011

Research Note 86-51

DEVELOPMENT OF PARALLEL LEARNING STRATEGIES CURRICULA

USING VIDEODISC AND STANDARD OFF-LINE FORMATS

Peter F. Ramsberger, Carolyn DeMeyer Harris

and C. Mazie Knerr D T IC

Human Resources Research Organization ELECTE

and JUN 16 6

Video Software Associates, Incorporated

Co

Ufor

Contracting Officer's Representative Harold F. O'Neil, Jr.

Instructional Technology Systems Technical Area

Zita M. Simutis, Chief

TRAINING RESEARCH LABORATORY

Seward Smith, Acting Director

U. S. Army

Research Institute for the Behavioral and Social Sciences

March 1986

o1 r

A )'I LI~r')f [)UI),.. eR e .. ..~l) tcn u ll l r. ''
·•· 

THIS DOCUMENT IS BEST 

QUALITY AVAILABLE. THE COPY 

FURNISHED TO DTIC CONTAINED 

A SIGNIFICANT NUMBER OF 

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REPRODUCE LEGIBLYo 
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

WM. DARRYL HENDERSON

EDGAR M. JOHiNSON ON

Technical Dircctor Cm adz

Research accomplished under contract

for the Department of the Army

Human Resources Research Organization

I(DTICI This report. as submitted by the contractor, has been cleared fc'r release to Defense Technical Information Center

to comply with regulatory requirements. It has been given no primary distribution other than to DTIC

anrd will be available on'ly thro~ugh DTIC or other reference services such as the National Technical Information

Ser~vice (NTIS). The vitvw1. cpi'ii~ni;, and/or findings contained in this report are those of the author (sl and

should not be construe,; as ar otlocid; Oepaitmerit of the Army position, policy. or decision. unless to designated

by other official documentation.
Unclassified 7 L .- ..-- " SECURITY CLASSIFICATION OF ?H!s PAGE .. -

REPORT DOCUMENTATION PAGE

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4. PERFORMING ORGANIZATION REPORT NUMBER(S) S. MONITORING ORGANIZATION REPORT NUMBER(S)

FR-PRD-85-16 Research Note 86-51

6a. NAME OF PERFORMING ORGANIZATION 6b. OFFICE SYMBOL 7a. NAME OF MONITORING ORGANIZATION

Human Resources (if apficalme) U.S. Army Research Institute for the

Research Organization HumRRO Behavioral and Social Sciences (ARI)

6C. ADDRESS (City, State, and ZIPCode) 7b. ADDRESS (City, State, and ZIP Code)

1100 South Washington Street 5001 Eisenhower Avenue

Alexandria, Virginia 22314-4499 Alexandria, Virginia 22333-5600

Sa. NAME OF FUNDING i SPONSORING Sb. OFFICE SYMBOL 9. PROCUREMENT INSTRUMENT IDENTIFICATION NUMBER

ORGANIZATION Defense Advanced (if ^ppiable) MA903-83-C-0453

Research Projects Agency DARPA

8c. ADDRESS (City, State, and ZIPCode) 10. SOURCE OF FUNDING NUMBERS

1400 Wilson Boulevard PROGRAM PROJECT TASK WORK UNIT

Arlington, Virginia 22209 ELEMENT NO. NO.2Q2637 No. ACCESSION NO.

63743A 43A794 2Q2 A794

11. TITLE (Include Security Classification)

Development of Parallel Learning Strategies Curricula Using Videodisc and Standard

Off-Line Formats (Unclassified)

12. DERSONALAUTHOR(S) Ramsberger, Peter F., Harris, Carolyn D., Knerr, C. Mazie, (HumRRO),

& Hopwood, David, (Video Software Associat s. Inc.)

13a. TYPE OF REPORT 13b. TIME COVEgD 14. DATE 0 REPORT (Year, Month, Day) S. PAGE COUNT

Final FROM 9SJTo 12/85 1986 March 22

16 SUPOLEMENTARY NOTATION

Harold F. O'Neil, Jr., Contracting Officer's Representative

17 COSATI CODES ESUBJECT TERMS (Continue on reverse if necessary and identify by block number)

FiELD GROUP I SUB-GROUP Learning Strategies Off-Line Format

Computer-Based Training Basic Skills:

Interactive Videodisc Armor Crewman Tasks) ".

'9 ABSTRACT (Continue on reverse if necessary and identify by block number) .

