PROJECT train mod: modernizing soldier training through research

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Front Cover.

Project Train Mod: Modernizing Soldier Training Through Research

U.S. Army Research Institute

Special Report 57

June 2003

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PROJECT train mod: 

modernizing soldier training through research 

Kenneth L. Evans 

U.S. Army Research Institute 

ARI Special Report 57 

June 2003 

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Foreword 

It is hard to design a training program for equipment that exists only on a drawing board. 

Nevertheless, it is possible to get a head start on the conventional training research and 

development process, especially when behavioral scientists are able to either participate in or 

observe the early testing of prototype systems in the field. This principle is perfectly illustrated 

by Project Train Mod, which involved 11 separate research efforts across four general research 

areas: training modernization, decision making, situation awareness, and computer-based 

training for digital systems. During Project Train Mod our scientists were able to have an early 

influence in addressing a host of training and system design issues, particularly as they relate to 

the evolving Land Warrior system, the M2A3 Bradley Fighting Vehicle, and the many candidate 

systems evaluated during the Military Operations in Urban Terrain (MOUT) Advanced Concept 

Technology Demonstration (ACTD). 

While highlighting the major findings of our work in Project Train Mod, this special report also 

demonstrates the kinds of soldier-oriented research activities we perform in the field, from 

pinpointing the source of excessive heat in the Bradley Fighting Vehicle to diagnosing the cause 

of shooting errors with the Land Warrior system. The U.S. Army Research Institute for the 

Behavioral and Social Sciences (ARI) has a long and proud tradition of anticipating and solving 

the Army's toughest training problems, and we look forward to many more years of productive 

service to our nation's finest warriors - the soldiers of the U.S. Army. 

ZITA M. SIMUTIS 

Director 

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Table of Contents

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Introduction and Overview............................................................................ 1 

Training Modernization 

Developing and Evaluating New Training for the 

Land Warrior System .......................................................................... 3 

M2A3 Bradley Fighting Vehicle Training Modernization ......................... 5 

On the Hot Seat: Reducing Excessive Heat in the M2A3 

Bradley Fighting Vehicle...................................................................... 7 

Training Impact Analysis Methods Based on Direct Observation ............ 9 

Deciphering Platoon and Squad Radio Communications........................... 11 

Decision Making 

Mastering the Military Decision-Making Process ....................................... 13 

Training Platoon Leaders to Make Better Decisions 

in Urban Operations............................................................................ 15 

Situation Awareness 

An Infantry Situation Awareness Model ...................................................... 17 

New Measures of Situation Awareness ......................................................... 21 

Computer-Based Training for Digital Systems 

Surveying the Computer Backgrounds of Soldiers ..................................... 23 

Evaluating the Design of Computer-Based Training 

for Digital Systems................................................................................ 27 

Future Directions ............................................................................................ 29 

Downloading ARI Publications ..................................................................... 31 

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Introduction and Overview 

As the U.S. Army moves towards its 

ultimate Objective Force structure, leaders 

and soldiers will encounter many new hightech systems and operational concepts. 

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Small unit leaders will have to process and 

make decisions based on increasingly large 

amounts of information. Future battlefields 

will likely be characterized by rapidly 

changing situations, by threats that are 

difficult to define, and by multiple rules of 

engagement. 

Although emerging technology solutions 

will address many of our future 

requirements, new classes of training 

problems will invariably accompany the 

introduction of this new technology. The 

full benefit of emerging information, 

weapons, and training systems will be 

realized only if new classes of training 

problems are clearly understood and 

remedied in a timely fashion. The U.S. 

Army Research Institute for the Behavioral 

and Social Sciences (ARI) launched Project

Train Mod to address this concern directly. 

The Training Modernization section 

focuses on training research for a variety of 

new systems and technologies. These 

include the evolving Land Warrior system, 

the M2A3 Bradley Fighting Vehicle, and 

myriad technologies evaluated under the 

aegis of the Military Operations in Urban 

Terrain (MOUT) Advanced Concept 

Technology Demonstration (ACTD) 

program. 

Begun in 1998 at ARI's Infantry Forces 

Research Unit at Fort Benning, GA, Project

Train Mod grew to encompass 11 separate 

lines of investigation across four general 

areas of applied training research. This 

report summarizes and highlights those 11 

research efforts, grouped within four 

research areas: 

The section on Decision Making describes 

our development of new computer-based 

training tools for soldiers learning to 

implement the Military Decision Making 

Process (MDMP). This section also provides 

an overview of a three-year research effort 

to teach platoon leaders to make better 

decisions during urban operations. 

â€¢ training modernization (5) 

â€¢ decision making (2) 

â€¢ situation awareness (2) 

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â€¢ computer-based training for digital 

systems (2) 

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The Situation Awareness section highlights 

the creation of a comprehensive Infantry SA 

model, as well as the development and field 

testing of three new SA measures. Our 

work in this important area will continue in 

the coming years, as it investigates new 

methods for increasing soldier SA through 

training. 

Finally, the section on Computer-Based 

Training for Digital Systems presents the 

major findings of our survey research on the 

computer backgrounds of different groups of 

soldiers. We then summarize the results of a 

series of learning experiments that assessed 

the effectiveness of different computerbased instructional design features for 

training on new digital systems. 

Readers desiring more detailed information 

about a particular line of research should 

explore the ARI publications listed in the 

Additional Information sections of this 

report. Directions for downloading our 

technical publications are presented at the 

conclusion of the report. 

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Developing and Evaluating New Training for the 

Land Warrior System 

ARI training assessments and 

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observational field research 

provide a solid foundation for 

the design of new Land Warrior 

system training.

Problem. The Land Warrior (LW) system is 

the Army's future system for individual 

soldiers, both enhancing and integrating 

their ability to move, shoot, and 

communicate. Because most LW equipment 

is new to soldiers, providing them with 

combat capabilities never before realized, a 

number of operational and training 

development issues had to be addressed and 

resolved prior to system fielding. 

Approach. In 1998 our researchers began 

conducting a series of training assessments 

of the LW's weapon subsystem components, 

including close combat optics, thermal 

weapon sights, and aiming lights. These 

assessments were made as part of the trainup for operational evaluations of the overall 

system. In the Summer of 2000, during 

preparation for the Joint Contingency Force 

Advanced Warfighting Experiment, we 

collected extensive observational data of a 

LW-equipped platoon during all of their 

classroom and field training prior to their 

going to the Joint Readiness Training Center 

(JRTC). Finally, we systematically 

examined the potential impact of integrating 

LW technology into the Infantry's existing 

institutional training programs. 

