Name
Abstract | ||
|---|---|---|
The military training community is faced with the daunting task of providing each and every warfighter with basic, journeyman and advanced training courses – using media and methodologies that permit rapid, efficient learning and transfer of the learning to a wide range of operational tasks. There is a need for a methodology and metrics to assess the best combinations of learning techniques that can be applied across various types of military training systems and a training testbed with which to assess individual and group characteristics that can accelerate the speed of learning, increase comprehension and retention, and improve transfer of training to performance on operational tasks. Accelerated learning is comprised of two primary components: accelerating the learning pathway and accelerating the learning process. The Curriculum for Accelerated Learning through Mindfulness (CALM) theoretical model seeks to combine these two components and to close the loop between the two, providing real-time correlation of training performance to cognitive state metrics and subsequent adaptation of training content (e.g., complexity/difficulty, modality, scaffolding) in order to maintain an optimal and accelerated state of learning. |
Year | Venue | Field |
|---|---|---|
2018 | HCI | Mindfulness,Computer science,Transfer of training,Testbed,Human–computer interaction,Curriculum,Cognition,Comprehension |
DocType | Citations | PageRank |
Conference | 0 | 0.34 |
References | Authors | |
8 | 4 | |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Anna Skinner | 1 | 12 | 4.17 |
| Cali M. Fidopiastis | 2 | 22 | 6.23 |
| Sebastian Pascarelle | 3 | 0 | 0.34 |
| Howard Reichel | 4 | 0 | 0.34 |