The Department of Defense (DOD) initiated programs tb implement the Defense Science

Board Summer Study (1982) recommendations for emphasis on't'he application of advanced

technology for training, collection and analysis of data on' cst and effectiveness of

training, and enhanced transfer of instructional technology. 'The objectives of this project

in support of the DoD initiatives were to: (1) develop interactive videodisc instruction

for Army enlisted personnel to learn problem solving strategies and include it and the

previous videodisc lessons in an integrated learning strategies curriculum, (2) develop a

parallel curriculum in a standard paper-pencil format for use at locat'ions without videodisc equipment and to facilitate future media comparisons in evaluations planned by the US

Army Research :nstitute (ARI), and (3) create a videotape presentation of the videodisc

instruction that has been sponsored by ARI.

20 :)STRIBUTION/AVAILABILITY OF ABSTRACT 21. ABSTRACT SECURITY CLASSIFICATION

M UNCLASSIFIEDUNLIMITED 03 SAME AS RPT. 03 OtIC USERS Unclassified

22a NAME OF RESPONSIBLE INDIVIDUAL 22b. TELEPHONE (Include Area Code) 22c. OFFICE SYMBOL

SHARON TKACZ (202) 274-5779 PERI-IC

00 FORM 1473, 4 MAR 83 APR edition may be used until exhausted. SECURITY CLASSFCATON OF -HIS PAGE

All other editions are obsolete. Un cl ass i f ied

-. .
*tiimv C LMIIPICI@ OPI0l YN* ISEllg

Since 1980, HumRRO has conducted research and development to produce and evaluate

applications of an advanced multimedia, computer-based technology for basic skills

education, which included 12 videodiscs for interactive instruction. That work indicated

the need for an integrated curriculum to teach learning strategies and problem solving

skills to enlisted personnel. To meet that objective, the first task of this project was

to develop interactive videodisc instruction in problem solving skills and to design a

video overview as a link among the various lessons. To provide a parallel form of

instruction and to support further evaluations, the second task was the preparation of

printed, off-line materials for all of the lessons. The last task was the production of

two videotapes, one a short summary and the other a twenty-minute presentation of the

videodisc work that ARI has sponsored.

The products of this developmental project were: two videodiscs and the related

instructional software to train problem solving strategies and grouping as a learning

strategy to Army personnel, and an overview to integrate the entire learning strategies

curriculum; a parallel curriculum of off-line materials for use in locations without

the needed hardware for videodisc presentation and for a media comparison eyaluation;

and, a set of videotapes to describe ARI videodisc instructional projects.f,,

etJ

IUnclIa s si flied

SEUIYCLAUI FICA ION OF 7041S PAGLP
ACKNCWLEDGMENTS

The aut-hors wish to acknowledge the contributions of the Hum.RRO

-;-deodisc group and subcontractors. Robert Seidel and Haro~d

Wagner were the original principal investigators and are largely

responsible for the research and development plans. HumRRO

personnel who conducted the early phases of the project and

produced the interactive videodisc instruction that led to the

current work include William Underhill, Carol Hargan, Judy

Puinphrey, Richard Rosenblatt, and Russel Schulz--. The videodi.'sc

work also was supported by Steven Levin of Interactive Television

Company.

We wish to thank Catherine Wetherby, David Hannaman, Bi::y

Burnside, and Ruth Phelps, who worked on earlier phases of t"is

project, for their contributions to the current work. We also

wish to 'hank Theresa Doty for her assistance in preparing this

p., report.

Accesion For

NTIS CRA&I

DIIC TAB U

By

DO,~ ib) a

Avm!,ibIty C ~des

Dit Av. i,<WO

-iit

OjM
DEVELOPMENT OF PARALLEL LEARNING STRATEGIES CURRICULA

USING VIDEODISC AND STANDARD OFF-LINE FORMATS

EXECUTIVE SUMMARY

.3

* The Department of Defense (DoD) initiated programs to

implement the Defense Science Board Summer Study (1982)

recommendations for emphasis on the application of advanced

technology for training, collection and analysis of data on cost

and effectiveness of training, and enhanced transfer of

instructional technology. The objectives of this project in

support of the DoD initiatives were to: (1) develop interactive

. "videodisc instruction for Army enlisted personnel to learn

problem solving strategies and include it and the previous

videodisc lessons in an integrated learning strategies

curriculum, (2) develop a parallel curriculum in a standard

paper-pencil format for use at locations without videodisc

equipment and to facilitate future media comparisons in

." evaluations planned by the US Army Research Institute (ARI), and

- (3) create a videotape presentation of the videodisc instruction

that has been sponsored by ARI.

