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Title: GAME ASSESSMENT FOR MILTARY APPLICATION.
Creator: McNeese, Patricia, Boote, David, University of Central Florida
Abstract / Description: The primary purpose of conducting this research was to establish game assessment guidelines and characteristics for integrating elected characteristics of games into ongoing instructional approaches. The cost of repurposing commercial-off-the-shelf (COTS) games could offer a considerably lower cost alternative than the cost of creating a new instructional game developed for a specific instructional goal. The McNeese Game Assessment Tool (MGAT), created for the assessment of games in this...
Show moreThe primary purpose of conducting this research was to establish game assessment guidelines and characteristics for integrating elected characteristics of games into ongoing instructional approaches. The cost of repurposing commercial-off-the-shelf (COTS) games could offer a considerably lower cost alternative than the cost of creating a new instructional game developed for a specific instructional goal. The McNeese Game Assessment Tool (MGAT), created for the assessment of games in this usability study, is currently in a beta stage and was found to have potential for future game assessment. The overall assessment indicated that the tool was effective in analyzing game products for reuse potential and that the five instruments that make up the tool did meet the purpose of the design. However, the study also indicated that the instruments needed recommended modifications and further testing with a larger population group before the tool could be utilized. The assessment process identified in this study was a step forward in the area of game and simulation integration research. This study indicated that more research is needed in the area of instructional design to enhance instructional integration goals for future game, simulation and training applications.
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Date Issued: 2009
Identifier: CFE0002602, ucf:48257
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002602

Title: ADAPTIVE FEEDBACK IN SIMULATION-BASED TRAINING.
Creator: Billings, Deborah, Gilson, Richard, University of Central Florida
Abstract / Description: Feedback is essential to guide performance in simulation-based training (SBT) and to refine learning. Generally outcomes improve when feedback is delivered with personalized tutoring that tailors specific guidance and adapts feedback to the learner in a one-to-on environment. Therefore, emulating by automation these adaptive aspects of human tutors in SBT systems should be an effective way to train individuals. This study investigates the efficacy of automating different types of feedback in...
Show moreFeedback is essential to guide performance in simulation-based training (SBT) and to refine learning. Generally outcomes improve when feedback is delivered with personalized tutoring that tailors specific guidance and adapts feedback to the learner in a one-to-on environment. Therefore, emulating by automation these adaptive aspects of human tutors in SBT systems should be an effective way to train individuals. This study investigates the efficacy of automating different types of feedback in a SBT system. These include adaptive bottom-up feedback (i.e., detailed feedback, changing to general as proficiency develops) and adaptive top-down feedback (i.e., general feedback, changing to detailed if performance fails to improve). Other types of non-adaptive feedback were included for performance comparisons as well as to examine the overall cognitive load. To test hypotheses, 130 participants were randomly assigned to five conditions. Two feedback conditions employed adaptive approaches (bottom-up and top-down), two used non-adaptive approaches (constant detailed and constant general), and one functioned as a control group (i.e., only a performance score was given). After preliminary training on the simulator system, participants completed four simulated search and rescue missions (three training missions and one transfer mission). After each training mission, all participants received feedback relative to the condition they were assigned. Overall performance on missions, knowledge post-test scores, and subjective cognitive load were measured and analyzed to determine the effectiveness of the type of feedback. Results indicate that: (1) feedback generally improves performance, confirming prior research; (2) performance for the two adaptive approaches (bottom-up vs. top-down did not differ significantly at the end of training, but the bottom-up group achieved higher performance levels significantly sooner; (3) performance for the bottom-up and constant detailed groups did not differ significantly, although the trend suggests that adaptive bottom-up feedback may yield significant results in further studies. Overall, these results have implications for the implementation of feedback in SBT and beyond for other computer-based training systems.
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Date Issued: 2010
Identifier: CFE0003225, ucf:48555
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003225

