Communication patterns during synchronous Web-based military training in problem solving

The nature of communication among geographically dispersed groups of learners using text messaging in a military training environment was assessed. A total of 6601 acts of chat were coded into one of three interaction content categories (social, task, or technology-related) and analyzed for frequency and relative change over time. Results indicated shifting patterns of interaction over the 6-month course; while technology concerns gradually diminished, on task discussion peaked in the middle months and social interactions were higher at the start and end of the training. Overall, student chats were categorized as on-task 55%, social 30%, or technology-related 15%. Examples of chats and focus group data indicated that there was an emphasis on fostering student problem solving within the online course.     

The impeding role of initial unrealistic goal-setting on videogame-based training performance: Identifying underpinning processes and a solution

Videogames are increasingly being used as instructional tools within education, workforce, and military contexts. Yet, additional research is needed to better understand what (and how) videogame-based training design attributes impact trainee performance in this type of training context. Goals/goal-setting and performance feedback represent two such important game design attributes. Goal-setting theory suggests that moderately difficult goals produce modest goal-performance discrepancies, which result in enhanced performance. Yet, goal-performance discrepancies are not universally beneficial. This study investigates the performance consequences of trainees setting an unrealistically difficult goal early in videogame-based training, and the mechanisms underlying this relationship. Data from 387 trainees completing a videogame-based training program demonstrated that an initial unrealistic goal, and subsequently a large goal-performance discrepancy, negatively impacts subsequent training performance. Self-regulation was examined as a mediator of this relationship; yet, was not supported, as goal-performance discrepancy failed to predict self-regulation. However, goal-performance discrepancy and videogame self-efficacy were found to interact in predicting trainees’ self-regulation, suggesting more complex underlying mechanisms. This study also demonstrated that providing trainees with simple goal-setting advisement can facilitate realistic goal-setting. These findings highlight the important role of realistic goal-setting in enhancing videogame-based training effectiveness.     

Refining competitive electricity market rules to unlock flexibility

Competitive electricity markets are undergoing a rapid transformation from systems with large, inflexible baseload resources to ones with smaller, modular, variable resources. Making the grid more flexible is critical to enabling a smooth transition. A significant amount of unused flexibility exists in the system today, but harnessing it requires changes to market rules.     

Accuracy of Global Microirrigation Distribution Uniformity Estimates

Emitter pressures and flow rates were systematically and extensively sampled in one drip and one microspray field. The data distributions are presented. The accuracy of rapid (limited samples) evaluation pressure sampling procedures was found to be quite good if the pressure distribution was systematic, but erroneous if the pressure distribution throughout a field was random. A simple mathematical combination of two nonuniformity components (due to pressure differences, and other causes of flow variation) provided a better estimate of overall system distribution uniformity than more complex mathematics.     

The roles of task difficulty and prior videogame experience on performance and motivation in instructional videogames

Videogames are an increasingly popular instructional tool. This research investigated how various strategies for modifying task difficulty in instructional videogames impact learner performance and motivation. Further, the influence of prior videogame experience on these learning outcomes was examined, as well as the role prior experience played in determining the optimal approach for adjusting task difficulty. Participants completed a game-based training task under one of four task difficulty conditions: static, increasing, adaptive-low and adaptive-high. All participants completed an identical pre-training trial, 10 practice trials varying in difficulty level according to condition, and a final performance trial. Results demonstrate that learner performance and motivation significantly improved in all difficulty conditions. Further, prior videogame experience was found to significantly influence these learning outcomes and a three-way interaction was detected between performance, task difficulty condition, and experience. The results of this research provide information useful to instructional videogame developers and instructors utilizing videogames as instructional tools.     

Structure and electrical characteristics of silicon field emissionmicroelectronic devices

Field emission current was measured from arrays of wet chemically etched silicon cold-cathode diodes. Two types of cathode tips were measured both as-etched and after sharpening by low-temperature oxidation. The field enhancement increase resulting from tip sharpening is less than expected from simulation. The currents measured follow a Fowler-Nordheim characteristic and are temperature insensitive from 130 to 360 K. Turn-on voltage is near 4 V, a value much less than measured from most other field emission sources. With a 920-nm anode-cathode spacing, a minimum 0.2-μA current per cathode was found. Telegraph noise of about 1% at 20 V was observed. These sharpened silicon tips are a viable cold cathode for vacuum microelectronics and other electron device applications     

"Conscientiousness and reactions to psychological contract breach: A longitudinal field study": Correction to Orvis, Dudley, & Cortina (2008).

