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COGNITIVE TRAINING TRANSFER USING A PERSONAL COMPUTER-BASED GAME:A CLOSE QUARTERS BATTLE CASE STUDY
Title
COGNITIVE TRAINING TRANSFER USING A PERSONAL COMPUTER-BASED GAME:A CLOSE QUARTERS BATTLE CASE STUDY.
Creator
Woodman, Michael, Proctor, Michael, University of Central Florida
Abstract / Description
Developers of Commercial off the Shelf (COTS) gaming software are making remarkable strides in increasing the realism of their software. This realism has caught the attention of the training community, which has traditionally sought system and operational replication in training systems such as flight simulators. Since games are designed and marketed for entertainment and not designed for training of tasks, questions exist about the effectiveness of games as a training system in achieving the...
Show moreDevelopers of Commercial off the Shelf (COTS) gaming software are making remarkable strides in increasing the realism of their software. This realism has caught the attention of the training community, which has traditionally sought system and operational replication in training systems such as flight simulators. Since games are designed and marketed for entertainment and not designed for training of tasks, questions exist about the effectiveness of games as a training system in achieving the desired transfer of skills to the actual environment. Numerous studies over the past ten years have documented that PC-based simulation training environments can offer effective training for certain types of training, especially aircraft piloting tasks. Desktop games have been evaluated from a case study approach for use in aviation training (Proctor, et al., 2004) and education planning and evaluating small unit tactics) (Proctor, et al., 2002) with positive results. Based on the review of selected studies in this area, PC-based simulator platforms have been found to have a positive training impact on cognitive skills (as opposed to psycho-motor skills). Specifically, the literature review has identified that skill sets involved in team resource management, intra- and inter-team coordination, and tactical team maneuvers have been shown to benefit from the use of PC-based simulation training. The purpose of this research was to evaluate the training transfer associated with a Tactical Decision-making game, using Close Combat: First to Fight as a case study. The null hypothesis tested was that traditional field training is equivalent to virtual training combined with field training. Measurements of the subjects' performance in live training were recorded. Additionally, self assessment questionnaires were administered.
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Date Issued
2006
Identifier
CFE0001023, ucf:46800
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001023
A Meta-Analytic Integration of What Matters in Training Transfer
Title
A Meta-Analytic Integration of What Matters in Training Transfer.
Creator
Hughes, Ashley, Salas, Eduardo, Jentsch, Florian, Bowers, Clint, Burke, Shawn, University of Central Florida
Abstract / Description
Estimates demonstrate that 52- 92% of acquired learning is lost within a year following training (Arthur, Bennett, Stanush, (&) McNelly, 1997; Saks, 2002), wasting billions in organizational spending on training each year (Miller, 2012, 2013, 2014). As such, research on training transfer has garnered attention from theoretical and empirical research alike (e.g., Baldwin (&) Ford, 1988; Blume, Ford, Baldwin, (&) Huang, 2010; Ford (&) Weissbein, 1997; Tracey, Tannenbaum, (&) Kavanagh, 1995) to...
Show moreEstimates demonstrate that 52- 92% of acquired learning is lost within a year following training (Arthur, Bennett, Stanush, (&) McNelly, 1997; Saks, 2002), wasting billions in organizational spending on training each year (Miller, 2012, 2013, 2014). As such, research on training transfer has garnered attention from theoretical and empirical research alike (e.g., Baldwin (&) Ford, 1988; Blume, Ford, Baldwin, (&) Huang, 2010; Ford (&) Weissbein, 1997; Tracey, Tannenbaum, (&) Kavanagh, 1995) to better understand the factors which enhance the process of training transfer. Among the various factors that have been identified as important, factors of the work environment have received much attention in the recent research. In fact, empirical work has shed light to the roles of organizational support and motivation to transfer in predicting training transfer. Beyond this basic understanding, research is needed to explore the nature of transfer in different evaluation contexts and the differential effects of various levels of support. Thus, the current dissertation uses meta-analytic techniques to examine the extent to which four factors of work environment support predict training transfer as it differs in context. First, motivation to transfer, organizational support, supervisor support, peer support and opportunities to perform all correlate moderately and positively with training transfer (?=0.15-0.38); interestingly, the nature of the relationships between work environment characteristics, motivation to transfer, and training transfer does not appear to differ significantly even when transfer is evaluated a year following training (?=0.25-0.57), yet are based on low k. Second, motivation to transfer was found to fully mediate two relationships- organizational support and peer support- to training transfer. Interestingly, although not explained by motivation to transfer, supervisor support explains the most variance (i.e., 31% of R) of work environment support factors in explaining transfer. Moderator analyses attempted to explore the impact of transfer task, industry type, and timing of the predictor assessment in relation to training; however, insufficient k was reported for fair comparisons to be made across groups. Ultimately, this study aims to inform theory and impact the state of the science such that practitioners can feel confident that the time and effort spent in ensuring training transfer is well-spent.
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Date Issued
2016
Identifier
CFE0006116, ucf:51188
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006116
Investigating the Effectiveness of Using Part-Task or Whole-Task Training Methods to Facilitate Mindful Abstraction in Uncertain Tasks
Title
Investigating the Effectiveness of Using Part-Task or Whole-Task Training Methods to Facilitate Mindful Abstraction in Uncertain Tasks.
