Adding game-like elements to an armored vehicle recognition training
Smith, Dustin C.
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Smith, Dustin C. Adding Game-Like Elements to an Armored Vehicle Recognition Training --In Proceedings: 11th Annual Symposium on Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University, p. 73
Fratricide accidents, or friendly-fire accidents, contribute to a large number of military operations casualties. Gadsden and Outteridge (2006) noted that misidentification caused a large number of these accidents. Therefore, fratricide accidents should decrease as effective misidentification error reduction methods are implemented (Gadsden et al., 2008; Keebler, Sciarini, Jenstch, Fincannon, & Nicholson, 2008). This research investigated training techniques that manipulated the structure of training rewards to reduce misidentification errors. Participants were trained to identify armored vehicles in one of three two-alternative forced-choice (2AFC) training conditions. Participants received feedback that emphasized response time, response accuracy, or neutral feedback. The feedback was manipulated using game-like points and sound effects. During training, participants receiving accuracy-emphasized feedback exhibited significantly higher training scores than both the speed emphasized, and control groups. As expected, participants who received speed-emphasized feedback performed significantly faster than the other groups during training. Interestingly, when participants were later tested with a video armored vehicle identification task without feedback, the participants who received the accuracy-emphasized feedback were significantly more accurate than the other groups. Future research should further manipulate the accuracy-emphasized reward structure to identify optimal ways to deliver feedback during armored vehicle recognition training.
Presented to the 11th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Heskett Center, Wichita State University, April 24, 2015.
Research completed at Department of Psychology, Fairmount College of Liberal Arts and Sciences