Sims for driving(50 mins)

CPI 494, April 29, 2009Kurt VanLehn

Some examples

• Transom – driving a Remotely Operator underwater Vehicle (ROV).– Roberts, Pioch & Ferguson (2000) Verbal coaching during a

real-time task, IJAIEd 11, 377-388

ROV

• Tethered, which affects motion• Camera, lights & sonar – limited visibility• Underwater currents

Typical task

Transom controlsJoystick controls thrusters

Camera imageSonarMapCompass headingDepthTether length

Training phases

• Demonstration– Expert drives a mission & talk aloud

• Coached practice– During the mission: speech only (eyes & hands occupied)

• Student can ask for help, e.g., “bird’s eye view”• Unsolicited help e.g., “drifting too far north”

– After a mission• Replay• Measures• Path vs. expert’s path

Students’ most popular help request: where am I?

Three other help requests

• What should I be doing?– “Head directly toward the target, keeping it

constantly in view.”

• How do I do it?– “Follow your progress using the navigation plot.

Use side-stick to compensate for currents.”

• Tell me more.– Next hint along the hint sequence

Pedagogical technology

• Detecting learning opportunities– Horizontal deviation from prescribed path– Depth deviation – Bearing deviation– Hover deviation (when hovering only)– Progress along path– Smoothness of thrust commands– Collisions

• Detectors drive coaching during the mission• Detectors drive after-action review

Initial, simple pedagogy for unsolicited help

• If ROV detector fires, then alert the student• Failures

– Too disconnected– Need dialogue/hint sequence

• Check depth apply upward thrust

– Too repetitious– Too rapid

Solution: Coaches replace “detectalert” rules

Different coaches in different phases

• Phases– Approach phase– Orbit phase– Docking phase

PriorityPauseSensor

Other pauses

• Grace period – how long sensor is out of bounds before coaching initiated.

• Refractory period per coach (7 second)• Pause between utterances regardless of

source

During a phase

• All coaches are active, checking their sensor for learning opportunities

• Higher priority coach can interrupt a lower priority one that has started to given advice.– “New Problem!” signals the interruption

Additional monitoring & feedback that was added later

• Overcorrection “Too far!”• Reverse correction “Wrong way!”

Task loop

• Selection of next mission based on mastery of skills

Step loop

• Monitoring continuous “steps”• Detectors find learning opportunities; start

coach• Coach gives immediate feedback and hints• Assessment of student’s skill updated

continously

Evalution

• Transom• Simulated ROV only – fixed mission sequence• ROV only (not simulated) – fixed mission seq.• No training• Experts on the post-test

Pre and post-tests

• Maneuvering task used in pre, training & post• Transfer task: pipe inspection• Sensor readings used to evaluation RMS

deviation

Results for transfer task

Tutor should have produced lower

errors than untutored

Aptitude treatement interactionPoor drivers

stayed poor with tutoring

Poor drivers got better without

tutoring

Why did tutoring fail?

• Many tutees did not get to most challenging training tasks (high current; low visibility)

• Timing of coaching may have rewarded bad behavior

• Low ability students may have become dependent on the coaches

TRIO: Trainer for Radar Intercept Operators

• Ritter & Feurzeg (1988) Teaching real-time tactical thinking. In Psotka, Massey & Mutter (eds) Intelligent tutoring Systems: Lessons Learned. LEA, 1988.

• RIO sits in back seat of F-14• RIO flys plane until bogey is in view

Task

• RIO tries to fly “the gouge” • Planes approach at high speed• RIO fires a long range shot at nose of bogey• Then a medium range shot at side of bogey• Then does a u-turn behind the bogey,

approaches it from the rear, fires a short-range shot at tailpipes of bogey

Geometry

Student’s view of the world

Bogey position, direction & airspeed relative to own

aircraft

Height, speed & heading

Own aircraft

Student’s action

• Verbal commands to (simulated) pilot• “Come starboard hard as possible to a

heading of two four zero degrees”

Demonstration

• Expert gives commands & explains why

Coaching the student

• Different phases have different goals– During initial approach, get own speed to be 0.1

mach greater than bogey’s speed– If not achieving goal, detector fires & says “Get

co-speed plus”

• Mandatory pause between coaching utterances

• No hint sequences, just one warning.

After action review

• Replay• Ground track• Critics

Tutors for vehicle sims

• Three modes– Demonstration– Coached practice– Uncoached practice

• During a mission, there are phases• Each phase has different detectors for learning

opportunities (i.e., errors) • Detectors watch for parameters to go out of bounds,

for controls to be set wrong or ignored…

Pedagogy

• During the mission– Keep it short & verbal– Need pauses– Need hint sequences instead of repetition– Need priorities

• During the after action review– Ground track / truth– Prioritize learning opportunities– Show difference & exaplain

Step-based tutoring?

While not expert do• Select task/mission• Drive the mission – first step loop?• After action review – second step loop?• Update student model/profile

Step loop while driving the mission

• Continuous action, not discrete• Learning opportunities = errors = detectors

fire• Immediate feedback, sometimes • Hint sequences, sometimes• Watch out for cognitive overload• Watch out for becoming overly dependent on

detectors

Step loop during after-action review

• Breaks up the mission into phases• Breaks up a phase into errors & ok• Gives feedback on errors (learning

opportunities)