"Variations in computer-based training (CBT) procedures were compared in training the skills and knowledge required of a prototype map interface for the Land Warrior system. Soldiers from four Infantry courses participated, representing the chain of command within an Infantry platoon, from platoon leader to rifleman. Soldiers were first trained on codes that uniquely identified individuals and units on the map. Then soldiers learned how to use map functions such as pan, zoom, determine range, and find individuals and units. Lessons that contained a large volume of information before soldiers could apply that information and commit it to memory resulted in low scores on both the code and map exercises. Breaking: up the content into smaller chunks of information tended to be more effective. Although soldiers who learned the map on their own via an exploratory condition had the lowest map performance, exploratory learning may have potential as these soldiers spent relatively little time 'exploring'. The results demonstrate the importance of adapting to individual differences in the learning rate of soldiers. They also provide insights regarding how to design effective and efficient CBT for digital systems."--DTIC.

This report attempts to fuse Army needs, specific to threat detection, with available evidence from academia and military sources. The report provides viable routes for short-term enhancement of threat detection training and long-term goals of a research program dedicated to improving the Army's understanding of threat detection. This review found two major avenues of research, visual attention and visual memory that would benefit research and understanding of attention and threat detection for current and future operational environments. Based on the review, at least three sequential skills are discussed as necessary for understanding and improving threat detection: attentiveness, recognition, and action. These skills orient and guide the Soldier in operational settings from the basic perceptual process at the attentiveness stage up through higher-order reasoning at the action stage. Training formats are explored including still images and high-fidelity simulations, all of which could be scaffolded upon a deliberate practice framework.

"This book evaluated the incorporation of technology into educational processes reviewing topics from primary and secondary school to higher education, from Second Life to wiki technology, from physical education to cultural learning"--Provided by publisher.

In today's digital age, the rapid advancement of AI and digital technologies has led to the emergence of digital consciousness, blurring the lines between human and machine thinking. At the same time, these technologies offer unprecedented convenience and efficiency but pose significant challenges. Individuals are increasingly facing issues such as stress, anxiety, and technology addiction, impacting their overall well-being and decision-making processes. The dichotomy between digital consciousness and human consciousness raises critical questions about how we can navigate these challenges in a rapidly evolving technological landscape. To address these pressing concerns, Comparative Analysis of Digital Consciousness and Human Consciousness: Bridging the Divide in AI Discourse offers a comprehensive exploration of the impacts of digital consciousness on human well-being and decision-making. This book delves into the paradoxes and challenges posed by the coexistence of digital and human consciousness, providing insights from psychological perspectives, practitioner experiences, and academic research. By offering a nuanced understanding of these concepts, we aim to equip readers with the knowledge and tools needed to manage the implications of digital consciousness in their personal and professional lives.

Augmented reality (AR) and virtual reality (VR) provide flexibility in education and have become widely used for the promotion of multimedia learning. This use coincides with mobile devices becoming prevalent, VR devices becoming more affordable, and the creation of user-friendly software that allows the development of AR/VR applications by non-experts. However, because the integration of AR and VR into education is a fairly new practice that is only in its initial stage, these processes and outcomes need to be improved. Designing, Deploying, and Evaluating Virtual and Augmented Reality in Education is an essential research book that presents current practices and procedures from different technology-implementation stages (design, deployment, and evaluation) to help educators use AR/VR applications in their own teaching practices. The book provides comprehensive information on AR and VR applications in different educational settings from various perspectives including but not limited to mobile learning, formal/informal learning, and integration strategies with practical and/or theoretical implications. Barriers and challenges to their implementation that are currently faced by educators are also addressed. This book is ideal for academicians, instructors, curriculum designers, policymakers, instructional designers, researchers, education professionals, practitioners, and students.

This volume focuses on the implications of digital technologies for educators and educational decision makers that is not widely represented in the literature. While there are many volumes on how one might integrate a particular technology, there are no volumes on how digital technologies can or should be exploited to address the needs and propel the benefits of large-scale teaching, learning and assessment.

Artificial intelligence and intelligent digital systems have become indispensible to many areas of modern life. This book presents the proceedings of the 1st International Conference on Novelties in Intelligent Digital Systems (NIDS2021), held in Athens, Greece, from 30 September to 1 October 2021. The conference took place as a virtual event due to COVID-19 restrictions. The NIDS conference lays special emphasis on the novelties of intelligent systems and on the interdisciplinary research which enables, supports, and enhances Artificial Intelligence (AI) in software development. It promotes high-quality research, creating a forum for the exploration of challenges and new advances in AI, and addresses experts, researchers and scholars in the fields of artificial and computational intelligence in systems and in computer sciences in general, enabling them to learn more about pertinent, strongly related and mutually complementary fields. The conference promotes an exchange of ideas, reinforcing and expanding the network of researchers, academics, and market representatives. The 30 accepted papers included here have each been reviewed rigorously by two or three reviewers through a double-blind process which reflects the commitment of the IIS academic community to make NIDS a top-flight, selective and high-quality conference. They are grouped in 6 sections, and cover the topics of Learning; Extended Reality; Data Mining and Machine Learning; Health and Environment; Brain Assessment and Reasoning; and Computer Vision Describing some very significant research and reflecting many interesting new ideas, the book will be of interest to all those working in the field.