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1993, Proceedings of IEEE Virtual Reality Annual International Symposium
This paper describes a research testbed developed to investigate the use of virtual environment (VE) technology for Army training. The objectives of the testbed and the first experiments conducted using the testbed are described, in which performance data was collected as participants completed a variety of basic tasks: vision (acuity, color vision, distance estimation, and search); locomotion (walking and flying through structures); tracking and object manipulation (placing and keeping a cursor on an object, and using it to move objects); and reaction time.
2002
: Over the past decade, Virtual Environment (VE)-based training systems have become commonplace within the military training domain. These systems offer such benefits as small footprint, rapid reconfiguration, and enhanced training delivery. In addition, they appear to offer significant relief for a market starved for low cost training systems, and hold great potential as effective training tools. Yet, all too often the human element is taken for granted, with systems being designed to incorporate the latest technological advances, rather than focusing on enhancing the user's experience within the VE-both from a training and human factors perspective. It is precisely this shift in design philosophy, from techno centric to human centric that represents the next, greatest, challenge to developing effective VE-based training systems. Interaction with VE involves the ability of individuals to effectively perform essential perceptualsensory- motor tasks within the virtual world. More...
Çağ Üniversitesi Uluslararası Güvenlik ve Yönetim Araştırmaları Dergisi
The aim of this research is to examine whether the use of VR technology, which is used for military training purposes, together with the new generation technologies such as artificial intelligence (AI) and Industry 4.0, can be an alternative to field trainings as well as to the classical classroom trainings carried out until now and in the future. And to present conceptual information and predictions on whether it can change military units" way of training and practice. For this purpose, the infrastructure, features, applications, case studies, relationship with currently used training methods and possible advantages of the "military field VR technology" have been examined through a literature review and the results are revealed in a comparative manner. In addition, the relationship between the concept of telepresence and the experiential learning theory has been investigated. Applications of different armies using VR technology in the military field were scanned, examined and reported. The research findings show that the relationship between VR technology and the experiential learning theory, gives the predicted results in military applications. It points out that simulations and
The DoD and NASA are considering virtual environments (VE) technology for use in forward deployable and remote training devices. Yet, many of these VE devices, particularly those which employ helmet-mounted displays, have an adverse effect on users, eliciting motion sickness and other sequelae (e.g., Pausch, Crca, & Conway, 1992; Kennedy, Lane, Lilienthal, Berbaum, & Hettinger, 1992). These symptoms, now called cybersickness (McCauley & Sharkey, 1992), could retard development of VE technology and limit its use as a training tool.
2002
The goals of this research are (a) to develop a method for evaluating the capabilities of virtual simulation to represent the tasks and missions within a military application domain, (b) to demonstrate the methods in two domains, and (c) to propose ways to integrate the method with existing doctrine. Initial activities surveyed existing training systems and reviewed the capabilities of key virtual environment technologies. From this survey, we identified capabilities most likely to impede successful development of virtual environment training systems. A review of existing methods of evaluating or predicting training effectiveness identified several candidates for incorporation into the method produced in this project. Based on the results of this review, we developed a method for Specifying Training Requirements in Virtual Environments (STRIVE), combining features from two existing methods. The STRIVE methodology assesses the capability of virtual environment technology to support task performance based on subject matter expert judgments of selected cues and responses needed to perform task activities. A demonstration of the model was developed using Microsoft Access97 The STRIVE methodology can be
Urban terrain is among the most complex of military environments and urban combat skills remain one of the most difficult to train. The Office of Naval Research VIRTE (Virtual Technologies and Environments) program is conducting research to enable Military Operations in Urban Terrain (MOUT) training for deployed Marines. This report briefly describes the initial development of a virtual environment (VE) specifically tailored to the needs of such training, particularly fighting in confined environments such as buildings.
Current U.S. Naval doctrine places increasing emphasis on providing just-in-time training. This means training the deployed sailor when they need the training, wherever they happen to be. This differs from classic training doctrine that calls for placing a completely trained expert in the field. This shift in doctrine is a direct response to reduction in force sizes, necessitating fewer experts and more generalists. Just-in-time training requires the generalists to be somehow brought up to expert standard in the field. One way to fill this requirement is through the use of deployable training systems. In this sense, 'deployable' refers to a system that requires minimal space, demands little if any maintenance, and is easy to setup. Virtual Environment (VE) training systems, with their inherently small footprint, and fundamental reliance on software rather than hardware solutions, represent a seemingly elegant solution to many of these challenges. However, VE systems bring with them their own unique set of challenges that can negatively impact skill learning during VE exposure, as well as significantly reduce military personnel's ability to perform missioncritical tasks following VE exposure. For instance, a group of side effects collectively known as cybersickness can be especially debilitating to users during VE training. Symptoms range from the distracting, such as eyestrain and blurred vision, to the performance detracting, such as visual motor coordination and balance disturbances. Cybersickness occurs in approximately 80-95% of individuals receiving virtual training, with up to 30% of the trainees opting to terminate training before completing it. VE exposure can also produce aftereffects such as eyestrain, dizziness, and nausea, that can last more than an hour after a training session, and in about 8% of individuals symptoms can last for more than six hours post session. Prolonged exposure to VEs can lead to distinct physiological changes, such as changes in the resting point of accommodation or even recalibration of perception-action couplings following exposure to visual scenes. These issues become even more critical when using VE systems to deliver deployable, just-in-time training. When these simulations are placed aboard ship, the physical ship motion will be completely uncorrelated to the motion being visually represented in the VE. This discordance will most certainly exacerbate any already existing side/after effects. The net result of these effects is an increased likelihood of users receiving less-than-adequate training during VE exposure, and being unfit to perform their duties following VE exposure.
