Research Note 85-42

Job Skills Education Program:

Cost Benefit Tradeoff Analysis

Wean

Robert K. Branson and Blair P. Kruger

I Florida State University

and

Beatrice J. Farr

Army Research Institute

for

Instructional Technology Systems Technical Area

Zita M. Simutis, Chief L

Training Research Laboratory

Harold F. O'Nell, Jr., Director

K

U. S. Army

Research Institute for the Behavioral and Social Sciences

March 1985

Approved for public release; distribution unlimited.

C6 1 2 070
*U. S. ARMY RESEARCH INSTITUTE

* FOR THE BEHAVIORAL AND SOCIAL SCIENCES

* A Field Operating Agency under the Jurisdiction of the

Deputy Chief of Staff for Personnel

Al..

L. NEALE COSBY

EDGAR M. JOHNSON Colonci. IN

Technical D~irector Coniniandcr

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% . REPORT NUMBER 1GOTACSONO.3. II'S E CATALOG NUMBER

ARI Research Note 85-42

4. TITLE (and Subtitle) S. TYPE OF REPORT A PERIOD COVERED

Interim Report

JOB SKILLS EDUCATIONAL PROGRAM: COST BENEFIT September 1982-September 1984

TRADOFF NALYIS 7 PERFORMING ORG. REPORT NUMBER

7. AUTHOR(&) S. CONTRACT OR GRANT NUMBER(s)

Robert K. Branson & Blair P. Kruger, Florida .V

State University; & Beatrice J. Farr, Army MDA9O3-82-C-0532

Research Institute

9. PERFORMING ORGANIZATION NAME AND ADDRESS 10. PROGRAM ELEMENT. PROJECT. TASK AREA a WORK UNIT NUMBERS

Florida State University

Center for Educational Technology 2234A9

* Tallahassee, FL 32306 2234A9

11. CONTROLLING OFFICE NAME AND ADDRESS 12. REPORT DATE

U.S. Army Research Institute for the Behavioral March 1985

and Social Sciences 13. NUMBER OF PAGES

*5001 Eisenhower Avenue, Alexandria, VA 22333-5600 28

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6p.

IS. SUPPLEMENTARY NOTES

Beatrice J. Farr, contracting officer's representative. This report, together

with RNs 85-22, 85-37, 85-40, 85-41, 85-43, 85-44, 85-45, 85-46, and 85-47,

forms part of a series on the Army's Job Skills Education Program (JSEP).

III KEY WORDS (Continue on reverse od* It necessary and Identify by block n~umber)

Computer Based Instruction (CBI)

* PLATO

* MicroTICCIT

20. ABSTRACT (Cmen~s am roeree sld If nec~oay ma~d ld*Nlfy by block nuatber)

The Job Skills Education Program (JSEP) is designed to provide soldiers--

with the prerequisite knowledge and skills required for successfully learning

their Military Occupational Specialties (MOS). When the JSEP is put into effect, it will replace the Army's current Basic skills Education Program (BSEP)

with a sophisticated, computer-based system.

This report presents descriptions of costs of two Computer-Based Instruction (CBI) systems (PLATO and MicroTICCIT). The advantages and (Continued)

DO I FOMF 147 EDITION OF I NOV GS IS OBSOLETE UNCLASSIFIED

SSECURITY CLASSIFICATION OF THIS PAGE (Wiren Dora Entered)
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ARI Research Note 85-42

20. (Continued)

olimitations of various options and features available with the two systems

are discussed and, where applicable, priced. Options and features include

video and/or audio capabilities, printers, color, and resolution among

others.

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______________________________________________________________ 7-.,,-
FOREWORD

The Job Skills Education Program (JSEP) is a multi-phase program begun in

Fiscal Year 1982, and designed to enhance enlisted career potential by

improving soldier job performance. The sponsor, the Education Division,

Office of the Deputy Chief of Staff for Personnel, expects JSEP to replace

the Army's current Basic Skills Education Program when it is implemented.

The JSEP program, being developed by Florida State University (FSU) will

result in a standardized curriculum for soldiers who demonstrate deficiencies

in the knowledge and skills required to successfully learn their Military

Occupational Specialty (MOS).

In accordance with current policy, JSEP will be an on-duty program. It will

also use a computer-based management system to facilitate an open entry/open

exit approach. At present, most of the lessons being developed will be

computer delivered; however, the plan calls for using existing materials, and b.,

incorporating materials developed as part of other ARI efforts, whenever

appropriate.

A unique aspect of JSEP is that it builds upon a very detailed front-end

analysis of MOS Baseline Skills. The analysis covered tasks performed by

soldiers in the 94 highest density MOSs, in addition to Common Tasks (the

skills that all soldiers, regardless of their MOS, need to know). Although the

Army has over 300 MOSs, the 94 covered in the analysis represent about 80% of

all soldiers. Perhaps the most useful product developed for the analysis was

a taxonomy listing more than 200 prerequisite competencies.(P.C.) for these

MOSs. The competencies were derived from detailed reviews of Soldier Manuals,

and from extensive interviews with subject-matter experts at Army schools.

This effort produced a series of tests intended to diagnose deficiencies in

the P.C.s. Modified versions of these tests will be used in JSEP.

The JSEP program will include a front-end learning strategies module

designed to improve soldier skills in reading, studying, test taking, and

problem solving. The curriculum will consist of this strategies-training, plus

180 diagnostic review lessons, and 120 skill development lessons, which are

being developed for the PLATO and MicroTICCIT computer systems. The program is

being tried out at two TRADOC sites and two FORSCOM sites, prior to an Army-wide

phased implementation.

ii- -
DEVELOP COST BENEFIT TRADEOFF ANALYSIS

EXECUTIVE SUMMARY

Requirement:

To develop a list of options available with computer based instruction

(CBI), their advantages and limitations with respect to JSEP, and their costs

for varying numbers of units or systems.

