The industry's recognized authority for design, engineering and application of equipment and services in the global ocean community
Issue link: http://sea-technology.epubxp.com/i/748191
34 st / November 2016 www.sea-technology.com tional feedback into auditory and visual cues. Depending on task complexity, multiple practices with different lev- els of scaffolding can be developed to support the learner. Throughout the instructional phase, the learner is regularly challenged with practice questions that serve to assess his or her understanding of the content. Reflection is achieved through a summary of the learner's performance throughout the learning phases in comparison with the acceptable pa- rameters for performance. For exploration, the environment allows the student to problem solve or troubleshoot issues encountered through inquiry, investigation, identification and execution of a suitable resolution. Through the Individualized Instruction theory, the virtual environment presents adaptive learning capabilities where learning occurs at the learner's pace. The virtual environ- ment stores each learner's knowledge and performance data and based on that data will close gaps in performance through individualized feedback or remediation. Learners who grasp concepts without difficulty can progress through the instructional content without any encumbrances to lim- it them or make them wait for fellow learners to progress to subsequent lessons. Conversely, for those learners needing additional support, the environment can recommend con- tinued practice on tasks and concepts or other approaches to bridge the learners' understanding. Through a combination of the models and theories dis- cussed above, it is possible to create an innovative, highly engaging and effective learning experience. In particular, performance-based instruction through Cubic's game- based learning and virtual environment creates a new para- digm in how learning occurs. With this engaging approach and methodologies firmly rooted in learning science, Cubic provides a solid foundation to ensure that transfer of train- ing occurs and skills are maintained long after the student completes the course. Game Engines, Methodologies Cubic develops highly immersive and effective game- based training by leveraging a game engine coupled with a plug-in architecture and accompanying toolset, as well as by adopting development and production methodologies used in the game industry. The many benefits of working with a commercial game engine include being able to use built-in feature sets, an in- game level editor and a large base for technical support. This allows software development efforts to build on an existing architecture to add features specific to the customer's needs because the core software engine already exists. The Cubic architecture is completely data-driven. This has two major benefits. First, a toolset was developed to ensure efficiency and minimize waste in production. The core of these tools is a massive database that houses everything from learning objectives to individual interactive components within the virtual environment. These tools are used for a variety of purposes, such as viewing photo and video references of a specific component or even storyboarding the instruction itself. Because all of the tools communicate with the same database, errors are eliminated during software develop- ment. Second, since the software is data-driven, that means The LCS IVSE is a solid example of the training technol- ogy and learning methodology that will support the "Ready, Relevant Learning" pillar of the Navy's Sailor 2025 initia- tive. Sailor 2025 will transform learning by implementing a learning model that combines institutional training, unit- level qualifications, unit continuing training and operation- al experience delivered at the right location, in the right amount and at the right time during a sailor's career. The LCS Engineering Plant Technician (EPT) IVSE is currently going through a pilot. The course is greatly anticipated by the fleet; especially in light of recent LCS ship engineering casualties where inadequate training was cited as a con- tributing factor. Underlying Learning Science, Instructional Approach Cubic's learning science and instructional approach to game-based learning is derived from elements of multiple models and theories that are interwoven to support a learn- ing experience within a highly immersive, contextually rel- evant, and photorealistic environment. These models and theories are aligned in a manner to achieve three objec- tives: assist the learner in achieving mastery, provide a high degree of engagement to maintain the learner's focus, and tailor the experience to meet the needs of each learner. By specifically addressing these objectives, the IVSE so- lution is capable of increasing student throughput while also decreasing costs by significantly reducing the time it takes for a sailor to reach the required level of proficiency all before reporting aboard ship. Cubic's approach to designing and developing learning products stems from a combination of Knowles's theory of adult learning (i.e., "andragogy"); Kolb's Experiential Learn- ing Model (ELM), the Cognitive Apprenticeship Model; and Keller's Individualized Instruction Model. Andragogy recognizes the importance of the learner's existing knowledge and experience, and the expectation of a connection between training and job performance. Kolb's ELM forms the foundation for adult learning and describes cognitive processes that incorporate new knowl- edge into existing cognitive constructs. Specifically, the learner is immersed in experiences with learning activities linked directly to the Terminal and Enabling Learning Ob- jectives. With the ELM philosophy guiding fidelity require- ments, Cubic produces training that is practical, relevant, logically presented and specifically tailored to the needs of the target audience. The Cognitive Apprenticeship Model is applied to the virtual environment through enabling learners to achieve skill mastery through guidance from a virtual mentor and establishing instructional techniques that guide learners, progressively, toward greater understanding and eventual independence in the learning process. With this approach, the learner receives instruction through modeling, coach- ing, scaffolding, articulation, reflection and exploration. Modeling occurs through demonstrations ranging from high-level overviews of procedures or systems to engaging practice opportunities where the learner is guided through a procedure. In this approach, scaffolding capitalizes on the capability of the virtual environment to incorporate instruc- " The Mentor Avatar interacts with the student by providing guidance, demonstrations, amplifying instructions and safety tips ."