2011
While demonstrations are recognized as an effective tool to train key Army relevant skills, there is little detailed guidance on how to generate and present effective demonstrations. CHI Systems created a demonstration authoring tool, called the Virtual Environments for Soldier Training via Editable Demonstrations (VESTED), which guides an author through a demonstration creation process to select the specific learning goals to be demonstrated and to construct storyboards depicting the underlying behaviors, cognitive decisions and tasks being demonstrated. VESTED also aids the author in making the decisions about where and how to use the virtual environment (VE) medium and all of the other relevant authoring tools. The use of VESTED should reduce instructor workload and improve instructor efficiency by reducing the cost of developing demonstrations and permitting demonstrations to be executed on a wide-variety of affordable computer hardware.
2015
The use of Virtual Reality (VR) for training is increasingly common in the military and in emergency operator fields. One of the main problems with the use of VR for training is the fact that the technology, although advanced, is not enough on its own. Technological aspects like fidelity and sensorial realism are certainly important in developing effective training techniques, but there are others that need to be considered. Focusing on human factors from the earliest stages of designing VR training can increase effectiveness and reduce the possibility of ineffective or even harmful effects of the training. This approach, called "Human-Centered VR Training Design," is characterized by being both multimodal (i.e., oriented to several aspects of user experience) and multilevel (i.e., based on the integrated use of technical and methodological solutions); it has undergone preliminary testing by Selex ES within the project Minerva in collaboration with psychological researchers at the
Due to the expense of obtaining access to purpose-built virtual environments, it has traditionally been difficult for some researchers to examine questions of interest involving infantry combat performance. As part of on going research into stress and human performance in infantry combat, a highly affordable soldier simulator was constructed using off-the-shelf parts and equipment. Simulators of this type are highly flexible and scalable in design, allowing researchers to fabricate them to the requirements of the study andlor in proportion to available resources. Our demonstration will allow participants to operate the simulator themselves, or observe the demonstrators operating it. Additionally, they will be able to design their own missions and execute them in the simulator, with the assistance of trained personnel. The purpose of the demonstration is to acquaint human factors researchers with a system that demonstrates that solder simulator systems can be developed affordably and easily.
Proceedings of the Interservice/Industry Training, Simulation, and Education Conferrence (I/ITSEC), 2003
The Deployable Virtual Training Environment (DVTE) project, sponsored by the Director, Expeditionary Warfare (N75) in the Office of the CNO, is a collaborative effort between the Program Executive Officer, Expeditionary Warfare (PEO EXW) and Marine Corps Training and Education Command (TECOM). The intended product of this effort is to provide enhanced shipboard operational training simulators on amphibious ships for embarked Marines and to field a flexible, deployable, training system that addresses requirements for combined arms MAGTF and Naval Integration training. DVTE was established to provide a shipboard and shore training system that maintains and enhances embarked Marine war fighting proficiency.
I hear and I forget. I see and I remember. I do and I understand. Confucius 1. SUMMARY Vision. Just as flight simulators enable pilots to safely practice responses to emergencies, the challenge now is to develop virtual environment technology for the training together of small teams on foot-military squads, Coast Guard boarding parties, police, EMTs, emergency room trauma teams, hazmat teams, etc. Such training allows repeated, varied practice. The goal is you are there; you learn by doing with feedback; you jell as a team by doing together. First, we must clearly envision what is wanted. This we will call the Immersive Team Trainer (ITT).
2006
An immersive training system, called Virtual Environment Cultural Training for Operational Readiness Training Delivery (VECTOR-TD), was developed to provide scenario-based virtual environments to support cultural familiarization. This paper describes the cultural-training application, the architectural design, and the associated implementation of the immersive environment and intelligent agent technology to control game non-player characters (NPC). One of the innovative features of the virtual environment is the use of executable cognitive models and emotion models which play significant roles in the overall reactions and behaviors of NPCs toward the trainee. In addition to influencing the behavior of the active NPCs, the emotion models constrain interactions with NPCs encountered later in a scenario. Recent additions to the VECTOR system include a scenario authoring capability that utilizes a graphical programming paradigm to enable scenario content authoring for execution within the VECTOR training system. The significance of VECTOR-SE is twofold. First, it dramatically reduces the time and skill required to develop VECTOR scenarios. Second, VECTOR-SE makes scenario development or modification accessible to a wider audience of professionals. VECTOR-TD and SE are currently being evaluated at the U.S. Military Academy at West Point.
