With the movement in education towards collaborative learning, it is becoming more important that learners be able to work together in groups and teams. Intelligent tutoring systems (ITSs) have been used successfully to teach individuals, but so far only a few ITSs have been used for the purpose of training teams. This is due to the difficulty of creating such systems. An ITS for teams must be able to assess complex interactions between team members (team skills) as well as the way they interact with the system itself (task skills). Assessing team skills can be difficult because they contain social components such as communication and coordination that are not readily quantifiable. This article addresses these difficulties by developing a framework to guide the authoring process for team tutors. The framework is demonstrated using a case study about a particular team tutor that was developed using a military surveillance scenario for teams of two. The Generalized Intelligent Framework for Tutoring (GIFT) software provided the team tutoring infrastructure for this task. A new software architecture required to support the team tutor is described. This theoretical framework and the lessons learned from its implementation offer conceptual scaffolding for future authors of ITSs.

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Intelligent Tutoring Systems have been useful for individual instruction and training, but have not been widely created for teams, despite the widespread use of team training and learning in groups. This paper reviews two projects that developed team tutors: the Team Multiple Errands Task (TMET) and the Recon Task developed using the Generalized Intelligent Framework for Tutoring (GIFT). Specifically, this paper 1) analyzes why team tasks have significantly more complexity than an individual task, 2) describes the two team-based platforms for team research, and 3) explores the complexities of team tutor authoring. Results include a recommended process for authoring a team intelligent tutoring system based on our lessons learned that highlights the differences between tutors for individuals and team tutors.

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Powerful non-invasive imaging technologies like computed tomography (CT), ultrasound, and magnetic resonance imaging (MRI) are used daily by medical professionals to diagnose and treat patients. While 2D slice viewers have long been the standard, many tools allowing 3D representations of digital medical data are now available. The newest imaging advancement, functional MRI (fMRI) technology, has changed medical imaging from viewing static to dynamic physiology (4D) over time, particularly to study brain activity. Add this to the rapid adoption of mobile devices for everyday work and the need to visualize fMRI data on tablets or smartphones arises. However, there are few mobile tools available to visualize 3D MRI data, let alone 4D fMRI data. Building volume rendering tools on mobile devices to visualize 3D and 4D medical data is challenging given the limited computational power of the devices. This paper describes research that explored the feasibility of performing real-time 3D and 4D volume raycasting on a tablet device. The prototype application was tested on a 9.7" iPad Pro using two different fMRI datasets of brain activity. The results show that mobile raycasting is able to achieve between 20 and 40 frames per second for traditional 3D datasets, depending on the sampling interval, and up to 9 frames per second for 4D data. While the prototype application did not always achieve true real-time interaction, these results clearly demonstrated that visualizing 3D and 4D digital medical data is feasible with a properly constructed software framework.

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