Since 1980, HumRRO has conducted research and development to

produce and evaluate applications of an advanced multimedia,

. "computer-based technology for basic skills educations, which

included 12 videodiscs for interactive instruction. That work

indicated the need for an integrated curriculum to teach learning

strategies and problem solving skills to enlisted personnel. To

meet that objective, the first task of this project was to develop interactive videodisc instruction in problem solving

.' skills and to design a video overview as a link among the various

lessons. To provide a parallel form of instruction and to

support further evaluations, the second task was the preparation

*, of printed, off-line materials for all of the lessons. The last

task was the production of two videotapes, one a short summary

and the other a twenty-minute presentation of the videodisc work

that ARI has sponsored.

The products of this developmental project were: two

* videodiscs and the related instructional software to train

problem solving strategies and grouping as a learning strategy to

Army personnel, and an overview to integrate the entire learning

strategies curriculum; a parallel curriculum of off-line

materials for use in locations without the needed hardware for

videodisc presentation and for a media comparison evaluation:

* L and, a set of videotapes to describe ARI videodisc instructional

projects.

V
7- 777 1v 47N, 7

DIEVELOPMENT OF ?A?.ALLSL LEARNING STRATEGIES CURRICULA

UJSING VIDEODISC AND STANDARD OFF-LINE FORMATS

CONTENTS

Page

* ntroductior . . . . . . . . . . . . . . . . . . . . . . . . . 1

* Learning Strategies Curricula.................................... 3

Purpose...................................................... 3

Videodisc Materials........................................3

Design and Development Issues............................... 9

Off-Line Materials..........................................1

Videotape Presentation........................................... 15

-Results and Conclusions......................................... .7

-References..................... ................................... 1 9

LIST OF TABLES

Tab'Le 1. Reference Guide to Previous and Current Videodisc

Projects Areas of Interest............................

2. Videodisc Summary...................................... 5

3. Equipment Components of SDMS System................... 6

4. Comparison of Instruction Available on Videodisc

and Off-Line Materials................................ 13

6V
INTRODUCTION

The Department of Defense (DoD) has implemented programs to

enhance the transfer of instructional technology to improve

military training. Army initiatives include research and

devlopen byHumROto evaluate techniques 'or interactive

videodisc instruction in Army basic skills education, and a joint

effort by ARI, the Army Training and Doctrine Command (TRADOC),

and schools in TRADOC to establish field activities for

technology transfer.

Since 1980, HumRRO has conducted research and development to *produce and evaluate applications of an advanced multimedia.

computer-based technology for basic skills education. A lowcost, microprocessor-controlled videodisc system is the core

development and delivery system. This system was selected on the

basis of a projective cost and training effectiveness analysis

(Seidel and Wagner, 1983).

r For many recruits entering the Army, particularly those

enrolled in the Basic Skills Education Program (BSEP),

functioning successfully in an academic environment is a

continual problem. Many of these same recruits are not fully

aware of the extent to which test-taking skills are important to

their Army careers. Virtually every military occupational

specialty (MOS) requires that skill qualification tests (SQT) be

administered. In many MOS these tests affect grade or rank. The previous videodisc project was carried out within the following

contexts: concern for improved test-taking and related skills,

need t-o provide a study procedure with emphasis on the steps

[nvolved in locating the necessary information to be studied, and

learning strategies as a means to organizing the information.

Ramsberger, Hopwood, Hargan, and Underhill (1986) reported the

principles and techniques applied in design and production of the

instructional materials, including the videodiscs for use with - the Spatial Data Management System (SDMS). Twelve videodiscs

were produced that train a variety of study skills, test taking

strategies, spatial orientation and navigation, and other

- . learning strategies. Laboratory and field experiments evaluated

the effectiveness of the materials. In general, the spatial

orientation and navigational skills training was effective

regardless of the learning strategies trained (Ramsberger,

Sticha, Knerr, Elder, Rosenblatt, Paris, Wagner, and Leopold,

S1984)

