Virtual Training Simulations

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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

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Motivation
Late 80s, early mid 90s
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Motivation
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Motivation
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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

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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
5. Examples of (Partial) Success
6. Practical Considerations and Techniques
7. Increasing Adoption Rate
8. Conclusion and QA

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Tutorial is Not About

• Connectivity to the network server needs
• Costs financial aspects
• Acquisition procurement
• Maintenance administrative management

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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.

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• 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

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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!

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• 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

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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.

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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

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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.

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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?

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Game-Based Training Systems Examples
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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

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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?

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Classroom-of-the-Future
(as seen by the high-school students 9 years ago
in 2000!)
Expectations set by new generations
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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 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

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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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• 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

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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
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Diffusion of Innovation cont.
Cummulative diffusion

• time

Everett M. Rogers, Diffusion of Innovations
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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
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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
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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

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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!

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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.

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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.

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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.

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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).

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• 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

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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)
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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.

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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)
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• 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

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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?

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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?
• 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.

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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.

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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.

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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
• Optional (additional) media
• Chat (audio and text)
• Blog as a project diary (text blog, video blog,
  podcasts)
• Social networking
• Videoconferencing

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• 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

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Increasing Adoption Rate
Cummulative diffusion

• time

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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.

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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
5. Examples of (Partial) Success
6. Practical Considerations and Techniques
7. Increasing Adoption Rate
8. Conclusion and QA

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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.

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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