Collective Simulation-Based Training in the U.S. Army: User Interface Fidelity, Costs, and Training Effectiveness

Straus, Susan G.; Lewis, Matthew W.; Connor, Kathryn; Eden, Rick; Boyer, Matthew E.; Marler, Timothy; Carson, Christopher M.; Grimm, Geoffrey E.; Smigowski, Heather

doi:10.7249/rr2250

Cited by 11 publications

(9 citation statements)

References 56 publications

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“…In VR environments, simulated objects tend to imperfectly capture the details of real equipment, and handling is often simulated through controllers, keyboards, or mouses (Vaughan et al, 2016). The substitution of physical controllers for real ones tends to arouse trainees' sense of difference (Straus et al, 2019). Several interviewees pointed out this feeling (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, in tasks where the successful operation of physical equipment is necessary, VR training may not be as effective as conventional training involving the physical manipulation of such equipment. Straus et al (2019) stated that VR may not be suitable for representing details in physical spaces where the use of human senses (tactile, proprioceptive and olfactory) is key to the completion of tasks. Although a stream of current research focuses on the development of VR with enhanced realism, VR environments are unlikely to contain realistic simulations of all objects.…”

Section: Discussionmentioning

confidence: 99%

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Task type matters: The impact of virtual reality training on training performance

Yoon,

Choi,

Yoon

et al. 2023

Computer Assisted Learning

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BackgroundVirtual reality (VR) is becoming increasingly accessible and being utilized in various organizations to meet education and training needs. Despite its potential, research regarding VR applications has focused on measuring the effectiveness of VR programs relative to non‐VR programs; consequently, the ways in which VR programs are effective remain unclear.ObjectivesRecognizing this research gap, this study examined whether task type‐dependent differences in training outcomes exist between VR training and non‐VR training groups.MethodsTo examine the effects of VR technology for training purposes in a military setting, we conducted a quasi‐experiment focusing on how the effects vary based on task characteristics. A total of 90 military personnel were randomly assigned to either an experimental group (VR) or a control group (non‐VR). After completing their respective training, the two groups participated in four tasks simulating real battle scenarios and designed to evaluate the effectiveness of the VR‐based training. We analysed primary data collected through survey instruments and performance evaluation using a one‐way between‐group analysis of covariance (ANCOVA) and supplementary interview data using thematic analysis.Results and ConclusionsThe quantitative analysis showed that the VR group performed better than the control group on three tasks in which communication, interaction and immediate situational judgements were critical. No difference was found between the two groups in the other task, which involved the routine operation of physical objects. Additional interview data revealed the extent to which trainees perceived the VR training as effective in understanding in‐situ conditions, preparing and practising their own and their team's reactions to emergent situations and in manipulating virtual objects.ImplicationsOur findings provide insight into VR technology's potential to enhance human performance in various training contexts. VR is specifically effective in training that aim to improve immediate judgement and group coordination. Our findings provide useful information for those seeking to design and develop training environments that maximize the effects of VR.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Task type matters: The impact of virtual reality training on training performance

Yoon,

Choi,

Yoon

et al. 2023

Computer Assisted Learning

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“…In a recent review of the literature, Straus et al 30 found that, while some authors still argue theoretically for the importance of physical fidelity (i.e., the degree to which the virtual environment looks real), psychological fidelity (i.e., believability or “human-like” behavior of virtual actors) has been shown to be more important empirically. Even in the area of vehicle or aviation simulation, research has found no effect of physical fidelity on learning (e.g., 31 ).…”

Section: Basic Related Researchmentioning

confidence: 99%

Customizing virtual interpersonal skills training applications may not improve trainee performance

Lucas

Mell

Boberg

et al. 2023

Sci Rep

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While some theoretical perspectives imply that the context of a virtual training should be customized to match the intended context where those skills would ultimately be applied, others suggest this might not be necessary for learning. It is important to determine whether manipulating context matters for performance in training applications because customized virtual training systems made for specific use cases are more costly than generic “off-the-shelf” ones designed for a broader set of users. Accordingly, we report a study where military cadets use a virtual platform to practice their negotiation skills, and are randomly assigned to one of two virtual context conditions: military versus civilian. Out of 28 measures capturing performance in the negotiation, there was only one significant result: cadets in the civilian condition politely ask the agent to make an offer significantly more than those in the military condition. These results imply that—for this interpersonal skills application, and perhaps ones like it—virtual context may matter very little for performance during social skills training, and that commercial systems may yield real benefits to military scenarios with little-to-no modification.

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“…Another challenge is identifying the right level of training fidelity and the timing of training to develop and maintain pilot proficiency. 24 Research suggests that high fidelity is not always necessary, but more work remains to be done to identify the level of fidelity necessary to develop specific types of skills and how frequently to train the skills to maintain proficiency across time. 25 To train against specific threat scenarios, pilots require representations of adversary threat capabilities to develop proficiency.…”

Section: Planning For Operational Trainingmentioning

confidence: 99%

Improving U.S. Air Force Training Investments: Putting Proficiency First

2022

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T he U.S. Air Force (USAF) needs to make near-term investment decisions to develop training capabilities so that airmen are ready for high-end conflict in future contingencies. Yet, despite the pressing nature of such decisions, the USAF lacks the information it needs to make informed decisions for many training investments. In particular, insufficient research is available to indicate which investments are most appropriate for training needs and which should receive priority. In this Perspective, we identify five primary components of training decisions for which additional research and information are needed to support investment decisions in the training enterprise. These gaps between research and decision components, listed in Table 1, span the training enterprise.Proficiency, the first decision component shown in the table, is particularly important for explaining elements of the other four research gaps. We highlight this component because decisions associated with proficiency measurement have a substantial downstream effect on the USAF's ability to make progress on the other four decision components. Specifically, developing proficiency is the objective of planning

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Collective Simulation-Based Training in the U.S. Army: User Interface Fidelity, Costs, and Training Effectiveness

Cited by 11 publications

References 56 publications

Task type matters: The impact of virtual reality training on training performance

Task type matters: The impact of virtual reality training on training performance

Customizing virtual interpersonal skills training applications may not improve trainee performance

Improving U.S. Air Force Training Investments: Putting Proficiency First

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