Results. We conducted the first training 

assessments where four different aiming or 

optical devices, plus a borelight, were 

trained simultaneously with the same 

soldiers. Previously, each device had only 

been examined independently. Two major 

lessons emerged from these weapon 

assessments: 

â€¢ The inconsistency in design across 

devices created confusion, led to 

errors, wasted ammunition, and 

made training less efficient in 

general. 

â€¢ Diagnosing shooting problems is 

more complicated than in the past 

because the number of potential 

causes for errors has increased 

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almost exponentially. 

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Payoff. Our recommendations for the 

enhancement of future LW training should 

give soldiers and leaders the confidence to 

use this new technology more intelligently 

and creatively as a combat multiplier 

throughout the full spectrum of hostile 

environments. Already, the results of our 

early training assessments have been used to 

develop a proposed Army-wide standard for 

weapons qualification with aiming lights. 

Training observations of the LW-equipped 

platoon indicated that: 

â€¢ Sizeable individual differences 

occurred in both time-to-train and in 

how soldiers employed the system. 

Future training for the LW system 

must be designed with this diversity 

in mind. 

â€¢ After soldiers returned from the 

JRTC, they were asked to indicate 

when they had become confident in 

their own ability to operate the LW 

system during the train-up. They 

were also asked when they became 

confident in their squad's ability to 

employ the system. As shown in the 

learning curves below, reported 

confidence in individual skills 

preceded confidence in squad skills, 

though neither emerged 

instantaneously. These learning 

curves may be typical of many new 

systems as they are introduced to the 

force. 

Additional Information. 

Dyer, J. L. (1999). Training lessons learned 

on sights and devices in the Land Warrior 

(LW) weapon subsystem (ARI Research 

Report 1749). Alexandria, VA: U.S. Army 

Research Institute for the Behavioral and 

Social Sciences. (ADA371583)

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Centric, J. H., Wampler, R. L., & Dyer, J. L. 

(2000). Observations of infantry courses: 

Implications for Land Warrior (LW) 

training (ARI Research Note 2000-04). 

Alexandria, VA: U.S. Army Research 

Institute for the Behavioral and Social 

Sciences. (ADA372853)

Subjective Individual and Collective 

Evans, K. L., Dyer, J. L., & Hagman, J. D. 

(2000). Shooting straight: 20 years of rifle 

marksmanship research (ARI Special 

Report 44). Alexandria, VA: U.S. Army 

Research Institute for the Behavioral and 

Social Sciences. (ADA384197) 

Learning Curves

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5 

M2A3 Bradley Fighting Vehicle 

Training Modernization 

As a key player in addressing 

soldier-oriented Bradley issues 

for the past two decades, ARI 

gauges the broad impact of new 

digitized fighting vehicles on 

institutional and unit training. 

Advanced Training System (BATS), and the 

Bradley Embedded Training System 

(BETS). We also conducted a limited user 

evaluation of the Full Crew Interactive 

Simulation Trainer-Bradley (FIST-B). 

Results. Of the 85 proposed training tasks 

for the M2A3 Bradley, 37 (44%) were new 

tasks and 18 (21%) were predecessor tasks 

that required some modification for the A3. 

In fact, the M2A3 and M2A2 vehicles may 

differ more than the original Bradley 

differed with its predecessor, the M113 

armored personnel carrier. 

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Problem. Unlike previous upgrades, the 

M2A3 Bradley is radically different from its 

predecessors. In response to the inevitable 

problems that surface during the process of 

initial fielding, the TRADOC Systems 

Manager for the Bradley and the U.S. Army 

Infantry School asked ARI to investigate a 

variety of training and training device issues 

surrounding the A3. 

Overall, the A3 turret appears more 

technically demanding, while training and 

operational requirements are greater for 

soldiers and the unit master gunner. 

Additionally, A3 equipment is generally 

more complex, though not beyond the 

capabilities of well-trained operators, 

especially those with at least a moderate 

degree of computer familiarity. 

Approach. ARI's research staff collected 

training and operational performance data 

through soldier and instructor surveys, 

interviews, field observation, and hands-on 

participation. In addition, ARI conducted 

preliminary assessments of three prototype 

training devices for the A3, the Bradley 

Desktop Trainer (BDT), the Bradley 

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A wealth of other findings has been detailed 

in a pair of ARI publications (see Additional 

Information below). Most of these other 

findings relate to either digitization issues, 

the impact of multiple vehicle variants on 

training, the impact of fielding the A3 and 

its training devices simultaneously, training 

materials, and personnel continuity. 

Payoff. Results of our A3 training 

modernization research have been briefed to 

the requesting organizations, as well as to 

the 29th Infantry Regiment. These efforts 

have helped to alleviate some of the A3's 

fielding difficulties, and should make future 

vehicle upgrades less problematic. 

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Additional Information. 

Salter, M. S. (1998). Full crew interactive 

simulation trainer-Bradley (FIST-B): 

Limited user assessment (ARI Research 

Report 1724). Alexandria, VA: U.S. Army 

Research Institute for the Behavioral and 

Social Sciences. (ADA345818) 

Salter, M. S. (2001). Bradley fighting 

vehicle M2/M3 A3: Training and soldier 

system observations (ARI Research Note 

2001-06). Alexandria, VA: U.S. Army 

Research Institute for the Behavioral and 

Social Sciences. (ADA388153) 

Salter, M. S., & Rich, K. M. (2002). 

Preliminary user feedback of a prototype 

Bradley fighting vehicle M2A3/M3A3 

embedded training system (BETS) (ARI 

Research Report 1800). Alexandria, VA: 

U.S. Army Research Institute for the 

Behavioral and Social Sciences. 

(ADA408855) 

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On the Hot Seat: Reducing Excessive Heat in the 

M2A3 Bradley Fighting Vehicle 

ARI field research pinpoints the 

source of excessive heat in the 

driver's compartment, enabling 

the Program Manager and 

manufacturer to implement a 

simple fix. 

Problem. Soldier complaints of excessive 

heat during training were confirmed at 

Aberdeen Proving Ground, where tests 

found the ambient temperature of the M2A3 

driver's compartment to be as much as 35Ã ̧ 

hotter than the M2A2. At the U.S. Army 

Infantry School's request, ARI conducted a 

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series of tests at Fort Benning and Fort Hood 

to see if the source of the unwanted heat 

could be isolated and corrected. 

Approach. With the engine idling, the turret 

power OFF, and the driver's hatch closed, a 

researcher sat in the driver's compartment 

and took ambient and surface temperature 

readings at 10-minute intervals over the 

course of a day. 

Surface temperature readings were obtained 

at 20 different locations within the driver's 

compartment. One M2A3 vehicle was tested 

at Fort Hood, followed by the testing of one 

M2A2 and two M2A3 vehicles at Fort 

Benning. 

