Design Of Training System Research Articles

Tenor - Architecture and Software for Advanced Distributed Learning

Rapid deployment of competent military teams worldwide requires operationally trained personnel to be prepared to manage all threats and employ all contingencies. Currently, these force protector teams are comprised of individuals differing in competency skill levels in fields of medicine, intelligence, communication, and security. Additionally, these force protectors assigned to a team originate from different geographical locations with varied operational backgrounds. Further hindering the force protector team mission, individual team members likely are unfamiliar with each other, have no detailed knowledge of the deployment location, and are not trained in the specifics of the tasks to be performed. It is essential that training begin at the initiation of the assignment through arrival at the theater of operation. However, traditional training methodologies and strategies deter the force protectors' development of mission capabilities. The paper describes the design and development of an ADL training system utilizing Web technology and hand-held deployable computers and cell phones.

Spatial representations of virtual mazes: the role of visual fidelity and individual differences.

Twenty-four people learned three versions of a room-sized maze: a wire-frame desktop virtual environment (VE), a normal surface-rendered desktop VE, and a real-world maze. Differences among the mental representations formed from each environment were measured with pointing and distance estimation tasks in a real-world version of each maze. People were more accurate at pointing after having learned the real and wire-frame VE maze than the surface-rendered VE maze; however, this effect was small compared with the effect of individual differences. Differences in gender, spatial ability, and prior computer experience were significantly related to the ability to acquire spatial information from the desktop VE. There was a high correlation between spatial knowledge when it was measured in the VE and spatial knowledge measured in the real world. Actual or potential applications include the design of effective VE training systems.

Evaluation of two types of online help for application software

Abstract A recent trend in application software design is to extend online help systems in order to support exploratory and self‐paced learning. Two different information formats, lists of action steps that have to be taken to achieve a goal (operative help) and explanations about how a function works (function‐oriented help), were evaluated to assess their effects on learning performance. In two experiments, adult computer novices (N = 60 and N = 20) learned to use experimental graphics software by task‐based exploration. After one half of the tasks, the type of tasks changed so that the acquired action schema could no longer be applied. Results indicated that participants who had access to function‐oriented help were coping more successfully with the schema change than participants who received operative help. The relevance to the design of software training and online help systems is discussed.

The Use of Work Domain Analysis for the Design of Training Systems

In this paper we argue that specifications for training equipment must be based on statements of mission-system functionality. To develop a good description of functionality is a difficult technical challenge, and the methodology of Work Domain Analysis has been developed for that purpose. However, a Work Domain Analysis does not fully specify the devices that are needed for training. Other forms of analysis and inference are needed to resolve issues of crititicality, instructional functions, implementation of functions in a training device, and fidelity of training device features. In this paper we explain the means of moving from functional requirements as developed by a Work Domain Analysis to specifications for training equipment.

Work Domain Analysis for Identification of Training Needs and Training-System Design

Training needs analysis is critical for designing effective training systems. However, traditional techniques for analysing training needs are inadequate for capturing the demands of modern workplaces, where the primary role of workers is to adapt on-line to cope with unpredictable contingencies. By identifying the functional structure of a work domain, which is independent of particular events, work domain analysis provides a framework for informing the design of training systems that will allow workers to be trained to deal with unpredictable situations. To illustrate this argument, we outline a work domain analysis of a fighter aircraft and show how it may be used for identifying the training needs of fighter pilots and for deriving functional specifications for a training system for this work domain.

Enhancing Training Systems Design: Implementing an Event-Based Approach

While human factors has become increasingly involved in many aspects of training systems design (e.g., displays, functional allocation), other aspects such as software architectures and databases, have not received the same level of involvement. These aspects are important because they provide the infrastructure by which the training environment is generated. Unfortunately, few frameworks exist to support the design of training infrastructures from a human factors perspective. One framework with potential application is the Event-Based Approach to Training (EBAT). EBAT has been empirically tested, and operationally demonstrated in numerous training environments. EBAT can guide the design of system infrastructures by highlighting linkages between all phases of training (e.g., exercise design, measurement, feedback). The purpose of this paper is to provide an overview of: (a) learning premises important for training system design, (b) the EBAT framework, (c) EBAT-derived design guidelines and engineering payoffs, and (d) future challenges for training systems design.

