DOCUMENT RESUME

ED 272 167 IR 012 226

AUTHOR Elder, B. Leon; And OthersTITLE Development of Interactive Videodisc Training for

Army Land Navigaticn Skills. Final Report.INSTITUTION Human Resources Research Organization, Alexandria,

Va.SPONS AGENCY Advanced Research Projects Agency (DOD), Washing:on,

D.C.REPORT NO HumRRO-FR-PRD-85-17PUB DATE Dec 85CONTRACT MDA903-83-C-0453NOTE 59p.PUB TYPE Reports - Research/Technical (143)

EDRS PRICEDESCRIPTORS

M701/PC03 Plus Postage.*Computer Assisted Instruction; *Courseware;Formative Evaluation; *Instructional Development;*Interactive Video; Learning Strategies; MaterialDevelopment; Microcomputers; Military Personnel;Military Training; *Navigation; Skill Development;Spatial Ability; *Video Equipment

ABSTRACTInteractive videodisc computer-assisted instruction

(CAI) on land navigation tasks for M1 Abrams tank commander wasdeveloped and installed in a Basic Noncommissioned Officer's Course(BNOC) classroom at Fort Knox, Kentucky. A two-sided videodisc wasdeveloped to support the CAI courseware, which was developed onHazeltine Corporation's MicroTICCIT system using the ADAPT authoringlanguage. This report on the development and implementation of theinstructional system contains an executive summary and backgroundinformation, as well as detailed information on the project'sactivities and products. This information is presented in fivesections, which address: (1) the design of the CAI courseware; (2)the presentation of the courseware on MicroTICCIT; (3) the contentsof the videodisc; (4) the implementation and evaluation of remedialCAI; and (5) the materials included in the courseware for each of thefive land navigation tasks--Identify Terrain Features and DetermineElevation, Orient a Map by Terrain Association, Determine a Locationon the Ground by Terrain Association, Locate an Unknown Point on theGround by Intersection or Resection, and Analyze Terrain Using theFive Military Aspects of Terrain. A list of references and a glossaryof terms are provided, and learning guideliPes and land navigationcourseware menus are appended. (JB)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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U $. OEPARTMENT OF EDUCATIONOthe of Educational R1111114,01 snd ImpropEDUCATIONAL RESOURCES INFORMATIC

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REPORT DOCUMENTATION PAGE

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4 PERFORMING ORGANIZATION REPORT NUMBER(S)

FR-PRD-85-17

S. MONITORING ORGANIZATION REPORT NUMBER(S)

6a. NAME OF PERFORMING ORGANIZATION

Human Resources ResearchOr anization

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HumRRO

.7a. NAME OF MONITORING ORGANIZATION

U.S. Army Research Institute for theBehavioral and Social SCiPrICEK

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1100 South Washington StreetAlexandria, Virginia 22314-4499

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5001 Eisenhower AvenueAlexandria, Virginia 22333

1341. NAME OF FUNDING /SPONSORINGORGANIZATION Defense AdvancedResearch Projects Agency

ab. OFFICE SYMBOLOfapplicable)

DARPA

9. PROCUREMENT INSTRUMENT IDENTIFICATION NUMBER

MDA903-83-C-0453

Sc. ADDRESS (City, State, and DP Code)

1400 Wi/son Blvd.Arlington, Virginia 22209

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11. TITLE (Include Security Gasification)

Development of Interactive Videodisc Training for Army LandNavigation Skills (Unclassified)

12. PERSONAL AUTHOR(S) Elder, B. Leon, Harris, Carolyn D., Sticha, Paul J., Stein, Doris J. ,

Knerr, C. Mazie, HumRRO and Tkacz, Sharon ARI

13s. TYPE OF REPORT

Final Report13b. TIME COVEREDmmtmulaaPD1V1n/R5

14. DATE OF REPORT (Year, Month, Day)

December 1935S. PAGE COUNT

16. SUPPLEMENTARY NOTATION

17 COSATI CODES 1$. SUBJECT TERMS (Continuo on reverse if necessary and identify by block number)Armor Training; Basic Skills; Computer-Based Training;Interactive Videodisc; Land Navigation Traini. g;Learning Strategies; Spatial Orientation

FIELD GROUP SU-GROUP

,9 ABSTRACT (Continuo on reverse if necessary and ident* by block number)

Congress, the Department of Defense, and the Services are emphasizing the applicationof advanced technology to solve military training problems and to improve trainingeffectiveness. The tank commander (TC) of the Army's new M1 Abrams Tank is a highpriority target for this advanced technology application; within the repertoire of TCskills, the Army identified land navigation as the first training segment topic. The

objective of this project was to develop and implement computer-based, interactivevideodisc training in land navigation for the 11 Abrams tank commander.

Since 1980, HumRRO has conducted a project to develop and evaluate applications ofadvanced multimedia technology for Army education. The most promising, selected for themajority of the instructional delivery, was a low-cost microcomputer-controlled,interactive videodisc system. The emphasis of the instructional content was basic skills,

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DO FORM 1473, 44 MAR 83 APR edition may bs used until a .

All other editions are obsolete.

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with modules that trained spatial orientation and navigational skills, study andtest-taking skills. problem solving, and other learning strategies. The spatialorientation and navigational material, one of the most successful modules, was ideallymatched with the vicarious travel capabilities of the interactive videodisc system.Thus, the approach in this task was to refine the interactive videodisc instructionin land navigation to meet the needs of the tank commander.

This report describes the development and implementation, of computer-based,interactive videodisc training in land navigation for students in the M1 Abramstank BNCOC (19K).

The products of this project are a two-sided videodisc; side one titled "NCOLand Navigational Skills" and side two titled "Map Reading Skills," and the relatedinstructional software to teach the following tasks:

Identify Terrain Features and Determine ElevationOrient a Map by Terrain AssociationDetermine a Location on the Ground by Terrain AssociationLocate a Point by Intersection or ResectionAnalyze Terrain Using Five Military Aspects of Terrain

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ACKNOWLEDGEMENTS

This report describes the development and implementation ofcomputer-based interactive videodisc training in land navigationfor the Mi Abrams tank commander.

The work was conducted by the Human Resources ResearchOrganization (HumRRO) under contract to the U.S. Army ResearchInstitute for the Behavioral and Social Sciences (ARI) PrimeContract MDA903-83-C-0453, ARPA Order Nr. 4069. Dr. HaroldO'Neil was the Cor racting Officer's Representative (COR).Dr. Donald Haggard was the assistant COR.

The HumRRO Project Director for the work reported here wasDr. C. Mazie Knerr. HumRRO personnel who assisted in thisproject were Peter Ramsberger, Harold Hunter and Beverly Hunter.The final manuscript was prepared by Theresa Doty. Also assist-ing were Carl Lickteig, Donald Kristiansen, Ruth Phelps, DebbiGray and Jackie Campbell from ARI and Billy L. Burnside fromTRADOC.

HumRRO was assisted in the project by two subcontractors-Video Software Associates (VSA) and Interactive TelevisionCorporation (ITC). VSA personnel assisting were David Hopwood,Bob Korn and Susan Brooks. ITC personnel assisting were AllenClark and Nick Atiyeh.

The authors would Like to acknowledge the contribution ofthe original HumRRO videodisc group and their supporting subcon-tractors. Robert Seidel and Harold Wagner were the originalprincipal investigators, and are largely responsible for theresearch and development plans that led to the current work.HumRRO personnel who produced interactive videodisc instructionin the early phases of the project were William Underhill, CarolHargin, Peter Ramsberger, Catherine Wetherby, Judy Pumphrey,David Hannaman, Richard Rosenblatt, and Russel Schulz. Thesupporting subcontractors were David Hopwood, President of VSA,and Steven Levin, Director of ITC.

v

INTERACTIVE VIDEODISC TRAINING FOR ARMY LAND NAVIGATION SKILLS

EXECUTIVE SUMMARY

Technical Problems:

Congress, the Department of Defense, and the Services areemphasizing the application of advanced technology to solvemilitary training problems and to improve training effective-ness. The tank commander (TC) of the Army's new M1 Abrams tankis a high priority target for this advanced technology applica-tion; within the repertoire of TC skills, the Army identifiedland navigation as the first training segment topic.

Recent training development by the Human Resources ResearchOrganization (HumRRO) produced spatial orientation andnavigational skills training implemented on computer-based,interactive videodisc systems (Ramsberger, Hopwood, Hargin, &Underhill, 1983). Experimental and field evaluationsdemonstrated that the spatial and navigational training materialstrained effectively ( Ramsberger, Sticha, Knerr, Elder,Rosenblatt, Paris, Wagner, & Leopold, (1984). Development ofland navigation training materials, tailored for the M1 TC andbased on these successful products, was selected to support theadvanced technology initiatives in the Department of Defense.

Objective:

The objective was to develop and implement computer-i-lsed,interactive videodisc training in land navigation for the M1Abrams tank commander.

Approach:

Since 1980, HumRRO has conducted a project to develop andevaluate applications of advanced technology for Army education.The most promising, selected for the majority of the instruction-al delivery, was a low-cost, microcomputer-controlled, interac-tive videodisc system. The emphasis of the instructional contentwas basin skills, with instructional modules that trained spatialorientation and navigational skills, study and test-takingskills, problem solving, and other learning strategies. Thesoatial orientation and navigational materials were ideallymatched with the vicarious travel capabilities of the interactivevideodisc system. Therefore, the approach in developing thistraining was to refine the interactive videodisc instruction inland navigation to meet the needs of the M1 tank commander.

vii

Results and Conclusions:

Interactive videodisc computer-assisted instruction wasdeveloped on land navigation tasks for the M1 tank commander. Atwo-sided videodisc was developed to support the ComputerAssisted Instruction (CAI). The CAI courseware was developed onthe sponsor selected instructional delivery system, HazeltineCorporation's Micro TICCIT, which uses the ADAPT authoringlanguage. The completed courseware was installed on aMicroTICCIT system in a designated Basic Noncomm_ssionedOfficer's Course (BNCOC) classroom at Fort Knox, Kentucky.