Procedure:

The contractor conducted a review of the literature relevant to CBI and

consulted with educators, psychologists, Instructional systems designers, and

computer scientists in academia and private industry.

Findings:

The options applicable to JSEP are whether to incorporate an audio or video

capability into the instruction, whether to make hard copy (printer/plotter)

available, whether to use color, and some environmental considerations of the

classroom.

There are certain features (adequate screen resolution and partitioning and

comparable graphics, text, and student response facilities) on the systems

studied.

The advantages and limitations of the options and features are discussed

and, where applicable, cost estimates are provided. This report will enable

US Army decision-makers to determine the configuration of JSEP.

Utilization of Findings:

The cost data will be used in models of possible configurations to compare

costs of various systems.

* -

V=--
CONDUCT COST BENEFIT TRADEOFF ANALYSIS

CONTENTS -

Page

VOVERVIEW...........................................................1

Operational Problem ............................................ 1

Research Objectives ............................................ 1

Scope......................................................... 2

INotes on Costs and Present Values........................... 2 Notes on Configurations......................................... 3

*DELIVERY SYSTEMS.................................................... 3

PLATO ......................................................... 3

TICCIT and MicroTICCIT ......................................... 9

Courseware .................................................... 12

FEATURES .......................................................... 12

Screen Delivery Capabilities.................................... 13

Student Response Capabilities................................... 14

OPTIONS ........................................................... 15

Printers and Plotters.......................................... 15

Color......................................................... 16

Audio......................................................... 16

Video......................................................... 17

Optional Student Response Capabilities .......................... 19

INSTRUCTOR FACILITIES............................................... 20

5Management.................................................... 20

Authoring..................................................... 21

Security...................................................... 21

GLOSSARY OF ACRONYMS ............................................... 22

UREFERENCES......................................................... 23

APPENDIX A ......................................................... 24

APPENDIX B......................................................... 26

Vii
LIST OF TABLES

ITablel1. Estimated Costs of PLATO Terminals ........................... 6 .

2. Estimated Costs of Statistical Multiplexers and Modems .......... 6

3. Estimated Annual Cost of Data Circuits........................ 7

4. Estimated Total PLATO Costs Summary ........................... 8

5. Total MicroTICCIT (Standard Systems) ......................... 11

6. Summary of PLATO and MicroTICCIT Features..................... 15

7. Printer and Plotter Costs............ ....................... 16

8. Estimated Costs of Digitized Audio .......................... 17

9. Estimated Costs for Videotape ............................... 18

10. Estimated Costs for Videodisc................................ 19

11. Estimated Costs for Optional S. R.C ......................... 19

12. Summary Comparison of Systems' Losts ......................... 20

LIST OF FIGURES

Figure 1. Schematic of the PLATO Delivery System ....................... 4

Figure 2. Schematics of the MicroTICCIT Delivery Systems ................. 10

ix
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DEVELOP COST BENEFIT TRADEOFF ANALYSIS (CBTA)

OVERVIEW

Operational Problem

Soldiers must be trained so that each Army job is performed competently--

regardless of differences in ability and background of new accessions. To

accept a lower performance level would cause many mission elements to fail.

Many Army jobs are increasingly dependent upon the soldier's ability to use

high technology and to learn new technology as it develops. Soldiers,

therefore, need more than training. They need enough education to learn

subsequent jobs, to become eligible for promotion, and;iuTtTtely, to provide

leadership for tomorrow's Army.

The Job Skills Education Program (JSEP) is designed to teach soldiers

basic educational skills (that is, reading, arithmetic) that are prerequisites

for learning skill level 1 and 2 job tasks during first duty assignments. An

extensive job analysis by RCA Educational Services of the 94 most populous

Military Occupational Specialties (MOS), and tasks contained in the Soldiers'

Manual of Common Tasks, identified MOS specific indicators of functional basic

skills required in each MOS. These are the skills tiiat will be taught in JSEP.

The vast majority of soldiers have been exposed to basic skills

instruction before entering the Army. However, according to reports

promulgated by the General Accounting Office (1977, 1983), some recruits are

unable to learn and perform their duties due to academic deficiencies. To help

soldiers learn faster and remember more, JSEP combines straightforward

instruction in job related educational skills with training in research-based

learning strategies. Strategies training attempts to improve soldiers'

learning skills and study habits.

Research Objectives

The product of Task 8 is a framework within which alternative

configurations and various options and features of a computer based instruction

(CBI) delivery system can be evaluated. That is, CBI can be delivered by

different systems (for example, PLATO, MicroTICCIT) and the systems themselves

permit various options and features (for example, audio capabilities or color).

This report enumerates the components of PLATO and MicroTICCIT systems, the

optional equipment and features available on each, as well as the costs and

benefits of the various options and features.

PLATO was requested by the Army (which already owns, uses, and is familiar

with the system and its capabilities). MicroTICCIT is a product of the

Hazeftine Corporation to whom the subcontract was awarded because of their'

extensive experience with military training.

Most package or system components are not separately priced, but some

peripherals, such as printers, audio output, and videodisc, are add-ons. Each

......................... ......... . . ... . . ...- "
component 3f the JSEP system will be described, as will its advantages and

limitations (both expected and research based). Where separately priced, its

costs will be noted.

Each component of the JSEP system may contribute to instructional

effectiveness, learning strategies improvement, or more efficient management when measured by itself. However, when all of the components are put together,

the effects of some may be masked by the effects of others. Therefore, in

describing the various options and features available, we note which complement

one another, which are substitutes, and which are redundant with respect to the

instruction, the learning strategies, and/or the management system.

