Tactical Serious Games Development! The Creation and Use of Tactical Iraqi
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W. Lewis Johnson, Ph.D. Tactical Language Training, LLC
USC / ISI CARTE
www.tacticallanguage.com
Tactical Language and Culture Training System
Rapid training in foreign language and culture
Focus on spoken communication Focus on particular tasks
A combination of gaming and intelligent tutoring
Mission Game Arcade Game Skill Builder
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© 2006. Tactical Language Training, LLC
30 OCT 2006
Game Views
Mission Game
Arcade Game
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© 2006. Tactical Language Training, LLC
30 OCT 2006
Technical Approach We employ a unique combination of technologies: Serious games Interactive learning environments Speech recognition Artificial intelligence for interactive dialog and animation control Learner modeling and assessment
We develop and combine these technologies, exploiting synergies We develop data representations and authoring tools to facilitate content creation, reduce production costs
4 © 2006. Tactical Language Training, LLC 30 OCT 2006
Tactical Language Courses Tactical Levantine (initial prototype)
Tactical Iraqi (in use)
Army, Marines, civilian versions
Tactical Pashto (alpha version)
Tactical French (under development)
Military version (for Africa)
Civilian version (for Provence)
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30 OCT 2006
Current Distribution
Who and Where USSOCOM Expeditionary Warfare School, Quantico, VA Comments 800 copies, 80 computers, distributed to SOF Command Language Program Managers 1 week use required starting Fall 2005 28 systems, copies distributed to all graduates
25th ID, Schofield Barracks
MCAGCC 29 Palms II MEF, Camp Lejeune 10th Mountain Div. in Afghanistan 1st ID, Ft Riley CGSC Fort Leavenworth 1 MEF, Camp Pendleton Ft. Stewart
Full training lab installed March 2006
50+ systems, in regular use, > 600 trainees so far 4 installed training labs HQ took beta Pashto with them in March 2006 50-computer training lab, ~400 trainees so far In use at Digital Training Center and in Staff College Iraqi course 22 PC training lab installed summer 2005. 100 copies in use in Iraq. 7 training labs (130 installed computers)
1 AD Kuwait
Ft Hood TRADOC Culture Center, Ft Huachuca Overall: over 1500 copies distributed
21 copies
8 copies, ongoing training program 2 copies, being evaluated for widespread use
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© 2006. Tactical Language Training, LLC
30 OCT 2006
Tactical IraqiTM Demonstration
Some Quotes
“I learned more in 4 hours than in my entire tour of duty in Iraq” (a Marine 1Sgt)
“I intend to devote a set amount of time per day/week using the software to help me learn Arabic. Having used it at school, I can’t wait to delve into it again.” (a Marine Captain) “the SNCOs… perceive that their Marines are acquiring an observable proficiency in the basics of spoken Arabic… most of them appear to be studying it diligently.” (a Marine Major)
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© 2006. Tactical Language Training, LLC
30 OCT 2006
History
April 2003: Tactical Language Training System project started at USC, with DARPA funding
Oct 2003: First prototype of Tactical Levantine delivered to USMA Oct 2004: Work on Tactical Iraqi began Jan 2005: First alpha test version, first train-the-trainer course for military May 2005: TLT starts operations, with first DARPA contract July 2005: 1st complete beta version of Tactical Iraqi evaluated at Camp Pendleton
Aug 2005: DARPATech Significant Technical Achievement Award
Aug 2006: TLT releases production quality version Sept 2006: USMC TECOM adopts and starts integrating into training program
9 © 2006. Tactical Language Training, LLC 30 OCT 2006
Overall Strategy Fail early and often
Try things out many times with users Refine and improve features – or put them aside Try out new ideas and develop the good ones Try to create a training experience that is radically better than the state of the art
Set ambitious goals
Believe that the work will have revolutionary impact if successful
Maintain optimism, patience, persistence
© 2006. Tactical Language Training, LLC 30 OCT 2006
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Replicate what works, streamline production
Unexpected Good Ideas Arcade Game
“Raw text” pronunciation feedback XML schemas for all content
Use game engine for all content
Reactivity as a motivator
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30 OCT 2006
Unexpected Bad Ideas Don’t enter the Mission Game until you’ve trained extensively in the Skill Builder
WYSIWYG content editing Continuous pronunciation feedback Separate content delivery in game, multimedia player, Web browser
