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Title: Gauging Training Effectiveness of Virtual Environment Simulation Based Applications for an Infantry Soldier Training Task.
Creator: Maxwell, Douglas, Kincaid, John, Shumaker, Randall, Barber, Daniel, Sottilare, Robert, University of Central Florida
Abstract / Description: The U.S. Army Training and Doctrine Command's Army Learning Concept 2015 and Army Training Concept 2025 are documents that discuss the need for an adaptive soldier learning model with a flexible training delivery methodology. The U.S. Army has been investing in serious gaming technology for the past two decades as a cost effective means to teach tactics and strategy. Today, the U.S. Army is seeking to expand its application of virtual environment training to areas such as cultural awareness...
Show moreThe U.S. Army Training and Doctrine Command's Army Learning Concept 2015 and Army Training Concept 2025 are documents that discuss the need for an adaptive soldier learning model with a flexible training delivery methodology. The U.S. Army has been investing in serious gaming technology for the past two decades as a cost effective means to teach tactics and strategy. Today, the U.S. Army is seeking to expand its application of virtual environment training to areas such as cultural awareness and human network analysis for the infantry soldier. These new expanded applications will require a higher level of non-determinant behavior inside the virtual environment. To meet more of the training needs of the war fighter, the U.S. Army is looking beyond first person perspective games to the cooperative and social gaming experience offered by the MMOG (Massively Multiplayer Online Game) and the VWT (Virtual World Technology). Altogether, these classes of games have the potential to teach leadership skills, social acclimation skills, cultural awareness and practice skills, and critical thinking skills for problem solving in a cost effective manner. Unfortunately, even today there is a paucity of scientific research to support whether this potential may be realized or not. A literature review was performed which covers current concepts in the usage of virtual environments for military individual and team training in the U.S. Army infantry soldier domains. There are many variables involved with the lifecycle of the virtual training activity including the acquisition, information assurance and cyber security, deployment, proper employment, content development and maintenance, and retirement. This discussion goes beyond the traditional topics of graphics and game engine technology and delves deeper into concepts of the importance of proper usage of the environments by the trainees. This dissertation is composed of three studies with two subject pools: experienced soldiers and novice soldiers. The participants in the studies were randomly assigned to one of two training conditions. The training conditions were either a traditional slide-show in a classroom or a virtual environment based training system. The participants were then provided with training for a room clearing tasks in each of the conditions. The independent variables are training condition and soldier condition. The dependent variables are individual performance, team performance, stress questionnaire scores, and workload questionnaire scores. A number of relationships are explored in this dissertation. The first objective of these studies is to attempt to identify any effect the training conditions have on either individual performance or team performance. Lastly, these studies attempt to identify if there is any difference the training conditions have on novice versus experienced subjects' performance during a live assessment.
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Date Issued: 2015
Identifier: CFE0005840, ucf:50924
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005840

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: 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: 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: PREDICTION AND ALLOCATION OF LIVE TO VIRTUAL COMMUNICATION BRIDGING RESOURCES.
Creator: lackey, stephanie, Malone, Linda, University of Central Florida
Abstract / Description: This document summarizes a research effort focused on improving live-to-virtual (L-V) communication systems. The purpose of this work is to address a significant challenge facing the tactical communications training community through the development of the Live-to-Virtual Relay Radio Prediction Algorithm and implementation of the algorithm into an Integrated Live-to-Virtual Communications Server prototype device. The motivation for the work and the challenges of integrating live and virtual...
Show moreThis document summarizes a research effort focused on improving live-to-virtual (L-V) communication systems. The purpose of this work is to address a significant challenge facing the tactical communications training community through the development of the Live-to-Virtual Relay Radio Prediction Algorithm and implementation of the algorithm into an Integrated Live-to-Virtual Communications Server prototype device. The motivation for the work and the challenges of integrating live and virtual communications are presented. Details surrounding the formulation of the prediction algorithm and a description of the prototype system, hardware, and software architectures are shared. Experimental results from discrete event simulation analysis and prototype functionality testing accompany recommendations for future investigation. If the methods and technologies summarized are implemented, an estimated equipment savings of 25%-53% and an estimated cost savings of $150,000.00 - $630,000.00 per site are anticipated. Thus, a solution to a critical tactical communications training problem is presented through the research discussed.
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Date Issued: 2006
Identifier: CFE0001401, ucf:47072
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001401

