Task Performance Under Deceptive Conditions: Using Military Scenarios in Deception Detection Research

Biros, David P.; Hass, Michael C.; Wiers, Karl; Twitchell, Douglas P.; Adkins, Mark; Burgoon, Judee K.; Nunamaker, Jay F.

doi:10.1109/hicss.2005.578

Cited by 10 publications

(10 citation statements)

References 21 publications

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“…Reason for exclusion Akehurst, Bull, Vrij, and Köhnken (2004) Lack of statistical data for computing an effect size Biros (2004) Review of Biros et al (2002) and Cao et al (2003) Biros, George, andZmud (2002) Task for judges was to find error in complex working situations instead of statements Biros, George, and Zmud (2005) Summary of Biros et al (2002) with implications Biros, Hass, Wiers, Twitchell, Adkins, Burgoon, and Nunamaker (2005) No deception detection training study Biros, Sakamoto, Geroge, Adkins, Kruse, Burgoon, and Nunamaker (2005) Cue knowledge score investigated (pop-up quizzes; no detection accuracy) Blair, Levine, and Shaw (2010) Participants received additional information about the context/situation, but were not trained Burgoon, Nunamaker, George, Adkins, Kruse, and Biros (2007) Grant report that includes two training studies (George, Marett, et al, 2004, and, which are both included) Cao, Crews, Lin, Burgoon, and Nunamaker (2003) Same data set as Crews, Cao, Lin, Nunamaker, and Burgoon (2007) (continued) Zuckerman, Koestner, and Colella (1985) publ.…”

Section: Authorsmentioning

confidence: 99%

Does Training Improve the Detection of Deception? A Meta-Analysis

Hauch

Sporer

Michael

et al. 2014

Communication Research

127

131

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This meta-analysis examined whether training improves detection of deception.Overall, 30 studies (22 published and 8 unpublished; control-group design) resulted in a small to medium training effect for detection accuracy (k = 30, g u = 0.331) and for lie accuracy (k = 11, g u = 0.422), but not for truth accuracy (k = 11, g u = 0.060). If participants were guided by cues to detect the truth, rather than to detect deception, only truth accuracy was increased. Moderator analyses revealed larger training effects if the training was based on verbal content cues, whereas feedback, nonverbal and paraverbal, or multichannel cue training had only small effects. Type of training, duration, mode of instruction, and publication status were also important moderators. Recommendations for designing, conducting, and reporting training studies are discussed.

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Section: Authorsmentioning

confidence: 99%

Does Training Improve the Detection of Deception? A Meta-Analysis

Hauch

Sporer

Michael

et al. 2014

Communication Research

127

131

View full text Add to dashboard Cite

show abstract

“…The game was designed to research and teach group interactions, dynamics, and processes. The game was developed in order to investigate deception detection within large groups of people (Biros et al, 2005), by examining group performance and perceptions of deception in face-to-face communications and real-time text chat (Biros et al, 2005). The two forms of communication are manipulated to make participants more suspicious of one another, according to scenarios taken from practice and developed through StrikeCOM.…”

Section: Mmorpgs For Military Trainingmentioning

confidence: 99%

Massively Multiplayer Online Role-Play Games for Learning

Freitas

Griffiths

2009

Handbook of Research on Effective Electronic Gaming in Education

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Copyright © and Moral Rights are retained by the author(s) and/ or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. This document is the published version of the book chapter, incorporating any revisions agreed during the peer-review process. All work contributed to this book set is original material. The views expressed in this book are those of the authors, but not necessarily of the publisher.

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“…Full Spectrum Command ( FSC ) is a more immersive and visually absorbing style of MMORPG and was developed as an educational tool (Biros et al , 2005). Drawing upon the real‐time strategy game genre, FSC aims to teach cognitive skills, such as leadership and decision‐making skills.…”

mentioning

confidence: 99%

“…These missions include extensive background stories, including a detailed history of the current situation and enemy personalities (with fictional images and profiles). As the learner advances through the missions, the stories become more complex, with greater surprises and twists designed to put the student under greater pressure, thereby testing their abilities to keep calm under increasing pressure (Biros et al , 2005).…”

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confidence: 99%

Online gaming as an educational tool in learning and training

Freitas

Griffiths

2007

Brit J Educational Tech

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Massively multiplayer online role-playing games (MMORPGs) are typically represented by large, sophisticated, detailed and evolving worlds based in different narrative environments. MMORPGs offer a rich and unpredictable three-dimensional environment for players to experience a virtual world through their own player character along with thousands of other players. This game form is a fully developed multiplayer universe with an advanced and detailed world (both visual and auditory). In this short paper we argue that MMORPGs have the capacity to support collaborative learning approaches.The numbers of online games used for training and education purposes are currently limited. However, there are increasing numbers of small-scale research-based experimental projects. Although online gaming is a relatively new area of activity, its success at engaging large groups of remotely located users has meant that early research projects and military training organisations have already begun to use multiplayer online role-play gaming approaches as a means for engaging and retaining large remotely located learner groups, and for supporting collaborative learning objectives and 'communities of practice'.One such project (Rochester Castle), demonstrates potential for supporting the collaborative learning processes, such as those associated with problem-and experience-based learning (Lee, Eustace, Fellows, Bytheway & Irving, 2005). It also allows learners to design and develop the game themselves. The online role-play game was based upon a multiuser domain object oriented (MOO) and was used to support English and History students. The project was successful in engaging the school children in a more interactive approach to learning, which also supported collaborative and team-building skills (Lee et al, 2005). Students using the MMORPG found that they had gained new skills in learning collaboratively online, while teachers found that they had developed new ICT skills and enhanced teaching practices.The wider use of games has led to the development of serious gaming (or edu-gaming) for engaging learners and to keep motivation levels high. The electronic simulation Mekong e-Sim, was developed to support the learning requirements of geography and

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Task Performance Under Deceptive Conditions: Using Military Scenarios in Deception Detection Research

Cited by 10 publications

References 21 publications

Does Training Improve the Detection of Deception? A Meta-Analysis

Does Training Improve the Detection of Deception? A Meta-Analysis

Massively Multiplayer Online Role-Play Games for Learning

Online gaming as an educational tool in learning and training

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