Costs are given as current dollar manufacturers' listed prices for

different numbers of units or systems. Placing an accurate dollar value on the

improved job performance due to the selection of any single option is tenuous

at best; therefore, benefits are described and evaluated subjectively rather

than estimated in dollars.

Scope

The analysis of Task 8 assumes that JSEP instruction will be delivered by

two systems: the Control Data Corporation's PLATO system and the Hazeltine

Corporation's MicroTICCIT system. Both systems will deliver the same

instruction. However, they differ with respect to the means of delivery.

PLATO requires a single computer located at some central site with which

student workstations are interfaced via telecommunications lines, whereas

MicroTICCIT requires a host processor at each local post or site, to which

varying numbers of workstations are linked via direct access.

PLATO and MicroTICCIT differ with respect to available features and

options that will be described. Where the options are separately priced, this

will be noted. In addition, the impacts of these options and features on JSEP

will be described and evaluated. The evaluation will be in terms of impacts

upon instructional effectiveness, the learning strategies program, and/or the

management system.

The computer industry is developing rapidly. New products and options are

being introduced continuously and existing ones are being improved.

Furthermore, prices have been falling. Therefore, though the prices and costs

stated in this report are as current as possible, there is a strong likelihood

that they will have changed before full JSEP implementation. These prices then

are more for purposes of comparison than as indicators of what might actually

be charged at a future date.

Note on Costs and Present Values

It is noted in the text and tables which expenditures are one-time capital

outlays and which are recurring expenses such as maintenance. For purposes of

comparison, the present values of the recurring expenses have been computed. A

seven-year life-cycle was assumed and expenses were discounted at 10% per year.

2
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Note on Configurations "-*"-

This report considers a single student workstation as its basic unit, and

many options, features, and pieces of equipment correspond one-to-one with a

workstation. For example, each workstation requires one terminal. Other

options, features, and types of equipment (for example, printers), however, are

relevant to the number of posts at which JSEP will be instituted and the number

of workstations at each. Still others are relevant only to the system as a

whole. The tables and text indicate which relationship is applicable.

DELIVERY SYSTEMS

The delivery system consists of the essential hardware or equipment

necessary to deliver computer based instruction. The two delivery systems

selected for JSEP, MicroTICCIT and PLATO, are described and costed,

respectively.

PLATO

PLATO requires only one computer for an entire system of 500-600

terminals. A CYBER 825 (131K) may be purchased for $600,000 (plus $36,000

annual maintenance). An alternative is to lease or subscribe to a PLATO

system, for example, the Florida State University Computer Center (FSUCC) or to

tie into the Ft. Leavenworth system. Costs will vary depending upon which

system is chosen. In particular, data circuit costs are based on the distance

from the central computer to the various posts. However, PLATO cost estimates

quoted in this report are based on FSUCC port charges and library fees and

distances from FSUCC to various posts. The FSUCC charges are used as an -.-

example. Costs of using and availability of the Ft. Leavenworth system are not

known at this time. However, the Joint Committee on Computer Based Instruction

(JCCBI) estimates a charge of $6000 per terminal per year for the use of Army

facilities (central computers and communications network).

PLATO port charges ($3000/terminal/year) permit consulting with PLATO

personnel for various problems as well as allowing new or revised courseware to

be entered centrally. Library access fees ($900/terminal/year) provide

unlimited use of PLATO libraries A-H. However, JSEP instruction is intended

to be related directly to academic prerequisite competencies required for

learned MOS related skills, not general education. A schematic of the PLATO

delivery system is shown in Figure 1.

3 • . °
4: 1 -- 7 .7 - -7. .- I -V lCENTRAL Lr

COMPUTER

ULTIPLEXE

MODEM

HIGH SPEED DATA

CIRCUIT

9600 BAUD

MODEM

ULTIPOOQO

b TERM INALS

Figure 1. Schematic of the PLATO Delivery System
PLATO Terminals

CDC 110 VIKING. The VIKING, or Control Data Corporation (CDC) Model 110,

is the only PLAIU terminal presently being manufactured by Control Data

Corporation (CDC) that is offered for sale. With a monochrome display (green

on black), built in touch panel, and detachable keyboard assembly, it supports

line drawings, text characters, custom characters, touch panel use, and all

four PLATO standard presentation modes. The VIKING can execute programs

written in PLATO Authoring Language or MicroPLATO Authoring Language. The

VIKING can function as a conventional microprocessor and can use CP/M, BASIC,

and Pascal/M. An output printer, second disc storage unit, RS232 coupled

peripheral devices, and modem may be connected to a VIKING with suitable

accessory hardware installed.

IBM Personal Computer and Zenith Z-100. CDC is presently offering an "Access Disk System" for the IBM Personal Computer and Zenith Z-100 personal

computers. The access disk system enables these terminals to emulate a PLATO

terminal. Either system may gain access to PLATO material through a modem

system under PLATO subscription agreement provisions.

The minimum configuration of the IBM Personal Computer required as

specified by CDC in August 1983 consists of:

o IBM Personal computer with at least 64K bytes of RAM

o At least one 5 1/4" disc drive

0 PC DOS Operating System

o Color/Graphics Monitor Adapter (Monochrome Mode)

o Asynchronous communications adapter and RS232 cable

o 1200 Baud Bell 212A Modem or equivalent

o Monochrome Monitor (Not IBM Model 5151001)

The minimum configuration of the Zenith Z-100 consists of:

o One of the following Z-100 series microcomputers:

o ZF121-22 All in One Z-100

o ZF100-21 Low Profile Z-100

o ZF110-22 Color Microcomputer (Note: the color capability of

the ZF 110-22 is not supported by present PLATO courseware.)

o Monitor:

o ZF120-22 includes monochrome monitor

o For others add AVM-121 monochrome monitor or ZVM-143 Color

Monitor

o Zenith Z-DOS Operating System

mo 1200 Baud Bell 212A Modem or equivalent

The PLATO Access Disk Product is a 5 1/4" floppy disk containing the

software which enables the IBM Personal Computer and Zenith Z-100 to operate as

an emulation of a PLATO terminal. The cost of the disk, unique key labels

required, and instruction manual is presently $29.95. In addition, users must

establish their account for PLATO access. The estimated costs of PLATO

terminals is shown in Table 1.

