Index
2018; Linguagem: Inglês
10.1108/s1534-085620180000019002
ISSN1534-0856
ResumoCitation (2018), "Index", Building Intelligent Tutoring Systems for Teams (Research on Managing Groups and Teams, Vol. 19), Emerald Publishing Limited, Bingley, pp. 313-325. https://doi.org/10.1108/S1534-085620180000019002 Publisher: Emerald Publishing Limited Copyright © 2018 Emerald Publishing Limited INDEX Academically Productive Talk (APT), 44 Active Information Exchange, 219 Active learning skills, 13 Active Supporting Behavior, 219 Adaptive instruction, 4, 6, 7 Adaptive tutors effective team training with, challenges and propositions for developing, 75–94 Additive Factors Model (AFM), 133, 138–141 Advanced Embedded Training System (AETS), 218, 225–228, 238 architecture, 225–227 attributes, 227–228 Advanced Situation Awareness (ASA), 83, 84, 87–89 Aegis Combat Training Simulation (ACTS), 225 Aegis Weapon System (AWS), 225 Affect management, 25 After action review (AAR), 83, 84, 86, 88–91, 217 Airborne Early Warning (AEW) E-2C aircraft, 228–230 Airborne Warning and Control System (AWACS), 232, 233, 239–240 Air Control Officer (ACO), 229, 230 Air Tasking Order (ATO), 233 Air Weapons Officer (AWO) Trainer, 231–233, 239, 240 architecture, 231 attributes, 232 training effects, 232–233 American Psychological Association, 219 Amplitude, 12 ANOVA, 250 Anti-access and area denial (A2AD), 234 Apprenticeship learning, 267 Army Expeditionary Warfare Experiment program, 84 Artificial intelligence (AI), 132, 133, 144–146, 218 Assessment and Teaching of 21st Century Skills, 178 Astronaut candidates, 283–284 AT&T Labs Natural Voices™, 232 Attitudes, 85–86 Attractors fixed point, 63–64 oscillatory, 64 stable, 63 strange, 64 unstable, 63 Automated assessment of CPS without and with agents, 191–204 epistemic network analysis, 200–203 Land Sciences simulation, 192–193 latent semantic analysis, 198–200 matches to expectations and misconceptions in episodic units, 203–204 mentor speech acts in Land Science, qualitative analysis of, 194–195 state transition networks of speech acts, 195–198 AutoTutor, 8, 175, 178, 195, 198, 203 dialogue moves, automatic generation of, 187–190 discourse structure of dialogues, 188–190 scoring open-ended student responses with, 182–191 student contributions, automatic evaluation of, 183–187 tutoring versus collaborative problem solving among peers, 190–191 Bayesian Knowledge Tracing (BKT), 133, 135, 136–138, 226 BBN Hark™, 232 Behaviorally anchored rating scales (BARS), 87 Behaviors, 86–88 Benchmarked Experiential System for Training (BEST), 233–234, 240–241 architecture, 233 attributes, 234 training effects, 234 Bloom’s Taxonomy, 13 Bottom-up approach, 107 Capsule communicators (CAPCOMs), 284 Carnegie Learning, Inc., 136, 254, 260, 261 Case-Based Reasoning, 266 Chest decompression needle (CDN), 89, 90 Close-air support (CAS) missions, 233 Coaching, 26, 27 Coarse-grained intermediate neurodynamic representations of teamwork, 154–155 Coevolutionary relational event model, 123–124 COGNET/iGEN technology, 226, 229 Cognition, 26, 27 interactive team, 62–63 macrocognition, 105 metacognition, 33–50 shared, 56, 61, 63 team, 34, 35, 37, 40, 43, 45, 49, 56 and team development, 86 Cognitive ability, 58 Cognitive control, 115 Cognitive Tutor Authoring Tools (CTAT), 251 Cognitive Tutors, 8, 136, 260, 261, 263 Cognitive workload, 115, 116 Collaboration, 40, 179–182, 192, 198, 200, 203, 204 Collaboration Process Analysis (CoPrA), 38–39 Collaborative learning, 256, 306 computer-supported, 178, 252, 256 skills, 13 Collaborative problem solving (CPS), 132, 134, 173–206, 306–307 metacognitive