CBT Levels of Interactivity

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Interactive Levels of CBT

CBT LEVELS

Levels of Interactivity are general classes of richness, sophistication and realism of interactivity the student experiences in the Computer Based Training (CBT). The definitions are applicable to all flavors of e-learning, Technology Based Training (TBT) and Web Based Training (WBT).

When aligning a customers expectations with a vendors vision of the deliverable it is important to construct a prototype as a first step in the process.

Level 1

Level 1 This is the lowest (baseline) level of CBT development. It is normally a knowledge or familiarization lesson, provided in a linear format (one idea after another). Sometimes referred to as a "Page Turner". Level 1 is primarily used for introducing an idea or concept. The user has little or no control over the sequence and timed events of the lesson material. Minimal interactivity is provided by frame navigation screen icons. The content may include simple developed graphics and/or clip art. For example a customer powerpoint can readilly be reformulated into Level 1 CBT.

Level 2

Level 2 This involves the recall of more information than Level 1 CBT and allows the student more control over the lesson’s scenario through screen icons and other peripherals, such as light pens or touch screens. Typically Level 2 is used for non-complex operations and maintenance lessons. Simple emulations or simulations are presented to the user. As an example, the user is requested to rotate switches, turn dials, make adjustments, or identify and replace a faulted component as part of a procedure. However the scenarios are single path scripted and incorrect selections or departure from the required sequence of steps is greeted with context/non context appropriate feedback message. This also may include simple to standard developed graphics, and/or clip art, and customer provided video and audio clips.

Level 3

Level 3 This involves interaction more complex information models (compared to categories/levels 1 and 2 CBT) and allows the user an increased level of control over the lesson scenario through peripherals such as light pen, touch screen, track ball, or mouse. Video, graphics, or a combination of both is presented simulating the operation of a system, subsystem, or equipment to the user. The lesson scenario training material typically is complex and involves more frequent use of peripherals to affect a transfer of learning. Operation and maintenance procedures are normally practiced with category/level 3 scenarios and students may be required to alternate between multiple screens to keep pace with the lesson material. Multiple software branches (two to three levels) and rapid response are provided to support remediation. Emulations and simulations (constrained models) are an integral part of this presentation, however these are not full free play simulations. This may also include complex developed graphics, and/or clip art, and customer provided video and audio clips.

Level 4

Level 4 This CBT category/level involves more in-depth recall of a larger amount of information (compared to lower categories/levels) and allows the user an increased level of control over the lesson. Every possible subtask is analyzed and presented with full, on-screen interaction, similar to the approach used in aircraft simulator technology. The lesson material is extremely complex and involves more frequent use of peripherals to affect the transfer of learning. This category/level normally supports certification, re-certification or qualification requirements. Complicated operation and maintenance procedures are normally practiced with category/level 4 and involves all of the elements of categories/levels 1, 2, and 3 plus the following: High degree of interactivity; Extensive branching (four or more levels). ; Levels of sophistication - short of artificial intelligence.