5 .. * .. -...-.... ~*.........*.*
Table 1

Estimated Costs of PLATO Terminals

VIKING (CDC 110) $ 2950

IBM PC 2670

ZENITH Z-100-22 (color) 2400 --

Statistical Multiplexers and Modems

Statistical multiplexers and modems are applicable only to PLATO since it

requires long-distance telecommunications. Each cluster of terminals (up to

32) requires a pair of multiplexers and a pair of modems. In addition,

statistical multiplexers must have a card for each terminal linked to it.

Cards cost $100 apiece. The estimated costs of the statistical multiplexers

and modems is shown in Table 2.

Table 2

Estimated Costs of Statistical Multiplexer and Modem Pairs

Number of

Pairs 1 10 100

Statistical

multi pl exer

(120R-1616) $7,420 74,200 742,000

Modem

(MP 96) $7,348 73,480 734,800

Data Circuits . .

PLATO requires high-speed data circuits to link the various US Army posts

with a central computer. Each data circuit can serve up to 32 terminals. Data

circuits are installed and maintained by AT&T at a cost of $500 initially plus

$10/mile/month. Table 3 shows estimated costs for such circuits from the FSUCC

for 16 representative posts. The cost of circuits varies according to both the

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number of circuits and the number of miles from the central computer. (Using

existing autovon equipment and the Ft. Leavenworth computer would increase

these costs to $6000 per terminal per year, according to the JCCBI.)

Table 3 ' d.

Estimated Annual Cost of Data Circuits

Number of Number of Total Annual Cost

Post Terminals Circuits of Data Circuits

(using FSUCC)

Belvoir 47 2 33,600

Bliss 155 5 82,800

Benning 140 5 24,000

Dix 39 2 27,600

Eustis 25 1 11,400

Gordon 67 3 18,000

Harrison 25 1 10,500

Jackson 10 1* 3,300

Knox 79 3 30,600

Lee 10 1* 4,200

Lenard Wood 35 2 24,000

Leavenworth 8 1* 3,600

McClellan 9 1* 3,840

* Monroe 3 1 11,400

Rucker 15 1 5,400

Sill 49 2 25,680

* 2-wire circuit (Jackson-Gordon, Leavenworth-Lenard Wood, Lee-Monroe,

McClellan-Benning).

-Cable

Cable requirements depend on the number of posts and the number of

terminals at each. Each PLATO terminal requires a cable ($75 each) linking it

* to a statistical multiplexer. Two cables are required to link the statistical

multiplexer and modem pairs ($50 each). In addition, if there is a printer

(see Optional Equipment), at least one terminal must be linked to it ($50

* each).

Equipment Cabinets

Each post requires an equipment cabinet or rack for the statistical

. multiplexer. Such furniture costs approximately $160.

7

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L ,1 vV% * - - .- r*Z--- T-- .. . . . . . . . . . . .. .-. :

System Costs

There are both capital and annual expenditures for the hardware

components. One way to look at the combinations of initial and recurring costs

is to calculate present value. For the PLATO system, present values were

calculated on the assumption that the equipment had a 7-year life cycle with no

salvage value at the end of that time and a 10% discount rate. The 7-year life

cycle was assumed to reflect the rapidly changing and developing computer

industry, that is, it is assumed that the equipment will be technologically ___

obsolete by the end of 7 years. The 10% discount rate is appropriate as an

approximation of current interest rates. The estimated total PLATO costs

summary is shown in Table 4. (The formulas used for the calculations are shown

in Appendix A.)

Table 4

Estimated Total PLATO Costs Summary

Capital Expenditures per Terminal:

Terminal $2,950

Card 100

Cable 75 --.

$3,125

Capital Expenditures per post for each

32 (or fewer) terminal system:

Statistical

multiplexer pair $7,420

Modem pair 7,348

Cables 100

Data circuit 500

Cabinet 160

$15,528

Annual Expenditures:

Port charges and libraries/terminal $ 3,900

Data circuit/post 12,000 (est. average)

Maintenance (terminals,

statistical multiplexer, modems) 2,000 (est. average)

Calculations

TCE Total capital expenditures

, T Number of terminals

* F* Number of 32-(or fewer) terminal systems

AE Annual expenditures - PVAE Present value of annual expenditures (assuming a 7-year life cycle and

a discount rate of 10%)

8

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. * *
PVS Present value of the system

TCE - $3,125 T + $15,528 F*

AE - $4,400 T + $13,500 F*

PVAE - $21,421 T + $65,724 F*

PVS - $24,546 T + $81,252 F*

For example, for a system of 3 posts with 20, 35, and 60 terminals

respectively, the costs would be:

TCE - $3,125 (115) + $15,528 (5)

TCE - $437,015

AE - $4,400 (115) + $13,500 (5)

AE - $573,500

PVAE - $21,421 (115) + $65,724 (5)

PVAE - $2,792,035

PVS - $24,546 (115) + $81,252 (5)

PVS - $3,229,050

*In posts having more than 32 terminals, each cluster of 32 terminals

and any remaining fraction over 32 as a multiple thereof should be

treated as a separate post.

