Publications
Search
21.
Nye, Benjamin D.; Davis, Dan M.; Rizvi, Sanad Z.; Carr, Kayla; Swartout, William; Thacker, Raj; Shaw, Kenneth
Feasibility and usability of MentorPal, a framework for rapid development of virtual mentors Journal Article
In: Journal of Research on Technology in Education, pp. 1–23, 2020, ISSN: 1539-1523, 1945-0818.
@article{nye_feasibility_2020,
title = {Feasibility and usability of MentorPal, a framework for rapid development of virtual mentors},
author = {Benjamin D. Nye and Dan M. Davis and Sanad Z. Rizvi and Kayla Carr and William Swartout and Raj Thacker and Kenneth Shaw},
url = {https://www.tandfonline.com/doi/full/10.1080/15391523.2020.1771640},
doi = {10.1080/15391523.2020.1771640},
issn = {1539-1523, 1945-0818},
year = {2020},
date = {2020-07-01},
journal = {Journal of Research on Technology in Education},
pages = {1–23},
abstract = {One-on-one mentoring is an effective method to help novices with career development. However, traditional mentoring scales poorly. To address this problem, MentorPal emulates conversations with a panel of virtual mentors based on recordings of real STEM professionals. Students freely ask questions as they might in a career fair, while machine learning algorithms attempt to provide the best answers. MentorPal has developed strategies for the rapid development of new virtual mentors, where training data will be sparse. In a usability study, 31 high school students self-reported a) increased career knowledge and confidence, b) positive ease-of-use, and that c) mentors were helpful (87%) but often did not cover their preferred career (29%). Results demonstrate the feasibility of scalable virtual mentoring, but efficacy studies are needed to evaluate the impact of virtual mentors, particularly for groups with limited STEM opportunities.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
One-on-one mentoring is an effective method to help novices with career development. However, traditional mentoring scales poorly. To address this problem, MentorPal emulates conversations with a panel of virtual mentors based on recordings of real STEM professionals. Students freely ask questions as they might in a career fair, while machine learning algorithms attempt to provide the best answers. MentorPal has developed strategies for the rapid development of new virtual mentors, where training data will be sparse. In a usability study, 31 high school students self-reported a) increased career knowledge and confidence, b) positive ease-of-use, and that c) mentors were helpful (87%) but often did not cover their preferred career (29%). Results demonstrate the feasibility of scalable virtual mentoring, but efficacy studies are needed to evaluate the impact of virtual mentors, particularly for groups with limited STEM opportunities.
22.
Davis, Dan M; Rosenberg, Milton; Davis, Mark C
Proactive Natural Language Processing: Addressing Terminology Disparity and Team Coalescence Journal Article
In: SISO Simulation Innovation Workshop, no. 2020_SIW_39, pp. 11, 2020.
@article{davis_proactive_2020,
title = {Proactive Natural Language Processing: Addressing Terminology Disparity and Team Coalescence},
author = {Dan M Davis and Milton Rosenberg and Mark C Davis},
url = {https://www.sisostds.org/Default.aspx?tabid=105&EntryId=51197},
year = {2020},
date = {2020-04-01},
journal = {SISO Simulation Innovation Workshop},
number = {2020_SIW_39},
pages = {11},
abstract = {There is a continuing need for battlefield simulations and virtual humans. Most recently, the authors have been focused on the creation of virtual conversation environments to leverage the mentoring skills of selected individuals by creating large libraries of short video clips of advice which are then presented to the user in response to their questions. In these endeavors two issues have arisen; the inconsistency of the definitions used and the need to ameliorate the impacts of short-tour intervals on team formation. This paper will address both of these issues, review existing research, document some early research into these impediments, and discuss the similarities of these issues to those faced by the standards community writ large. They will cite and review the work of Professor Bruce Tuckman: Forming, Storming, Norming, and Performing. The benefits of using virtual humans to enhance these processes are outlined. The need for and design of proactive Natural Language Processing-enabled virtual humans and computer agents is set forth and analyzed. The paper will lay out the research goals, identify the semantic differences, and report on the potential impacts of those differences. In its totality, this paper intends to demonstrate that, in addition to the need to evangelize about the necessity of standards, this community has a lot to contribute to researchers, developers, and implementers faced with destructive differences in terminology, understanding and practice. All of this data and analysis will be presented in a way that should make sure that the insights garnered therefrom are accessible by members of this and other communities and they can be implemented and modified, as is most effective. Future advances now in development are discussed, along with the utility of these new capabilities and approaches.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
There is a continuing need for battlefield simulations and virtual humans. Most recently, the authors have been focused on the creation of virtual conversation environments to leverage the mentoring skills of selected individuals by creating large libraries of short video clips of advice which are then presented to the user in response to their questions. In these endeavors two issues have arisen; the inconsistency of the definitions used and the need to ameliorate the impacts of short-tour intervals on team formation. This paper will address both of these issues, review existing research, document some early research into these impediments, and discuss the similarities of these issues to those faced by the standards community writ large. They will cite and review the work of Professor Bruce Tuckman: Forming, Storming, Norming, and Performing. The benefits of using virtual humans to enhance these processes are outlined. The need for and design of proactive Natural Language Processing-enabled virtual humans and computer agents is set forth and analyzed. The paper will lay out the research goals, identify the semantic differences, and report on the potential impacts of those differences. In its totality, this paper intends to demonstrate that, in addition to the need to evangelize about the necessity of standards, this community has a lot to contribute to researchers, developers, and implementers faced with destructive differences in terminology, understanding and practice. All of this data and analysis will be presented in a way that should make sure that the insights garnered therefrom are accessible by members of this and other communities and they can be implemented and modified, as is most effective. Future advances now in development are discussed, along with the utility of these new capabilities and approaches.
23.
Davis, Dan M; Guizani, Skander; Jaksha, Evan
Establishing Metrics and Creating Standards: Quantifying Efficacy of Battlefield Simulations Journal Article
In: SISO Simulation Innovation Workshop, no. 2020_SIW_52, pp. 11, 2020.
@article{davis_establishing_2020,
title = {Establishing Metrics and Creating Standards: Quantifying Efficacy of Battlefield Simulations},
author = {Dan M Davis and Skander Guizani and Evan Jaksha},
url = {https://www.sisostds.org/Default.aspx?tabid=105&EntryId=51197},
year = {2020},
date = {2020-04-01},
journal = {SISO Simulation Innovation Workshop},
number = {2020_SIW_52},
pages = {11},
abstract = {This paper asserts that quantification and verification of Battlefield simulations is necessary to assess, verify, and guide the researchers, military commanders, and users in both the simulations’ development and their implementation. The authors present their observations on previous development activities that were hampered by lack of effective metrics and present their arguments that much of this was driven by a lack of standards. Tracing back using commonly accepted System Engineering practices, they show how lack of such standards makes even to the development of effective metrics problematic. The paper documents the experiences and enumerates the potential pitfalls of these shortcomings. Both the authors' experiences in military service and the technical literature supporting their theses are adduced to support their analysis of the current technical research and development environment. Then the paper evaluates several System Engineering tools to further investigate and establish the ultimate goals of these formalized processes. Using their current project in establishing virtual on-line mentors as an exemplar of the way such tools would be effective, the authors make a case for the needs for metrics standards that both are accepted by consensus and are ultimately directed at providing the warfighter with all of the training possible before putting that warfighters in harm's way and imperiling the missions for which they are putting themselves at risk. Examples of the nature and reaction to simulator training, virtual human interaction, computer agent interfaces and implementation issues are given to further illuminate for the reader the possible extensions of these approaches into the reader's own research as well as calling for a more community-wide recognition of the needs for standards both for implementation and for metrics to assess Battlefield Simulation utility to the warfighter. Future investigations, analysis and action are considered and evaluated},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
This paper asserts that quantification and verification of Battlefield simulations is necessary to assess, verify, and guide the researchers, military commanders, and users in both the simulations’ development and their implementation. The authors present their observations on previous development activities that were hampered by lack of effective metrics and present their arguments that much of this was driven by a lack of standards. Tracing back using commonly accepted System Engineering practices, they show how lack of such standards makes even to the development of effective metrics problematic. The paper documents the experiences and enumerates the potential pitfalls of these shortcomings. Both the authors' experiences in military service and the technical literature supporting their theses are adduced to support their analysis of the current technical research and development environment. Then the paper evaluates several System Engineering tools to further investigate and establish the ultimate goals of these formalized processes. Using their current project in establishing virtual on-line mentors as an exemplar of the way such tools would be effective, the authors make a case for the needs for metrics standards that both are accepted by consensus and are ultimately directed at providing the warfighter with all of the training possible before putting that warfighters in harm's way and imperiling the missions for which they are putting themselves at risk. Examples of the nature and reaction to simulator training, virtual human interaction, computer agent interfaces and implementation issues are given to further illuminate for the reader the possible extensions of these approaches into the reader's own research as well as calling for a more community-wide recognition of the needs for standards both for implementation and for metrics to assess Battlefield Simulation utility to the warfighter. Future investigations, analysis and action are considered and evaluated
24.
Bell, Benjamin; Kelsey, Elaine; Nye, Benjamin; Bennett, Winston (“Wink”)
Adapting Instruction by Measuring Engagement with Machine Learning in Virtual Reality Training Proceedings Article
In: Sottilare, Robert A.; Schwarz, Jessica (Ed.): Adaptive Instructional Systems, pp. 271–282, Springer International Publishing, Cham, 2020, ISBN: 978-3-030-50788-6.
@inproceedings{bell_adapting_2020,
title = {Adapting Instruction by Measuring Engagement with Machine Learning in Virtual Reality Training},
author = {Benjamin Bell and Elaine Kelsey and Benjamin Nye and Winston (“Wink”) Bennett},
editor = {Robert A. Sottilare and Jessica Schwarz},
url = {https://link.springer.com/chapter/10.1007/978-3-030-50788-6_20},
doi = {10.1007/978-3-030-50788-6_20},
isbn = {978-3-030-50788-6},
year = {2020},
date = {2020-01-01},
booktitle = {Adaptive Instructional Systems},
pages = {271–282},
publisher = {Springer International Publishing},
address = {Cham},
series = {Lecture Notes in Computer Science},
abstract = {The USAF has established a new approach to Specialized Undergraduate Pilot Training (SUPT) called Pilot Training Next (PTN) that integrates traditional flying sorties with VR-enabled ground-based training devices and data-driven proficiency tracking to achieve training efficiencies, improve readiness, and increase throughput. Eduworks and USC’s Institute for Creative Technologies are developing machine learning (ML) models that can measure user engagement during any computer-mediated training (simulation, courseware) and offer recommendations for restoring lapses in engagement. We are currently developing and testing this approach, called the Observational Motivation and Engagement Generalized Appliance (OMEGA) in a PTN context. Two factors motivate this work. First, one goal of PTN is for an instructor pilot (IP) to simultaneously monitor multiple simulator rides. Being alerted to distraction, attention and engagement can help an IP manage multiple students at the same time, with recommendations for restoring engagement providing further instructional support. Second, the virtual environment provides a rich source of raw data that machine learning models can use to associate user activity with user engagement. We have created a testbed for data capture in order to construct the ML models, based on theoretical foundations we developed previously. We are running pilots through multiple PTN scenarios and collecting formative data from instructors to evaluate the utility of the recommendations OMEGA generates regarding how lapsed engagement can be restored. We anticipate findings that validate the use of ML models for learning to detect engagement from the rich data sources characteristic of virtual environments. These findings will be applicable across a broad range of conventional and VR training applications.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
The USAF has established a new approach to Specialized Undergraduate Pilot Training (SUPT) called Pilot Training Next (PTN) that integrates traditional flying sorties with VR-enabled ground-based training devices and data-driven proficiency tracking to achieve training efficiencies, improve readiness, and increase throughput. Eduworks and USC’s Institute for Creative Technologies are developing machine learning (ML) models that can measure user engagement during any computer-mediated training (simulation, courseware) and offer recommendations for restoring lapses in engagement. We are currently developing and testing this approach, called the Observational Motivation and Engagement Generalized Appliance (OMEGA) in a PTN context. Two factors motivate this work. First, one goal of PTN is for an instructor pilot (IP) to simultaneously monitor multiple simulator rides. Being alerted to distraction, attention and engagement can help an IP manage multiple students at the same time, with recommendations for restoring engagement providing further instructional support. Second, the virtual environment provides a rich source of raw data that machine learning models can use to associate user activity with user engagement. We have created a testbed for data capture in order to construct the ML models, based on theoretical foundations we developed previously. We are running pilots through multiple PTN scenarios and collecting formative data from instructors to evaluate the utility of the recommendations OMEGA generates regarding how lapsed engagement can be restored. We anticipate findings that validate the use of ML models for learning to detect engagement from the rich data sources characteristic of virtual environments. These findings will be applicable across a broad range of conventional and VR training applications.
25.
Georgila, Kallirroi; Core, Mark G; Nye, Benjamin D; Karumbaiah, Shamya; Auerbach, Daniel; Ram, Maya
Using Reinforcement Learning to Optimize the Policies of an Intelligent Tutoring System for Interpersonal Skills Training Proceedings Article
In: Proceedings of the 18th International Conference on Autonomous Agents and MultiAgent Systems, pp. 9, IFAAMAS, Montreal, Canada, 2019.
@inproceedings{georgila_using_2019,
title = {Using Reinforcement Learning to Optimize the Policies of an Intelligent Tutoring System for Interpersonal Skills Training},
author = {Kallirroi Georgila and Mark G Core and Benjamin D Nye and Shamya Karumbaiah and Daniel Auerbach and Maya Ram},
url = {http://www.ifaamas.org/Proceedings/aamas2019/pdfs/p737.pdf},
year = {2019},
date = {2019-05-01},
booktitle = {Proceedings of the 18th International Conference on Autonomous Agents and MultiAgent Systems},
pages = {9},
publisher = {IFAAMAS},
address = {Montreal, Canada},
abstract = {Reinforcement Learning (RL) has been applied successfully to Intelligent Tutoring Systems (ITSs) in a limited set of well-defined domains such as mathematics and physics. This work is unique in using a large state space and for applying RL to tutoring interpersonal skills. Interpersonal skills are increasingly recognized as critical to both social and economic development. In particular, this work enhances an ITS designed to teach basic counseling skills that can be applied to challenging issues such as sexual harassment and workplace conflict. An initial data collection was used to train RL policies for the ITS, and an evaluation with human participants compared a hand-crafted ITS which had been used for years with students (control) versus the new ITS guided by RL policies. The RL condition differed from the control condition most notably in the strikingly large quantity of guidance it provided to learners. Both systems were effective and there was an overall significant increase from pre- to post-test scores. Although learning gains did not differ significantly between conditions, learners had a significantly higher self-rating of confidence in the RL condition. Confidence and learning gains were both part of the reward function used to train the RL policies, and it could be the case that there was the most room for improvement in confidence, an important learner emotion. Thus, RL was successful in improving an ITS for teaching interpersonal skills without the need to prune the state space (as previously done).},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Reinforcement Learning (RL) has been applied successfully to Intelligent Tutoring Systems (ITSs) in a limited set of well-defined domains such as mathematics and physics. This work is unique in using a large state space and for applying RL to tutoring interpersonal skills. Interpersonal skills are increasingly recognized as critical to both social and economic development. In particular, this work enhances an ITS designed to teach basic counseling skills that can be applied to challenging issues such as sexual harassment and workplace conflict. An initial data collection was used to train RL policies for the ITS, and an evaluation with human participants compared a hand-crafted ITS which had been used for years with students (control) versus the new ITS guided by RL policies. The RL condition differed from the control condition most notably in the strikingly large quantity of guidance it provided to learners. Both systems were effective and there was an overall significant increase from pre- to post-test scores. Although learning gains did not differ significantly between conditions, learners had a significantly higher self-rating of confidence in the RL condition. Confidence and learning gains were both part of the reward function used to train the RL policies, and it could be the case that there was the most room for improvement in confidence, an important learner emotion. Thus, RL was successful in improving an ITS for teaching interpersonal skills without the need to prune the state space (as previously done).