,'. .-
LEARNING STRATEGIES CURRICULA

The need for an integrated curriculum to teach learning

strategies and problem solving skills to enlisted personnel

followed from the work described above. Thus, the first task in

this project was to develop and produce interactive videodisc

Uinstruction for problem solving skills and grouping as a learning

strategy (classifying information into groups that emphasize

similarities between items), and to produce a videodisc overview

to integrate the entire videodisc instruction. Second, to

materials were to be prepared. These materials were to teach the

same skil.s that were presented in the new and previous

HumRRO-produced videodisc instruction. In addition to

facilitating future media comparisons in evaluations planned by

ARI, these off line materials offer a paper-and-pencil version of

the same instruction to locations that do not have the hardware

S|- necessary for presentation of the videodisc instruction. The

third task was to prepare two videotapes, one a short summary and - "the other a twenty-minute presentation, of the videodisc work

- that AR: has sponsored (conducted by HumRRO and other

S"organizations).

3 Table I provides a concise reference to the reports which

contain detailed information for the previous work as we:: as the

currently completed project. Table 2 presents a complete

" "videodisc summary.

9 Videodisc Materials

A goal of the project was to develop interactive videodisc

.nstruction on strategies to improve the soldier's learning and

problem solving skills. Toward this goal, we organized the

strategies related to learning and problem solving into an

AP integrated curriculum for interactive videodisc instruction. All

videodisc instruction was designed for use with the SDMS system.

Table 3 lists the equipment components of the Cromemco and

Apple-based systems.

Under a previous contract (MDA-903-91-C-0083) a number of

L lessons on learning strategies and test taking skills were • "deveboned. These include the following:

o Study skills--Preparing for the written Skill Qualification

Test (SQT)

O o Test Wiseness--Taking multiDle choice tests

o Relaxation and Positive Seif-Talk--Coping with test anxiety

° , °3

. . .,
Table I

Reference Guide to Previous and Current

Videodisc Projects Areas of Interest

Title Area of Interest

* .Evaluavt of a Spatal &a MAn agementi System design and development J for &zic Skills Educatizj (Seidel& Wagner, issues

HumRRO Interim Report 33-21. 1983) videodisc content

Interim Report 33-21, 1983) field test and laboratory

experiments

cost and training effectiveness study

Spa~4l~u, anaemniSystem zfor Bmvie literature review

SkillsEdueztion (Ramsberger, Hopwood. computer system and

Hargan. Underhill, ARI Research Note software descriptions

RN-96-in press, 1986) design,developMenL,producLion, and programming of

12 videodiscs

case study of project first,

phase

Evalawio olh Spatiait Z a iiin.'emea i literature review

Svsvm fori &ie Skills Eduwaton learning strategies and

(Ramsberger. Sticha, Knerr, Elder, Rosenblat~t, learner control issues and

Paris, Wagner.,& Leopold AR! Research Note experiments

RN-S4-128, 1984) effectiveness of videodisc

instruction in learning strategies

analysis of - microcomputers

* checklist for evaluation of

new technology

bL eopmeaI dof~aferJit ve Vrdieodtisc learning strategies

Instruti for Problem Solvizg ad curriculum

ArmorSkills. Wolues land/il (Knerr, Ft. Knox 7TITA and 19K BNCC

Ramsberger, Harris. Wetherby, Hannaman. off-Line evaluation materials

Hopwood, Burnside, & Phelps. ARI Research

Note RN-86-in press. 1986)

4

viz.'
S

Table 2

Videdisc Summary S

Title No. of Discs Summary of Contents

Previous Proiect

Prototype 2 - Opening

- SDMS and vicarious travel

- Orientation to a line - Shadow-tip method of determining

direction

- Terrain visualization

- Vicarious travel on the Mall

- Angle pool game

- Table of contents

Study Skills and 4 - Preparing for the written SOT

Test-Takin g Strategies - Test-taking skills

- Test anxiety reduction (physical relaxation

and positive self-talk)

Spatial Orientation and 3 - Learning strategies (imagery.

Navigational Skills partitioning and selective attention)

- Learning units on direction finding

(cardinal directions, use of sun, shadows. 5and landmarks)

- Games and simulated travel exercises

- Tests

Learning Strategies Information processing techniques

Active rather than passive learning

Alternative representations of material

(flowcharts. mnemonics. pictures, etc

Practice exercises

Current Project

Overview 2 - Brief description of materials in package

(and potential benefits)

Grouping Strategy - Grouping

- Segmenting

- Sequencing

(revised partitioning as learning strategyI

Problem Solving Skills - Attending to relevant information

- Generating alternate solutions

- Evaluating solutions

Ile.