TICCIT and MicroTICCIT

In August, 1983, Hazeltine Corporation announced the availability of a new

* TICCIT delivery and authoring system called "MicroTICCIT." This product line

* is supported by a revised authoring system and instructional management system.

The system is capable of supporting two to 64 student workstations in

" distributed networks.

MicroTICCIT is based on a proprietary use of an IBM personal computer with

128K random access memory interfaced with the Hazeltine digital display system driving SONY color video monitors. The IBM Personal Computer serves as the

workstation computer. When not used for instructional purposes, it may be used

as a personal computer, supporting most IBM Personal Computer compatible

software for the 64K and 128K memory configuration.

-All standard MicroTICCIT configurations consist of a host processor . supporting a cluster of student workstations. Schematics of the MicroTICCIT

delivery systems are shown in Figure 2. Table 5 contains some pertinent

specifications and prices of MicroTICCIT.

9-

L 9

.................................. -.. .... ...
D." ,., .

MICROTICCIT II

MICROECLIPSE

DDDODODOD ,..-.."

oo000000oo

0000000000

0000000000

TERMINALS

MICROTICCIT IIIC

MICROECLIPSE

0000000000000000

oooooooo-oooo-o

0100000000000000

TERMINALS

Figure 2. Schematics of the MicroTICCIT Delivery System -.

10
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Table 5

Total MicroTICCIT Costs (Standard Systems)

Capacity

System Workstations Hours on-line Price of Host

courseware Processor "

II up to 40 50 $60,700

III C* up to 64 160 $97,300

* Workstation (including keyboard) light pen, IBM personal computer and color

display video monitor) $ 6,500

Annual Maintenance 20% of initial hardware costs after the first year

• The disk storage of system III consists of a 15MB fixed disk

- plus an additional 50, 73, or 146 MB fixed disk. The systems

are designated System III A, III B, and III C respectively.

- Whether a standard System IIC is capable of storing the 420

"-- hours of instruction contracted for under JSEP cannot be

determined at this time. The quantity of instructional material

capable of being stored depends on whether the instruction is in

text or graphic form in addition to the size of the source and

object codes. It is essentially a programming problem with

*' respect to how compactly the lessons can be programmed. Since

*JSEP lessons are still in the development and programming

stages, it cannot yet be determined how much disk storage will - be required.

; The price of the host processor also includes the full software package

with the software license, a one-year maintenance warranty, all associated

• cabling, and authoring and operations training.

MicroTICCIT costs are primarily one-time capital expenditures. Electric

power costs are relatively insignificant (the system runs off common household

- current) and will vary according to the pricing policy of the local utility

that supplies it.

MicroTICCIT maintenance is provided by Hazeltine, free of charge, on all

hardware components for the first year. There are numerous types of

maintenance arrangements that can be made for subsequent years (for exampl.e,

repair times of 4-hours, 1-day, or 1-week can be contracted). Since

MicroTICCIT has Sony, IBM, and Data General components, the service networks of

these companies are available, in addition to Hazeltine. Maintenance

arrangements are discussed in detail in Task Report 4.

For purposes of comparison, however, CET has estimated maintenance of its

MicroTICCIT system for $21,140 per year. The present values of the MicroTICCIT

,-•,1

:--:--r~.:*~. - ... - N >
systems II and IIC (PVS-II and PVS-IIIC, respectively) are given below. These

calculations assume a 7-year life cycle and a discount rate of 10% per annum.

PVS-II - $8,545 T + $99,802 F,

PVS-III - $8,545 T + $129,402 F,

where T is the number of terminals and F is the number of

posts (F is also the number of host processors).

In addition, total capital expenditures (TCE), annual expenditures (AE),

and the present values of those annual expenditures (PVAE) for the two systems

(II and IIIC) are given below.

TCE (II) - $6,500 T + $60,700 F,

TCE (IIIC) - $6,500 T + $90,300 F,

AE (II) - AE (IIIC) = $517 T + $9,876 F,

PVAE (II) - PVAE (IIIC) = $2,045 T + $39,102 F.

Note--AE (II) - AE (IIIC) and PVAE (II) - PVAE (IIIC) because both systems

have identical terminals and both have DG microECLIPSE host processors which, in estimating maintenance expenses, were assumed to be covered by on-call service agreements with DG.

MicroTICCIT is flexible in that the smaller systems can be upgraded to the

larger ones. All courseware developed on any system is compatible with other

systems. In addition, MicroTICCIT is available as a custom designed special

system when, for example, more than 64 workstations are desired, or when the

courseware database is large. This latter possibility is immediately relevant

to JSEP since JSEP will consist of approximately 420 hours of specialized

courseware.

Courseware

JSEP will ultimately consist of 420 hours of courseware which will cost

approximately $3,000,000 to produce. It is not anticipated that up-date or

revision costs will be significant due to the basic nature of JSEP; that is,

JSEP teaches fundamentals and they are not expected to change significantly.

Furthermore, as noted below (see Authoring), FORSCOM, TRADOC, and other using

commands will be able to author courseware.

FEATURES

PLATO and MicroTICCIT have the same or equivalent features with the

exception that PLATO does not have a color capability. The equivalent features

are included in the base prices of both systems and are discussed below.

12

, .A % 'f
Screen Delivery Capabilities

The screen displays vary in terms of resolution, text, graphics

capabilities, and screen partitioning. These capabilities are included in the

basic systems.

Screen Resolution

Various resolution capabilities are possible, ranging from RF-modulator

driven standard television, through high resolution bit-mapped graphics

systems. PLATO has 512 horizontal x 512 vertical display resolution.