prompting in ITSs in support of, 42–48 Combat application tourniquet (CAT), 89, 90 Combat Information Center (CIC), 225, 228, 229 Combat Information Center Officer (CICO), 229, 230 Command and Staff Briefing, 120 Communication, 26, 27, 39, 78 analysis, in complex problem solving, 40–42 capsule, 284 delay, 292–293 events, 65 frequency, 28 in intelligent tutoring systems, 44–45 International Space Station, 281 patterns, 58, 60 proper, 219 schema-enriched, 46 task-related, 41, 42 Competency Architecture for Learning in teaMs (CALM) framework, 133, 134, 144–147, 304 Compolational emergence, 62 Compositional emergence, 62 Computational Psychometrics (CP), 132, 134–135 Computer-based team tutoring, 303 Computer-based training, 292 Computer-supported collaborative learning (CSCL), 132, 178, 252, 256 automated assessment of, without and with agents, 191–204 by designing agents, 204–206 PISA CPS 2015 assessment, 174–182, 190–192, 195–197, 203, 204 point processes modeling to CPS, application of, 141–142 scoring open-ended student responses with AutoTutor, 182–191 Computer-supported cooperative work (CSCW), 132, 257 Confidence building, 25 Conflict, 26, 27 management, 25 Construct validity, 114 Content validity, 114 Conversational agents, 44–45, 174, 176–178, 183, 190 Conversational skills, 13 Cooperation, 26, 27 Coordinated system, team effectiveness in, 66–70 team ITS training from dynamic team effectiveness viewpoint, challenges for, 68–70 Coordination, 25–27, 34–35, 104, 116 behavior, 41 explicit, 109, 111, 115 implicit, 61, 109, 111–112 Creative conflict skills, 13 Crew resource management (CRM), 105 Criterion-related validity, 114 Critical competencies for teamwork, 106 Cross-Platform Mission Visualization Tool, 234–236, 239, 240 architecture, 235 attributes, 235–236 training effects, 236 Cross-training, 105 Data acquisition method, 11 Data analysis feedback design, 265 Performance Metrics and Skill Development, 260–261 team member interactions, 256–257 team tutor challenges, 253–254 tutor authoring, 267–268 Data collection, 28–29 Data dashboard creation, 260–261 Data mining (DM), 134 Data source identification, 119–123 Decision Evaluation Facility for Team Training (DEFTT), 219 Decision making, 115 Deep knowledge tracing (DKT), 146 Deep learning, 11 Defense Advanced Research Projects Agency (DARPA) SIMNET system, 218 Defense Readiness Reporting System (DRRS), 120 Design decisions, during team tutor development team taskwork, 304–306 teamwork skills, 304–305 tutor from scratch or using existing tools, building, 303–304 Designing agents, collaborative problem solving by, 204–206 Distributed Dynamic Decision-making environment (DDD), 232, 234 Distributed team training, 105 Domain modeling, 7–8 Dynamical systems theory, 39 Dynamic feedback, addressing complexity for, 123–124 Dynamic simulation training, 280 Dynamic Targeting Cells (DTC), 233 Dynamic team interactions for intelligent tutoring, modeling, 131–148 Additive Factors Model, 138–141 Bayesian Knowledge Tracing, 136–138 CALM framework, 144–147 Computational Psychometrics, 134–135 generalized framework, 142–144 Performance Factor Analysis, 138–141 point processes modeling to collaborative problem solving, application of, 141–142 Educational Data Mining (EDM), 253 EEG, 117, 154–161 Effectiveness measures, 8–9 Effective team training with adaptive tutors, challenges and propositions for developing, 75–94 attitudes, 85–86 behaviors, 86–88 cognitions, 86 effective team training strategies, 88–91 instructional framework, 91–93 team development use case, 82–84 team development, 79–84 team dynamics, 79–84 team leadership, role of, 