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Virtual Training Simulations

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Title: Virtual Training Simulations


1
Virtual Training Simulations Game-Based
Systems Large-Scale Adoption Issues
SpringSim, Military Modeling Simulation, San
Diego, CA, March 2009 (tutorial also presented
at I/ITSEC 2008)
  • Amela Sadagic, PhD
  • asadagic_at_nps.edu

2
Motivation
Late 80s, early mid 90s
3
Motivation
4
Motivation
5
Agenda
  1. Domain What is Covered in This Tutorial
  2. Current Training Needs
  3. Simulations and Game-Based Systems
  4. Diffusion of Innovation
  5. Examples of (Partial) Success
  6. Practical Considerations and Techniques
  7. Increasing Adoption Rate
  8. Conclusion and QA

6
  1. Domain What is Covered in This Tutorial
  2. Current Training Needs
  3. Simulations and Game-Based Systems
  4. Diffusion of Innovation
  5. Examples of (Partial) Success
  6. Practical Considerations and Techniques
  7. Increasing Adoption Rate
  8. Conclusion and QA

7
Tutorial is Not About
  • Connectivity to the network server needs
  • Costs financial aspects
  • Acquisition procurement
  • Maintenance administrative management

8
Tutorial is About
  • The phase AFTER the training system is acquired.
  • User aspects dissemination, adoption, deployment
    and use of those systems among intended users
    (both instructors and trainees).
  • Factors influencing large scale adoption.
  • Techniques for changing adoption rate.
  • Effective techniques for maximizing the
    investments made in those systems.

9
  • Domain What is Covered in This Tutorial
  • Current Training Needs
  • Simulations and Game-Based Systems
  • Diffusion of Innovation
  • Examples of (Partial) Success
  • Practical Considerations and Techniques
  • Increasing Adoption Rate
  • Conclusion and QA

10
Current Training Needs
  • Situation that military community deals with
  • changes of doctrinal teachings mission
    objectives,
  • operational tempo changes dramatically,
  • unsatisfactory retention rate for the serviceman,
  • and no performance drop-off!
  • Training needs
  • train large number of skills,
  • train large number of people,
  • train in novel ways, motivate learners,
  • train in novel places under novel conditions,
  • acquire new skills,
  • learn do novel tasks,
  • and achieve all that in a short period of time!

11
  • Domain What is Covered in This Tutorial
  • Current Training Needs
  • Simulations and Game-Based Systems
  • Diffusion of Innovation
  • Examples of (Partial) Success
  • Practical Considerations and Techniques
  • Increasing Adoption Rate
  • Conclusion and QA

12
Simulations and Game-Based Systems
  • Can they be a solution?
  • They will not provide a complete (only) solution,
  • but most likely they will be a good part of
    that solution.
  • A paradigm shift - truly and successfully
    enabling novel training practices, and achieving
    significant results, happens only when
  • large majority (ideally everyone) uses those
    solutions,
  • they do it methodically and consistently,
  • they have those solutions available 24 / 7.

13
Definition of Problem
  • Affordable solutions, substantial and continuing
    investments, fairly well recognized and
    acknowledged potential
  • ? yet still no evidence of large scale adoption
    of technology-based solutions and their effective
    and systematic use for learning and training
    purposes.
  • Large scale gt 80 users

14
Simulations and Game-Based Systems cont.
  • Game-based systems computer-supported real-time
    systems that couple multiple sensory information
    (visual, auditory, haptic, olfactory) in an
    organized way providing a meaningful context for
    human action and collaboration. This includes the
    elements of
  • content representation of the environment,
    actors and characters (one or many),
  • storyline / plot / scenario,
  • dynamics set of rules, behaviors and interaction
    modalities,
  • task(s) and overall goal of action,
  • system feedback about players success/results in
    session (score).
  • Goal learning and training.

15
Examples of Games and Game-Based Systems
  • Games -gt Entertainment
  • EverQuest
  • World of Warcraft
  • Tiger Woods 99 PGA Tour Golf
  • Game-Based Systems / Serious Games -gt Learning
    and Training
  • CCM (Close Combat Marine)
  • VBS 2 (Virtual Battle Space)
  • FOPCSim, VCCT
  • Which group is concerned with the validity,
    correct simulation of physical phenomena and
    human behaviors, metrics and measurements?