5

U.

---- ------ ., ---- ' -' --- - , : -- --'" . .- . . . - .- - -- . .: -
U .

Tabe ) 3

Equipment Components of SDMS System

Apple-Based SDMS Croremco-Based SDMS

Bel & :owel: 3lack ADle 1 Cromemco Basic System

(modified to include 16K (includes 96K CU and

Memory Board, 2 i1O Boards Dual Disk Drives)

Softcard Z80, Disk II

Controller Card, & Videx 80

Column Board) Bell & Howell

Black Apple Disk Drive

2. Pioneer Videodisc Player 2. Pioneer Videodisc ?laver

3. 13 inch color TV monitor 3. 12 inch color TV monitor

4. 13 inch B/W TV monitor 4. 12 inch B/W TV monitor

5. Keyboard 5. Keyboard

6. Joystick 6. Joystick

* Grouping--Using partitioning to organize and learn

information

- magery--Applying mental imagery to learning skills

e Learning Strategies--Techniques for becoming an active

learner

A review of these materials resulted in the decision to make

the additions and alterations reauired to form a learning strategies package for the Basic Skills Education Program

(BSEP). Given certain time and budgetary constraints, it was

agreed that the following elements would be developed:

" Addition of an overview to the package for informational and

motivation purposes

a Reworking of the grouping and partitioning materials based

on results achieved from evaluation research

*i S Addition of a module on problem solving to emphasize

independent thinking skills.

WJhat follows is a more complete description of the units

developed as part of this phase of the project.

Overview. The purpose of this unit was twofold: To provide

the soldier with a rationale and framework for the instruction

-> '. - [- .., -,': - , -[- . . V , ., ,. -. -- -. ' , "-" " " " ' - " .. " -" " '- " "" " " -""6
and to instill a motivational set conducive to a successfu..

learning experience. Because of the "preview" nature of this

piece there was an extensive use of footage from the other

programs in the series. The central points covered include the

fol lowing:

* A soldier in today's Army must learn a good deal of

information to be successful.

- * People have trouble learning because they go about it in the

wrong way.

* These materials will show the right way to learn.

* Going through these materials will be a new and enjoyable

experience.

This segment is non-interactive and has a play time of

approximately three and one-half minutes.

Grouping. As part of earlier work in the area of spatial

orientation and navigation skills, a lesson was developed on the

use of partitioning as a learning strategy. Preliminary research

results indicated that subjects felt the strategy was a useful

one. The major problem with incorporating the unit into a

general learning strategies package was the degree to which the

strategy was taught using navigation facts and skills as the

content matter. Therefore, the lesson was refined employing a

more general focus.

The format for the delivery of the instruction emphasized

three elements of partitioning. Grouping organizes the

m information in ways which emphasize similarities between items

classified together. For instance, aircraft can be grouped into

fixed and rotary wing, shape of tail, shape of wing, etc.

Segmenting breaks up the steps in a procedure or set of

instructions into smaller, more easily remembered pieces. The

steps involved in jump starting a car for example, can be divided

into the preparation phase, placement of cables and start up of

the cars. Finally, sequencing orders the information in logical

ways which, again, facilitates memory. In putting on an M-17

- series protective mask, for instance, the steps involved flow

logically from one to the next. Concentrating on this logic will

aid the learning process. This unit of instruction explains each

0 of these three processes, gives examples, and includes exercises

with content relevant to the military. The linear play time of

*. this piece is about 10 minutes; with interaction a soldier

completes it in 25 to 30 minutes.

Problem solving. A survey of the learning strategies

O materials developed under the previous contract revealed a gap in the area of independent thinking skills. The strategies taught

in previous materials focused on standard learning tasks such as

using manuals and attending lectures. Clearly an important skill

-.*? . .
for soldiers to develop is that of being able to think in a

logizal manner when confronted with situations for which there is

no prescribed standard operating procedure. These situations

can, in one sense, be seen as requiring problem solving or .- decision making abilities.

One of the difficulties encountered in developing materials

on problem solving is the complexity of such skills and the

limited videodisc space and training time available to teach

them. Therefore, a primary goal was to make sure that the

instructional objectives were realistic and achievable given the

target population and the limited amount of training time.

