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This document was downloaded on May 15, 2015 at 06:12:31 Author(s) Reynolds, James V.; Smith, Craig L.Title Virtual environment training on mobile dev

vii TABLE OF CONTENTS I. INTRODUCTION ... 1 A. PROBLEM ST

77 IX. FUTURE WORK A. IMPROVING SAT-M TRAINING SOFTWARE 1. CFF SAT-M requires further development before it can be introduced for training. Curren

78 • The mission planning should forgo the drop down menus and auto completion, requiring the user to remember or record the pertinent information r

79 • The mission planning capability should encompass the complete set of CFF missions to include continuous illumination, immediate suppression an

80 center (FDC), greatly increase the immersion and transfer of training. Learning to think before speaking and proper communications cadence are ski

81 • Does standing and using W2W keep the user attention for longer than sitting and doing the same tasks with a mouse and keyboard? • Does W2W app

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83 APPENDIX A. INTERFACE DESIGN TESTING A. BACKGROUND SAT-M was heavily influenced by the validated processes used to produce earlier CFF VE. The un

84 functional system, two(2) through opinion without a fully functional system, and one(3) with our prototype. For the purposes of this project we

85 and everyone else. JTAC’s and JFO’s characteristics vary from service to service, so for the purposes of the study conducted we focus on United St

86 3. Procedures a. Tasks The testing participants were given five minutes to explore the prototype. If they felt that five minutes was not enough

viii a. CASE 1: ... 30 b. CASE 2: ...

87 Survey Data Participant 1 Strongly disagree 2 disagree 3 neutral 4 agree 5 Strongly agree avg Question Q1 5 4 4 5 5 4.6 Q2 5 5 5 5 5 5

88 • Do you have any ideas for improvements? The best suggestion was to include a notepad so one could manually write calculations and take notes. I

89 the authors that this is due to the system being only a prototype. With a fully functional system we expect to have improved results. However,

90 PACKET A For the experimenter, ensure that the SAT-M prototype is running on the computer at the top level screen. Then ask the participant the

91 Task 1 When instructed to do so, please press the “home button” and then determine the bearing and distance to target #12. Screen: Vector 21b Answ

92 Task 4 When instructed to do so, please press the “home button” and then determine the 6 digit grid of the point plotted on the map. Screen: Acti

93 PACKET B Welcome to the Supporting Arms Trainer - Mobile (SAT-M) usability analysis. During the next 15–30 minutes you will be asked to work wit

94 Task 2 When instructed to do so, please press the “home button” and then determine what frequency the radio is currently set to. Frequency ______

95 1. The overall interface is intuitive. 7 tier 3. It was difficult navigating through the device to find the appropriate information while comp

96 12. Does the device accurately represent the real world physical motion required to conduct the task. Training with this device on a regular basi

ix 1. Analysis of Likert Questions ... 60 a. Question 1: Training with this Device on a Regular Basis

97 APPENDIX B. EXPERIMENTAL DOCUMENTATION C. RESEARCHERS GUIDE 1. Chronological Task Listing Recruitment—(To be completed one week prior to execut

98 familiarize themselves with the interface. All participants will be allowed this opportunity regardless of experience level with software. (Tas

99 SAT-M (Tablet device)—Using a finger the participant will tap the lensatic compass icon, and then rotate the tablet device until the “technical ve

100 Observer Simulator (Laptop PC)—Using the mouse the participant will navigate to the icon used to generate and send the 6-line CFF, the participan

101 this information back to the firing agency by tapping the “checkmark” box. The firing agency responds when shots are fired, and he participant ac

102 Protocol “B”—In this protocol participants will repeat the previous list of tasks in protocol “A”, but the device will be swapped for the one tha

103 D. RESEARCHERS PACKET Virtual environment training experiment (Researcher) READ FIRST If the participant has no knowledge of CFFprovide correct

104 Protocol “A” READ FIRST (RESEARCHER) Researchers guide, prior to having the participant begin the protocol using the participant works

105 Task #4—Locate and activate the icon used for transmitting the CFF brief. Start time:_______ Finish time: _______ Researcher will note the elap

106 Navigational Errors: _______________ Were rounds ‘on target?’ Yes / No Protocol “A” SUBJECT Number _____ Inform

x E. OPEN ENDED QUESTIONS ... 67 F. DISCUSSION ...