Creator
Killilea, John, Martin, Glenn, Sims, Valerie, Hirumi, Atsusi, Schatz, Sarah, University of Central Florida
Abstract / Description
As the global landscape changes and powers rise and fall, the Contested, Degraded, and Operationally Limited (CDO) environment is likely to be the new normal going forward. Uncertainty variables, such as missing, false, or extra information characterize the CDO environment. A key focus of this dissertation is optimizing training for recognizing these uncertainty variables when training time is limited. This was investigated by either exposing participants to multiple uncertainty variables at...
Show moreAs the global landscape changes and powers rise and fall, the Contested, Degraded, and Operationally Limited (CDO) environment is likely to be the new normal going forward. Uncertainty variables, such as missing, false, or extra information characterize the CDO environment. A key focus of this dissertation is optimizing training for recognizing these uncertainty variables when training time is limited. This was investigated by either exposing participants to multiple uncertainty variables at a time with low doses of each (whole-task training), by exposing singular variables at a time with high doses (part-task training) or using no variables throughout training (control). A key motivator behind this research was Cognitive Load Theory, as mindful abstraction can only occur if there are cognitive resources to spare. Dependent variables, such as time to complete, number correct, task workload, and uncertainty variables identified, were collected.The results revealed that on the transfer task, the part-task condition recorded a significantly lower workload score than the whole-task (and control) condition, while the condition's workload scores were consistent across all training and transfer tasks. In contrast, the control and whole-task condition experienced significant increases in workload during the transfer task. Additionally, the part-task condition participants were able to significantly identify more uncertainty variables on the final task than the whole-task condition and control condition. The part-task condition found the transfer task to be the (")easiest(") in terms of workload, and as there is more opportunity for mindful abstraction if there are more cognitive resources available, it can be stated that based on these results, the part-task training schedule facilitated mindful abstraction more than the other two training schedules. As this was a limited, abstracted, and laboratory experiment, future work should apply the same methodology to applied tasks in a controlled environment to gauge further usefulness of this research.
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Date Issued
2018
Identifier
CFE0007339, ucf:52119
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007339
Exploring the Multi-touch Interaction Design Space for 3D Virtual Objects to Support Procedural Training Tasks
Title
Exploring the Multi-touch Interaction Design Space for 3D Virtual Objects to Support Procedural Training Tasks.
Creator
Holderness, Sarah, Laviola II, Joseph, Hughes, Charles, Sukthankar, Gita, Hatchett, Martin, University of Central Florida
Abstract / Description
Multi-touch interaction has the potential to be an important input method for realistic training in 3D environments. However, multi-touch interaction has not been explored much in 3D tasks, especially when trying to leverage realistic, real-world interaction paradigms. A systematic inquiry into what realistic gestures look like for 3D environments is required to understand how users translate real-world motions to multi-touch motions. Once those gestures are defined, it is important to see...
Show moreMulti-touch interaction has the potential to be an important input method for realistic training in 3D environments. However, multi-touch interaction has not been explored much in 3D tasks, especially when trying to leverage realistic, real-world interaction paradigms. A systematic inquiry into what realistic gestures look like for 3D environments is required to understand how users translate real-world motions to multi-touch motions. Once those gestures are defined, it is important to see how we can leverage those gestures to enhance training tasks.In order to explore the interaction design space for 3D virtual objects, we began by conducting our first study exploring user-defined gestures. From this work we identified a taxonomy and design guidelines for 3D multi-touch gestures and how perspective view plays a role in the chosen gesture. We also identified a desire to use pressure on capacitive touch screens. Since the best way to implement pressure still required some investigation, our second study evaluated two different pressure estimation techniques in two different scenarios.Once we had a taxonomy of gestures we wanted to examine whether implementing these realistic multi-touch interactions in a training environment provided training benefits. Our third study compared multi-touch interaction to standard 2D mouse interaction and to actual physical training and found that multi-touch interaction performed better than 2D mouse and as well as physical training. This study showed us that multi-touch training using a realistic gesture set can perform as well as training on the actual apparatus.One limitation of the first training study was that the user had constrained perspective to allow for us to focus on isolating the gestures. Since users can change their perspective in a real life training scenario and therefore gain spatial knowledge of components, we wanted to see if allowing users to alter their perspective helped or hindered training. Our final study compared training with Unconstrained multi-touch interaction, Constrained multi-touch interaction, or training on the actual physical apparatus. Results show that the Unconstrained multi-touch interaction and the Physical groups had significantly better performance scores than the Constrained multi-touch interaction group, with no significant difference between the Unconstrained multi-touch and Physical groups. Our results demonstrate that allowing users more freedom to manipulate objects as they would in the real world benefits training. In addition to the research already performed, we propose several avenues for future research into the interaction design space for 3D virtual objects that we believe will be of value to researchers and designers of 3D multi-touch training environments.
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Date Issued
2017
Identifier
CFE0006603, ucf:51287
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006603