A survey of the existing problem solving courses and

research (for instance, Wickelgren, 1973; Rubenstein, 1975)

uncovered three fundamental principles which were consistently

" emphasized as being central to the effective application of such

* skills. These principles were the core of the instructional

materials. They are:

e Attend to all information relevant to the situation at hand,

while ignoring that which is irrelevant or less important.

. Generate a variety of solutions to the problem; don't simply

select the most obvious course of action.

e Think through the solutions arrived at, attending to the

positive and negative consequences of each.

For the soldier the application of these skills may be most vital

in the battlefield environment; thus part of the instruction

focused on tactical situations. At the same time, the importance

of emphasizing the potential value of a more generalized

.: application of these principles was acknowledged. Therefore, the

instruction took a two-pronged approach showing the characters as

they develop their problem solving skills in both tactical and

non-tactical environments.

O 4 The main body of the lesson is approximately 30 minutes long .-(linear play time), and is divided into three parts, each

emphasizing one of the principles outlined above. Each segment

has an interactive exercise. In the major exercise,

incorporating all three of the principles, the student sees a

character in a simulated battle where he faces a series of

gl, problems. Alternate solutions are presented to the student, who

must evaluate them and select the one he/she believes is best.

Feedback explains why the solution chosen is or is not the best

choice. This feedback places strong emphasis on the principles

presented during the instructional portion of the program. A

scoring option employs both the number of incorrect responses and

the speed with which decisions were made in deriving a final

total. These exercises take from 20 to 30 minutes to complete.

% " 8
S

Desicgn and Deve'.ooment issues

The development of the units described above followed a

general design and production procedure which is summarized

below.

Design Development of objectives

Formulation of approach

(treatments)

eReview of objectives and

treatments by sponsor

Development Drafting scripts

Revision of scripts

(resulting in shooting scripts)

- Review of scripts by sponsor

Revision of scripts based on

sponsor input

Production Production of art work, selection

of shooting sights, etc.

Filming

Editing

Sponsor review of edited materials

Revision based on sponsor input

Miscellaneous post-production activities

(film to tape transfer, sound mix-, etc)

Mastering of videodiscs

Programming Programming of Videodiscs

Sponsor review of computer software

Revision of computer software

The Design and Production phases of the problem solving unit

were found to provide unique challenges associated with the fact

that an attempt was being made to simulate battlefield conditions - and scenarios. Should this type of undertaking be attempted in

the future, these considerations are likely to come up again.

For that reason, three of the primary issues involved in design

and production are presented here.

Developing scenarios. The development of the tactical • .scenarios presented one of the greatest challenges during the

design phase. The situations must be realistic, with non-trivial

and non-obvious solutions. At the same time, recommended

solutions had to be acceptable militarily, conforming to any and

" all applicable Army doctrine.

The procedure for developing scenarios began with an

individual with years of actual and simulated battlefield

experience drawing storyboards based on "real life" experiences

in the field. Production and design staff then reviewed the

storyboards, and selected those incidents which could most easily

be presented in a linear format and which could most feasibly be

,. 9

'I
a

produced given time and budget constraints. Scripts were then

written and reviewed by military subject matter experts provided

by the sponsor. All issues raised during this review were

resolved by revising the script or providing a more complete

explanation of the material in question.

Despite this thorough review process, disagreements have

still arisen during demonstrations of these exercises to military

personnel. It seems clear that no matter what steps are taken to

avoid controversy, there will most likely be some disagreement,

no matter how minor, about the situations presented or the

soutions recommended. By using a critical incident technique

such as the one employed here, however, these disagreements can

be held to a minimum.

Designing interaction for simulations. Another key issue

during the design phase had to do with student inputs and

feedback. The central questions concerned how to design the

interaction in such a way that students could actually generate

and enter solutions, and how to provide feedback which would show

the consequences of actions taken. Because of the limited nature

of the four-button input device, there was no way to have

soldiers key in alternatives which were independently derived.

As a result, a standard menu, listing alternatives to be selected

from, was used. Future work could capitalize on speech

recognition capabilities which exist with many newer computer

systems, allowing.the soldiers to generate their own solutions

and enter them directly into the system. This capability will be

a major step in the development of videodisc-based simulations.