Results. Every driver's compartment 

surface adjacent to the engine was found to 

be hotter in the M2A3 than in the M2A2, 

and this effect became more pronounced as 

time wore on. In fact, some of these areas 

had surface temperatures greater than 150Â°. 

Temperature differences among the three 

M2A3 vehicles were negligible. This 

suggested the higher level of heat observed 

in the M2A3 was caused by the radiant 

transfer of engine heat into the driver's 

compartment. 

The highest surface temperatures in the 

driver's compartment were found here. 

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Payoff. After results were briefed to the 

Bradley TRADOC Systems Manager and 

the Program Manager-BFVS, additional 

insulation was added between the engine 

and the engine access panel in the driver's 

compartment. After installation on selected 

vehicles at Fort Hood, subsequent analyses 

indicated the extra insulation led to a 

considerable reduction in heat build-up. 

Additional Information. 

Salter, M. S., & Eakin, D. E. (2001). 

Bradley fighting vehicle: Heat in the 

driver's compartment (ARI Research 

Product 2001-01). Alexandria, VA: U.S. 

Army Research Institute for the 

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Behavioral and Social Sciences. 

(ADA389671) 

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Training Impact Analysis Methods Based on 

Direct Observation 

Observational methods of 

collecting training impact data 

can provide timely and accurate 

information for those making 

source selection decisions about 

new weapon systems, devices, 

and equipment.

Problem. Military test and evaluation 

programs may sometimes fail to consider 

important training issues when examining 

the relative merits of competing systems for 

a particular operational requirement. In 

particular, decision makers need better 

training impact information early in the 

product development cycle. 

Approach. Methods for conducting a 

training impact analysis were developed and 

implemented within the context of an 

Operational Test (OT) of three medium 

antitank weapon systems and an Advanced 

Concept Technology Demonstration 

(ACTD) of 116 off-the-shelf technologies 

for urban operations. Data collected were 

mostly observational, consisting of timereferenced records that were recorded 

sequentially as they happened during the 

natural course of ACTD events. Between 

two and four observers were used at any one 

time, depending on the particular 

circumstances of each test. A training 

impact analysis forecasts or estimates the 

overall impact to institutional and unit 

training that a candidate system would have 

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if it was selected for acquisition and 

fielding. Relative to a baseline technology 

or predecessor system, each candidate was 

ultimately judged to have either a positive, 

neutral, or negative impact on the training 

base. Training impact rankings of systems 

were based on the relative number of tasks 

soldiers had to learn and perform, the 

relative complexity and difficulty of each 

task, and the relative levels of training 

resources needed to achieve operational 

proficiency. 

Results. In both the OT and ACTD, training 

impact differences were found among some 

or all of the candidates for most operational 

system requirements. For the purpose of 

illustration, selected results from three 

representative training impact analyses 

follow. 

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Relative Difficulty of Five Tasks Across 

Three OT Candidates (A,B, & C) and One 

Predecessor System (PS) 

Rank Order: 

Task 

Easy to Difficult 

Engage Targets 

A--B--C--PS 

Maintain A--B--C--PS 

Prepare to Fire 

A--B&C--PS 

Restore to Carry 

Position 

A--B--PS--C 

Malfunction Procedures 

A--B--C--PS 

Payoff. Training impact analyses based on 

methods of direct observation can provide 

source selection decision makers with 

accurate and timely training information 

relatively early in the product development 

cycle. In addition, training impact results 

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can give training developers a head start in 

the design of training programs, devices, and 

materials prior to the acquisition and 

fielding of new systems. 

Additional Information.

Estimated Complexity of Tasks Associated 

with Three Ballistic Shields

Ballistic Shields 

Tasks A 

B 

C 

Employ offensively 

1 

2 

3 

Employ defensively 

1 

1 

2 

Operate light 

1 

1 

1 

Connect shields 

â€¢ 

â€¢ 

2 

Operate wheels 

â€¢ 

â€¢ 

2 

Total training 

complexity score 

3 

4 

10 

Evans, K. L., & Dyer, J. L. (2000). Direct 

observation in the conduct of training 

impact analyses (ARI Research Report 

1757). Alexandria, VA: U.S. Army 

Research for the Behavioral and Social 

Sciences. (ADA377177) 

Note. The complexity of a task was estimated to be 

either low (1), moderate (2), high (3), or not 

applicable (â€¢). Higher complexity scores indicate 

greater negative training impact. 

Differences Among Five Hands-Free 

Radios and Associated Peripheral 

Components 

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Radio 

Peripheral 

components 

Required 

connections 

NET 

minutes 

A 2 

1 32 

B 2 

1 39 

C 2 

2 43 

D 3 

3 54 

E 4 

6 61 

Note. NET minutes = total New Equipment Training 

time provided by instructors. 

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Deciphering Platoon and Squad Radio 

Communications 

ARI develops a new way to 

categorize the nature of radio 

transmissions in real time. It is 

being used to help identify and 

train optimal communication 

procedures for small-unit 

operations.

11 

Problem. In the past only platoon and squad 

leaders were linked via radio. Squad leaders 

have typically communicated to squad 

members with either their voices or with 

hand signals. Now, an increasing number of 

small units are using radios to link all 

members of their squads and platoons. This 

has created some coordination problems not 

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previously encountered. For example, 

problems can occur when all members of a 

squad or platoon attempt to communicate 

via a single channel, particularly if no 

restrictions are placed on who can transmit 

or when they can transmit. 

Approach. As part of the MOUT ACTD 

program, recent research has attempted to 

identify the most efficient and accurate 

communication procedures to use with small 

unit radios. In support of that effort, ARI 

sought to categorize and measure the types 

of radio communication found in small 

units. Our early experience with an existing 

scheme for categorizing communications 

was problematic. It was difficult to use in 

real time, without benefit of tape recordings 

that could be replayed, and it led to a high 

rate of disagreement among different raters. 

For that reason, we developed a simpler 

scheme that could be used to quickly code, 

in real time, any type of radio transmission 

one might expect to encounter. This new 

method of communication measurement was 

based on 15 categories, as shown below. 

Categories of Radio Communication

1. Provide Acknowledgement 

2. Provide Direction 

3. Provide Information about Friendlies 

4. Provide Information about Threat 

5. Provide Opinion 

6. Request Acknowledgment 

7. Request Direction 

8. Request Information about Friendlies 

9. Request Information about Threat 

10. Request Opinion 

11. Unrelated to Mission 

12. Administrative/Other 

13. Inaudible 

14. Break Squelch 

15. Hot Microphone 

Results. Our new method of categorizing 

small unit radio transmissions was found to 

be highly reliable, with a level of agreement 

exceeding 97% between two raters. 