26.
Davis, Dan M; Young, Nancy L H; Davis, Mark C; Carolina, North
Enhancements for Homeschooling and ADL: Virtual Humans, Technologies and Insights Proceedings Article
In: Proceedings of MODSIM World 2019, pp. 12, Norfolk, VA, 2019.
@inproceedings{davis_enhancements_2019,
title = {Enhancements for Homeschooling and ADL: Virtual Humans, Technologies and Insights},
author = {Dan M Davis and Nancy L H Young and Mark C Davis and North Carolina},
url = {http://www.modsimworld.org/conference-papers/2019},
year = {2019},
date = {2019-04-01},
booktitle = {Proceedings of MODSIM World 2019},
pages = {12},
address = {Norfolk, VA},
abstract = {Homeschooling and DoD Advanced Distributed Learning (ADL) have many goals in common, so increasing the collaborative research and collegial information exchange between their respective communities would be mutually advantageous. The emerging capabilities of virtual humans provide a useful prototype of how both homeschooling and ADL can benefit from emerging technological advances. This paper begins with an examination of the home schooling movement in the United States, including a review of its foundations, demographics, results and trends. In examining the goals of homeschooling parents, the four major reasons cited by at least half of those parents are considered and explicated: desire to find environment most compatible to users, provision of ethics foundations, inclusion of accountability instruction and dissatisfaction with other pedagogical approaches. Also meriting review are the hurdles faced by homeschool teachers and students, followed by an item-by-item comparison with analogous challenges for ADL provisioners and learners. A short analysis of the constraints on the two communities focuses on similarities and differences between family limitations and defense organization restrictions. The authors then present data on the current scope, instantiations, and achievements of the two efforts. Many of the technologies currently in use are reviewed and discussed, concentrating on computer-aided education and distributed learning. Emerging technologies based on artificial intelligence, natural language processing, and virtual humans are described and considered. Their uses in various contexts provide sufficient data to quantify the impact on subjects and the authors adduce findings from research to support their thesis that increased use of these technologies would be beneficial both to homeschooled students and to DoD Learners. The paper closes with an evaluation of the arc of current research, the recognition of prenascent capabilities (e.g. quantum computing), the burgeoning needs of both communities, and the need to nurture a synergistic exchange between homeschool advocates and ADL architects.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Homeschooling and DoD Advanced Distributed Learning (ADL) have many goals in common, so increasing the collaborative research and collegial information exchange between their respective communities would be mutually advantageous. The emerging capabilities of virtual humans provide a useful prototype of how both homeschooling and ADL can benefit from emerging technological advances. This paper begins with an examination of the home schooling movement in the United States, including a review of its foundations, demographics, results and trends. In examining the goals of homeschooling parents, the four major reasons cited by at least half of those parents are considered and explicated: desire to find environment most compatible to users, provision of ethics foundations, inclusion of accountability instruction and dissatisfaction with other pedagogical approaches. Also meriting review are the hurdles faced by homeschool teachers and students, followed by an item-by-item comparison with analogous challenges for ADL provisioners and learners. A short analysis of the constraints on the two communities focuses on similarities and differences between family limitations and defense organization restrictions. The authors then present data on the current scope, instantiations, and achievements of the two efforts. Many of the technologies currently in use are reviewed and discussed, concentrating on computer-aided education and distributed learning. Emerging technologies based on artificial intelligence, natural language processing, and virtual humans are described and considered. Their uses in various contexts provide sufficient data to quantify the impact on subjects and the authors adduce findings from research to support their thesis that increased use of these technologies would be beneficial both to homeschooled students and to DoD Learners. The paper closes with an evaluation of the arc of current research, the recognition of prenascent capabilities (e.g. quantum computing), the burgeoning needs of both communities, and the need to nurture a synergistic exchange between homeschool advocates and ADL architects.
27.
Davis, Dan M; Phelps, Christi L; Stassi, Frederica J
Pedagogical Tools to Enhance Analytic Skills: Interactive Virtual Tutorial Environments Proceedings Article
In: Proceedings of MODSIM World 2019, pp. 12, Norfolk, VA, 2019.
@inproceedings{davis_pedagogical_2019,
title = {Pedagogical Tools to Enhance Analytic Skills: Interactive Virtual Tutorial Environments},
author = {Dan M Davis and Christi L Phelps and Frederica J Stassi},
url = {http://www.modsimworld.org/conference-papers/2019},
year = {2019},
date = {2019-04-01},
booktitle = {Proceedings of MODSIM World 2019},
pages = {12},
address = {Norfolk, VA},
abstract = {This paper examines the use of literature studies to enhance communication and critical thinking skills in technical students through the application of emerging Virtual Reality (VR) technologies to enable that pedagogical approach. The current state of analytic skills among students in Science, Technology, Engineering and Mathematics (STEM) tracks are outlined, focusing on the critical years in secondary schools. Their prospective needs as they advance into tertiary education and the needs of the technical community for improvement are presented. The requirements flowing from that analysis will be discussed in the light of programs implemented at the Sato Academy, with reports of both successes and missteps. In some detail, the use of the study of literature is described and discussed. The authors present their case for constructivist and Socratic approaches to fully engage and effectively inculcate communication proficiency, including conformance with standards, e.g. Next Generation Science Standards (NGSS). These results are then compared to the demands of college and professional leaders who are currently being burdened with having to provide disruptive remedial efforts. The methods found to be successful are considered, both in terms of their application and their extensibility to other fields. Also highlighted will be areas in which time and personnel constraints hindered achievement. A number of possible responses to these impediments will be presented, evaluating the feasibility of each. The paper will then focus on the advances in virtual humans and conversational avatars. Recent research into using large libraries of video-clips to create engaging on-line virtual tutorial conversations will be presented. Data as to the receptivity of students to conversing with computer-generated interlocutors is presented, along with a discussion as to how this technology is applicable to teaching the analysis of literature. The benefits of and the barriers to virtual tutorial environments are outlined and analyzed.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
This paper examines the use of literature studies to enhance communication and critical thinking skills in technical students through the application of emerging Virtual Reality (VR) technologies to enable that pedagogical approach. The current state of analytic skills among students in Science, Technology, Engineering and Mathematics (STEM) tracks are outlined, focusing on the critical years in secondary schools. Their prospective needs as they advance into tertiary education and the needs of the technical community for improvement are presented. The requirements flowing from that analysis will be discussed in the light of programs implemented at the Sato Academy, with reports of both successes and missteps. In some detail, the use of the study of literature is described and discussed. The authors present their case for constructivist and Socratic approaches to fully engage and effectively inculcate communication proficiency, including conformance with standards, e.g. Next Generation Science Standards (NGSS). These results are then compared to the demands of college and professional leaders who are currently being burdened with having to provide disruptive remedial efforts. The methods found to be successful are considered, both in terms of their application and their extensibility to other fields. Also highlighted will be areas in which time and personnel constraints hindered achievement. A number of possible responses to these impediments will be presented, evaluating the feasibility of each. The paper will then focus on the advances in virtual humans and conversational avatars. Recent research into using large libraries of video-clips to create engaging on-line virtual tutorial conversations will be presented. Data as to the receptivity of students to conversing with computer-generated interlocutors is presented, along with a discussion as to how this technology is applicable to teaching the analysis of literature. The benefits of and the barriers to virtual tutorial environments are outlined and analyzed.
28.
Goldberg, Benjamin; Nye, Benjamin; Lane, H Chad; Guadagnoli, Mark
Team Assessment and Pedagogy as Informed by Sports Coaching and Assessment Book Section
In: Design Recommendations for Intelligent Tutoring Systems: Volume 6-Team Modeling, pp. 105–119, US Army Research Laboratory (ARL), Orlando, Florida, 2018, ISBN: 978-0-9977257-4-2.
@incollection{goldberg_team_2018,
title = {Team Assessment and Pedagogy as Informed by Sports Coaching and Assessment},
author = {Benjamin Goldberg and Benjamin Nye and H Chad Lane and Mark Guadagnoli},
url = {https://gifttutoring.org/attachments/download/3029/Design%20Recommendations%20for%20ITS_Volume%206%20-%20Team%20Tutoring_final.pdf},
isbn = {978-0-9977257-4-2},
year = {2018},
date = {2018-08-01},
booktitle = {Design Recommendations for Intelligent Tutoring Systems: Volume 6-Team Modeling},
pages = {105–119},
publisher = {US Army Research Laboratory (ARL)},
address = {Orlando, Florida},
abstract = {In this chapter, we consider pedagogical insights offered by three different sources of information from sports coaching and assessment: published reports of sports training, first-hand accounts of team training, and a review of assessment approaches for measuring team performance. These issues are considered in the context of an integrated taxonomy of feedback that considers when feedback was given, who it was given to (e.g., individual vs. team), the type of feedback (e.g., positive vs. negative), and the specificity of feedback (e.g., detailed issues vs. brief note). The goal of this work is to consider how these patterns might generalize to a wider range of learning tasks, to improve both learning and assessment of team performance.},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
In this chapter, we consider pedagogical insights offered by three different sources of information from sports coaching and assessment: published reports of sports training, first-hand accounts of team training, and a review of assessment approaches for measuring team performance. These issues are considered in the context of an integrated taxonomy of feedback that considers when feedback was given, who it was given to (e.g., individual vs. team), the type of feedback (e.g., positive vs. negative), and the specificity of feedback (e.g., detailed issues vs. brief note). The goal of this work is to consider how these patterns might generalize to a wider range of learning tasks, to improve both learning and assessment of team performance.
29.
Hampton, Andrew J.; Nye, Benjamin D.; Pavlik, Philip I.; Swartout, William R.; Graesser, Arthur C.; Gunderson, Joseph
Mitigating Knowledge Decay from Instruction with Voluntary Use of an Adaptive Learning System Proceedings Article
In: Proceedings of the International Conference on Artificial Intelligence in Education, pp. 119–133, Springer International Publishing, London, UK, 2018, ISBN: 978-3-319-93845-5 978-3-319-93846-2.
@inproceedings{hampton_mitigating_2018,
title = {Mitigating Knowledge Decay from Instruction with Voluntary Use of an Adaptive Learning System},
author = {Andrew J. Hampton and Benjamin D. Nye and Philip I. Pavlik and William R. Swartout and Arthur C. Graesser and Joseph Gunderson},
url = {http://link.springer.com/10.1007/978-3-319-93846-2_23},
doi = {10.1007/978-3-319-93846-2_23},
isbn = {978-3-319-93845-5 978-3-319-93846-2},
year = {2018},
date = {2018-06-01},
booktitle = {Proceedings of the International Conference on Artificial Intelligence in Education},
volume = {10948},
pages = {119–133},
publisher = {Springer International Publishing},
address = {London, UK},
abstract = {Knowledge decays across breaks in instruction. Learners lack the metacognition to self-assess their knowledge decay and effectively self-direct review, as well as lacking interactive exercises appropriate to their individual knowledge level. Adaptive learning systems offer the potential to mitigate these issues, by providing open learner models to facilitate learner’s understanding of their knowledge levels and by presenting personalized practice exercises. The current study analyzes differences in knowledge decay between learners randomly assigned to an intervention where they could use an adaptive system during a long gap between courses, compared with a control condition. The experimental condition used the Personal Assistant for Life-Long Learning (PAL3), a tablet-based adaptive learning system integrating multiple intelligent tutoring systems and conventional learning resources. It contained electronics content relevant to the experiment participants, Navy sailors who graduated from apprentice electronics courses (A-School) awaiting assignment to their next training (C-School). The study was conducted over one month, collecting performance data with a counterbalanced pre-, mid-, and post-test. The control condition exhibited the expected decay. The PAL3 condition showed a significant difference from the control, with no significant knowledge decay in their overall knowledge, despite substantial variance in usage for PAL3 (e.g., most of overall use in the first week, with fewer participants engaging as time went on). Interestingly, while overall decay was mitigated in PAL3, this result was primarily through gains in some knowledge offsetting losses in other knowledge. Overall, these results indicate that adaptive study tools can help prevent knowledge decay, even with voluntary usage.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Knowledge decays across breaks in instruction. Learners lack the metacognition to self-assess their knowledge decay and effectively self-direct review, as well as lacking interactive exercises appropriate to their individual knowledge level. Adaptive learning systems offer the potential to mitigate these issues, by providing open learner models to facilitate learner’s understanding of their knowledge levels and by presenting personalized practice exercises. The current study analyzes differences in knowledge decay between learners randomly assigned to an intervention where they could use an adaptive system during a long gap between courses, compared with a control condition. The experimental condition used the Personal Assistant for Life-Long Learning (PAL3), a tablet-based adaptive learning system integrating multiple intelligent tutoring systems and conventional learning resources. It contained electronics content relevant to the experiment participants, Navy sailors who graduated from apprentice electronics courses (A-School) awaiting assignment to their next training (C-School). The study was conducted over one month, collecting performance data with a counterbalanced pre-, mid-, and post-test. The control condition exhibited the expected decay. The PAL3 condition showed a significant difference from the control, with no significant knowledge decay in their overall knowledge, despite substantial variance in usage for PAL3 (e.g., most of overall use in the first week, with fewer participants engaging as time went on). Interestingly, while overall decay was mitigated in PAL3, this result was primarily through gains in some knowledge offsetting losses in other knowledge. Overall, these results indicate that adaptive study tools can help prevent knowledge decay, even with voluntary usage.
30.