79–84 team tutor challenges, 76–79 Emotion-focused actions, 266 Entropy, 156, 158–162, 164, 165, 167 Environments of team tutoring, 307–308 types of, 308 Epistemic network analysis (ENA), 200–203 Equifinality, 60 Error-sensitive feedback, 8 Event Based Approach to Training (EBAT), 88, 89, 92 Expectation Maximization (EM) algorithm, 138 Experience Application Programming Interface (xAPI), 237 Externalized team knowledge, 36 Extravehicular activities, planning, 289 Eye-tracking, 117–118 Feedback design (FD) data analysis, 265 Human–Computer Interaction, 265 Learning Sciences, 263 science of teams, 263–264 tutor engineering, 262–263 Functional MRI (fMRI), 117 Generalized Intelligent Framework for Tutoring (GIFT), 8, 13, 76, 92, 93, 134, 142–144, 239, 249, 303–304 modular design architecture, 77 Goal setting, 45 Goal specification, 24 Google, 267 Google SketchUp, 267 Group interactions, 257 Halo effect, 104 Heart rate variability (HRV), 116–117 Help-seeking behaviors, 81 Hidden Markov Models (HMM), 136 Human–Computer Interaction (HCI) feedback design, 265 Performance Metrics and Skill Development, 261–262 team member interactions, 257 team tutor challenges, 254 tutor authoring, 268–269 Human Exploration Research Analog (HERA), 285–286, 291 Human Performance Measurement Language (HPML), 237 Implementation of team tutoring, challenges and barriers to data source establishment, 309 definition of measures, 309 technological challenges, 309–310 Implicit coordination, 61 Improved First Aid Kit II (IFAK II), 89, 90 Independent component analysis (ICA), 156 Individual knowledge building, 36 Individual learner data, acquisition of, 11 states, assessment of, 11–12 Information processing skills, 39 Information provision, 89 Information Science, 169 Information sharing, 41 Information theory, 169 Inner loop, 256, 257 Instructional environments, defined, 4 Intact crew training, 285–286 Integrated training approach (ITA), 84, 88–91 Intelligent Guided Practice, 219 Intelligent team tutoring systems (ITTS), 221, 224–236, 247 Advanced Embedded Training System, 225–228 AWO trainer, 231–233 Benchmarked Experiential System for Training, 233–234 Cross-Platform Mission Visualization Tool, 234–236 Synthetic Cognition for Operational Team Training, 228–231 Intelligent tutoring systems (ITSs) challenges and approaches to building, 3–14 communication and conversational agents in, 44–45 defined, 4–5 domain modeling, 7–8 fundamental concepts, 6–7 individual learner and team interaction data, acquisition of, 11 individual learner and team states, assessment of, 11–12 learner modeling, 7 pedagogical modeling and effectiveness measures, 8–9 strategies and tactics for effect, selection and application of, 13–14 in support of collaborative problem-solving training, metacognitive prompting in, 42–48 team task analysis to, importance of, 29–30 for team training, 215–242 training from dynamic team effectiveness viewpoint, challenges for, 68–70 tutor–user interface, 9–10 unobtrusive strategies for, 101–125 Interactive team cognition (ITC), 62–63 Internalized team knowledge, 36 International Space Station (ISS), 38, 281, 282, 284, 285, 287, 290 Item Response Theory (IRT) Rasch model, 135, 138 Job analysis, 21 Joint Semi-Automated Forces (JSAF), 227 Just-in-time training, 289 Knowledge building, 40, 41 individual, 36 team, 36, 37, 39, 46 KSAOs (knowledge, skills, abilities, and other personal characteristics), 20, 21, 24, 26, 29, 30, 77–78, 80, 82, 85 KSAs (knowledge, skills, and attitudes), 60, 61 Kullback–Leibler index, 141 Land Sciences simulation, 175, 192–193 mentor speech acts in, qualitative analysis of, 194–195 