Training
Using Pedagogical
Information to Provide More Effective Scenarios
AUTOMATED
SCENARIO GENERATION SYSTEM IN A SIMULATION
Integrating
Intelligent Structured Training with a Virtual Dismounted Environment
Automating
Human Performance Measurement using XSLT in Simulation-Based Exercises
The Training
Needs Framework – Mapping Simulation Tools to Desired Outcomes
Achieving
Simulation Interoperability – Republic of Korea and United States
Best Practices
for Creating Effective and Engaging 3D Procedural Animations
Case Study:
Transforming HMMWV Mechanic Training with Interactive 3D Virtual Training
The Visual
Assessment Method for Maintenance training (VAMM)
Designing
and evaluating the transfer of learning through a game-based simulation for
Combat Medics
Virtual Patient
Simulation: Transforming Combat Medic Training
Just-In-Time
Training of Deployed Skilled Support Personnel via Cell Phone Multimedia
Optimizing Leadership
Performance
Mastering the
Battle Command Digital Environment through Team Training
FCS – Changing the
Face of Live Training
Integrating and
Presenting Performance Information in Simulation-Based Air Warfare Scenarios
An Integrated Theory
for After Action Review
Enabling
Automated AAR Development by Abstracting Data Collection from Analysis
An Embedded
Training Multi-Ship Demonstrator
Networked
Electronic Warfare Training System (NEWTS)
Switchable Vision
Blocks: The Missing Link for Embedded Training
Anytime, Anywhere
Terrain Visualization Training
Using Data
Visualization to Design FCS Task-Based Training
The Army’s
Future Aviation Simulation Strategy Study
Training
Architecture: Force Transformation Agent
Designing and
Implementing Intelligent Tutoring Instruction for Tactical Action Officers
Using Synthetic
Operators in Simulation for Self-Paced Training
Identification
and Evaluation of Simulator System Deficiencies
Assessing
Training: A Methodology for Analyzing
Tacit Assessment
Advanced
Distributed Debrief for Joint and Coalition Training
Training for
Conflict in Space
Using
Pedagogical Information to Provide More Effective Scenarios
2007 Paper No. 7107
Webb Stacy, Ph.D. , John Colonna-Romano
Aptima, Inc.
Woburn, MA
Naval
Modern simulation environments provide powerful
practice opportunities for warfighters. Current
approaches to scenario definition in these
environments specify terrain, platforms, and major planned events, but link
only indirectly to training goals. To
move these environments from effective practice to effective training, they
must incorporate pedagogical knowledge such as training objectives, performance
measures, and trainee feedback. We have
been working on an approach that provides guidance for scenario design,
execution, and review. The approach views scenarios as collections of
potentially overlapping learning episodes structured by a construct called the
experience—a specific scenario-based situation
that will give trainees an opportunity to make progress towards their training
objectives. The conditions that will bring about a particular experience are
expressed as constraints. In practice, these are straight-forward statements of
conditions in the scenario that must be true in order for the learning episode
to take place. For example, in order for a helicopter pilot to work on a
training objective in sensor fusion, multiple sensors must be enabled in the
helicopter, the targets of interest must be within their range, and it must not
be raining. Normally, this is accomplished during scenario planning by placing
an event on a Master Scenario Events List (MSEL) that calls for relevant
platforms to be in specified places at specified times.
But those specifics are often
unnecessary from a training perspective. Relaxing them—while enforcing the
experience-based constraints—provides the possibility of additional learning
opportunities when the scenario does not unfold exactly as expected. The
resulting scenario provides trainees with an environment that lets them make
progress more reliably against their training objectives, and this results in more effective training. This paper explains the approach and
illustrates
This
paper is available on the 2007 I/ITSEC CD ROM.
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AUTOMATED SCENARIO GENERATION SYSTEM IN A SIMULATION
2007 Paper No. 7186
Hitachi, Ltd., Defense
Systems Group
Tokyo,
Developing training scenarios that induce a
trainee to utilize specific skills is one of the facets of simulation-based
training that requires significant effort. Simulation-based training systems
have become more complex in recent years. Because of this added complexity, the
amount of effort required to create and maintain training scenarios has
increased. This paper describes an investigation into automating the scenario
generation process. The Automated Scenario Generation System (ASGS) generates
the environment for the expected action flow in chronological order from
several events and tasks, with estimated time for the entire training mission.