Title: EFFECTS OF CONTENT AUGMENTATION STRATEGIES IN AN INSTRUCTIONAL VIRTUAL ENVIRONMENT.
Creator: Hamilton, Roger, Kincaid, J. Peter, University of Central Florida
Abstract / Description: Content augmentation strategies (CAS) are instructional methods which specify the overlaying of content objects by content augmentation objects in order to increase the effectiveness and efficiency of instruction. The goals of this research were to build a comprehensive framework around CASs, determine the experimental effects of CASs in an instructional virtual environment (VE), and make recommendations regarding the employment and further study of CASs in instructional virtual environments....
Show moreContent augmentation strategies (CAS) are instructional methods which specify the overlaying of content objects by content augmentation objects in order to increase the effectiveness and efficiency of instruction. The goals of this research were to build a comprehensive framework around CASs, determine the experimental effects of CASs in an instructional virtual environment (VE), and make recommendations regarding the employment and further study of CASs in instructional virtual environments. The VE experiment examined the effectiveness and efficiency impact of six different content augmentation strategies which overlayed different content augmentation objects onto four immersive VE scenarios. Sixty university students, 40 men and 20 women, executed three CAS-enhanced training missions and one no-CAS test mission. The task involved the recall and correct application of specific rules for three subtasks of a military helicopter landing zone scouting mission. The strategies included a no-strategy control condition, an arrow condition, an audio coaching condition, a text coaching condition, an arrow plus audio coaching condition, and an arrow plus text coaching condition. Statistical and decision analyses were conducted on the effectiveness and efficiency performance data. Statistically significant differences were found which supported the general superiority of the audio content augmentation strategy for these tasks. This dissertation may be the first use of a decision analysis approach for analyzing the results of behavioral data for instructional design decisions. The decision analysis approach used decision trees, simulation and optimization to obtain content augmentation strategy rankings. As this approach is normally used for course of action analysis and comparing alternative system configurations, the validity of this approach in this context has yet to be determined. The decision analysis approach obtained plausible and similar, but not identical recommendations to the statistical approach. The decision analysis approach may constitute a limited instantiation of a proposed optimal stimulus set instructional design model which conceptually framed the experiment. Training guideline recommendations, experimental procedure recommendations, and a comprehensive framework for future research are also presented.
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Date Issued: 2005
Identifier: CFE0000884, ucf:46638
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000884

Title: EFFECTS OF THREE INSTRUCTIONAL SCHEDULES ON SKILL ACQUISITION AND GENERALIZATION IN THE USE OF TWO-WAY RADIOS TO REPORT TASK COMPLETION BY HIGH SCHOOL STUDENTS WITH MODERATE INTELLECTUAL DISABILITIES.
Creator: Perez-Turner, Geraldine, Miller, Kevin, University of Central Florida
Abstract / Description: Educators of students with moderate and severe intellectual disabilities face a significant challenge in preparing their students while in school to function, acquire, and maintain skills that would facilitate successful performance in the workforce while in supported and/or independent employment after graduation. The field of special education still debates about the best way to teach students with moderate intellectual disabilities, the best setting for their instruction and the best...
Show moreEducators of students with moderate and severe intellectual disabilities face a significant challenge in preparing their students while in school to function, acquire, and maintain skills that would facilitate successful performance in the workforce while in supported and/or independent employment after graduation. The field of special education still debates about the best way to teach students with moderate intellectual disabilities, the best setting for their instruction and the best instructional schedule. The current research investigated the effectiveness and efficiency of three instructional schedules in the skill acquisition and generalization of two-way radio usage to report task completion by high school students with moderate intellectual disabilities. The instructional schedules investigated were: (a) community-based instruction only (CBI), (b) community based instruction plus simulated instruction in the classroom-same day (CBISC) and (c) simulated instruction in the classroom only (SICO). A Multiple Probe Design across participants with intermittent probe trials within each instructional group, and an added generalization phase (Horner & Baer, 1978; Tawney & Gast, 1984; Alberto & Troutman, 2003) was employed in this study. Nine high school students with moderate intellectual disabilities, three in each instructional schedule, were taught to use a two-way radio to report task completion. The results of the study revealed that the CBI instructional schedule was the overall most efficient instructional schedule for skill acquisition. Two of the CBI participants required the least number of trials to learn to use a two-way radio to report task completion. The second most efficient schedule was the CBISC and the least efficient instructional schedule was the SICO. Based on Mean scores, learning efficiency appeared to be greater for the participants in the CBI and CBISC instructional schedule. These participants required the least number of intrusive prompts. Results indicated that the SICO instructional scheduled was more efficient for only one participant. This participant only required verbal prompts for acquisition of the skill. However, participant one on the SICO instructional schedule required the most intrusive prompts of all participants across groups. For generalization, the CBISC instructional schedule appeared to be the most effective. In this schedule, the two participants that concluded the study generalized the skill across three novel settings with 100% accuracy. The SICO schedule, also had two participants generalized the skill across three novel settings; however, one participant in that group failed to generalize the skill in two settings. The CBI instructional schedule appeared to be the least effective for skill generalization in this study. In this schedule, only one participant generalized the skill in all three novel settings.
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Date Issued: 2005
Identifier: CFE0000398, ucf:46322
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000398

