scholarly journals Analysis of Communication, Team Situational Awareness, and Feedback in a Three-Person Intelligent Team Tutoring System

2021 ◽  
Vol 12 ◽  
Author(s):  
Kaitlyn M. Ouverson ◽  
Alec G. Ostrander ◽  
Jamiahus Walton ◽  
Adam Kohl ◽  
Stephen B. Gilbert ◽  
...  
Keyword(s):  
Situation Awareness ◽  
Performance Feedback ◽  
Intelligent Tutoring ◽  
Skill Training ◽  
Structured Interview ◽  
Future Research ◽  
Tutoring System ◽  
Team Tutoring ◽  
Team Situation Awareness ◽  
Task Experience

This research assessed how the performance and team skills of three-person teams working with an Intelligent Team Tutoring System (ITTS) on a virtual military surveillance task were affected by feedback privacy, participant role, task experience, prior team experience, and teammate familiarity. Previous work in Intelligent Tutoring Systems (ITSs) has focused on outcomes for task skill training for individual learners. As research extends into intelligent tutoring for teams, both task skills and team skills are necessary for good team performance. This work includes a brief review of previous research on ITTSs, feedback, teams, and teamwork, including the recounting of two categories of a framework of teamwork performance, Communication and Cognition, which are relevant to the present study. This research examines the effects of an intelligent agent, as well as features of the team, its members, and the task being undertaken, on team communication (measured by relevant key-presses) and team situation awareness (as measured by scores on a quiz). Thirty-seven teams of three participants, each at their own computer running a multiplayer surveillance simulation, were given just-in-time private (individually delivered) or public (team-delivered) performance feedback during four 5-min trials. In the fourth trial, two of the three participants switched roles. Feedback type, teamwork experience, and teammate familiarity had no statistically significant effect on communication or team situation awareness. However, higher levels of role experience and task experience showed significant and medium-sized effects on communication performance. Results, based on performance data and structured interview responses, also revealed areas of improvement in future feedback design and a potential benchmark for feedback frequency in an action-oriented serious game-based ITTS. Among the conclusions are six design objectives for future ITTSs, establishing a foundation for future research on designing effective ITTSs that train interpersonal skills to nascent teams.

scholarly journals Effectiveness of a numeracy intelligent tutoring system in kindergarten: A conceptual replication

2021 ◽  
Vol 7 (3) ◽  
pp. 388-410 ◽  
Author(s):  
Ka Rene Grimes ◽  
Soyoung Park ◽  
Amanda McClelland ◽  
Jiyeon Park ◽  
Young Ri Lee ◽  
...  
Keyword(s):  
Intrinsic Motivation ◽  
Repeated Measures ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Original Study ◽  
Future Research ◽  
Control Group ◽  
Mathematical Language ◽  
Tutoring System ◽  
Tutoring Systems

Intelligent Tutoring Systems are a genre of highly adaptive software providing individualized instruction. The current study was a conceptual replication of a previous randomized control trial that incorporated the intelligent tutoring system Native Numbers, a program designed for early numeracy instruction. As a conceptual replication, we kept the method of instruction, the demographics, the number of kindergarten classrooms (n = 3), and the same numeracy and intrinsic motivation screeners as the original study. We changed the time of year of instruction, changed the control group to a wait-control group, added a maintenance assessment for the first group of participants, and included a mathematical language assessment. Analysis of within- and between-group differences using repeated measures ANOVA indicated gains of numeracy were significant only after using Native Numbers (Partial Eta Square = 0.147). Results of intrinsic motivation and mathematical language were not significant. The effect size of numeracy achievement did not reach that of the original study (Partial Eta Square = 0.622). Here, we compared the two studies, discussed plausible reasons for differences in the magnitude of effect sizes, and provided suggestions for future research.

scholarly journals Effectiveness of a Numeracy Intelligent Tutoring System in Kindergarten: A Conceptual Replication

2020 ◽  
Author(s):  
K. Rene Grimes ◽  
Soyoung Park ◽  
Amanda McClelland ◽  
Jiyeon Park ◽  
Young Ri Lee ◽  
...  
Keyword(s):  
Intrinsic Motivation ◽  
Repeated Measures ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Original Study ◽  
Future Research ◽  
Control Group ◽  
Mathematical Language ◽  
Tutoring System ◽  
Tutoring Systems

Intelligent Tutoring Systems are a genre of highly adaptive software providing individualized instruction. The current study was a conceptual replication of a previous randomized control trial that incorporated the intelligent tutoring system Native Numbers, a program designed for early numeracy instruction. As a conceptual replication, we kept the method of instruction, the demographics, the number of kindergarten classrooms (n = 3), and the same numeracy and intrinsic motivation screeners as the original study. We changed the time of year of instruction, changed the control group to a wait-control group, added a maintenance assessment for the first group of participants, and included a mathematical language assessment. Analysis of within- and between-group differences using repeated measures ANOVA indicated gains of numeracy were significant only after using Native Numbers (η_p^2 = .147). Results of intrinsic motivation and mathematical language were not significant. The effect size of numeracy achievement did not reach that of the original study (η_p^2 = .622). Here, we compared the two studies, discussed plausible reasons for differences in the magnitude of effect sizes, and provided suggestions for future research.

scholarly journals Improving Human Ground Control Performance in Unmanned Aerial Systems

2021 ◽  
Vol 13 (8) ◽  
pp. 188
Author(s):  
Marianna Di Gregorio ◽  
Marco Romano ◽  
Monica Sebillo ◽  
Giuliana Vitiello ◽  
Angela Vozella
Keyword(s):  
Situation Awareness ◽  
Interface Design ◽  
Human Machine Interface ◽  
Ground Control ◽  
Entire Group ◽  
Unmanned Aerial Systems ◽  
Ground Control Station ◽  
Machine Interface ◽  
Team Situation Awareness ◽  
Aerial Systems

The use of Unmanned Aerial Systems, commonly called drones, is growing enormously today. Applications that can benefit from the use of fleets of drones and a related human–machine interface are emerging to ensure better performance and reliability. In particular, a fleet of drones can become a valuable tool for monitoring a wide area and transmitting relevant information to the ground control station. We present a human–machine interface for a Ground Control Station used to remotely operate a fleet of drones, in a collaborative setting, by a team of multiple operators. In such a collaborative setting, a major interface design challenge has been to maximize the Team Situation Awareness, shifting the focus from the individual operator to the entire group decision-makers. We were especially interested in testing the hypothesis that shared displays may improve the team situation awareness and hence the overall performance. The experimental study we present shows that there is no difference in performance between shared and non-shared displays. However, in trials when unexpected events occurred, teams using shared displays-maintained good performance whereas in teams using non-shared displays performance reduced. In particular, in case of unexpected situations, operators are able to safely bring more drones home, maintaining a higher level of team situational awareness.

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