness of the overall behavioral model. Both modeling methods are familiar and widely used. Business process modeling is often employed as a precursor to the development of a system to be used in a business organization. Business process modeling teams and stakeholders may spend months or years developing detailed business process models, expecting that these models will provide a useful base of information for system designers. Unfortunately, as the business process model is analyzed by the system designers, it is found that information needed to specify the functionality of the system does not exist in the business process model. System designers may then employ use case modeling to specify the needed system functionality, again spending significant time with stakeholders to gather the needed input. Stakeholders find this two-pass process redundant and wasteful of time and money since the input they provide to both modeling teams is largely identical, with each team capturing only the aspects relevant to their form of modeling. Developing a new paradigm and modeling approach that achieves the objectives of both business process modeling and use case modeling in an integrated form, in one analysis pass, results in time savings, increased accuracy and improved communication among all participants in the systems development process.Analysis of several case studies will show that inefficiency, wasted time and overuse of stakeholder resource time results from the separate application of business process modeling and use case modeling. A review of existing literature on the subject shows that while the problem of modeling both business process and use case information in a coordinated fashion has been recognized before, there are few if any approaches that have been proposed to reconcile and integrate the two methods. Based on both literature review and good modeling practices, a list of goals for the new paradigm and modeling approach forms the basis for the paradigm to be created.A grounded theory study is then conducted to analyze existing modeling approaches for both business processes and use cases and to provide an underlying theory on which to base the new paradigm. The two main innovations developed for the new paradigm are the usage process and the timebox. Usage processes allow system usages (use cases) to be identified as the business process model is developed, and the two to be shown in a combined process flow. Timeboxes allow processes to be positioned in time-relation to each other without the need to combine processes into higher level processes using causal relations that may not exist. The combination of usage processes and timeboxes allows any level of complex behavior to be modeled in one pass, without the redundancy and waste of separate business process and use case modeling work.Several pilot projects are conducted to test the new modeling paradigm in differing modeling situations with participants and subject matter experts asked to compare the traditional models with the new paradigm formulations.
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Date Issued: 2015
Identifier: CFE0005583, ucf:50270
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005583

Title: Physical-Virtual Patient Simulators: Bringing Tangible Humanity to Simulated Patients.
Creator: Daher, Salam, Welch, Gregory, Gonzalez, Laura, Cendan, Juan, Proctor, Michael, University of Central Florida
Abstract / Description: In lieu of real patients, healthcare educators frequently use simulated patients. Simulated patients can be realized in physical form, such as mannequins and trained human actors, or virtual form, such as via computer graphics presented on two-dimensional screens or head-mounted displays. Each of these alone has its strengths and weaknesses. I introduce a new class of physical-virtual patient (PVP) simulators that combine strengths of both forms by combining the flexibility and richness of...
Show moreIn lieu of real patients, healthcare educators frequently use simulated patients. Simulated patients can be realized in physical form, such as mannequins and trained human actors, or virtual form, such as via computer graphics presented on two-dimensional screens or head-mounted displays. Each of these alone has its strengths and weaknesses. I introduce a new class of physical-virtual patient (PVP) simulators that combine strengths of both forms by combining the flexibility and richness of virtual patients with tangible characteristics of a human-shaped physical form that can also exhibit a range of multi-sensory cues, including visual cues (e.g., capillary refill and facial expressions), auditory cues (e.g., verbal responses and heart sounds), and tactile cues (e.g., localized temperature and pulse). This novel combination of integrated capabilities can improve patient simulation outcomes. In my Ph.D. work I focus on three primary areas of related research. First, I describe the realization of the technology for PVPs and results from two user-studies to evaluate the importance of dynamic visuals and human-shaped physical form in terms of perception, behavior, cognition, emotions, and learning.Second, I present a general method to numerically evaluate the compatibility of any simulator-scenario pair in terms of importance and fidelity of cues. This method has the potential to make logistical, economic, and educational impacts on the choices of utilizing existing simulators.Finally, I describe a method for increasing human perception of simulated humans by exposing participants to the simulated human taking part in a short, engaging conversation prior to the simulation.
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Date Issued: 2018
Identifier: CFE0007750, ucf:52402
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007750

Scenario-Based Training (2)	+ -
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