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NASA NTRS1993

Teaching high-performance skills using above-real-time training

The above real-time training (ARTT) concept is an approach to teaching high-performance skills. ARTT refers to a training paradigm that places the operator in a simulated environment that functions at faster than normal time. It represents a departure from the intuitive, but not often supported, feeling that the best practice is determined by the training environment with the highest fidelity. This approach is hypothesized to provide greater 'transfer value' per simulation trial, by incorporating training techniques and instructional features into the simulator. Two related experiments are discussed. In the first, 25 naive male subjects performed three tank gunnery tasks on a simulator under varying levels of time acceleration (i.e., 1.0x, 1.6x, 2.0x, sequential, and mixed). They were then transferred to a standard (1.0x) condition for testing. Every accelerated condition or combination of conditions produced better training and transfer than the standard condition. Most effective was the presentation of trials at 1.0x, 1.6x, and 2.0x in a random order during training. Overall, the best ARTT group scored about 50 percent higher and trained in 25 percent less time compared to the real-time control group. In the second experiment, 24 mission-capable F-16 pilots performed three tasks on a part-task F-16A flight simulator under varying levels of time compression (i.e., 1.0x, 1.5x, 2.0x, and random). All subjects were then tested in a real-time environment. The emergency procedure (EP) task results showed increased accuracy for the ARTT groups. In testing (transfer), the ARTT groups not only performed the EP more accurately, but dealt with a simultaneous enemy significantly better than a real-time control group. Although the findings on an air combat maneuvering task and stern conversion task were mixed, most measures indicated that the ARTT groups performed better and faster than a real-time control group. Other implications for ARTT are discussed along with future research directions.

Guckenberger, Dutch↗

NASA NTRS1994

Effect of resistance training on muscle use during exercise

This study examined the effect of resistance training on exercise-induced contrast shift in magnetic resonance (MR) images. It was hypothesized that a given load could be lifted after training with less muscle showing contrast shift, thereby suggesting less muscle was used to perform the exercise. Nine males trained the left quadriceps femoris (QF) muscle 2 days/wk for 9 wk using 3-6 sets of 12 knee extensions each day. The right QF served as a control. Exercise-induced contrast shifts in MR images evoked by each of three bouts of exercise (5 sets of 10 knee extensions with a load equal to 50, 75, and 100% of the maximum pretraining load that could be lifted for 5 sets of 10 repetitions) were quantified pre- and posttraining. MR image contrast shift was quantified by determining QF cross-sectional area (CSA) showing increased spin-spin relaxation time. One repetition maximum increased 14% in the left trained QF and 7% in the right untrained QF. Left QF CSA increased 5%, with no change in right QSF CSA. Left QF CSA showing contrast shift was less after each bout of the exercise test posttraining. This was also true, to a lesser extent, for the right QF at the higher two loads. The results suggest that short-term resistance training reduces MR image contrast shift evoked by a given effort, thereby reflecting the use of less muscle to lift the load. Because this response was evident in both trained and contralateral untrained muscle, neural factors are suggested to be responsible. The consequence of this adaptation could be to increase 'stress' per unit area of active muscle during the course of training and thereby evoke hypertrophy.

