Abstract
Immersive game-based training has been used effectively for years to train within numerous domains. Immersive simulations and games, however, are frequently used to train at the pinnacle of instruction, though research shows that game- and simulation-based training platforms are consistently more effective than traditional training across all phases of instruction. Game-based training has potentially limitless variables on which training can be adapted: troops can change efficacy, weather can turn and equipment can malfunction. Understanding the relationships between adaptive variables is key to effective game design that distinguishes expert and novice performers for assessment. This paper describes the development of a simulation-based game using distributed concept maps for expertise categorization. The expert models were incorporated into a real-time strategy game intended for use to train and assess understanding of and adherence to Army doctrine. Preliminary validation data are also presented comparing the game to traditional Interactive Multimedia Instruction (IMI) courseware.
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Acknowledgments
The authors would like to thank the United Sates Army Maneuver Center of Excellence (MCoE) at Fort Benning, Georgia for funding the Dual-Use Interactive Doctrine program, under which this work was performed. In addition, the authors would like to think Mr. Jason Thagard, Program Manager, and the rest of the Cubic and MCoE teams for their hard work and contributions to the DUID program.
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Bond, A.J.H., Brimstin, J., Carpenter, A. (2017). Immersive Games and Expert-Novice Differences. In: Kantola, J., Barath, T., Nazir, S., Andre, T. (eds) Advances in Human Factors, Business Management, Training and Education. Advances in Intelligent Systems and Computing, vol 498. Springer, Cham. https://doi.org/10.1007/978-3-319-42070-7_65
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DOI: https://doi.org/10.1007/978-3-319-42070-7_65
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