Use of Findings:

The land navigation CAI should be implemented as a part ofthe 19K BNCOC program of instruction.

The CAI should be expanded to cover other tasks related toland navigation skills and integrated into a complete landnavigation course for the tank commander.

The developed CAI should be transferred to a delivery systeathat offers greater control of videodisc operation. Transfer ofmaterial would allow the courseware to be structured more simply,and would lead to more reliable operation.

INTERACTIVE VIDEODISC TRAINING FOR ARMY LAND NAVIGATION SKILLS

CONTENTS

Page

Introduction 1

Background 1

Approach 1

Spatial Skills Training 2

Objective 3

Design of Computer-Assisted Instruction 5

CAI Courseware Presentation on MicroTICCIT 11

Videodisc 19

Implementation and Evaluation of Remedial CAI 21

Descriptions of Coursewar. 23

Identify Terrain Features and Determine Elevation 23

Learn to Recognize Terrain Features on a Map 23Learn to Visualize Terrain Features 25Determine the Elevation of a Point on a Map 28

Orient a Map by Terrain Association 30

Determine a Location on the Ground by Terrain Association 33

Locate an Unknown Point on the Ground byIntersection or Resection 34

Intersection 35Resection 36Test 38

ix s

CONTENTS (Continued

Page

Analyze Terrain Using the Five Military Aspects of Terrain. 38

References 41

Glossary 43

APPENDIX A: TECEP Learning Guidelines 47

B: Land Navigation Courseware Menus 51

LIST OF TABLES

Table 1. Land Navigation Training Tasks 6

2. Land Navigation Tasks and Learning Guidelines 8

3. Land Navigation Videodisc Contents 20

LIST OF FIGURES

Figure 1. Flow Chart for Land Navigation CAI CoursewareMenus 13

2. Landform Model 26

3. Control panel used to control pans 31

9x

.I

INTRODUCTION

Background

The Army Training and Doctrine Command (TRADOC), the U.S.Army Research Institute for the Behavioral and Social Sciences(ARI), and the U.S. Army Armor Center (TJSAAI4RC) established aTraining Technology Field Activity (TTFA) at Fort Knox, Kentucky,to improve the effectiveness and efficiency of training throughapplications of advanced technology. Its initial focus was theBasic Noncommissioned Officer's Course (BNCOC) for trainingM1 tank commanders (TC) who hold the military occupationalspecialty (MOS) 19K. One of the primary technologies selectedfor implementation by the TTFA was computer-based instruction(CBI), which includes computer-assisted instruction (CAI).

The TTFA hypothesized linkages between the 19K BNCOC courseelements and potentially relevant technologies. Land navigationis one of the key course elements. More than two decades ofmilitary training in map reading and land navigation have notsignificantly improved soldier performance in these areas. Over70 percent of soldiers were estimated to be unable to read amap in the 1950s (Marshall, 1979). Recent test scores continueto show low levels of map reading skills. In BNCOC prerequisitetests, only 56 percent of entering students passed landnavigation in early course cycles. New instructional concepts,methods, and technologies were needed to improve this trainingarea. The technologies suggested by the TTFA cover thoseimmediately available and others not presently available.Those immediately available include computer-assisted instructionand videodisc systems; combined, these technologies offerpowerful adaptive training well suited for land navigation andmap reading skill learning.

Atproach

Since 1980, the Human Resources Research Organization(HumRRO) has conducted research and development in applicationsof advanced multimedia technology for Army education. The workconcentrated on use of low-cost, microcomputer-controlled,interactive videodisc systems for instructional delivery. Theemphasis of the instructional content was basic skills, withmodules that trained spatial orientation and land navigationalskills, study and test-taking skills, problem solving, and otherlearning strategies. The spatial orientation and navigationalmaterial, one of the most successful modules, was ideally suitedfor the vicarious travel capabilities of the interactive video-disc system. Therefore, the approach to this work was to refinethe interactive videodisc instruction in land navigation to meetthe needs of the tank commander.

1

10

Spatial Skills Training

Spatial abilities are basic to performance on navigationtasks. Levine, Schulman, Brahlek, and Fleishman (1980, p. 1)

suggested that training an ability might prove to be a "moreefficient approach...than...training each specific task."However, the question of whether spatial abilities are trainablehas not been answered convincingly. Studies on the effects oftraining in spatial visualization, for example, have yieldedmixed results.

One study investigated the feasibility of training spatialvisualization so as to "facilitate transfer among tasks requiringthese abilities" (Levine, et al., 1980, p. 1). Subjects receivedIxtensive practice with feedback on a set of tasks requiringspatial visualization. They were then tested on two transfertasks that also required spatial visualization. The resultsindicated no evidence of transfer of training.

A number of studies have reported increases in performancefollowing training in spatial ability. In 1955, Blade and Watsonsuggested that low spatial visualization ability may be due to alack of related experience. More recently, Blatter (1983) foundevidence that supports this hypothesis. She found that subjectswith low spatial abilities benefited more from training thanthose with high spatial abilities. She concluded that lowspatial ability may be due in part to a lack of relatedexperience and training. In contrast, Simutis and Barsam (1983)found that only above average subjects were able to benefitdifferentially from interactive graphics training. Thus,although spatial skills training may be able to raise the levelof performance on spatial tasks, there exist individualdifferences in training effectiveness.

Other research has shown that self-produced movement throughthe environment is critical for spatial skills acquisition.Goldin and Thorndyke (1981) demonstrated that navigation providesa unique, procedural kind of knowledge which cannot be acquiredby simply reading maps. Cohen (1980) found that informationderived from simulated travel through space can be even moreeffective than actual navigation because of the greater degree ofcontrol over information available.

One of the most important cognitive skills in mapinterpretation is orientation ability (Tkacz, Paulson, Hirsch,and Morris, 1986). This includes processing both cardinaldirections and relationships between objects. In addition, fieldperformance depends on such components as identifying naturalterrain features on maps, terrain association of map and realworld features, and basic map readings skills, such asdetermining grid coordinates.

Givca the evidence cited, it is reasonable to believetraining exercises that simulate navigation dynamically will beeffective for some initial ability levels. The land navigation

211

training tasks described in this report include skills found tobe important in map interpretation and terrain associationperformance.

Objective

The objective was to develop and implement computer-based,interactive videodisc training in land navigation for students inthe M1 tank BNCOC (19K MOS).

3 12

DESIGN OF COMPUTER-ASSISTED INSTRUCTION

The approach for achieving the computer-assisted instruction(CAI) objective is based on TRADOC Regulation 350-7, A SystemsApproach to Training (SAT) (1982), which specifies the majortraining design and development phases: analyze, design, develop,implement, and evaluate. An interim report (Knerr, Sticha,Elder, Ramsberger, Harris, & Tkacz, 1984) describes the taskanalyses and training designs which were prerequisite to thedevelopment of the land navigation CAI courseware. The instruc-tional design and development were tailored using the specialfeatures available through videodisc,-based instruction andHazeltine corporation's MicroTICCIT authoring and instructionaldelivery. A glossary is included at the end of this report.

The Land Navigation Training Steering Committee convened bythe ARI field unit at Fort Knox specified the land navigationtasks for which task analyses and training designs wereaccomplisned. The committee identified three terminal objectivesfor the land navigation program: navigate from one point toanother, on roads and cross-coune-ry, mounted, using a map;determine six-digit grid coordinates; conduct a map recon-naissance to identify and select avenue of approach andpositions. Several tasks, viewed as enabling objectives, supportthese terminal objectives. The committee then determined whichones should be trained, how tne3v should be trained (classroom,videodisc, or field exercise) and where they should beevaluated. Table i summarizes the results. Theserecommendations guided the task analysis and training design.

Through coordination with ARI and the Land NavigationTraining Steering Committee, due to contract budgetary restric-tions, the ramber of tasks for which training would be developedwas reduced to the following five tasks:

1. Analyze terrain using five military aspects of terrain.

2. Identify natural te.:rain features and determineelevatiJn.

3. Orient a map tf ground by map-terrain association.

4. Determine location on the ground by terrain association.

5. Locate an unknown point on a map or on the ground byintersection or resection.

Traditional task analysis techniques were applied to theobjectives, standards, conditions, performance steps, andexisting materials of the selected tasks. The results of theseanalyses guided prescription of the training designs, which usedthe Training Effectiveness and Cost Effectiveness (TECEP) model.The TECEP model has been incorporated into the Army's proceduresfor instructional design (TRADOC, 1975).

5

13

Table

Lana Navigation Training Tasks

TasksRecom mended

Location Method

a. Analyze terrain using fivemilitary aspects of terrain

b. Use marginal information, identifytopographic symbols and identifyadjoining map sheets

c. Identify natural terrain featuresand determine elevation

d. Determine azimuth using protractorand compute back azimuth (trainingin angle estimation to be included)

e. Orient a map to the ground bymap-terrain association

f. Determine location o.. i.he groundby terrain association

g. Determine directions using fieldexpedient methods

h. Locate an unknown point on a mapor on the ground by intersectionor resection

i. Navigate from one point to anotherwith a map in a vehicle moving at9 km/hour

j. Determine the grid coordinate ofa point on a map using militarygrid reference system

Classroom

Classroom

Classroom

ClassroomField

Outside ofClassroomField

Classroom

Classroom

ClassroomField

Field!introduction)ClassroomField

Study Ha

Videodisc

Instructor

Videodisc

Instrictor (crawllInstructor [walk: run)

Instructor (crawl)

Instructor [walk; run)

Videodisc

Vide. disc

Videodisc [crawl)Instructor (walk; run)

Instructor [crawl)

Videodisc !walk]STY

Videodisc

TECEP translates task descriptions and learning principlesinto prescriptions for learning. The task descriptions (fromtraditional task analysis) are used to categorize the tasks. Thecategories differ somewhat over the editions of TECEP, but thecategories used in the Army's model are:

Mental Identifying objects and symbolsRecalling informationDiscriminating, detecting, monitoringRule learning and usingDecision ma".ing

Physical Gross motor skillsResponsive motor skill, steering, guidingPositioning movements, recalling proceduresVoice communicating

Classification of the tasks into the TECEP categories leadsto training prescriptions by applying the learning guidelines andinstructional algorithms supplied in the TECEP model. The rulesfor the training prescriptions are based on the task character-istics, trainee ability levels, and training phase. Somelearning guidelines apply to all of the task types, while othersapply only to tasks within a specified category.

