Naval Air Warfare Center Training Systems Division

Although most agree that games can be engaging and that games can be instructive, there is little consensus regarding the essential characteristics of instructional games. Implicit in the research literature is the notion that if we pair instructional content with certain game features, we can harness the power of games to engage users and achieve desired instructional goals. In this article, the authors present an input-processoutput model of instructional games and learning that elaborates (a) the key features of games that are of interest from an instructional perspective; (b) the game cycle of user judgments, behavior, and feedback that is a hallmark of engagement in game play; and (c) the types of learning outcomes that can be achieved. The authors discuss the implications of this approach for the design and implementation of effective instructional games.

Although training evaluation is recognized as an important component of the instructional design model, there are no theoretically based models of training evaluation. This article attempts to move toward such a model by developing a classification scheme for evaluating learning outcomes. Learning constructs are derived from a variety of research domains, such as cognitive, social, and instructional psychology and human factors. Drawing from this research, we propose cognitive, skill-based, and affective learning outcomes (relevant to training) and recommend potential evaluation measures. The learning outcomes and associated evaluation measures are organized into a classification scheme. Requirements for providing construct-oriented evidence of validity for the scheme are also discussed

This chapter reviews the training research literature reported over the past decade. We describe the progress in five areas of research including training theory, training needs analysis, antecedent training conditions, training methods and strategies, and posttraining conditions. Our review suggests that advancements have been made that help us understand better the design and delivery of training in organizations, with respect to theory development as well as the quality and quantity of empirical research. We have new tools for analyzing requisite knowledge and skills, and for evaluating training. We know more about factors that influence training effectiveness and transfer of training. Finally, we challenge researchers to find better ways to translate the results of training research into practice.

Abstract The purpose of this paper is to highlight several fundamental questions that remain regarding shared cognition: (1) What must be ‘shared’? (2) What does ‘shared’ mean? (3) How should ‘shared’ be measured? and (4) What outcomes do we expect shared cognition to affect? A general and integrative description of these questions is provided. In addition, the value of shared cognition is discussed along with recommendations for future research. Copyright © 2001 John Wiley & Sons, Ltd.

We consider the radiation from a system of $N$ identical two-level atoms coupled to a continuum of quantized em modes, and possibly, to an external driving field near resonance. The atoms can be distributed over a region large in comparison to the resonant wavelength, but smaller than the spontaneous pulse length. Radiation rates and correlation functions are expressed in terms of expectation values of time-dependent atomic operators, which are shown to satisfy coupled first-order differential equations involving similar atomic operators and the initial radiation operators. The corresponding equations for the expectation values simplify considerably if no driving field is present. Similar results are derived for a model in which each atom is replaced by a harmonic oscillator.

A model of learning transfer that focused on the active role of the learner was developed and tested within a complex decision-making task. The study examined how individual differences, learning strategies, and training outcomes influenced transfer of learning to a more complex task. A sample of 93 undergraduate students participated in a 2-day radar operations study. Hierarchical regression analysis results indicated that mastery orientation was positively related to metacognitive activity of the learner. Metacognitive activity was significantly related to knowledge acquisition, skilled performance at the end of training, and self-efficacy. All 3 of these training outcomes were related to performance on the transfer task. Implications of these findings for research and practice are discussed.

The small moving parts in acoustic and vibration microsensors are especially susceptible to mechanical noise resulting from molecular agitation. For sensors designed for small-signal applications, this mechanical-thermal noise is often one of the limiting noise components. Several techniques for calculating the mechanical-thermal noise in acoustic and vibration sensors in general, and in micromachined sensors in particular, are reviewed.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>

Critical decisions are made every day by teams of individuals who must coordinate their activities to achieve effectiveness. Researchers recently suggested that a shared mental model (SMM) among team members may help them to make successful decisions. Several avenues for developing SMMs in teams exist, one of which is planning. We explored the relationship between team planning, SMMs, and coordinated team decision making and performance. Results indicated that effective planning increased the SMM among team members, allowed them to utilize efficient communication strategies during high-workload conditions, and resulted in improved coordinated team performance. In addition, the communication strategy alone affected the degree of coordinated performance attained by teams during periods of increased workload. Implications of these results and team functioning are discussed. Actual or potential applications of this research include performance and training in settings that require interdependent actions among operators.

Situation awareness has long been recognized as an important variable in aviation performance. Research to date has focused on identifying characteristics of situation awareness for individuals, not on the behaviors and processes associated with team situation awareness. The purpose of this review is to delineate and identify characteristics of team situation awareness. In addition, implications are discussed and research questions are outlined that target the measurement and training of situation awareness in teams.

Multioperator tasks often require complex cognitive processing at the team level. Many team cognitive processes, such as situation assessment and coordination, are thought to rely on team knowledge. Team knowledge is multifaceted and comprises relatively generic knowledge in the form of team mental models and more specific team situation models. In this methodological review paper, we review recent efforts to measure team knowledge in the context of mapping specific methods onto features of targeted team knowledge. Team knowledge features include type, homogeneity versus heterogeneity, and rate of knowledge change. Measurement features include knowledge elicitation method, team metric, and aggregation method. When available, we highlight analytical conclusions or empirical data that support a connection between team knowledge and measurement method. In addition, we present empirical results concerning the relation between team knowledge and performance for each measurement method and identify research and methodological needs. Addressing issues surrounding the measurement of team knowledge is a prerequisite to understanding team cognition and its relation to team performance and to designing training programs or devices to facilitate team cognition.