Nye, Benjamin D.; Karumbaiah, Shamya; Tokel, S. Tugba; Core, Mark G.; Stratou, Giota; Auerbach, Daniel; Georgila, Kallirroi
Engaging with the Scenario: Affect and Facial Patterns from a Scenario-Based Intelligent Tutoring System Proceedings Article
In: Proceeding of the International Conference on Artificial Intelligence in Education, pp. 352–366, Springer International Publishing, London, UK, 2018, ISBN: 978-3-319-93842-4 978-3-319-93843-1.
@inproceedings{nye_engaging_2018,
title = {Engaging with the Scenario: Affect and Facial Patterns from a Scenario-Based Intelligent Tutoring System},
author = {Benjamin D. Nye and Shamya Karumbaiah and S. Tugba Tokel and Mark G. Core and Giota Stratou and Daniel Auerbach and Kallirroi Georgila},
url = {http://link.springer.com/10.1007/978-3-319-93843-1_26},
doi = {10.1007/978-3-319-93843-1_26},
isbn = {978-3-319-93842-4 978-3-319-93843-1},
year = {2018},
date = {2018-06-01},
booktitle = {Proceeding of the International Conference on Artificial Intelligence in Education},
volume = {10947},
pages = {352–366},
publisher = {Springer International Publishing},
address = {London, UK},
abstract = {Facial expression trackers output measures for facial action units (AUs), and are increasingly being used in learning technologies. In this paper, we compile patterns of AUs seen in related work as well as use factor analysis to search for categories implicit in our corpus. Although there was some overlap between the factors in our data and previous work, we also identified factors seen in the broader literature but not previously reported in the context of learning environments. In a correlational analysis, we found evidence for relationships between factors and self-reported traits such as academic effort, study habits, and interest in the subject. In addition, we saw differences in average levels of factors between a video watching activity, and a decision making activity. However, in this analysis, we were not able to isolate any facial expressions having a significant positive or negative relationship with either learning gain, or performance once question difficulty and related factors were also considered. Given the overall low levels of facial affect in the corpus, further research will explore different populations and learning tasks to test the possible hypothesis that learners may have been in a pattern of “Over-Flow” in which they were engaged with the system, but not deeply thinking about the content or their errors.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Facial expression trackers output measures for facial action units (AUs), and are increasingly being used in learning technologies. In this paper, we compile patterns of AUs seen in related work as well as use factor analysis to search for categories implicit in our corpus. Although there was some overlap between the factors in our data and previous work, we also identified factors seen in the broader literature but not previously reported in the context of learning environments. In a correlational analysis, we found evidence for relationships between factors and self-reported traits such as academic effort, study habits, and interest in the subject. In addition, we saw differences in average levels of factors between a video watching activity, and a decision making activity. However, in this analysis, we were not able to isolate any facial expressions having a significant positive or negative relationship with either learning gain, or performance once question difficulty and related factors were also considered. Given the overall low levels of facial affect in the corpus, further research will explore different populations and learning tasks to test the possible hypothesis that learners may have been in a pattern of “Over-Flow” in which they were engaged with the system, but not deeply thinking about the content or their errors.
31.
Nye, Benjamin D; Kaimakis, Nicholas J; Krishnamachari, Madhusudhan; Swartout, William; Campbell, Julia; Anderson, Clinton; Davis, Dan M
MentorPal: Interactive Virtual Mentors Based on Real-Life STEM Professionals Proceedings Article
In: Proceedings of the Interservice/Industry Training, Simulation and Education Conference (I/ITSEC) 2017, a2z, Inc., Orlando, Florida, 2017.
@inproceedings{nye_mentorpal_2017,
title = {MentorPal: Interactive Virtual Mentors Based on Real-Life STEM Professionals},
author = {Benjamin D Nye and Nicholas J Kaimakis and Madhusudhan Krishnamachari and William Swartout and Julia Campbell and Clinton Anderson and Dan M Davis},
url = {http://www.iitsecdocs.com/search},
year = {2017},
date = {2017-11-01},
booktitle = {Proceedings of the Interservice/Industry Training, Simulation and Education Conference (I/ITSEC) 2017},
publisher = {a2z, Inc.},
address = {Orlando, Florida},
abstract = {In an ideal world, all students could meet STEM role models as they explore different careers. However, events such as career fairs do not scale well: professionals have limited time and effective mentors are not readily available in all fields. The result is that students’ understanding is minimal about what professionals in STEM fields do every day, what education is needed, and even what STEM fields exist. Moreover, since in-person interactions rely on finding people engaged in current STEM careers, students may form career goals for stagnant fields rather than growing fields (e.g., projected workforce needs). To address this problem, we are designing a scalable tablet-based app that gives students the opportunity to converse with interactive recordings of real-life STEM professionals. These conversational virtual agents will emulate a question-and-answer session with STEM professionals who have Navy ties and who are engaging, enthusiastic, and effective mentors. These interactions will allow students to have a lifelike informational interview with a virtual agent whose responses are directly drawn from a specific real professional’s video-recorded interview. This work differs from prior research on career guides by capturing the experiences of a collection of unique mentors, which should be more authentic and engaging than a generic agent or resource which speaks only about the average experience. This paper will discuss the process of creating the first such virtual STEM mentor prototype, including the development of an extensive mentoring question bank (approximately 500 questions); key mentoring topics that intersect STEM, DoD, and civilian life; techniques for cost-effective recording of remote mentors; and the process of training and verifying a natural language dialogue model for answering and suggesting career questions. Finally, we conclude with implications, strengths, and drawbacks of virtualizing the experience of talking with specific mentors, from the perspectives of efficacy, scalability, and maintainability.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
In an ideal world, all students could meet STEM role models as they explore different careers. However, events such as career fairs do not scale well: professionals have limited time and effective mentors are not readily available in all fields. The result is that students’ understanding is minimal about what professionals in STEM fields do every day, what education is needed, and even what STEM fields exist. Moreover, since in-person interactions rely on finding people engaged in current STEM careers, students may form career goals for stagnant fields rather than growing fields (e.g., projected workforce needs). To address this problem, we are designing a scalable tablet-based app that gives students the opportunity to converse with interactive recordings of real-life STEM professionals. These conversational virtual agents will emulate a question-and-answer session with STEM professionals who have Navy ties and who are engaging, enthusiastic, and effective mentors. These interactions will allow students to have a lifelike informational interview with a virtual agent whose responses are directly drawn from a specific real professional’s video-recorded interview. This work differs from prior research on career guides by capturing the experiences of a collection of unique mentors, which should be more authentic and engaging than a generic agent or resource which speaks only about the average experience. This paper will discuss the process of creating the first such virtual STEM mentor prototype, including the development of an extensive mentoring question bank (approximately 500 questions); key mentoring topics that intersect STEM, DoD, and civilian life; techniques for cost-effective recording of remote mentors; and the process of training and verifying a natural language dialogue model for answering and suggesting career questions. Finally, we conclude with implications, strengths, and drawbacks of virtualizing the experience of talking with specific mentors, from the perspectives of efficacy, scalability, and maintainability.
32.
Nye, Benjamin D.; Mitros, Piotr; Schunn, Christian; Foltz, Peter W.; Gasevic, Dragan; Katz, Irvin R.
Why Assess? The Role of Assessment in Learning Science and Society Book Section
In: Design Recommendations for Intelligent Tutoring Systems: Volume 5- Assessment, vol. 5, pp. 189–202, US Army Research Laboratory, Orlando, FL, 2017, ISBN: 978-0-9977257-2-8.
@incollection{benjamin_d_nye_why_2017,
title = {Why Assess? The Role of Assessment in Learning Science and Society},
author = {Benjamin D. Nye and Piotr Mitros and Christian Schunn and Peter W. Foltz and Dragan Gasevic and Irvin R. Katz},
url = {https://books.google.com/books?id=5tsyDwAAQBAJ&pg=PA189&source=gbs_toc_r&cad=4#v=onepage&q&f=false},
isbn = {978-0-9977257-2-8},
year = {2017},
date = {2017-08-01},
booktitle = {Design Recommendations for Intelligent Tutoring Systems: Volume 5- Assessment},
volume = {5},
pages = {189–202},
publisher = {US Army Research Laboratory},
address = {Orlando, FL},
abstract = {Even though assessment often is imperfect, it provides valuable input to the process of teaching, learning, and educational resource design. However, narrow assessment, especially used in high-stakes settings, can lead to worse educational outcomes (e.g., performance in later courses, workplace, or social settings; Hout & Elliott, 2011). Teachers may have a strong incentive to teach to the test, leading to a strong focus on memorization and rote procedural knowledge, while compromising key skills such as empathy, groupwork, mathematical maturity, and analytical reasoning. These are thorny problems – education shapes the skills1 that shape society, so these questions have broad implications. With that said, by constraining the discussion to the kinds of constructs considered when building learning experiences, the goals of assessment become more tractable.},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
Even though assessment often is imperfect, it provides valuable input to the process of teaching, learning, and educational resource design. However, narrow assessment, especially used in high-stakes settings, can lead to worse educational outcomes (e.g., performance in later courses, workplace, or social settings; Hout & Elliott, 2011). Teachers may have a strong incentive to teach to the test, leading to a strong focus on memorization and rote procedural knowledge, while compromising key skills such as empathy, groupwork, mathematical maturity, and analytical reasoning. These are thorny problems – education shapes the skills1 that shape society, so these questions have broad implications. With that said, by constraining the discussion to the kinds of constructs considered when building learning experiences, the goals of assessment become more tractable.
33.
Nye, Benjamin; Karumbaiah, Shamya; Tokel, S. Tugba; Core, Mark G.; Stratou, Giota; Auerbach, Daniel; Georgila, Kallirroi
Analyzing Learner Affect in a Scenario-Based Intelligent Tutoring System Proceedings Article
In: Proceedings of the International Conference on Artificial Intelligence in Education, pp. 544–547, Springer, Wuhan, China, 2017, ISBN: 978-3-319-61425-0.
@inproceedings{nye_analyzing_2017,
title = {Analyzing Learner Affect in a Scenario-Based Intelligent Tutoring System},
author = {Benjamin Nye and Shamya Karumbaiah and S. Tugba Tokel and Mark G. Core and Giota Stratou and Daniel Auerbach and Kallirroi Georgila},
url = {https://link.springer.com/chapter/10.1007/978-3-319-61425-0_60},
doi = {https://doi.org/10.1007/978-3-319-61425-0_60},
isbn = {978-3-319-61425-0},
year = {2017},
date = {2017-06-01},
booktitle = {Proceedings of the International Conference on Artificial Intelligence in Education},
pages = {544–547},
publisher = {Springer},
address = {Wuhan, China},
abstract = {Scenario-based tutoring systems influence affective states due to two distinct mechanisms during learning: 1) reactions to performance feedback and 2) responses to the scenario context or events. To explore the role of affect and engagement, a scenario-based ITS was instrumented to support unobtrusive facial affect detection. Results from a sample of university students showed relatively few traditional academic affective states such as confusion or frustration, even at decision points and after poor performance (e.g., incorrect responses). This may show evidence of "over-flow," with a high level of engagement and interest but insufficient confusion/disequilibrium for optimal learning.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Scenario-based tutoring systems influence affective states due to two distinct mechanisms during learning: 1) reactions to performance feedback and 2) responses to the scenario context or events. To explore the role of affect and engagement, a scenario-based ITS was instrumented to support unobtrusive facial affect detection. Results from a sample of university students showed relatively few traditional academic affective states such as confusion or frustration, even at decision points and after poor performance (e.g., incorrect responses). This may show evidence of "over-flow," with a high level of engagement and interest but insufficient confusion/disequilibrium for optimal learning.
34.
Fang, Ying; Xu, Yonghong Jade; Nye, Benjamin; Graesser, Arthur; Pavlik, Philip; Hu, Xiangen
Online Learning Persistence and Academic Achievement Proceedings Article
In: Proceedings of Educational Data Mining (EDM) 2017, pp. 312 – 317, EDM 2017, Wuhan, China, 2017.
@inproceedings{fang_online_2017,
title = {Online Learning Persistence and Academic Achievement},
author = {Ying Fang and Yonghong Jade Xu and Benjamin Nye and Arthur Graesser and Philip Pavlik and Xiangen Hu},
url = {http://educationaldatamining.org/EDM2017/proc_files/papers/paper_114.pdf},
year = {2017},
date = {2017-06-01},
booktitle = {Proceedings of Educational Data Mining (EDM) 2017},
pages = {312 – 317},
publisher = {EDM 2017},
address = {Wuhan, China},
abstract = {Student persistence in online learning environments has typically been studied at the macro-level (e.g., completion of an online course, number of academic terms completed, etc.). The current examines student persistence in an adaptive learning environment, ALEKS (Assessment and LEarning in Knowledge Spaces). Specifically, the study explores the relationship between students' academic achievement and their persistence during learning. By using archived data that included their math learning log data and performance on two standardized tests, we first explored student learning behavior patterns with regard to their persistence during learning. Clustering analysis identified three distinctive patterns of persistence-related learning behaviors: (1) High persistence and rare topic shifting; (2) Low persistence and frequent topic shifting; and (3) Moderate persistence and moderate topic shifting. We further explored the association between persistence and academic achievement. No significant differences were observed between academic achievement and the different learning patterns. We interpret this result in addition to a preliminary exploration of topic mastery trends, to suggest that wheel-spinning" behaviors coexist with persistence, and is ultimately not beneficial to learning.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Student persistence in online learning environments has typically been studied at the macro-level (e.g., completion of an online course, number of academic terms completed, etc.). The current examines student persistence in an adaptive learning environment, ALEKS (Assessment and LEarning in Knowledge Spaces). Specifically, the study explores the relationship between students' academic achievement and their persistence during learning. By using archived data that included their math learning log data and performance on two standardized tests, we first explored student learning behavior patterns with regard to their persistence during learning. Clustering analysis identified three distinctive patterns of persistence-related learning behaviors: (1) High persistence and rare topic shifting; (2) Low persistence and frequent topic shifting; and (3) Moderate persistence and moderate topic shifting. We further explored the association between persistence and academic achievement. No significant differences were observed between academic achievement and the different learning patterns. We interpret this result in addition to a preliminary exploration of topic mastery trends, to suggest that wheel-spinning" behaviors coexist with persistence, and is ultimately not beneficial to learning.
35.
Nye, Benjamin D.; Auerbach, Daniel; Mehta, Tirth R.; Hartholt, Arno
Building a Backbone for Multi-Agent Tutoring in GIFT (Work in Progress) Proceedings Article
In: Proceedings of the GIFTSym5, pp. 23–35, ARL, Orlando, Florida, 2017.