Title: TEXT VERSUS VERBAL REAL-TIME FEEDBACK DURING SIMULATION-BASED TRAINING OF HIGHER-ORDER COGNITIVE SKILLS.
Creator: Fiorella, Christopher, Shumaker, Randall, University of Central Florida
Abstract / Description: A crucial component of instructional design for simulation-based training systems involves optimizing the presentation of complex material in order to maximize knowledge acquisition and application. One approach toward facilitating the learning of this complex information is to instantiate instructional strategies within the training systems themselves. However, there are few established guidelines in place which are meant specifically for real-time guidance strategies within simulation-based...
Show moreA crucial component of instructional design for simulation-based training systems involves optimizing the presentation of complex material in order to maximize knowledge acquisition and application. One approach toward facilitating the learning of this complex information is to instantiate instructional strategies within the training systems themselves. However, there are few established guidelines in place which are meant specifically for real-time guidance strategies within simulation-based environments. Consequently, this study aims to apply findings from the literature on instructional information presentation to drive decisions for how to most effectively provide real-time feedback during training of simulated decision-making tasks. Research has shown that presenting text information in an auditory mode during direct instruction of operational tasks enhances learning and reduces the probability of learners experiencing cognitive overload. Similar effects have been found regarding the presentation modality of feedback during operational tasks. In the current study, this principle was extended by comparing text versus verbal real-time feedback presentation during learning of higher-level cognitive skills in a virtual environment. Participants were instructed on how to perform a simulated decision-making task, while receiving text, verbal or no instructional feedback in real-time, based on their performance. Participants then completed an assessment scenario in which no feedback was provided to any group. It was hypothesized that a linear relationship would exist across each of the three conditions, with the verbal group making the best decisions, followed by the text group, and then by the control group. Additionally, reduced cognitive load was expected throughout the instructional process for those receiving verbal feedback prompts compared to those receiving text prompts and the control. Analyses revealed several significant linear trends across conditions regarding measures of knowledge acquisition and application. The results provide support for the hypothesis that verbal real-time feedback is more effective than text during training of primarily visual tasks for the acquisition of higher-order cognitive skills such as decision making. There were no significant linear trends regarding the amount of cognitive load subjectively reported during training and assessment. The results of this study indicate that instructional systems intended to train primarily visual tasks should present real-time feedback in verbal rather than text form.
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Date Issued: 2010
Identifier: CFE0003555, ucf:48915
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003555

Title: EFFECTS OF 3D STEREOSCOPY, VISUO-SPATIAL WORKING MEMORY, AND PERCEPTIONS OF SIMULATION EXPERIENCE ON THE MEMORIZATION OF CONFUSABLE OBJECTS.
Creator: Keebler, Joseph, Jentsch, Florian, University of Central Florida
Abstract / Description: This dissertation investigated the impact of active stereoscopic 3-dimensional (3D) imagery equipment and individual differences in visuo-spatial working memory (VSWM) capacity on retention of a set of similar, novel objects (i.e., armored military vehicles). Seventy-one participants were assessed on their visuo-spatial working memory using the Visual Patterns Test (Della Sala, Gray, Baddeley, & Wilson, 1997). They were then assigned to one of four different conditions (3D high VSWM, 3D low...
Show moreThis dissertation investigated the impact of active stereoscopic 3-dimensional (3D) imagery equipment and individual differences in visuo-spatial working memory (VSWM) capacity on retention of a set of similar, novel objects (i.e., armored military vehicles). Seventy-one participants were assessed on their visuo-spatial working memory using the Visual Patterns Test (Della Sala, Gray, Baddeley, & Wilson, 1997). They were then assigned to one of four different conditions (3D high VSWM, 3D low VSWM, 2D high VSWM, 2D low VSWM) based upon their visuo-spatial working memory. Participants were then trained to identify military vehicles using a simulation that presented the training stimuli in one of two dimensionalities, i.e. two dimensional (2D) or active stereoscopic three-dimensional (3D). Testing consisted of a vehicle memory training assessment, which challenged participants to choose the correct components of each vehicle immediately after studying; a measure of retention for military vehicles which asked participants to categorize the alliance and identify previously studied vehicles; and a transfer measure using video footage of actual military vehicles. The latter measures depicted military vehicles in an array of combat situations, and participants were asked to decide on whether or not to shoot each vehicle, as well as identify the vehicles. Testing occurred immediately after training. The moderating, as well as main effects, of VSWM were assessed. The mediating/moderating effects of several experiential factors were measured as well, including: immersion, presence, engagement, flow state, and technology acceptance. Findings indicate that perceptions of the simulation experience and VSWM are strong positive predictors of performance, while 3D was not predictive, and in some instances, significantly worse than the 2D condition. These findings indicate that individual differences in visual memory and user experiences during the SBT both are predictive factors in memory tasks for confusable objects. The SBT designed in this study also led to robust prediction of training outcomes on the final transfer task.
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Date Issued: 2011
Identifier: CFE0003939, ucf:48702
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003939