When the user defines the training objectives and conditions, the ASGS
automatically generates a scenario that includes not only the initial situation
but also the sequential environmental conditions that will present the trainee
with subsequent situations relevant to the training objectives throughout the
entire simulation exercise. The latter
is the main contribution of the research, as the flow of the training exercise
can take many directions after start, based on the decisions made by the
trainees. The system considers the current situation, and strives to present
the trainees with subsequent situations that are consistent with the training
objectives, yet in a manner that is natural. It takes advantage of
contextualization to accomplish this. This scenario includes a degree of
randomization to ensure no two equivalent scenarios are identical. This makes
it possible to train different groups of trainees sequentially, who may have the same level or training objectives, without
using a single scenario repeatedly. The SVSTM Desktop system is used as the
development infrastructure for the ASGS prototype training system. The paper
describes and discusses the ASGS prototype, the tests to which the prototype…
This
paper is available on the 2007 I/ITSEC CD ROM.
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Integrating Intelligent Structured Training with a
Virtual Dismounted Environment
2007 Paper No.7168
|
Stottler Henke Associates, Inc. San
Mateo, CA |
US Army
Command and Fort
Leavenworth, KS |
US Army Research, Development
and Engineering Command, Simulation and
Institute for
Simulation and Training (IST),
The advancing state of the art in dismounted embedded
training makes use of helmet-mounted displays, man-wearable computers, and
other immersive hardware to construct increasingly engaging environments. Within such a framework, structured training
methods provide a means to achieve learning objectives and concept retention,
with minimal instructor involvement.
Intelligent structured training applies real-time automated evaluation
and feedback methods based on Intelligent Tutoring Systems (ITS) techniques. This paper reviews results from the integration
of an Intelligent Structured Trainer with the embedded Virtual Warrior Soldier
prototype developed for the Army RDECOM Simulation and
This
paper is available on the 2007 I/ITSEC CD ROM.
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Automating Human Performance Measurement using XSLT in
Simulation-Based Exercises
2007 Paper No. 7251
|
Sterling
Heights, MI |
General
Dynamics C4 Systems Orlando,
FL |
RTI
International Raleigh,
NC |
The real-time collection and filtering of the enormous
amounts of data resulting from training simulations involving hundreds of
entities is a challenge for training system architects. Traditional approaches
have relied on human observer/trainers (O/T) to tag key events and prepare the
After Action Reviews (AAR), which identified what happened (particularly events
contributing to metrics for mission success), why metrics were not met
(precursor events that contributed to the metric events), how the critical
sequences of events arose (identifying decision points), and provide timely
learning points. For collective training simulations, the O/Ts are often
overwhelmed in terms of tracking individual behaviors and skills. Automated
approaches for capturing human performance data are a preferred method that can
provide feedback to each member of a team or unit. This paper describes the application of a
novel use of XML Stylesheet Language Transformations
to process simulation event stream using an Event-Condition-Action (ECA) rule
engine. The human performance data capture used the following process: 1. Data Collection from multiple sources,
including IEEE 1278 Distributed Interactive Simulation (DIS) data and other
network data. 2. Protocol Filtering, which is done to
reduce the processing workload in the later stages of the pipeline. 3. XML
Conversion, where the filtered data streams are converted to a neutral XML
format that allows processing using ECA rules. 4. Event Detection, which is
done using XSLT to extract key events. 5. Event Processing,
which is done to relate selected event sequences to human performance
standards. The Embedded Training Group at General Dynamics Land Systems has
applied this approach to measure learner performance in distributed interactive
simulations, including driver training and gunnery training. Ongoing work is
related to using competency standards to specify the ECA rules and generate the
appropriate XSLT.
This
paper is available on the 2007 I/ITSEC CD ROM.
