Building Intelligent Tutoring Systems for Teams : What Matters.

Front Cover -- Building Intelligent Tutoring Systems for Teams: What Matters -- Copyright Page -- Contents -- List of Contributors -- Introduction -- Examining Challenges and Approaches to Building Intelligent Tutoring Systems for Teams -- Purpose -- Concepts Defined -- Team Processes -- Fundamental Tutoring Concepts -- Fundamental ITS Concepts -- Learner Modeling -- Domain Modeling -- Pedagogical Modeling and Effectiveness Measures -- Tutor-User Interface -- Team Tutoring Challenges and Approaches -- Acquisition of Individual Learner and Team Interaction Data -- Assessment of Individual Learner and Team States -- Selection and Application of Strategies and Tactics for Effect -- How to Use This Book -- References -- Part I. Concepts For Understanding Team Training -- Team Task Analysis: Considerations and Guidance -- Team Task Analysis - What is It? -- Unique Considerations in Implementing Team Task Analysis -- Consideration 1: Does the Task Require Teamwork? -- Consideration 2. How to Operationalize Teamwork? -- Consideration 3. What Teamwork Components Are Tied to Specific Tasks? -- Consideration 4. Can the Same Rating Indices Be Used as in Traditional Task Analysis? -- Consideration 5. From Whom to Collect Data? -- The Importance of Team Task Analysis to Team-based Intelligent Tutoring Systems -- Concluding Comments -- References -- Macrocognition in Teams and Metacognition: Developing Instructional Strategies for Complex Collaborative Problem Solving -- Macrocognition in Teams Model -- Empirical Base for MITM -- Communication Analysis in Complex Problem Solving -- Metacognitive Prompting in ITSs in Support of Collaborative Problem-solving Training -- Metacognition Theory and Research -- Communication and Conversational Agents in ITSs -- Metacognitive Prompting during the Preparation Stage -- Metacognitive Prompting during the Execution Stage.

Metacognitive Prompting during the Reflection Stage -- Summary -- Conclusion -- Acknowledgments -- References -- Defining and Measuring Team Effectiveness in Dynamic Environments and Implications for Team ITS -- Introduction and Background -- Defining Team Effectiveness -- Individual-level Mechanisms -- Team-level Mechanisms -- Dynamical Mechanisms -- Locating Sources of Team Variation and Adaptation within Individual, Team, and Dynamical Mechanisms -- Assessing Team Effectiveness in the Context of the Coordinated System -- Challenges for Team ITS Training from the Dynamic Team Effectiveness Viewpoint -- Conclusion -- Acknowledgments -- References -- Challenges and Propositions for Developing Effective Team Training with Adaptive Tutors -- Team Tutor Challenges -- Proposition 1: Understand Team Dynamics and Development and the Role of Team Leadership -- Team Development Use Case -- Proposition 2: Understand Measures of Team Development -- Attitudes -- Cognitions -- Behaviors -- Proposition 3: Understand Effective Team Training Strategies -- Integrated Training Approach to Team Development -- Information Provision -- Skills Acquisition -- Skills Application -- Instructional Framework -- Conclusions -- References -- Part II. Team Assessment and Feedback -- Team Measurement: Unobtrusive Strategies for Intelligent Tutoring Systems -- Team Measurement: Unobtrusive Strategies for Intelligent Tutoring Systems -- What to Measure within ITS for Teams -- Approach to Developing Unobtrusive Measures -- Developing Indicators of Team Emergent States -- RADSM Step 1: Identify Constructs of Interest -- RADSM Step 2: Develop Construct Indicators -- RADSM Step 3: Identify System-based Information -- RADSM Step 4: Measurement Components -- RADSM Steps 5 and 6: Instantiating and Validating Measures -- Developing Indicators Using Psychophysiological Data.

Heart Rate Variability -- Neural Responses -- Eye-tracking -- Continuous Team Assessment and Context Using Proxy Measures -- Identification of Data Sources -- System-wide Sources and Tools -- Local-level Sources -- Addressing Complexity for Quantitative Metrics and Dynamic Feedback -- Conclusions -- References -- Modeling Dynamic Team Interactions for Intelligent Tutoring -- Introduction -- Modeling Techniques -- Computational Psychometrics -- Intelligent Tutoring System Modeling -- Bayesian Knowledge Tracing -- Additive Factors Model and Performance Factors Analysis -- Application of Point Processes Modeling to CPS -- Generalized Intelligent Framework for Tutoring -- Competency Architecture for Learning in Teams -- Conclusions -- Acknowledgments -- Glossary of Acronym Definitions -- References -- Toward Rapid and Predictive Neurodynamic Feedback and Scaffolding for Teams -- Background -- Neurodynamic Information and Organization -- Modeling Team Neurodynamics -- Individual, Shared, and Team Neurodynamic Information -- Team Neurodynamics for Intelligent Tutoring System Feedback and Assessment -- Balancing Feedback, Granularity, Scaffolding, and Contingency -- Predictive Scaffolding -- A Practical Example of the Changing Neurodynamic Organizations of a Healthcare Team -- Glossary of Terms -- Acknowledgments -- References -- Building Intelligent Conversational Tutors and Mentors for Team Collaborative Problem Solving: Guidance from the 2015 Progr... -- Why Focus on Collaborative Problem Solving? -- PISA 2015 Collaborative Problem Solving -- Scoring Open-ended Student Responses with AutoTutor -- Automatic Evaluation of Student Contributions in AutoTutor -- Latent Semantic Analysis (LSA) -- Regular Expressions -- Automatic Generation of Dialogue Moves in AutoTutor -- Discourse Structure of AutoTutor Dialogues.

