Improving IMPRINT Training Performance Moderators 06 December 05 Dee H. Andrews, Ph.D., ST Patricia C. Fitzgerald, M.S. Gerald P. Chubb, Ph.D. Air Force Research Laboratory

2 Overview Overview and objectives of IMPRINT Research Effort Participants Research Design Application Considerations Related Efforts Related Activities and Possible Follow-On Research

3 Enhancing Training Impacts in IMPRINT Congressional Add awarded to AFRL Unmanned Aerial Systems (UAS) specified as a platform of interest by Congress Contract awarded to Micro Analysis & Design 13 July 2005

4 IMPRINT Project Objectives Near Term: Enhance Training Effects algorithms in IMPRINT – Initial Knowledge / Skill Acquisition – Decay with Subsequent Non-use – Recovery with Practice, Exercise, and Re-use Long Term: Get AF Systems Program Offices (SPOs) in AFMC Using IMPRINT – On UCAV and Other Future Systems

5 IMPRINT Participants Current Participants Micro Analysis & Design AFRL/HEA is providing technical guidance Army Research Lab is following the effort Creech AFB, NV is providing Predator training expertise Anticipated Participants Predator SPO & AFRL HQ Human Effectiveness Directorate HFE Labs Avionics Lab and Air Vehicle Designers Advanced Sensors & Reconnaissance Redstone Arsenal: MUSE S/W Development

6 Research Overview Conduct empirical research to determine the effects of amount and type of training on performance Use collected data to improve IMPRINT predictions of the effects of training on performance Participants: ROTC students at the University of Colorado

7 Research Platform Research platform is a UAS Synthetic Task Environment Adapted from the Multi Task Trainer used at Creech AFB for Predator vehicle and sensor operator training Three tasks – Basic Maneuvering – Reconnaissance – Landing Basic self-paced tutorial for each task

8 Research Design 64 Subjects 32 Subjects Basic level tutorial training 32 Subjects Higher Order tutorial training 16 Subjects 25% Overtraining 16 Subjects no Overtraining 16 Subjects 25% Overtraining 16 Subjects no Overtraining 30 day retention interval 75 day retention interval 30 day retention interval 75 day retention interval 30 day retention interval 75 day retention interval 30 day retention interval 75 day retention interval

9 Research Design Independent Variables Quality of training design – Self-paced tutorial, test, simulator trials Basic training program Enhanced self-paced training program – Instructional systems design principles – Gagne’s Domains of Learning Intellectual, Cognitive, Information, Attitude, Motor Skill – Gagne’s Nine Events of Instruction

10 Research Design Independent Variables Overtraining (Reconnaissance task) – No overtraining (practice to asymptote) – Additional 25% practice time beyond asymptotic performance Retention Intervals – 30 days – 75 days

11 Research Design Phase One - Learning Curves Randomly assign participants to the Basic or Enhanced training programs Complete Basic Maneuvering training Conduct simulator trials until criterion performance is reached Complete Reconnaissance training Conduct simulator trials until asymptote is reached Participants randomly assigned to the overtraining condition continue trials (25% more time on trials)

12 Research Design Phase Two – Learning Retention Participants, randomly assigned to the retention intervals, will return to perform the Reconnaissance task Performance data will be collected Length of time to return to asymptotic performance will be collected

13 Other Efforts Related to the IMPRINT Project AFRL/HEC UAV Work – Mark Draper et al.: HFE Studies of UAVs – Ed Martin: IMPRINT UAV Models via CART Author – Connecting IMPRINT with MUSE ACT-R Modeling: Kevin Gluck & Jerry Ball MA&D Efforts for ARI & Others – Previous UAV Modeling – Univ. of CO MURI & CTA Effort

14 Possible Future AFRL/HEA Research and Collaboration Activities Collaboration and additional training research studies – Verification and Validation – University of Colorado MURI – Embry Riddle Aeronautical University (NASA sponsored UAS research)

15 Questions or Comments?

16 Extra slide

17 Gagne’s Events of Instruction Gain Attention Inform Learner of Objectives Stimulate recall of prerequisites Present stimulus materials Provide learning guidance Elicit the performance Provide feedback Assess performance Enhance retention and transfer