Presence: Teleoperators & Virtual Environments, 1994
This paper presents a laboratory review of current research being undertaken at Sandia National Laboratories in the development of a distributed virtual reality simulation system for situational training applications. An overview of the project is presented, followed by a discussion of the various components, both hardware and software. Finally, a training application being developed utilizing the system is presented. a review of this research, including a discussion of the system components, the configuration, and an application-specific training environment being developed within the context of this larger work. Related work includes SIMNET (Pope, 1989) and NPSNET (Zyda, Pratt, Falby, Lombardo, & Kelleher, 1994), both of which are distributed, heterogeneous simulation systems for battlefield training, the latter with embedded hypermedia. To our knowledge, neither handles close quarters training with full-body rendering of human participants. I
2000
This paper discusses the use of Virtual Simulation and Synthetic Environments (SEs) for the training of the dismounted infantry (DI) soldier. The paper covers the needs and issues for this training and gives a series of examples of active research applications including improvements in terrain fidelity. The approaches for current Infantry training are outlined together with a broader review of
education and …, 2003
A virtual reality system is being developed to help train first responders in dealing with terrorist attacks involving use of weapons of mass destruction (WMD). The main goal of the project is to determine how effective virtual environments can be used for training first responders, and the project emphasis is on WMD survey training. The virtual environments will be capable of being programmed to allow first responders to train in numerous scenarios.
Present and anticipated military missions require highly trained and capable military personnel. Military personnel have to be well prepared to effectively and efficiently use state-of-the-art technology under highly complex battlefield conditions. A number of factors are influencing training policies, procedures and technologies. An important factor is the need for units to deploy. This places them in locations where they do not have the facilities and infrastructure needed to optimally plan and rehearse complex missions. Recent advances in computer and display technologies make embedding training and embedded virtual simulation in highly mobile military hardware both practical and effective. Embedded training is a well-known concept, which tightly integrates training functionality into operational equipment. It allows military personnel to train and rehearse while deployed to an operational area. Embedding training allows skills to be maintained and developed close to the battlefi...
IEEE Computer Graphics and Applications, 2004
The present paper describes two studies aimed at evaluating Virtual Environment (VE) technology for training individuals to perform military checkpoint duty. Participants stood guard at a fictitious base in which simulated drivers in vehicles approached seeking entrance. Participants inspected each vehicle, interacted with the drivers, verified their identification, and made a decision to allow the driver to enter the base, detain the vehicle, or asked the driver to turn around and leave. The first experiment was conducted in a CAVE environment with stereoscopic visual and auditory displays, participant tracking, and voice recognition. The second experiment provided the same training on a desktop system. The results of both studies showed that participants learned quite effectively with either interface, but that overall levels of performance were better with the fully immersive VE. These findings suggest that VE technology holds promise for activities that are more like experience-based training and which place a greater emphasis on social interaction skills.
2006
The key component in developing an effective virtual infantry training simulator is the user interface. Our goal is to develop interfaces that give users close to the same ability to move and coordinate actions as they have in the real world. We have developed two interfaces. Gaiter is a highly realistic body-driven interface in which the user walks in place to walk through the virtual world. With Gaiter, the user can naturally intermix a range of natural and gestural actions. An experiment comparing Gaiter with less realistic interfaces shows that a control technique that mimics a user's natural actions, while beneficial, does not immediately provide all the capabilities of natural motion. These results, along with a Marine Corps interest in lower cost, more deployable systems, have led us to develop a new virtual locomotion control. Pointman is a device-driven interface that uses a conventional dual joystick gamepad. Unlike the control mappings of a conventional gamepad, Pointman allows the user to specify direction of movement independently from the heading of the upper body, allowing the user to execute realistic tactical infantry movements such as pie-ing the corner. Pointman can also be used for teleoperation of remotely piloted vehicles, providing added separation over the vehicle's motion and view. Both interfaces derive from an analysis of action and effect that highlights the importance of providing open loop control.
Proceedings. IEEE 1998 Virtual Reality Annual International Symposium (Cat. No.98CB36180), 2000
The need for evaluating task appropriateness in virtual training is discussed. A framework is developed for understanding navigational tasks and spatial cognition and their demands for training. The training abilities of virtual environments are critically examined and compared to the demands for navigational training. An experiment is performed to examine navigational training in a virtual environment and with a map. The results show superior performance for the group trained with the map, yet also show successful training using the virtual environment. A lack of guidelines for conducting virtual training is discussed, and further research is suggested.
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