Model‐Building Tools for Simulation‐Based Training

Towne, Douglas M.; Munro, Allen; Pizzini, Quentin A.; Surmon, David S.; Coller, Lee D.; Wogulis, James L.

doi:10.1080/1049482900010103

Cited by 23 publications

(6 citation statements)

References 6 publications

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“…IMTS [16,19] provided a generic object editor, where authors could draw all the possible states of an object and could prescribe the behavior of the object. Behaviors consisted of state changes (substituting one appearance with another) and the assignment of values to 'ports' of objects.…”

Section: Introductionmentioning

confidence: 99%

Authoring Interactive Graphical Models for Instruction

Munro

1993

Simulation-Based Experiential Learning

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Although many intelligent tutoring systems have made use of interactive graphical models of topic matter, most have been developed using conventional programming tools, sometimes augmented by special interface editors. This approach permits a high degree of flexibility and control, but its successful application requires a great deal of technical skill and development time. It is therefore feasible for only a small subset of the training and instruction contexts in which an interactive simulation would be of benefit. Recently, several authoring environments have been developed that support the creation of interactive graphical models by direct manipulation. IMTS, RAPIDS n, and RIDES are three authoring tools for the production of intelligent tutoring systems centered around interactive graphical models. The experience of developing these three authoring environments and applying them to produce a number of tutors has helped to clarify the desirable features for authoring systems for interactive graphical models.

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Section: Introductionmentioning

confidence: 99%

Authoring Interactive Graphical Models for Instruction

Munro

1993

Simulation-Based Experiential Learning

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“…The simple systems for generating exercises in arithmetic are clearly suitable only for arithmetic. Systems like the IMTS (Towne, Munro, Pizzini, Surmon, & Wogulis, 1988) offer instruction across a broad class of troubleshooting domains, and systems such as the CBMS (Crawford & Hollan, 1983) are limited not by the domain but by the form of knowledge in that domain.…”

Section: Generative Addroachesmentioning

confidence: 99%

“…The information processing requirements of computer-based simulators, intelligent tutoring systems, adaptive testing, and other techniques are such that their implementation requires computer support. A training device such as the IMTS (Towne and Munro, 1988) cannot be feasibly configured for any application without the support of its computer-based authoring facilities. This is not to say that AIDA in this context should restrict itself to computer-based delivery.…”

Section: Kim Then Begins a Careful Inspection Of The Materials Itselfmentioning

confidence: 99%

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Designing an Advanced Instructional Design Advisor: Possibilities for Automation. Volume 3

Halff¹,

Spector²

1991

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“…Objects that are instances of the same class have similar representations and share methods that create and manipulate data. 44 Knowledge concerning the thirteen fluid paths is represented in instances of an object class called FluidPath. FluldPath has six variables: fluid-path-name, in-schematic, in-subsystem, components, connectors, and fluid-path-schematic-association.…”

Section: Appendix: Knowledge Representation and Implementationmentioning

confidence: 99%