The TECEP learning guidelines and algorithms specify foreach type of task the design considerations, including practice,feedback and reinforcement, guidance and prompts, learringstrategies (e.g., mnemonics, imagery), and changes in thetraining design to enhance various stages of learning. Theselearning guidelines were determined for each skill typeidentified, and the land navigation tasks were sequenced into atraining package.

Table 2 lists the land navigation tasks selected fortraining on MicroTICCIT And the TECEP learning guidelines foreach task. (The learniny guidelines are presented in AppendixA.) A summary of the instructional design for each of the landnavigation tasks follows. The instruction and video images arepresented to the student by MicroTICCIT on the monitor at thestudents workstation.

Analyze terrain using the five military aspects of terrain.This lesson is presented using color drawings and pictures ofarmored vehicles situated to demonstrate the teaching points.The instruction stresses the use of "OCOKA" (0 - observation andfire, C - concealment and cover, 0 - obstacles, K - key terrain,A - avenues of approach) to remember the five aspects, themeaning of each of the aspects, and provides practice inanalyzing the terrain in visual battle situations.

Table 2

Land Navigation Tasks and Learning Guidelines

Tasks TECEP Learning Guidelines

1. Analyze Terrain Using Five MilitaryAspects of Terraina. Observation and Fireb. Concealment and Coverc. Cbstaclesd. Key Terrain Features

e. Avenues of Approach

2. a. Identify Terrain Features on a Mapb. Determine the Elevation of a Point

on the Ground Using a Map

3. Orient a Map to the Ground by Map-Terrain Association

4. Determine Location on the Groundby Terrain Association

5. Locate an Unknown Point on a Mapor on the Ground by Intersectionor Resectioa

Rule Learning and UsingClassifying and Recognizing Patterns

Rule Learning and UsingClassifying and Recognizing PatternsMaking Decisions

Rule Learning and UsingIdentifying Objects and SymbolsClassifying and Recognizing PatternsVisualization

Rule Learning and UsingClassifying and Recognizing PatternsSpatial RelationsVisualization

Rule Learning and UsingHypothesis TestingSpatial RelationsVisualization

Rule Learning and UsingClassifying and Recognizing PatternsIdentifying Objects and SymbolsSpatial RelationsVisualization

Identify natural terrain features and determine elevation.This lesson is presented in three parts each of which useslive-action video with audio for the instruction. The firstpart, identifying the contour patterns for the eight naturalterrain features, employs the same presentation design for eachof the features. A definition is given during views of realterrain; explanation of the basic topographic pattern accompanieshand-drawn contour patterns; and description of the more complexpatterns is given during views of a military map with specificidentification of that feature. The second part, visualizationand spatial orientation of the terrain features, employs a simplelandform modal for relating the two-dimensional contour patternsto a three-dimensional real world perspective. The third part,determining elevation, uses close-up views of military mapsections and over-the-shoulder views to demonstrate the audioinstruction.

Orient a map to ground by terrain association. The CAI useslive-action scenes of a soldier in tne field performing thetask of orienting the map using terrain association. Audio isused to describe the actions of the soldier. The practice andtest use 360-degree pans of actual terrain and correspondingpaper maps, keyed to the terrain, with the student's simulatedlocation indicated on the map. The student pans the scene until afeature is centered on the screen which he can identify on themap. The student responds by indicating the direction from themark i location toward the feature. Direction is indicated byuse of the light pen to mark one of the 16 labeled compass pointsof a grapnic compass displayed on the screen.

Determine location on the ground by terrain association.This instruction also uses live-action scenes of a soldierperforming tha task of locating his position on the ground byterrain association. The practice and test use 360-degree pansand paper maps with three alternate locations marked. Thestudent determines, by viewing the terrain displayed on themonitor, which location is his position (the camera position).

Locate an unknown point on a map or on the ground byintersection or resection. This is a two part lesson--one forintersection and one for resection. Both parts use live-actionscenes of a soldier in the field performing the task. Audiodescribes the action taking place on the screen. The practic°and test for each part require the student to answer questionsabout how the tasks are performed, what is the next step, and howthe next step is done.

9 1

CAI COURSEWARE PRESENTATION ON MICROTICCIT

This section describes the hardware and software used in thedevelopment of the land navigation CAI and how the CAI ispresented to the student.

The land navigation CAI courseware is developed on aHazeltine Corporation System II MicroTICCIT system. The course-ware is authored using ADAPT, a high-level programming languagethat runs on the TICCIT system, and a second authoring languageAPT, which is used in programming test management. Version38.17 of ADAPT and APT is used.

The System II MicroTICCIT is designed to optimize ADAPTcourseware development and delivery for medium-scale, computer-based training. The system used in this development had a DataGeneral host configured to support eight MicroTICCITworkstations.

Data General host. The Data General host consists of

Data General's Eclipse S/20 microprocessorOne 50 Megabyte hard (fixed) disk for storing programs

and dataA console or terminal (ttme. Dasher model) which the T1JCIT

operator will use for communicating with the DataGeneral System (not shown)

A tape driveThe MicroTICCIT Network Controller

NetworkController

Microprocessor

Fixed Disk

Tape Drive

MicroTICCIT Workstation. The MicroTICCIT workstationconsists of:

an IBM-PCa Sony color monitora light pen, anda Sony videodisc player.

The workstation is designed and configured to display TICCITcourseware. It can also be used as a terminal by TICCIT authorsand operators.

One MicroTICCIT workstation is called the NetworkController. This workstation will be located near the DataGeneral Host. The network controller controls the flow ofinformation to and from the TICCIT system and each of the otherMicroTICCIT workstations. It is used by the TICCIT operator toperform shutdown operations. Students and instructors can alsouse this workstation to access courseware.

The software included with the MicroTICCIT system are theData General Real-time Disk Operating System (RDOS) and RDOSoperating utility programs, the TICCIT operating system (MPOS)and MPOS utility programs, and the ADAPT and APT authoringlanguages.

HumRRO staff developed the land navigation CAI coursewareon MicroTICCIT and integrated it into a land navigation (LN)course, Course 193. The CAI courseware is presented to thestudent through the use of light-pen-driven menus. Figure 1outlines how the menus that follow are used in the control andpresentation of the land navigation CAI courseware.

PresentCoursemenu

< Opt:onsir

PresentTest Option

Screen

Test

no Ready ttake the

I Wiest?

yes

.4 1:5,-'---.s.tudent failed s").3 times'7

PresentLessonMenu

SelectModule. Test,

or Quit

Quit

-,.........

.--.,/"." Select ..---.> yes"---.. -.. instruction ,-

T no\-<--Select '",-...,,, yes

'''N..,,,meview

...._,./

no

.----.-SelectHelp

no

yes ,...-4eturn( to the Lesson

Figure 1 Flow Chart for Land Navigation CAI Courseware Menus

yes

yes

PresentReview

PresentHelp

dPresentPractice

13

Course menu. When a student enters the LN Course, the firstscreen displayed is the main course menu, which lists all of theland navigation lessons.

Please select one of the options with yourlight pen.

Land Navigation 1Marginal Information (off line)Azimuth and Back Azimuth (off line)Field Expedient Methods (off line)Identify Terrain Features

o Orient Map by Terrain AssociationDetermine LocationIntersection and Resection

Terrain AnalysisNeivi=mwsom A to B (off line)

Lesson menu. Lesson menus permit the student co move to thedifferent parts or modules of the lesson. Here is a lesson menufor a three part lesson. The student may choose 4'n see any orall parts of a lesson or to take the test.

Please select one of the options with yourlight pen.

Lesson Title

Module -1 TitleModule 2 TitleMooule 3 TitleTake the testQuit the lesson

14 21

Module Menu. The module menu is usually the standardinstructional menu which permits the student to receive instruc-tion on a topic. get a short review of the tonic, get additionalinstructional help, do some practice problems, or return to thelesson menu.

Pleese select one of the options with yourlight pen.

Module Title

Receive INSTRUCTION

REVIEW instructionOet some HELP

Do some PRACTICE problems

Return to LESSON MENU

Icons. An icon is a symbol that prompts a student totake a certain action. The most frequently used icons are:

BACK MENU HELP 00 ON

Marking the HACK icon takes tne student to the previously seenscreen in that section or returns the student to a previouslocation. Marking MENU takes the student to the most appropriatehigher level menu--usually the last one seen. Marking HELPbranches the student to a help section tailored to helping thestudent on the part where help was requested; e.g., requestinghelp after missing a practice problem will help the studentunderstand how to solve the problem just missed. Marking GO ONmeans to continue--proceeding to the next screen, next problem,or to the next section. All lesson icons are displayed in cyan,a light blue, indicating they are light -pen activated.

Test. Selecting a test takes he student to an intermediatedisplay that asks the student if he is ready to take the test.The name of the selected test is shown. This display gives thestudent a chance to return to the menu if he is not ready to takethe test. When the student goes beyond this point he is unableto quit until he completes the test. Selecting TEST branches thestudent to the test. A display, on the first page of the test

15

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tells him if this is his first, second, or third attempt to passthe test.