Title: EVALUATING TACTICAL COMBAT CASUALTY CARE TRAINING TREATMENTS EFFECTS ON COMBAT MEDIC TRAINEES IN LIGHT OF SELECT HUMAN DESCRIPTIVE CHARACTERISTICS.
Creator: Sotomayor, Teresita, Proctor, Michael, University of Central Florida
Abstract / Description: The use of military forces in urban operations has increased considerably over the past years. As illustrated by the current conflict in Iraq, the Army finds itself fighting its toughest battles in urban areas facing unconventional forces. Soldiers face many threats in hostile fire environments, whether conducting large-scale mechanized warfare, low-intensity conflicts, or operations other than war. Through 1970, there has been no demonstrable reduction in battlefield mortality rate as a...
Show moreThe use of military forces in urban operations has increased considerably over the past years. As illustrated by the current conflict in Iraq, the Army finds itself fighting its toughest battles in urban areas facing unconventional forces. Soldiers face many threats in hostile fire environments, whether conducting large-scale mechanized warfare, low-intensity conflicts, or operations other than war. Through 1970, there has been no demonstrable reduction in battlefield mortality rate as a percentage of all casualties since data was kept since before the Civil War. For that period of time, nearly all the reduction in overall mortality rate occurred through reduced mortality in Hospital Chain. As of 1970, about 90 percent of all combat deaths occur before a casualty reaches a definitive care facility. Tactical Combat Casualty Care (TCCC), also known as TC3, is the pre-hospital care rendered to a casualty in a combat environment. The application of TCCC principles during a tactical combat environment has proven highly effective and is a major reason why combat deaths in latest conflicts (Operation Iraqi Freedom and Operation Enduring Freedom) are lower than in any other conflict in the history of the United States. The Army continues to emphasize reducing battlefield mortality rate. Current tools and methods used for initial skills and sustainment training of combat medics throughout the Army are insufficient. New technologies are needed to provide medics with greater opportunities to develop and test their decision making and technical medical skills in multiple, COE-relevant, training scenarios. In order to address some of these requirements, the U.S. Army Research Development and Engineering Command, Simulation and Training Technology Center (RDECOM-STTC) is developing the 68W – Tactical Combat Casualty Care Simulation (TC3 Sim) for the US Army Medical Department (AMEDD) Center & School at Fort Sam Houston. The Army is considering the use of the TC3 Sim game as a tool to improve the training of individual Soldiers as well as improve the readiness of combat medics. It is the intent of this research to evaluate the effectiveness of instructional games in general and the use of the TC3 game in particular for teaching the concepts of tactical combat casualty care. Experiments were conducted to evaluate the training effectiveness of this tool in supporting the 68W10 Healthcare Specialist Course program of instruction (POI). The goal of this research is to address important questions such as: Is this game an effective tool to train Soldiers the aspects of TC3? Can knowledge gain through the use of the simulation be transferred into task related situations? How can this tool be incorporated in the current POI in order to increase training effectiveness?
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Date Issued: 2008
Identifier: CFE0002396, ucf:47755
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002396