The Effect of Collateral Alarms on Primary Response Behavior

The growing complexity of aircraft systems has increased the likelihood for false alarms as well as multiple alarm occurrences. Understanding patterns of diagnostic and response behaviors to these alarms is important for system efficiency and safety. The present study was designed to examine whether inexperienced operators will utilize collateral alarms as a confirmation about the validity a given alarm, while ignoring the base rate probability for that alarm being true. Two experiments were conducted to determine whether participants’ confidence levels in a 50% true alarm would vary as a function of the number of collateral alarms. The procedures were similar for both experiments, in that zero to five collateral alarms were presented to participants along with a given 50% true alarm. However, while the first experiment was a repeated-measures design, the second experiment was conducted as a between-subjects design to insure that results of the first experiment were not an artifact of design. Both experiments yielded similar results, showing that inexperienced operators, when reporting their confidence in the validity of a given alarm, are influenced by the presence of other alarms. Moreover, overconfidence occurred when several collateral alarms were present, whereas under-confidence occurred when a minimum number were present. These findings indicate that collateral alarms may be used as a confirmation for alarm diagnostics by inexperienced operators, thereby they are assuming that multiple alarms are systematically related. Practical implications for training and effective alarm system design are discussed.

Toward Theoretically Based Principles of Training Effectiveness: A Model and Initial Empirical Investigation

Increasingly stringent demands are being placed on operators in many military systems due to recent advances in technology and rapid changes in the world order. In the modem military combat environment, operators require skill levels that are more varied and are of a higher order than in the past. Coupled with current fiscal constraints, this situation demands an optimization of training resources-a return on investment that results in an uncompromisingly high level of readiness at the lowest possible cost and in the shortest time. The purpose of this research was to advance understanding of effective training system design by investigating factors that may affect the success of training significantly in terms of performance improvement in the operational environ- ment. To accomplish this goal, a comprehensive model of training effectiveness was first developed and used as a basis to specify testable hypotheses. A large-scale data collection effort to test portions of the model was then con- ducted with N...

16. EMS in the Reconstruction Phase of a Major Earthquake: Training Program and Systems Design

16. EMS in the Reconstruction Phase of a Major Earthquake: Training Program and Systems Design

Master of science programme: Educational and training system design

Master of science programme: Educational and training system design

Issues in Providing Effective Training for Large Groups a Panel Presentation and Discussion

The design of training for large groups or collectives demands a focus on group performance that differs from a mere aggregation of individual, crew, and smaller team performances. Emphasis on the training of large groups has broad military and non-military applicability, espcially where success depends on complex interactions and multiple subgoals. Five panelists describe and discuss training system design factors and “lessons learned” as they relate to issues in training large groups. The session features a discussant with extensive experience in training research and development, and includes interactions between the discussant, the panel, and the audience.

Design and implementation of a microcomputer-based tutorial in radiation oncology

The design and implementation of a computer-based training system for radiation oncology was undertaken. A frame-based system was chosen, with factual information from Principles and Practices of Radiation Oncology, by Perez and Brady, as the body of knowledge. Each unit of the system was based on a site (chapter) and consists of three sections: text, review questions, and patient management problems. The text section contains text, tables, and references and defines the information upon which the review questions and clinical cases are based. The review questions are multiple choice and true-false, and immediate feedback is given for both correct and incorrect responses. The patient management problems are interactive and provide alternative methods of presenting information and stimulating problem-oriented thought. The emphasis in all sections is on learning rather than testing. Advantages of a computer-based tutorial include the ability to present large volumes of information easily, the capacity for immediate feedback, and the flexibility of format in presentation of material. Potential applications are discussed.

The Design of CAST (Computer-Aided Speechreading Training)

The underlying theoretical assumptions, goals, design, and implementation of a Computer-Aided Speechreading Training system (CAST) are described as a case study in program design. This computerized speechreading assessment and training system simulates face-to-face intervention and is designed to be one component of a comprehensive aural rehabilitation program for preretirement adults with acquired mild-to-moderate hearing loss. The interactive, automated course consists of eight training lessons, each focusing on a particular viseme that is practiced by a modified discourse tracking method using viseme-specific texts. Three basic speechreading skills are emphasized: visual speech perception, use of linguistic redundancy, and use of feedback between message sender and receiver. These skills are evaluated separately by means of CAST tracking rate, receiver strategy, and inferred error type. Four example case assessments are provided to illustrate the potential applications of CAST as a standardizable rehabilitative tool. An independent program evaluation is provided in a companion paper (Gagné, Dinon, & Parsons, 1991). Comparisons between CAST, face-to-face tracking procedures, and natural discourse are presented and discussed with reference to theoretical and clinical issues in speechreading and program evaluation.

