Intelligent Agent Supported Training in Virtual Simulations
نویسندگان
چکیده
Simulation-based training in military decision making often requires ample personnel for playing various roles (e.g. team mates, adversaries). Usually humans are used to play these roles to ensure varied behavior required for the training of such tasks. However, there is growing conviction and evidence that intelligent agents can also produce human-like, variable behavior. At the same time, it is known that goaldirected, systematic training is more effective than learning-by-doing only. To achieve goal-directed, effective training in (embedded) virtual simulations, events in the simulated environment as well as the behavior of these intelligent agents must be carefully controlled. We propose to do that by using a director agent (DA). A DA can be seen as a supervisor, capable of diagnosing task performance, instructing intelligent agents and steering the simulation. These capacities enable a DA to control a training scenario not only on the basis of an off-line scenario model, but also on its on-line assessment of the trainee’s task performance. A DA can thus bring about a simulation-based training tailored to the needs of the trainee, enhancing his or her learning experience. In this paper, we explain and illustrate the concept of a DA in the context of simulation-based training in on-board fire fighting. 1.0 INTELLIGENT AGENT SUPPORTED AUTONOMOUS TRAINING IN VIRTUAL SIMULATIONS Military organizations tend to operate in highly uncertain and dynamic environments, and therefore require competent staff that acts adequately in any emerging situation. From the literature we know that acquiring expertise in complex tasks as faced during military missions is a matter of intensive, deliberate and reflective practice over time (Ericsson, Krample, & Tesch-Römer, 1993). Unfortunately, the very nature of military missions makes it hard to set up real-world training. In addition to practical issues such as the high level of danger, logistical issues play a role: mimicking a military mission in the real world requires many people and resources. Scenario-based simulator training is considered appropriate for learning decision making in complex environments (Oser, 1999). An (embedded) virtual simulation enables trainees to experience the causal relations between actions, events and outcomes in the simulated environment. It thus gives access to experiential learning, e.g. by free-play practice. However, goal-directed, systematic training is more effective than learning-by-doing only (Blackmon & Polson, 2002). In order to make learning purposive and goal-directed, events in the simulation as well as the behavior of key players need to be carefully managed (Cannon-Bowers, Burns, Salas, & Pruitt, 1998; Fowlkes, Dwyer, Oser, & Salas, 1998). Players in the scenario should respond realistically to any situation emerging from the trainee’s actions, and the responses should keep the scenario on track of the learning goals. Report Documentation Page Form Approved OMB No. 0704-0188 Public reporting burden for the collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington Headquarters Services, Directorate for Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to a penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. 1. REPORT DATE OCT 2009 2. REPORT TYPE N/A 3. DATES COVERED 4. TITLE AND SUBTITLE Intelligent Agent Supported Training in Virtual Simulations 5a. CONTRACT NUMBER
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