Abstract Abstract Tensile strength, modulus of rupture, and impact resistance were found for different layer orientations of ABS rapid prototype solid models. The samples were fabricated by a Stratasys rapid prototyping machine in five different layer orientations. The 0° orientation where layers were deposited along the length of the samples displayed superior strength and impact resistance over all the other orientations. The anisotropic properties were probably caused by weak interlayer bonding and interlayer porosity.

Subtle changes in ligand substitution result in substantial changes in molecular structure and magnetic properties in a series of dysprosium(<sc>iii</sc>) metallocenium salts.

Games are an effective and cost-saving method in education and training. Although much is known about games and learning in general, little is known about what components of these games (i.e., game attributes) influence learning outcomes. The purpose of this article is threefold. First, we review the literature to understand the “state of play” in the literature in regards to learning outcomes and game attributes—what is being studied. Second, we seek out what specific game attributes have an impact on learning outcomes. Finally, where gaps in the research exist, we develop a number of theoretically based proposals to guide further research in this area.

The authors focus on team performance in complex systems. Representative empirical literature is reviewed and models of team performance are discussed. The role of mental models in team performance is considered and several propositions developed that focus on mental models as mechanisms for forming expectations and explanations of team behaviors. The implications of these propositions for team performance and training are elaborated, particularly in terms of likely performance problems if mechanisms for forming expectations and explanations are deficient. The results of two initial studies that support the plausibility of the propositions are reported.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>

We present a new formulation of Maker fringes in parallel-surface films, using self-consistent boundary conditions for reflections and allowing for any degree of refractive-index dispersion. This treatment of the second-harmonic reflections and dispersion, unlike a number of previous derivations, leads correctly to the expected form for the effective second-harmonic d coefficients. Complete expressions with physically meaningful factors are given for the generated second-harmonic power for either absorbing or birefringent films including reflections for the case of no pump depletion. A comparison with the isotropic approximation is given, and practical considerations in the use of these expressions for the fitting of experimental data are discussed.

The Heat of the Night and the Dust of the Battlefield Optical Properties of Infrared Windows Optical Performance of Infrared Windows Mechanical Properties Thermal Properties Fabrication of Infrared Materials Optical Coatings Erosion and Erosion Protection Proof Testing Diamond - Materials for the Future Appendices.

Obtaining predictable root coverage has been a goal of periodontal therapy for sometime. The purpose of this study is to present a technique for obtaining root coverage. This study reports the results of 20 patients (30 defects) treated with a connective tissue and partial thickness double pedicle graft. Root coverage of 100% was obtained in 24 of 30 defects, or 80% of the time. In all the treated defects the root coverage obtained was to within 0.5 mm of the cemento-enamel junction. The mean percent root coverage was 97.4%. The mean amount of exposed root surface initially was 3.6 mm. At the final postoperative appointment the mean exposed root surface was 0.1 mm. This change represents a net root coverage of 3.5 mm or 97.2%. The number of sites with bleeding on probing and plaque present decreased. The esthetics, both color match and tissue contours, were acceptable to all the patients in all cases. With this technique root coverage can be accomplished in a predictable manner.

As the scope and complexity of modern task demands exceed the capability of individuals to perform, teams are emerging to shoulder the burgeoning requirements. Accordingly, researchers have striven to understand and enhance human performance in team settings. The purpose of this review is to summarize that research, from the theoretical underpinnings that drive it, to the identification of team-level elements of success, to the methodologies and instruments that capture and measure those characteristics. Further specified are three important avenues to creating successful teams: team selection, task design and team training. In other words, one can select the right people, provide them with a task engineered for superior performance and train them in the appropriate skills to accomplish that task. Under task design, new technologies and automation are examined that both support and impede team functioning. Finally, throughout are provided critical remarks about what is known about teamwork and what is needed to be known to move the science and practice of team performance forward. The paper concludes with the identification of team issues that require further investigation.

Recent advances in networking environments and telecommunications have led to the proliferation of teams that do not work face-to-face but interact over a computer-mediated communications network. Although some have asserted that virtual teams transcend boundaries of time or distance, others have claimed that working remotely in a mediated team environment differs in significant ways from working face-to-face. In this article, the authors examine the effects of technological mediation on team processes such as cohesiveness, status and authority relations, counternormative behavior, and communication. They discuss conditions under which distance matters in virtual team interaction.

The goals of this research were to substantiate the existence of the cry-wolf effect for alarm responses, quantifying its effect on operator performance. A total of 138 undergraduate students performed two blocks of a cognitively demanding psychomotor primary task; at the same time, they were presented with alarms of varying reliabilities (25, 50 and 75% true alarms) and urgencies (green, yellow and red visual alarms presented concurrently with low-, medium- and high-urgency auditory civilian aircraft cockpit alarms). Alarm response frequencies were observed and analysed, and t-tests and repeated-measures MANOVAs were used to assess the effects of increasing alarm reliability on alarm response frequencies, speed and accuracy. The results indicate that most subjects (about 90%) do not respond to all alarms but match their response rates to the expected probability of true alarms (probability matching). About 10% of the subjects responded in the extreme, utilizing an all-or-none strategy. Implications of these results for alarm design instruction and further research are discussed.