Behaviour Modelling: Its Record and Potential in Training and Development

SUMMARYBehaviour modelling training is an approach to training systems design which has a strong conceptual base in social learning theory (Bandura, 1977). In the mid 1970s, Goldstein and Sorcher produced a now well‐known book which described the application of behaviour‐modelling techniques to supervisory training. In the last 15 years or so the conceptual basis of behaviour modelling has progressed (Bandura, 1986) and there has been a steady stream of studies (see Decker and Nathan, 1985; Goldstein and Gessner, 1988) investigating the use and potential of the approach in organizational settings. The first half of this article provides an overview of the conceptual basis for behaviour modelling training and examines the extent to which behaviour modelling practice provides a valid operationalization of underlying theory. The remainder of the article is concerned with issues of evaluation and applicability. Research on the use of behaviour‐modelling techniques has shown consistently good reaction and learning data (i.e. trainees like the material and are able to learn from it). Evidence concerning the transfer of learning back to the job (i.e. behaviour change and organization impact) is much more equivocal. The available evidence is reviewed and used to produce an account of the record and potential of behaviour modelling training.

A training objective matrix

Performance + InstructionVolume 28, Issue 9 p. 23-25 Article A training objective matrix John J. Connor, John J. Connor John J. Connor, PO Box 216, Frederiksted, VI00841-0216 John J. Connor is a training consultant and the Editor/Publisher of the Training Resources Catalogs series. He provides consulting services to international clients in such areas as manpower planning, training systems design, and on-the-job training. He has presented courses, consulted, and managed human resource development projects in Asia, Africa, the Middle East, Europe, Latin America, and the United States.Search for more papers by this author John J. Connor, John J. Connor John J. Connor, PO Box 216, Frederiksted, VI00841-0216 John J. Connor is a training consultant and the Editor/Publisher of the Training Resources Catalogs series. He provides consulting services to international clients in such areas as manpower planning, training systems design, and on-the-job training. He has presented courses, consulted, and managed human resource development projects in Asia, Africa, the Middle East, Europe, Latin America, and the United States.Search for more papers by this author First published: October 1989 https://doi.org/10.1002/pfi.4170280907 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume28, Issue9October 1989Pages 23-25 RelatedInformation

The design and evaluation of a computer-based training system for foreign destination coding desk operators. In: Training, human decision making and control : Bartram, D. J. Patrick and K.D. Duncan (Eds), North-Holland, Amsterdam, 1988, pp 13–41

The design and evaluation of a computer-based training system for foreign destination coding desk operators. In: Training, human decision making and control : Bartram, D. J. Patrick and K.D. Duncan (Eds), North-Holland, Amsterdam, 1988, pp 13–41

Influence of instructional systems development (ISD) on simulator design

ISD (instruction systems development) was developed to provide systematic training system design, including the design of training devices used within the system. The advantage of using ISD comes from the fact that data derived from analysis, not the subjective decision of the developer, drive designs. To date, the contribution of ISD to training device designs has been limited, with notable exceptions. Additional development technology is required, however, if simulator requirements are to be based on the development data in the manner originally envisioned. The author describes an attempt at articulating the ISD technology more fully to permit this.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>

Prompting, feedback and error correction in the design of a scenario machine

A scenario machine limits the user to a single action path through system functions and procedures. Four scenario machines were designed to embody different approaches to prompting, feedback, and automatic error correction for a “learning-by-doing” training simulator for a commercial, menu-based word processor. Compared with users trained directly on the commercial system, scenario machine users demonstrated an overall advantage in the “getting started” stage of learning. Initial training on a “prompting + automatic correction” system was particularly efficient, encouraging a DWIM (or “do what I mean”) approach to training system design. Curiously, training on a “prompting + feedback” system led to relatively impaired performance on a set of transfer of learning tasks. It was suggested that too much training information support may obscure the task coherence of the action scenario itself relative to a design that provides less explicit direction.

Instructional Strategies for Improving Training System Effectiveness

Advanced simulators and other training systems have been designed to replicate as realistically as possible various operational systems and environments. The rationale for this particular design goal is to attain sufficient fidelity for maximum training transfer to the real world. Yet, effective training may not only depend on attaining adequate fidelity, but also upon how a given training system is used to achieve specific learning outcomes. This paper identifies some of the salient problems with training system design and use, and discusses possible solutions for improving their training value based on incorporating instructional support capabilities and using prescriptive instructional methods.

FEA challenge: The multi‐client project

Performance + InstructionVolume 25, Issue 6 p. 10-12 Article FEA challenge: The multi-client project Ann Deden, Ann Deden 7195 Saroni Drive, Oakland, CA 94611 Dr. Ann Deden is a freelance consultant in training system design and evaluation. Her particular areas of interest and expertise are front-end analysis and the use of high levels of interactive video simulation for human interaction training.Search for more papers by this author Ann Deden, Ann Deden 7195 Saroni Drive, Oakland, CA 94611 Dr. Ann Deden is a freelance consultant in training system design and evaluation. Her particular areas of interest and expertise are front-end analysis and the use of high levels of interactive video simulation for human interaction training.Search for more papers by this author First published: August 1986 https://doi.org/10.1002/pfi.4150250605 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume25, Issue6August 1986Pages 10-12 RelatedInformation