Atch (1)_APPENDIX H RRL Media Characteristics - 05 Mar 2023.docx
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05 March 2023 APPENDIX H: Sailor 2025 RRL Content Conversion Media Type Characteristics
The following figure provides a summary of media characteristics for development requirements. Contractors shall use the Navy Training Process (NTP) workbook for all development requirements specific to each Learning objective for each rating.
| Media Characteristic |
| Definition |
| IMI 1 |
| Text |
| (Self-explanatory) |
| Audio |
| Can include voiceover narration and sounds corresponding with visual presentations, animations, audio clip recordings, mechanical sounds (e.g., beeps, buzzes, clicks) and replications of natural environmental sounds. |
| 2D Graphic |
| Highly detailed image. High resolution (2D graphics). High level of detail and focus in visual representation/replication. Can be depicted in a 2D or 3D graphic. |
| 3D Graphic |
| Exploded view and/or view all sides of object (e.g. system, component). Provide a visual depiction in an X-Y-Z scale (width, height, depth) to depict components within a larger system (“exploded” view) or to provide a rotational view of all sides of a component or system. Unlike object modeling, a 3D graphic is static and does not allow user interaction with the image. |
| Motion Graphic/Video |
| (Self-explanatory) |
| IMI 2 |
| Item Selection |
| Interaction with courseware requires inputs/selections to occur one at a time. |
| Procedural Response |
| Input actions performed in sequence or step-by-step. |
| Object Modeling |
| 1. Static Models – 3D models that look the same as if in a live setting, with realistic proportions, color, textural appearance, etc. Interaction with static models allows rotation of the model to see all angles and points of view. |
2. Active Models – 3D models that include all the features of static models and that include motion to react and function as they would in a live setting, with the correct speed, acceleration, trajectory, etc. Interaction with active models at the IMI 2 level allows manipulating the model and/or interacting with it in a demonstration mode, e.g. to identify components and their locations, identify controls and indicators, etc. and to see their basic functions in normal operation mode.
IMI 3
See IMI 3 Scenario/Simulation Types below for additional information.
| Object Modeling |
| 1. Static Models – same as IMI 2. |
2. Active Models – same as IMI 2, but interaction with active models at the IMI 3 level allows manipulating the model and/or interacting with it in a performance mode, i.e. to perform an operation or maintenance task, etc.
· The model is embedded as an interactive event within the navigation path. The model’s navigation controls are separate from the overall GUI’s navigation controls.
· The model is developed to teach, practice, or assess a single task or procedure, or multiple tasks one-at-a-time.
· The event is often approached as guided practice with only one possible correct navigation path and immediate, or three-attempts, corrective feedback. There is no requirement that limits the event to a guided practice – it can be other than guided practice too.
· There is no requirement that limits the assessment activity to repeat the guided practice. Ideally, the assessment will be a different scenario rather than a repeat of the guided practice.
| Complex Controls (Interactive Objects) |
| Student interaction with courseware, object models, and/or simulated controls that allows actual or simulated system inputs with feedback or system responses relative to the scenario. E.g. interacting with a modeled object or simulated controls to perform a task, interacting with simulated tools and their controls in addition to the primary modeled object, and interacting with multiple submenus or icons on a given screen that each provide additional information to the scenario, etc. Such interactions should include more than merely selecting or manipulating objects in a linear sequence, especially when prompted by direction text and there is only one possible active selection area at a time. |
| Complex Scenarios |
| Trainee inputs impact the scenario and cause the scenario to change, resulting in multiple ways an LO can be executed. E.g. complex scenarios allow a trainee to perform multiple, simultaneous actions (inputs), or to respond to a variety of variables or conditions, with system-generated feedback (responses) dependent upon the combined inputs. Complex scenarios are not restricted to a linear sequence, such as a lock-step guided practice activity with a stimulus-response-reward approach. Performance based complex scenarios should not rely on multiple choice questions to advance the scenario. |
| Multi-path Navigation |
| The User Experience Design (UX) and User Interface Design (UI) allow navigation that includes access to all parts of the SCO via the use of menus, hyperlinks, pop-ups, multiple navigation panes, etc. Practice activities may be guided or unguided, as appropriate, for the scenario(s) and LO. Performance tests should not repeat the practice activity unless there is only one correct way to perform the LO and no alternate scenario(s) would be appropriate. Navigation down an incorrect path shall be corrected within two steps. |
| Visual Motion Awareness |
| Sensation of moving through an environment relative to other objects. Fixed camera point of view zoom (in/out), pan (left/right), tilt (up/down) as a result of a user action (i.e. select a hotspot or link) is not movement through a space. |
| Media Characteristic |
| Definition |
Complex Media (i.e. Virtual Simulation (VSIM / PC Sim)
Note: These characteristics apply to VSIM only. Augmented Reality (AR), Mixed Reality (MR), Virtual Reality (VR), Immersive Virtual Environment (IVE), and specific software applications are complex media with different requirements and characteristics from VSIM.
| Object Modeling |
| 1. Active Models – same as IMI 3 (especially with Complex Controls, Complex Scenarios, and Multi-path Navigation), but adds one or more of the Complex Media characteristics, which increases the fidelity of interactions with the model. The model is developed to teach, practice, and assess more than one task or procedure. Interaction with active models at the Complex Media level allows manipulating the model and/or interacting with it in a performance mode, i.e. to perform operation and maintenance of multiple tasks in multiple modes. |
· The model is the primary focal point of instruction, practice, or assessment. It is not embedded as an interactive event within an otherwise linear navigation path.