Title: Investigating Simulation-Based Pattern Recognition Training For Behavior Cue Detection.
Creator: Maraj, Crystal, Lackey, Stephanie, Kincaid, John, Shumaker, Randall, Keebler, Joseph, University of Central Florida
Abstract / Description: The U.S. military uses pattern recognition training to observe anomalies in human behavior. An examination of the pattern recognition training literature for Warfighters reveals a gap in training to discern patterns of human behavior in live environments. Additionally, the current state of warfare is evolving and requires operations to change. As a result, pattern recognition training must accommodate new practices to improve performance. A technique used to improve memory for identifying...
Show moreThe U.S. military uses pattern recognition training to observe anomalies in human behavior. An examination of the pattern recognition training literature for Warfighters reveals a gap in training to discern patterns of human behavior in live environments. Additionally, the current state of warfare is evolving and requires operations to change. As a result, pattern recognition training must accommodate new practices to improve performance. A technique used to improve memory for identifying patterns in the environment is Kim's game. Kim's game establishes patterns to identify inanimate objects, of which information retains in memory for later recall. The paper discusses the fundamental principles of Kim's game applied to virtual Simulation-Based Training. The virtual version of Kim's game contains customized scenarios for training behavior cue analysis. Virtual agents display kinesic cues that exhibit aggressive (i.e., slap hands and clench fist) and nervous behaviors including wring hands and check six. This research takes a novel approach by animating the kinesics cues in the virtual version of Kim's game for pattern recognition training. Detection accuracy, response time, and false positive detection serve as the performance data for analysis. Additional survey data collected include engagement, flow, and simulator sickness. All collected data was compared to a control condition to examine its effectiveness of behavior cue detection. A series of one-way between subjects design ANOVA's were conducted to examine the differences between Kim's game and control on post-test performance. Although, the results from this experiment showed no significance in post-test performance, the percent change in post-test performance provide further insight into the results of the Kim's game and control strategies. Specifically, participants in the control condition performed better than the Kim's game group on detection accuracy and response time. However, the Kim's game group outperformed the control group on false positive detection. Further, this experiment explored the differences in Engagement, Flow, and Simulator Sickness after the practice scenario between Kim's game group and the control group. The results found no significant difference in Engagement, partial significance for Flow, and significant difference for Simulator Sickness between the Kim's game and control group after the practice scenario. Next, a series of Spearman's rank correlations were conducted to assess the relationships between Engagement, Flow, Simulator Sickness, and post-test performance, as well as examine the relationship between working memory and training performance; resulting in meaningful correlations to explain the relationships and identifying new concepts to explain unrelated variables. Finally, the role of Engagement, Flow, and Simulator Sickness as a predictor of post-test performance was examined using a series of multiple linear regressions. The results highlighted Simulator Sickness as a significant predictor of post-test performance. Overall, the results from this experiment proposes to expand the body of pattern recognition training literature by identifying strategies that enhance behavior cue detection training. Furthermore, it provides recommendations to training and education communities for improving behavior cue analysis. ?
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Date Issued: 2015
Identifier: CFE0005659, ucf:50166
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005659

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: 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: 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: The Effects of Presentation Mode and Pace on Learning Immunology with Computer Simulation: A Cognitive Evaluation of a Multimedia Learning Resource.
Creator: Bradley-Radakovich, Kristy, Kincaid, John, Khaled, Annette, McDaniel, Rudy, Greenwood-Ericksen, Adams, University of Central Florida
Abstract / Description: Multimedia learning tools have the potential to benefit instructors and learners as supplemental learning materials. However, when such tools are designed inappropriately, this can increase cognitive taxation and impede learning, rendering the tools ineffective. Guided by the theoretical underpinnings provided by cognitive load theory and the cognitive theory of multimedia learning, this study sought to empirically evaluate the effectiveness of a multimedia simulation tool aimed at teaching...
Show moreMultimedia learning tools have the potential to benefit instructors and learners as supplemental learning materials. However, when such tools are designed inappropriately, this can increase cognitive taxation and impede learning, rendering the tools ineffective. Guided by the theoretical underpinnings provided by cognitive load theory and the cognitive theory of multimedia learning, this study sought to empirically evaluate the effectiveness of a multimedia simulation tool aimed at teaching immunology to novices in an instructional setting. The instructional mode and pace of the tool were manipulated, the three levels of each variable yielding nine experimental groups. The effects of mode and pace on workload and learning scores were observed. The results of this study did not support the theory-driven hypotheses. No significant learning gains were found between the configuration groups, however overall significant learning gains were subsequently found when disregarding mode and pace configuration. Pace was found to influence workload such that fast pace presentations significantly increased workload ratings and a significant interaction of mode and pace was found for workload ratings. The findings suggest that the learning material was too high in intrinsic load and the working memory of the learners too highly taxed for the benefits of applying the design principles to be observed. Results also illustrate a potential exception to the conditions of the design principles when complex terminology is to be presented. Workload findings interpreted in the context of stress adaptation potentially indicate points at which learners at maximum capacity begin to exhibit performance decrements.
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Date Issued: 2011
Identifier: CFE0004090, ucf:49150
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004090

