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Designing a Virtual Embedded Scenario-Based Military Simulation Training Program Using Educational and Design Instructional Strategies

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Designing a Virtual Embedded Scenario-Based Military Simulation Training Program Using Educational and Design Instructional Strategies University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2018 Designing a Virtual Embedded Scenario-Based Military Simulation Training Program using Educational and Design Instructional Strategies Christina Cook University of Central Florida Part of the Curriculum and Instruction Commons, and the Instructional Media Design Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Doctoral Dissertation (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Cook, Christina, "Designing a Virtual Embedded Scenario-Based Military Simulation Training Program using Educational and Design Instructional Strategies" (2018). Electronic Theses and Dissertations, 2004-2019. 5854. https://stars.library.ucf.edu/etd/5854 DESIGNING A VIRTUAL EMBEDDED SCENARIO-BASED MILITARY SIMULATION TRAINING PROGRAM USING EDUCATIONAL AND DESIGN INSTRUCTIONAL STRATEGIES by CHRISTINA COOK M.A. University of Central Florida, 2012 A dissertation in practice submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the School of Teaching, Learning, and Leadership in the College of Education and Human Performance at the University of Central Florida Orlando, Florida Spring Term 2018 Major Professor: Carolyn Hopp ©2018 Christina E. Cook ii ABSTRACT The purpose of this dissertation in practice was to develop and implement a new training program for designers of military intelligence simulation scenarios used to train soldiers. The use of education and design instructional strategies assisted in the ability for designers to gain mastery skills in creating realistic, high-fidelity scenarios that are applied in the training process. The use of simulation scenarios to train adult learners has increased significantly with improvements in technology and its fidelity to engage learners in a realistic way. Despite these advances, the lack of effective design, implementation and analysis of military simulation training programs in the military intelligence community has led to a decrease in simulation utilization, as in the case of the organization examined in this problem of practice. The current training program’s increasing difficulties with consistent use by military intelligence simulation scenario designers were discovered in the results of a gap analysis conducted in 2014, prompting this design. This simulation design aimed to examine: (1) a research-based design methodology to match training requirements for the designers, (2) formative assessment of performance and (3) a research-based evaluation framework to determine the effectiveness of the new training program. For the organization’s training program, a Simulation-Based Embedded Training (SBET) solution using scenarios was conceived based on research grounded in cognitive theory and instructional design considerations for simulations. As a structured framework for how to design and implement an effective and sustained training program, the educational instructional design model, ADDIE, was used. This model allowed for continual flexibility in each phase to evaluate and implement changes iteratively. The instructional model and its techniques were used with fidelity, specifically for training the designers of the simulation system. Industries will continue to increase the use of simulation as advances in technologies offer more realistic, safe, and complex training environments. A detailed strategy was provided specific to the organization using a research-based instructional approach integrated into program requirements set forth by the government. This proposed solution, iii supported by research in the application of instructional strategies, is specific to this organization; however, the training program design differs from other high-fidelity military simulator training programs through its use of dispersed training to the simulation scenario designers using realistic scenarios to mimic the tasks that the designers themselves must create. The difference in the solution in this dissertation in practice is: 1) that the simulation scenarios are designed without the help of subject matter experts by using the embedded instructional strategies and 2) the design is to the fidelity of realism required for military intelligence training exercises. iv TABLE OF CONTENTS LIST OF FIGURES ............................................................................................................................... viii LIST OF TABLES .................................................................................................................................... ix LIST OF ACRONYMS ............................................................................................................................. x CHAPTER ONE: UNDERSTANDING THE PROBLEM, THE ORGANIZATION, AND THE PLAN ......................................................................................................................................................... 1 Introduction ............................................................................................................................................ 1 The Organization ................................................................................................................................... 1 The Problem ........................................................................................................................................... 5 How the Problem Affects the Organization ....................................................................................... 7 How the Problem Affects the Military Training Community ............................................................ 9 How the Problem Affects Military Readiness ................................................................................. 11 The Plan ............................................................................................................................................... 13 The Research ........................................................................................................................................ 16 Dissertation Design .............................................................................................................................. 20 CHAPTER TWO: THE DESIGN METHODOLOGY OF SIMULATION-BASED EMBEDDED TRAINING (SBET) ................................................................................................................................. 22 The Training Program Model .............................................................................................................. 22 New Equipment Training for Designers .......................................................................................... 27 v Analysis ............................................................................................................................................... 29 The Current Model ............................................................................................................................... 30 The Design Framework ....................................................................................................................... 31 Self-regulation .................................................................................................................................. 31 Self-efficacy ..................................................................................................................................... 32 The Design Using ADDIE ................................................................................................................... 35 Context-Specific Instruction ............................................................................................................ 41 Design Methods ................................................................................................................................... 44 Research-Based Solutions ......................................................................................................... 45 Solutions incorporated into New Equipment Training (NET) .................................................. 47 Guided Learning ........................................................................................................................ 48 Development: Instructional Design Considerations ............................................................................ 52 CHAPTER THREE: MODEL IMPLEMENTATION, ANALYSIS, AND EXPECTED OUTCOMES............................................................................................................................................ 55 Program Intent ..................................................................................................................................... 56 Implementation Plan ............................................................................................................................ 59 Training Delivery to Designers ........................................................................................................ 60 Intervention and Re-training ............................................................................................................ 62 New Capability Training .................................................................................................................
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