High-performance tasks are difficult because of their complexity and the fact that they are time critical. Because they often have to be executed in a dangerous or hostile environment they require an extensive amount of training before they can be executed safely. From an operational as well as a didactical point of view, simulation offers many advantages to train these tasks. The didactical possibilities of simulation, however, don't seem to be exploited on a large scale in training currently. The present research focuses on tutoring to provide insight in the utility of augmented cues. Central question is if deviating from reality (by enhancing the salience of critical cues or adding new cues during tutoring) can increase effectiveness and efficiency of the training process. (Author/publisher)
Abstract