This paper describes the design of a training system in which three-dimensional (3-D) graphics are employed to help satellite operations trainees learn about satellite systems. The design takes into account training practices and support requirements of the satellite systems instructors who will be using it and ways in which trainees should be able to interact with and use the 3-D graphics. The training system must significantly improve the rate of satellite system knowledge acquisition beyond the rate obtained using current training practices. To this end, training principles that facilitate the acquisition of complex, functional, and integrated knowledge guided the design of a training system infrastructure that puts 3-D graphics to optimal use.
Get full access to this article
View all access options for this article.
References
1.
AdelsonB. (1981). Problem solving and the development of abstract categories in programming languages. Memory and Cognition, 9, 422–433.
2.
BellD.JohnsonP. (1992). Support for the authors of multimedia tutorials. In KjelldahlL. (Ed.), Multimedia: Systems, Interaction and Applications (pp. 307–323). New York: Springer-Verlag.
3.
ChiM.T.H.FeltovichP.J.GlaserR. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121–152.
4.
DoaneS.M.PelligrinoJ.W.KlatskyR.L. (1990). Expertise in a computer operating system: Conceptualization and performance. Human-Computer Interaction, 5, 267–304.
5.
EgglestonR. (2003). Work-Centered Design: A Cognitive Engineering Approach to Systems Design. Proceedings of the Human Factors and Ergonomics Society 47th Annual Meeting, Santa Monica, CA, pp. 13–17.
6.
FeltovichP.J.SpiroR.J.CoulsonR.L. (1993). Learning, teaching, and testing for complex conceptual understanding. In FrederiksenN.MislevyR. J.BejarI.I. (Eds.), Test theory for a new generation of tests (pp. 181–217). Mahwah, NJ: Erlbaum.
7.
KosslynS. M.BallT. M.ReiserB. J. (1978). Visual images preserve metric spatial information: Evidence from studies of image scanning. Journal of Experimental Psychology: Human Perception and Performance, 4, 47–60.
8.
LewandowskyS.KirsnerK. (2000). Knowledge partitioning: Context-dependent use of expertise. Memory & Cognition, 28, 295–305.
9.
LynchE.B.ColeyJ.D.MedinD.L. (2000). Tall is typical: Central tendency, ideal dimensions, and graded category structure among tree experts and novices. Memory and Cognition, 28, 41–50.
10.
MumawR.J.RothE.M.VicenteK.J.BurnsC.M. (2000). There is more to monitoring than meets the eye. Human Factors, 42, 36–55.
11.
NajjarL.J. (1997). A framework for learning from media: The effects of materials, tasks, and tests on performance (Technical Report GIT-GVU-97-21). Atlanta, GA: Georgia Institute of Technology.
12.
RoumesC.MeehanJ.W.PlantierJ.MenuJ. (2001). Distance estimation in a 3-D imaging display. International Journal of Aviation Psychology, 11, 381–396.
13.
SeamsterT. L.ReddingR. E.CannonJ. R.RyderJ. M.PurcellJ. A. (1993). Cognitive task analysis of expertise in air traffic control. International Journal of Aviation Psychology, 3, 257–283.
14.
StuteN.J.BautschH.S.GdowskiM.R.DixonA.CunninghamJ.StautbergD.CalhounC.GrigsbyS.ClarkM.AzarM. (1998). 3-D Graphics Investigation (Technical Report No. AFRL-HE-WP-TR-2001-0083). Dayton, OH: Air Force Research Laboratory.
15.
ToddJ.T.NormanJ.F. (2003). The visual perception of 3-D shape from multiple cues: Are observers capable of perceiving metric structure. Perception & Psychophysics, 65, 31–47.
16.
QuillL.KanclerD.PohleP.MasquelierB.L. (1999). Preliminary Recommendation for the Electronic Display of Graphical Aircraft Maintenance Information (Technical Report No. AFRL-HE-WP-TR-1999-0196). Dayton, OH: Air Force Research Laboratory.
17.
ZacharyW.BellB. (2003). Work-centered Infomediary Layer (WIL): An architecture for adaptive interfaces. Human Interaction With Autonomous Systems in Complex Environments. Papers from the 2003 AAAI spring symposium (Technical Report SS-03-04; pp. 208–212). Menlo park, CA: American Association for Artificial Intelligence.