Although the search for the best small unit 

radio procedures is ongoing, we have noted 

four consistent trends in the communication 

data collected so far: 

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â€¢ Almost half of the all squad and 

platoon radio transmissions were 

concerned with requesting and 

providing acknowledgments. 

â€¢ Transmissions that requested or 

provided information about a threat 

were more frequent during defensive 

missions than during offensive 

missions. 

â€¢ Transmissions unrelated to the 

mission were more likely to occur 

when the squad or platoon was not in 

contact with the enemy. 

â€¢ Most of the information flowing 

down the chain of command was 

concerned with the status of friendly 

forces, while most of the information 

flowing up the chain was concerned 

with the disposition and nature of the 

threat. 

Payoff. Our new method of categorizing 

radio transmissions appears to be a useful 

tool for conducting communication research 

in small unit settings. It is both reliable and 

sensitive to the effects that different 

missions have on the way soldiers 

communicate. We recommend its continued 

use in future research. 

Additional Information. 

Christ, R. E., & Evans, K. L. (2002). Radio 

communications and situation awareness 

of Infantry squads during urban operations 

(ARI Technical Report 1131). Alexandria, 

VA: U.S. Army Research Institute for the 

Behavioral and Social Sciences. 

(ADA405850) 

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Mastering the Military Decision-Making Process 

ARI introduces a series of three 

new computer-based training 

products, each with its own 

target audience, to help 

individuals and staffs learn how 

to successfully implement the 

Military Decision-Making 

Process (MDMP).

Problem. ARI research has shown that 

training for most unit staff positions is either 

absent or occurs only after incumbents have 

been in their positions for some period of 

time. Typically, staffs are not together long 

enough to develop and practice effective 

SOPs to facilitate their mission planning and 

decision-making tasks. Combat Training 

Centers have observed that most units do not 

do an adequate job of implementing the 

MDMP, even though they know what the 

basic process entails. 

Approach. Training content was based on 

doctrine (FM 101-5, Staff Organization and 

Operations, 1997) pertaining to the sevenstep MDMP, task analyses of staff positions, 

and Center for Army Lessons Learned 

materials related to tactics, techniques, and 

procedures (TTPs). Separate MDMP 

courses of instruction were created for 

Brigade and Division staffs. An adjunct 

course was also created for the Brigade 

Battle Captain. 

Frequently, the MDMP must be executed in 

a time-constrained environment. For that 

reason, our Brigade MDMP course offers 

suggestions and TTPs for accelerating 

MDMP planning, though the completion of 

all seven steps is still emphasized. 

Course materials were designed to train new 

staff members, as well as to provide 

refresher training on specific tasks. Lessons 

can be accessed in any sequence desired, 

and are appropriate for individuals with a 

wide range of staff experience. 

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Results. Interest from users has been 

enthusiastic and steady. For example, since 

1998 we have distributed over 1,500 copies 

of the Brigade Battle Captain course to 

interested individuals and units. Current 

supplies of these courses have been 

exhausted. 

Centric, J. H., & Salter, M. S. (1999). The 

division level military decision-making 

process (MDMP): Design and 

development of a prototype computerbased training product (ARI Research 

Report 1738). Alexandria, VA: U.S. Army 

Research Institute for the Behavioral and 

Social Sciences. (ADA361259)

Payoff. Although ARI no longer has copies 

of the courses for distribution, the Leader 

Training Program at the Joint Readiness 

Training Center continues to provide copies 

of the Brigade MDMP course to unit staff 

personnel prior to their scheduled rotations. 

The U.S. Army Command and General Staff 

College provides copies of the Division 

MDMP course to its resident and nonresident students. 

Fober, G. W. (1999). Assessment of two 

computer-based products: The military 

decision-making process and the brigade 

battle captain (ARI Research Note 99-33). 

Alexandria, VA: U.S. Army Research 

Institute for the Behavioral and Social 

Sciences. (ADA368209)

Additional Information. 

Wampler, R. L., Centric, J., & Salter, M. S. 

(1998). The military decision-making 

process (MDMP): A prototype training 

product (ARI Research Product 98-33). 

Alexandria, VA: U.S. Army Research 

Institute for the Behavioral and Social 

Sciences. (ADA343154)

Wampler, R. L., Centric, J., & Salter, M. S. 

(1998). The brigade battle captain: A 

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prototype training product (ARI Research 

Product 98-36). Alexandria, VA: U.S. 

Army Research Institute for the 

Behavioral and Social Sciences. 

(ADA347093)

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Training Platoon Leaders to Make Better 

Decisions in Urban Operations 

Principles of Naturalistic 

Decision Making are applied to 

the challenges platoon leaders 

face when making decisions in 

urban operations.

Clearing a Building 

Task-Focused Decision Requirements 

â€¢ secure the perimeter 

â€¢ approach the building 

â€¢ enter the building 

â€¢ clear the building 

â€¢ maintain and extend security 

â€¢ evacuate the building 

Task-Independent Decision Requirements

â€¢ maintain the enemy's perspective 

â€¢ lead subordinates 

â€¢ maintain the big picture and situation 

awareness 

â€¢ project into the future 

â€¢ understand and apply rules of 

engagement 

Problem. New platoon leaders are among 

the least experienced decision makers in the 

Army, particularly when challenged by 

exceedingly complex missions such as those 

encountered during Military Operations in 

Urban Terrain (MOUT). Funded by a Small 

Business Innovative Research contract with 

Klein Associates Inc., this research effort 

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first sought to thoroughly identify the 

decision-making requirements of platoon 

leaders in one important MOUT task, 

"Clearing a Building". It then sought to 

develop and evaluate a training program 

aimed at teaching platoon leaders to make 

better decisions when confronted with that 

difficult, but important task. 

Approach. Based on a series of in-depth 

interviews with a small, but select group of 

highly experienced urban combat veterans, a 

Cognitive Task Analysis was performed on 

the building-clearing task from the 

perspective of the platoon leader. This 

analysis identified and detailed six taskfocused and five task-independent decision 

requirements. Researchers then identified 

the cognitive demands associated with each 

task, including critical judgments, sensory 

cues, specific factors to be considered, and a 

variety of expert strategies that could be 

used. 

Instructional materials were developed to 

teach the 11 decision requirements to 

platoon leaders using a series of 16 

Decision-Making Games (DMGs), each 

presenting a unique scenario related to the 

clearing of buildings in MOUT. A CDbased instructor training program was 

created around the 16 DMGs. The CD was 

titled "IMproving Performance through 

Applied Cognitive Training" (IMPACT). It 

provides instructors with the materials 

needed to teach platoon leaders the decisions 

they must make when given the mission to 

clear a building. The CD highlights 

videotaped segments illustrating both model 

and undesirable instructor behavior and it 

provides teaching and discussion points for 

each DMG. 