@inproceedings{nye_building_2017,
title = {Building a Backbone for Multi-Agent Tutoring in GIFT (Work in Progress)},
author = {Benjamin D. Nye and Daniel Auerbach and Tirth R. Mehta and Arno Hartholt},
url = {https://books.google.com/books?id=PwMtDwAAQBAJ&printsec=copyright&source=gbs_pub_info_r#v=onepage&q&f=false},
year = {2017},
date = {2017-05-01},
booktitle = {Proceedings of the GIFTSym5},
pages = {23–35},
publisher = {ARL},
address = {Orlando, Florida},
abstract = {As intelligent tutoring systems (ITS) increasingly need to interoperate and co-exist, emerging systems have transitioned toward service-oriented designs to enable modularity and composability of tutoring components made and/or maintained by different research and development groups. However, as a research community, we have still not reached a point where it is trivial for a new service to be added into a system like the Generalized Intelligent Framework for Tutoring (GIFT; Sottilare, Goldberg, Brawner, & Holden, 2012). In an early paper considering this issue with respect to the GIFT architecture (Nye & Morrison, 2013), we proposed addressing this issue by building toward a lightweight multi-agent archi-tecture where certain services act as autonomous agents: “a system situated within and a part of an environment that senses that environment and acts on it, over time, in pursuit of its own agenda and so as to affect what it senses in the future” (Franklin & Graesser, 1997; p. 25). In our work in progress described here, we discuss how we are approaching the opportunity to build such capabilities into GIFT. The high level goals of our work are targeting two core goals for GIFT: A) to be a lightweight framework that will expand access to and use of ITS and B) to help GIFT to increase the intelligence and effectiveness of its services based on data over time. We are currently targeting the first goal, which will underpin the second goal. However, what does it mean to be a lightweight framework? In this context, a “lightweight framework” is framed as minimizing the following criteria: (1) hardware requirements, (2) software expertise to design services, (3) software expertise to use existing services, (4) software expertise to stand up the message-passing layer between agents, and (5) a minimal working message ontology (Nye & Morrison, 2013). Since our original paper four years ago, GIFT has made significant strides in reducing barriers related to hardware by building a cloud-based version and software expertise to use GIFT services through authoring tools. It has also developed a growing ontology of messages (e.g., https://gifttutoring.org/projects/gift/wiki/Interface_Control_Document_2016-1). With that said, despite now-extensive documentation, designing new services for GIFT is still not trivial and strong expertise is required to pass messages between GIFT modules and agents (either internal or external). To address these issues, the Building a Backbone project is working toward agent-oriented designs that build on GIFT's existing service-oriented framework. By moving from services toward agents, modules will be able to act more autonomously, enabling capabilities such as plug-and-play, hotswapping, and selecting between multiple services providing the same capabilities. These new capabilities are intended to reduce barriers to building new GIFT-compatible services and also to integrating GIFT with other service-oriented ecosystems. The first steps toward these capabilities are an ontology mapping service and an initial integration that combines GIFT, the Virtual Human Toolkit core framework for agents, and the SuperGLU framework for adding agent-oriented capabilities for coordinating services. This paper reports on work to date, with an emphasis on target capabilities, design decisions, challenges, and open research questions for this work.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
As intelligent tutoring systems (ITS) increasingly need to interoperate and co-exist, emerging systems have transitioned toward service-oriented designs to enable modularity and composability of tutoring components made and/or maintained by different research and development groups. However, as a research community, we have still not reached a point where it is trivial for a new service to be added into a system like the Generalized Intelligent Framework for Tutoring (GIFT; Sottilare, Goldberg, Brawner, & Holden, 2012). In an early paper considering this issue with respect to the GIFT architecture (Nye & Morrison, 2013), we proposed addressing this issue by building toward a lightweight multi-agent archi-tecture where certain services act as autonomous agents: “a system situated within and a part of an environment that senses that environment and acts on it, over time, in pursuit of its own agenda and so as to affect what it senses in the future” (Franklin & Graesser, 1997; p. 25). In our work in progress described here, we discuss how we are approaching the opportunity to build such capabilities into GIFT. The high level goals of our work are targeting two core goals for GIFT: A) to be a lightweight framework that will expand access to and use of ITS and B) to help GIFT to increase the intelligence and effectiveness of its services based on data over time. We are currently targeting the first goal, which will underpin the second goal. However, what does it mean to be a lightweight framework? In this context, a “lightweight framework” is framed as minimizing the following criteria: (1) hardware requirements, (2) software expertise to design services, (3) software expertise to use existing services, (4) software expertise to stand up the message-passing layer between agents, and (5) a minimal working message ontology (Nye & Morrison, 2013). Since our original paper four years ago, GIFT has made significant strides in reducing barriers related to hardware by building a cloud-based version and software expertise to use GIFT services through authoring tools. It has also developed a growing ontology of messages (e.g., https://gifttutoring.org/projects/gift/wiki/Interface_Control_Document_2016-1). With that said, despite now-extensive documentation, designing new services for GIFT is still not trivial and strong expertise is required to pass messages between GIFT modules and agents (either internal or external). To address these issues, the Building a Backbone project is working toward agent-oriented designs that build on GIFT's existing service-oriented framework. By moving from services toward agents, modules will be able to act more autonomously, enabling capabilities such as plug-and-play, hotswapping, and selecting between multiple services providing the same capabilities. These new capabilities are intended to reduce barriers to building new GIFT-compatible services and also to integrating GIFT with other service-oriented ecosystems. The first steps toward these capabilities are an ontology mapping service and an initial integration that combines GIFT, the Virtual Human Toolkit core framework for agents, and the SuperGLU framework for adding agent-oriented capabilities for coordinating services. This paper reports on work to date, with an emphasis on target capabilities, design decisions, challenges, and open research questions for this work.
36.
Core, Mark G.; Georgila, Kallirroi; Nye, Benjamin D.; Auerbach, Daniel; Liu, Zhi Fei; DiNinni, Richard
Learning, Adaptive Support, Student Traits, and Engagement in Scenario-Based Learning Proceedings Article
In: Proceedings from the Interservice/Industry Training, Simulation and Education Conference (I/ITSEC) 2016, National Training and Simulation Association, Orlando, FL, 2016.
@inproceedings{core_learning_2016,
title = {Learning, Adaptive Support, Student Traits, and Engagement in Scenario-Based Learning},
author = {Mark G. Core and Kallirroi Georgila and Benjamin D. Nye and Daniel Auerbach and Zhi Fei Liu and Richard DiNinni},
url = {http://www.iitsecdocs.com/search},
year = {2016},
date = {2016-11-01},
booktitle = {Proceedings from the Interservice/Industry Training, Simulation and Education Conference (I/ITSEC) 2016},
publisher = {National Training and Simulation Association},
address = {Orlando, FL},
abstract = {Scenario-based training systems pose an especially difficult challenge for an intelligent tutoring system (ITS). In addition to the basic problems of deciding when to intervene and what guidance to provide, the ITS must decide whether to give guidance directly (e.g., a hint message), indirectly through positive/negative results in the scenario, or to delay guidance until a post-scenario review session. There are a number of factors that an adaptive ITS should consider and we use self-report survey instruments to investigate the relationship between traits, learning strategies, expectations, learner behaviors derived from log files, post-use perceptions of the system, and pre-test and post-test results. We use the ELITE Lite Counseling training system as a testbed for our experiments. This system uses virtual role players to allow learners to practice leadership counseling skills, and is in use at the United States Military Academy (USMA). This paper analyzes two data sets. We collected data from local university students, a non-military population of roughly the same age as USMA Cadets using the system. For these local participants, we could administer surveys and pre-tests and post-tests, and collect log files recording clicks made while using ELITE Lite. The second data set comes from USMA itself but is limited to log files. In both populations, the ITS’s hints are effective at boosting scenario performance, and for the university students, the overall experience promoted learning, and survey results suggest that higher levels of organization in study habits may lead to greater learning with ELITE Lite. For the USMA Cadets, ELITE Lite is part of their Military Leadership course rather than an experiment, which could explain why we found higher scenario performance on average than the non-military population, and more use of the post-scenario review feature.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Scenario-based training systems pose an especially difficult challenge for an intelligent tutoring system (ITS). In addition to the basic problems of deciding when to intervene and what guidance to provide, the ITS must decide whether to give guidance directly (e.g., a hint message), indirectly through positive/negative results in the scenario, or to delay guidance until a post-scenario review session. There are a number of factors that an adaptive ITS should consider and we use self-report survey instruments to investigate the relationship between traits, learning strategies, expectations, learner behaviors derived from log files, post-use perceptions of the system, and pre-test and post-test results. We use the ELITE Lite Counseling training system as a testbed for our experiments. This system uses virtual role players to allow learners to practice leadership counseling skills, and is in use at the United States Military Academy (USMA). This paper analyzes two data sets. We collected data from local university students, a non-military population of roughly the same age as USMA Cadets using the system. For these local participants, we could administer surveys and pre-tests and post-tests, and collect log files recording clicks made while using ELITE Lite. The second data set comes from USMA itself but is limited to log files. In both populations, the ITS’s hints are effective at boosting scenario performance, and for the university students, the overall experience promoted learning, and survey results suggest that higher levels of organization in study habits may lead to greater learning with ELITE Lite. For the USMA Cadets, ELITE Lite is part of their Military Leadership course rather than an experiment, which could explain why we found higher scenario performance on average than the non-military population, and more use of the post-scenario review feature.
37.
McAlinden, Ryan; Kang, Sin-Hwa; Nye, Benjamin; Phillips, Artemisa; Campbell, Julia; Goldberg, Stephan L.
Cost-Effective Strategies for Producing Engaging Online Courseware Proceedings Article
In: Proceedings from the Interservice/Industry Training, Simulation and Education Conference (I/ITSEC) 2016, National Training and Simulation Association, Orlando, FL, 2016.
@inproceedings{mcalinden_cost-effective_2016,
title = {Cost-Effective Strategies for Producing Engaging Online Courseware},
author = {Ryan McAlinden and Sin-Hwa Kang and Benjamin Nye and Artemisa Phillips and Julia Campbell and Stephan L. Goldberg},
url = {http://www.iitsecdocs.com/search},
year = {2016},
date = {2016-11-01},
booktitle = {Proceedings from the Interservice/Industry Training, Simulation and Education Conference (I/ITSEC) 2016},
publisher = {National Training and Simulation Association},
address = {Orlando, FL},
abstract = {As distributed learning (dL) and computer-based training (CBT) continue to proliferate, the methods of delivery often remain unengaging and bland for participants. Though many of the leaders in commercial online learning have improved their delivery style and quality in recent years, they continue to fall short in terms of user engagement and satisfaction. PowerPoint regurgitation and video lectures are commonplace and leave end users uninspired and wanting more. This paper discusses results from an ongoing research project, Captivating Virtual Instruction for Training (CVIT), which is aimed at understanding and improving dL through a series of recommendations and best practices for promoting and enhancing student engagement online. Though the central focus is on engagement, and how that translates to learning potential, a third variable (cost) has been examined to understand the financial and resource impacts on making content more interesting (i.e. the return on investment, or ROI). The paper presents findings from a 3-year long experiment comparing existing dL methods and techniques both within and outside of the Army. The project developed two dL versions of an existing Army course (Advanced Situational Awareness-Basic (ASA-B)) – the first was designed around producing material that was as engaging and as immersive as possible within a target budget; the second was a scaled-down version using more traditional, yet contemporary dL techniques (PowerPoint recital, video lectures). The two were then compared along three dimensions– engagement, learning and cost. The findings show that improved engagement in distributed courseware is possible without breaking the bank, though the returns on learning with these progressive approaches remain inconclusive. More importantly, it was determined that the quality and experience of the designers, production staff, writers, animators, programmers, and others cannot be underestimated, and that the familiar phrase – ‘you get what you pay for’ is as true with online learning as it is with other areas of content design and software development.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
As distributed learning (dL) and computer-based training (CBT) continue to proliferate, the methods of delivery often remain unengaging and bland for participants. Though many of the leaders in commercial online learning have improved their delivery style and quality in recent years, they continue to fall short in terms of user engagement and satisfaction. PowerPoint regurgitation and video lectures are commonplace and leave end users uninspired and wanting more. This paper discusses results from an ongoing research project, Captivating Virtual Instruction for Training (CVIT), which is aimed at understanding and improving dL through a series of recommendations and best practices for promoting and enhancing student engagement online. Though the central focus is on engagement, and how that translates to learning potential, a third variable (cost) has been examined to understand the financial and resource impacts on making content more interesting (i.e. the return on investment, or ROI). The paper presents findings from a 3-year long experiment comparing existing dL methods and techniques both within and outside of the Army. The project developed two dL versions of an existing Army course (Advanced Situational Awareness-Basic (ASA-B)) – the first was designed around producing material that was as engaging and as immersive as possible within a target budget; the second was a scaled-down version using more traditional, yet contemporary dL techniques (PowerPoint recital, video lectures). The two were then compared along three dimensions– engagement, learning and cost. The findings show that improved engagement in distributed courseware is possible without breaking the bank, though the returns on learning with these progressive approaches remain inconclusive. More importantly, it was determined that the quality and experience of the designers, production staff, writers, animators, programmers, and others cannot be underestimated, and that the familiar phrase – ‘you get what you pay for’ is as true with online learning as it is with other areas of content design and software development.
38.
Nye, Benjamin D.; Boyce, Michael W.; Sottilare, Robert
Defining the Ill-Defined: From Abstract Principles to Applied Pedagogy Book Section
In: Design Recommendations for Intelligent Tutoring Systems: Volume 4-Domain Modeling, vol. 4, pp. 19–37, US Army Research Laboratory, Orlando, FL, 2016, ISBN: 978-0-9893923-9-6.