Latent semantic analysis (LSA), 41, 184–186, 198–200 Leadership emergence, 58, 61 team, role of, 79–84 Learner experience, previewing, 269 Learner modeling, 7, 78, 79, 87, 93 Learning, defined, 5 Learning Analytics (LA), 253 Learning and assessments systems (LASs), 134 Learning by Teaching theory, 266 Learning effect model (LEM), 10, 11, 13, 302 Learning Sciences (LS) feedback design, 263 Performance Metrics and Skill Development, 259 team member interactions, 255–256 team tutor challenges, 252–253 tutor authoring, 266–267 LearnLab, 140 LearnSphere, 140 Local-level sources of data, 120–123 Long-duration exploration missions characteristics of, 280–282 training retention, 283–289 Long-memory, 58, 64–65 Machine learning (ML), 7, 132, 133, 144–146 Macrocognition, 105 Macrocognition in Teams model (MITM), 35–42, 45 communication analysis in complex problem solving, 40–42 empirical base for, 37–40 externalized team knowledge, 36 individual knowledge building, 36 internalized team knowledge, 36 team knowledge building, 36 team problem solving outcomes, 36–37 Markov Decision Processes, 7 Medical Simulation Training Centers (MSTC), 89, 90 Mental models accuracy, 58 shared, 41, 61, 86, 105, 292–293 Mentor speech acts in Land Science, qualitative analysis of, 194–195 Metacognition, 33–50 theory and research, 43–44 Metacognitive prompting in ITSs, in support of collaborative problem-solving training, 42–48 communication and conversational agents, 44–45 execution stage, 46–47 preparation stage, 45–46 reflection stage, 47–48 theory and research, 43–44 Metacognitive skills, 8 Metric Manager, 258 Microsoft, 260 Military Combat Casualty Care, 303 Military training, intelligent tutoring for, 215–242 barriers of data collection and analysis, 221 barriers of measurement and measures, 222 barriers of theory and models, 222–224 intelligent team tutoring systems, 220–221, 224–236 R&D horizons, 236–241 Simulation-based training, for modern team training systems, 217–218 Tactical Decision Making Under Stress, 219–220 Mission analysis, 24 Monitoring progress towards goals, 25 Motivation, 25 Multiple data streams, integrating, 293–294 NASA Astronaut Behavioral Health and Performance Training Events, 291 Human Exploration Research Analog, 285–286, 291 Human Research Program, 293 Johnson Space Center, 38, 286 living and working together in spaceflight multi-team system, 289–293 Mission Control Center (MCC), 38, 281, 292 multiple data streams, integrating, 293–294 training retention over long-duration exploration missions, 283–289 Nasopharyngeal airway (NPA), 89, 90 National Basketball Association (NBA), 56, 57 National Outdoor Leadership School training, 283 Neural responses, 117 Neurodynamic information individual, 162–164 organization of, 154–156 shared, 162–164 team, 162–164 Neurodynamic modeling, 156–162 Neurodynamics contingency, 164–166 feedback, 164–166 granularity, 164–166 healthcare team organization, changing, 167–169 scaffolding, 166–168 team, 170 Neurodynamic symbol space (NSS), 158, 159 Neurophysiology, 169 Next Generation Threat System, 235 North American Aerospace Defense Command, 38 One-parameter Logistic Model (1PL), 135, 138 ONE-SAF model, 218 On the Job Training (OJT), 92 Operational or work environments, defined, 5 Organisation for Economic Co-operation and Development (OECD), 176, 177 Outcome-based measures, 106 Outer loop, 256, 257 Partially Observable Markov Decision Process (POMDP), 234 Partner-based training, 105 Pedagogical modeling, 8–9 Peers, tutoring versus collaborative problem solving among, 190–191 Performance, defined, 5 Performance Analysis System, 230 Performance