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Payoff. As the existence of these 

instructional materials has become more 

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widely known, the rate at which we receive 

requests from Army units and other research 

organizations has increased. Although its 

ultimate payoff will not be known for some 

time, IMPACT appears to fill a void in the 

MOUT training of new platoon leaders. 

Additional Information. 

Phillips, J., McDermott, P. L., Thordsen, M., 

McCloskey, M., & Klein, G. (1998). 

Cognitive requirements for small unit 

leaders in military operations in urban 

terrain (ARI Research Report 1728). 

Alexandria, VA: U.S. Army Research 

Institute for the Behavioral and Social 

Sciences. (ADA355505) 

After the IMPACT CD was developed, it 

was evaluated at the United States Military 

Academy, using West Point cadets and 

instructors. In addition, a special 

publication detailing the results of the 

Cognitive Task Analysis, minus the 

technical jargon, was developed for a wide 

military audience. 

Klein Associates Inc. (2001). MOUT: 

Decision making in action (ARI Research 

Product 2001-02). Alexandria, VA: U.S. 

Army Research Institute for the 

Behavioral and Social Sciences. 

(ADA391474) 

Phillips, J., McCloskey, M. J., McDermott, 

P. L., Wiggins, S. L., Battaglia, D. A., 

Thordsen, M. L., & Klein, G. (2001). 

Decision-centered MOUT training for 

small unit leaders (ARI Research Report 

1776). Alexandria, VA: U.S. Army 

Research Institute for the Behavioral and 

Social Sciences. (ADA394066) 

Pliske, R. M., Militello, L. G., Phillips, J., & 

Battaglia, D. A. (2001). Evaluating an 

approach to MOUT decision skills training 

(ARI Technical Report 1122). Alexandria, 

VA: U.S. Army Research Institute for the 

Behavioral and Social Sciences. 

(ADA399392) 

Results. Although West Point cadets who 

received two hours of IMPACT training did 

not perform significantly better than cadets 

who received the same instructional material 

in a traditional After-Action-Review format, 

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instructors thought IMPACT to be a 

valuable and highly usable training tool. 

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An Infantry Situation Awareness Model 

ARI introduces and adapts 

Situation Awareness (SA) 

research and theory to the 

complex and practical world of 

Infantrymen.

Problem. As the Army continues to 

integrate advanced technologies into its 

force, soldier SA is increasingly being seen 

as a determining factor in battle outcome. 

Although early thought and research about 

SA focused primarily on applications within 

the aviation community, ARI sought to 

demonstrate that this line of research could 

be beneficial to ground forces. 

Approach. In 1998 ARI sponsored a twoday Infantry Situation Awareness Workshop 

at Fort Benning, GA. Its objectives were to 

develop SA requirements and performance 

measures for individual combatants and 

teams, to establish open dialogue between 

the research and warfighting communities, 

and to identify for future training, leader 

development , and soldier research. 

Following a series of invited addresses, 

workshop participants were assigned to one 

of four working groups. Co-led by a retired 

General Officer and a noted civilian SA 

researcher, each group focused on either (1) 

individual combatants and squads, (2) 

platoons, companies, and battalions, (3) 

Infantry brigades, or (4) future Infantry 

teams. All four groups were asked to 

explore a common set of key questions: 

â€¢ What are the most critical Infantry 

SA requirements and how are these 

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linked to combat effectiveness and 

operational readiness? 

â€¢ What new training techniques and 

approaches are needed? 

â€¢ What pitfalls should the Army try to 

avoid in its drive to enhance SA? 

â€¢ How can we assess SA in Infantry 

soldiers and teams? 

â€¢ What are the most critical training, 

leader development, and soldier SA 

research issues that the Army should 

address in the next five years? 

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Results. Final workshop proceedings were 

archived in a special ARI publication (see 

the Additional Information section for its 

reference). A summary of each group's 

deliberations and conclusions about the 

aforementioned SA questions were 

presented separately in that publication. 

The primary products of this analysis were 

the development of individual and team 

models of Infantry SA, as well as a 

comprehensive set of recommendations for 

SA measurement and research focused on 

specific Infantry SA requirements. 

As a prelude to the development of a 

computer-based Infantry SA trainer, SA 

Technologies, Inc., conducted an analysis of 

Infantry SA training requirements. This 

research effort, along with a companion 

effort by ISX Corporation to develop webbased SA training, was funded by OSD 

through Small Business Innovative Research 

contracts. ARI is monitoring this work 

through the end of FY03, when their 

prototype SA trainers are scheduled for 

delivery. 

Payoff. These research efforts have 

provided a solid foundation and roadmap for 

the systematic investigation of SA concepts 

within the Infantry. In particular, they have 

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guided the development of a variety of new 

SA measures (see next section) and inspired 

novel training development activities 

focused on high-priority Infantry combat 

requirements. 

Subsequent to the Infantry SA Workshop, a 

select group of participants met to further 

develop SA concepts and measures within 

the Infantry operational environment. 

Specifically, this select research team 

analyzed the Infantry environment based on 

the tactical parameters of mission, enemy, 

terrain, troops, time available, and civilian 

considerations (METT-TC) at various 

echelons from the individual soldier to 

brigade level. 

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An Infantry-focused Model of Individual Situation Awareness.

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Additional Information.

Graham, S. E., & Matthews, M. D. (Eds.). 

(1999). Infantry situation awareness: 

Papers from the 1998 Infantry situation 

awareness workshop. Alexandria, VA: 

U.S. Army Research Institute for the 

Behavioral and Social Sciences. 

(ADA371869) 

Endsley, M. R., Holder, L. D., Leibrecht, B. 

C., Garland, D. J., Wampler, R. L., & 

Matthews, M. D. (2000). Modeling and 

measuring situation awareness in the 

Infantry operational environment (ARI 

Research Report 1753). Alexandria, VA: 

U.S. Army Research Institute for the 

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Behavioral and Social Sciences. 

(ADA372709) 

Strater, L. D., Jones, D., & Endsley, M. R. 

(2001). Analysis of Infantry situation 

awareness training requirements (ARI 

Technical Report 1123). Alexandria, VA: 

U.S. Army Research Institute for the 

Behavioral and Social Sciences. 

(ADA399391) 

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New Measures of Situation Awareness 

ARI seeks to develop new, more 

user-friendly measures of 

Situation Awareness (SA). 

Three look promising.

Problem. Many Army trainers find 

traditional SA measures to be either too 

intrusive (i.e., because they require an 

exercise to be halted so measurement can 

take place) or too complicated (e.g., because 

a different measure must be customized for 

each mission). ARI hopes to develop some 

new measures of SA that are as good 

scientifically as more traditional measures, 

while being less intrusive and complex for 

soldiers to use. 