@incollection{nye_defining_2016,
title = {Defining the Ill-Defined: From Abstract Principles to Applied Pedagogy},
author = {Benjamin D. Nye and Michael W. Boyce and Robert Sottilare},
url = {https://gifttutoring.org/attachments/download/1736/Design%20Recommendations%20for%20ITS_Volume%204%20-%20Domain%20Modeling%20Book_web%20version_final.pdf},
isbn = {978-0-9893923-9-6},
year = {2016},
date = {2016-07-01},
booktitle = {Design Recommendations for Intelligent Tutoring Systems: Volume 4-Domain Modeling},
volume = {4},
pages = {19–37},
publisher = {US Army Research Laboratory},
address = {Orlando, FL},
abstract = {Attempts to define ill-defined domains in intelligent tutoring system (ITS) research has been approached a number of times (Fournier-Viger, Nkambou, & Nguifo, 2010; Lynch, Ashley, Pinkwart, & Aleven, 2009; Mitrovic & Weerasinghe, 2009; Jacovina, Snow, Dai, & McNamara, 2015; Woods, Stensrud, Wray, Haley, & Jones, 2015). Related research has tried to determine levels of ill-definedness for a domain (Le, Loll, & Pinkwart, 2013). Despite such attempts, the field has not yet converged on common guidelines to distinguish between well-defined versus ill-defined domains. We argue that such guidelines struggle to converge because a domain is too large to meaningfully categorize: every domain contains a mixture of well-defined and ill-defined tasks. While the co-existence of well-defined and ill-defined tasks in a single domain is nearly universally-agreed upon by researchers; this key point is often quickly buried by an extensive discussion about what makes certain domain tasks ill-defined (e.g., disagreement about ideal solutions, multiple solution paths). In this chapter, we first take a step back to consider what is meant by a domain in the context of learning. Next, based on this definition for a domain, we map out the components that are in a learning domain, since each component may have ill-defined parts. This leads into a discussion about the strategies that have been used to make ill-defined domains tractable for certain types of pedagogy. Examples of ITS research that applies these strategies are noted. Finally, we conclude with practical how-to considerations and open research questions for approaching ill-defined domains. This chapter should be considered a companion piece to our chapter in the prior volume of this series (Nye, Goldberg, & Hu, 2015). This chapter focuses on how to understand and transform ill-defined parts of domains, while the prior chapter discusses commonly-used learning tasks and authoring approaches for both well-defined and ill-defined tasks. As such, this chapter is intended to help the learner understand if and how different parts of the domain are ill-defined (and what to do about them). The companion piece in the authoring tools volume discusses different categories of well and ill-defined tasks, from the standpoint of attempting to author and maintain an ITS.},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
Attempts to define ill-defined domains in intelligent tutoring system (ITS) research has been approached a number of times (Fournier-Viger, Nkambou, & Nguifo, 2010; Lynch, Ashley, Pinkwart, & Aleven, 2009; Mitrovic & Weerasinghe, 2009; Jacovina, Snow, Dai, & McNamara, 2015; Woods, Stensrud, Wray, Haley, & Jones, 2015). Related research has tried to determine levels of ill-definedness for a domain (Le, Loll, & Pinkwart, 2013). Despite such attempts, the field has not yet converged on common guidelines to distinguish between well-defined versus ill-defined domains. We argue that such guidelines struggle to converge because a domain is too large to meaningfully categorize: every domain contains a mixture of well-defined and ill-defined tasks. While the co-existence of well-defined and ill-defined tasks in a single domain is nearly universally-agreed upon by researchers; this key point is often quickly buried by an extensive discussion about what makes certain domain tasks ill-defined (e.g., disagreement about ideal solutions, multiple solution paths). In this chapter, we first take a step back to consider what is meant by a domain in the context of learning. Next, based on this definition for a domain, we map out the components that are in a learning domain, since each component may have ill-defined parts. This leads into a discussion about the strategies that have been used to make ill-defined domains tractable for certain types of pedagogy. Examples of ITS research that applies these strategies are noted. Finally, we conclude with practical how-to considerations and open research questions for approaching ill-defined domains. This chapter should be considered a companion piece to our chapter in the prior volume of this series (Nye, Goldberg, & Hu, 2015). This chapter focuses on how to understand and transform ill-defined parts of domains, while the prior chapter discusses commonly-used learning tasks and authoring approaches for both well-defined and ill-defined tasks. As such, this chapter is intended to help the learner understand if and how different parts of the domain are ill-defined (and what to do about them). The companion piece in the authoring tools volume discusses different categories of well and ill-defined tasks, from the standpoint of attempting to author and maintain an ITS.
39.
Nye, Benjamin D.; Hu, Xiangen
Conceptualizing and Representing Domains to Guide Tutoring Book Section
In: Design Recommendations for Intelligent Tutoring Systems: Volume 4-Domain Modeling, vol. 4, pp. 15–18, US Army Research Laboratory, Orlando, FL, 2016.
@incollection{nye_conceptualizing_2016,
title = {Conceptualizing and Representing Domains to Guide Tutoring},
author = {Benjamin D. Nye and Xiangen Hu},
url = {http://books.google.com/books?hl=en&lr=&id=0suvDAAAQBAJ&oi=fnd&pg=PA15&dq=%22data.+This+chapter+presents+an+excellent+overview+of+current+research+on+Q-matrices%22+%22edge+work+on+ensemble+methods+that+achieve+state+of+the+art+performance+by+combining%22+&ots=6MJhm1XHVV&sig=i14eJyin69Cy-jms2lWIFF4K3CU},
year = {2016},
date = {2016-07-01},
booktitle = {Design Recommendations for Intelligent Tutoring Systems: Volume 4-Domain Modeling},
volume = {4},
pages = {15–18},
publisher = {US Army Research Laboratory},
address = {Orlando, FL},
abstract = {Any discussion about how intelligent tutoring system (ITS) domains must begin with considering how ITS conceptualize and represent domains. This process requires building formal, mathematically-specifiable operationalization of the often implicit knowledge about learning domains and their pedagogy. Across different domains and pedagogical approaches, a wide variety of methods have been taken: a scope that would be better-covered by an encyclopedia rather than a single book. Since this section could not possibly cover every possible approach to domain modeling, the chapters within this section were instead chosen to cover a representative range of fundamentally-different approaches to domain modeling.},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
Any discussion about how intelligent tutoring system (ITS) domains must begin with considering how ITS conceptualize and represent domains. This process requires building formal, mathematically-specifiable operationalization of the often implicit knowledge about learning domains and their pedagogy. Across different domains and pedagogical approaches, a wide variety of methods have been taken: a scope that would be better-covered by an encyclopedia rather than a single book. Since this section could not possibly cover every possible approach to domain modeling, the chapters within this section were instead chosen to cover a representative range of fundamentally-different approaches to domain modeling.
40.
Sottilare, Robert A.; Graesser, Arthur C.; Hu, Xiangen; Olney, Andrew; Nye, Benjamin; Sinatra, Anna M.
Design Recommendations for Intelligent Tutoring Systems: Volume 4-Domain Modeling Book
US Army Research Laboratory, Orlando, FL, 2016.
@book{sottilare_design_2016,
title = {Design Recommendations for Intelligent Tutoring Systems: Volume 4-Domain Modeling},
author = {Robert A. Sottilare and Arthur C. Graesser and Xiangen Hu and Andrew Olney and Benjamin Nye and Anna M. Sinatra},
url = {http://books.google.com/books?hl=en&lr=&id=0suvDAAAQBAJ&oi=fnd&pg=PA1&dq=%22Barnes,+Behrooz+Mostafavi,+and+Michael+J.%22+%22A.+Sottilare+and+Joseph%22+%2214+%E2%80%93+Exploring+the+Diversity+of+Domain+Modeling+for+Training%22+%2213+%E2%80%92+Mining+Expertise:+Learning+New+Tricks+from+an+Old%22+&ots=6MJgp2XEWV&sig=7CHZvZIllN3Xk8uFbMHmxN7gfLw},
year = {2016},
date = {2016-07-01},
volume = {4},
publisher = {US Army Research Laboratory},
address = {Orlando, FL},
abstract = {Design Recommendations for Intelligent Tutoring Systems (ITSs) explores the impact of intelligent tutoring system design on education and training. Specifically, this volume examines “Authoring Tools and Expert Modeling Techniques”. The “Design Recommendations book series examines tools and methods to reduce the time and skill required to develop Intelligent Tutoring Systems with the goal of improving the Generalized Intelligent Framework for Tutoring (GIFT). GIFT is a modular, service-oriented architecture developed to capture simplified authoring techniques, promote reuse and standardization of ITSs along with automated instructional techniques and effectiveness evaluation capabilities for adaptive tutoring tools and methods.},
keywords = {},
pubstate = {published},
tppubtype = {book}
}
Design Recommendations for Intelligent Tutoring Systems (ITSs) explores the impact of intelligent tutoring system design on education and training. Specifically, this volume examines “Authoring Tools and Expert Modeling Techniques”. The “Design Recommendations book series examines tools and methods to reduce the time and skill required to develop Intelligent Tutoring Systems with the goal of improving the Generalized Intelligent Framework for Tutoring (GIFT). GIFT is a modular, service-oriented architecture developed to capture simplified authoring techniques, promote reuse and standardization of ITSs along with automated instructional techniques and effectiveness evaluation capabilities for adaptive tutoring tools and methods.
Filter
2014
Gordon, Andrew; Core, Mark; Kang, Sin-Hwa; Wang, Catherine; Wienberg, Christopher
Civilian Analogs of Army Tasks: Supporting Pedagogical Storytelling Across Domains Journal Article
In: Proceedings of the 11th International Conference of the Learning Sciences, 2014.
Abstract | Links | BibTeX | Tags: Learning Sciences, MedVR, The Narrative Group, UARC
@article{gordon_civilian_2014,
title = {Civilian Analogs of Army Tasks: Supporting Pedagogical Storytelling Across Domains},
author = {Andrew Gordon and Mark Core and Sin-Hwa Kang and Catherine Wang and Christopher Wienberg},
url = {http://ict.usc.edu/pubs/Civilian%20Analogs%20of%20Army%20Tasks%20-%20Supporting%20Pedagogical%20Storytelling%20Across%20Domains.pdf},
year = {2014},
date = {2014-06-01},
journal = {Proceedings of the 11th International Conference of the Learning Sciences},
abstract = {Storytelling is the most basic means by which people learn from the experiences of others. Advances in educational technologies offer new opportunities and experiences for learners, but risk losing the natural forms of pedagogical storytelling afforded by face-to-face teacher-student discussion. In this paper, we present a technology-supported solution to the problem of curating and algorithmically delivering relevant stories to learners in computer-based learning environments. Our approach is to mine public weblogs for textual narratives related to specific activity contexts, both inside and outside the domain of the target skillset. These stories are then linked directly to task representations in the learner model of an intelligent tutoring system, and delivered to learners along with other tutoring guidance. We demonstrate our approach to curating stories by creating collections of narratives that are analogous to tactical tasks of the U.S. Army, and evaluate the difficulty of incorporating these stories into intelligent tutoring systems.},
keywords = {Learning Sciences, MedVR, The Narrative Group, UARC},
pubstate = {published},
tppubtype = {article}
}
Storytelling is the most basic means by which people learn from the experiences of others. Advances in educational technologies offer new opportunities and experiences for learners, but risk losing the natural forms of pedagogical storytelling afforded by face-to-face teacher-student discussion. In this paper, we present a technology-supported solution to the problem of curating and algorithmically delivering relevant stories to learners in computer-based learning environments. Our approach is to mine public weblogs for textual narratives related to specific activity contexts, both inside and outside the domain of the target skillset. These stories are then linked directly to task representations in the learner model of an intelligent tutoring system, and delivered to learners along with other tutoring guidance. We demonstrate our approach to curating stories by creating collections of narratives that are analogous to tactical tasks of the U.S. Army, and evaluate the difficulty of incorporating these stories into intelligent tutoring systems.
Hill, Randall W.
Virtual Reality and Leadership Development Book Section
In: Using Experience to Develop Leadership Talent: How Organizations Leverage On-The-Job Development, pp. 286–312, John Wiley & Sons, Inc., 2014, ISBN: 978-1-118-76783-2.
Links | BibTeX | Tags: Learning Sciences, Social Simulation, UARC, Virtual Humans, Virtual Worlds
@incollection{hill_virtual_2014,
title = {Virtual Reality and Leadership Development},
author = {Randall W. Hill},
url = {http://www.amazon.com/dp/1118767837/ref=cm_sw_su_dp},
isbn = {978-1-118-76783-2},
year = {2014},
date = {2014-03-01},
booktitle = {Using Experience to Develop Leadership Talent: How Organizations Leverage On-The-Job Development},
pages = {286–312},
publisher = {John Wiley & Sons, Inc.},
series = {J-B SIOP Professional Practice Series (Book 1)},
keywords = {Learning Sciences, Social Simulation, UARC, Virtual Humans, Virtual Worlds},
pubstate = {published},
tppubtype = {incollection}
}
2013
Chaudhri, Vinay K.; Lane, H. Chad; Gunning, Dave; Roschelle, Jeremy
Intelligent Learning Technologies: Applications of Artificial Intelligence to Contemporary and Emerging Educational Challenges Journal Article
In: AI Magazine, vol. 34, no. 3, pp. 10–12, 2013.
Abstract | Links | BibTeX | Tags: Learning Sciences
@article{chaudhri_intelligent_2013,
title = {Intelligent Learning Technologies: Applications of Artificial Intelligence to Contemporary and Emerging Educational Challenges},
author = {Vinay K. Chaudhri and H. Chad Lane and Dave Gunning and Jeremy Roschelle},
url = {http://www.aaai.org/ojs/index.php/aimagazine/issue/view/203/showToc},
year = {2013},
date = {2013-12-01},
journal = {AI Magazine},
volume = {34},
number = {3},
pages = {10–12},
abstract = {This special issue of AI Magazine presents articles on some of the most interesting projects at the intersection of AI and Education. Included are articles on integrated systems such as virtual humans, an intellgent textbook a game-based learning environment as well as technology focused components such as student models and data mining. The issue concludes with an article summarizing the contemporary and emerging challenges at the intersection of AI and education.},
keywords = {Learning Sciences},
pubstate = {published},
tppubtype = {article}
}
This special issue of AI Magazine presents articles on some of the most interesting projects at the intersection of AI and Education. Included are articles on integrated systems such as virtual humans, an intellgent textbook a game-based learning environment as well as technology focused components such as student models and data mining. The issue concludes with an article summarizing the contemporary and emerging challenges at the intersection of AI and education.
Lane, H. Chad; Hays, Matthew Jensen; Core, Mark G.; Auerbach, Daniel
Learning intercultural communication skills with virtual humans: Feedback and fidelity. Journal Article
In: Journal of Educational Psychology, vol. 105, no. 4, pp. 1026–1035, 2013, ISSN: 1939-2176, 0022-0663.
Abstract | Links | BibTeX | Tags: Learning Sciences, UARC
@article{lane_learning_2013,
title = {Learning intercultural communication skills with virtual humans: Feedback and fidelity.},
author = {H. Chad Lane and Matthew Jensen Hays and Mark G. Core and Daniel Auerbach},
url = {http://doi.apa.org/getdoi.cfm?doi=10.1037/a0031506},
doi = {10.1037/a0031506},
issn = {1939-2176, 0022-0663},
year = {2013},
date = {2013-11-01},
journal = {Journal of Educational Psychology},
volume = {105},
number = {4},
pages = {1026–1035},
abstract = {In the context of practicing intercultural communication skills, we investigated the role of fidelity in a game-based, virtual learning environment as well as the role of feedback delivered by an intelligent tutoring system. In 2 experiments, we compared variations on the game interface, use of the tutoring system, and the form of the feedback. Our findings suggest that for learning basic intercultural communicative skills, a 3-dimensional (3-D) interface with animation and sound produced equivalent learning to a more static 2-D interface. However, learners took significantly longer to analyze and respond to the actions of animated virtual humans, suggesting a deeper engagement. We found large gains in learning across conditions. There was no differential effect with the tutor engaged, but it was found to have a positive impact on learner success in a transfer task. This difference was most pronounced when the feedback was delivered in a more general form versus a concrete style.},
keywords = {Learning Sciences, UARC},
pubstate = {published},
tppubtype = {article}
}
In the context of practicing intercultural communication skills, we investigated the role of fidelity in a game-based, virtual learning environment as well as the role of feedback delivered by an intelligent tutoring system. In 2 experiments, we compared variations on the game interface, use of the tutoring system, and the form of the feedback. Our findings suggest that for learning basic intercultural communicative skills, a 3-dimensional (3-D) interface with animation and sound produced equivalent learning to a more static 2-D interface. However, learners took significantly longer to analyze and respond to the actions of animated virtual humans, suggesting a deeper engagement. We found large gains in learning across conditions. There was no differential effect with the tutor engaged, but it was found to have a positive impact on learner success in a transfer task. This difference was most pronounced when the feedback was delivered in a more general form versus a concrete style.