Access to tests. Access to on-line tests is restricted andrequires instructor or proctor intervention. When the studentattempts to take the test, an advisor screen appears requestingproctor approval. If approval is given, an approval procedure isrequired. The proctor or instructor presses the ATT'N key on thekeyboard and then the letter "P" (for proctor). The TAB key isused to move the cursor to the password area of the screen, thepassword is typed in, and the ENTER key is pressed. (The passwordcan be obtained from the System Operator.) Another prompt,"Enter Proctor Function Desired," appears on the screen. Theproctor then types "Y" for Yes and presses the _INTER key. Thispermits the student to access the restricted test. He can thenproceed on his own.

A student may take a test three times. Each test has threeparts. An introductory part tells the student how many questionsthere are in the test and how many must be answered correctly toget a GO. It also presents information concerning interactionswith the system while taking the test, such as how to respond orenter responses.

The next part of the test contains the test questions. Sometests have more than one section of questions, with each sectioncontaining its own instructions. If a student starts a test he.must finish all sections of it.

The third part contains feedback. The student is told howmany answers were correct, the test criteria, and whether or nothe got a GO or a NO GO. Also displayed is the number of testattempts remaining.

Each test has three versions so that a student attempting atest three times will see three different tests. The threeversions are presented in the same order to all students. Insome tests, however, items may be shuffled or reordered betweentrials and between students.

Using the light pen. The light pen is used by the studentto access all of the instruction and the tests. The stv-,entmakes no entries using the keyboard. However, the keyboard mustbe used by the proctor or instructor to log the student on andoff and give students access to the tests.

Using the light pen, the student can move at a selfdetermined pace through the lessons. There are few points wherethe student is "locked in" and unable to return to a menu. Oneexception is taking a test; the student is committed, oncestarted, to finisr the test. Some instructional sequences lockthe student in where the author has determined the student shouldsee the complete sequence. The student can, in most instances,move to the next lesson without completing all of the currentlesson. Also, the student may choose to see any or all lesson

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parts and whether to continue in a part from which an exit ispermitted. This includes the practice problems. The student mayquit any practice session. The student may choose to make asecond or third attempt to pass a test. The menus alwaysindicate which lesson parts the student has entered and whether apart was only entered or it was completed.

The meaning of TICCIT colors. Colors used in the CAIcourseware have special meanings. Colors used to display menuoptions reflect the student's status in that lesson.

The use of cyan, a light blue, usually means that the areais light-pen activated--that is, touching that area with thelight pen causes the computer to respond. Menu items normallyappear in cyan until there is a change in the student's status.A menu option in cyan means the student has not entered eitherthat lesson or one of its parts.

A menu item displayed in red indicates that a test wasattempted and failed. When a menu item changes from cyan to red,it remains red until the student passes the test. Red alsoindicates wrong responses during practice problems.

When a student passes a test, the color of the task title onall menus changes from cyan or red 1..") green. Students cannotselect or enter a task's instruction from a menu when that menushows the task title in green.

Yellow on a menu item indicates the student has started theactivity but not completed it. Yellow is not used for tests;tests are marked with cyan, red, or green only.

When a menu item appears in black, the lesson or test cannotbe accessed by the student. No response is given when thestudent attempts to access a black title.

A menu item in white indicates that a lesson or test must becompleted off-line.

VIDEODISC

A two-sided videodisc was developed for use with theland navigation computer-assisted instruction. Side one of thevideodisc is titled "NCO Land Navigation Skills" and side two istitled "Map Reading Skills". The production and post-productionfor the videodisc was done by Video Software Associates usingHumRRO-produced shooting scripts, drawings, illustrations, andspecially prepared materials. Mastering and videodisc copieswere produced by Optical Recording Project/3M of St. Paul,Minnesota. The videodisc contains a variety of video and audiomaterial. It includes live-action scenes with descriptive audio,isolated stills of models and drawings, live-action scenes ofmodels representing natural terrain features, 360-degree pans ofterrain, and background video. It also includes audio for usewith graphic and text presentations and dual-track audio forchanging audio without changing the scene or while repeating avisual sequence. The contents of the two-sided videodisc areoutlined in Table 4.

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Table 3

Land Navigation Videodisc Contents

Disc Side 41: "NCO Land Navigation Skills

Starting Frame No. Topic

0 Disclaimer, etc.

110 Orient a Map [First track audio sync)(Second track audio no sync)

5954 Loci .g Position on a Map [First track audio sync)(Second track audio no sync)

12015 Intersection [First track audio sync)(Second track audio no sync)

22090 Resection [First track audio sync)26772 Summary [First track audio sync)

[Second track audio no sync)

28896 31 Double Pans [no audio)

37904 Analyze Terrain [First track audio sync)[Second track audio no sync)

Disc Side #2: "Map Reading Skills"

Starting Frame No. Topic

0 Disclaimer, etc.

100 Identify Terrain Features on a Map[First track audio sync)

18490 Visualization of Terrain (First track audio sync)

27143 Determine Elevation [First track audio sync]

'39841 31 Double Pans [no audio]

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IMPLEMENTATION AND EVALUATION OF REMEDIAL CAI

The land navigation CAI was integrated into a TICCIT course,Course 193, and installed on the MicroTICCIT system located inthe 19K BNCOC classroom training site at Ft. Knox, Kentucky. ARIand BNCOC personnel were trained in the use of the courseware.These ARI and BNCOC personnel did exercises with the landnavigation courseware by registering as stuuents in Course 193,the on-line 19K BNCOC land navigation course.

During the formative evaluation of the remedial C;,I, aproject staff member observed user reactions and interactions asthey used the CAI and -.solicited user comments on coursewarecontent and operation. The :Iand navigation CAI was revised basedon subject matter experts (the Steering Committee) evaluations.

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DESCRIPTIONS 02 COURSEWARE

This section describes the courseware for each of the fiveland navigation tasks. It states the lesson's objective anddescribes each lesson by me u item--instruction, review, help,practice, and test. (The land navigation courseware menus arepresented in Appendix B.)

Identify Terrain Features and Determine Elevation

This lesson contains three modules which are available tothe student when selected from the main menu. The lesson testoption is also part of the lesson menu.

Learn to Recognize Terrain Features on a Map

There are two stated objectives in this module: (1) "Youwill be able to classify a designated point or area marked on a1:50,000 military map into one of eight terrain categories," and(2) "You will be able to identify a designated terrain feature ona 1:50,000 military map." The eight natural terrain featuresare: Hill, Ridge, Saddle, Valley, Cliff, Draw, Spur, andDepression. After viewing the objective, the student sees thestandard instructional menu.

When INSTRUCTION is selected from the menu, the studentfirst sees a list of the eight terrain categories which areincluded in this lesson. This is followed by live-actionvideo instruction with audio. The opening scene is of a soldierwalking in a rural area and looking at a map. A narratorexplains the importance of being able to identify natural terrainfeatures. The description of each of the eight terrain featuresis as follows:

1. Live-action video views of the terrain feature withaudio definition of the terrain i.ature.

2. Name of terrain feature in graphic overlay during thelive action portion of the video.

3. Live-action video of soldiers hand drawing a simplecontour representation of the terrain feature with audiodescription of the drawing.

4. Video view of a drawing of more complex contourrepresentations of the terrain feature with audiodescription,

5. Video view of military map with a hand or pencilindicating the terrain representation with audiodescription.

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The conclusion shows a soldier in the field looking at a map asthe narrator Poses a problem for him to determine the most directand shortest route from one position to another. The video showsthe soldier's hand pointing out his proposed route on a map asthe audio describes his decision. The student is asked to trysome practice exercises in identifying the eight terrainfeatures.

When REVIEW is selected from the menu, the student views asummary portion of the instruction.

The instruction HELP section uses text pages and graphicsto present the same teaching points on the eight terrainfeatures. Additional information also is given to help thestudent understand the topographic patterns associated with eachfeature. Movement throughout this section is controlled by thestudent who, at any time, can choose to go back to any of thepreviously seen pages, go on to the next page, or return to themenu.

The introduction to the PRACTICE section explains that thereare two types of exercises:

1. You will be shown a feature on a topographic mapsection, and you will use the light pen to mark the nameof that feature (from a list of eight features).

2. You will be given a feature name and will use the lightpen to mark that feature on a topographic map section.

There are eight practice problems in each exercise type.

In the first exercise type, a blinking open box (or boxes inthe case of linear features), on the screen map section indicatesthe feature which the student is to select from a given list ofthe eight features. If the student's answer is correct, anoverlay message congratulates him on his right answer, and heuses the light pen to advance to the next problem. If thestudent's answer is wrong, an overlay box appears which statesthe correct answer, and there is an automatic branch to play thevideo segment with audio definition of the correct feature. Thesame problem returns to the screen for the correct answer to bemarked. The student must mark the correct answer before a branchto the next problem can occur.

In the second exercise type, a map section is shownon the screen with a message to use the light pen to mark thetopographic pattern for a given specific feature. If thestudent's answer is correct, an overlay message congratulates himon his answer, and he uses the light pen to advance to thenext problem. If the student's first attempt is wrong, anoverlay message appears which gives a hint about what to look forin identifying the topographic pattern. The same problem returnsto the screen for another attempt. A second wrong answer resultsin An overlay box that states a brief definition and in an

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automatic branch to play the video segment of the map sectionexamples with the correct feature.

The TEST for this module is included in the lesson test onIdentify Terrain Features and Determine Flevation of a Point.The test is composed of two parts - -the test on identifyingterrain features is the first part. The questions on the testare presented in the same manner as in the practice exercises.However, there is no feedback for right or wrong responses.Complete instructions are given on how to interact with thesystem. There are 12 questions, six of each exercise type, onthe part for identifying terrain features. The lesson testcontains 18 questions, and the student must answer 14 correctlyto pass. The last page informs the student of the number ofcorrect responses made in each part of the .est and stateswhether this constitutes a GO .or NO GO. If the result is a NOGO, the student is told the number of test attempts that remainand which of the two parts, or both, needs review.