Factor Analysis (PFA), 133, 138–141 Performance Metrics and Skill Development (PMSD) data analysis, 260–261 Human–Computer Interaction, 261–262 Learning Sciences, 259 science of teams, 259–260 tutor engineering, 258 Personality traits, 58 Perturbation training, 63 Physiobehavioral coupling, 116 Physiological compliance, 116 PISA CPS 2015 assessment, 174–182, 190–192, 195–197, 203, 204 collaborative problem solving skills, matrix of, 179 Pitch, 12 Plan formulation, 24 Positive interactions, 81 Pre-mission training, 283–287 astronaut candidates, 283–284 intact crew training, 285–286 intelligent tutoring systems, 286–287 pre-assigned and assigned mission training, 284–285 Problem solving collaborative see Collaborative problem solving (CPS) complex, communication analysis in, 40–42 team outcomes, 36–37 training, collaborative, 42–48 Process-based measures, 106 “Process vs. product” distinction, 59–60 Programme for International Student Assessment (PISA) see PISA CPS 2015 assessment Proper Communications, 219 Proximity, 12 Quantitative metrics, addressing complexity for, 123–124 R&D horizons, 236–241 adaptation of team training, 240–241 diagnosis of teamwork, 238–239 instructional strategies for teams, 240 team measurement, 237–238 team training models, 239–240 Radar Officer (RO), 229 Rating indices, 27–28 Rational Approach to Developing Systems-based Measures (RADSM), 107–115, 119, 123, 124 construct indicators, developing, 110 constructs of interest, identifying, 108–110 instantiating and validating measures, 114–115 measurement components, 110–114 system-based information, identifying, 110 Reactive strategy adjustment planning, 46 Recognition Activated Model Assessment (RAMA), 226, 229 Regular expressions, 186–187 Relaxation time, 58 Requirements analysis, 21, 22 Resilience, 58 Retention, 302 training, over long-duration exploration missions, 283–289 Role clarification, 45 Role structure adaptation, 61 San Antonio Spurs, 56–57, 69, 70 Schema-enriched communication (SEC), 46 Science of teams feedback design, 263–264 Performance Metrics and Skill Development, 259–260 team member interactions, 256 team tutor challenges, 253 tutor authoring, 267 SCUD missile launchers, 233 Self-regulated learning (SRL), 143 Self-regulation, 81 Semi-automated force (SAF), 218 SEMILAR system, 184, 190 Shared cognition, 56, 61, 63 Shared mental models (SMMs), 41, 61, 86, 105, 292–293 Shared situation awareness (SSA), 105, 112, 118 SIMNET system, 218 Simulation-Based Team Training (SBTT), 78, 84, 85, 88, 90–93 Simulation-based training, 292 for modern team training systems, 217–218 Situational judgment tests (SJTs), 147 Situational Self-Efficacy (SSE), 85 Situation awareness (SA), 117–118 Skill decay in spaceflight, training retention and, 287–289 environmental threats to cognitive functioning, 288–289 integrated task and team skill training, 289 long intervals between skill training and use, 287–288 Skills acquisition, 90 application, 90–91 collaborative learning, 13 development, 302 metacognitive, 8 teamwork, 304–305 types of, 307 Small group living, 289–291 Social coordination, 155 Soller’s taxonomy, 14 Spaceflight multi-team system, living and working together in small group living, 289–291 space-to-ground coordination, 292–293 Spaceflight resource management (SFRM) model of teamwork skills, 292 Spaceflight team training, 279–296 living and working together in multi-team system, 289–293 long-duration exploration missions, 280–289 multiple data streams, integrating, 293–294 recommendations for, 295–296 Space-to-ground coordination, 292–293 Speech acts mentor speech acts in Land Science, qualitative