An investigation into the cognitive effects of instructional interface visualisations.

An investigation is conducted into the cognitive effects of using different computer based instructions media in acquisition of specific novel human skills. With recent rapid advances in computing and multimedia instructional delivery, several contemporary research have focussed on the best practices for training and learning delivered via computer based multimedia simulations. More often than not, the aim has been cost minimisation through an optimisation of the instructional delivery process for efficient knowledge acquisition. The outcome of such research effort in general have been largely divergent and inconclusive. The work reported in this thesis utilises a dual prong methodology to provide a novel perspective on the moderating effects of computer based instructional visualisations with a focus on the interaction of interface dynamism with target knowledge domains and trainee cognitive characteristics. The first part of the methodology involves a series of empirical experiments that incrementally measures/compares the cognitive benefits of different levels of instructional interface dynamism for efficient task representation and post-acquisition skilled performance. The first of these experiments utilised a mechanical disassembly task to investigate novel acquisition of procedural motor skills by comparing task comprehension and performance. The other experiments expanded the initial findings to other knowledge domains as well as controlled for potential confounding variables. The integral outcome of these experiments helped to define a novel framework for describing multimodal perception of different computer based instruction types and its moderating effect on post-learning task performance. A parallel computational cognitive modelling effort provided the complementary methodology to investigate cognitive processing associated with different instructional interfaces at a lower level of detail than possible through empirical observations. Novel circumventions of some existing limitations of the selected ACT-R 6.0 cognitive modelling architecture were proposed to achieve the precision required. The ACT-R modifications afforded the representation of human motor movements at an atomic level of detail and with a constant velocity profile as opposed to what is possible with the default manual module. Additional extensions to ACT-R 6.0 also allowed accurate representation of the noise inherent in the recall of spatial locations from declarative memory. The method used for this representation is potentially extendable for application to 3-D spatial representation in ACT-R. These novel propositions are piloted in a proof-of-concept effort followed by application to a more complete, naturally occurring task sequence. The modelling methodology is validated with established human data of skilled task performances. The combination of empirical observations and detailed cognitive modelling afforded novel insights to the hitherto controversial findings on the cognitive benefits of different multimodal instructional presentations. The outcome has implications for training research and development involving computer based simulations

Seeking the best practices of assessment in maritime simulator training

publishedVersio

Proceedings of the 1993 Conference on Intelligent Computer-Aided Training and Virtual Environment Technology, Volume 1

These proceedings are organized in the same manner as the conference's contributed sessions, with the papers grouped by topic area. These areas are as follows: VE (virtual environment) training for Space Flight, Virtual Environment Hardware, Knowledge Aquisition for ICAT (Intelligent Computer-Aided Training) & VE, Multimedia in ICAT Systems, VE in Training & Education (1 & 2), Virtual Environment Software (1 & 2), Models in ICAT systems, ICAT Commercial Applications, ICAT Architectures & Authoring Systems, ICAT Education & Medical Applications, Assessing VE for Training, VE & Human Systems (1 & 2), ICAT Theory & Natural Language, ICAT Applications in the Military, VE Applications in Engineering, Knowledge Acquisition for ICAT, and ICAT Applications in Aerospace

A Virtual University Infrastructure For Orthopaedic Surgical Training With Integrated Simulation

This thesis pivots around the fulcrum of surgical, educational and technological factors. Whilst there is no single conclusion drawn, it is a multidisciplinary thesis exploring the juxtaposition of different academic domains that have a significant influence upon each other. The relationship centres on the engineering and computer science factors in learning technologies for surgery. Following a brief introduction to previous efforts developing surgical simulation, this thesis considers education and learning in orthopaedics, the design and building of a simulator for shoulder surgery. The thesis considers the assessment of such tools and embedding into a virtual learning environment. It explains how the performed experiments clarified issues and their actual significance. This leads to discussion of the work and conclusions are drawn regarding the progress of integration of distributed simulation within the healthcare environment, suggesting how future work can proceed

Final Report: Review of the FITS Program: Program Tasks, Goals and Pilot Training Initiatives

In 2002 the FAA, academic and industry partners established the FAA/Industry Training Standards (FITS) program whose purpose is to modernize General Aviation (GA) pilot training. The FAA recognized the need to modernize training standards for pilots who would use new avionics technology that integrate the GPS (Global Positioning Systems) with the autopilot along with multifunction displays capable of depicting flight path, weather, terrain and traffic information. These avionics and displays are touted as improving safety by enhancing pilot Situational Awareness and reducing pilot workload. The new technology has highlighted the need for programs to train and certify pilots to use the avionics suites. The instrumentation places new demands on pilots including changes in the level and distribution of pilot workload during a flight, the need to manage and integrate information from multiple displays, navigate complex menu structures, and program navigation computers. The literature describing the FITS program argues that the current structure and content of GA pilot training programs will not adequately prepare pilots for the challenges of using these technologies (FAA, 2003a; Glista, 2003b; Wright, 2002). The FITS curriculum attempts to address these issues by stressing training of risk management (RM), situational awareness (SA), aeronautical decision making (ADM) and single-pilot resource management (SRM). It also proposes to change pilot instruction to make it more relevant to real world flying by relying on scenario-based training (SBT). FITS proposes to emphasize the use of scenarios as a means to practice the integration of individual skills as they might occur in the real world. For instance, a student pilot might be instructed to plan a flight from Wichita, KS to Kansas City, MO. The student would perform all the tasks necessary to plan the flight including preflight checks, route planning, checking the weather reroute etc. During the flight the student would demonstrate individual flight skills including turns, climbs, navigation, and communication while executing the scenario. The purpose of this project was to review research related to the proposed initiatives and to identify future research needs to support the long-term objectives of FITS. In addition to reviewing pertinent academic and government literature, the objectives of FITS were reviewed with representatives of the FAA, academic and industry partners. At present FITS materials provide few details regarding important components of the training initiative including decision making, the training requirements of advanced avionics technology and its effects on situation awareness. Future work should draw on an extensive academic literature and on lessons learned from prior industry experience when similar avionics technologies were introduced to commercial aviation. Also, clear distinctions should be made between SBT as employed in FITS and SBT used by the military and in commercial aviation. These are very different programs