Lane, H. Chad; Cahill, Clara; Foutz, Susan; Auerbach, Daniel; Noren, Dan; Lussenhop, Catherine; Swartout, William
The Effects of a Pedagogical Agent for Informal Science Education on Learner Behaviors and Self-efficacy Proceedings Article
In: Artificial Intelligence in Education, pp. 309–318, Memphis, TN, 2013, ISBN: 978-3-642-39111-8.
Abstract | Links | BibTeX | Tags: Learning Sciences
@inproceedings{lane_effects_2013,
title = {The Effects of a Pedagogical Agent for Informal Science Education on Learner Behaviors and Self-efficacy},
author = {H. Chad Lane and Clara Cahill and Susan Foutz and Daniel Auerbach and Dan Noren and Catherine Lussenhop and William Swartout},
url = {http://ict.usc.edu/pubs/The%20Effects%20of%20a%20Pedagogical%20Agent%20for%20Informal%20Science%20Education%20on%20Learner%20Behaviors%20and%20Self-efficacy.pdf},
doi = {10.1007/978-3-642-39112-5_32},
isbn = {978-3-642-39111-8},
year = {2013},
date = {2013-07-01},
booktitle = {Artificial Intelligence in Education},
volume = {7926},
pages = {309–318},
address = {Memphis, TN},
series = {Lecture Notes on Computer Science},
abstract = {We describe Coach Mike, an animated pedagogical agent for informal computer science education, and report findings from two experiments that provide initial evidence for the efficacy of the system. In the first study, we found that Coach Mike’s presence led to 20% longer holding times, increased acceptance of programming challenges, and reduced misuse of the exhibit, but had limited cumulative impact on attitudes, awareness, and knowledge beyond what the host exhibit already achieved. In the second study, we compared two different versions of Coach Mike and found that the use of enthusiasm and selfregulatory feedback led to greater self-efficacy for programming.⬚},
keywords = {Learning Sciences},
pubstate = {published},
tppubtype = {inproceedings}
}
We describe Coach Mike, an animated pedagogical agent for informal computer science education, and report findings from two experiments that provide initial evidence for the efficacy of the system. In the first study, we found that Coach Mike’s presence led to 20% longer holding times, increased acceptance of programming challenges, and reduced misuse of the exhibit, but had limited cumulative impact on attitudes, awareness, and knowledge beyond what the host exhibit already achieved. In the second study, we compared two different versions of Coach Mike and found that the use of enthusiasm and selfregulatory feedback led to greater self-efficacy for programming.⬚
Hays, Matthew Jensen; Lane, H. Chad; Auerbach, Daniel
Must Feedback Disrupt Presence in Serious Games? Proceedings Article
In: Workshop on Formative Feedback in Interactive Learning Environments at the International Conference on Artificial Intelligence in Education, Memphis, TN, 2013.
Abstract | Links | BibTeX | Tags: Learning Sciences, UARC
@inproceedings{hays_must_2013,
title = {Must Feedback Disrupt Presence in Serious Games?},
author = {Matthew Jensen Hays and H. Chad Lane and Daniel Auerbach},
url = {http://ict.usc.edu/pubs/Must%20Feedback%20Disrupt%20Presence%20in%20Serious%20Games.pdf},
year = {2013},
date = {2013-07-01},
booktitle = {Workshop on Formative Feedback in Interactive Learning Environments at the International Conference on Artificial Intelligence in Education},
address = {Memphis, TN},
abstract = {Serious games are generally designed with two goals in mind: promoting learning and creating compelling and engaging experiences (sometimes termed a sense of presence). Presence itself is believed to promote learning, but serious games often attempt to further increase pedagogical value. One way to do so is to use an intelligent tutoring system (ITS) to provide feedback during gameplay. Some researchers have expressed concern that, because feedback from an ITS is often extrinsic (i.e., it operates outside of the primary game mechanic), attending to it disrupts players’ sense of presence. As a result, learning may be unintentionally hindered by an ITS. However, the most beneficial conditions of instruction are often counterintuitive; in this paper, we challenge the assumption that feedback during learning hinders sense of presence. Across three experiments, we examined how an ITS that provided extrinsic feedback during a serious game affected presence. Across different modalities and conditions, we found that feedback and other ITS features do not always affect presence. Our results suggest that it is possible to provide extrinsic feedback in a serious game without detracting from the immersive power of the game itself.},
keywords = {Learning Sciences, UARC},
pubstate = {published},
tppubtype = {inproceedings}
}
Serious games are generally designed with two goals in mind: promoting learning and creating compelling and engaging experiences (sometimes termed a sense of presence). Presence itself is believed to promote learning, but serious games often attempt to further increase pedagogical value. One way to do so is to use an intelligent tutoring system (ITS) to provide feedback during gameplay. Some researchers have expressed concern that, because feedback from an ITS is often extrinsic (i.e., it operates outside of the primary game mechanic), attending to it disrupts players’ sense of presence. As a result, learning may be unintentionally hindered by an ITS. However, the most beneficial conditions of instruction are often counterintuitive; in this paper, we challenge the assumption that feedback during learning hinders sense of presence. Across three experiments, we examined how an ITS that provided extrinsic feedback during a serious game affected presence. Across different modalities and conditions, we found that feedback and other ITS features do not always affect presence. Our results suggest that it is possible to provide extrinsic feedback in a serious game without detracting from the immersive power of the game itself.
Woolf, Beverly Park; Lane, H. Chad; Chaudhri, Vinay K.; Kolodner, Janet L.
AI Grand Challenges for Education Journal Article
In: AI magazine; Special issue on Intelligent Learning Technologies, 2013.
Abstract | Links | BibTeX | Tags: Learning Sciences
@article{woolf_ai_2013,
title = {AI Grand Challenges for Education},
author = {Beverly Park Woolf and H. Chad Lane and Vinay K. Chaudhri and Janet L. Kolodner},
url = {http://ict.usc.edu/pubs/AI%20Grand%20Challenges%20for%20Education.pdf},
doi = {10.1609/aimag.v34i4.2490},
year = {2013},
date = {2013-06-01},
journal = {AI magazine; Special issue on Intelligent Learning Technologies},
abstract = {This article focuses on contributions that AI can make to address long-term educational goals. It describes five challenges that would support: (1) mentors for every learner; (2) learning twenty-first century skills; (3) interaction data to support learning; (4) universal access to global classrooms; and (5) lifelong and life-wide learning. A vision and brief research agenda are described for each challenge along with goals that lead to access to global educational resources and the reuse and sharing of digital educational resources. Instructional systems with AI technology are described that currently support richer experiences for learners and supply researchers with new opportunities to analyze vast data sets of instructional behavior from big databases, containing elements of learning, affect, motivation, and social interaction. Personalized learning is described using computational tools that enhance student and group experience, reflection, and analysis, and supply data for development of novel theory development.},
keywords = {Learning Sciences},
pubstate = {published},
tppubtype = {article}
}
This article focuses on contributions that AI can make to address long-term educational goals. It describes five challenges that would support: (1) mentors for every learner; (2) learning twenty-first century skills; (3) interaction data to support learning; (4) universal access to global classrooms; and (5) lifelong and life-wide learning. A vision and brief research agenda are described for each challenge along with goals that lead to access to global educational resources and the reuse and sharing of digital educational resources. Instructional systems with AI technology are described that currently support richer experiences for learners and supply researchers with new opportunities to analyze vast data sets of instructional behavior from big databases, containing elements of learning, affect, motivation, and social interaction. Personalized learning is described using computational tools that enhance student and group experience, reflection, and analysis, and supply data for development of novel theory development.
Hays, Matthew Jensen; Kornell, Nate; Bjork, Robert A.
When and Why a Failed Test Potentiates the Effectiveness of Subsequent Study Journal Article
In: Journal of Experimental Psychology: Learning, Memory, and Cognition, vol. 39, no. 1, pp. 290–296, 2013.
Abstract | Links | BibTeX | Tags: Learning Sciences
@article{hays_when_2013,
title = {When and Why a Failed Test Potentiates the Effectiveness of Subsequent Study},
author = {Matthew Jensen Hays and Nate Kornell and Robert A. Bjork},
url = {http://ict.usc.edu/pubs/When%20and%20Why%20a%20Failed%20Test%20Potentiates%20the%20Effectiveness%20of%20Subsequent%20Study.pdf},
year = {2013},
date = {2013-01-01},
journal = {Journal of Experimental Psychology: Learning, Memory, and Cognition},
volume = {39},
number = {1},
pages = {290–296},
abstract = {Teachers and trainers often try to prevent learners from making errors, but recent findings (e.g., Kornell, Hays, & Bjork, 2009) have demonstrated that tests can potentiate subsequent learning even when the correct answer is difficult or impossible to generate (e.g., “What is Nate Kornell’s middle name?”). In three experiments, we explored when and why a failed test enhances learning. We found that failed tests followed by immediate feedback produced greater retention than did a presentation-only condition. Failed tests followed by delayed feedback, by contrast, did not produce such a benefit—except when the direction of the final test was reversed (i.e., the participants were provided with the target and had to produce the original cue). Our findings suggest that generating an incorrect response to a cue both activates the semantic network associated with the cue and suppresses the correct response. These processes appear to have two consequences: If feedback is presented immediately, the semantic activation enhances the mapping of the cue to the correct response; if feedback is presented at a delay, the prior suppression boosts the learning of the suppressed response.},
keywords = {Learning Sciences},
pubstate = {published},
tppubtype = {article}
}
Teachers and trainers often try to prevent learners from making errors, but recent findings (e.g., Kornell, Hays, & Bjork, 2009) have demonstrated that tests can potentiate subsequent learning even when the correct answer is difficult or impossible to generate (e.g., “What is Nate Kornell’s middle name?”). In three experiments, we explored when and why a failed test enhances learning. We found that failed tests followed by immediate feedback produced greater retention than did a presentation-only condition. Failed tests followed by delayed feedback, by contrast, did not produce such a benefit—except when the direction of the final test was reversed (i.e., the participants were provided with the target and had to produce the original cue). Our findings suggest that generating an incorrect response to a cue both activates the semantic network associated with the cue and suppresses the correct response. These processes appear to have two consequences: If feedback is presented immediately, the semantic activation enhances the mapping of the cue to the correct response; if feedback is presented at a delay, the prior suppression boosts the learning of the suppressed response.
Swartout, William; Artstein, Ron; Forbell, Eric; Foutz, Susan; Lane, H. Chad; Lange, Belinda; Morie, Jacquelyn; Noren, Dan; Rizzo, Albert; Traum, David
Virtual Humans for Learning Journal Article
In: AI magazine; Special issue on Intelligent Learning Technologies, vol. 34, no. 4, pp. 13–30, 2013.
Abstract | Links | BibTeX | Tags: Learning Sciences, MedVR, UARC, Virtual Humans
@article{swartout_virtual_2013,
title = {Virtual Humans for Learning},
author = {William Swartout and Ron Artstein and Eric Forbell and Susan Foutz and H. Chad Lane and Belinda Lange and Jacquelyn Morie and Dan Noren and Albert Rizzo and David Traum},
url = {http://www.aaai.org/ojs/index.php/aimagazine/article/view/2487},
doi = {10.1609/aimag.v34i4.2487},
year = {2013},
date = {2013-01-01},
journal = {AI magazine; Special issue on Intelligent Learning Technologies},
volume = {34},
number = {4},
pages = {13–30},
abstract = {Virtual humans are computer-generated characters designed to look and behave like real people. Studies have shown that virtual humans can mimic many of the social effects that one finds in human-human interactions such as creating rapport, and people respond to virtual humans in ways that are similar to how they respond to real people. We believe that virtual humans represent a new metaphor for interacting with computers, one in which working with a computer becomes much like interacting with a person and this can bring social elements to the interaction that are not easily supported with conventional interfaces. We present two systems that embody these ideas. The first, the Twins are virtual docents in the Museum of Science, Boston, designed to engage visitors and raise their awareness and knowledge of science. The second SimCoach, uses an empathetic virtual human to provide veterans and their families with information about PTSD and depression.},
keywords = {Learning Sciences, MedVR, UARC, Virtual Humans},
pubstate = {published},
tppubtype = {article}
}
Virtual humans are computer-generated characters designed to look and behave like real people. Studies have shown that virtual humans can mimic many of the social effects that one finds in human-human interactions such as creating rapport, and people respond to virtual humans in ways that are similar to how they respond to real people. We believe that virtual humans represent a new metaphor for interacting with computers, one in which working with a computer becomes much like interacting with a person and this can bring social elements to the interaction that are not easily supported with conventional interfaces. We present two systems that embody these ideas. The first, the Twins are virtual docents in the Museum of Science, Boston, designed to engage visitors and raise their awareness and knowledge of science. The second SimCoach, uses an empathetic virtual human to provide veterans and their families with information about PTSD and depression.
2012
Hays, Matthew; Campbell, Julia; Trimmer, Matthew; Poore, Joshua; Webb, Andrea; Stark, Charles; King, Teresa
Can Role-Play with Virtual Humans Teach Interpersonal Skills? Proceedings Article
In: Interservice/Industry Training, Simulation and Education Conference (I/ITSEC), Orlando, FL, 2012.