Approach. Three prototype SA measures 

were designed by separate individuals or 

groups working independently of one 

another. Major design differences among 

these new measures are summarized below. 

The Situation Awareness Behaviorally 

Anchored Rating Scale (SABARS) has 28 

items, each with a five-point response scale 

ranging from "very poor" (1) to "very good" 

(5). When warranted, each item can be rated 

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as "not applicable." Instructors or observers 

use the scale to rate the SA of individual 

platoon leaders. 

The Mission Awareness Rating Scale 

(MARS) is a self-report measure having 

eight items. Each item has four response 

options, though these response options vary 

across items. The first four questions deal 

with a soldier's ability to detect and 

understand important environmental cues. 

The last four questions ask how difficult it 

was to detect and understand those cues. 

This scale can be completed by either 

leaders or their subordinates. 

The Radio Communications Checklist of 

Leader Awareness (RCCOLA) is a 60-item 

checklist of communication behaviors that 

reflect either outstanding, typical, or poor 

levels of SA on the part of platoon or squad 

leaders . If radio transmissions of a leader to 

both his superiors and subordinates can be 

monitored for at least one-half hour, the 

checklist can be used to gauge that leader's 

level of SA in real time. An overall score is 

obtained by subtracting the number of poor 

behaviors checked from the number of 

outstanding behaviors, then dividing by the 

total number of outstanding, typical, and 

poor behaviors. Single items can be 

checked more than once as behaviors are 

repeated. 

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Three RCCOLA items that reflect outstanding, 

typical, and poor SA, respectively:

____ when asked for a SITREP while actively 

engaged with the enemy, can immediately respond 

with accurate information. 

____ reports enemy activity in his area to the higher 

element. 

____ fails to designate a new element leader when 

one of them becomes a casualty. 

A typical MARS item:

3. How well could you predict what was about to 

occur next in the exercise? 

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____ very well - could predict with accuracy what 

was about to occur 

____ fairly well - could make accurate predictions 

most of the time 

____ somewhat poor - misunderstood the situation 

much of the time 

____ very poor - unable to predict what was about 

to occur 

A typical SABARS item:

2. Solicits information from squad leaders. 

1 Very Poor 

2 

Poor 

3 Borderline 

4 

Good 

5 Very Good 

6 Not Applicable 

Payoff. Evaluating the efficacy of a variety 

of new digital technologies often involves 

the issue of how such systems enhance a 

soldier's level of SA. If they prove to be 

reliable and valid predictors of true SA, the 

three measures described herein will make 

evaluations of new technology more timely 

and less costly, compared with traditional 

methods. 

Additional Information. 

Strater, L. D., Endsley, M. R., Pleban, R. J., 

& Matthews, M. D. (2001). Measures of 

platoon leader situation awareness in 

virtual decision-making exercises (ARI 

Research Report 1770). Alexandria, VA: 

U.S. Army Research Institute for the 

Behavioral and Social Sciences. 

(ADA390238) 

Matthews, M. D., Beal, S. A., & Pleban, R. 

J. (2002). Situation awareness in a virtual 

environment: Description of a subjective 

assessment scale (ARI Research Report 

1786). Alexandria, VA: U.S. Army 

Research Institute for the Behavioral and 

Social Sciences. (ADA399408)

Matthews, M. D., & Beal, S. A. (2002). 

Assessing situation awareness in field 

training exercises (ARI Research Report 

1795). Alexandria, VA: U.S. Army 

Research Institute for the Behavioral and 

Social Sciences. (ADA408560) 

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Results. Though early evaluative results 

have been encouraging, it would be 

premature to suggest how good or bad these 

new SA measures are at present, as the 

results to date have been based on relatively 

small samples of soldiers. Research is 

planned in the near future to address this 

concern. 

Evans, K. L., & Christ, R. E. (2003). 

Development and evaluation of 

communication-based measures of 

situation awareness. (ARI Research Report 

1803). Alexandria, VA: U.S. Army 

Research Institute for the Behavioral and 

Social Sciences. (ADA413106) 

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Surveying the Computer Backgrounds 

of Soldiers 

ARI surveys the computer 

backgrounds of different soldier 

groups over a three-year period. 

Some of our findings may really 

surprise you. 

Problem. As digital systems become more 

commonplace throughout the Army, trainers 

ponder the best ways to prepare soldiers to 

operate those systems. Some assume that 

younger soldiers are more computer literate 

than their older counterparts. Yet, we really 

know very little about the actual computer 

backgrounds of soldiers. For example, one 

central training development question is 

whether soldiers need some amount of basic 

computer skills training before they learn to 

tackle the user requirements of new digital 

systems. 

Approach. Soldiers attending four Infantry 

courses were surveyed each year from 1999 

to 2001. A total of 2,135 completed surveys 

were obtained from those attending Infantry 

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One Station Unit Training (OSUT), the 

Basic Noncommissioned Officer Course 

(BNCOC), the Advanced Noncommissioned 

Officer Course (ANCOC), and the Infantry 

Officer Basic Course (IOBC). In addition, 

surveys were completed by 1,334 soldiers in 

seven U.S. Army Forces Command 

(FORSCOM) battalions during 2000 and 

2001. 

The survey focused on three issues, namely 

computer ownership, use, and expertise. 

Computer expertise was measured with a 

combination of self ratings, a test of the 

meanings of 18 different computer icons, 

and self-reported familiarity with various 

software programs and programming 

languages. 

Results. Computer ownership increased 

over time, from an average of 67% in 1999 

to 77% in 2001. Ownership rates were 

found to be highest in IOBC and ANCOC, 

though the greatest increase occurred 

between 1999 and 2001 in BNCOC. In the 

FORSCOM sample, which was more 

heterogeneous, ownership increased from 

52% in 2000 to 57% in 2001. Overall, 

privates were least likely to own computers. 

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The Percentage of Computer Ownership 

Among Infantrymen in Four Courses 

Year of Survey 

Course 1999 

2000 

2001 

IOBC 81% 

81% 

79% 

ANCOC 78% 81% 90% 

BNCOC 60% 68% 79% 

OSUT 49% 

53% 

59% 

Computer use in high school varied with a 

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soldier's age, with younger soldiers more 

likely to have used computers in high 

school. In contrast, current use was 

relatively high across all groups, with 86% 

of OSUT soldiers and 96% of BNCOC, 

ANCOC, and IOBC soldiers indicating they 

used computers currently, either at home or 

at work. 

Soldiers reported using certain computer 

features more frequently than others. For 

instance, over half of the soldiers reported 

using a mouse on a daily basis between 1999 

and 2001. Over half also reported using the 

internet and email on a daily basis in the 

2001 survey. However, only about 20% of 

the soldiers surveyed said they used a 

computer's graphics capabilities. While 

mouse, internet, and email usage increased 

over time, graphics usage did not. 

