Building Intelligent Tutoring Systems for Teams

Dr. Joan Johnston is a Senior Scientist with the U.S. Army Research Laboratory (ARL) where she conducts research on training effectiveness and team training. In 2014, she received the US Army Civilian Service Achievement Medal for an innovative team training strategy to improve decision making under stress. Prior to ARL, she was a senior research psychologist for the U.S. Navy. She was made a NAVAIR Fellow, was awarded the ONR Dr. Arthur E. Bisson Prize for Naval Technology Achievement (2000), and the Society for Industrial and Organizational Psychology M. Scott Myers Award for Applied Research in the Workplace (2001). She serves as a reviewer for the Journal of Military Psychology. Dr. Johnston received her M.A. and Ph.D. in Industrial and Organizational Psychology from the University of South Florida. Dr. Robert Sottilare leads adaptive training research with the US Army Research Laboratory where his research focus is authoring, instructional management, and evaluation tools and methods for intelligent tutoring systems. He is a co-creator of the Generalized Intelligent Framework for Tutoring (GIFT), an open-source tutoring architecture, and is the chief editor for the Design Recommendations for Intelligent Tutoring Systems book series. Dr. Sottilare frequent lecturers at the United States Military Academy and the University of Central Florida. He received his doctorate in Modeling & Simulation from the University of Central Florida with a focus in intelligent systems. He has been honored with two lifetime achievement awards in Modeling & Simulation from the US Army (2012) and the National Training and Simulation Association (2015). Dr. Anne M. Sinatra is an Adaptive Training Scientist and Research Psychologist with the US Army Research Laboratory where her research focus is on cognitive and human factors psychology, as well as team tutoring. She works on the Generalized Intelligent Framework for Tutoring (GIFT) project, and is the lead for the team modeling research vector. Dr. Sinatra has published over 50 peer-reviewed book chapters, journal articles and conference papers. Dr. Sinatra received her M.A. and Ph.D. in Applied Experimental and Human Factors Psychology from the University of Central Florida. Dr. C. Shawn Burke is a Professor (Research) at the Institute for Simulation and Training of the University of Central Florida. Her expertise includes teams and their leadership, team adaptability, team training, measurement, evaluation, and team effectiveness. She is currently investigating leadership within virtually, distributed teams, team resilience, issues related to multi-cultural team performance and multi-team systems. Dr. Burke earned her doctorate in Industrial/Organizational Psychology from George Mason University and is an Associate Editor for the Journal of Trust Research and Consulting Editor for the Journal of Business and Psychology. She also serves as an ad-hoc reviewer for several journals, including: Leadership Quarterly, Journal of Applied Psychology, Military Psychology, Small Group Research. She has co-edited books on adaptability and advances in team effectiveness research.

• Chapter 1. Examining Challenges and Approaches to Building Intelligent Tutoring Systems for Teams; Robert A. Sottilare and Eduardo Salas Chapter 2. Team Task Analysis: Considerations and Guidance; C. Shawn Burke and Ryan Howell Chapter 3. Macrocognition in Teams and Metacognition: Developing Instructional Strategies for Complex Collaborative Problem Solving; Olivia Newton, Travis J. Wiltshire, and Stephen M. Fiore Chapter 4. Defining and Measuring Team Effectiveness in Dynamic Environments and Implications for Team Intelligent Tutoring Systems; Jamie C. Gorman, David A. Grimm, and Terri A. Dunbar Chapter 5. Challenges and Propositions for Developing Effective Team Training with Adaptive Tutors; Joan H. Johnston, C. Shawn Burke, Laura A. Milham, William M. Ross, and Eduardo Salas Chapter 6. Team Measurement: Unobtrusive Strategies for Intelligent Tutoring Systems; Arwen H. DeCostanza, Katherine R. Gamble, Armando X. Estrada, and Kara L. Orvis Chapter 7. Modeling Dynamic Team Interactions for Intelligent Tutoring; Pravin Chopade, Michael Yudelson, Benjamin Deonovic, and Alina A. von Davier Chapter 8. Towards Rapid and Predictive Neurodynamic Feedback and Scaffolding for Teams; Ron Stevens, Trysha L. Galloway, Ann Willemsen-Dunlap, and Anthony M. Avellino Chapter 9. Building Intelligent Conversational Tutors and Mentors for Team Collaborative Problem Solving: Guidance from the 2015 Program for International Student Assessment; Arthur C. Graesser, Nia Dowell, Andrew J. Hampton, Anne M. Lippert, Haiying Li, and David Williamson Shaffer Chapter 10. Intelligent Tutoring for Team Training: Lessons Learned from U.S. Military Research; Jared Freeman and Wayne Zachary Chapter 11. Five Lenses on Team Tutor Challenges: A Multidisciplinary Approach; Stephen B. Gilbert, Michael Dorneich, Jamiahus Walton, and Eliot Winer Chapter 12. Team Training is a Go: Team Training for Future Spaceflight; Lauren Blackwell Landon and William S. O’Keefe Chapter 13. Considerations in the Design of a Team Tutor; Anne M. Sinatra and Robert A. Sottilare

This volume consists of 13 chapters by engineering, psychology, and other researchers mostly from the US, who examine building intelligent tutoring systems that deliver and manage adaptive instruction for teams, addressing intelligent tutoring systems processes and how they might be applied to team training and educational domains. They describe concepts related to team training and approaches that contrast team taskwork and teamwork; assessment and feedback mechanisms for teams; adaptive team training applications, their effects, and their weaknesses, with discussion of military teams and team training for spaceflight, as well as how adaptive instructional tools like intelligent tutoring systems might be used to make non-adaptive team training more adaptive and responsive to the learning needs of teams; and multi-disciplinary perspectives on team tutoring, including the roles of authors, instructional designers, human factors scientists, software programmers, and subject matter experts in adaptive instruction.