16
Game-Based Training Systems Examples
17
Simulations and Game-Based Training Systems
  • Why should we use them? They are
  • mature enough,
  • affordable,
  • they have a potential to
  • Enable more effective learning/training
  • learn more, quicker, retain skills and knowledge
    longer, less cost involved,
  • Increase interest and motivate learners/trainees,
  • Enable learning/training situations that would
    not be possible otherwise,
  • But also

18
Correspond to Contemporary Lives of Its Users
  • 4 years ago gt 60 Marines played video games.
    They also used other digital gadgets
    applications.
  • Now All young IOC and TBS officers, as well as
    young Marines (almost everyone) own personal
    computer.
  • Questions
  • Should learners working hours (school, unit) be
    as contemporary as their free-time?
  • Is the alienation from a clunky old segment
    of learners life possible to happen, and how can
    one address it?

19
Classroom-of-the-Future
(as seen by the high-school students 9 years ago
in 2000!)
Expectations set by new generations
20
More on Why Use Game-Based Training Systems
  • Provide rich visual and spatial representations
  • Simulate rich environment with multiple sensory
    information coupled together in an organized way
    - video, audio and other stimuli in a sync
  • Provide immediate feedback to learners actions
  • Include elements of storytelling and narration
  • Enable role-playing and experimentation
  • Engage user in active learning process
  • Can be fun and motivate users for learning
    (training)
  • Adaptable for different skill levels and learning
    styles
  • Enable high level of presence (this may influence
    performance)
  • Immerse users in problem-solving activities
  • Enhance experiential learning
  • Easy to play out a number of different situations
    (scenarios) - perfecting skills
  • Exploring a number of what-ifs
  • Self-selection of the level of difficulty
    ownership over the learning process

21
Caveats
  • Simulations (technology) are only the tools - not
    a goal and not a full package, just a segment
    of it.
  • Simulations are not the ultimate replacement for
    current training approaches.
  • Simulation should be employed when it is a better
    solution for a given objective - need to match
    training approaches and tools with training
    objectives.
  • Efforts should be directed towards coupling of
    learning/ training objectives and goals with
    right approaches, right tools, having in mind the
    audience we deal with.

22
  • Domain What is Covered in This Tutorial
  • Current Training Needs
  • Simulations and Game-Based Systems
  • Diffusion of Innovation
  • Examples of (Partial) Success
  • Practical Considerations and Techniques
  • Increasing Adoption Rate
  • Conclusion and QA

23
Diffusion of Innovation
  • It is a technical issue AND social process.
  • Innovations DO NOT sell themselves.
  • 5 categories of adopters
  • Innovators
  • Early adopters
  • Early majority
  • Late majority
  • Laggards
  • Opinion leaders - change agents - change agent
    aide

Everett M. Rogers, Diffusion of Innovations
24
Diffusion of Innovation cont.
Cummulative diffusion
  • time

Everett M. Rogers, Diffusion of Innovations
25
Diffusion of Innovation cont.
  • Mass-media channels vs interpersonal channels.
  • Majority form their opinion on the basis of
    subjective evaluation of information received
    from their peers (similar socioeconomic status,
    education and other values).
  • Interpersonal channels most effective for
    majority adopters.
  • Fastest adoption decision coming from the
    authority.
  • An innovation should not be considered in
    isolation from other innovations.

Everett M. Rogers, Diffusion of Innovations
26
Factors Influencing Adoption Rate
  1. Relative advantage benefits over current
    solution.
  2. Compatibility degree of being consistent with
    current system of values.
  3. Complexity simpler to understand simpler to
    use.
  4. Trialability adoption in an incremental
    fashion.
  5. Observability results being visible to other
    adopters.

Everett M. Rogers, Diffusion of Innovations
27
Relative Advantage Issues
  • (definition perceived benefits over current
    solution)
  • Absence of full package solutions
  • Black-box solution just a wishful thinking
  • Lack of formal training for people who deliver
    instruction
  • One time exposure only short exposure
  • Timing not appropriate
  • Wrong order of skill mastery
  • Disconnect between the systems and (right) users
  • No syllabus, no high-quality scenarios
  • Not matching system capabilities and levels with
    users
  • Training or fun?
  • Missing training relevance (need for continuous
    updates)
  • Lack of evaluation of training effectiveness
  • Lack of accountability for achieved training
    results
  • Motivation Checking the technology box

28
Compatibility Issues
  • (definition degree of being consistent with
    current system of values)
  • Lack of system support for After Action Review
    (AAR)
  • ? Record your session, appoint the observers
    evaluators
  • Do I need to forget everything I knew and did so
    far?
  • ? Explore a synergy of old (known, tested)
    technologies/ methods and simulations - that mix
    may well be the best solution for given training
    objective!