Ploutz, Lori L.↗

NASA NTRS1991

Diminished Baroreflex Control of Forearm Vascular Resistance Following Training

The stimulus-response characteristics of cardiopulmonary baroreflex control of forearm vascular resistance (FVR units in mm Hg x min x I00 ml/ml) were studied in 14 volunteers before and after 10 wk of endurance training. We assessed the relationship betaleen reflex stimulus (changes in central venous pressure, CVP) and response (FVR) during unloading of cardiopulmonary baroreceptors with lower body negative pressure (LBNP, 0 to - 2O mm Hg). Changes in CVP during LBNP were estimated from pressure changes in a large peripheral vein in the dependent arm of the subject in the right lateral decubitus position. Maximal oxygen uptake (VO(sub 2max)) and total blood volume increased with endurance training from 37.8 +/- 1.4 ml/min x kg and 63.6 +/- 2.1 ml/kg to 45.3 +/- 1.4 ml/ min x kg and 69.3 +/- 2.8 ml/kg respectively (P less than 0.05). Reflex forearm vasoconstriction occurred in response to a reduction in estimated CVP, and the absolute change in FVR per unit of CVP was reduced from -5.96 +/- 0.79 to -4.06 +/- 0.52 units x mm/ Hg (P less than 0.05) following exercise training but was unchanged from -6.10 to 0.57 to -6.22 +/- 0.94 units x mm/ Hg for the time control group (N = 7). Resting values for FVR were similar before and after exercise training; however, resting estimated CVP was elevated from 9.5 +/- 0.5 mm x Hg before training to 11.3 +/- 0.6 mm x Hg after training. The reduction in sensitivity of the cardiopulmonary baroreflex control of FVR was linearly related to the increase in blood volume (r = 0.65, P less than 0.05). suggesting that diminished cardiopulmonary baroreflex control of FVR in physically fit individuals is related, in part, to a training-induced blood volume expansion.

Mack, G. W.↗

NASA NTRS2000

Intelligent Tutoring Systems for Procedural Task Training of Remote Payload Operations at NASA

Intelligent Tutoring Systems (ITSs) encode and apply the subject matter and teaching expertise of experienced instructors to provide students with individualized instruction automatically. ITSs complement training simulators by providing automated instruction when it is not economical or feasible to dedicate an instructor to each student during training simulations. Despite their proven training effectiveness and favorable operating cost, however, relatively few ITSs are in use. This is largely because it is usually costly and difficult to encode the task knowledge used by the ITS to evaluate the student's actions and assess the student's performance. Procedural tasks are tasks for which there exist procedures, guidelines, and strategies that determine the correct set of steps to be taken within each situation. To lower the cost and difficulty of creating tutoring systems for procedural task training, Stottler Henke Associates, Inc. (SHAI) worked closely with the Operations Training Group at NASA's Marshall Space Flight Center to develop the Task Tutor Toolkit (T (exp 3)), a generic tutoring system shell and scenario authoring tool. The Task Tutor Toolkit employs a case-based reasoning approach where the instructor creates a procedure template that specifies the range of student actions that are "correct" within each scenario. Because each procedure template is specific to a single scenario, the system can employ relatively simple reasoning methods to represent a correct set of actions and assess student performance. This simplicity enables a non-programmer to specify task knowledge quickly and easily by via graphical user interface, using a "demonstrate, generalize, and annotate" paradigm, that recognizes the range of possible valid actions and infers principles understood (or misunderstood) by the student when those actions are carried out. The Task Tutor Toolkit was also designed to be modular and general, so that it can be interfaced with a wide range of training simulators and support a variety of training domains. SHAI and NASA applied the Task Tutor Toolkit to create the Remote Payload Operations Tutor (RPOT). RPOT is a specific tutoring system application which lets scientists who are new to space mission operations learn to monitor and control their experiments aboard the International Space Station according to NASA payload regulations, guidelines, and procedures. The RPOT simulator lets students practice these skills by monitoring the telemetry variable values of a simple, hypothetical experiment, sending commands to the experiment, coordinating with NASA personnel via voice communication loops, and submitting and retrieving information via documents and forms. At the end of each scenario, RPOT displays the principles correctly or incorrectly demonstrated by the student, along with explanations and background information. The effectiveness of RPOT and the Task Tutor Toolkit are currently under evaluation at NASA.

