Ouverson Kaitlyn M, Ostrander Alec G, Walton Jamiahus, Kohl Adam, Gilbert Stephen B, Dorneich Michael C, Winer Eliot, Sinatra Anne M
Virtual Reality Applications Center, Iowa State University, Ames, IA, United States.
U.S. Army Combat Capabilities Development Command Soldier Center, Natick, MA, United States.
Front Psychol. 2021 Mar 1;12:553015. doi: 10.3389/fpsyg.2021.553015. eCollection 2021.
This research assessed how the performance and team skills of three-person teams working with an Intelligent Team Tutoring System (ITTS) on a virtual military surveillance task were affected by feedback privacy, participant role, task experience, prior team experience, and teammate familiarity. Previous work in Intelligent Tutoring Systems (ITSs) has focused on outcomes for task skill training for individual learners. As research extends into intelligent tutoring for teams, both task skills and team skills are necessary for good team performance. This work includes a brief review of previous research on ITTSs, feedback, teams, and teamwork, including the recounting of two categories of a framework of teamwork performance, Communication and Cognition, which are relevant to the present study. This research examines the effects of an intelligent agent, as well as features of the team, its members, and the task being undertaken, on team communication (measured by relevant key-presses) and team situation awareness (as measured by scores on a quiz). Thirty-seven teams of three participants, each at their own computer running a multiplayer surveillance simulation, were given just-in-time private (individually delivered) or public (team-delivered) performance feedback during four 5-min trials. In the fourth trial, two of the three participants switched roles. Feedback type, teamwork experience, and teammate familiarity had no statistically significant effect on communication or team situation awareness. However, higher levels of role experience and task experience showed significant and medium-sized effects on communication performance. Results, based on performance data and structured interview responses, also revealed areas of improvement in future feedback design and a potential benchmark for feedback frequency in an action-oriented serious game-based ITTS. Among the conclusions are six design objectives for future ITTSs, establishing a foundation for future research on designing effective ITTSs that train interpersonal skills to nascent teams.
本研究评估了在虚拟军事监视任务中使用智能团队辅导系统（ITTS）的三人团队的表现和团队技能，是如何受到反馈隐私、参与者角色、任务经验、先前团队经验以及队友熟悉程度影响的。智能辅导系统（ITSs）以往的研究主要关注个体学习者任务技能训练的成果。随着研究扩展到团队的智能辅导，任务技能和团队技能对于良好的团队表现都必不可少。这项工作包括对先前关于ITTSs、反馈、团队及团队合作研究的简要回顾，其中包括对与本研究相关的团队合作表现框架的两类内容——沟通和认知的叙述。本研究考察了智能代理以及团队、其成员和所执行任务的特征对团队沟通（通过相关按键操作来衡量）和团队态势感知（通过测验分数来衡量）的影响。37个由三名参与者组成的团队，每人在自己的电脑上运行一个多人监视模拟程序，在四次5分钟的试验中，他们会收到即时的私密（单独提供）或公开（团队提供）的表现反馈。在第四次试验中，三名参与者中的两名交换了角色。反馈类型、团队合作经验和队友熟悉程度对沟通或团队态势感知没有统计学上显著的影响。然而，较高水平的角色经验和任务经验对沟通表现显示出显著的中等程度影响。基于表现数据和结构化访谈回复的结果，还揭示了未来反馈设计中需要改进的方面，以及在基于严肃游戏的面向行动的ITTS中反馈频率的潜在基准。研究结论包括未来ITTS的六个设计目标，为未来设计能训练新生团队人际技能的有效ITTS的研究奠定了基础。