analysis of, 194–195 state transition networks of, 195–198 Speech-to-text translation, 221 Squad Overmatch (SOvM), 76, 79, 82–87, 91, 92 Stanford, 267 State transition networks of speech acts, 195–198 Statistical analysis, 260 Stealth assessment, 256 Strategy formulation, 24 Stress Exposure Training (SET), 88 Stress Management (SM), 83, 84, 89, 90 Surveillance Task, 248–249, 258, 261, 262 Surveillance with Sniper Task (SwS), 249 Synchronization, 64, 116 Synthetic Cognition for Operational Team Training (SCOTT), 228–231, 238, 239 Synthetic Teammates for Realtime Anywhere Training and Assessment (STRATA), 233 Systems monitoring, 25 System-wide sources of data and tools, 120 Tactical combat casualty care (TC3), 76, 82–84, 86, 87, 89–91 Tactical Decision Making Under Stress (TADMUS), 219–220, 225, 228 Task(s) complexity, 78 criticality, 28 definition, 78 frequency, 28 importance, 28, 31 prioritization, 45 Task-oriented skills, 280 Taskwork defined, 5, 20 team, 305–306 Team(s) adaptation, 57 cognition, 34, 35, 37, 40, 43, 45, 49, 56 coherence, 20 cohesion, 87 commitment, 81 coordination training, 105 defined, 5 dynamics, 79–84 efficacy, 81 identity, 81 improvement, 81 interaction data, acquisition of, 11 interdependence, 23 monitoring/backup, 25 neurodynamics, 170 orientation, 264 performance, 64, 70, 71 problem solving outcomes, 36–37 relatedness, 23 satisfaction, 5, 6 Team-Based Learning (TBL), 252–253, 255 Team development, 79–84 integrated training approach to, 84, 88–91 use case, 82–84 Team Dimensional Training (TDT), 219, 222, 240 Team effectiveness, 6, 20 characteristics of, 57–60 coordinated system, 66–70 defined, 56–57, 60 dynamical mechanisms, 63–65 in dynamic environments, defining and measuring, 55–71 individual-level mechanisms, 61–62 sources of team variation and adaptation within individual, team, and dynamical mechanisms, locating, 65 team-level mechanisms, 62–63 Team Evolution and Maturation framework, 79 Team knowledge externalized, 36 internalized, 36 knowledge building, 36, 37, 39, 46 Team leadership, role of, 79–84 Team leader skills training, 81–82 Team-leader training, 105 Team measurement, 101–125 context, understanding, 104–106 continuous team assessment and context using proxy measures, 118–123 indicator’s development using psychophysiological data, 115–118 quantitative metrics and dynamic feedback, addressing complexity for, 123–124 Rational Approach to Developing Systems-based Measures, 107–115 Team member interactions (TMI), 258 data analysis, 256–257 Human–Computer Interaction, 257 Learning Sciences, 255–256 science of teams, 256 tutor engineering, 255 Team Multiple Errands Task (TMET), 249, 255 Team processes, 5–6 defined, 24 taxonomy of, 24–25 Team Self-Correction (TSC), 83, 84, 86–90, 105 Team states, 24 assessment of, 11–12 Team task analysis, 19–31 considerations for implementing, 22–29 data collection, 28–29 defined, 21–22 operationalization of teamwork, 24–26 rating indices, 27–28 tasks and components, 26–27 to team-based intelligent tutoring systems, importance of, 29–30 teamwork requirement, 22–24 Team taskwork, 305–306 Team training, intelligent tutoring for, 105, 215–242 barriers of data collection and analysis, 221 barriers of measurement and measures, 222 barriers of theory and models, 222–224 intelligent team tutoring systems, 220–221, 224–236 R&D horizons, 236–241 simulation-based training, for modern team training systems, 217–218 Tactical Decision Making Under Stress, 219–220 Team training strategies, 88–91 Team tutor challenges, 247–270 data analysis, 253–254 Human–Computer Interaction, 254 Learning Sciences, 252–253 science of