Instructional design for computer-based simulations
D.A.Esikov*, J.L.Sullivan**
*Moscow State University, Moscow, Russia  esd@garnet.ru
** Applied Performance Technology, USA

Problem

A U.S. manufacturer of custom injection molding, profile extruding and sheet extruding had recently obtained a contract with a major automotive manufacturing company to supply the template material used in the manufacturing of floor mats for automobiles and trucks. To meet the production demands of the contract, a high-volume plastic extruding machine was purchased and installed. Because this new equipment had several control panels and other features that were unfamiliar to the current production workers, the management of the plastics extruding company determined that a knowledge and skill deficiency pertaining to the operation of the new extruding equipment existed and a determination was made that training on this new equipment was needed.

The learners consisted of males, appearing to be age seventeen (17) to age thirty (30) who were physically able and capable of performing the psychomotor activities required in the operation of the extrusion equipment. All members of the target audience had general experience in the plastic extrusion process and running plastic extrusion equipment. No members of the target audience had experience running this specific extrusion equipment, and in particular the blender and extrusion control panels for which the training is being developed.

HydReclaim Blender

A custom CBT training program was developed that would efficiently and cost effectively train new workers on the operation the AEC HydReclaim® Continuous Weight Loss Blender for plastic extrusion. An interactive training program was to be developed to simulate the operation of the actual control panel as illustrated on figure below.

An instructional design strategy based on a traditional “ADDIE” model was employed. The ADDIE model consist of several phases including: Analysis, Design, Development, Implementation and Evaluation. Development tools included Asymetrix Toolbook II Instructor (versions 5.0 and 6.1) and the OpenScript programming language.

The CBT software was comprised of two main parts developed in Asymetrix ToolBook II Instructor: (a) Blender and Blender Control Panel simulator and (b) Commands Interpreter and Course Manager modules in Virtual Instructor (V-Instructor) module (Fig. 2).

Fig. 2. Interactive learning environment

Blender simulator. The blender simulator was based on the rather simple mathematical model of a 5 hopper blending system with several dynamic variables such as levels and flows of ingredients in hoppers and discreet state of feeding valves. Hundreds of static parameters were initialized from the startup configuration file, some of them were accessed from the control panel. Being regenerated every 100 ms, the animated flow chart displayed the current state of the blender in the Blender Status Panel. Operating in the background a real-time simulator was controlled by the blender Control Panel module.

Blender Control Panel simulator. Providing visual interface between blender simulating engine on one side and learner and V-Instructor on the other side, this module was designed to be authentic to the real microprocessor controlled unit both in the appearance and the operation. Developed as a finite automaton or simulator with the finite (though very large) number of states, this module had several fundamental features that make the integration of this real-time simulation possible in the highly interactive learning environment. The control panel in a special window was able to react not only to standard learner's actions with keyboard and/or mouse, but also to the commands from the V-Instructor usually accompanied by animated cursor. The last feature of control panel was ability to record user's actions with the subsequent notification of V-Instructor.

Thus, the interactive CBT environment was realized in a form of three level functional system: (1) Virtual Instructor, (2) Control Panel simulator and (3) Blender real-time simulator. Levels (2) and (3) of CBT were operating in the background mode.

V-Instructor. The design of the CBT provided the learners with several ways to learn each lesson, accessible through the Course Manager module shown in the lower part of the computer screen. Each lesson contained a lesson title and an objectives button that when pressed, displayed a pop-up window of the lesson objectives. The Course Manager provided users with standard for all CBT software set of navigating and progress recording tools.

Operating in the different modes, the V-Instructor provided learner with three basic ways to proceed through each lesson and the latter was able to choose the method or methods that suited his needs. At the functional level the V-Instructor not only downloaded lessons content, but also initialized and controlled blender simulation engine and control panel simulator.

Let me Try. The default mode of V-Instructor was initiated with a button labeled “Let me Try” which allows the learner to try on his own to accomplish the lesson objectives — a kind of discovery method of learning. In this mode V-Instructor didn't interfere to the learner's actions in any way.

Show me. The second method of learning was provided by a “Show me” button which provided an animation of the buttons being pressed for each step procedure. Accompanying text instruction is provided for each step in a text window below the control panel. Provisions were also made to add audio files for each instruction. Interpreting special “Show me” lesson scenario file and simulating learner's actions V-Instructor was sending commands to the Control Panel module.

Guide me. The third method of learning was provided by a “Guide me” button which guides the learner through each step procedure with instructions in a text window below the control panel. Provisions were also be made to add audio files for each instruction. At each step, the learner must perform the instruction provided. If he does not perform the step properly, a button is displayed and an audio clip is played with the direction to “Try Again”. The display reverts to the last correct step. When the lesson is completed successfully, the learner is reinforced with both a visual button and audio clip indicating that the lesson was performed correctly.

In this mode V-Instructor was recording learner's actions and comparing command sequences from the control panel with the sequence stored in the lesson content. To encode different however correct sequences of commands we used specially developed symbolic language, where, for example, text "(A | B),((C,D) | E)" corresponds to following valid command patterns: ACD, AE, BCD, BE. Properly recognized control sequence advanced V-Instructor to the next instruction in the lesson. Also in this mode learner had an opportunity to cancel previously executed commands.

Test me. Testing and evaluation is conducted in the same manner as the instruction methods described above. After pressing a “Test me” button, the learner must complete the lesson sequence in the correct order. If the procedure is not executed correctly, the learner receives a visual button and audio clip indicating that he made an error. A record of this error is written to a score file which can be reviewed by the learner at any time. The test sequence will start from the beginning for the learner to take the test again and again until he passes. When the learner passes the test, he is alerted to this fact by a visual button and audio clip. A “passed” score is recorded for this lesson in the score file, which can be checked by the learner at any time. When all lessons have been passed, the learner can print a Certificate of Completion. V-Instructor in this mode performed in the manner similar to the “Guide me” however without “Cancel” last command” option.

Lesson scenarios were used for each of the three learning modes described above. Depending on the lesson, the control panel is preset to a condition state upon entering the lesson with scripted code. With the exception of the “Let me try” mode which had no pre-scripted instructions or stop points, all other modes (i.e. “Show me”, “Guide me” and “Test me”) contained scripted lessons with embedded codes to change the display according to the action requested.

To increase the efficiency of the instructional design we developed a special meta-language. The interpreting by V-Instructor program written in this language performed different actions, generating commands, playing clips and displaying comments. Thus, the instructional design was performed in the natural for the human instructor manner.

Development Management and Project Sponsor

The project was successfully completed within a 14-week time-frame under very unique conditions in that it involved collaboration between the USA and Russian developers solely by internet e-mail. The project originated in the USA and all instructional design, project management and client involvement was directed from the USA. All OpenScript programming and technical design was performed in Russia with specifications and source code being transmitted back and forth via e-mail.

This project was sponsored by the Manufacturers Resource Center (MRC) located in Bethlehem, PA (USA) as a pilot project of the "TECH21 Innovative Technology Workforce Project", a program authorized by the State of Pennsylvania and administered by the MRC. Program development was administrated by Northampton Community College, Bethlehem, PA (USA). This basis of this particular grant was to determine, through a pilot project, to what degree CBT would be an effective learning tool to increase production, efficiency and reduce costs of manufacturing by training workers on new technology initiatives.