Reports an error in "Conscientiousness and reactions to psychological contract breach: A longitudinal field study" by Karin A. Orvis, Nicole M. Dudley and Jose M. Cortina (Journal of Applied Psychology, 2008[Sep], Vol 93[5], 1183-1193). Six correlations in Table 1 on page 1187 are incorrectly reported. A corrected table is presented in the erratum, with corrected values in bold. (The following abstract of the original article appeared in record 2008-12803-015.) The authors examined the role of employee conscientiousness as a moderator of the relationships between psychological contract breach and employee behavioral and attitudinal reactions to the breach. They collected data from 106 newly hired employees within the 1st month of employment (Time 1), 3 months later (Time 2), and 8 months after Time 1 (Time 3) to observe the progression through contract development, breach, and reaction. Results suggest that conscientiousness is a significant moderator for 4 of the 5 contract breach-employee reaction relationships examined (turnover intentions, organizational loyalty, job satisfaction, and 1 of 2 facets of job performance). Specifically, employees who were lower in conscientiousness had more negative reactions to perceived breach with respect to turnover intentions, organizational loyalty, and job satisfaction. In contrast, employees who were higher in conscientiousness reduced their job performance to a greater degree in response to contract breach. Future research directions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conscientiousness and reactions to psychological contract breach: A longitudinal field study.

[Correction Notice: An erratum for this article was reported in Vol 95(5) of Journal of Applied Psychology (see record 2010-18410-006). Six correlations in Table 1 on page 1187 are incorrectly reported. A corrected table is presented in the erratum, with corrected values in bold.] The authors examined the role of employee conscientiousness as a moderator of the relationships between psychological contract breach and employee behavioral and attitudinal reactions to the breach. They collected data from 106 newly hired employees within the 1st month of employment (Time 1), 3 months later (Time 2), and 8 months after Time 1 (Time 3) to observe the progression through contract development, breach, and reaction. Results suggest that conscientiousness is a significant moderator for 4 of the 5 contract breach-employee reaction relationships examined (turnover intentions, organizational loyalty, job satisfaction, and 1 of 2 facets of job performance). Specifically, employees who were lower in conscientiousness had more negative reactions to perceived breach with respect to turnover intentions, organizational loyalty, and job satisfaction. In contrast, employees who were higher in conscientiousness reduced their job performance to a greater degree in response to contract breach. Future research directions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Canal Seepage Reduction by Soil Compaction

Simple in situ vibratory soil compaction of earth lined canals was tested to determine the impact on seepage losses. Commercial equipment was used for vibratory compaction of long sections of five irrigation district earthen canals. Ponding tests were conducted before and after compaction. When the sides and bottoms of the canals were compacted, seepage reductions of about 90% were obtained; reductions of 16–31% were obtained when only sides were compacted.     

Power to the people: Using learner control to improve trainee reactions and learning in web-based instructional environments.

This experimental study investigated the mechanisms by which learner control influences learning in an e-learning environment. The authors hypothesized that learner control would enhance learning indirectly through its effect on trainee reactions and learner engagement (in particular, off-task attention), such that learners who were more satisfied with the training and devoted more cognitive resources toward the instructional content versus off-task thoughts would possess greater posttraining knowledge. The study also examined the role of individual differences (training motivation and goal orientation) in the prediction of these 2 mediating variables. A sample of 274 undergraduates completed an e-learning program, either with or without interactive, learner control tools. Results suggest that both training satisfaction and off-task attention predicted subsequent learning. Learner control had a positive impact on training satisfaction but was not related to off-task attention. The individual difference variables had a differential impact on the mediating variables. In particular, performance orientation was linked to off-task attention, whereas mastery orientation was found to indirectly influence satisfaction via its direct effect on training motivation. Implications for the design and further study of e-learning are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)