Title: Effects of a Mathematics Graphic Organizer and Virtual Video Modeling on the Word Problem Solving Abilities of Students with Disabilities.
Creator: Delisio, Lauren, Dieker, Lisa, Vasquez, Eleazar, Hines, Rebecca, Dixon, Juli, University of Central Florida
Abstract / Description: Over the last decade, the inclusion of students with disabilities (SWD) in the general education classroom has increased. Currently, 60% of SWD spend 80% or more of their school day in the general education classroom (U.S. Department of Education, 2013). This includes students with autism spectrum disorders (ASD), a developmental disability characterized by impairments in behavior, language, and social skills (American Psychological Association, 2013). Many of these SWD struggle with...
Show moreOver the last decade, the inclusion of students with disabilities (SWD) in the general education classroom has increased. Currently, 60% of SWD spend 80% or more of their school day in the general education classroom (U.S. Department of Education, 2013). This includes students with autism spectrum disorders (ASD), a developmental disability characterized by impairments in behavior, language, and social skills (American Psychological Association, 2013). Many of these SWD struggle with mathematics in the elementary grades; fewer than 20% of SWD are proficient in mathematics when they begin middle school, compared to 45% of their peers without disabilities. Furthermore, 83% of SWD are performing at the basic or below basic level in mathematics in the fourth grade (U.S. Department of Education, 2013). As the rate of ASD continues to increase (Centers for Disease Control, 2013), the number of students with this disability who are included in the general education classroom also continues to rise. These SWD and students with ASD are expected to meet the same rigorous mathematics standards as their peers without disabilities. This study was an attempt to address the unique needs of SWD and students with ASD by combining practices rooted in the literature, strategy instruction and video modeling.The purpose of this study was to determine the effects of an intervention on the ability of students with and without disabilities in inclusive fourth and fifth grade classrooms to solve word problems in mathematics. The intervention package was comprised of a graphic organizer, the K-N-W-S, video models of the researcher teaching the strategy to a student avatar from a virtual simulated classroom, TeachLivE, and daily word problems for students to practice the strategy. The researcher used a quasi-experimental group design with a treatment and a control group to determine the impact of the intervention. Students were assessed on their performance via a pretest and posttest. Analyses of data were conducted on individual test items to assess patterns in performance by mathematical word problem type.The effects of the intervention on SWD, students with ASD, and students without disabilities varied widely between groups as well as amongst individual students, indicating a need for further studies on the effects of mathematics strategy instruction on students with varying needs and abilities.
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Date Issued: 2015
Identifier: CFE0005782, ucf:50065
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005782