Ong, James↗

NASA NTRS1997

Intensive Exercise Training During Bed Rest Attenuates Deconditioning

Intensive exercise training during bed rest attenuates deconditioning. Med. Sci. Sports Exerc., Vol. 29, No. 2, pp. 207-215, 1997. A 30-d 6 deg head-down bed rest project was conducted to evaluate variable high-intensity, short-duration, isotonic cycle ergometer exercise (ITE) training and high-intensity intermittent resistive isokinetic exercise (IKE) training regimens designed to maintain peak VO2 and muscle mass, strength, and endurance at ambulatory control levels throughout prolonged bed rest. Other elements of the deconditioning (adaptive) syndrome, such as proprioception, psychological performance, hypovolemia, water balance, body composition, and orthostatic tolerance, were also measured. Major findings are summarized in this paper. Compared with response during bed rest of the no exercise (NOE) control group: the ITE training regimen (a) maintained work capacity (peak VO2), (b) maintained plasma and red cell volumes, (c) induced positive body water balance, (d) decreased quality of sleep and mental concentration, and (e) had no effect on the decrease in orthostatic tolerance; the IKE training regimen (f) attenuated the decrease in peak VO2 by 50%, (g) attenuated loss of red cell volume by 40% but had no effect on loss of plasma volume, (b) induced positive body water balance, (i) had no adverse effect on quality of sleep or concentration, and 0) had no effect on the decrease in orthostatic tolerance. These findings suggest that various elements of the deconditioning syndrome can be manipulated by duration and intensity of ITE or IKE training regimens and that several different training protocols will be required to maintain or restore physiological and psychological performance of individuals confined to prolonged bed rest.

Greenleaf, John E.↗

NASA NTRS2001

ISS Microgravity Research Payload Training Methodology

The NASA Microgravity Research Discipline has multiple categories of science payloads that are being planned and currently under development to operate on various ISS on-orbit increments. The current program includes six subdisciplines; Materials Science, Fluids Physics, Combustion Science, Fundamental Physics, Cellular Biology and Macromolecular Biotechnology. All of these experiment payloads will require the astronaut various degrees of crew interaction and science observation. With the current programs planning to build various facility class science racks, the crew will need to be trained on basic core operations as well as science background. In addition, many disciplines will use the Express Rack and the Microgravity Science Glovebox (MSG) to utilize the accommodations provided by these facilities for smaller and less complex type hardware. The Microgravity disciplines will be responsible to have a training program designed to maximize the experiment and hardware throughput as well as being prepared for various contingencies both with anomalies as well as unexpected experiment observations. The crewmembers will need various levels of training from simple tasks as power on and activate to extensive training on hardware mode change out to observing the cell growth of various types of tissue cultures. Sample replacement will be required for furnaces and combustion type modules. The Fundamental Physics program will need crew EVA support to provide module change out of experiment. Training will take place various research centers and hardware development locations. It is expected that onboard training through various methods and video/digital technology as well as limited telecommunication interaction. Since hardware will be designed to operate from a few weeks to multiple research increments, flexibility must be planned in the training approach and procedure skills to optimize the output as well as the equipment maintainability. Early increment lessons learned will be addressed.

Schlagheck, Ronald↗

NASA NTRS2003

Effects of Self-Instructional Methods and Above Real Time Training (ARTT) for Maneuvering Tasks on a Flight Simulator

Personal computer based flight simulators are expanding opportunities for providing low-cost pilot training. One advantage of these devices is the opportunity to incorporate instructional features into training scenarios that might not be cost effective with earlier systems. Research was conducted to evaluate the utility of different instructional features using a coordinated level turn as an aircraft maneuvering task. In study I, a comparison was made between automated computer grades of performance with certified flight instructors grades. Every one of the six student volunteers conducted a flight with level turns at two different bank angles. The automated computer grades were based on prescribed tolerances on bank angle, airspeed and altitude. Two certified flight instructors independently examined the video tapes of heads up and instrument displays of the flights and graded them. The comparison of automated grades with the instructors grades ms based on correlations between them. In study II, a 2x2 between subjects factorial design was used to devise and conduct an experiment. Comparison was made between real time training and above real time training and between feedback and no feedback in training. The performance measure to monitor progress in training was based on deviations in bank angle and altitude. The performance measure was developed after completion of the experiment including the training and test flights. It was not envisaged before the experiment. The experiment did not include self-instructions as it was originally planned, although feedback by experimenter to the trainee was included in the study.