Abstract | Links | BibTeX | Tags: Learning Sciences, UARC, Virtual Humans
@inproceedings{hays_can_2012,
title = {Can Role-Play with Virtual Humans Teach Interpersonal Skills?},
author = {Matthew Hays and Julia Campbell and Matthew Trimmer and Joshua Poore and Andrea Webb and Charles Stark and Teresa King},
url = {http://ict.usc.edu/pubs/Can%20Role-Play%20with%20Virtual%20Humans%20Teach%20Interpersonal%20Skills.pdf},
year = {2012},
date = {2012-12-01},
booktitle = {Interservice/Industry Training, Simulation and Education Conference (I/ITSEC)},
address = {Orlando, FL},
abstract = {Interpersonal and counseling skills are essential to Officers’ ability to lead (Headquarters, Department of the Army, 2006, 2008, 2011). We developed a cognitive framework and an immersive training experience—the Immersive Naval Officer Training System (INOTS)—to help Officers learn and practice these skills (Campbell et al., 2011). INOTS includes up-front instruction about the framework, vignette-based demonstrations of its application, a roleplay session with a virtual human to practice the skills, and a guided after-action review (AAR). A critical component of any training effort is the assessment process; we conducted both formative and summative assessments of INOTS. Our formative assessments comprised surveys as well as physiological sensor equipment. Data from these instruments were used to evaluate how engaging the virtual-human based practice session was. We compared these data to a gold standard: a practice session with a live human role-player. We found that the trainees took the virtual-human practice session seriously—and that interacting with the virtual human was just as engaging as was interacting with the live human role-player. Our summative assessments comprised surveys as well as behavioral measures. We used these data to evaluate learning produced by the INOTS experience. In a pretestposttest design, we found reliable gains in the participants' understanding of and ability to apply interpersonal skills, although the limited practice with the virtual human did not provide additional immediate benefits. This paper details the development of our assessment approaches, the experimental procedures that yielded the data, and our results. We also discuss the implications of our efforts for the future design of assessments and training systems.},
keywords = {Learning Sciences, UARC, Virtual Humans},
pubstate = {published},
tppubtype = {inproceedings}
}
Interpersonal and counseling skills are essential to Officers’ ability to lead (Headquarters, Department of the Army, 2006, 2008, 2011). We developed a cognitive framework and an immersive training experience—the Immersive Naval Officer Training System (INOTS)—to help Officers learn and practice these skills (Campbell et al., 2011). INOTS includes up-front instruction about the framework, vignette-based demonstrations of its application, a roleplay session with a virtual human to practice the skills, and a guided after-action review (AAR). A critical component of any training effort is the assessment process; we conducted both formative and summative assessments of INOTS. Our formative assessments comprised surveys as well as physiological sensor equipment. Data from these instruments were used to evaluate how engaging the virtual-human based practice session was. We compared these data to a gold standard: a practice session with a live human role-player. We found that the trainees took the virtual-human practice session seriously—and that interacting with the virtual human was just as engaging as was interacting with the live human role-player. Our summative assessments comprised surveys as well as behavioral measures. We used these data to evaluate learning produced by the INOTS experience. In a pretestposttest design, we found reliable gains in the participants' understanding of and ability to apply interpersonal skills, although the limited practice with the virtual human did not provide additional immediate benefits. This paper details the development of our assessment approaches, the experimental procedures that yielded the data, and our results. We also discuss the implications of our efforts for the future design of assessments and training systems.
2011
Roque, Antonio; Jan, Dusan; Core, Mark; Traum, David
Using virtual tour behavior to build dialogue models for training review Proceedings Article
In: Proceedings of the 11th International conference on Intelligent Virtual Agents (IVA 2011), ReykjavÃk, Iceland, 2011.
Abstract | Links | BibTeX | Tags: Learning Sciences, Virtual Humans
@inproceedings{roque_using_2011,
title = {Using virtual tour behavior to build dialogue models for training review},
author = {Antonio Roque and Dusan Jan and Mark Core and David Traum},
url = {http://ict.usc.edu/pubs/Using%20virtual%20tour%20behavior%20to%20build%20dialogue%20models%20for%20training%20review.pdf},
year = {2011},
date = {2011-09-01},
booktitle = {Proceedings of the 11th International conference on Intelligent Virtual Agents (IVA 2011)},
address = {ReykjavÃk, Iceland},
abstract = {We develop an intelligent agent that builds a user model of a learner during a tour of a virtual world. The user model is based on the learner's answers to questions during the tour. A dialogue model for a simulated instructor is tailored to the individual learner based upon this user model. We describe an evaluation to track system accuracy and user perceptions.},
keywords = {Learning Sciences, Virtual Humans},
pubstate = {published},
tppubtype = {inproceedings}
}
We develop an intelligent agent that builds a user model of a learner during a tour of a virtual world. The user model is based on the learner's answers to questions during the tour. A dialogue model for a simulated instructor is tailored to the individual learner based upon this user model. We describe an evaluation to track system accuracy and user perceptions.
Finley, Jason R.; Benjamin, Aaron S.; Hays, Matthew; Bjork, Robert A.; Kornell, Nate
Benefits of accumulating versus diminishing cues in recall Journal Article
In: Journal of Memory and Language, vol. 64, pp. 289–298, 2011.
Abstract | Links | BibTeX | Tags: Learning Sciences
@article{finley_benefits_2011,
title = {Benefits of accumulating versus diminishing cues in recall},
author = {Jason R. Finley and Aaron S. Benjamin and Matthew Hays and Robert A. Bjork and Nate Kornell},
url = {http://ict.usc.edu/pubs/Benefits%20of%20accumulating%20versus%20diminishing%20cues%20in%20recall.pdf},
doi = {:10.1016/j.jml.2011.01.00},
year = {2011},
date = {2011-03-01},
journal = {Journal of Memory and Language},
volume = {64},
pages = {289–298},
abstract = {Optimizing learning over multiple retrieval opportunities requires a joint consideration of both the probability and the mnemonic value of a successful retrieval. Previous research has addressed this trade-off by manipulating the schedule of practice trials, suggesting that a pattern of increasingly long lags–"expanding retrieval practice"–may keep retrievals successful while gradually increasing their mnemonic value (Landauer & Bjork, 1978). Here we explore the trade-off issue further using an analogous manipulation of cue informativeness. After being given an initial presentation of English-Iñupiaq word pairs, participants received practice trials across which letters of the target word were either accumulated (AC), diminished (DC), or always fully present. Diminishing cues yielded the highest performance on a final test of cued recall. Additional analyses suggest that AC practice promotes potent (effortful) retrieval at the cost of success, and DC practice promotes successful retrieval at the cost of potency. Experiment 2 revealed that the negative effects of AC practice can be partly ameliorated by providing feedback after each practice trial.},
keywords = {Learning Sciences},
pubstate = {published},
tppubtype = {article}
}
Optimizing learning over multiple retrieval opportunities requires a joint consideration of both the probability and the mnemonic value of a successful retrieval. Previous research has addressed this trade-off by manipulating the schedule of practice trials, suggesting that a pattern of increasingly long lags–"expanding retrieval practice"–may keep retrievals successful while gradually increasing their mnemonic value (Landauer & Bjork, 1978). Here we explore the trade-off issue further using an analogous manipulation of cue informativeness. After being given an initial presentation of English-Iñupiaq word pairs, participants received practice trials across which letters of the target word were either accumulated (AC), diminished (DC), or always fully present. Diminishing cues yielded the highest performance on a final test of cued recall. Additional analyses suggest that AC practice promotes potent (effortful) retrieval at the cost of success, and DC practice promotes successful retrieval at the cost of potency. Experiment 2 revealed that the negative effects of AC practice can be partly ameliorated by providing feedback after each practice trial.
Campbell, Julia; Core, Mark; Artstein, Ron; Armstrong, Lindsay; Hartholt, Arno; Wilson, Cyrus A.; Georgila, Kallirroi; Morbini, Fabrizio; Haynes, Kip; Gomboc, Dave; Birch, Mike; Bobrow, Jonathan; Lane, H. Chad; Gerten, Jillian; Leuski, Anton; Traum, David; Trimmer, Matthew; DiNinni, Rich; Bosack, Matthew; Jones, Timothy; Clark, Richard E.; Yates, Kenneth A.
Developing INOTS to Support Interpersonal Skills Practice Proceedings Article
In: IEEE Aerospace Conference, 2011.
Abstract | Links | BibTeX | Tags: Learning Sciences, Virtual Humans
@inproceedings{campbell_developing_2011,
title = {Developing INOTS to Support Interpersonal Skills Practice},
author = {Julia Campbell and Mark Core and Ron Artstein and Lindsay Armstrong and Arno Hartholt and Cyrus A. Wilson and Kallirroi Georgila and Fabrizio Morbini and Kip Haynes and Dave Gomboc and Mike Birch and Jonathan Bobrow and H. Chad Lane and Jillian Gerten and Anton Leuski and David Traum and Matthew Trimmer and Rich DiNinni and Matthew Bosack and Timothy Jones and Richard E. Clark and Kenneth A. Yates},
url = {http://ict.usc.edu/pubs/Developing%20INOTS%20to%20Support%20Interpersonal%20Skills%20Practice.pdf},
year = {2011},
date = {2011-03-01},
booktitle = {IEEE Aerospace Conference},
abstract = {The Immersive Naval Officer Training System (INOTS) is a blended learning environment that merges traditional classroom instruction with a mixed reality training setting. INOTS supports the instruction, practice and assessment of interpersonal communication skills. The goal of INOTS is to provide a consistent training experience to supplement interpersonal skills instruction for Naval officer candidates without sacrificing trainee throughput and instructor control. We developed an instructional design from cognitive task analysis interviews with experts to serve as a framework for system development. We also leveraged commercial student response technology and research technologies including natural language recognition, virtual humans, realistic graphics, intelligent tutoring and automated instructor support tools. In this paper, we describe our methodologies for developing a blended learning environment, and our challenges adding mixed reality and virtual human technologies to a traditional classroom to support interpersonal skills training.},
keywords = {Learning Sciences, Virtual Humans},
pubstate = {published},
tppubtype = {inproceedings}
}
The Immersive Naval Officer Training System (INOTS) is a blended learning environment that merges traditional classroom instruction with a mixed reality training setting. INOTS supports the instruction, practice and assessment of interpersonal communication skills. The goal of INOTS is to provide a consistent training experience to supplement interpersonal skills instruction for Naval officer candidates without sacrificing trainee throughput and instructor control. We developed an instructional design from cognitive task analysis interviews with experts to serve as a framework for system development. We also leveraged commercial student response technology and research technologies including natural language recognition, virtual humans, realistic graphics, intelligent tutoring and automated instructor support tools. In this paper, we describe our methodologies for developing a blended learning environment, and our challenges adding mixed reality and virtual human technologies to a traditional classroom to support interpersonal skills training.
Buckwalter, John Galen; Rizzo, Albert; John, Bruce Sheffield; Finlay, Lisa; Wong, Andrew; Chin, Ester; Wellman, John; Smolinski, Stephanie
Analyzing the Impact of Stress: A Comparison Between a Factor Analytic and a Composite Measurement of Allostatic Load Proceedings Article
In: Interservice/Industry Training, Simulation and Education Conference (I/ITSEC), Orlando, FL, 2011.
Abstract | Links | BibTeX | Tags: Learning Sciences, MedVR
@inproceedings{buckwalter_analyzing_2011,
title = {Analyzing the Impact of Stress: A Comparison Between a Factor Analytic and a Composite Measurement of Allostatic Load},
author = {John Galen Buckwalter and Albert Rizzo and Bruce Sheffield John and Lisa Finlay and Andrew Wong and Ester Chin and John Wellman and Stephanie Smolinski},
url = {http://ict.usc.edu/pubs/Analyzing%20the%20Impact%20of%20Stress-%20A%20Comparison%20Between%20a%20Factor%20Analytic%20and%20a%20Composite%20Measurement%20of%20Allostatic%20Load.pdf},
year = {2011},
date = {2011-01-01},
booktitle = {Interservice/Industry Training, Simulation and Education Conference (I/ITSEC)},
address = {Orlando, FL},
abstract = {Stress is possibly the hallmark characteristic of the current conflicts confronting the United States. Extended and repeated deployments require the ability on the part of war-fighters to effectively process stress in ways never before routinely encountered. Stress is well defined as a series of psychological and physiological processes that occur in response to a stressor, or the perception of stress. The physiological response to stress follows an identified path, a robust neuroendocrine response leads to responses in the cardiovascular, metabolic, renal, inflammatory and immune systems. After a stress response, the body's natural tendency is to return to a steady state, a process called allostasis. If the body is not effective in returning to homeostasis, or if the environment is such that stress is repeated, markers of dysfunction may be apparent in the physiological systems that respond to stress. A method of measuring multiple biomarkers of stress responsive systems and determining who shows consistent evidence of dysfunction was developed by Bruce McEwen and labeled allostatic load (AL). AL is most frequently measured by developing a level of risk for each biomarker and obtaining an AL score for the number of biomarkers the criterion for risk is met. This provides a single, equal-weighted measure of AL and does not allow for the identification of multi-systems. We employed a principal component factor analysis on a set of biomarkers and scored each factor using unit weighting. We compared the predictive power of 7 obliquely rotated factors to that of a composite AL marker. The set of factors predicted more of the variance in measures of depression, anxiety, and medical outcomes, it also provided evidence of the systems most involved in the development of pathology. The results confirm that AL is best analyzed as a multi-system construct. Not only does this predict more variance, it also provides suggestions as to the mechanisms underlying stress related disorders.},
keywords = {Learning Sciences, MedVR},
pubstate = {published},
tppubtype = {inproceedings}
}
Stress is possibly the hallmark characteristic of the current conflicts confronting the United States. Extended and repeated deployments require the ability on the part of war-fighters to effectively process stress in ways never before routinely encountered. Stress is well defined as a series of psychological and physiological processes that occur in response to a stressor, or the perception of stress. The physiological response to stress follows an identified path, a robust neuroendocrine response leads to responses in the cardiovascular, metabolic, renal, inflammatory and immune systems. After a stress response, the body's natural tendency is to return to a steady state, a process called allostasis. If the body is not effective in returning to homeostasis, or if the environment is such that stress is repeated, markers of dysfunction may be apparent in the physiological systems that respond to stress. A method of measuring multiple biomarkers of stress responsive systems and determining who shows consistent evidence of dysfunction was developed by Bruce McEwen and labeled allostatic load (AL). AL is most frequently measured by developing a level of risk for each biomarker and obtaining an AL score for the number of biomarkers the criterion for risk is met. This provides a single, equal-weighted measure of AL and does not allow for the identification of multi-systems. We employed a principal component factor analysis on a set of biomarkers and scored each factor using unit weighting. We compared the predictive power of 7 obliquely rotated factors to that of a composite AL marker. The set of factors predicted more of the variance in measures of depression, anxiety, and medical outcomes, it also provided evidence of the systems most involved in the development of pathology. The results confirm that AL is best analyzed as a multi-system construct. Not only does this predict more variance, it also provides suggestions as to the mechanisms underlying stress related disorders.
2010
Swartout, William; Traum, David; Artstein, Ron; Noren, Dan; Debevec, Paul; Bronnenkant, Kerry; Williams, Josh; Leuski, Anton; Narayanan, Shrikanth; Piepol, Diane; Lane, H. Chad; Morie, Jacquelyn; Aggarwal, Priti; Liewer, Matt; Chiang, Jen-Yuan; Gerten, Jillian; Chu, Selina; White, Kyle
Virtual Museum Guides Demonstration Proceedings Article
In: IEEE Workshop on Spoken Language Technology, Berkeley, CA, 2010.
