GIFT

Adaptive training solutions require pedagogically sound instructional management that efficiently moderates a learners's experience through content selection, guidance and feedback. To efficiently moderated learning experiences in a self-regulated training environment a developer must account for multiple facets of the learning process that ultimately impact how people build knowledge and develop skill. In this paper we present dimensions of instructional management that influence dedicated research efforts in support of the Army Learning Model vision to increase the use of adaptive training solutions. We begin by presenting driving requirements associated with this research, followed by a background on the Generalized Intelligent Framework for Tutoring (GIFT) being developed to support this vision. We conclude with four instructional management end-state themes that motivate current and future research efforts, including: (1) guidance and scaffolding; (2) social dynamics and virtual humans; (3) meta-cognition and self-regulated learning; and (4) personalization and non-cognitive factors.

Goldberg, B., Sottilare, R., Moss, J., & Sinatra, A. (2015). Dimensions of instructional management research in support of the generalized intelligent framework for tutoring (GIFT). In International Defense and Homeland Security Simulation Workshop of the I3M Conference.