Learn to Visualize Terrain Features

There are two stated objectives in this module: (1) "Givena topographic map view of terrain, you will be able to identifythe corresponding side view," and (2) "Given a side view ofterrain, you will be able to identify the correspondingtopographic map view." After viewing the objective, the studentsees the standard instructional menu.

When INSTRUCTION is selected from the menu, the live-actionvideo begins with a soldier in the field with a map. A narratortells the student about the importance of being able todistinguish between features on a map. He states that one of thedifficulties lies in the fact that a map is two dimensional, butthe world we see is three dimensional. The view moves from anactual map to an overhead view of a landform model positioned tolook flf'. The narrator states that an understanding of thecontour lines on a map can help to identify the terrainfeatures. The soldier points to a terrain pattern on the map asthe narrator says that the concentric circles tell us this is ahill. The soldier places an arrow on the map and the narratorhypothesizes how the hill would look if one were actuallystanding at that place. The soldier then pulls the hill off ofthe map and rotates the model to show the side view as it wouldbe seen from the arrow position. This is followed by anexplanation of how the contour lines indicate the size and shapeof a feature. This procedure of first viewing a feature from thetopographic perspective and then from a side position with anexplanation of the contour lines, is reoeated for all eightfeatures. A representation of the relationship between the twodimensional map and the three dimential landform model is shownin Figure 2.

The last scene shows an arrow and the narrator asks thestudent to imagine what he'd see from that map position. He then

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Figure 2. Landform model.

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explains what one would expect to see in front, to the right,and to the left. Next, the model side view is shown and theexplanation of what would be seen is repeated. The student isasked to try some practice problems in visualizing terrainfeatures from different positions on the map.

When REVIEW is selected from the menu, the student sees amessage which tells him that there is no review because theinstruction is only about five minutes long. The student isencouraged to watch the instruction fo" the first time or as areview.

The instruction HELP section uses two text pages to presentreminders to use the contour lines as indicators of size andshape and to note what one would expect to see in front, tothe right, and to the left of a given position with eachfeature. The student can go back and forth between the pages orreturn to the menu.

The introduction to the PRACTICE section explains thatthere are two types of exercises:

1. An arrow will indicate your position on the topographicmap board, and you will use the light pen to select thematching model side view.

2. You will be given a model side view and will usethe light pen to select the correctly matchingtopographic position.

The are six practice problems in each exercise type.

In the first exercise type, the problem page shows an arrowon the topographic map board that indicates the position forwhich the student is to imagine he is standing and is to findthe corresponding model side view. The student uses the lightpen to mere freely through six model side views or to return tothe problem page. When he decides on a match, he marks the icon,"This is it." If the student's answer is correct, an overlaymessage congratulates him on his right answer, and he uses thelight pen to advance to the next problem. If the student's firstanswer attempt is wrong, an overlay message appears that providesa hint about what to look for in front, to the right, and to theleft of the arrow's position. The student returns to the sameproblem for another attempt. A second wrong answer results inthe appearance of an overlay message which states that the answerwas incorrect, gives the number of the correct model side view,and tells the student to return to the problem. The correct sideview must be marked before a branch to the next problem canoccur.

In the second exercise type, the problem page shows a modelside view for which the student is to select the correspondingtopographic view. On the answer page, numbered arrows are shownat three locations on the topographic map board. The student

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uses the light pen to mark one of the arrows as his answer. Ifthe student's answer is correct, an overlay message congratulateshf.m on his right answer, and he uses the light pen to advance tothe next problem. Of the two incorrect responses, one iscompletely wrong and the other is a near-miss. If the student'sfirst answer attempt is the completely wrong one, an overlaymessage simply states that the answer is incorrect, and thestudent is to return to the same problem for another attempt. Ifthe second attempt is the completely wrong answer, the overlaymessage states that the answer is incorrect, gives the number ofthe correct arrow, and tells the student to return to the problemand mark that correct answer before advancing to the nextproblem. If the student's first or second answer attempt is thenear-miss, an overlay message gives a hint about the arrangementof features from the given position, and the student is to returnto the same problem for another attempt.

There is no TEST for this module included in the lesson teston Identify Terrain Features and Determine Elevation of a Point.Learning to visualize terrain features on a map does notcorrespond to any existing Army task, and hence, has no standardfor testing. The visualization module was included as a helpful(and possibly, missing) link between identifying terrain contourpatterns on a map and visualizing the actual terrain representedby the contour patterns.

Determine the Elevation of a Point on a Map

The objective of this module is: "Upon completion of thispart of the lesson you will be able to determine the elevation ofany point on a standard military map to within half a contourinterval". After viewing the objective the student sees thestandard instructional menu.

The INSTRUCTION is presented in live-action video withaudio. The instruction starts with a scene of a soldier inthe field viewing the terrain. The audio, in voice-over,describes what the soldier is viewing and sets the stage for thefollowing instruction. The remainder of the instruction usedlive-action, close-up views of map sections and over-the-shoulder views of the soldier pointing and demonstrating theteaching points presented by audio. The instruction endswith a segment which summarizes the procedures for determiningelevation.

When the student selects REVIEW he views the live-actionsummary which was a part of the instruction.

The instruction HELP section presents the same teachingpoints covered in the instruction section. This time it ispresented in a different format with text and graphics used topresent the instruction. The student can move through the helpsection at his own pace. At any time, the student can choose to

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go back to the previous page, go on to the next page, or returnto the menu.

The PRACTICE begins with an introductory section whichinforms the student as to what he will see and how to interactwith the system. He is told that he will see map sections on thescreen and will be asked to determine the elevation of ooints onthe map. The student enters the determined elevation through useof a number pad which is displayed on the screen along with theauestion and the map section. When the student touches a numberon the number pad the number touched appears in a register at thetop of the number pad. The numbers are 0-9. A maximum of fournumbers can be displayed in the register--enough to record anyof the answers. The numbers appear in the register in the orderin which they are touched on the number pad. The number pad hasa "C" for use in clearing the register and an "E" for enteringthe student's response. There is also a "CI" for contourinterval. When the student touches the CI a picture of thecontour interval note from the map being used in the currentproblem is displayed on the screen. After four seconds thestudent is automatically returned to the same problem page.

When the student has entered the determined elevation hetouches the E to enter the response. If the elevation iscorrect, an overlay message congratulates him on his rightanswer. If the elevation entered is incorrect, the studentreceives a wrong answer graphic display on the screen along withicons which permit the student to go back and retry the problem,get help, or to return to the menu. Selecting help causes a textdisalay to appear on the screen which gives step-by-step guidanceon how to determine the elevation. The text is superimposed onthe map section so the problem, the map, and the guidance are allvisible. The student is then returned to the same problem forretry.

There are 16 practice problems using map sections from threedifferent maps with three different contour intervals. Althoughall new maps being published are in meters there are many mapsin use which are in feet. Therefore, both feet and meters areused in the practice exercises. One of the first things a personshould do when determining elevation is to check the contourinterval. The problems presented in the practice are much harderif the student does not check the contour interval. The ques-tions ask the student to determine the elevation of featuresrepresented on the map such as road and stream intersections,hilltops, saddles, etc. When the target feature is not obviousor there is more than one feature of the same description, arrowswere added to the screen to indicate the specific feature.

The TEST for this module is a part of the lesson test onIdentify Terrain Features and Determine Elevation. The test isin two oarts--the test on elevation is the second part. Thequestions on the test are presented in the same manner as thepractice problems. However, there is no feedback for right orwrong answers after each question. There are six questions on

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the test for determining elevation. The lesson test contains 18questions and the student must answer 14 correct to pass.

Orient a Map by Terrain Association

The purpose of this lesson is to teach the student how todetermine the direction to key terrain features by comparing theterrain features on the map to the visible terrain. The lessongoal differs somewhat from the goal of the corresponding taskperformed in the field. In the operational task, a map is placedon the ground so that the directions on the map correspond to theactual directions. Since coordinated movement of map andterrain is not economically feasible on a single-monitor,sizgle-videodisc system, the response was modified to one thatwas compatible with system constraints. Standards wereunchanged; that is, responses were required to be within 30degrees (+ 15 degrees) of the correct direction.

From the lesson menu the student can choose to getinstruction, take the lesson test, or quit the lesson. Choosinginstruction takes the student to the standard instructional menu.

The INSTRUCTION is presented in live-action video. Itbegins with a soldier in the field with a map. The soldierstudies his map, looks for prominent terrain features that canbe found on the map, and demonstrates the procedure of aligningthe features on the map to the terrain features he is viewing.Two voices are used--one describing what is being done or is tobe done, the second simulating the thought processes of thesoldier as he performs the task. The instruction uses over-the-shoulder shots, close-up views of the soldier pointing to mapfeatures, zooms and pans.

The REVIEW is presented in text with audio. The text liststhe three steps in orienting the map. As the audio reviews thelisted steps, the part being discussed changes from black text toyellow and then tl white when the audio for that part isfinished.

Instruction HELP informs the student who is having troubleidentifying terrain features to review the lesson on IdentifyingTerrain Feat'ires, accessed by returning to the menu. The studentis reminded to turn the videodisc over to view that material.

In PRACTICE the student tries problems using terrainassociation to orient the map. The problems use scenes viewed onthe screen and a booklet of maps prepared especially for thistask. An introduction explains what will be seen and how tointeract with the system. A demonstration is given of a360-degree pan, and an answer display of a compass with the 16compass points labeled is shown. Answers are recorded bytouching a compass point label with the light pen. Next thegraphic "control panel" display is shown which is used to controlthe pans. The control panel is shown as Figure 3. There are two

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111114; will.'

Figure 3. Control panel used to control pans.

