Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser.
2004, Lecture Notes in Computer Science
Tactical Language Training System helps learners acquire basic communicative skills in foreign languages and cultures. Learners practice their communication skills in a simulated village, where they must develop rapport with the local people, who in turn will help them accomplish missions such as post-war reconstruction. Each learner is accompanied by a virtual aide who can provide assistance and guidance if needed, tailored to each learner's individual skills. The aide can also act as a virtual tutor as part of an intelligent tutoring system, giving the learners feedback on their performance. Learners communicate via a multimodal interface, which permits them to speak and choose gestures on behalf of their character in the simulation. The system employs video game technologies and design techniques, in order to motivate and engage learners. A version for Levantine Arabic has been developed, and versions for other languages are in the process of being developed.
2004
The Tactical Language Training System helps learners acquire communicative competence in spoken Arabic and other languages. An intelligent agent coaches learners, assessing their mastery and providing tailored assistance. Learners then perform missions in an interactive story environment, where they communicate with autonomous, animated characters. Our fundamental hypotheses are that such a learning environment will be more engaging and motivating than alternative approaches, and will lead to more rapid skill acquisition.
The Tactical Language Training System (TLTS) provides rapid training in a foreign language and culture through AIenhanced story driven gaming, task-oriented spoken language instruction and intelligent tutoring. Trainees learn skills necessary to carry out a civil affairs mission, where they must enter a town, establish contact with local people, meet the local leader and arrange for postwar reconstruction. Trainees carry out the mission by speaking with AI characters in a simulated world, using a microphone and dialing gestures with the mouse. An AI aide accompanies them through the environment, providing assistance when needed and giving feedback afterwards. A set of interactive exercises prepares the learners for their missions, focusing on spoken language and nonverbal communication. An AI tutor gives feedback during those exercises, including on pronunciation. The tutor bases its motivational tactics on those employed by human teachers. Both Levantine Arabic and Iraqi Arabic modules have been developed so far.
2004
The DARWARS Tactical Language Training System (TLTS) helps learners acquire basic communicative skills in foreign languages and cultures. Learners practice their communication skills in a simulated village, where they must develop rapport with the local people, who in term will help them accomplish missions such as post-war reconstruction. Each learner is accompanied by a virtual aide who can provide assistance
… Speech and Language …, 2007
The Tactical Language and Culture Training System (TLCTS) teaches foreign language and culture using a task-based approach. Four trainers have been developed so far, for Iraqi Arabic, Pashto, French and Levantine Arabic. The Tactical Iraqi system has been used to train thousands of users in the U.S. military. In this paper, we describe recent work we undertook to improve the effectiveness and efficiency of the process of authoring new content for our system. The first improvement is the introduction of utterance templates, which combine two previously separate components of the system (ASR grammar specification, and user input mapping), and improve system flexibility. Secondly, we consolidated the knowledge into centrally managed object libraries in order to enable scaling up to more complex and extensive lesson content. Finally, we created dedicated object editors to facilitate lesson authoring and simplify the production of authored content into a running system.
Proceedings of the …, 2004
Proceedings of the 2010 Winter Simulation Conference, 2010
Computer simulation has been widely deployed by the military for force-on-force based training but only more recently for training researchers, analysts, and war-fighters in matters of cross cultural sensitivity. This latter type of training gives the trainee a sense of "being inside" a target culture. We built the Second China Project as a hybrid immersive, knowledge-based software platform for use in cultural training. Is this training effective? More specifically, what are the effects of immersion on memory and other cognitive variables? We chose to base our research questions, not around a specific user group, but more generally around a category of training system--one involving the use of multi-user virtual environments (MUVEs). We present the architecture of an experiment designed to test whether MUVEs are effective training platforms, and to explain the process used in developing a testing environment to determine the precise nature of that effectiveness. We also discuss lessons learned from the earlier pilot study and ongoing experiment. 1 799 978-1-4244-9864-2/10/$26.00 ) is the Technology Coordinator at the University of Florida's P.K. Yonge Developmental Research School where she is responsible for the integration of technology into curriculum, professional development focusing on technology, researching emerging technology for education, and managing P.K. Yonge's path to 21 st century education. She has done extensive work in online and technology supported education. Her interests include information and communication technologies in education, online immersive learning environments and language and culture. Julie is an active member of the University of Florida's Distance Learning Council and the Technology Innovation Advisory Committee.
Retrieved March, 2008
Roger Smith is the Chief Technology Officer for the U.S. Army Program Executive Office for Simulation, Training, and Instrumentation (PEO-STRI).
World Languages and Literatures Faculty Publications and Presentations, 2009
2011
This thesis presents a framework for computer assisted language learning using a virtual language teacher. It is an attempt at creating, not only a new type of language learning software, but also a server-based application that collects large amounts of speech material for future research purposes.
This paper discusses Tactical Iraqi, a video game developed at the University of Southern California with funding from the U.S. military that is designed to accelerate a learner's acquisition of spoken Arabic to assist in the rapid deployment of soldiers into volatile tactical situations. This paper analyzes three distinct aspects of the Tactical Iraqi mission game: how "trust" is constituted in both virtual and experimental worlds, how digital experiences of the "self" of language learning are constructed as complex amalgams of "identity," "role," "subjectivity," and "voice," and how sometimes problematic ideologies of language learning and literacy inform the design philosophy of the game.