Title: A Framework for Measuring Return on Investment for Healthcare Simulation-Based Training.
Creator: Bukhari, Hatim, Rabelo, Luis, Elshennawy, Ahmad, Goldiez, Brian, Andreatta, Pamela, University of Central Florida
Abstract / Description: In the healthcare sector, providing high-quality service in a safe environment for both patient and staff is an obvious and ultimate major objective. Training is an essential component for achieving this important objective. Most organizations acknowledge that employee simulation-based training programs are an important part of the human capital strategy, yet few have effectively succeeded in quantifying the real and precise ROI of this type of investment. Therefore, if the training is...
Show moreIn the healthcare sector, providing high-quality service in a safe environment for both patient and staff is an obvious and ultimate major objective. Training is an essential component for achieving this important objective. Most organizations acknowledge that employee simulation-based training programs are an important part of the human capital strategy, yet few have effectively succeeded in quantifying the real and precise ROI of this type of investment. Therefore, if the training is perceived as a waste of resources and its ROI is not clearly recognized, it will be the first option to cut when the budget cut is needed.The various intangible benefits of healthcare simulation-based training are very difficult to quantify. In addition, there was not a unified way to count for the different cost and benefits to provide a justifiable ROI. Quantifying the qualitative and intangible benefits of medical training simulator needed a framework that helps to identify and convert qualitative and intangible benefits into monetary value so it can be considered in the ROI evaluation.This research is a response to the highlighted importance of developing a comprehensive framework that has the capability to take into consideration the wide range of benefits that simulation-based training can bring to the healthcare system taking into consideration the characteristics of this specific field of investment. The major characteristics of investment in this field include the uncertainty, the qualitative nature of the major benefits, and the diversity and the wide range of applications.This comprehensive framework is an integration of several methodologies and tools. It consists of three parts. The first part of the framework is the benefits and cost structure, which pays special attention to the qualitative and intangible benefits by considering the Value Measurement methodology (VMM) and other previously existing models. The second part of the framework is important to deal with the uncertainty associated with this type of investment. Monte Carlo simulation is a tool that considered multiple scenarios of input sets instead of a single set of inputs. The third part of the framework considers an advanced value analysis of the investment. It goes beyond the discounted cash flow (DCF) methodologies like net present value (NPV) that consider a single scenario for the cash flow to Real Options Analysis that consider the flexibility over the lifetime of the investment when evaluating the value of the investment. This framework has been validated through case studies.
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Date Issued: 2017
Identifier: CFE0006859, ucf:51750
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006859

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

Instructional Strategies (2)	+ -
Simulation-Based Training (2)	+ -
feedback (2)	+ -
simulation-based training (2)	+ -
3D stereoscopy (1)	+ -

Combat Identification (1)	+ -
Erlang (1)	+ -
ISR (1)	+ -
Kim's Game (1)	+ -
Monte Carlo Analysis (1)	+ -
Real Options Analysis (1)	+ -
Return on investment (1)	+ -
Scenario-Based Training (1)	+ -
Simulation-based Medical Training (1)	+ -
Simulation-based training (1)	+ -
Unmanned Systems (1)	+ -
Virtual Environment (1)	+ -
Visuo-Spatial Working Memory (1)	+ -
adaptive feedback (1)	+ -
adaptive instruction (1)	+ -
feedback modality (1)	+ -
goal orientation (1)	+ -
higher-order cognition (1)	+ -
infantry soldier training effectiveness (1)	+ -
live virtual constructive training (1)	+ -
military communications (1)	+ -
military intelligence (1)	+ -
real-time feedback (1)	+ -
scenario based team training (1)	+ -
scenario-based instruction (1)	+ -

University of Central Florida (10)	+ -
Kincaid, John (3)	+ -
Shumaker, Randall (3)	+ -
Barber, Daniel (2)	+ -
Keebler, Joseph (2)	+ -

Lackey, Stephanie (2)	+ -
Andreatta, Pamela (1)	+ -
Astwood, Randolph (1)	+ -
Billings, Deborah (1)	+ -
Bukhari, Hatim (1)	+ -
Cook, Christina (1)	+ -
Elshennawy, Ahmad (1)	+ -
Fiorella, Christopher (1)	+ -
Gilson, Richard (1)	+ -
Goldiez, Brian (1)	+ -
Gunter, Glenda (1)	+ -
Hewitt, Randall (1)	+ -
Hopp, Carolyn (1)	+ -
Jentsch, Florian (1)	+ -
Malone, Linda (1)	+ -
Maraj, Crystal (1)	+ -
Matthews, Gerald (1)	+ -
Maxwell, Douglas (1)	+ -
Rabelo, Luis (1)	+ -
Reinerman, Lauren (1)	+ -
Salcedo, Julie (1)	+ -
Smith-Jentsch, Kimberly (1)	+ -
Sottilare, Robert (1)	+ -
Vitale, Thomas (1)	+ -
lackey, stephanie (1)	+ -

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