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The Training Needs Framework – Mapping Simulation
Tools to Desired Outcomes
2007 Paper No. 7041
|
Kingston,
Ontario |
Director
Land Synthetic Environments Kingston,
Ontario |
The current operational tempo within the
Canadian Army has forced training policy and planning organizations to become
increasingly outcome oriented. There is
considerably less interest in the specific tools provided to achieve these
outcomes and a strong desire for a systems view of how to best meet the overall
training requirements under challenging time and budget constraints. The tools are certainly important, however,
they are clearly a means to an end and not an end unto themselves. As natural as the distinctions between live,
virtual and constructive simulation may seem to those who are familiar with
them, using them in combination and the advent of serious games have begun to
blur the distinctions between them making them less useful in terms of
describing training outcomes.This paper describes the
training needs framework (TNF), which was created to portray not only the
training requirements, but also, and more importantly, to facilitate decisions
associated with finding the best tools for the job. Specifically, the TNF can be used to map how
any tool or set of tools can be applied to produce a particular outcome as part
of an overall training plan intended to certify troops for a specific
deployment. The TNF is shown to help
identify gaps in terms of tools required to achieve the desired training
outcomes, but can also serve to facilitate options analysis for filling the
gaps. In this context, decision makers
are able to objectively assess simulation investments based upon the training
outcomes that will be enabled through their use. The paper also provides a specific example
of how the TNF can be applied in line with the tenets associated with
experiential learning taking; physical, cognitive and affective training
requirements into account.
This
paper is available on the 2007 I/ITSEC CD ROM.
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Achieving Simulation Interoperability –
2007 Paper No. 7042
Combined/
The
This
paper is available on the 2007 I/ITSEC CD ROM.
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Best Practices for Creating Effective and Engaging 3D
Procedural Animations
2007 Paper No. 7058
Erik Kaas, Travis Miller, Keith Reid, Jason Spencer
NGRAIN (
The use of procedural animations in training
materials has grown since studies have shown animations to be an effective and
engaging medium for introducing students to new procedures. State of the art 3D
animation creation tools have introduced new capabilities as well as a new set
of considerations and best practices that affect a content creator’s ability to
build animations that most effectively meet learning objectives. As well, the
background of the content creator is changing as the ease of use of content
creation tools increases. This paper
will present methods to maximize the benefits of, and best practices for
creating, 3D procedural animations. The paper draws from experiences delivering
animations in over 35 3D virtual task trainers and interactive electronic
technical manuals for the U.S. Army, Air Force, Marine Corps, and Canadian Forces
and Air Force. In these projects, 3D animations were used extensively to
familiarize students with individual parts and components of wheeled vehicles,
aircraft, and weapons systems; to illustrate maintenance steps and procedures,
and to visualize the cycle of operations of a system. Included in the best
practices are specific animation design and style guidelines, and
recommendations to integrate procedural animations with other training content
including interactive parts familiarization and virtual task practice, to most
effectively meet learning objectives.
This
paper is available on the 2007 I/ITSEC CD ROM.
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Case Study: Transforming HMMWV Mechanic Training with
Interactive 3D Virtual Training
2007 Paper No. 7242
CW5 Harvey Jackson, Gabe Batstone
States Army 187th
Ordnance Battalion
NGRAIN Corporation
Training in the U.S. Army is critical for
operational success. Although Training Transformation is an Army focus, it is a
major challenge in wartime in the face of limited available funding and
resources. The U.S. Army Wheel Vehicle Mechanic School (WVMS) at
This
paper is available on the 2007 I/ITSEC CD ROM.
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The Visual Assessment Method for Maintenance training
(VAMM)
2007 Paper No. 7301
|
TNO Defence, Security and Safety Soesterberg, The Netherlands |
Royal Volkel, The Netherlands |
Observing maintenance competencies in training settings is difficult. Many critical attitudes such as safety-awareness or team skills are covert and occur irregularly. As a result, assessing such competences for learning and testing often is subjective and not transparent. TNO and the Royal Netherlands Air Force (RNLAF) together have created a method for learning and assessing the development of such critical attitudes and skills, called the Visual Assessment Method for Maintenance training (VAMM). In this method, video-cameras are set up in the workshop, monitoring a team of learners doing realistic F16 maintenance tasks. One of the team members is responsible for evaluation of task performance. A commercial computer-based tagging tool (Darthfish) is used to mark incoming video events, and quickly classify them according to predefined evaluation criteria such as ‘bookwork discipline’ or ‘team co-operation’. A selection of marked video-episodes is used in an After Action Review (AAR), showing examples of good and bad displays of attitudes and skills. Both task performers and evaluator can learn from this reflection process. Instructors may apply the method in exam settings, providing an objective and transparent manner of assessing realistic tasks. The VAMM method is currently being tested by means of a pilot project at a RNLAF school with two teams of four learners. The first results show that learners are capable to assess mutual task performance by means of video analyses; (a) a sufficient number of events was