Norlin, Ken↗

NASA NTRS2003

Effects of Self-Instructional Methods and Above Real Time Training (ARTT) for Maneuvering Tasks on a Flight Simulator

Personal computer based flight simulators are expanding opportunities for providing low-cost pilot training. One advantage of these devices is the opportunity to incorporate instructional features into training scenarios that might not be cost effective with earlier systems. Research was conducted to evaluate the utility of different instructional features using a coordinated level turn as an aircraft maneuvering task. In study I, a comparison was made between automated computer grades of performance with certified flight instructors grades. Every one of the six student volunteers conducted a flight with level turns at two different bank angles. The automated computer grades were based on prescribed tolerances on bank angle, airspeed and altitude. Two certified flight instructors independently examined the video tapes of heads up and instrument displays of the flights and graded them. The comparison of automated grades with the instructors grades was based on correlations between them. In study II, a 2x2 between subjects factorial design was used to devise and conduct an experiment. Comparison was made between real time training and above real time training and between feedback and no feedback in training. The performance measure to monitor progress in training was based on deviations in bank angle and altitude. The performance measure was developed after completion of the experiment including the training and test flights. It was not envisaged before the experiment. The experiment did not include self- instructions as it was originally planned, although feedback by experimenter to the trainee was included in the study.

Ali, Syed Firasat↗

NASA NTRS2004

Training Space Surgeons for Missions to the Moon and Mars

Over a period of 4 years, several working groups reviewed the provisions for medical care in low earth orbit and for future flights such as to the Moon and Mars. More than 60 medical experts representing a wide variety of clinical backgrounds participated in the working groups. They concluded that NASA medical training for long-duration missions, while critical to success, is currently aimed at short-term skill retention. They noted that several studies have shown that skills and knowledge deteriorate rapidly in the absence of adequate sustainment training. American Heart Association studies have shown that typically less than twenty-five percent of learned skills remain after 6 to 8 months. In addition to identifying the current training deficiencies, the working groups identified additional skill and knowledge sets required for missions to the Moon and Mars and curricula were developed to address inadequacies. Space medicine care providers may be categorized into 4 types based on health care responsibilities and level of education required. The first 2 types are currently recognized positions within the flight crew: crew medical officers and astronaut-physician. The crew medical officer (CMO), a non-medically trained astronaut crewmember, is given limited emergency medical technician-like training to provide medical care on orbit. Many of hidher duties are carried out under the direction of a ground-based flight surgeon in mission control. Second is the astronaut- physician whose primary focus is on mission specialist duties and training, and who has very limited ability to maintain medical proficiency. Two new categories are recommended to complete the 4 types of care providers primarily to address the needs of those who will travel to the Moon and Mars. Physician astronaut - a physician, who in addition to being a mission specialist, will be required to maintain and enhance hidher medical proficiency while serving as an astronaut. Space surgeon - a physician astronaut given special training to address the unique health care requirements envisioned for expeditions such as those to Mars.

Pool, S. L.↗

NASA NTRS2001

International Space Station Payload Training Overview

This paper describes payload crew training-related activities performed by NASA and the U.S. Payload Developer (PD) community for the International Space Station (ISS) Program. It describes how payloads will be trained and the overall training planning and integration process. The overall concept, definition, and template for payload training are described. The roles and responsibilities of individuals, organizations, and groups involved are discussed. The facilities utilized during payload training and the primary processes and activities performed to plan, develop, implement, and administer payload training for ISS crews are briefly described. Areas of improvement to crew training processes that have been achieved or are currently being worked are identified.

Underwood, Deborah B.↗

NASA NTRS2008

Integrating Space Flight Resource Management Skills into Technical Lessons for International Space Station Flight Controller Training

The Johnson Space Center s (JSC) International Space Station (ISS) Space Flight Resource Management (SFRM) training program is designed to teach the team skills required to be an effective flight controller. It was adapted from the SFRM training given to Shuttle flight controllers to fit the needs of a "24 hours a day/365 days a year" flight controller. More recently, the length reduction of technical training flows for ISS flight controllers impacted the number of opportunities for fully integrated team scenario based training, where most SFRM training occurred. Thus, the ISS SFRM training program is evolving yet again, using a new approach of teaching and evaluating SFRM alongside of technical materials. Because there are very few models in other industries that have successfully tied team and technical skills together, challenges are arising. Despite this, the Mission Operations Directorate of NASA s JSC is committed to implementing this integrated training approach because of the anticipated benefits.