107 Protocol “B” READ FIRST (RESEARCHER) Researchers guide, prior to having the participant begin the protocol using the participant worksh

108 Task #4—Locate and activate the icon used for transmitting the CFF brief. Start time:_______ Finish time: _______ Researcher will note the elap

109 Protocol “B” SUBJECT Number _____ Inform the participant that protocol “B” is complete and have them complete the que

110 E. PARTICIPANT PACKET Naval Postgraduate School Consent to Participate in Research Introduction. You are invited to participate in a research st

111  Final questionnaire and debrief (five minutes) − Participants will be video recorded to ensure accurate data collection. − We expect a min

112 Statement of Consent. I have read the information provided above. I have been given the opportunity to ask questions and all the questions have b

113 Protocol “A” READ FIRST (PARTICIPANT) SUBJECT Number _____ The following experiment is confidential. Nothing you do or answer will

114 Execute CFF brief: You will now generate and execute a CFF, the target is the tank you located in task #3. Task #5—Execute CFF. First: Transmit a

115 READ FIRST The following experiment and questionnaire are completely confidential. Nothing you do or answer will be related back to you in any ma

116 8. The 3D view interface was intuitive. 9. The device accurately represents the real world physical motion required to conduct the task.

xi LIST OF FIGURES Figure 1. Depiction of “window to the world” using SAT-M ... 5 Figure 2. Photo of students using

117 Protocol “B” READ FIRST (PARTICIPANT) SUBJECT Number _____ What device did you use during protocol “A”? Laptop / Tablet Please

118 Execute CFF brief: You will now generate and execute a CFF, the target is the tank you located in task #3. Task #5—Execute CFF. First: Transmit a

119 READ FIRST The following experiment and questionnaire are completely confidential. Nothing you do or answer will be related back to you in any ma

120 8. The 3D view interface was intuitive. 9. The device accurately represents the real world physical motion required to conduct the task.

121 Protocol “B” qualitative questionnaire continued Circle one: 11. Which device was more intuitive to use: Laptop / Tablet 12. If the softw

122 READ FIRST The following experiment and questionnaire are completely confidential. Nothing you do or answer will be related back to you in any ma

123 a. What was the name(s) of the virtual environment(s)? a. _____________________ b. _____________________ c. _____________________ 11. When

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125 LIST OF REFERENCES American Forces Press Service. (2013). Secretary details results of sequestration uncertainty. Retrieved August 23, 2013, from

126 Headquarters Department of the Army. (1976). operator, organizational, and direct support maintenance manual (including repair parts and special

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127 United States Army Field Artillery School. (1989). Field artillery training devices, software and special texts. Field Artillery. (August) Walker

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129 INITIAL DISTRIBUTION LIST 1. Defense Technical Information Center Ft. Belvoir, Virginia 2. Dudley Knox Library Naval Postgraduate School

xiii LIST OF TABLES Table 1. Cognitive and specific knowledge / skills needed to perform CFF tasks (After McDonough & Strom, 2005) ...

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xv LIST OF ACRONYMS AND ABBREVIATIONS AO Air officer CAN Combined arms network CAS Close air support CFF Call for fire CFFT Call for fire traine

xvi HOB Height of burst HSV High speed vehicle ICM Improved conventional munitions IOC Initial operational capability ISMT-E Indoor simulated ma

NAVAL POSTGRADUATE SCHOOL MONTEREY, CALIFORNIA THESIS This thesis was performed at the MOVES Institute Approved for public release; distributi

xvii RFMSS Range facility management support system SAT-M Supporting Arms Trainer-Mobile SAVT Supporting arms virtual trainer SDS Software delive

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xix ACKNOWLEDGMENTS First and foremost, we would like to thank our spouses for their support and patience during this process. We would also like to

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1 I. INTRODUCTION A. PROBLEM STATEMENT Military simulation training is not what it should be. It is often slow to adopt new technology. When innova

2 work performed to produce CFF VE simulations for desktop / laptop systems. The development path was tailored towards the unique features and capabi

3 Department of Defense (DoD) must look towards easily distributed simulation as a viable alternative to live fire training (Deputy Commandant for

4 for fire skills. Upon completion of combat tours, where units are tasked to perform missions outside their primary skill sets, servicemen return w

5 Figure 1. Depiction of “window to the world” using SAT-M When one adds a virtual environment with high fidelity graphics and sound, we believe

6 This analysis provides a framework for the progression of virtual training over the spectrum of desktop, laptop, and mobile tablet PC devices. In

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7 Chapter VI, experiment outlines the methods and research process followed. Chapter VII, results, answers research questions one through four. Cha

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9 II. BACKGROUND A. INTRODUCTION In 2010, Ben Brown conducted an in-depth review of simulation-training lineage, which he traced back to the very e

10 maintenance. Portable / deployable simulations are found on laptop and portable devices, their greatest advantage is availability and convenience