International Journal of Emerging Technologies in Learning (iJET), 2019
At present, serious games are experiencing a growing popularity and popularity, with areas of application that extend not only to education, but also to other sec-tors such as the military, health and business sectors, among others. Since video games facilitate the learning of complex processes, their associated benefits have been reoriented principally to the educational, training and information processes. This paper presents of "ImALeG" project, a 3D serious game, whose objective is to develop and auto evaluate competencies of Amazigh language learning in a vir-tual environment. ImALeG is a serious language game designed for all age groups who want to learn Tifinaghe in an interactive way. The game leverages the use of virtual reality developed with Unity 3D game engine to implement immer-sive learning as well as a multi-agent system to ensure game interactivity.
2010
The Tactical Language and Culture Training System (TLCTS) helps learners acquire basic communicative skills in foreign languages and cultures. Learners acquire communication skills through a combination of interactive lessons and serious games. Artificial intelligence plays multiple roles in this learning environment: to process the learner's speech, to interpret and evaluate learner actions, to control the response of non-player characters, to generate hints, and to assess the trainee's mastery of the skills. AI is also used in the authoring process to assist in the generation and validation of lesson content. This article gives an overview of the system, and describes the experience to date in transitioning the system from research prototype into a training system that is in regular use by tens of thousands of users in the United States and elsewhere. Experimental results from field studies are presented, relating learning outcomes, motivational effects, and the role of game-based learning and intelligent tutoring in achieving the learning outcomes.
The Mirae Journal of English Language and Literature, 2017
(s)and Nurimedia does not guarantee contents of the literary work or assume responsibility for the same. In addition, the literary works provided by DBpia may only be used by the users affiliated to the institutions which executed a subscription agreement with DBpia or the individual purchasers of the literary work(s)for non-commercial purposes. Therefore, any person who illegally uses the literary works provided by DBpia by means of reproduction or transmission shall assume civil and criminal responsibility according to applicable laws and regulations.
At present, serious games are experiencing a growing popularity, with areas of application that extend not only to education, but also to other sectors such as the military, health and business sectors, among others. Since video games facilitate the learning of complex processes, their associated benefits have been reoriented principally to the educational, training and information processes. This paper presents second version of ImALeG [1] project known as "ImALeG VR", a Multiplatform 3D serious game that support virtual reality, whose objective is to develop and auto evaluate competencies of Amazighe language learning alphabet and vocabulary in a virtual environment. this serious game project aims to enrich an old language practiced for centuries not just in Morocco but by many African countries and which reflects a part of their identity and culture.
2013
While 3D virtual worlds, simulations, and serious games have been used for military training for a long time, there is a lack of research-based methods for using and creating such systems. In addition, the development process has traditionally been very resource consuming. The project Cultural Awareness in Military Operations seeks to address these challenges. The goal of the project has been to create and evaluate a low-cost, off the shelf, gamebased simulation for training cultural awareness among military personnel in the Norwegian Armed Forces preparing for international operations. The project has also aimed at creating methodological guidelines and tools for developing 3D educational simulations for both military and civilian use.
2005
The tutorial will provide the foundation to help simulation users, developers, and acquisition specialists determine how best to exploit the benefits of intelligent tutoring systems. Intelligent Tutoring System (ITS) technology provides the means to expand the educational capabilities of simulation to include individualized teaching without the man-power required of individual human tutors or observer/controllers. Specifically, an ITS can provide, to a student performing in a simulated scenario, an automatic debriefing, tailored remediation to address deficiencies observed in his performance in the simulation, and automatic selection of the best scenarios for that student to allow him to practice his weakest areas.
The Interservice/Industry …, 2010
This paper analyzes the design and development opportunities and challenges of creating a virtual cultural training simulation whose core features can be deployed across diverse media platforms such as personal computers, mobile devices, game platforms, the web, and Cave Automatic Virtual Environments (CAVE). This paper describes progress on a platform-flexible design approach for The First Person Cultural Trainer (FPCT), a high-fidelity simulation in which the user must build rapport with culturally rendered Afghan and Iraqi characters in order to unlock key information. FPCT was developed for Army Training and Doctrine Command Intelligence Support Activity (TRISA) at Fort Leavenworth. FPCT is part of the larger Hybrid Irregular Warfare Improvised Explosive Device Network-defeat Toolkit (HI 2 NT) program of federates and must operate within these architectures. In addition to design and development considerations, this paper explores the additional challenge of balancing the financial costs and performance benefits of developing for yet undetermined game engines and platforms. This paper offers suggested approaches to flexible design that can be applied to the future reuse of assets, training narratives, and core functionality in other simulations. is an assistant professor of Arts and Technology at the University of Texas at Dallas and is the principal investigator on First Person Cultural Trainer. Dr. Zielke has served as the project manager on a series of culturally related military-funded simulation projects over the last several years. Her areas of research are cyberpsychology and hyper-realistic simulations and she works in the intelligence, health and marketing sectors. Dr. Zielke received her Ph.D. from the University of Texas at Dallas, and also has an MBA and a masters in international business.
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.