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arrows, left and right, each with areas in two colors. Touchingthe green part of the arrow causes a fast pan in the direction ofthe arrow, and touching the yellow area of the arrow causes aslow pan. In the center is a graphic of a traditional highway"STOP" sign. Touching Stop will always cause the pan to sop.Each time Stop is touched another graphic arrow, this time inblack, will move to show the student how far he has panned. Thisarrow does not show compass direction. It shows how far thestudent has panned from the beginning of the pan. The controlpanel also has an area labeled "ZOOM IN". Touching this areacauses a close-up view of the terrain, simulating the use ofbinoculars. The student may pan while zoomed in or zoomed out.The student may go back to a previous page, go on to the nextpage , or return to the menu from any of these introductorypages.

Each pan covers 360 degrees in 3-degree increments. One panwas photographed with a normal lens and the other with atelephoto lens.

Next the student uses the light pen to participate in anon-line demonstration on using all the features of the controlpanel and to practice entering answers.

The practice has eight problems. Five of the problems usecivilian maps and three use military maps. In the exercises thestudent pans the scene to find terrain features which he can alsoidentify on the map. When he thinks he knows the relationshipbetween the map and the terrain, he pans the scene until one ofthe identified features is in the middle of the screen. Thestudent then turns his map so he is looking from his ownsimulated position toward that same feature on the map. When thestudent has correctly oriented the map he determines thedirection of the feature displayed on the monitor from hissimulated position. When he thinks he knows the direction, hetouches an icon labeled "READY". At this time the control panelis replaced with the graphic of the answer display and a textdisplay: "What direction are you looking now (mark the compasswith your light pen)?" If the student is correct, an overlaymessage congratulates him on his right answer. If the student isincorrect, a hint is overlaid on the screen with the scene.Touching GO ON takes the student back to retry the problem. If

the student is incorrect a second time the student receives awrong answer display and gets the opportunity to go-on to thenext problem or to return to the menu.

The TEST is presented in the same manner as the practice.Since a student may choose to take the test first, before seeingthe instruction, full instructions are available at the beginningof the test. The student is provided the opportunity to skip theinstructional material on any or all of the three tries they haveto pass the test. There are 6 test items. The student must getfour correct to pass.

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Determine a Location on the Ground by Terrain Association

When the student selects this lesson the first thinghe sees is the lesson menu which lets him choose to getinstruction, take the test, or to quit the lesson.

The instruction begins with a statement of the lessonobjective. The objective states that when the student completesthis lesson he will be able to select his location on a map fromthree choices by comparing the map with the terrain he can see.The task as trained is somewhat simpler than the operational taskin which the soldier must actually determine the grid coordinatesof his location. Though technically feasible, the operationaltask was judged to be too difficult given the limited field ofview of the display. The next thing the student sees is thestandard instructional menu.

The INSTRUCTION is presented in live-action video withvoice-over. A soldier is shown in the field with a map.The soldier first demonstrates the procedure for orienting themap--the first step in determining location. After he orientsthe map he continues to perform the task by relating the keyterrain features, the foreground terrain and the terrain he isstanding on to determine his map location. The live-actionscenes uPa pans, zooms, over-the-shoulder and close-up shots ofthe action. Two voices are used; one describes the action beingtaken by the soldier and the other simulates the thoughts of thesoldier as he goes about performing the task.

The REVIEW !, presented in text form with audio. A textpage lists the two major steps to determining location--orientyour map and determine your location. It also lists the threesteps used to perform each of the major steps. Audio is used todiscuss each step. As a step is discussed the text changes fromblack to white, and back to black at the end of the discussicnfor that step. The title and two major steps are shown inyellow.

The HELP section is a text page. The text informs thestudent that if he does not understand how to orient a map,he can receive instruction on how to do it by touching the appro-priate label at the bottom of the screen. If he chooses to seethe instruction, he sees the live-action video instruction on howto do that task. Otherwise, he is directed to return to themenu.

In the PRACTICE problems the student practices usingterrain association to find his location on maps. Terrain scenesare shown on the screen. Maps with three locations marked areprovided in a booklet of maps. The student may choose to skipthe instruction on how to use the control panel which is shown ingraphic form over the scenes on the screen and is used to pan the360-degree scene and to enter answers. (A full description ofthe control panel is described in the instruction section of thelesson on Orient a Map using Terrain Association.)

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The student is instructed to look in the map booklet, findmap 1, and find the locations labeled "A", "B" or "0". Theobject of the exercises is to view the terrain in the 360-degreepans and determine whether the pictures were taken from positionA, position B, or position C. When the student decides he knowswhich position the pictures were taken from he uses the lightpen to mark the appropriate A, B or C labeled area on the rightof the screen.

There are eight practice problems. Five of the problems usecivilian maps and three use military maps. The student isinformed that since all the test items use military maps, heshould practice the last three problems in the exercise morethoroughly.

If the student is incorrect on the first try, a graphicdisplay appears at the bottom of the screen informing the studentthat the answer is wrong. At the same time, the scene pans to aprominent or key terrain feature and text presents hints as towhat to look for in the scene and on the map. Example- "Here'sa hint. Notice this large hill to your left (direction arrow ispointing to the left). Also look at the road to your right, andthe hill that rises behind you to the right." If the student iswrong on the second try, he also gets the wrong answer display.With the wrong answer display is feedback indicating the correctanswer and icons permitting him to go to the next problem or toreturn to the menu.

The TEST has six questions. A student must answer fourcorrectly to pass. As with the practice, the student has achance to skip the on-line instruction on use of the controlpanel. The test questions are presented in the same manner asthose in the practice. The major difference is that when thestudent touches an A, B or C, the control panel is replaced witha display which tells the student wh.4h answer they marked andasks them to verify that response by use of icons labeled yes andno. If they touch no, they return to the problem with anopportunity to enter a different choice. If yes, the responseis evaluated and the next problem is presented.

Locate an Unknown Point on the Ground byIntersection or Resection

The lesson menu permits the student to choose to seeinstruction on intersection, see instruction on resection, totake the lesson test which covers both intersections and resec-tion, or to quit the lesson. Simulation of the proceduresinvolved in intersection and resection was not possible giventechnical constraints. Consequently, the instructionconcentrated on the procedural knowledge involved in the task.The practice and test problems used the state of the map as a cueto identify the next step in ti_e procedure. The state of the mapis how the map looks when a question is presented, e.g., arethere any lines drawn or aliy locations marked?

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Intersection

When the student chooses to see instruction on INTERSECTIONhe is first presented with the objective. The objective statesthat, when the lesson is completed, the student will know thesteps that must be performed to determine a location byintersection without the use of a compass. Next, the studentsees a standard instructional menu.

When the student selects INSTRUCTION he is asked to find themap in the map booklet labeled INTERSECTION--INSTRUCTION so hecan follow along with the instruction on the map.

The instruction is presented in live-action video withaudio. Two voices are used. One, a voice-of-authority,describes the actions of the soldier in the field as he goes'about performing the task of locating a position byintersection. The other voice simulates the thoughts of thesoldier as he goes about doing the task. The action uses pans,zooms, close-ups, and over-the-shoulder shots. The soldierdemonstrates orienting the map, locating his position on the map,sighting along a straightedge from his position toward thetarget feature, and drawing the grid azimuth. He then moves to asecond location from which the same target feature can be seen.Again, he orients the map, locates his position, sights along thestraightedge from his position toward the target feature, anddraws the grid azimuth using the straightedge to guide thepencil. He then shows that the target position is located at thepoint where the two lines "intersect".

The REVIEW is a short version of the live-action demonstra-tion from the instruction section. Here the highlights of theprocedure are covered. As each step is discussed, that step ispresented in a line of text at the bottom of the screen. Thetext changes to match the audio presentation.

The HELP section is a text page. It reads--"You may reviewrelated lessons by selecting a topic on the menu below. If youneed help in identifying terrain features, go to Lesson 4 on thecourse menu. If you are still having trouble, review theinstructions for this lesson." The two instructional piecesavailable through this menu are the review for Orienting a MapUsing Map-Terrain Association and the review for DetermineLocation Using Terrain Association. If either of these isselected, the student views the selected review and then returnsto this menu. When finished, the student returns to theinstructional menu.

In PRACTICE the student is presented with a series of stillpictures of close-up shots of a map and a series of two-partquestions. The maps show the progression of steps (locations andlines drawn on the map) for the task. The student is told atwhich position he is located and asked to indicate what the nextstep in the procedure would be. Here is an example of a question

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which appears with a photo showing the soldier's position markedwith an "X" and a grid azimuth drawn toward the target feature:

What is thil next step (you are at location 1)?

A. Find the grid coordinate of the point.B. Find the azimuth to a terrain feature.C. Go to a second location.D. You're done. Thare's no more to do.

Here the correct answer would be C. Any other selectiongets a text overlay with helpful hints and instructional feed-back, and a chance to retry the question. A second incorrectresponse gets tne student a wrong answer display, what thecorrect answer is, and icons which permit the student to go tothe next part of the question or return to the menu. A correctanswer gets a right answer display and a chance to go 4o the nextoart.

Here is the second part of the question:

Part 2: What's a good location to go to?A. It should be closer to the unknown point.B. You should be able to see the same object.C. You should walk toward the object.D. It should be on higher ground.

The correct answer is B. S-istem response to studentinput is the same for part two as for ,art one.

There are six practice problems each with two parts. Inpart one the student determines what the next step is by lookingat the situation displayed on the map. In the second part thestudent must say something (select from alternatives) about howthe step is performed.

Resection

When the student selects to see the instruction on I:SECTIONhe is presented with the module objective--"When you h' .1

completed this lesso.., you will know the steps involved indetermining your location using resection." Next comes thestandard instructional menu.