Links | BibTeX | Tags: Graphics, Learning Sciences, Virtual Humans
@inproceedings{swartout_virtual_2010,
title = {Virtual Museum Guides Demonstration},
author = {William Swartout and David Traum and Ron Artstein and Dan Noren and Paul Debevec and Kerry Bronnenkant and Josh Williams and Anton Leuski and Shrikanth Narayanan and Diane Piepol and H. Chad Lane and Jacquelyn Morie and Priti Aggarwal and Matt Liewer and Jen-Yuan Chiang and Jillian Gerten and Selina Chu and Kyle White},
url = {http://ict.usc.edu/pubs/Virtual%20Museum%20Guides%20Demonstration.pdf},
year = {2010},
date = {2010-12-01},
booktitle = {IEEE Workshop on Spoken Language Technology},
address = {Berkeley, CA},
keywords = {Graphics, Learning Sciences, Virtual Humans},
pubstate = {published},
tppubtype = {inproceedings}
}
Swartout, William; Traum, David; Artstein, Ron; Noren, Dan; Debevec, Paul; Bronnenkant, Kerry; Williams, Josh; Leuski, Anton; Narayanan, Shrikanth; Piepol, Diane; Lane, H. Chad; Morie, Jacquelyn; Aggarwal, Priti; Liewer, Matt; Chiang, Jen-Yuan; Gerten, Jillian; Chu, Selina; White, Kyle
Ada and Grace: Toward Realistic and Engaging Virtual Museum Guides Proceedings Article
In: Proceedings of the 10th International Conference on Intelligent Virtual Agents (IVA 2010), Philadelphia, PA, 2010.
Abstract | Links | BibTeX | Tags: Graphics, Learning Sciences, Virtual Humans, Virtual Worlds
@inproceedings{swartout_ada_2010,
title = {Ada and Grace: Toward Realistic and Engaging Virtual Museum Guides},
author = {William Swartout and David Traum and Ron Artstein and Dan Noren and Paul Debevec and Kerry Bronnenkant and Josh Williams and Anton Leuski and Shrikanth Narayanan and Diane Piepol and H. Chad Lane and Jacquelyn Morie and Priti Aggarwal and Matt Liewer and Jen-Yuan Chiang and Jillian Gerten and Selina Chu and Kyle White},
url = {http://ict.usc.edu/pubs/ada%20and%20grace.pdf},
year = {2010},
date = {2010-09-01},
booktitle = {Proceedings of the 10th International Conference on Intelligent Virtual Agents (IVA 2010)},
address = {Philadelphia, PA},
abstract = {To increase the interest and engagement of middle school students in science and technology, the InterFaces project has created virtual museum guides that are in use at the Museum of Science, Boston. The characters use natural language interaction and have near photoreal appearance to increase and presents reports from museum staff on visitor reaction},
keywords = {Graphics, Learning Sciences, Virtual Humans, Virtual Worlds},
pubstate = {published},
tppubtype = {inproceedings}
}
To increase the interest and engagement of middle school students in science and technology, the InterFaces project has created virtual museum guides that are in use at the Museum of Science, Boston. The characters use natural language interaction and have near photoreal appearance to increase and presents reports from museum staff on visitor reaction
2009
McAlinden, Ryan; Gordon, Andrew S.; Lane, H. Chad; Pynadath, David V.
UrbanSim: A Game-based Simulation for Counterinsurgency and Stability-focused Operations Proceedings Article
In: Workshop on Intelligent Educational Games, 14th International Conference on Artificial Intelligence in Education, Brighton, UK, 2009.
Abstract | Links | BibTeX | Tags: Learning Sciences, Social Simulation, The Narrative Group
@inproceedings{mcalinden_urbansim_2009,
title = {UrbanSim: A Game-based Simulation for Counterinsurgency and Stability-focused Operations},
author = {Ryan McAlinden and Andrew S. Gordon and H. Chad Lane and David V. Pynadath},
url = {http://ict.usc.edu/pubs/UrbanSim-%20A%20Game-based%20Simulation%20for%20Counterinsurgency%20and%20Stability-focused%20Operations.pdf},
year = {2009},
date = {2009-07-01},
booktitle = {Workshop on Intelligent Educational Games, 14th International Conference on Artificial Intelligence in Education},
address = {Brighton, UK},
abstract = {The UrbanSim Learning Package is a simulation-based training application designed for the U.S. Army to develop commanders' skills for conducting counterinsurgency operations. UrbanSim incorporates multiple artificial intelligence (AI) technologies in order to provide an effective training experience, three of which are described in this paper. First, UrbanSim simulates the mental attitudes and actions of groups and individuals in an urban environment using the PsychSim reasoning engine. Second, UrbanSim interjects narrative elements into the training experience using a case-based story engine, driven by non-fiction stories told by experienced commanders. Third, UrbanSim provides intelligent tutoring using a simulation-based method for eliciting and evaluating learner decisions. UrbanSim represents a confluence of AI techniques that seek to bridge the gap between basic research and deployed AI systems.},
keywords = {Learning Sciences, Social Simulation, The Narrative Group},
pubstate = {published},
tppubtype = {inproceedings}
}
The UrbanSim Learning Package is a simulation-based training application designed for the U.S. Army to develop commanders' skills for conducting counterinsurgency operations. UrbanSim incorporates multiple artificial intelligence (AI) technologies in order to provide an effective training experience, three of which are described in this paper. First, UrbanSim simulates the mental attitudes and actions of groups and individuals in an urban environment using the PsychSim reasoning engine. Second, UrbanSim interjects narrative elements into the training experience using a case-based story engine, driven by non-fiction stories told by experienced commanders. Third, UrbanSim provides intelligent tutoring using a simulation-based method for eliciting and evaluating learner decisions. UrbanSim represents a confluence of AI techniques that seek to bridge the gap between basic research and deployed AI systems.
Kim, Julia; Hill, Randall W.; Durlach, Paula; Lane, H. Chad; Forbell, Eric; Core, Mark; Marsella, Stacy C.; Pynadath, David V.; Hart, John
BiLAT: A Game-Based Environment for Practicing Negotiation in a Cultural Context Journal Article
In: International Journal of Artificial Intelligence in Education, vol. 19, no. Issue on Ill-Defined Domains, pp. 289–308, 2009.
Abstract | Links | BibTeX | Tags: Learning Sciences, Social Simulation
@article{kim_bilat_2009,
title = {BiLAT: A Game-Based Environment for Practicing Negotiation in a Cultural Context},
author = {Julia Kim and Randall W. Hill and Paula Durlach and H. Chad Lane and Eric Forbell and Mark Core and Stacy C. Marsella and David V. Pynadath and John Hart},
url = {http://ict.usc.edu/pubs/BiLAT-%20A%20Game-Based%20Environment%20for%20Practicing%20Negotiation%20in%20a%20Cultural%20Context.pdf},
year = {2009},
date = {2009-01-01},
journal = {International Journal of Artificial Intelligence in Education},
volume = {19},
number = {Issue on Ill-Defined Domains},
pages = {289–308},
abstract = {Negotiation skills are essential in everyday life, whether in a professional or personal context. Negotiation enables two parties to address misunderstandings and avoid conflicts through an exchange that depends as much on the interpersonal skills of the negotiators as the tactics employed. Acquiring these skills requires not only sound conceptual knowledge but also practice and mentoring. This paper describes the BiLAT game-based simulation and tutoring system developed to provide students, initially United States Army soldiers, with an environment to practice preparing for and conducting bilateral negotiations. We describe the models that were created to implement BiLAT, with a particular focus on the challenge of designing for and tutoring in the ill-defined domain of negotiation. An initial assessment of the training effectiveness of the system indicates significant situation-judgment gains by novices.},
keywords = {Learning Sciences, Social Simulation},
pubstate = {published},
tppubtype = {article}
}
Negotiation skills are essential in everyday life, whether in a professional or personal context. Negotiation enables two parties to address misunderstandings and avoid conflicts through an exchange that depends as much on the interpersonal skills of the negotiators as the tactics employed. Acquiring these skills requires not only sound conceptual knowledge but also practice and mentoring. This paper describes the BiLAT game-based simulation and tutoring system developed to provide students, initially United States Army soldiers, with an environment to practice preparing for and conducting bilateral negotiations. We describe the models that were created to implement BiLAT, with a particular focus on the challenge of designing for and tutoring in the ill-defined domain of negotiation. An initial assessment of the training effectiveness of the system indicates significant situation-judgment gains by novices.
2008
McAlinden, Ryan; Gordon, Andrew S.; Lane, H. Chad; Hart, John; Durlach, Paula
UrbanSim: A game-based instructional package for conducting counterinsurgency operations Proceedings Article
In: Proceedings of the 26th Army Science Conference, Orlando, FL, 2008.
Abstract | Links | BibTeX | Tags: Learning Sciences, The Narrative Group
@inproceedings{mcalinden_urbansim_2008,
title = {UrbanSim: A game-based instructional package for conducting counterinsurgency operations},
author = {Ryan McAlinden and Andrew S. Gordon and H. Chad Lane and John Hart and Paula Durlach},
url = {http://ict.usc.edu/pubs/UrbanSim-%20A%20game-based%20instructional%20package%20for%20conducting%20counterinsurgency%20operations.pdf},
year = {2008},
date = {2008-12-01},
booktitle = {Proceedings of the 26th Army Science Conference},
address = {Orlando, FL},
abstract = {Operation Iraqi Freedom and Operation Enduring Freedom have identified the need for instructional and training solutions that develop the skills of Battalion and Brigade Commanders in formulating situational understanding in order to successfully lead operations in a counterinsurgency environment. In this paper we describe the UrbanSim Learning Package, a game-based instructional software suite for Commanders and their staffs for directing and coordinating full-spectrum operations where the stability component is predominant. We describe a formal instructional design approach to the development of this instructional software, which consists of a component that introduces key concepts in counterinsurgency operations and a component that allows students to develop their skills in a simulated counterinsurgency environment. We describe how intelligent automated tutoring is used to provide formative feedback to students in the practice environment, and discuss our approach to student performance assessment.},
keywords = {Learning Sciences, The Narrative Group},
pubstate = {published},
tppubtype = {inproceedings}
}
Operation Iraqi Freedom and Operation Enduring Freedom have identified the need for instructional and training solutions that develop the skills of Battalion and Brigade Commanders in formulating situational understanding in order to successfully lead operations in a counterinsurgency environment. In this paper we describe the UrbanSim Learning Package, a game-based instructional software suite for Commanders and their staffs for directing and coordinating full-spectrum operations where the stability component is predominant. We describe a formal instructional design approach to the development of this instructional software, which consists of a component that introduces key concepts in counterinsurgency operations and a component that allows students to develop their skills in a simulated counterinsurgency environment. We describe how intelligent automated tutoring is used to provide formative feedback to students in the practice environment, and discuss our approach to student performance assessment.
Solomon, Steve; Lent, Michael; Core, Mark; Carpenter, Paul; Rosenberg, Milton
A Language for Modeling Cultural Norms, Biases and Stereotypes for Human Behavior Models Technical Report
2008.
Abstract | Links | BibTeX | Tags: Learning Sciences
@techreport{solomon_language_2008,
title = {A Language for Modeling Cultural Norms, Biases and Stereotypes for Human Behavior Models},
author = {Steve Solomon and Michael Lent and Mark Core and Paul Carpenter and Milton Rosenberg},
url = {http://ict.usc.edu/pubs/A%20Language%20for%20Modeling%20Cultural%20Norms,%20Biases%20and%20Stereotypes%20for%20Human%20Behavior%20Models.pdf},
year = {2008},
date = {2008-04-01},
abstract = {Increasingly, the military has requirements for teaching cultural awareness, which demands flexible representations of cultural knowledge. The Culturally-Affected Behavior project seeks to define a language for encoding ethnographic data in order to capture cultural knowledge and use that knowledge to affect human behavior models. Having anthropologists encode ethnographic data will validate the language and will result in a library of culture models for immersive training.},
keywords = {Learning Sciences},
pubstate = {published},
tppubtype = {techreport}
}
Increasingly, the military has requirements for teaching cultural awareness, which demands flexible representations of cultural knowledge. The Culturally-Affected Behavior project seeks to define a language for encoding ethnographic data in order to capture cultural knowledge and use that knowledge to affect human behavior models. Having anthropologists encode ethnographic data will validate the language and will result in a library of culture models for immersive training.
2006
Core, Mark; Traum, David; Lane, H. Chad; Swartout, William; Marsella, Stacy C.; Gratch, Jonathan; Lent, Michael
Teaching Negotiation Skills through Practice and Reflection with Virtual Humans Journal Article
In: Simulation: Transactions of the Society for Modeling and Simulation, vol. 82, no. 11, pp. 685–701, 2006.
Abstract | Links | BibTeX | Tags: Learning Sciences, Social Simulation, Virtual Humans
@article{core_teaching_2006,
title = {Teaching Negotiation Skills through Practice and Reflection with Virtual Humans},
author = {Mark Core and David Traum and H. Chad Lane and William Swartout and Stacy C. Marsella and Jonathan Gratch and Michael Lent},
url = {http://ict.usc.edu/pubs/Teaching%20Negotiation%20Skills.pdf},
year = {2006},
date = {2006-11-01},
journal = {Simulation: Transactions of the Society for Modeling and Simulation},
volume = {82},
number = {11},
pages = {685–701},
abstract = {Although the representation of physical environments and behaviors will continue to play an important role in simulation-based training, an emerging challenge is the representation of virtual humans with rich mental models (e.g., including emotions, trust) that interact through conversational as well as physical behaviors. The motivation for such simulations is training soft skills such as leadership, cultural awareness, and negotiation, where the majority of actions are conversational, and the problem solving involves consideration of the emotions, attitudes, and desires of others.The educational power of such simulations can be enhanced by the integration of an intelligent tutoring system to support learners� understanding of the effect of their actions on virtual humans and how they might improve their performance. In this paper, we discuss our efforts to build such virtual humans, along with an accompanying intelligent tutor, for the domain of negotiation and cultural awareness.},
keywords = {Learning Sciences, Social Simulation, Virtual Humans},
pubstate = {published},
tppubtype = {article}
}
Although the representation of physical environments and behaviors will continue to play an important role in simulation-based training, an emerging challenge is the representation of virtual humans with rich mental models (e.g., including emotions, trust) that interact through conversational as well as physical behaviors. The motivation for such simulations is training soft skills such as leadership, cultural awareness, and negotiation, where the majority of actions are conversational, and the problem solving involves consideration of the emotions, attitudes, and desires of others.The educational power of such simulations can be enhanced by the integration of an intelligent tutoring system to support learners� understanding of the effect of their actions on virtual humans and how they might improve their performance. In this paper, we discuss our efforts to build such virtual humans, along with an accompanying intelligent tutor, for the domain of negotiation and cultural awareness.