Kara L. Orvis

Communication patterns during synchronous Web-based military training in problem solving

Abstract The nature of communication among geographically dispersed groups of learners using text messaging in a military training environment was assessed. A total of 6601 acts of chat were coded into one of three interaction content categories (social, task, or technology-related) and analyzed for frequency and relative change over time. Results indicated shifting patterns of interaction over the 6-month course; while technology concerns gradually diminished, on task discussion peaked in the middle months and social interactions were higher at the start and end of the training. Overall, student chats were categorized as on-task 55%, social 30%, or technology-related 15%. Examples of chats and focus group data indicated that there was an emphasis on fostering student problem solving within the online course.

A Question-Collaboration Approach to Web-Based Learning

A Web-based tool that allows students to generate multiple-choice questions in a collaborative, distributed setting was evaluated through several comparisons. Students first completed a Web-based tutorial on writing effective multiple-choice questions and then authored questions on a given topic. Next, using the Web-based tool, groups of students reviewed and critiqued questions written by others within their group on the same topic. Based on these critiques, students were permitted to modify their original questions. They then were tested on questions prepared by other groups, either on the same or on other topics. Students who collaborated within a topic scored approximately 7% higher on the test within that topic than students who either collaborated on other topics or did not use the collaboration tool. Of the 336 questions developed, 77% were considered acceptable by instructors, indicating that the questions could be repurposed for inclusion in future tests. A majority of the critiques were constructive, indicating that the collaborative process was supportive of learning.

PC-Based Game Features That Influence Instruction and Learner Motivation

PC-based games are currently being used for military training, but the instructional and motivational features of such technology are not well understood. To identify features of training games that influence instruction and motivation, a popular first-person-perspective game with a military theme was analyzed empirically. Twenty-one participants played the “basic training” portion of the game, which included Army background information, virtual marksmanship training, an obstacle course, virtual weapons familiarization, and an urban terrain training mission. The results of this research provide useful information to individuals developing training games, desktop simulations, and interactive multimedia courseware to meet optimal training objectives and strategies.