One of the more remarkable outcomes of 

our survey research was the consistency of 

its findings. Specifically, five stable trends 

in the computer backgrounds of soldiers 

were identified: 

â€¢ Consistent ordering by soldier rank 

on computer ownership and 

expertise. 

IOBC soldiers were highest in terms of 

computer expertise, followed by ANCOC, 

BNCOC, and OSUT in that order. 

However, these group differences seemed to 

narrow a bit over time. For FORSCOM 

soldiers, self-ratings of expertise and icon 

test scores increased with rank. 

Additionally, we found computer expertise 

to be higher among those in staff positions, 

regardless of rank. 

â€¢ Linear increase in percentage of 

soldiers using computers in high 

school over a span of 25 years. 

â€¢ Gradual increase in email and 

internet use. 

â€¢ Gradual increase in computer 

experience and expertise. 

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U.S. Army Research Institute for the Behavioral and Social Sciences 

from basic computer skills training, not all 

would either want or need it before 

receiving training in new digital systems. 

Because our computer background surveys 

only take about 10-15 minutes to complete, 

they could be readily used as a screening 

tool to identify those soldiers needing 

preliminary training in basic computer skills. 

â€¢ Opportunities to use computers in a 

military environment had a positive 

impact on the perceived ability and 

actual expertise of soldiers. 

Additional Information. 

Dyer, J. L., & Martin, G. H. (1999). The 

computer background of infantrymen: 

FY99 (ARI Research Report 1751). 

Alexandria, VA: U.S. Army Research 

Institute for the Behavioral and Social 

Sciences. (ADA372716) 

Fober, G. W., Bredthauer, J. L., & Dyer, J. 

L. (2000). The computer background of 

soldiers in infantry courses: FY99-00 (ARI 

Research Report 1762). Alexandria, VA: 

U.S. Army Research Institute for the 

Behavioral and Social Sciences. 

(ADA381507) 

Fober, G. W., Bredthauer, J. L., & Dyer, J. 

L. (2001). Computer backgrounds of 

soldiers in Army units: FY00 (ARI 

Research Report 1778). Alexandria, VA: 

U.S. Army Research Institute for the 

Behavioral and Social Sciences. 

(ADA399393)

A soldier moves his cursor while looking at 

a computer-generated display on the v0.6 

Land Warrior system. 

Payoff. Although the overall soldier 

population is becoming more computer 

literate, it would be a mistake to conclude 

that all soldiers have equal proficiency, or 

that the youngest soldiers are the most 

proficient. 

Singh, H., & Dyer, J. L. (2001). The 

computer background of soldiers in 

infantry courses: FY01 (ARI Research 

Report 1784). Alexandria, VA: U.S. Army 

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Research Institute for the Behavioral and 

Social Sciences. (ADA399394)

The results of our computer background 

surveys have relevancy in the design of 

effective training programs for new digital 

systems. While some soldiers could benefit 

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Singh, H., & Dyer, J. L. (2002). The 

computer background of soldiers in Army 

units: FY01 (ARI Research Report 1799). 

Alexandria, VA: U.S. Army Research 

Institute for the Behavioral and Social 

Sciences. (ADA409024)

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27 

Evaluating the Design of Computer-Based 

Training (CBT) for Digital Systems 

ARI conducts soldier learning 

experiments to identify the most 

effective CBT design features to 

use for new systems like the 

Army's Land Warrior.

Our research also compared three different 

approaches to CBT. In one approach, low 

demands were placed on a soldier's working 

memory. Lessons and exercises were 

designed around relatively small chunks of 

information. In contrast, a second approach 

placed high demands on working memory, 

because much greater amounts of 

information were presented before the 

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information could be applied during 

practical exercises. Lastly, we examined an 

exploratory approach to CBT in which 

soldiers were told what they had to learn, 

but not how they should go about learning it. 

Problem. The most central component of a 

digital system is its computer software, 

whose operation soldiers must master before 

the system can be used effectively. CBT 

and interactive multimedia applications are 

expected to have increasingly greater roles 

in helping soldiers to overcome software 

learning challenges. How to best design 

CBT applications for such purposes has 

largely been a matter of theory and opinion, 

until now. Our research provides some 

concrete answers to several important CBT 

design questions. 

Approach. A stratified sample of 168 

soldiers from four Infantry courses 

participated in our research, which was 

conducted in two phases. In the first phase, 

soldiers were asked to learn a series of fivecharacter alphanumeric codes for displaying 

individuals and units on a digitized map. In 

the second phase, soldiers were asked to 

learn seven map reading and display 

manipulation procedures (e.g., zoom in, 

zoom out, and display others). At the end of 

each phase, soldiers completed a final exam 

to measure how much they had learned. All 

training was computer-based and self-paced. 

No instructors were present. 

Results. For both code and map skills, the 

low demand approach to CBT was the most 

effective. However, soldiers completed 

their training and testing more quickly when 

the exploratory approach was used. In 

addition, some consistent differences among 

the soldiers were found across Infantry 

courses. 

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Officers tended to achieve the highest 

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performance scores in the shortest amount of 

time, while basic trainees tended to achieve 

the lowest scores in the greatest amount of 

time. 

A follow-on experiment compared 

variations in exploratory approaches. Initial 

results again showed that a pure exploratory 

mode of training was not effective, 

particularly for younger soldiers in basic 

training. Training conditions having 

practice exercises worked the best. Lowdemand instruction combined with practice 

exercises appeared to be equally effective to 

an aided discovery approach. The aided 

discovery approach has no formal 

instruction, but incorporates exercises that 

limit the functions to be explored and 

provide performance feedback. 

Payoff. These findings provide insight into 

the design of effective CBT for digital 

systems, and have been briefed to the Land 

Warrior research community and to the 

Project Manager-Soldier Electronics/Land 

Warrior. Our research also demonstrated 

how CBT could be designed to incorporate 

tactical system software for background 

instruction and information screens, as well 

as for interactive screens used in the conduct 

of high-fidelity performance exercises. 

Additional Information. 

Dyer, J. L., & Salter, R. S. (2001). Working 

memory and exploration in training the 

knowledge and skills required by digital 

systems (ARI Research Report 1783). 

Alexandria, VA: U.S. Army Research 

Institute for the Behavioral and Social 

Sciences. (ADA399507)

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Future Directions 

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PROJECT train mod: modernizing soldier training through research

FY03 

Although Project Train Mod ended in late 

2002, the need for training development 

research in conjunction with the acquisition 

and fielding of new systems continues. For 

that reason, issues from the 11 lines of 

investigation that encompassed Project Train

Mod still exert substantial influence on our 

training research today. 

