Impact of Instructional Strategies on Motivation and Engagement for Simulation-Based Training of Robot-Aided ISR Tasks

Abstract

The U.S. Army projects a considerable increase in the number of operational Unmanned Ground Systems (UGS) within the next ten years. There is a need to enhance UGS capabilities to support remote Intelligence, Surveillance, Reconnaissance (ISR) operations involving the identification of High-Value Individuals (HVI). Emerging UGS capability requirements will inevitably result in new or revised training requirements. The U.S. Army identifies Simulation-Based Training (SBT) as a required training platform for robot-aided ISR tasks utilizing UGSs. In order to implement an effective SBT system, there are several factors to consider related to training systems design and trainee needs. Factors addressed in this study include the selection of effective SBT instructional strategies and the impact on trainee motivation and engagement. Results from this study contribute to design and future research recommendations regarding SBT for robot-aided ISR tasks.