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© 2006. Tactical Language Training, LLC
30 OCT 2006
Challenges for Transition
Commercial grade software Train-the-trainer courses Tutorials (both inside and outside the software) Training procedures Schedules and procedures for trainees Procedures for instructors Requires contributions from both developers and users Additional training resources and libraries Manuals, paper-based resources, Web-based resources, portable devices Generated from the same underlying content Retargetable to new languages and versions Reachback to remote instructors Integration with other courseware and LMSs Integration into broader curriculum incl. written language Evaluations of training effectiveness
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30 OCT 2006
Sociology of Transition – Many Partners Military pre-adopters
Early adopters Commercialization partner
Program managers
Training and technology specialists Unit commanders Training commands
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© 2006. Tactical Language Training, LLC
30 OCT 2006
Pre-Adopters
People who vouch for the value if the trainer were for real Knowledgeable former students Instructional change agents
Requires a very early prototype for evaluation
CDT Ian Strand
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© 2006. Tactical Language Training, LLC
30 OCT 2006
Early Adopters Users who are willing to try out flawed products and figure out how to put them to work
USMC Expeditionary Warfare School USMC MCAGCC training center @ 29 Palms
Little help from the language training establishment
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30 OCT 2006
Research Questions What features of games are most important for promoting learning?
How do non-game activities change when games are introduced? What is the role of groups and communities in promoting training? Can game-based learning transfer to the real world?
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30 OCT 2006
Approach to Questions
What features of these games are most important for promoting learning? Authentic practice The right level of challenge They highlight issues that trainees might overlook Large amounts of practice Game scoring aligned with learning gains How do non-game activities change? Learners approach them as a way to improve game performance They provide more feedback, opportunities for reflection They help promote learner motivation Can game-based learning transfer to the real world? We provide multiple practice situations within game We use the simulation as a testing vehicle We plan to test oral proficiency
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© 2006. Tactical Language Training, LLC
30 OCT 2006
Promoting Good Gameplay
Good games have good gameplay: engaging moment-by-moment interaction (Prensky, 2001)
Dos: Support fast, robust interaction Build performance feedback into the game Don’ts: Interrupt play with distracting tutorial comments
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30 OCT 2006
Optimize Challenge
Good games are “pleasantly frustrating” (Gee, 2003) Requirement for AI: to adjust behavior of NPCs so that the difficulty of gameplay is appropriate for the learner
But still give learner opportunity to fail occasionally, as this motivates and promotes sense of being in control
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© 2006. Tactical Language Training, LLC
30 OCT 2006
Fishtanks and Sandboxes
Good games often incorporate:
“fish tanks”: simplified versions of the game “sand boxes”: scaffolded levels where it is harder to do something critically wrong Simplified character behavior Guide characters who can help learners if they get stuck
Roles of AI in creating fish tanks and sandboxes:
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© 2006. Tactical Language Training, LLC
30 OCT 2006
Debriefings and Learning Resources Game players are naturally motivated to learn to play better
Role of AI:
To provide learners with skill assessments on demand
To lead learners to resources that can help them learn better
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© 2006. Tactical Language Training, LLC
30 OCT 2006
Technology Agenda Improve Tactical Language & Culture runtime platform E.g., improvements in speech recognition
Improve authoring tools E.g., enable non-programmers to create complex scenes Improve trainee assessment and feedback E.g., after action reviews, pronunciation assessments Support wider range of platforms E.g., handheld devices, Web Expand scope of training Higher proficiency levels, more culture & task training
23 © 2006. Tactical Language Training, LLC 30 OCT 2006