Situated learning with co-operative agent simulations in team training

The paper describes pedagogic aspects of the theory, design, analysis techniques used and implementation experience acquired during the development of a team training simulation system with a virtual reality interface for learning from emergencies. In particular we demonstrate: the desirability of team training strategies; the value of using training scenarios for constructing shared mental models with intelligent agents, and the use of a virtual reality interface. We present a tool designed and developed to reify the communication acts of team members that demonstrates support for reflective learning. An evaluation tests the acceptability of the simulation and provides feedback from an observation study. The paper then shares some of the emergent questions raised through the project particularly those relating to the management of errors, the fidelity of simulations for training and communications between agents, and the organisational context of integration.

[1]  G. Plotkin,et al.  Situation Theory and its Applications , 1995 .

[2]  Mike Dobson,et al.  Information enforcement and learning with interactive graphical systems , 1999 .

[3]  Susanne P. Lajoie,et al.  Computers As Cognitive Tools , 2020 .

[4]  J. Lave,et al.  Understanding Practice: Perspectives on Activity and Context , 1996 .

[5]  A. Collins,et al.  Situated Cognition and the Culture of Learning , 1989 .

[6]  Etienne Wenger,et al.  Communities of Practice: Learning, Meaning, and Identity , 1998 .

[7]  Jan van der Meij,et al.  Learning with Multiple Representations , 1998 .

[8]  P. Johnson-Laird.  Mental models , 1989 .

[9]  Barbara Y. White,et al.  Causal Model Progressions as a Foundation for Intelligent Learning Environments , 1990, Artif. Intell..

[10]  Julie-Ann Sime,et al.  Using shared mental models as a basis for developing team competencies. , 2000 .

[11]  R. Moyse.  Multiple viewpoints for intelligent tutoring systems , 1989 .

[12]  Roy Leitch,et al.  A specification methodology for intelligent training systems , 1993 .

[13]  Diana Laurillard,et al.  Interactive media: working methods and practical applications , 1987 .

[14]  Robert W. Swezey,et al.  Teams: Their Training and Performance , 1992 .

[15]  D. Schoen.  Educating the reflective practitioner , 1987 .

[16]  J. Dewey.  How we think : a restatement of the relation of reflective thinking to the educative process , 1934 .

[17]  D. Schoen.  The Reflective Practitioner , 1983 .

[18]  M. Saunders,et al.  Understanding Teachers' Professional Cultures through Interview: A Constructivist Approach. , 1999 .

[19]  Keith Stenning.  The cognitive consequences of modality assignment for educational communication: the picture in logic teaching , 1999 .

[20]  E. Salas,et al.  Shared mental models in expert team decision making. , 1993 .

[21]  Gregory K. W. K. Chung,et al.  Computer-Based Collaborative Knowledge Mapping To Measure Team Processes and Team Outcomes. , 1999 .

[22]  Ton de Jong,et al.  Scientific Discovery Learning with Computer Simulations of Conceptual Domains , 1998 .

[23]  Jeroen J. G. van Merriënboer,et al.  Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training , 1997 .

[24]  Clifford Nass,et al.  Computers are social actors , 1994, CHI '94.

[25]  E. Salas,et al.  Guidelines for use in team-training development. , 1992 .

[26]  Eduardo Salas,et al.  Team Effectiveness and Decision Making in Organizations , 1995 .

[27]  Yvonne Waern,et al.  Team coordination and communication in a rescue command staff : The role of public representations , 1999 .

[28]  Barbara G. Kanki,et al.  Cockpit Resource Management , 1993 .

[29]  Stephen M. Alessi,et al.  Fidelity in the design of instructional simulations , 1988 .