MicroTICCIT has 860 horizontal x 238 vertical display resolution. Both are

adequate for JSEP graphics. The 512 x 512 pixel screen is included in the

basic cost of PLATO. The 860 x 238 pixel screen is included in the basic cost

of the MicroTICCIT.

Text

Most JSEP instruction will consist of text and graphic displays to which

the student will respond by either electronically "turning the page" or by

inputting responses. JSEP materials may include the requirement for special

military symbols or superscripts (for electronics, for example). A variety of

text sizes and placement options on the screen are available on both PLATO and

MicroTICCIT which are adequate for JSEP purposes.

Graphics

Graphics break up the reading task, add interest, and present information

in a variety of ways. Research conducted in recent years on the use of

graphics in instruction (Stone & Glock, 1981) has consistently found that

appropriately designed graphics improve the comprehension of text. Graphics

have been found to be effective in helping readers grasp the organizational

structure of the content presented. Graphics also can convey certain types of

information more effectively than can text. This is particularly true, for

example, for procedural information where the spatial location and orientation

of parts and surfaces of parts must be clearly communicated.

Graphics are called for in the lessons designed for almost all PCs. Some

are intended simply to maintain student interest, but most are essential to the

instruction. The embedded learning strategies are heavily dependent on using

symbols or imagery to prompt the students to use appropriate strategies when

they have difficulties with the lessons.

Scre& Partitioning

Screen partitioning is a display method where particular segments of the

screen are used to display one text message or media display and other sectors are used to display other text messages or media displays. A screen may be

divided, for example, into two horizontal zones at the middle of the screen,

two vertical zones at the middle of the screen, or into four zones by combining

1,

. . . . . .
"V;:4-~ WW ---

both capabilities. Any number of partitioning schemes are possible up to a

practical limit set by screen size, resolution and cost.

Saloman (1974), in his discussion of media attributes, points out that

mental processes of information manipulation are cued by certain media -i.

attributes. He states that "putting two visual displays side by side tends to

activate comparison and discrimination." He elaborates from an earlier article

(Saloman, 1972) which cites a series of experiments which indicated "that

learners became better visualizers of transformations in space, better

analyzers of complex displays, and less field-dependent after they were exposed

to films that overtly ane explicitly specified the relevant operations."

Although his citations concern film, they can probably be generalized to the

attributes of any media. Computerized presentations can, with new

advancements, model many of these mental processes (such as split screen), as

well as compare and contrast functions.

Student Response Capabilities

Students must interact with the computer in order to work through a lesson

as well as to be tested on it. This interaction can be done with a variety of

devices: Keyboard, touch panel, light pen, or external control devices.

Keyboards are standard and included in the base prices of both systems. A

touch panel is included in the base price of PLATO; a light pen is included in

the base price of TICCIT.

Student interaction can be two types: (1) selecting the correct answer to

a question (such as with multiple choice and true-false questions) and (2)

typing an answer (as in a fill-in-the-blank statement or number answer). Light

pens and touch panels are especially suited to the first type of interaction.

Testing experts (e.g., Fredrickson, 1984) argue that well-designed

multiple choice questions test recognition more precisely than recall

statements (that is, fill-in-the-blanks). This precision is achieved through F

the use of distractors such that unless the student thoroughly understands the

material, he will be unable to discern the correct answer.

Multiple choice questions are inadequate as tests of recall or

memorization. However, for tests of recall or memorization, both PLATO and

MicroTICCIT have spelling algorithms which permit correct, though misspelled,

answers.

Screen inputs provided by devices such as light pens and touch panels give

JSEP students the ability to respond to displays without using the more

cumbersome keyboard, mouse, or other mechanical input devices. For students

who are not expected to be familiar with such devices, screen inputs make -..

possible an important mode of interaction with the CBI system. -

14

. . . . . . - - . - .. . .. .. . . -.... --.- . .. . - .. . . . . . . .-. . -• .. ....
Table 6

Summary of PLATO and MicroTICCIT Features

Feature PLATO MicroTICCIT

Screen Resolution 512H X 512V 860H X 238V .

Student Response Capability touch-panel light pen

Text Both systems adequate

Graphics Both systems adequate

Screen Partitioning Both systems adequate

OPTIONS

Options consist of peripheral units of equipment that can be added onto

the delivery system. Options themselves, their technologies, specifications,

and features are experiencing rapid development which is reflected in their

costs. Therefore, though costs are quoted as accurately as possible, there may

have been substantial changes by the time this report is published. The

criteria for evaluating options are their impact with respect to the

instruction, the learning strategies, and the management system.

Printers and Plotters

Hard copy (that is, paper output) is required for about 15 Prerequisite

Competencies. In addition, hard copy offers all JSEP students a choice of onor off-line completion of assignments as well as providing practice exercises,

copies of graphics, maps, text, and tests. Instructors would be likely to find

such a capability helpful in managing courses, record keeping, and evaluating

students.

Each post or site would require at least one printer or plotter; the

larger sites might be able to use several efficiently. Printers and plotters

vary in several features, most importantly with respect to price and printing

speed (characters per second or cps). Costs of several printers compatible

with the two systems are shown in Table 7.

15- .

* **: *- *-. - . - . - , ° 
Table 7

PLATO-compatible printers:

Characters per Second

CDC PLATO Printer $ 3,500 253

Epson MX 80 Printer $ 446 100

Epson FX 80 Printer $ 595 160

MicroTICCIT-compatible printers:

IBM Graphics Printer $ 595 80

Epson FX 80 Printer $ 595 160

Each printer would have to be linked by a cable to a terminal by cable

($50) and, for multiple terminal per printer configurations switches ($100)

would be required.

Color

Display colors range from three to over 4000 colors of varying hue,

brightness, and intensity. Recent instructional research is informative as to

the effectiveness of this variable.

