By Robert J. Seidel, Paul R. Chatelier
In 1988, the NATO panel governing human sciences (Panel eight on Defence Applica of Human and Bio-Medical Sciences) proven a study examine crew to synthe tions dimension details correct to complex applied sciences utilized to education layout. in the course of its first section, the RSG verified an lively trade of knowledge on complex tech nologies utilized to education layout and inspired a lot army software of those tech nologies. With the elevated emphasis on education in the course of the alliance, Panel eight, in the course of its April 1991 assembly determined to proceed with part II of this RSG focusing within the quarter of complicated education applied sciences that have been rising in the alliance. so as to ac complish its venture, the RSG held a sequence of workshops. Leaders in know-how and coaching have been introduced jointly and exchanged info at the most recent advancements in applied sciences appropriate to education and schooling. This quantity represents the final in a se ries in line with the NATO workshops. partially One, it information findings from the final paintings store, digital fact for education; and partly , we offer a precis standpoint on digital truth and the opposite rising applied sciences formerly studied. those comprise computer-based education, specialist structures, authoring structures, cost-effectiveness, and dis tance studying. it's a typical extension to continue from studying borderless to digital envi ronments. From the prolonged lecture room to the person or group immersion in a distrib uted, digital, and collaborative setting is a straightforward conceptual step.
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Extra resources for Virtual Reality, Training’s Future?: Perspectives on Virtual Reality and Related Emerging Technologies
Example text
The benefit of this approach is that it eliminates the need for instructional personnel to perform the bridge functions, facilitates scheduling, eliminates a source of uncertainty in the assessment of the trainee's performance, and provides an audit trail for later review and feedback. It also demands strict adherence to communication protocol. Keyboard entries can be made by the instructor to circumvent failure of the recognition system occasioned by poor communication practices, stress, or other factors that can limit the accuracy of the recognizer.
As well each student was requested to supply written thoughts and comments about the simulator. All students were assessed at sea four weeks after the simulator training period. During the intervening time, they spent time in the classroom and aboard the training vessels learning other skills and adjusting to life aboard the Bay Class vessel. Three vessels were used in the assessment of transfer-of-training. One vessel contained all students who practiced with the simulator. Another vessel contained students who did not train with the simulator.
Thus two instructional systems, differing primarily on interface technology, were designed to provide training for each of the two tasks. The fictitious procedural console (Figure 1) was divided into an operational portion (the bottom half) and a decorative portion (the top half). The decorative portion consisted of two radar screens, a missile launch mechanism, and a missile exit window. ~ •• •• 1111111111 41) I . ~ II II -----I Figure 1. The procedural console task interface. eject a missile that would then proceed out the missile exit window.