The problem with showing students the consequences of their

choices is twofold: Achieving agreement on what would result

from a given decision, and limitations on disc space which would

quickly be used up if students were shown outcomes or allowed to

follow a "wrong" path for any appreciable length of time. Thus,

this instruction does not actually show decision outcomes, but

rather describes briefly the problems with a given solution,

emphasizing the three principles which form the core of the

@4 lesson. Future work in this area might involve systems with

multiple videodisc players, thereby increasing the amount of disc

space that can be devoted to a single problem. "Wrong" paths

could then be followed in ways judged to be most likely by

subject matter experts.

0, Production. One of the chief concerns with any video

production involving military situations and environments is with

the visual accuracy of the events and people depicted. A single

small mistake in costumes, terminology, etc., can damage the

credibility of the entire program. This fact was critical in

this lesson because of the complexity of representing a

battlefield environment. Therefore, two steps were taken to

eliminate any potential problems in this regard. First, the

battlefield scenarios were depicted as envisioned by one of the

. characters in the program: the events and people are not

a'. 10 'S
represented as being real, they are pictured as our character

i.nagines them. This use of fantasy avoided a number of issues

which might have caused problems (e.g., identification of the S enemy force).

The second safeguard used well-trained soldiers both on

camera as extras and off camera as advisors. When questions

arose during filming concerning specific points of military

doctrine, there were knowledgable people at hand to answer them.

Off-Line Materials

The goal in developing the off-line materials was to have

them parallel the content of the videodisc lessons as closely as

possible. The objectives for each of the lessons were retained

along with the content matter and general structure of the

exercises. The changes required by the shift of medium related

to the manner in which the instruction itself was presented. The • videodisc materials depended heavily on characters who, in

interacting with one another, described and demonstrated the

strategies of interest. The transfer to paper and pencil format

necessitated adopting a more straightforward approach, with the • • soldier being "addressed" directly in the instruction. The

design and development decisions centered on heavy use of

graphics and an uncluttered page format. An additional concern - was with the readability levels. The materials, which were

subjected to the readability formulas of Fry! and Raygor 2

indicated reading levels at the sixth grade.3 Glossaries were

included in four of the lessons where the vocabulary was judged

to be more difficult. The draft off-line materials went through

internal review and revision before delivery to AR: for review,

revision, and approval. The final set of materials included the

following handbooks which were presented in the HumRRO interim

report for this task (Knerr, et al., 1986):

. Study Skills Handbook

Test Wiseness - Tips for Taking Multiple Choice Tests

Relaxation Handbook

Relaxation Home Practice

Positive Self-Talk

Imagery Handbook

:Edward Fry, Rutgers University Reading Center, New

Brunswick, NJ 08804.

2Alton L. Raygor, University of Minnesota, 192 Pillsbury

Drive S.E., Minneapolis, MN 55455.

3 The range was from early to late sixth grade reading level

eauivaient.

.°11
Grouping Handbook 

Learning Strategies Handbook 

Problem Solving Handbook 

Tab!e 4 shows a comparison of the content of the off-line 

materials to the videodisc instruction. 

research plan developed for evaluating the Basic Skills 

~earning Strategies Package called for one experimental group 

(those subjects r~ceiving the videodisc-based training), and two 

control groups. The first control group would receive no 

learning strategies instruction, while the second group would go 

through the off-line mate~ials described above. The actual 

evaluation research reverted to ARI for completion. 

12 
Tble 4

Comparison uf !nsruct.ion Available

on Videodisc and Off-Line Materials

- •deodisc Title In Off-Line Off-Line Materials

.No of Discs) Summary of Contents Materials? Title

Study Skills and - Preparing for written SOT yes Study Skills

Test-Taking Handbook

Strategies - Test-taking skills yes Test Wiseness -Tips

(4) forTaking Multiple Choice Tests

Test anxiety reduction yes Relaxation Handbook

(physical relaxation and Relaxation Home - Practice booklet

positive self-talk) yes Positive Self-Talk

Spatial Orientation - Learning strategies yes Imagery Handbook - and Navigational (imagery, partitioning yes Grouping Handbook Skills and selective attention) no

(3) - Learning units on direction no

finding (cardinal directions,

use of sun, shadows.

and landmarks) - Games and simulated travel no

V exercises

- Tests no

Learning - Information processing yes Learning Strategies

Strategies techniques Handbook

(3) - Active rather than passive yes

learning

- Alternative representations

of material (flowcharts,

mnemonics, pictures, etc ) yes - Practice exercises yes

W, Problem Solving - Attending to relevant yes Problem Solving - ' Skills information Handbook