Dwyer (1978), in his book on strategies for improving visual learning,

cites studies designed to evaluate the effectiveness of the realism continuum

in visual illustration. He found that color versions were more effective for

specific educational objectives, presumably those that dealt with learning of

colors as identification on variable condition cues. Several Prerequisite

Competencies involve color (for example, PC 41d "Matching objects by size,

shape, color").

Color has also been consistently found to be an effective attention

gaining and an attention sustaining device. Color is also strongly preferred

when students have a choice (French, 1952; Katzman & Nyenhuis, 1972 as cited in

Dwyer).

Research has yet to produce effective guidelines for the uses of color nor

is there evidence that more colors contribute to greater effectiveness. Color

is not currently an option for PLATO; it is included in the base price for

MicroTICCIT.

Audio

Audio is considered essential for learning several PCs. For example, PC

41g, "Determine direction, duration, and intensity of sounds," requires an

audio capability. Audio possibilities are numerous and varied, ranging from

simple "arcade" sounds (beeps and buzzes) to recitations of entire lessons.

16

. . . . . . . . .. . . . . ~-*
.-.

There is evidence that random arcade sounds increase student attention and

interest, particularly over prolonged periods of concentration (Schneider, 1983). On another level, audio may consist of only a few words or phrases,

such as "good" or "try again." However, students have turned such audio off

when possible, apparently for reasons of privacy. Earphones would eliminate

this problem. The most sophisticated audio presentation is to have entire

lessons recited to the student. With this capability, students with little or

no reading skills could benefit from JSEP.

There are many technologies for providing an audio capability: for

example, audiotape, and digitized audio. Audiotape might be unwieldy since

coordinating tapes and lessons could be time consuming as could inventorying * tapes (which are easily damaged, lost, or stolen).4

Digitized audio, in contrast, eliminates the problems intrinsic to

audiotapes. Digitized audio is programmed onto the same disks as the rest of

the instruction. Therefore, there is no problem coordinating lessons with

their audio component nor is there an inventory problem.

MicroTICCIT's IBM Personal Computer and the Sony Monitor both have builtin speakers. However, due to the individualized nature of JSEP instruction,

the use of earphones should be considered in evaluating this option. PLATO

does not have a jack to connect earphones; that is, earphones are feasible

technologically but a jack would have to be installed specially at undetermined

extra cost. Table 8 shows cost estimates for audio capabilities. The

audiotape option can be provided using medium fidelity cassette players ($50 each). Earphones cost approximately $15 per set.

Table 8

Estimated Costs of Digitized Audio

No. Units 1 10 40

MicroTICCIT

Digitized

Audio $ 645 $ 6,450 $25,800

PLATO (VOTRAX) $3,421 $22,110 88,440

Video

Motion and still color pictures are recommended for 15 Prerequisite

Competencles, most involving the learning of motor skills. Videotape,

videodisc, and film are three means of providing this capability directly.

Graphics are an indirect means of providing this option; that is, most color

and motion sequences can be simulated with graphics. However, of the three

17 S, .-.-
f-4

direct means of providing still and motion pictures) film is considered least

compatible with CBI because it is slow and awkward, due in part to the

necessity of rewinding. Therefore, film will not be discussed in detail nor I

priced,., .

Videotape <1

Videotape is relatively slow since the student must wait for the tape to

wind to the proper position with respect to the lesson. In addition,

coordinating videotape cassettes with lessons, inventorying, and managing them

may be time-consuming for the instructor, and the cassettes may be easily

misplaced. Betamax and VHS systems are most common types; prices vary

depending on the features selected, (for example, fast forward). All

workstations will not require a videotape system; instead a few per learning

center will be sufficient. Estimated costs per unit are shown in Table 9.

Table 9

Estimated Costs for Videotape

COST/Unit

Betamax $400-600

VHS $400-600

Monitor* (color) $395

* Additional Monitor is not needed for MicroTICCIT.

Videodisc .:::'.

There are three levels of integrating videodisc with CBI. Some are

available for one system and some for the other. The first level is the

addition of a second videodisc display under JSEP computer control. The

separate display requirement prevents overlay of computer graphics on the video

image, and the additional monitor takes up space. The second level uses a

single display, with the capability of displaying either videodisc material or

computer generated displays, but not both at the same time. The third level

has the capability to overlay computer generated text or graphics on the

videodisc image. Implicit in this capability are highlighting, outlining, and

pointing with graphic symbols, text, and feedback messages. Videodisc

sequences are programmed directly into the lesson and, because they are read by

laser-, can be accessed much more quickly than videotape sequences. Estimated

unit costs for videodisc for PLATO and MicroTICCIT are shown in Table 10..

'--- 18,.* '- -- ta. .- -
Table 10

Estimated Costs for Videodisc

COST 1

Unit

PLATO

Interface $3,000

Discplayer $1,975

Monitor* $ 395

TOTAL $5,370

Videodisc overlay $4,300

TOTAL $4,300

* Additional monitor is not needed for MicroTICCIT.

Optional Student Response Capabilities

In addition to the standard student response capabilities, keyboard, touch

panel on PLATO, and light pen on MicroTICCIT, there are optional external

control devices, such as joysticks and "mouses."

Joysticks and "mouses" are means of easily moving the cursor around the

screen. Neither is standard on either PLATO or MIcroTICCIT, although a mouse

is available for the IBM Personal Computer. However, there is no unique

*instructional use for external control devices. The estimated costs for the

external option student response capabilities are shown in Table 11.

