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INVESTIGATING THE OPTIMAL PRESENTATION OF FEEDBACK IN SIMULATION-BASED TRAINING: AN APPLICATION OF THE COGNITIVE THEORY OF MULTIMEDIA LEARNING
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
Objectively Defining Scenario Complexity: Towards Automated, Adaptive Scenario-Based Training
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
EFFECTIVE TIMING OF FEEDBACK DURING SCENARIO BASED TEAM TRAINING WITHIN A SIMULATED ENVIRONMENT
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
Instructional Strategies for Scenario-Based Training of Human Behavior Cue Analysis with Robot-Aided Intelligence, Surveillance, Reconnaissance
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
Designing a Virtual Embedded Scenario-Based Military Simulation Training Program using Educational and Design Instructional Strategies
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