Observation versus Hands-on Practice of Complex Skills in Dyadic, Triadic, and Tetradic Training-Teams

Shebilske, Wayne L.; Jordan, Jeffrey A.; Goettl, Barry P.; Paulus, Leigh E.

doi:10.1518/001872098779649319

Cited by 32 publications

(42 citation statements)

References 21 publications

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“…This interpretation is consistent with previous studies, which have found that when subjects are instructed to visually explore the environment, regardless of interactivity, attention biases are eliminated (Shebilske et al, 1998;. However, the terrain association task was difficult and the data suggests that subjects in neither group (active or passive) performed it well.…”

Section: Interactivitysupporting

confidence: 91%

“…In studies in which experimenters emphasize that subjects attend to specific features of the task or environment, no differences are found. For example, Shebilske et al (1998) found no difference between active and passive control in learning flight skills when subjects trained in pairs with one member of the pair controlling the task and the second member of the pair observing as the nature of the social interaction guided the attention of both members of the pair to the critical task features. In tasks of navigation and wayfinding, Wilson, Foreman, Gillett, and Stanton (1997) found no difference between active and passive navigation when they emphasized to passive viewers the importance of attending to the spatial properties of the virtual environment.…”

Section: Mediating Factors: the Role Of Attention Allocationmentioning

confidence: 99%

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Attention and Trust Biases in the Design of Augmented Reality Displays

Yeh¹,

Wickens²

2000

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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. ABSTRACTThis experiment seeks to examine the relationship between three advanced technology features (presentation of target cueing -and the reliability of that data, image reality, and interactivity) and the attention and trust provided to that information. In particular, we investigate the nature of two sorts of biases: an attention bias, in which the operator focuses attention to an area highlighted by the automation at the expense of other areas of the visual scene, and a trust bias, in which unwarranted attention is given to the guidance information.Sixteen military personnel searched for targets camouflaged in terrain, presented at two levels of scene detail (manipulated by varying the number of polygons with which the scene was generated and the level of the detail with which the scene was textured) while performing a terrain association task. Half the subjects actively navigated through the terrain; the other half passively viewed the control path of an active navigator. Cueing was presented for some of the targets, and the reliability of this information was manipulated at two levels (100% and 75%). More importantly, there were objects in the environment that were of high priority and uncued, and detection of these targets provided an assessment as to the degree of an operator's reliance on the cueing information. To assess trust in the terrain simulation, subjects were asked to perform terrain association given a hand-held paper map and report any inconsistencies between the visualization and the map.The results showed that the presence of cueing aided the target detection task for expected targets but drew attention away from the presence of unexpected targets in the environment. Cueing benefits and attentional tunneling were both reduced when cueing became less reliable. Unfortunately, despite knowing that the cue was only partially reliable, subjects still trusted the cue more than was warranted as evidenced by an increased false alarm rate, a drop in sensitivity, and a risky criterion shift. The degree of this change in sensitivity was so great that the loss of reliability in the cue eliminated the benefits of cueing.Finally, neither image reality nor interactivity directly influenced trust...

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Section: Interactivitysupporting

confidence: 91%

Section: Mediating Factors: the Role Of Attention Allocationmentioning

confidence: 99%

Attention and Trust Biases in the Design of Augmented Reality Displays

Yeh¹,

Wickens²

2000

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“…However, they found that the effectiveness of these collaborative tools with computer-based training is moderated by trainees' level of interaction anxiety, with only low-interactionanxiety trainees benefiting from dyadic protocols. In addition, Shebilske et al (1992) reported evidence that collaborative protocols have also been shown to reduce required instructor time and resources by half and found supportive evidence for the social learning theory that observational learning opportunities compensate for hands-on practice efficiently and effectively (Shebilske et al, 1998).…”

Section: E-learningmentioning

confidence: 93%

Design, Delivery, and Evaluation of Training Systems

Salas

Wilson

Priest

et al. 2006

Handbook of Human Factors and Ergonomics

106

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“…Shebilske et al (1998) demonstrated that students performing a pilot training video task improved their performance from observing another student doing the same task. In addition, students show greater improvement in writing skills after having observed another person thinking aloud while writing, as compared to simply practicing writing on their own (Couzijn 1999).…”

Section: Nadler Thompson and Van Boven Knowledge Creation And Transmentioning

confidence: 99%

Learning Negotiation Skills: Four Models of Knowledge Creation and Transfer

2003

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O ur review of the learning and training literature revealed four common methods for training people to be more effective negotiators: didactic learning, learning via information revelation, analogical learning, and observational learning. We tested each of these methods experimentally in an experiential context and found that observational learning and analogical learning led to negotiated outcomes that were more favorable for both parties, compared to a baseline condition of learning through experience alone. Information revelation and didactic learning were not significantly different from any other condition. Process measures revealed that negotiators' schemas about the task (reflected in open-ended essays) were strong predictors of performance in the analogical learning condition, but were poor predictors of performance in the remaining conditions. Interestingly, negotiators in the observation group showed the largest increase in performance, but the least ability to articulate the learning principles that helped them improve, suggesting that they had acquired tacit knowledge that they were unable to articulate.

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Observation versus Hands-on Practice of Complex Skills in Dyadic, Triadic, and Tetradic Training-Teams

Cited by 32 publications

References 21 publications

Attention and Trust Biases in the Design of Augmented Reality Displays

Attention and Trust Biases in the Design of Augmented Reality Displays

Design, Delivery, and Evaluation of Training Systems

Learning Negotiation Skills: Four Models of Knowledge Creation and Transfer

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