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INTERACTIVITY LEVEL	DESCRIPTION OF LEVEL	KNOWLEDGE	SKILLS	ATTITUDES
LEVEL 1 INTERACTIVITY PASSIVE	Capable of computergenerated multimedia presentations of intellectual skills (facts, rules, procedures). Capable of showing a procedure with computer-generated multi-media explanations of equipment operation. Student interaction limited to those required to advance with the presentation.	Fact Learning. The learning of verbal or symbolic information (e.g., names, formulas, facts). Rule Learning. Learning to use two or more facts in a manner that will provide regularity of behavior in an infinite variation of situations.	Perception (Encoding). Perception of sensory stimuli that translate into physical or mental performance.
LEVEL 2 INTERACTIVITY LIMITED PARTICIPATION	Capable of providing drill and practice. Capability for providing feedback on student responses. Capability for emulation of simple psychomotor performance. Capability to emulate simple equipment operation in response to student action. Computer evaluation of student intellectual skills by computer -based predictive and performance test items.	Fact Learning. The learning of verbal or symbolic information (e.g., names, formulas, facts). Rule Learning. Learning to use two or more facts in a manner that will provide regularity of behavior in an infinite variation of situations. Procedure Learning. Learning to perform step by step actions in the proper sequence.	Perception (Encoding). Perception of sensory stimuli that translate into physical or mental performance. Readiness. Learning to have readiness to take a particular action. Guided Response. Learning of a complex physical or mental skill by copying a demonstration.	Receiving. Learning and demonstrating the ability to perceive the normal, abnormal, and emergency condition cues associated with the performance of an operational procedure. Situational Awareness of operational condition cues. Responding. Learning and demonstrating mental preparedness to encode operational cues as indicators of normal, abnormal, and emergency conditions associated with the performance of an operational procedure.
LEVEL 3 INTERACTIVITY COMPLEX PARTICIPATION	Capable of providing complex branching paths based on student selections and responses. Capable of presenting or emulating complex procedures with explanations of equipment operation. Capability for student participation in emulation of psychomotor performance and extensive branching capability Capability for limited real-time simulation of performance in the operational setting. Computer evaluation of student intellectual skills and performance by computer-based performance and predictive test items. Computer evaluation of student procedural performance includes the capability to generate time and error scores for performance test items.	Procedure Learning. Learning to perform step by step actions in the proper sequence. Discrimination Learning. Learning to group similar and dissimilar items according to their distinct characteristics. Problem-Solving. Learning to synthesize lower levels of knowledge to resolve problems.	Continuous Movement. Learning to track or make compensatory movements based on feedback. Perception (Encoding). Perception of sensory stimuli that translate into physical or mental performance. Readiness. Learning to have readiness to take a particular action. Guided Response. Learning of a complex physical or mental skill by copying a demonstration. Mechanism. Learning to perform a complex physical or mental skill with confidence and proficiency. Adaptation. Learning to modify a complex physical or mental skill to accommodate a new situation. Origination. Learning to create a new complex physical or mental skill to accommodate a new situation.	Innovation. Learning and demonstrating the mental preparedness to make decisions by generating the results expected upon completion of prioritized strategies or tactics in response to normal, abnormal, and emergency cues associated with the performance of an operational procedure, and the ability to generate new actions in response to abnormal or emergency cues. Receiving. Learning and demonstrating the ability to perceive the normal, abnormal, and emergency cues associated with the performance of an operational procedure. Situational Awareness of operational cues. Responding. Learning and demonstrating the mental preparedness to encode operational cues as indicators of normal, abnormal, and emergency conditions associated with the performance of an operational procedure. Valuing. Learning and demonstrating the ability to judge the worth or quality of normal, abnormal, and emergency cues associated with the performance of an operational procedure Competence. Learning and demonstrating the mental preparedness to make decisions by using prioritized strategies and tactics in response to normal, abnormal, and emergency condition cues associated with the performance of an operational procedure.
LEVEL 4 INTERACTIVITY REAL-TIME PARTICIPATION	Capability for realtime simulation of performance in the operational setting. Computer evaluation of student performance and intellectual skills by computer-based predictive and performance test items. Computer evaluation of student procedural performance includes the capability to generate time and error scores for performance test items. Employs state-of-theart technology for simulation and communication.	Discrimination learning. Learning to group similar and dissimilar items according to their distinct characteristics. Problem-Solving. Learning to synthesize lower levels of knowledge for the resolution of problems.	Mechanism. Learning to perform a complex physical or mental skill with confidence and proficiency. Adaptation. Learning to modify a complex physical or mental skill to accommodate a new situation. Origination. Learning to create a new complex physical or mental skill to accommodate a new situation. Continuous Movement. Learning to track or make compensatory movements based on feedback.	Receiving. Learning and demonstrating the ability to perceive the normal, abnormal, and emergency cues associated with the performance of an operational procedure. Situational Awareness of operational cues. Responding. Learning and demonstrating the mental preparedness to encode operational cues as indicators of normal, abnormal, and emergency conditions associated with the performance of an operational procedure. Valuing. Learning and demonstrating the ability to judge the worth or quality of normal, abnormal, and emergency cues associated with the performance of an operational procedure. Competence. Learning and demonstrating the mental preparedness to make decisions by using prioritized strategies and tactics in response to normal, abnormal, and emergency condition cues associated with the performance of an operational procedure. Innovation. Learning and demonstrating the mental preparedness to make decisions by generating the results expected upon completion of prioritized strategies or tactics in response to normal, abnormal, and emergency cues associated with the performance of an operational procedure, and the ability to generate new prioritized strategies and tactics in response to abnormal or emergency cues.