â€¢ Develop a metric for assessing the 

utility of new training technologies. 

â€¢ Identify high-payoff tasks for 

embedded and virtual training. 

â€¢ Identify potential small unit training 

technologies for mobility, 

survivability, lethality, and situation 

awareness/communications. 

For example, we continue to provide 

research supporting the Bradley Fighting 

Vehicle program, through an evaluation of 

Bradley gunnery training devices for the 

Army National Guard. In support of the 

evolving Land Warrior system, we are 

actively pursuing two lines of investigation, 

specifically, an analysis of Land Warrior 

training alternatives and a research project to 

identify training issues related to Land 

Warrior's digital interface with new combat 

vehicle technologies. 

â€¢ Begin assessments of embedded 

training technologies for small unit 

leaders and teams. 

Results of Project Train Mod will transition 

to and directly support our new Science and 

Technology Objective (STO) concerned 

with training Objective Force Small Unit 

Leaders and Teams (STO #IV.SP.2003.06). 

Begun in FY03, this four-year research 

effort will develop new training methods 

and performance measures required to 

exploit new Objective Force capabilities and 

high-tech equipment. It will also develop 

exemplar training support packages that can 

be used by the Objective Force Warrior 

(OFW) Lead Technology Integrator (LTI) 

during the train-up phase of their Advanced 

Technology Demonstration (ATD). Annual 

STO goals and milestones are summarized 

in the following sections. 

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PROJECT train mod: 

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U.S. Army Research Institute for the Behavioral and Social Sciences 

modernizing soldier training through research

FY04 

â€¢ Identify Objective Force small unit 

leader decisions and leader 

dynamics. 

â€¢ Establish an embedded/virtual 

training testbed. 

â€¢ Adapt cutting edge instructional 

methods for representative OFW 

subsystems, including their 

operational tactics and training tasks. 

FY05 

â€¢ Demonstrate the after-action review 

feedback capabilities of wearable 

computers. 

â€¢ Develop decision-making and 

information utilization measurement 

tools. 

â€¢ Replicate selected OFW functions 

and effects to assess refined training 

methods 

FY06 

â€¢ Develop initial guidelines and 

instruction for small unit leader and 

team training to support the OFW 

ATD. 

â€¢ Develop draft training support 

packages based on the most effective 

small unit leader and team training 

methods identified. 

â€¢ Refine OFW training guidelines and 

instruction following ATD train-up 

and demonstration. 

During the next four years, we will provide 

ongoing technical advisory services to the 

OFW program in the areas of training and 

human performance. 

The OFW program is the Army's flagship 

Science and Technology initiative to 

develop and demonstrate revolutionary 

capabilities for Objective Force soldier 

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PROJECT train mod: modernizing soldier training through research

systems. 

PROJECT train mod: 

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U.S. Army Research Institute for the Behavioral and Social Sciences 

31 

modernizing soldier training through research

Downloading ARI Publications 

With few exceptions, the ARI publications 

cited in the Additional Information sections 

of this report can be viewed and downloaded 

as pdf files from the Defense Technical 

Information Center (DTIC) website: 

http://stinet.dtic.mil 

Click on the Search Scientific & Technical 

Documents link. Next, search for a 

particular report by entering its DTIC 

identification number, which is shown in 

bold type at the end of each ARI publication 

cited in this report (e.g., ADA123456). 

A link to the DTIC website is also provided 

on ARI's website, where selected 

publications of current interest can also be 

downloaded as pdf files. Please visit: 

www.ari.army.mil 

PROJECT train mod: 

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Page 39

REPORT DOCUMENTATION PAGE

1. REPORT DATE (dd-mm-yy)

June 2003 

2. REPORT TYPE

Final

3. DATES COVERED (from. . . to)

October 1998 - January 2003 

5a. CONTRACT OR GRANT NUMBER

4. TITLE AND SUBTITLE

Project Train Mod: Modernizing Soldier Training Through 

Research 

5b. PROGRAM ELEMENT NUMBER

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PROJECT train mod: modernizing soldier training through research

62785

6. AUTHORS

5c. PROJECT NUMBER

A790

Kenneth L. Evans 

5d. TASK NUMBER

204

5e. WORK UNIT NUMBER

H01

7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) 

U.S. Army Research Institute for the Behavioral and Social Sciences 

Infantry Forces Research Unit 

P.O. Box 52086 

Fort Benning, GA 31995-2086 

8. PERFORMING ORGANIZATION REPORT NUMBER

10. MONITOR ACRONYM 

ARI

9. SPONSORING/MONITORING AGENCY NAME(S) AND ADDRESS(ES) 

U.S. Army Research Institute for the Behavioral and Social Sciences 

5001 Eisenhower Avenue 

Alexandria, VA 22333-5600 

11. MONITOR REPORT NUMBER 

Special Report 57 

12. DISTRIBUTION/AVAILABILITY STATEMENT 

Approved for public release; distribution is unlimited.

13. SUPPLEMENTARY NOTES 

14. ABSTRACT (Maximum 200 words):

This report summarizes and highlights the major findings of 11 separate lines of investigation across four general 

areas of applied training research: training modernization (5), decision making (2), situation awareness (2), and 

computer-based training for digital systems. The training modernization section focuses on training research for a 

variety of new systems and technologies, including the Land Warrior System and the M2A3 Bradley Fighting 

Vehicle. The section on decision making describes the development of new computer-based training tools for 

learning the Military Decision-Making Process (MDMP). It also provides an overview of research aimed at 

teaching platoon leaders to make better decisions during urban operations. The situation awareness (SA) section 

highlights the creation of a comprehensive infantry SA model, as well as the development and field testing of three 

new SA measures. Finally, the section on computer-based training presents survey research findings on the 

computer backgrounds of different groups of soldiers, as well as the results of a series of learning experiments that

assessed the effectiveness of different computer-based instructional design features for training on new digital 

systems.

15. SUBJECT TERMS

Training Bradley Fighting Vehicle Land Warrior Computer Skills Decision Making Situation Awareness 

Computer-Based Training Training Impact Analysis Radio Communication Military Operations in

Urban 

Terrain

SECURITY CLASSIFICATION OF 

19. LIMITATION OF 

20. NUMBER 

21. RESPONSIBLE PERSON

16.

REPORT

Unclassified 

17. ABSTRACT

Unclassified 

18. THIS PAGE 

Unclassified

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PROJECT train mod: modernizing soldier training through research

ABSTRACT 

Unlimited 

OF PAGES 

36

(Name and Telephone Number) 

Dr. Ken Evans 

(706) 545-2565 

Page 40

Back Cover.

U.S. Army Research Institute

for the Behavioral and Social Sciences

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