· The model is developed to teach (demonstrate), practice, or assess multiple tasks or procedures.
· The model’s primary navigation controls are part of the model (i.e. use the simulated system controls to interact with the system), with multiple active hotspots or touch points at the same time.
Realistic Physics (pertaining to the object being modeled) Modeled objects behave realistically in response to gravity, friction, or force. Convey accurate and realistic, natural, physical laws (not gaming properties). Modeled objects respond to gravity, collisions and friction in the same way they would in the real world.
| Out-of-tolerance Feedback |
| The required actions to execute the LO are constrained by limiting factors, impacting the way the LO is performed. These limiting factors must be considered and accounted for in performance of the LO (e.g., actions must be taken within a specific time frame, at precise times or locations, performed with a specific amount of pressure or at a certain pace or rhythm, occur within other defined thresholds, etc.). Out-of-Tolerance Feedback is distinct from Fault Insertion or immediate, or three-attempts, corrective feedback. |
| Multiple Fault Insertion |
| Capability of the training system to allow the instructor to insert any combination of multiple faults or discrepancies that each cause divergence from normal functioning of the system or scenario being used, requiring corrective action from the trainee to return the system to normal functions. Fault Insertion is distinct from a learning event that only deals with a single fault condition or a menu allowing the student to work through a mandatory set of faults – where the overall activity is still forced in order to record the event as completed. |
| 3D Immersive Environment |
| 3D Immersive field-of-view. Provides an extended horizontal and vertical field-of-view (beyond the 180o field seen on standard flat-screen projections). This extended field of view is different from simply rotating the object, or viewing the object inside a simulated environment. It is an extended view of the space (i.e. room) and capability to move within that space on an X, Y, and Z axis, e.g. simulates the student moving through the space or having peripheral vision within the space beyond the normal field of view. |
| Realistic Terrain |
| Environmental surroundings impact responses or reactions. Replicates specific terrain because the type of terrain impacts how the LO must be executed. |
Physical Environmental Effects (pertaining to the space of natural environment within which the model object is placed) Environmental objects behave realistically in response to gravity, friction, or force and thereby impact the modeled object (e.g., sea state and weather affects the small boat, etc.). Convey accurate and realistic, natural, physical laws (not gaming properties). Environmental objects respond to gravity, collisions and friction in the same way they would in the real world.
| Reporting Capabilities |
| The ability to view, review or document responses during practice or performance of an LO. Reporting capabilities are more than a mere checklist of process steps competed. |
| Scenario Playback |
| The capability to record student performance to allow for replay and review of that performance after the LO has been executed. |
| Complex Media w/ Hardware |
| Tactile, Feel, and Haptics |
| Tactile, feel and/or haptic responses convey accurate and realistic representation of the sensations produced by physical contact of an object, instrument or natural element in the environment (e.g., surface contact, pressure, feedback, etc.). |
| Actual Controls |
| The actual or operational equipment/controls must be available as part of the training package or a high-fidelity simulation of the control characteristics needs to be developed for training. |
| Actual (Operational) Equipment |
| Training Equipment |
| (Self-explanatory) |
IMI 3 Scenario/Simulation Types For each learning objective recommended for a level of complexity at IMI 3, the contractor shall design and develop the SCO using one or more of the following scenario types, as appropriate, to teach (present instruction), practice (with relevant feedback), and test the learning objective:
1. Analysis / Apply Rules / Problem Solving – dealing with unknown or previously unencountered situations; responding/interpreting; demonstrating mental preparedness to encode operational cues as indicators of normal, abnormal, and emergency conditions associated with the performance of an operational procedure.
2. Procedural Knowledge / Follow Procedures – Following step-by-step instructions.
3. Demonstrate / Perform / Complete a Task – Performing an operator task, maintenance task (e.g. service, maintain, repair, remove/install), or troubleshooting task on a system or component of a system. The SCO models normal operating state and pre-set fault condition(s) (not the same as complex media, which also models fault conditions that are not pre-sets).
4. Apply a Theory / Demonstrate Conceptual Knowledge and Act on It – Categorizing knowledge by attributes.
5. Cause and Effect (Stimulus/Response) Demonstration – for example, manipulating an object to see the reaction (e.g. push the lever down and the weight goes up; normal operation of a system and/or its components).
Each IMI 3 scenario type (i.e. SCO) shall exhibit these media characteristics at a minimum:
· Item Selection
· Procedural Response
· Object Modeling – the SCO presents 2D and/or 3D object model(s) which the trainee can manipulate to perform the work or learn the concept.