teams, 253 tutor engineering, 252 Team tutor challenges, 76–79 Team tutoring, challenges and approaches to, 10–14 Team tutors, 6 Team variation, 57 Team viability, 6, 12 defined, 5 Teamwork defined, 5 operationalization of, 24–26 skills, 304–305 states, 12 for task analysis, 22–24 see also individual entries Teamwork Development (TD), 83, 84, 87–90 Team workflow, 23 Technological challenges to team tutoring data-based team performance classification, 310 individual performance to team performance, relationship of, 310 team information, observing and acquiring, 309–310 Temporal inter-dynamics, 132–133, 134 Time-sensitive targets (TSTs), 233 Top-down approach, 27, 107, 134 Total Army Personnel Database (TAPDB), 120 Training retention, 283–289 over long-duration exploration missions, 283–289 pre-mission training, 283–287 skill decay in spaceflight, 287–289 Transactive memory, 105 Transactive memory system (TMS), 61 Transfer of training, 302 TrueSkill™, 260 Tutor authoring (TA) data analysis, 267–268 Human–Computer Interaction, 268–269 Learning Sciences, 266–267 science of teams, 267 tutor engineering, 266 Tutor engineering feedback design, 262–263 Performance Metrics and Skill Development, 258 team member interactions, 255 team tutor challenges, 252 tutor authoring, 266 Tutor from scratch or using existing tools, building, 303–304 Tutor–user interface (TUI), 9–10 Unit Risk Inventory and Command Climate Survey, 120 Unobtrusive strategies, for intelligent tutoring systems, 101–125 context, understanding, 104–106 continuous team assessment and context using proxy measures, 118–123 indicator’s development using psychophysiological data, 115–118 quantitative metrics and dynamic feedback, addressing complexity for, 123–124 Rational Approach to Developing Systems-based Measures, 107–115 US Air Force, 233 Air Force’s Nevada Test and Training Range, 216 US Army National Training Center at Fort Irwin, 216 Squad Overmatch (SOvM), 76, 79, 82–87, 91, 92 Virtual Battlespace v3.0 (VBS3), 90 US Army Research Laboratory (ARL), 134 US Coast Guard Maritime Interdiction Operations, 38 US Marine Corps Air Ground Combat Center Twenty-nine Palms, 216 US Navy, 225 Fallon Range Training Complex, 216 Vehicle interfaces for feedback, designing, 295 Virtual Battlespace v3.0 (VBS3), 90 Warning Order (WARNO), 114 Workflow analysis, 26 Book Chapters Prelims Introduction Examining Challenges and Approaches to Building Intelligent Tutoring Systems for Teams Part I Concepts for Understanding Team Training Team Task Analysis: Considerations and Guidance Macrocognition in Teams and Metacognition: Developing Instructional Strategies for Complex Collaborative Problem Solving Defining and Measuring Team Effectiveness in Dynamic Environments and Implications for Team ITS Challenges and Propositions for Developing Effective Team Training with Adaptive Tutors Part II Team Assessment and Feedback Team Measurement: Unobtrusive Strategies for Intelligent Tutoring Systems Modeling Dynamic Team Interactions for Intelligent Tutoring Toward Rapid and Predictive Neurodynamic Feedback and Scaffolding for Teams Building Intelligent Conversational Tutors and Mentors for Team Collaborative Problem Solving: Guidance from the 2015 Program for International Student Assessment Part III Team Tutoring Applications Intelligent Tutoring for Team Training: Lessons Learned from US Military Research Five Lenses on Team Tutor Challenges: A Multidisciplinary Approach Team Training Is a Go: Team Training for Future Spaceflight Part IV Summary Considerations in the Design of a Team Tutor Index
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