11 facilities, information technology services and contractor support (Headquarters Department of the Army, 1991). It is unknown if any of these sy

12 integrated with the computer simulation for training. Personnel are also required to maintain and manage the equipment. (Program Manager Training

13 Figure 3. FOPCSim screen capture 8. Joint Fires and Effects Trainer System, ca. 2003 JFETS is an immersive training simulation for the traini

14 10. Call for Fire Trainer, ca. 2005 CFFT replaced GUARDFIST as the primary Army CFF simulation-training system. It is a classroom installed syst

15 13. Supporting Arms Virtual Trainer, ca. 2009 The SAVT began as a non-program of record in the Marine Corps and Navy with the name Multi-purpos

16 for Simulation Training and Instrumentation 2013 catalog lists four simulations that could be used for CFF procedural training and rehearsal. Pre

i REPORT DOCUMENTATION PAGE Form Approved OMB No. 0704-0188 Public reporting burden for this collection of information is estimated to average 1 hour

17 C. PREVIOUS WORK In 2002, David Brannon and Michael Villandre investigated the potential for a computer based CFF procedures trainer. Their eff

18 A significant finding of this work showed that a VE training simulation could be used to maintain certain perishable skills. Both sets of res

19 III. TASK ANALYSIS Our task analysis begins where McDonough and Strom’s ended in 2005. As previously discussed, they conducted a HARs absence pre

20 A. HUMAN ABILITY REQUIREMENTS REVIEW In 2005, McDonough and Strom used the HARs taxonomy to identify 27 skills required to perform CFF tasks. Of

21 with a 1.4 GHz dual core A6X processor, and 1 GB of RAM, making the tablet as least as powerful as the PowerBook G4 (Shimpi, 2012). If it was po

22 We were able to narrow the field of human abilities as they relate to simulated task mapping differences between desktop / laptop systems and tab

23 Table 3. HARs comparison between real world and FOPCSim (After McDonough & Strom, 2005) Table 3 only displays the task to ability mappin

24 Table 4. HARs comparison between real world and a CFF tablet system (After McDonough & Strom, 2005) In Table 4, all CFF tasks that require

25 complete a cross walk of the CFF tasks in the two publications to ensure that there have not been any significant revisions which would alter the

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27 IV. REQUIREMENTS A. OVERVIEW Before the requirements for SAT-M can be derived there needs to be an understanding of how it fits into the overall

28 increasing or decrease difficulty as appropriate. He is also able to recall their past missions to look for trends, allowing him to focus the trai

29 of course multi-touch enabled touchscreens. This allows entirely new paradigms for interacting with the device. While SAT-M does not take a revo

30 hub to download their applications. They also expect the hub to indicate when their software is out of date, and provide those updates when prompt

31 the Marines to get practice in CFF mission planning and execution. He has set up a classroom in Battalion spaces with a squads worth of DVTE lapto

32 There are other barriers to the use of the DVTE, especially in battalion spaces. It is time consuming to set up and network the laptops, they take

33 SAVT and playing the role of the aircraft. A TACP instructor is taking notes and evaluating the students’ performances. The three students cycle

34 integrated real-world equipment suite. There are only nine of SAVTs in the DoD. They require a highly trained operator, one who is not only techni

35 MSAT/SAVT DVTE SAT-M Location Only Nine in the DoD Battalion spaces / Simulation center Anywhere Personnel Requirements Dedicated operator with

36 D. SUMMARY OF CAPABILITIES Conceptually, SAT-M will perform much of the same functionality as FOPCSim 2. It will require a robust mission pla

iii Approved for public release; distribution is unlimited VIRTUAL ENVIRONMENT TRAINING ON MOBILE DEVICES James V. Reynolds Major, United States

37 4. The SAT-M simulation shall replicate both enemy and friendly forces including tanks, trucks, personnel carriers, command and control vehicles,

38 2007, NAVMC 3500.42A, Tactical Air Control Party Training and Readiness Manual dated 8 October 2008. 11. The SAT-M shall replicate laser range fi

39 22. The SAT-M shall delay the distribution of rounds by10 seconds between subsequent volleys for multiple round missions. 23. The SAT-M shall s

40 h. The instructor shall be able to observer the student’s current and past missions, as well pertinent data such as round accuracy, transmission

41 g. SAT-M will have a virtual clipboard where the user can construct and record their CFF missions, mark round impacts, and target numbers. 38. S

42 b. SAT-M shall replicate operational equipment platforms when practical to provide training simulation. c. In accordance with DoD Directive 5000

