Five Lenses on Team Tutor Challenges: A Multidisciplinary Approach

Gilbert, Stephen B.; Dorneich, Michael C.; Walton, Jamiahus; Winer, Eliot H.

doi:10.1108/s1534-085620180000019014

Cited by 7 publications

(6 citation statements)

References 103 publications

(97 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…2. Offer offline virtual humans for the students to interact with should online teammates not be a viable option (Craig & Schroeder, 2018;Gilbert et al, 2018). 3.…”

Section: Discussionmentioning

confidence: 99%

“…These multiagent systems have shown users develop higher-order thinking and decision-making skills (Schatz et al, 2012). Intelligent Tutoring Systems which have seen success in individual training have recently been developed for team training as team tutors (Bonner et al, 2016), showing evidence that adapting current means for team training while using ASTs is plausible (Gilbert et al, 2018).…”

Section: Internet Access and Teammatesmentioning

confidence: 99%

“…The appearance of the ASTs is not the only concern. Further challenges of designing a team training multiagent system include interaction, performance metrics and skill development, feedback capability, and tutor authoring (Gilbert et al, 2018). However, there have been some studies showing that the use of automated teammates in low-fidelity worlds can produce effective team training .…”

Section: Internet Access and Teammatesmentioning

confidence: 99%

See 2 more Smart Citations

Scaling team training: Using virtual worlds to support learning in massive open online courses

Siegle

Cooke

Schroeder

et al. 2021

Proceedings of the Human Factors and Ergonomics Society Annual

View full text Add to dashboard Cite

The implementation of electronic team training, e-team training, has been used to teach teamwork skills in a wide array of industries. By using e-team training, organizations have seen the observable benefits of improved team effectiveness, faster response times, and reduction in training costs. Those learning from e-team training have reported additional benefits of improved communication skills, learning team leadership tactics, and an improved satisfaction in their training over traditional team training methods. MOOCs, massive open online course, have yet to incorporate e-team training, due to previous technologies having unscalable, limiting constraints. We reviewed literature on how utilizing e-team training in virtual worlds improves current computer-supported collaborative learning ( CSCL) available in MOOCs, examined the constraints, and give recommendations for the best practices of moving e-team training in virtual worlds to at-scale.

show abstract

“…2. Offer offline virtual humans for the students to interact with should online teammates not be a viable option (Craig & Schroeder, 2018;Gilbert et al, 2018). 3.…”

Section: Discussionmentioning

confidence: 99%

Section: Internet Access and Teammatesmentioning

confidence: 99%

Section: Internet Access and Teammatesmentioning

confidence: 99%

See 1 more Smart Citation

Scaling team training: Using virtual worlds to support learning in massive open online courses

Siegle

Cooke

Schroeder

et al. 2021

Proceedings of the Human Factors and Ergonomics Society Annual

View full text Add to dashboard Cite

show abstract

“…Full descriptions of the feedback delivery mechanism for the TESTT and other task feedback design considerations are described in Walton et al (2014) and Gilbert et al (2018) , so only a brief recount of relevant information shall be given here.…”

Section: Methodsmentioning

confidence: 99%

Analysis of Communication, Team Situational Awareness, and Feedback in a Three-Person Intelligent Team Tutoring System

et al. 2021

Self Cite

View full text Add to dashboard Cite

This research assessed how the performance and team skills of three-person teams working with an Intelligent Team Tutoring System (ITTS) on a virtual military surveillance task were affected by feedback privacy, participant role, task experience, prior team experience, and teammate familiarity. Previous work in Intelligent Tutoring Systems (ITSs) has focused on outcomes for task skill training for individual learners. As research extends into intelligent tutoring for teams, both task skills and team skills are necessary for good team performance. This work includes a brief review of previous research on ITTSs, feedback, teams, and teamwork, including the recounting of two categories of a framework of teamwork performance, Communication and Cognition, which are relevant to the present study. This research examines the effects of an intelligent agent, as well as features of the team, its members, and the task being undertaken, on team communication (measured by relevant key-presses) and team situation awareness (as measured by scores on a quiz). Thirty-seven teams of three participants, each at their own computer running a multiplayer surveillance simulation, were given just-in-time private (individually delivered) or public (team-delivered) performance feedback during four 5-min trials. In the fourth trial, two of the three participants switched roles. Feedback type, teamwork experience, and teammate familiarity had no statistically significant effect on communication or team situation awareness. However, higher levels of role experience and task experience showed significant and medium-sized effects on communication performance. Results, based on performance data and structured interview responses, also revealed areas of improvement in future feedback design and a potential benchmark for feedback frequency in an action-oriented serious game-based ITTS. Among the conclusions are six design objectives for future ITTSs, establishing a foundation for future research on designing effective ITTSs that train interpersonal skills to nascent teams.

show abstract

“…However, there a few examples of successful Intelligent Team Tutoring Systems (ITTSs) (i.e., software that tutors, or coaches, a team). Many challenges arise when authoring an ITTS, such as developing the tutor user interface (TUI) (Gilbert, Dorneich, Walton, & Winer, 2018). Generally, a human interacts with a tutor through the TUI.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Feedback Type on Perception of Performance

Walton

Gilbert

2020

Proceedings of the Human Factors and Ergonomics Society Annual

Self Cite

View full text Add to dashboard Cite

In an increasingly connected world, it’s essential to have efficient teams. Training is a common method used to maintain or improve team performance. However, implementing high quality team training can be costly and require a significant amount of time and effort. An Intelligent Tutoring System (ITS) designed for a team, or an Intelligent Team Tutoring System (ITTS), can provide a solution that would reduce the cost, time, and effort required to implement high quality training. Few studies have examined the influence that feedback delivered by an ITTS has on an individual’s perception of their performance and their team’s performance. This within-subjects study, in which 117 participants (39 teams) completed a virtual shopping mall task, addresses this gap. Results indicate that user interface (UI) designers should display either Individual feedback or Team feedback, not both, to give users a correct perception of their performance and their team’s performance.

show abstract

Five Lenses on Team Tutor Challenges: A Multidisciplinary Approach

Cited by 7 publications

References 103 publications

Scaling team training: Using virtual worlds to support learning in massive open online courses

Scaling team training: Using virtual worlds to support learning in massive open online courses

Analysis of Communication, Team Situational Awareness, and Feedback in a Three-Person Intelligent Team Tutoring System

The Effect of Feedback Type on Perception of Performance

Contact Info

Product

Resources

About