Transcript Virtual Training Simulations & Game

I/ITSEC 2008 Tutorial:
Virtual Training Simulations & Game-Based
Systems: Large-Scale Adoption Issues
Amela Sadagic, PhD
Naval Postgraduate School, MOVES Institute, [email protected]
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 Q&A
2
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 Q&A
3
Tutorial is Not About…
• Connectivity to the network & server needs
• Costs & financial aspects
• Acquisition & procurement
• Maintenance & administrative management
4
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.
5
1.
Domain: What is Covered in This Tutorial
2. Current Training Needs
1.
Simulations and Game-Based Systems
2.
Diffusion of Innovation
3.
Examples of (Partial) Success
4.
Practical Considerations and Techniques
5.
Increasing Adoption Rate
6.
Conclusion and Q&A
6
Current Training Needs
Situation that military community deals with:
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changes of doctrinal teachings & mission objectives,
operational tempo changes dramatically,
unsatisfactory retention rate for the serviceman
… and no performance drop-off!
Training needs:
•
•
•
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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!
7
1.
Domain: What is Covered in This Tutorial
2.
Current Training Needs
3. Simulations and Game-Based Systems
1.
Diffusion of Innovation
2.
Examples of (Partial) Success
3.
Practical Considerations and Techniques
4.
Increasing Adoption Rate
5.
Conclusion and Q&A
8
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.
9
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: > 80 % users
10
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:
•
•
•
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content: representation of the environment, actors and
characters (one or many),
storyline / plot / scenario,
task(s),
dynamics: set of rules, behaviors and interaction
modalities.
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Examples of Games and GameBased Systems
Games -> Entertainment:
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Quake
Warcraft Reloaded
Tiger Woods 99 PGA Tour Golf
Game-Based Systems / Serious games -> Learning and
Training:
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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?
12
Game-Based Training Systems:
Examples
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Simulations and Game-Based
Training Systems
Why should we use them? They are:
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•
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mature enough,
affordable,
they have a potential to:
1. Enable more effective learning/training:
•
learn more, quicker, retain skills and knowledge longer,
less cost involved,
2. Increase interest and motivate learners/trainees,
3. Enable learning/training situations that would not be
possible otherwise,
4. But also…
14
…Correspond to Contemporary
Lives of Its Users
•
3 years ago: > 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:
1. Should learners’ working hours (school, unit) be as
contemporary as their free-time?
2. Is the alienation from a ‘clunky’ & ‘old’ segment of
learner’s life possible to happen, and how can one
address it?
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Classroom-of-the-Future
(as seen by the high-school students 8 years ago in 2000!)
Expectations set by new generations:
vs.
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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 learner’s actions
• Include the 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
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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.
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1.
Domain: What is Covered in This Tutorial
2.
Current Training Needs
3.
Simulations and Game-Based Systems
4. Diffusion of Innovation
1.
Examples of (Partial) Success
2.
Practical Considerations and Techniques
3.
Increasing Adoption Rate
4.
Conclusion and Q&A
19
Diffusion of Innovation
• It is a technical issue AND social process.
• Innovations do NOT sell themselves.
5 categories of adopters:
1. Innovators
2. Early adopters
3. Early majority
4. Late majority
5. Laggards
Opinion leaders - change agents - change agent aide
Everett M. Rogers, Diffusion of Innovation
20
…cont.
Cummulative diffusion
Diffusion of Innovation
time
Everett M. Rogers, Diffusion of Innovation
21
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 Innovation
22
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 Innovation
23
Relative Advantage: Issues
(definition: perceived benefits over current solution):
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
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”
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Compatibility: Issues
(definition: degree of being consistent with current system of
values)
1. Lack of system support for After Action Review (AAR)
 Record your session, appoint the ‘observers” &
‘evaluators’
2. 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!
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Complexity: Issues
(definition: simpler to understand & simpler to use ->
adopted more rapidly)
1. Do I need to be a technology expert?
 One possible solution: trainees acting as
(occasional) technical support.
2. User interfaces, user navigation and interaction
modalities, and key combinations differ from one
system to another:
 Learning new system is more difficult - making
those characteristics more uniform across the
systems would help
26
Trialability: Issues
(definition: adoption in an incremental fashion ->
adopted more rapidly)
1. Rigid definition of what it means to ‘use the
technology’: 100%, 50% or 3% of training time?
2. Should all trainees use computers… or not?
 Consider different combinations and
arrangements with some people using the
system and some not using it.
27
Observability: Issues
(definition: results being visible to other adopters ->
adopted more rapidly)
1. 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
2. Optional use of simulations (e.g. tactical decisionmaking skills):
• Relative advantage visible only after a long term use
 Advertise the successes of peers in their community
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Influencing Users’ Attitude
1. “This will help us reduce the number of instructors” - hope for
BIG savings
2. “This system is all you will ever need”
3. “These systems will (should) sell themselves”,
4. “It will be a ‘pull’ process only, no need for ‘push’ strategies”.
5. “We will start preparing for deployment once the training
system is acquired.”
6. 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
7. Accountability for the skill transfer (field performance)
29
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
1.
Practical Considerations and Techniques
2.
Increasing Adoption Rate
3.
Conclusion and Q&A
30
Examples of (Partial) Success
America’s Army
• It is a game. Started as a recruitment tool, not as training system.
• Substantial promotional efforts invested, and they are still present
• Has active support: support forums, organized events for peers
(gamers) and chat networks,
• Professional web-site with
expected segments focused on
engaging new players: expanding
user base is their mission.
• No user (‘transfer of training’)
studies done.
31
(image taken from America’s Army web site)
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 its
training effectiveness
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Examples of (Partial) Success
VBS 2
(Virtual Battle Space):
• 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.
33
(image taken from VBS 2 web site)
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
1.
Increasing Adoption Rate
2.
Conclusion and Q&A
34
Practical Considerations
Q1: Do my trainees need any prep time before they
engage in active learning/training?
Q2: Do I need to bring any 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?
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Learners as Your Technical
Support Members?
Q: Is it realistic to expect that all instructors will
have necessary technical expertise and
experience?
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 instructor’s efforts,
• more forgiving when technical difficulties are
experienced.
36
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?
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.
37
Combinations With Other (Older)
Instructional Approaches
Q: How beneficial is it to use a combination of new and
old tested instructional approaches?
What is the potential they may bring?
1. They work (quite often very successfully).
2. This combination may be the best fit for training (match
with beginning, intermediate, advanced levels).
3. ‘Old’ approaches serving as ‘suspenders’ in case of
hasty behaviors while training with simulations.
4. Instructors are familiar with them - may be more inclined
to accept a combination then simulation-only approach.
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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
Options:
Chat (audio and text)
Blog as a project diary (text blog, video blog, podcasts)
Videoconferencing
39
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
1.
Conclusion and Q&A
40
Cummulative diffusion
Increasing Adoption Rate
time
41
Increasing Adoption Rate
Knowing the characteristics of military as a social
system:
1. 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.
2. Increase the number of agents of change:
• Create new billets dedicated to dissemination and use of
simulations + make simulation focus be the main focus
3. More active and changed role for simulation centers
4. Introduce challenge programs and competitions.
42
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 Q&A
43
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 Innovation, 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.
44
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.
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Q&A
46