Title: An Examination of Novice and Expert Teachers' Pedagogy in a Mixed-Reality Simulated Inclusive Secondary Classroom Including a Student Avatar With Autism Spectrum Disorders.
Creator: Bousfield, Taylor, Dieker, Lisa, Marino, Matthew, Hines, Rebecca, Hynes, Mike, University of Central Florida
Abstract / Description: Teachers, special and general educators alike, are required to teach a variety of students including students with ASD. With a rise in the prevalence of autism by 119.4% since 2000 (Centers for Disease Control and Prevention [CDC], 2016) and 39% of students with ASD being served in general education classrooms for over 80% of the school day (U.S. Department of Education, 2015), teachers need to be prepared to effectively teach this population. To better prepare teachers, the researcher...
Show moreTeachers, special and general educators alike, are required to teach a variety of students including students with ASD. With a rise in the prevalence of autism by 119.4% since 2000 (Centers for Disease Control and Prevention [CDC], 2016) and 39% of students with ASD being served in general education classrooms for over 80% of the school day (U.S. Department of Education, 2015), teachers need to be prepared to effectively teach this population. To better prepare teachers, the researcher conducted a two-phase study, situated in the framework of the Skill Acquisition Model (Dreyfus (&) Dreyfus, 1986) to explore the behaviors of novice and expert teachers in a simulated secondary inclusive environment. This classroom included a virtual student with autism. In phase one, the researcher conducted a Delphi Study to determine the best practices, perceived by experts in the field, for teachers who serve students with ASD in inclusive secondary environments. During phase two, the researcher used the list of skills identified as a framework to observe and interview 10 teachers, five novices and five experts, in a simulated secondary inclusive environment. The researcher identified 11 high leverage simulation practices (HLSP) that expert teachers should use while teaching in a simulated secondary inclusive environment. Observations and reflections of expert and novice teachers were analyzed, finding only 4 HLSP among experts and 5 HLSP among novice teachers. Additional HLSP were seen through the teachers' reflections. Data were analyzed and discussed in detail. Implications for practice and recommendations for future research in teacher preparation is provided.
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Date Issued: 2017
Identifier: CFE0006722, ucf:51877
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006722

Title: Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms.
Creator: Becker, Theresa, Hines, Rebecca, Beverly, Monifa, Hopp, Carolyn, Hamed, Kastro, University of Central Florida
Abstract / Description: Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little...
Show moreImprovisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and..., mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student.Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
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Date Issued: 2012
Identifier: CFE0004516, ucf:49273
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004516

simulation (3)	+ -
Instructional Strategies (2)	+ -
Simulation-Based Training (2)	+ -
ADDIE (1)	+ -
Autism (1)	+ -

Autism Spectrum Disorders (1)	+ -
Avatars (1)	+ -
Clinical Reasoning (1)	+ -
Community-Based Instruction (1)	+ -
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Design Effectiveness (1)	+ -
English Language Learners (ELL) (1)	+ -
Expert Teachers (1)	+ -
Game-Based Simulation (1)	+ -
High Leverage Practices (1)	+ -
ISR (1)	+ -
Inclusive (1)	+ -
Inclusive Classroom (1)	+ -
Instruction (1)	+ -
Instructional Design (1)	+ -
Instructional Games (1)	+ -
Instructional Practices (1)	+ -
Instructional Schedules (1)	+ -
Intellectual Disabilities (1)	+ -
Kim's Game (1)	+ -
Learning (1)	+ -
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University of Central Florida (13)	+ -
Hines, Rebecca (3)	+ -
Kincaid, John (3)	+ -
Dieker, Lisa (2)	+ -
Hopp, Carolyn (2)	+ -

Lackey, Stephanie (2)	+ -
Barber, Daniel (1)	+ -
Becker, Theresa (1)	+ -
Beverly, Monifa (1)	+ -
Billings, Deborah (1)	+ -
Boote, David (1)	+ -
Bousfield, Taylor (1)	+ -
Bradley-Radakovich, Kristy (1)	+ -
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Cook, Christina (1)	+ -
Delisio, Lauren (1)	+ -
Dixon, Juli (1)	+ -
Gilson, Richard (1)	+ -
Greenwood-Ericksen, Adams (1)	+ -
Gunter, Glenda (1)	+ -
Hamed, Kastro (1)	+ -
Hamilton, Roger (1)	+ -
Hewitt, Randall (1)	+ -
Hirumi, Atsusi (1)	+ -
Hynes, Mike (1)	+ -
Keebler, Joseph (1)	+ -
Khaled, Annette (1)	+ -
Kincaid, J. Peter (1)	+ -
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