Abstract
Cognitive readiness to perform complex decision-making or problem-solving tasks can be, and often is, taught and measured in the context of interactive practice environments, including computer games and simulations. Traditionally, human experts have observed learners in such practice environments and have made assessments of cognitive readiness for the task by evaluating the performance. Such experts sometimes also instructed the learners, either in real time or in after-action reviews that sometimes included playback of a recorded practice session. Progress has been made toward supporting automated assessment in simulations and games and in providing automated instruction. The TAO Sandbox, a practice environment for planning surface warfare naval tactics, has such features that support automated assessment. Elements of that system suggest universal services that games and simulations could offer to support automated instruction and assessment of cognitive readiness.
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Notes
- 1.
The term Sandbox is an analogy to the physical sandboxes, usually raised on legs, that are used to teach tactical principles to Army and Marine officers, where objects representing tanks, firing teams, squads, platoons, artillery pieces, etc. are placed in terrains modeled using the sand in the box. Our computer-based Sandbox for teaching about Navy tactics allows placements of naval units to model tactical situations. In addition, however, it can simulate the passage of time and automate the movement of units.
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Acknowledgements
The work reported herein was partially supported by a grant from the Office of Naval Research, Award Number N00014-08-1-0126. The findings and opinions expressed here do not necessarily reflect the positions or policies of the Office of Naval Research.
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Munro, A. (2014). Software Support for Teaching and Measuring Cognitive Readiness. In: O'Neil, H., Perez, R., Baker, E. (eds) Teaching and Measuring Cognitive Readiness. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-7579-8_15
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