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Dashley K. Rouwendal van Schijndel, Jo E. Hannay, & Audun Stolpe. (2020). Simulation Vignette Generation from Answer Set Specifications. In Amanda Hughes, Fiona McNeill, & Christopher W. Zobel (Eds.), ISCRAM 2020 Conference Proceedings – 17th International Conference on Information Systems for Crisis Response and Management (pp. 110–121). Blacksburg, VA (USA): Virginia Tech.
Abstract: We investigate an approach that allows exercise managers to design simulations with an explicit focus on building skills, rather than having to focus on all the objects and interactions that a simulation must have. Exercise managers may design exercises at various levels of abstraction and always independently of how those sessions are implemented in simulations, while simulation components that implement the design are assembled and to some extent, automatically, behind the scenes. We outline (1) how Answer Set Programming can assist exercise managers in exercise planning and (2) how automated stage and content generation may be used to invoke appropriate simulation components to realize the design. For deliberate and recurrent training of decision-making skills, stages and content must vary to avoid familiarity (testing effects). We conclude by distilling a main research hypothesis that stipulates how (1) and (2) represent two modes of automated reasoning (so-called deductive versus abductive) and how that distinction clarifies the planning task.
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Jo Erskine Hannay, & Yelte Kikke. (2019). Structured crisis training with mixed reality simulations. In Z. Franco, J. J. González, & J. H. Canós (Eds.), Proceedings of the 16th International Conference on Information Systems for Crisis Response And Management. Valencia, Spain: Iscram.
Abstract: We argue that current technology for crisis training does not explicitly cater well enough for managing training
objectives and skill building metrics throughout the lifespan of training. We suggest how successful crisis training
may be enabled by interoperating next-generation exercise management tools with mixed-reality simulations. We
propose an architecture consisting of (1) a front-end in which training objectives, essential skills, corresponding
events and metrics can be declared, (2) a back-end consisting of simulations that implement the events and metrics
and (3) a middleware which transfers information between the front-end and back-end to enable semi-automatic
composition of the simulations and performance analysis. The purpose of this architecture is to facilitate learning
through the principles of deliberate practice. We indicate where emerging technologies are necessary to achieve this.
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Amy Rankin, Rita Kovordanyi, Joris Field, & Henrik Eriksson. (2012). Instructor's tasks in crisis management training. In Z.Franco J. R. L. Rothkrantz (Ed.), ISCRAM 2012 Conference Proceedings – 9th International Conference on Information Systems for Crisis Response and Management. Vancouver, BC: Simon Fraser University.
Abstract: In crisis management exercises the instructor's performance is critical to the success of the training. It is their responsibility to monitor and evaluate the exercise, as well as appropriately adjust and adapt the scenario to the unfolding events. Despite the importance of the instructor's skills in crisis management training little has been documented regarding successful methods or common pitfalls. The study presented in this paper is exploratory and aimed at investigating how instructors monitor and control large scale crisis management exercises. The results are intended to be used as a basis for further investigation on how instructors can be supported in virtual reality training systems. A summary of results from interviews is presented and followed by observations reports from two live exercises. Finally, key areas for instructor support in virtual-reality training systems are identified. © 2012 ISCRAM.
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