Tutoring versus Collaborative Problem Solving among Peers -- Automated Assessment of Collaborative Problem Solving without and with Agents -- Land Science: Collaborative Learning and Problem Solving of Small Teams with a Mentor -- A Qualitative Analysis of Mentor Speech Acts in Land Science -- State Transition Networks of Speech Acts -- Latent Semantic Analyses (LSA) -- Epistemic Network Analyses -- Matches to Expectations and Misconceptions in Episodic Units -- Designing Agents to Facilitate CPS -- Acknowledgments -- References -- Part III. Team Tutoring Applications -- Intelligent Tutoring for Team Training: Lessons Learned from US Military Research -- Introduction -- From Simulation-Based Training to Intelligent Team Tutoring Systems -- Simulation Foundations for Modern Team Training Systems -- TADMUS and the Transition to Modern Team Training Systems -- Intelligent Tutoring Systems and Intelligent Team Training Systems -- Barriers of Data Collection and Analysis -- Barriers of Measurement and Measures -- Barriers of Theory and Models -- ITTS Exemplars -- Advanced Embedded Training System -- Synthetic Cognition for Operational Team Training -- AWO Trainer -- Benchmarked Experiential System for Training -- Cross-Platform Mission Visualization Tool -- R&amp -- D Horizons -- Glossary -- Notes -- References -- Five Lenses on Team Tutor Challenges: A Multidisciplinary Approach -- Introduction -- Three Intelligent Team Tutoring Systems -- Challenges -- The Five Lenses: Research Domains Critical to ITTS Design -- Tutor Engineering -- Learning Sciences -- Science of Teams -- Data Analysis -- Human-Computer Interaction -- Addressing the Challenges with the Five Lenses -- Team Member Interactions -- Tutor Engineering -- Learning Sciences -- Science of Teams -- Data Analysis -- Human-Computer Interaction -- Performance Metrics and Skill Development (PMSD).

Tutor Engineering -- Learning Sciences -- Science of Teams -- Data Analysis -- Human-Computer Interaction -- Feedback Design -- Tutor Engineering -- Learning Sciences -- Science of Teams -- Data Analysis -- Human-Computer Interaction -- Tutor Authoring (TA) -- Tutor Engineering -- Learning Sciences -- Science of Teams -- Data Analysis -- Human-Computer Interaction -- Conclusion -- Acknowledgments -- References -- Team Training Is a Go: Team Training for Future Spaceflight -- INTRODUCTION -- Characteristics of Long-Duration Exploration Missions -- Training Retention over the Long-duration -- Pre-mission Training -- Astronaut Candidates -- Pre-assigned and Assigned Mission Training -- Intact Crew Training -- ITSs across Pre-mission Training and Onboard Training -- Training Retention and Skill Decay in Spaceflight -- Long Intervals between Skill Training and Use -- Environmental Threats to Cognitive Functioning -- Retention for Integrated Task and Team Skill Training -- Living and Working Together in the Spaceflight Multi-Team System -- Small Group Living -- Space-to-Ground Coordination -- Team Data made Meaningful -- Integrating Multiple Data Streams -- Designing Vehicle Interfaces for Feedback -- Recommendations for a Spaceflight ITS -- References -- Part IV. Summary -- Considerations in the Design of a Team Tutor -- Introduction -- Design Decisions When Developing a Team Tutor -- Building a Tutor from Scratch or Using Existing Tools -- Team Context and Instructional Goals -- Teamwork Skills -- Team Taskwork -- Collaborative Learning and Collaborative Problem-solving -- Instructional Goals and Design Considerations -- Types of Skill and Team Tutoring Environments -- Types of Tutoring Environments -- Challenges and Barriers to Implementation in Various Environments -- Definition of Measures and Establishing Data Sources -- Technological Challenges.

Observing and Acquiring Information about the Team.

This volume explores advances in theory, research and technologies needed to advance the state of the art of intelligent tutoring systems (ITSs) for teams.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.