In INSTRUCTION the student is first asked to look inthe map booklet and find the map labeled RESECTIONINSTRUCTIONso he can follow along with the instruction on the map. WI- a

this is done and he chooses to continue, he sees a live-act o'demonstration, in the field, of a soldier performing the ta,,c.Here again, there are two voices. One voice describes the actionand the other simulating the thoughts of the soldier as he goesabout performing the task. There are pans, zooms, close-ups, andover-the-shoulder shots of the soldier doing what is beingdescribed in audio. The soldier demonstrates orienting the map,

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locating a target terrain feature on the map that can also beseen in the terrain, sighting along a straightedge past the mapterrain feature toward the target terrain feature, and drawing aline on the map from the map terrain feature location towardhimself. Then, without moving the map, the soldier identifiesanother feature which can also be found on the map. Again thesoldier sights along the straightedge past the new map terrainfeature and the corresponding target terrain feature in thescene, and draws a line along the straightedge from the mapterrain feature toward himself. The soldier then indicates thathis location, on the map, is the point where the two lines cross.

At the end of the instruction the student returns to themenu. The instructional video can oe seen as many times asdesired.

The REVIEW is a presentation of excerpts from the instruc-tional live-action video which present the key points of theinstruction.

The HELP secon is presented in text form. It informs thestudent that he may review related lessons by selecting a topicfrom the menu items listed at the bottom of the page. The menupermits the student to see a review of Orient a Map Using Mao-Terrain Association or a review of Determine Location UsingTerrain Association. It also states that if he needs help withidentifying terrain features, he should go to Lesson 4 on thecourse menu for instruction or review on that subject. If eitherof the menu topics is selected, the student views the selectedreview topic and then returns to this menu. When finished, thestudent returns to the instructional menu.

In PRACTICE the student sees still pictures of a map that isbeing used to locate a position by resection without a compass.Questions and response alternatives are presented in text formalong with the video still on the screen. Each question ispresented in two parts. In the first part, the student deter-mines what the next step is by looking at the picture on thescreen. In part two, the student must say something (select fromalternatives) about how that step is performed. Here is anexample of one of the two-part questions. The student hasprogressed to the point where the map has been oriented. Theview on the screen shows a hand and a straightedge on the map (nolines have been drawn on the map).

Part 1: What do you do next?

A. Find the azimuth to a terrain feature.B. Find the azimuth to an unknown object.C. Find the grid cooi'dinates of your position.D. Orient your map to the terrain.

Part : How do you find the azimuth?

A. Look at prominent terrain features.

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B. Rotate your map until it is oriented.C. Sight along a straightedge from behind the map.D. Use a protractor to measure the azimuth.

If the student is wrong on the first try he gets a helpfulhint and returns to retry the question. If incorrect a secondtime, he gets a wrong answer display, is told what the answeris, and then proceeds to the next part or next question.There are four practice problems.

Test

The lesson TEST has two pares. The first part coversintersection--the second part covers resection. The student mustpass both parts to pass the test. Test items are presented inthe same manner as the practice problems. There are six testquestions on intersection and the student must answer fivecorrectly to pass that part. Resection has four questions,and the student must answer three of the four questions correctlyto pass this part.

Analyze Terrain using the Five Military Aspects of Terrain

The purpose of this lesson is to teach the student how toanalyze and rate each of the five military aspects of terrain, ina given photographic sitrAtion, as favorable or unfavorable.

The lesson is presented to the student using a lesson menulisting an introduction module, five instructional modules--oneinstructional module for each of the five military aspects ofterrain--take the test, and quit the lesson.

When the student selects to see the INTRODUCTION he sees thetitle of the lesson and the lesson objective in text form. Theremainder of the introduction is presented using text withaudio. Lists are presented in stepped sequences highlighting thetext which coincides with the audio being presented.

This module presents the acronym "OCOKA" and its relation-ship to the five military aspect of terrain and the meaning ofeach of aspects. Once started, the student cannot exit from theintroduction.

In the last part of the itroduction the student is requiredto use the light pen to arran a the five military aspects ofterrain in the correct order to match OCOKA. When the studentdetermines the listing is in the proper order he touches "This isit" to have the response evaluated. All out of order aspects arepresented in red and the stu ,nt must retry the exercise. Whena:1 aspects are correctly positioned, the listing is indicated ingreen with a congratulatory graphic display. At this time thestudent may return to the lesson menu for his next solution.

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The INSTRUCTION section for each module uses color drawingsand audio from the videodisc to demonstrate and explain themeaning and application of one military aspect of terrainanalysis. The color drawings were made using the line drawingsfrom existing military training as a reference. The studentsteps through a series of drawings with audio and graphicdisplays which emphasize teaching points. For the fifth aspect,avenue of approach, the instruction emphasizes use of theanalysis for the other four aspects in the evaluation for avenueof approach and adds instruction on two additionalconsiderations -- adequate maneuver space and ease of movement.

The REVIEW section is a short version of the instructionpresented in the same manner as the instruction section.

The HELP section uses a series of text pages to present themeaning and application of the applicable military aspect ofterrain analysis. The student steps through the text pages usingthe light pen.

In PRACTICE the student views color drawings of battlescenes. Questions are presented using audio, text and graphics.The student responds by using the light pen to indicate whether amilitary aspect of terrain analysis, as presented in the depictedsituation, would be an advantage or disadvantage. Some questionsare entirely textured. The number of practice questions variesfrom four to twelve for each module.

If the student is incorrect, a wrong answer graphic displayis presented along with icons which permit the student to go backand retry the problem, quit the practice by returning to themenu, or to obtain hell,. If help is selected the system presentsa text overlay on the screen describing the correct answer andthe reason for the correct answer. The studen* then has anopportunity to retry the problem. If the studonc is correct, agraphic right answer display is shown with a "GO ON" icon to takehim to the next problem.

The TEST is a lesson test and covers all five aspects.There are no tests at the module level. The first ,art of thetest involves using the light pen to arrange the five listedaspects of terrain analysis in the correct order to matchOCOKA. When the student touches an aspect on the screen withthe light pen, that aspect moves up in the listing (the onetouched exchanges places with the one above). In the next partthe light pen is used to arrange the meanings of the five aspectsso that the correct mewling is opposite the appropriate aspect.Next the student is presented with color drawings of two battlesituations. Audio is used to describe the situation depicted inthe drawings. Text with audio is used to ask the student toanalyze the depicted terrain in the stated condition for oneaspect and indicate whether it would be to an advantage ordisadvantage. In the case of the fifth aspect, avenue ofapproach, the student indicates whether the presented avenue of

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approach is good or bad. There are twenty test questions and thestudent must answer sixteen questions correctly to pass the test.

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REFERENCES

Blade, M. G., & Watson, W.S. (1955). Increase in spatialvisualization test scores during engineering study.Psychological monographs: General and Applied, 69(12),1-13.

Blatter, P. (1983). Training in spatial ability: A testof Sherman's hypothesis. Perceptual and Motor Skills,57(3), 987-992.

Cohen, M. E. (1980). The effects of environmental interactionson the structure and process of cognitive mapping.Unpublished doctorial dissertation, Temple University,Philadelphia.

Goldin, S. and Thorndyke, P. (1981). Spatial learning andreasoning skill. Santa Monica, CA: The Rand Corporation,R.-2085-ARMY.

Knerr, C. M., Sticha, P. J., Elder, B. L., Ramsberger, P. F.,Harris, C. D. & Tkacz, S. (1984). Interactive videodisctraining for Army land-navigation skills. Alexandria, VA:Human Resources Research Organization.

Levine, J. M., Schulman, D., Brahlek, R. E., & Fleishman,E. A. (1980). Trainability of abilities: Training andtransfer of spatial visualization (Contract No. N00014-77 -C- 0268). Princeton, NJ: Advanced Research ResourcesOrganization.

Marshall, S. L. A. (1979) Bringing Up the Rear (Cate Marshall,Ed.). San Rafad, CA: Presido Press.

Ramsberger, P. F., Hopwood, D., Hargan, C. S. & Underhill,W. G. (1983). Evaluation of a spatial data managementsystem for basic skills education: Final phase I report(HumRRO Final Report FR-PRD-83-23). Alexandria, VA: HumanResources Research Organization.

Ramsberger, P. F., Sticha, P. J., Knerr, C. M., Elder, B. L.,Rosenblatt, R. D., Paris, J., Wagner, H., & Leopold,A. S. (1984). Evaluation of a spatial data managements stem for basic skills education: Phase II. (HumRROFinal Report FR-TRD(VA-84-2). Alexandria, VA: HumanResources Research Organization.

Simutis, Z. M., and Barsam, H. (1983). Terrain visualizationand map readings. In H. L. Pick & L. P. Acredo (Eds.),Spatial orientation: Theory, research, and application.New York: Plenum Press.

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Tkacz, S., Paulson, D., Hirsch, J., and Morris, M. (1986).Spatial ,:ognition: Imnroving map interpretation andterrain association. Paper presented at EasternPsychological Association meeting, New York.

U.S. Army. (1982), A systems approach to training (TRADOCReg 350-7). Ft. Monroe, VA: U.S. Army Training andDoctrine Command.

U.S. Army. (1975). Interservice procedures for instructionalsystema development (TRADOC Pam 350-30). U.S. ArmyTraining and Doctrine Command.

GLOSSARY

ADAPT The MicroTICCIT courseware authoring language.

APT

ATT'N key

CAI

CBI

CMI

ComputerTerminal

Course 193

Courseware

Cursor

Hardware

Icon

Light Pen

A MicroTICCIT courseware authoring language largelyreolaced by ADAPT but still used for creating coursemaps and test-control files.

A keyboard function key that mist be pressed to LOGON, LOG OFF, or access other rt-ention Functions.

Computer-assisted instruction; refers to instruc-tional materials delivered on a computer; alsocalled courseware.

Computer-based instruction; refers to instructionalmaterials delivered on a computer; also called CAIor courseware.

Computer-managed instruction; rLfers to programsused to collect and report performance data fromstudents using computer instruction.

A display screen and keyboard or other input device(such as a light pen) that lets one communicate witha computer.

The 19K BNCOC MicroTICCIT Land Navigation coursethat includes courseware, menus, and tests.

Refers to instructional materials designed fordelivery on a computer.