Baldwin, Evelyn↗

NASA NTRS2010

Modeling the Effects of Stress: An Approach to Training

Stress is an integral element of the operational conditions experienced by combat medics. The effects of stress can compromise the performance of combat medics who must reach and treat their comrades under often threatening circumstances. Examples of these effects include tunnel vision, loss of motor control, and diminished hearing, which can result in an inability to perceive further danger, satisfactorily treat the casualty, and communicate with others. While many training programs strive to recreate this stress to aid in the experiential learning process, stress inducement may not always be feasible or desired. In addition, live simulations are not always a practical, convenient, and repeatable method of training. Instead, presenting situational training on a personal computer is proposed as an effective training platform in which the effects of stress can be addressed in a different way. We explore the cognitive and motor effects of stress, as well as the benefits of training for mitigating these effects in real life. While many training applications focus on inducing stress in order to "condition" the stress response, the author explores the possibilities of modeling stress to produce a similar effect. Can presenting modeled effects of stress help prepare or inoculate soldiers for stressful situations in which they must perform at a high level? This paper investigates feasibility of modeling stress and describes the preliminary design considerations of a combat medic training system that utilizes this method of battlefield preparation.

Cuper, Taryn↗

NASA NTRS2017

Autonomous Diagnostic Imaging Performed by Untrained Operators using Augmented Reality as a Form of "Just-in-Time" Training

We will address the Human Factors and Performance Team, "Risk of performance errors due to training deficiencies" by improving the JIT training materials for ultrasound and OCT imaging by providing advanced guidance in a detailed, timely, and user-friendly manner. Specifically, we will (1) develop an audio-visual tutorial using AR that guides non-experts through an abdominal trauma ultrasound protocol; (2) develop an audio-visual tutorial using AR to guide an untrained operator through the acquisition of OCT images; (3) evaluate the quality of abdominal ultrasound and OCT images acquired by untrained operators using AR guidance compared to images acquired using traditional JIT techniques (laptop-based training conducted before image acquisition); and (4) compare the time required to complete imaging studies using AR tutorials with images acquired using current JIT practices to identify areas for time efficiency improvements. Two groups of subjects will be recruited to participate in this study. Operator-subjects, without previous experience in ultrasound or OCT, will be asked to perform both procedures using either the JIT training with AR technology or the traditional JIT training via laptop. Images acquired by inexperienced operator-subjects will be scored by experts in that imaging modality for diagnostic and research quality; experts will be blinded to the form of JIT used to acquire the images. Operator-subjects also will be asked to submit feedback to improve the training modules used during the scans to improve future training modules. Scanned-subjects will be a small group individuals from whom all images will be acquired.

Martin, D. S.↗

NASA NTRS2017

Autonomous Diagnostic Imaging Performed by Untrained Operator Using Augmented Reality as a Form of "Just-in-Time" Training

Martin, David S.↗

NASA NTRS2016

Teamwork Training Needs Analysis for Long-Duration Exploration Missions

The success of future long-duration exploration missions (LDEMs) will be determined largely by the extent to which mission-critical personnel possess and effectively exercise essential teamwork competencies throughout the entire mission lifecycle (e.g., Galarza & Holland, 1999; Hysong, Galarza, & Holland, 2007; Noe, Dachner, Saxton, & Keeton, 2011). To ensure that such personnel develop and exercise these necessary teamwork competencies prior to and over the full course of future LDEMs, it is essential that a teamwork training curriculum be developed and put into place at NASA that is both 1) comprehensive, in that it targets all teamwork competencies critical for mission success and 2) structured around empirically-based best practices for enhancing teamwork training effectiveness. In response to this demand, the current teamwork-oriented training needs analysis (TNA) was initiated to 1) identify the teamwork training needs (i.e., essential teamwork-related competencies) of future LDEM crews, 2) identify critical gaps within NASA’s current and future teamwork training curriculum (i.e., gaps in the competencies targeted and in the training practices utilized) that threaten to impact the success of future LDEMs, and to 3) identify a broad set of practical nonprescriptive recommendations for enhancing the effectiveness of NASA’s teamwork training curriculum in order to increase the probability of future LDEM success.

