Computer-Based Aids for Learning, Job Performance, and Decision-Making in Military Applications: Emergent Technology and Challenges

Abstract

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Applying Gagne's Events of Instruction in a Computer-Based Test Preparation Listening Material Design

“…Computer-based material has proved to offer many benefits in students' learning. As Foster & Fletcher (2002) summarizes, there are basically five advantages of using such material: accommodation of the learning pace, flexibility of content sequence, adjustability of content presentation, adjustability of the difficulty level, and accommodation of learning style. In terms of learning pace, the material allows students to navigate and explore the content of the instruction in accordance with how much time they could spend in achieving the learning goal.…”

Modeling the User for Education, Training, and Performance Aiding

“…That is, compared with classroom instruction, technology-based instruction costs about a third less and also either increases achievement by a third when instructional time is held constant or decreases time to reach constant levels of achievement by about a third. Fletcher (1997Fletcher ( , 2002, Foster and Fletcher (2002), Kulik (1994), Niemiec, Sikorski, and Walberg (1989), and others have presented more detailed discussions of these data. The primary payoff for military operations is the more rapid and reliable preparation of personnel to perform operational duties, which produces significant payoffs for resource expenditures, readiness, and, most importantly, operational effectiveness.…”

“…For instance, the United States military spends about $4 billion a year on specialized skill training. This is the training provided after "basic" or accession training to qualify personnel for the many technical jobs (e. (Foster and Fletcher, 2002). These are appreciable savings by most standards.…”

“…The question, therefore, is: What R&D should be pursued to achieve short-, mid-, (Foster and Fletcher, 2002). These three sources cover a wide range of issues and organize their results in different categories, but some common findings, specifically those concerned with research necessary for the development of cognitive models, emerge from them.…”