Table 11

Estimated Costs for Optional

Student Response Capabilities

10 40 64 100

Units Units Units Units

Mouse with

serial interface $1,950 $7,800 $11,500 $17,500

Joysticks $ 600 $2,400 $ 3,000 $ 4,500

19 -2

" '. % ". %'; O .% " % ,% ,% " ' % ° % =.% ".• . .%. .• • . -,•, .,% % .
.:

To facilitate a comparison of the two systems's costs, table 12 is

* provided below. Table 12 is meant only for a preliminary comparison and no

totals are provided because some items refer to the number of terminals, others

to the number of systems, and others to both terminals and systems. Totals in

this context would be meaningless and, furthermore, for several items, there

are several types of that item at different cost available. The reader can

refer to the appropriate table and discussion for details. ,.5

Table 12

Summary Comparison of Systems' Costs

PLATO MicroTICCIT

Capital Equipment:

Terminal $2950 $6500

Stat. multi plexer (pair) 7420 N.A.

Modem (pair 7348 N.A.

Computer* 600,000 97,300

Cables 175 N.A. !'

Cabinets 160 N.A.

Annual Expenditures:

Maintenance 2,000 21,140

Data circuits* 6,000 N.A.

Optional Equipment:

Printer 595 595

Digitized audio 3,421 645 - Videotape 500 500

Videodisc 5,370 4,300

Mouse 195 195

* A PLATO computer can be leased rather than purchased; such a leasing

arrangement is reflected in the estimated cost of data circuits.

INSTRUCTOR FACILITIES

Both PLATO and MicroTICCIT were developed with the instructor as well as

the student in mind. This section describes the features and options of the

• systems as they pertain to the instructor rather than the student.

Management

Both PLATO and MicroTICCIT include management systems in their base

prices. These systems will be essential to evaluate JSEP in such terms as

courseware effectiveness and system utilization. The management systems have

the ability to collect, store, and analyze data.

L.

" -. 20

* * -i~-.* 
More immediately though, the management systems enable instructors to

manage students; that is, their records, grades, and progress can be displayed a"- "

or printed out.

Authoring

Both PLATO and MicroTICCIT allow for the authoring and incorporation into

JSEP of new, up-dated, or site specific materials. Department of the Army

Education Division will have to set authoring policy; however, for authorized

individuals manuals are provided explaining how to author instruction. In

addition, Hazeltine offers a 3-module training course in the MicroTICCIT

system, included in its base price. These modules instruct system operators in

system start-up, shut-down, and maintenance as well as in authoring courseware

for MicroTICCIT. Should the Army not take the training course option,

Hazeltine will credit the Army $7,100 per system.

Security

Both PLATO and MicroTICCIT lessons are "read only" which ensures that

students cannot accidentally erase them. PLATO is protected in that courseware

additions and alterations are entered at the site of the central computer.

MicroTICCIT is protected in that certain codes and procedures must be known in

order to change courseware. These codes and procedures are described in the

system instruction manuals provided to instructors and authors.

2- k~aaZ.~°-. -- °
, . . . .* ...-. ,

GLOSSARY

BASIC: Computer programming language

CBI: Computer based instruction

CBTA: Cost benefit tradeoff analysis

- CDC: Control Data Corporation

CP/M: Digital Research, Inc.'s operating system for microcomputers

* FSU: Florida State University

FSUCC: FSU Computer Center

IBM: International Business Machines Corp.

IBM PC: IBM Personal Computer

JCCBI: Joint Committee on Computer Based Instruction

JSEP: Job Skills Education Program

MicroTICCIT: Hazeltine Corp.'s Microcomputer based instructional system

Modem: Device for transmitting computer data on telephone lines

MOS: Military Occupational Specialty

PASCAL/M: Sorcim's computer programming language for microprocessors

PC DOS: Operating system for IBM PC microcomputer

*PC: Prerequisite Competency

. PLATO: CDC's CBI system

TICCIT: Hazeltine Corp.'s CBI system

22
REFERENCES

Dwyer, F. (1978). Strategies for improving visual learning. Learning

Services. State College Pennsylvania. . .:

Fredricksen, N. (1984). The real test bias: Influence of testing on teaching

and learning. American Psychologist 39 (3): 193-202.

French, J. E. (1952). Children's preference for pictures of varied complexity

of pictorial pattern. Elementary School Journal. 90-95.

Katzman, N. & Nyenhuis, J. (1972). Color vs. black and white effects on

learning, opinion, and attention. AV Communications Review 20: 16-28.

Schneider, W. (1983). Training High Performance Skills: Fallacies and

Guidelines. Unpublished manuscript. Psychology Department and Aviation

Research Laboratory. University of Illinois at Urbana-Champaign.

Stone, D.E., & Glock, M.D. (1981). How do young adults read directions with

and without pictures? Journal of Educational Psychology 73(3), pages 419-

426

Saloman, G. (1972). Can we affect cognitive skills through visual media? An

hypothesis and initial findings. AV Communications Review 20: 401-422.

Saloman, G. (1974). Internalization of filmic operations in relation to

individual differences. Journal of Educational Psychology 66: 499-511.

23, .p.-

23\
APPENDIX A

Present Values Formula

irr

24
APPENDIX A

* Present values were calculated by the formula:

n E

Pv

(0 + H

E - annual expenditure

r - discount rate

-sunmmation

n *number of years

i -index indicating year.

For example, PVAE - $18,987

- $3900 + $3900 + + $3900

11.0)

25
APPENDIX B

JSEP PLATO Commnunications Cost Estimate

26
Q007- 17f7OOO 17,777O7-70O7 

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A A

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- C 01 4 OCC' 11c 00 . 8.13 

413

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0.

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0)4 *e- )U0l r-- do 0 jv m i -i i w le mw (ax mw C36 

4.' . E -7 
- - -

.- o-

' FILMED

SDTICj

;/.. _____________