A Dialog-Based Intelligent Tutoring System for Practicing Battle Command Reasoning

Ryder, Joan M.; Graesser, Arthur C.; Mentec, Jean-Christophe Le; Louwerse, Max M.; Karnavat, Ashish

doi:10.21236/ada425430

Cited by 3 publications

(2 citation statements)

References 53 publications

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“…These efforts are reported on elsewhere in the conference proceedings (Shadrick & Lussier, 2002;Ryder, Graesser, McNamara, Karnavat, & Popp, 2002).…”

Section: Resultsmentioning

confidence: 97%

Automated Socratic Tutors for High-Level Command Skills

Domeshek¹,

Holman²,

Ross³

2005

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Under stress, human decision-makers revert to their best-practiced habits. This includes military commanders who may fail to act effectively under pressure for lack of sufficient practice. The US Army Research Institute (ARI) developed a training methodology emphasizing repeated exposure to small challenging vignettes enabling drill on command decision-making. Rather than role-play to a simulated conclusion, mentors focus on analyses and dialogues that explore reasoning and rationale. Adoption of this methodology in courses at Forts Leavenworth and Knox is helping to validate this approach to honing command skills. However, intense practice with human mentors is problematic as there are generally too few expert mentors available. This paper describes an ongoing Small Business Innovative Research (SBIR) project to develop automated intelligent tutors to fill the role of expert mentors. This project is developing a novel capability to understand, critique, and discuss proposed courses of action in a Socratic mode, guiding the student as an expert would. The approach emphasizes multi-modal interaction (e.g., language and graphics), models of expert human tutors, and development of authoring tools to reduce training system costs.The paper presents data from analyses of expert mentor and student dialogues during "tactical decision games." It then describes how this data is used to develop and assess the project's intelligent tutor. Additional preliminary data from early informal formative evaluation of the Phase I prototype system, and initial student feedback on some Phase II refinements is also reported.Ongoing complementary efforts include a related Phase II SBIR with a different ITS approach, and a computerbased program developed by ARI that human instructors are using in the Armor Captains Course at Fort Knox's University of Mounted Warfare. Author's BiographiesDr. Eric A. Domeshek is an Artificial Intelligence (AI) Project Manager at Stottler Henke Associates, Inc. He received his Ph.D. in Computer Science from Yale University, where his work focused on cognitive modeling and technology, most especially on development of Case Based Reasoning (CBR). While working as Research Faculty at the Georgia Institute of Technology, he helped launch the EduTech institute, and became involved in educational applications of AI and CBR. He continued to work on educational and training technology while on faculty at Northwestern University's Institute for the Learning Sciences. For the last three years, Dr. Domeshek has conceived and managed a variety of Intelligent Tutoring System (ITS) projects at Stottler Henke. His main effort currently focuses on dialogue-oriented tutors such as the ComMentor system described here. Mr. Elias Holman is an Report Documentation PageForm Public reporting burden for the collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and revi...

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“…These efforts are reported on elsewhere in the conference proceedings (Shadrick & Lussier, 2002;Ryder, Graesser, McNamara, Karnavat, & Popp, 2002).…”

Section: Resultsmentioning

confidence: 97%

Automated Socratic Tutors for High-Level Command Skills

Domeshek¹,

Holman²,

Ross³

2005

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“…Unfortunately, this problem is common in training programs that attempt to incorporate a conversational interface (e.g., Ryder, Graesser, Le Mentec, Louwerse, Karnavat, Popp, & Hu, 2004). In Study 2, TLAC-PP skirted this problem by presenting lists of character questions for which characters had answers.…”

Section: Discussionmentioning

confidence: 99%

Developing Interpersonal Abilities With Interactive Vignettes

Zbylut¹,

Ward²

2004

PsycEXTRA Dataset

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As COL Jon Moilanen and LTC Donald Craig noted in a Military Review article (May-June 2000, pg. 13), "Leaders must possess the interpersonal skills necessary to develop and sustain high-performance combined arms teams, as well as work with other services and nations during mission accomplishment… These teams may routinely deploy as part of a coalition to locations with immature transportation and logistic infrastructures and uncertain political situations-conditions requiring high levels of innovation and cultural awareness." This paper discusses an innovative training prototype that not only targets the development of interpersonal ability in junior officers, but also incorporates many of the situational elements described in the previous quote. This paper will discuss three studies of the prototype, as well as lessons learned about implementing interactive training software in military settings.

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Development of mobile interactive courses based on an artificial intelligence chatbot on the communication software LINE

Yuan

Peng³

2021

Interactive Learning Environments

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A Dialog-Based Intelligent Tutoring System for Practicing Battle Command Reasoning

Cited by 3 publications

References 53 publications

Automated Socratic Tutors for High-Level Command Skills

Automated Socratic Tutors for High-Level Command Skills

Developing Interpersonal Abilities With Interactive Vignettes

Development of mobile interactive courses based on an artificial intelligence chatbot on the communication software LINE

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