· Model is embedded as an interactive event within the navigation path. Model’s navigation controls are separate from the overall GUI’s navigation controls.
· Model is developed to teach, practice, or assess a single task or procedure within a single interactive event.
· Event is often approached as guided practice with only one possible correct navigation path and immediate, or three-attempts corrective feedback. Note: There is no requirement that limits the IMI 3 event to a guided practice – it can be other than guided practice too.
· There is no requirement that limits the assessment activity to repeat the guided practice. Ideally, the assessment will be a different scenario rather than a repeat of the guided practice.
· Complex Controls (via GUI and navigation structure) - the SCO allows interaction with the courseware via various input methods with various feedback or responses from the SCO for the different inputs.
· Complex Controls (Interactive Objects) - the SCO provides or simulates complex controls that the trainee needs to interact with in order to simulate performing the work, e.g. one or more control elements that allow actual or simulated system inputs with feedback or system responses relative to the scenario.
· Complex Scenarios - the SCO allows trainee actions to impact the scenario, where the scenario can change based on trainee inputs, resulting in multiple ways the LO can be executed. The SCO provides scenario(s) needed to practice the work, e.g. the SCO requires the trainee to perform multiple, simultaneous actions or to respond to a variety of variables or conditions. NOTE: text-based multiple choice or decision tree type scenarios are not considered complex scenarios since they do not simulate actions.
· Multi-path Navigation – the User Experience Design (UX) and User Interface Design (UI) of the SCO allows navigation that includes access to all parts of the SCO via the use of menus, hyperlinks, pop-ups, multiple navigation panes, etc. Practice activities may be guided or unguided, as appropriate, for the scenario(s) and LO. Performance tests should not repeat the practice activity unless there is only one correct way to perform the LO and no alternate scenario(s) would be appropriate. Navigation down an incorrect path shall be corrected within two steps.
IMI 3 Scenario/Simulation Types
For each learning objective recommended for a level of complexity at IMI 3, the contractor shall design and develop the SCO using one or more of the following scenario types, as appropriate, to teach (present instruction), practice (with relevant feedback), and test the learning objective:
6. Analysis / Apply Rules / Problem Solving – dealing with unknown or previously unencountered situations; responding/interpreting; demonstrating mental preparedness to encode operational cues as indicators of normal, abnormal, and emergency conditions associated with the performance of an operational procedure.
7. Procedural Knowledge / Follow Procedures – Following step-by-step instructions.
8. Demonstrate / Perform / Complete a Task – Performing an operator task, maintenance task (e.g. service, maintain, repair, remove/install), or troubleshooting task on a system or component of a system. The SCO models normal operating state and pre-set fault condition(s) (not the same as complex media, which also models fault conditions that are not pre-sets).
9. Apply a Theory / Demonstrate Conceptual Knowledge and Act on It – Categorizing knowledge by attributes.
10. Cause and Effect (Stimulus/Response) Demonstration – for example, manipulating an object to see the reaction (e.g. push the lever down and the weight goes up; normal operation of a system and/or its components).
Each IMI 3 scenario type (i.e. SCO) shall exhibit these media characteristics at a minimum:
· Item Selection
· Procedural Response
· Object Modeling – the SCO presents 2D and/or 3D object model(s) which the trainee can manipulate to perform the work or learn the concept.
· Model is embedded as an interactive event within the navigation path. Model’s navigation controls are separate from the overall GUI’s navigation controls.
· Model is developed to teach, practice, or assess a single task or procedure within a single interactive event.
· Event is often approached as guided practice with only one possible correct navigation path and immediate, or three-attempts corrective feedback. Note: There is no requirement that limits the IMI 3 event to a guided practice – it can be other than guided practice too.
· There is no requirement that limits the assessment activity to repeat the guided practice. Ideally, the assessment will be a different scenario rather than a repeat of the guided practice.
· Complex Controls (via GUI and navigation structure) - the SCO allows interaction with the courseware via various input methods with various feedback or responses from the SCO for the different inputs.
· Complex Controls (Interactive Objects) - the SCO provides or simulates complex controls that the trainee needs to interact with in order to simulate performing the work, e.g. one or more control elements that allow actual or simulated system inputs with feedback or system responses relative to the scenario.
· Complex Scenarios - the SCO allows trainee actions to impact the scenario, where the scenario can change based on trainee inputs, resulting in multiple ways the LO can be executed. The SCO provides scenario(s) needed to practice the work, e.g. the SCO requires the trainee to perform multiple, simultaneous actions or to respond to a variety of variables or conditions. NOTE: text-based multiple choice or decision tree type scenarios are not considered complex scenarios since they do not simulate actions.
· Multi-path Navigation – the User Experience Design (UX) and User Interface Design (UI) of the SCO allows navigation that includes access to all parts of the SCO via the use of menus, hyperlinks, pop-ups, multiple navigation panes, etc. Practice activities may be guided or unguided, as appropriate, for the scenario(s) and LO. Performance tests should not repeat the practice activity unless there is only one correct way to perform the LO and no alternate scenario(s) would be appropriate. Navigation down an incorrect path shall be corrected within two steps.
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