43 4. Graphical user interface (GUI) input for user action H. CONFIGURATION MODULE 1. Specify types, sizes, and location of targets 2. Stationa

44 c. HE / Variable time d. White phosphorus (WP) e. WP M825 f. Improved conventional munitions (ICM) g. Illumination 5. Enter subsequent corre

45 V. SYSTEM DEVELOPMENT A. BACKGROUND Examining SAT-M through the lens of the model-view-controller (MVC) design pattern was the first step in de

46 SAT-M was initially conceived to run on both Android and iOS devices, thereby including both tablets and smartphones. Utilizing the MVC design pa

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47 Our effort started by mapping the mouse and keyboard inputs of ObserverSim to one of the input modalities of the tablets. At our disposal were th

48 Figure 6. Screen capture of SAT-M’s vector 21b view In only one instance does ObserverSim use the right mouse button, and this for gathering r

49 Mapping the keyboard from ObserverSim to SAT-M was more difficult than mapping the mouse. In the interest of limited development time, we chose to

50 background creates a region of the screen where the user’s only interaction is tool selection. This prevents the user from accidently sending anot

51 Figure 8. Screen capture of SAT-M’s naked eye view B. INTERFACE DESIGN STUDY An interface design study was performed to facilitate user inter

52 C. OPERATING SYSTEM AND HARDWARE SELECTION At the time SAT-M development began, the two dominant mobile operating systems were iOS and Android.

53 perspective (vis á vis W2W) in a CFF VE had not been done before, numerous tech-demonstrations were created to validate the idea. Once both the As

54 • ObserverSim had a fully functional DAGR. The buttons on the virtual DAGR functioned as they would on a real DAGR. SAT-M used a static scree

55 VI. EXPERIMENT A. BACKGROUND McDonough and Strom, in their work on FOPCSim 2, showed that a PC based VE CFF trainer can improve performance.

56 or had been designated by their commanding officer (CO) to conduct CFF. There were exceptions to the classification. In a number of cases USMC we

v ABSTRACT Over 100 million tablet computers have been sold in the last three years. They now have the computing power of a state-of-the-art laptop

57 consisting of 155 mm howitzers. Additional differences between SAT-M and ObserverSim are discussed in Chapter V, section F. 4. Procedures a. Ta

58 • Execute Protocol “B”, which is identical to Protocol “A” except the participant switches device, and the Likert scale and open ended questionn

59 VII. RESULTS A. GENERAL The overarching goal of the experiment was to determine how viable the input modalities of the tablet system are when co

60 1. Analysis of Likert Questions a. Question 1: Training with this Device on a Regular Basis Will Improve My Ability to Conduct CFF in the Field

61 f. Question 6: Having This Software Available at My Unit Would Improve My Units Ability to Perform Their Mission With a two-tailed p-value of

62 l. Summation of Likert Questions, Eliminating Redundancy Four sets of two Likert scale questions were similar to each other. For example, Q8: The

63 n Summed singed ranks 2 tailed p-value Tablet System Laptop System Q1 13 91 0 0.0013 Q2 22 180.5 72.5 0.0794 Q3 21 215.5 15.5 0.0005 Q4 18 103.

64 numbered 11 through 14. The direct questions had the participant specifically state a preference between the laptop and the tablet systems.

65 answered tablet or laptop to the question. The right most column, p-value, is the probability of the values in the second and third column if the

66 the virtual environment are the same”. Both training and order have a statistically significant effect on the participants’ answers to Q3. If the

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67 E. OPEN ENDED QUESTIONS The open-ended questions were phrased to allow participants the opportunity to express what they felt was most pertinent

68 wire. To get a good bearing with the tablet system the user needs to steady the system gyroscopes and accelerometers. Although the Vector 21b and

69 trainee to get out of the classroom and practice in more realistic conditions, “You could take it outside put soldiers in full body armor & si

70 1. Is a VE trainer on a tablet possible? 2. Is the “Window to the world” paradigm seen as a valuable addition to VE training? 3. Would military

71 instructions. Due to these limitations, the HMD is only worn in the final portion of the DVTE mission, when there is little need to double check n

72 • System preference had nothing to do with software or system fidelity • System preference was influenced by how the tablet system reduces

73 VIII. CONCLUSION A. GENERAL OBSERVATIONS There were three areas that the authors explored in this research. We looked at the software differe

74 • The W2W paradigm creates a new area for improving training in VEs (Figure 9) Figure 9. Improvement builds as new technology is adopted into

75 C. LIMITATIONS SAT-M as built is not production ready, and it will take significant effort to make it so. As reported in Chapter VII there is the

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