Abstract
This research assessed how the performance and team skills of three-person teams working with an Intelligent Team Tutoring System (ITTS) on a virtual military surveillance task were affected by feedback privacy, participant role, task experience, prior team experience, and teammate familiarity. Previous work in Intelligent Tutoring Systems (ITSs) has focused on outcomes for task skill training for individual learners. As research extends into intelligent tutoring for teams, both task skills and team skills are necessary for good team performance. This work includes a brief review of previous research on ITTSs, feedback, teams, and teamwork, including the recounting of two categories of a framework of teamwork performance, Communication and Cognition, which are relevant to the present study. This research examines the effects of an intelligent agent, as well as features of the team, its members, and the task being undertaken, on team communication (measured by relevant key-presses) and team situation awareness (as measured by scores on a quiz). Thirty-seven teams of three participants, each at their own computer running a multiplayer surveillance simulation, were given just-in-time private (individually delivered) or public (team-delivered) performance feedback during four 5-min trials. In the fourth trial, two of the three participants switched roles. Feedback type, teamwork experience, and teammate familiarity had no statistically significant effect on communication or team situation awareness. However, higher levels of role experience and task experience showed significant and medium-sized effects on communication performance. Results, based on performance data and structured interview responses, also revealed areas of improvement in future feedback design and a potential benchmark for feedback frequency in an action-oriented serious game-based ITTS. Among the conclusions are six design objectives for future ITTSs, establishing a foundation for future research on designing effective ITTSs that train interpersonal skills to nascent teams.
Highlights
Intelligent tutoring systems (ITSs) are computer-based instructional systems that interact with a single student to provide personalized instruction and one-to-one feedback as they progress through a learning experience
The present research evaluates the impact of an Intelligent Team Tutoring System (ITTS) on the team skills of team situational awareness (SA) and communication
The present paper explores the implementation of ITTS feedback in a military-style simulated environment to guide the interdependent tasks of a team of three on both team and individual-level variables
Summary
Intelligent tutoring systems (ITSs) are computer-based instructional systems that interact with a single student to provide personalized instruction and one-to-one feedback as they progress through a learning experience. Within the environments of ITTSs, behavioral markers are used to identify team metrics (Salas et al, 2007b; Sottilare et al, 2018) From these metrics, ITTSs use feedback to present information about team and individual performance on task and team skills (Sinatra et al, 2018; Walton et al, 2018; Ostrander et al, 2019). For the team skills of communication and team SA, this research examined the impacts of feedback, environment experience, member role experience, and previous teamwork experience, and team-level teammate familiarity. The study’s methods are presented, including a description of the task, the feedback mechanism, and the data analysis methods
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