Reports
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Using Shared Priorities to Measure Shared Situation Awareness (FOI-R-- 2791-SE)hot!
08/31/2009
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Fredrik Höglund, Peter Berggren, Staffan Nählinder @ Swedish Defense Research Agency (FOI), July 2009
Summary: While the concept of situation awareness have received a lot of attention over the
past 15 years and many different measures have been developed and tested, the
concepts of team situation awareness and shared situation awareness have not
gotten as much attention and less progress has been made in developing a
meaningful and validated measure.
past 15 years and many different measures have been developed and tested, the
concepts of team situation awareness and shared situation awareness have not
gotten as much attention and less progress has been made in developing a
meaningful and validated measure.
Thus, the purpose of this study is to operationalize the concept of shared situation
awareness and test its consequences and relation to other concepts.
In this study a new measure for shared situation awareness was developed and its
potential evaluated. The measure was a shared priorities measure where the
participants of the study each wrote down and rank ordered five factors they
thought were important for good team performance in the situation. The factors
were then scrambled and handed over to the other participant who once again
ordered them according to priority. The correspondence between the two
participants’ ratings was hypothesized to correlate with shared situation
awareness. The results show that the shared priorities measure in this study did
not relate to shared situation awareness. Several methodological concerns was
identified which could have affected the results. The measure did relate to
subjective ratings of cooperation which is very interesting and it is suggested that
the measure captured aspects of teamwork.
The shared priorities measure was easy to employ, required little preparation, has
a high face-validity and is a promising addition to team research.
Anders Frank, Swedish Office of Science & Technology, 2000-09-30
Abstract: Teknik, marknads- och sociala aspekter är tre delområden som formar framtidens spelande, både för underhållning och övrigt användande. Områdena har stark påverkan av varandra så även om t ex det är enklare att förutspå en viss teknisk utveckling så är marknads- och de sociala aspekterna alltid viktiga att ha med i diskussionen.
Abstract: Teknik, marknads- och sociala aspekter är tre delområden som formar framtidens spelande, både för underhållning och övrigt användande. Områdena har stark påverkan av varandra så även om t ex det är enklare att förutspå en viss teknisk utveckling så är marknads- och de sociala aspekterna alltid viktiga att ha med i diskussionen.
Anders Frank, Jouni Lindqvist @ Swedish Defence Materiel Administration, 2001-11-21
Summarises the Game Developers Conference 2001 held in San Jose, USA March 20-24 as part of FMV’s interest in the game industry. This year the focus was mainly at visual simulation and simulation games therefore a special interview was made with Mike Jeffries from Janes Combat Simualtion at Electronic Arts.
Anders Frank, Swedish National Defence College, Department of War Studies 2004
A Report funded by Swedish Armed Forces Research and Development Program as part of the Game Studio initiative at Swedish Materiel Administration
Abstract: This study proposes how games and gaming can contribute to future military activities - especially digital wargaming. Some of the criticisms surrounding the use of commercial games are discussed and concrete examples are given to illustrate three different views on how the Swedish Armed Forces may use gaming:
• Future wargaming at operational level
• Preparedness of UN/EU soldiers for international missions
• Illustrating Network Based Defence as an interactive game
A Report funded by Swedish Armed Forces Research and Development Program as part of the Game Studio initiative at Swedish Materiel Administration
Abstract: This study proposes how games and gaming can contribute to future military activities - especially digital wargaming. Some of the criticisms surrounding the use of commercial games are discussed and concrete examples are given to illustrate three different views on how the Swedish Armed Forces may use gaming:
• Future wargaming at operational level
• Preparedness of UN/EU soldiers for international missions
• Illustrating Network Based Defence as an interactive game
Nählinder Staffan, Oskarsson Per-Anders, Linköping, FOI 2007
Abstract: Commercial computer games provide an excellent environment for active, critical learning, and include several characteristics of problem solving. Commercial computer games have also shown widespread application for military training and planning. This report presents several examples from this field. The examples include straightforward use of commercial computer games for military training, and adaptation of commercial computer games to the purpose intended, e.g. by change of game environment.
Serious games and simulations explicitly constructed and designed for military training are also discussed. Examples of serious games as well as game engines used for serious games in the military context are also given. Educational aspects such as learning, transfer of learning, and after action reviews are briefly touched upon. Fidelity is also discussed, i.e., the degree of similarity between a game or simulation and the equipment that is being simulated.
However, for educational or training purposes the cognitive realism is probably a far more critical factor than fidelity. In this respect, work on cognitive modeling and human behavior representation is presented, with the purpose creating realistic games and simulations with human-like enemies and team-mates (Computer Generated Forces, CGF).
However, for educational or training purposes the cognitive realism is probably a far more critical factor than fidelity. In this respect, work on cognitive modeling and human behavior representation is presented, with the purpose creating realistic games and simulations with human-like enemies and team-mates (Computer Generated Forces, CGF).
Are games more than fun? -Motivational aspects on digital games (FOI-R--2796--SE)hot!
08/31/2009
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Sandra Johansson, Staffan Nählinder, Peter Berggren @ Swedish Defence Research Agency June 2009
Summary: Games are increasingly becoming a powerful and effective tool for training. The
use of games as a training tool increase intrinsic motivation which enhances
learning. This study concerns why people play and why they continue play. The
study consists of two parts; a focus group and a web questionnaire. The results
suggest that people prefer playing together with others, and that they play mainly
because of entertainment, fellowship and pastime. Results also show that the
participants come to an agreement of five different characteristics a game must
have in order for the participants to play; a pleasant game feeling i.e.- effects
like sounds, characters and environments, variation in tasks, successively
increased difficulty, a exciting story and that the game must be understandable.
use of games as a training tool increase intrinsic motivation which enhances
learning. This study concerns why people play and why they continue play. The
study consists of two parts; a focus group and a web questionnaire. The results
suggest that people prefer playing together with others, and that they play mainly
because of entertainment, fellowship and pastime. Results also show that the
participants come to an agreement of five different characteristics a game must
have in order for the participants to play; a pleasant game feeling i.e.- effects
like sounds, characters and environments, variation in tasks, successively
increased difficulty, a exciting story and that the game must be understandable.
These findings are important because these are factors that game designers must
take into consider when designing training games. After all, entertainment and
intrinsic motivation in games is some of the general reasons why people play and
why they learn, and therefore, a game only designed for training is doomed to
fail.
Keywords: games, entertainment, education, edutainment, intrinsic motivation,
play, serious games, digital game-based learning, e-learning