Smith-Jentsch, Kimberly A.↗

NASA NTRS2018

Training for Mars

Spaceflight training for Apollo era and Space Shuttle missions was designed to train crew on specific tasks for their short duration missions. The training mottos included "practice, practice, practice" and "hammering it in." However, training for longer duration ISS (International Space Station) missions has been more challenging. There is clear documentation that tasks and skills trained pre-flight are not all retained throughout the mission, and this lack of training retention is augmented with real-time ground support. NASA does not currently have a training design that supports semi-autonomous to autonomous mission operations. The current design of a manned Mars mission calls for a 32-month long mission and asynchronous communication involving long delays.

Barshi, Immanuel↗

NASA NTRS2018

Field Camp for Astronauts: NASA's Geoscience Training Program for Planetary Exploration

Fifty years ago Apollo astronauts walked on the Moon to explore the geology and collect samples for Earth return. Several authors have discussed the strategic planning and training that enabled the Apollo successes, and assembled recommendations regarding today’s lunar science objectives and astronaut training required to achieve those science goals. Since the 1980s, geoscience training for astronauts focused on observing the Earth from orbit. Today, we are building a geoscience training program to support informed Earth observations as well as the exploration culture for future human missions to the Moon and Mars. Our team partnered with JSC’s crew training and astronaut offices to develop our 4-week geoscience program for the 2017 astronaut class. Because the astronauts have a variety of professional backgrounds, we provide a broad introduction to Earth and planetary sciences. But our prime focus is 2 weeks of intensive field work, a methodology introduced with the 2013 astronaut class. We completed the first half of the training – a field trip to observe hurricane deposits along Galveston Bay; keynotes by Apollo colleagues highlighting Apollo experiences; a tightly-integrated week of introductory geology in the classroom followed by a week of fieldwork in the Rio Grande del Norte National Monument. The classroom included interactive map exercises that allowed the students to progressively build a base map of the field area that they used as a starting point for their week-long mapping exercise. We divided the class into small mapping groups to conduct their observations, mapping and interpretation of the geology. In addition to learning geological field work, our field training provided the platform for practicing expeditionary leadership, a key skill set valued by NASA for astronaut crews. Next summer the capstone fieldwork for the 2017 astronauts will include both mapping and rock sampling. Throughout the mapping, the class will collect additional data to help inform field and sampling decisions using diagnostic field instruments that are being tested in analog settings for their operational efficacy for future planetary exploration.

Evans, Cynthia A.↗

NASA NTRS2019

Motion Cueing for Stall Recovery Training in Commercial Transport Simulators

Starting in 2019, airline pilots will be required to perform full stall recovery training in flight simulators. Historically, training simulators weren't required to provide training at conditions outside their normal flight envelope. Post-stall aircraft models are generally required to be implemented to simulate the aircraft response after the stall point. In addition, motion cues need to adequately represent this response to ensure the skills learned in simulator training are directly usable in real flight. This paper provides and overview of six simulator experiments conducted at NASA Ames Research Center to develop a motion cueing strategies for stall recovery training in commercial transport simulators. One of the experiments verified an enhanced motion cueing strategy for stall recovery training on a level-D-certified full flight simulator. This study showed that the enhanced motion results in lower maximum roll angles in the stall maneuver, lower minimum load factors in the recovery, lower numbers of secondary stick shakers in the stall recovery, and a lower maximum airspeed in the recovery. These results indicate that relatively minor enhancements to the motion logic of heritage commercial transport simulators can significantly improve pilot performance in simulated stall recoveries, and potentially improve stall recovery training.

stall recovery↗