(2) - Generating alternate yes

"-1.'- solutions

- Evaluating solutions yes

13

'--7,
VIDEOTAPE PRESENTATION

-.. li ARI receives many requests from military and non-military

sources to explain and demonstrate its current projects. To

inform those interested in the implications of interactive video,

"Training for Tomorrow," a 20-minute videotape, as well as a "-minute executive summary version, were created. These tapes

- describe ARI's pioneering involvement in research projects

designed to study the feasibility of using interactive video

*training to improve Army readiness. The projects described were

S.. undertaken from the late '70s to 1984. These projects ranged

from the beginning stages of research and development to

experimental implementation.

The tapes explain that ARI has long been involved in

computer-based instructional systems. The primary thrust of the

* research in interactive video was to find out if adding random

access video, realistic modeling, and other unique interactive

features would make learning effective as well as highly

motivating.

A brief opening introduces the need for advanced training

technologies in light of the personnel needs as specified in

current Army fighting doctrines. A voice-over narration then

describes the projects and their findings. Among the projects

featured are those involving basic skills education, technical

* itraining, leadership and interpersonal skills, land and aerial

navigation, fire control and gunnery, and problem solving. The

visuals include segments from the videodiscs and students using

* -. the instructional systems. Each tape ends by quoting a

- Washington Post editorial on interactive video:

The enormous advantage of this kind of training is that

it can adjust automatically to the skill level and

* learning speed of each individual student, check

progress automatically, and eliminate the need for

expensive machinery.

-" Viewers of the tapes learn that, though pilot projects are still

in progress, the results so far reveal that interactive video

systems have shown themselves to be cost-effective, especially

when coupled with hands-on training. Copies of the 20-milnute

tape and the shorter 7-minute executive summary have been made in

various formats for distribution in the United States and • overseas.•

1

£- 15

'" . ,- .- , -... '.*****-*'j~* . . . .- *. . -
r

RESULTS AND CONCLUSIONS

The products of this developmental project were: one

'.'eoascand the assocfated inrstructional software to train

problem solving strategies and grouping as a learning sralpr-; t,:

Army personnel, and an overview to integrate the entire -'earning , strategies curriculum; off-line materials 'or use in locations

w'thout the needed hardware for videodisc presentation and for a

media comparison evaluation; and, a set of videotapes to describe

p AR_ videodisc instructional projects.

17

.%
RE F!RE NCTES

De' ense Science Board t1982). Repor* of the Defense Science

3ocard :'982 Summer Study Panel on traini~ng an'd trainfnq

technology. Washington, D.C.: Office of the Under

Secretary of Defense for Research and Engineering.

Knerr, C. M., Ramsberger, P. F., Harris, C. D., Wetherby, C. S.,

iannaman, D. L., Hopwood, D., Burnside, B. L., & Phelps,

R. H. (1986). Development of interactive videodisc

instruction for problem solving and armor sk.Ils: Volumes

and 11 (ARIL Research Note RX-86- ).Alexandria, VA: Army

Research Institute for the Behavioral and Social Sciences.

Ramsberger, P. F., Hopwood, D., Hargan C. S., & Underhill,

W. G. (.1986). Spatial data management system for basic

skills education (ARI Research Note RN-86-53). Alexandria, - . VA: Army Research Institute for tChe Behaviora2 and Social

Sciences.

Ramsberger, P. F., Sticha, P. J., Knerr, W. M., Elder, B. "0.,

Rosenblatt, R. D., Paris, J., Wagner, H., & Leopold,

A. S. (1984). Evaluation of a spatial data management

system for basic skills education (ARI Research Note

RN-84-128). Alexandria, VA: Army Research Institute for

the Behavioral'and Social Sciences.

Rubenstein, M. A. (1975). Patterns of problem so!lving.

Englewood Cliffs, N:T: Prenti4ce Hall.

Seidel, R. J., & Wagner, H. (1983). EvaluatiLon of a spatial data

manacement system for basic skills education (HumRRO Report

-R-PRD-83-21). Alexandria, VA: Human Resources Research

Organization.

Wickelgren, W. A. (1973). How to solve problems: Elements of a

theory of problems and problem solving. San Francisco:

W.H. Freeman.

19 060486