29
Complexity Issues
  • (definition simpler to understand simpler to
    use ? adopted more rapidly)
  • Do I need to be a technology expert?
  • One possible solution trainees acting as
    (occasional) technical support.
  • User interfaces, user navigation and interaction
    modalities differ from one system to another
  • Learning new system is more difficult - making
    those parameters uniform/same across different
    systems would help.

30
Trialability Issues
  • (definition adoption in an incremental fashion ?
    adopted more rapidly)
  • Rigid definition of what it means to use the
    technology 100, 50 or 3 of training time?
  • Should all trainees use computers or not?
  • ? Consider different combinations and
    arrangements with some people using the system
    and some not using it.

31
Observability Issues
  • (definition results being visible to other
    adopters -gt adopted more rapidly)
  • Mandatory use of simulations (e.g. aviation
    ship, submarine tank navigation missile
    engagements)
  • ? Results were substantial, tangible, clearly
    visible, with high relative advantage and
    immediate
  • Optional use of simulations (e.g. tactical
    decision-making skills)
  • Relative advantage visible only after a long
    term use
  • ? Advertise the successes of peers in their
    community.

32
Influencing Users Attitude
  • This will help us reduce the number of
    instructors - hope for BIG savings.
  • This system is all you will ever need.
  • These systems will (should) sell themselves.
  • It will be a pull process only, no need for
    push strategies.
  • We will start preparing for deployment once the
    training system is acquired.
  • Unrealistic expectations on learning results and
    timing
  • More complex more expensive solution ? higher
    the expectations.
  • Time to get acquainted with the system - it is a
    process.
  • Accountability for the skill transfer (field
    performance).

33
  • Domain What is Covered in This Tutorial
  • Current Training Needs
  • Simulations and Game-Based Systems
  • Diffusion of Innovation
  • Examples of (Partial) Success
  • Practical Considerations and Techniques
  • Increasing Adoption Rate
  • Conclusion and QA

34
Examples of (Partial) Success
  • Americas Army
  • It is a game. Started as a recruitment tool, not
    as a training system.
  • Substantial promotional efforts invested, and
    they are still present.
  • Has active web support support forums, organized
    events for peers (gamers) and chat networks.
  • Professional web-site with
  • segments focused on
  • engaging new players expanding
  • user base is their mission.
  • No user studies done
  • (transfer of training).

(image taken from Americas Army web site)
35
Examples of (Partial) Success
  • FOPCSim (Forward Observer PC Simulation)
  • Training system designed by Marines (MOVES
    students).
  • Actively promoted by Marines - available in each
    Simulation center.
  • Agent of change was one of original designers. He
    is also artillery officer i.e. peer of targeted
  • end users.
  • Includes good tested scenarios.
  • Uses Delta3D game engine no
  • license fees involved.
  • User studies proved
  • training effectiveness.

36
Examples of (Partial) Success
  • VBS 2 (Virtual Battlespace 2)
  • Training system.
  • Actively promoted by Marines - Available in each
    Simulation Center.
  • Continually perfected and fine-tuned to fit
    training needs.
  • Company offers courses for administrators and
    developers
  • support for users (ex-military
  • contractor team ? experienced
  • as very close to peers/users)
  • Supports large spectrum of
  • training situations.
  • Still need to perfect their
  • simulations.

(image taken from VBS 2 web site)
37
  • Domain What is Covered in This Tutorial
  • Current Training Needs
  • Simulations and Game-Based Systems
  • Diffusion of Innovation
  • Examples of (Partial) Success
  • Practical Considerations and Techniques
  • Increasing Adoption Rate
  • Conclusion and QA

38
Practical Considerations
  • Q1 Do my trainees need any prep time before
    they
  • engage in active learning/training?
  • Q2 Do I need to bring any learning/training
    aids? Cards? Projector? Recording devices? And
    how about the use of headphones?
  • Q3 What should I do when the trainees start
    gaming
  • (playing around, using non-doctrinal tactics)?
  • Q4 How should I arrange my computers (I need to
  • organize a session for an entire group)?
  • Q5 Should I think about introducing elements of
    a
  • challenge or competition?

39
Learners as Your Technical Support Members?
  • Q Is it realistic to expect that all
    instructors will have necessary technical
    expertise and experience?
  • A Trainees acting as (occasional) technical
    support
  • active involvement vs. being served approach,
  • great opportunity to learn more about technology
    - they may need those skills in very near future,
  • recognition of their skills,
  • instills a sense of ownership over the process,
  • higher appreciation for instructors efforts,
  • more forgiving when technical difficulties are
    experienced.