The character on the computer screen that indicateswhere text that is entered from the keyboard willappear. The TICCIT cursor looks like a set ofbrackets: [].

Refers to computer equipment such as a hard disk,the printer, terminals, videodisc, videodisc player,etc.

A symbol on the computer screen that prompts theuser to take some action.

An input device used at the terminal that allows theuser to touch an area on the screen to respond toprompts. This is an alternative to using thekeyboard.

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Logging off The process for exiting from the computer. Loggingoff lets the computer know a particular user is nowoff-line.

Logging on

Menu

The process of entering the computer to use aprogram. It involves typing in an identificationnumber and a course number.

A list of options on the computer screen thatbranches the user to specified routines or courselocations.

MicroTICCIT The term applied to Ticcit system configurations.The MicroTICCIT System II has a host stationcomprised of a Data General S/20 microprocessor 50megabyte hard (fixed) disk and console, networkcontrols, and workstations.

MicroTICCIT A comouter terminal, consisting of an IBM PC and aWorkstation Sony display screen, used to interface with the

operating system and courseware. Optional equipmentincludes a light pen and a Sony videodisc player.

NetworkController

Off-line

On-line

ProctorPassword

Prompt

RDOS

RestrictedTest

Software

TICCIT

TICCITOperator

The MicroTICCIT terminal that controls the flow ofinformation to and from the TICCIT system and eachof the other MicroTICCIT workstations.

Refers to material that is not cn the computersystem. This material cannot be accessed throughthe computer.

Refers to material that can be viewed or accessedthrough the computer.

A word used to access TICCIT's proctor functions.

Any word or symbol on the computer screen thatsuggests that the user should enter information ortake some action.

An abbreviation for Real-time Disc OperatingSystem. It is the Data General multi-user operatingsystem.

A TICCIT test that cannot be accessed by a userwithout use of the proctor password.

Computer programs.

The MicroTICCIT operating system.

A user who is authorized to operate the MicroTICCITsystem and performs registration, coursewaretransfer, etc.

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TICCIT An instructor who has some training in the use ofProctor the TICCIT system and manages instruction in the

TICCIT classroom.

User ID A unique number assigned to a user during registra-tion and used when logging-on.

Utility A program designed to perform a function, such asProgram run a Student Progress Report, other than running

courseware.

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APPENDIX A

Imolementation of HumRRG ;Wanted

TECEP Learning Guidelines

General learning guidelines

An analysis of the TECEP Learning Guidelines revealedcertain training specifications that were common across TECEPcategories. These common specifications were combined into thefollowing set, labeled General Learning Guidelines:

1. Specify learning objectives2. Relate learning to a job3. Provide for self-paced training4. Provide visual aids and mnemonics5. Provide rewards6. Provide knowledge of results7. Provide practice

The following paragraphs explain, under the heading of eachguideline, how the training designs of the land navigationtasks met these general training requirements.

Specify Learning Objectives. Each task (lesson) contained aTICCIT text page on which was given the lesson objective and theobjective(s) of any required segment(s). These objectives weretaken from the Soldier's Manual of Common Tasks. The beginningof the instruction, whether presented by video or TICCIT pagesand graphics, described the task to be learned.

Relate Learning to Job. The instruction for each task wasbased on information gathered from Army field and technicalmanuals. The setting, whether shown by video or TICCIT graphics,was in a military context. Props for the instruction, examples,practice, and tests were photographic representations of actualterrain and maps, realistic models, or realistic graphicdepictions.

Provide for Self-Paced Training. The interactive networkingfor the CAI assures self-paced training. No two soldiers willtake the same amount of time to complete a lesson; nor will the1rprogress through a lesson necessarily take the same form. Eachlesson allowed ease of movement between and within the 1.3rioussubparts. The lesson menu provided a choice of any availablepart of the lesson or the option to quit the lesson. TICCITpages have available forward and backward movement and return tothe menu.

During videodisc instruction, movement by the student islimited. There are two reasons for this: (1) videodisc

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instruction is considered a unit of information which is bestseen in its entirety; and (2) the system cannot determine onwhich frame the videodisc is stopped, which makes it difficult toallow random stops or backing up.

The test component of each lesson is completely restricted.Once the soldier has selected the test from the menu, the testmust be completed. Until the test is completed, the soldier cannot move to another part (JJ quit the lesson. Failure to completea sufficient number of test items will result in a "NO GO" forthat test attempt.

Provide Visual Aids and Mnemonics. This guideline suggestsnine aids to help relate the material to the learningtask: diagrams, pictures, charts, araphs, rhymes, acronyms, keywords, common associations, and mnemonics. For each task, only asubset of the nine aids is appropriate for use. A preliminaryreview of the land navigation tasks indicated that all five couldbenefit from the use of pictures, key words, common associations,and mnemonics.

Provide Rewards. The first opportunity for soldier responseis followed by feedback. If the response is correct, then thefeedback serves as a reward (positive reinforcement,. Thepractice items were ordered from simple (easier) to more complex(harder), which should maximize the likelihood of early positiverewards. Of course, the possibility existed for an incorrectresponse which would be followed by error feedback. However,this feedback provides guidance for arriving at the correctresponse, and the soldier has other attempts at correctlyanswering the same item.

The total number of items in a practice set, the ease ofmovement allowed within a lesson, and the help available tothose having difficulty combined to provide the opportunityfor slosser learners to receive as many or more positive rewardsfor correct answers as the faster learners.

Provide Knowledge of Results. During the practice portionof the lesson the soldier received immediate feedback to eachresponse via a TICCIT page or overlay. A correct responseelicited a congratulatory message. An incorrect responsereceived guiding feedback, which was item-specific and based onerror analysis. This feedback pointed out the probable error,explained the correct procedure, and gave the correct answer. Inthe task test, each response generated a simple feedbackstatement that indicated either a correct or incorrect answer.

Provide Practice. Both the total number and the scope ofitems in the practice set of each task were comparable to that ofthe test for each task. This allowed the soldier to practice tothe level of performance stipulated in the standard of each task.

Overlearning could not be guaranteed. The design of theinstruction, examples, and practice should encourage the soldier

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to remain with a part through its entirety. However, the ease ofmovement that was provided within a lesson allowed the soldier toselect the test before practicing beyond simple mastery.

Learning guidelines specific to task categories

In addition to the general learning guidelines, which applyto all of the land navigation tasks, TECEP provides guidelinesthat depend upon the category of the task being trained.However, TECEP has no categories for spatial relations andvisualization. The results of the traditional task analysison the selected tasks revealed that many of the underlying skillsand knowledges required in spatial orientation and navigationwould be better covered by the addition of spatial relations andvisualization categories. Following a literature review, thesecategories were designed in the same format as the existing TECEPcategories. The land navigation tasks represented severaldifferent categories; however, it also can be noted that amongthe five tasks several guidelines are repeated (see Table2). While the titles of the guidelines were the same, orsimilar, for the tasks, the application and interpretation weretask-specific.

49

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APP:NDIX B

Landislavil_aon Cerseware Menus

LN.1. Course Menu

[

Please select one of the options with yourlight pen.

Land Navigation

Marginal Information (off line)',Azimuth and Back Azimuth (off line)

Field Expedient Methods (off line)Identify Terrain FeaturesOrient Map by Terrain AssociationDetermine LocationIntersection and ResectionTerrain AnalysisNavigate from A to B ( off line)

LN.1.1 Lesson Menu ilsPlease select one of the options with yourlight pert.

Identify Terrain Featuresand Determine Elevation

Learn to recognize terrain features on a mapL8rn to visualize terrain featuresLearn to determine elevationTake the testQuit the lesson

LN.1.1.1 Module Menu

rPlease select one of the options with yourlight pen.

identify Terrain Featuresand Determine Elevation

Receive INSTRUCTION

REVIEW instructionGet some HELP

Do some PRACTICE problemsReturn to LESSON MENU

S

11111M=IMIMil===I=MMIMMIO

1

J

LN.1.2. Lesson Menu

Please select one of the options with yourlight pelt

r byrelent a MapTerrain Association

Get instruction on how to do this taskTake the test

. Quit the lesson

NIsffii\1.2.1 Segment Menu

AOMPIIIMIl

Please select one of the options with yourlight pen.

Orient a Mapby Terrain Association

Receive INSTRUCTION

REVIEW instructionGet some HELP

Do some PRACTICE problems

Return to LESSON MENU

lik11

53 56

1

LN.1.3 Lesson Menu

Please select one of the options with yourlight pen.

Determine a Location on theOround by Terrain Association

Get instruction on how to do this taskTake the test

ellit the lesson

111.1.3.1 Module Menu

1k

Please select one of the options with your1;ght pen.

Determine a location on theOround by Terrain Association

Receive INSTRUCTION

REVIEW instructionGet some HELP

Do some PRACTICE problemsReturn to LESSON MENU

A,

54 5 Y

Locate a Point byIntersection or Resection

111.1.4 Lesson Mew;

Please select one of the options with yourlight pen.

Locate a Point byIntersection or Resection

Learn about intersectionLearn about resectionTake the testQuit the lesson

LN.1.4.1 Module Menu

01Please select one of the options with yourlight pen.

Receive INSTRUCTION

REVIEW InstructionOet some HELP

Oo some PRACTICE problems

Return to LESSON MENU

111k1

55 5 8

LN.1.5 Lesson Menu

Please select one of the options with your2t,en.

Analyze Terrain Using theFive Military Aspects of Terrain

IntroductionObservation and F ire

Concealment and Cover

ObstaclesKey TerrainAvenues of ApproachTake the test

Quit the lesson

LN.1.5.1 Module Menu

[

=msPlum select one of the options with yourlight pen.

Analyze Terrain Using theFive Military Aspects of Terrain

Receive INSTRUCTION

REVIEW InstructionGet some HELP

Do some PRACTICE problemsReturn to LESSON MENU

..r