Assessing Instructional Strategies for Training Robot-Aided ISR Tasks in Simulated Environments

摘要

Simulation-based Training (SBT) bridges the gap between classroom instruction and live military training exercises. Simulation offers the opportunity to train events in the absence of a live training range, tasks too difficult or too dangerous to train in a live setting, and familiarization training for emerging technologies. As the role of Unmanned Ground Systems (UGSs) in the operational environment expands to include Intelligence, Surveillance, Reconnaissance (ISR) missions, SBT is primed to support emerging UGS operator training requirements. However, the use of simulation technology does not guarantee improved performance. In fact, in the absence of skilled instruction, SBT has been shown to impart negative training [1]. The research presented focuses on identifying specific instructional strategies most beneficial for training the perceptual skills involved in Robot-aided ISR tasks within a SBT paradigm. The specific objective of the experiment presented was to empirically assess the training effectiveness of two strategies, Highlighting and Massed Exposure, which have been identified as effective instructional strategies for perceptual skills training in related domains [2]. Perceptual skills, specifically behavior cue analysis, play a critical role in intelligence gathering activities and the identification of High Value Individuals (HVI). During the experiment presented in this paper, participants (n=90) performed a behavior cue analysis task, which involved detecting virtual human targets and classifying the behaviors exhibited within a virtual SBT testbed. Participants in the treatment groups received either the Highlighting or Massed Exposure instructional support during training scenarios, while participants in the Control group did not receive instructional support to guide their practice. Performance measures, including detection accuracy, classification accuracy, and response time, were compared between groups to assess the impact of the instructional strategies on performance outcomes. This timely investigation of instructional strategies provides recommendations for the SBT acquisition community driven by empirical findings.