40
Everyone Using the System or Not?
  • Q (Valid concern) Certain tasks represent
    considerable cognitive load for an individual -
    do I add to that by asking them to control an
    input device in addition to their already complex
    tasks?
  • Q Could the experience of watching someone use
    the system be another form of learning?
  • A Consider different combinations and
    arrangements with some people using the system
    and some not using it.
  • The goal ALL trainees should benefit from that
    arrangement and that session.

41
Combinations With Other Instructional Approaches
  • Q How beneficial is it to use a combination of
    new and old tested instructional approaches?
  • A Potential benefits
  • They work (quite often very successfully).
  • This combination may be the best fit for training
    (match with beginning, intermediate, advanced
    levels).
  • Old approaches serving as suspenders in case
    of hasty behaviors while training with
    simulations.
  • Instructors are familiar with them - may be more
    inclined to accept a combination then
    simulation-only approach.

42
Combinations With Other Technologies and Media
  • Q How beneficial is it to use a combination of
    different technologies and media?
  • Consider
  • Synchronous asynchronous tools
  • Before, during after the session
  • Optional (additional) media
  • Chat (audio and text)
  • Blog as a project diary (text blog, video blog,
    podcasts)
  • Social networking
  • Videoconferencing

43
  • Domain What is Covered in This Tutorial
  • Current Training Needs
  • Simulations and Game-Based Systems
  • Diffusion of Innovation
  • Examples of (Partial) Success
  • Practical Considerations and Techniques
  • Increasing Adoption Rate
  • Conclusion and QA

44
Increasing Adoption Rate
Cummulative diffusion
  • time

45
Increasing Adoption Rate
  • Knowing the characteristics of military as a
    social system
  • Introduction of mandatory deployment and use of
    simulations
  • If you do, make sure there is a strong and valid
    rationale for such decision. Also, make sure it
    is accepted on ALL levels.
  • Increase the number of agents of change
  • Create new billets dedicated to dissemination and
    use of simulations make simulation focus be the
    main focus
  • Make some training tools/systems
    unit/Marine-centered instead of simulation
    center-centered
  • More active and changed role for simulation
    centers.
  • Introduce challenge programs and competitions.

46
  1. Domain What is Covered in This Tutorial
  2. Current Training Needs
  3. Simulations and Game-Based Systems
  4. Diffusion of Innovation
  5. Examples of (Partial) Success
  6. Practical Considerations and Techniques
  7. Increasing Adoption Rate
  8. Conclusion and QA

47
References
  • Malcolm Gladwell (2000), The Tipping Point,
    Little, Brown and Company, 2000.
  • Joseph M. Nolan and Jason M. Jones (2005), Games
    For Training Leveraging Commercial Off The Shelf
    Multiplayer Gaming Software For Infantry Squad
    Collective Training, Master Thesis , NPS.
  • Baxter, Holly C., Ross, Karol G., Phillips,
    Jennifer, Shafer, Jennifer, Fowlkes, Jennifer.
    (2004). Leveraging Commercial Video Game
    Technology to Improve Military Decision Skills.
    Inter-service/Industry Training, Simulation, and
    Education Conference (I/ITSEC) 2004.
  • Prensky, M. (2001). Digital Game Based Training.
    New York McGraw-Hill, 2001.
  • Everett M. Rogers (1995), Diffusion of
    Innovations, The Free Press 1995.
  • Amela Sadagic (2007), The Deployment and Use of
    Virtual Training Simulations What Does it Take
    to Serve the Needs of Majority Of Its Users?, New
    Learning Technologies Orlando 2007 SALT
    Conference, Orlando, FL, Jan 31 - Feb 2, 2007.

48
References cont.
  • Amela Sadagic, Rudy Darken (2006), Combined Arms
    Training Methods and Measures for a Changing
    World, NATO workshop Virtual Media for Military
    Applications, US Military Academy, West Point,
    NY, 13-15 June 2006.
  • Robert Sibley and Amela Sadagic (2003), Emerging
    Technologies as Enablers of Advanced Teaching and
    Learning Practice, National Educational Computing
    Conference - NECC 2003, Seattle WA, July 2003.
  • Wayne Zachary, Robert R. Hoffman, Kelly Neville,
    Jennifer Fowlkes (2007), Human Total Cost of
    Ownership The Penny Foolish Principle at Work,
    IEEE Intelligent Systems, March/April 2007.

49
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