Number of co-authors:8
Number of publications with 3 favourite co-authors:Wayne L. Shebilske:2Catherine Connolly ..:1Wayle Shebilske:1
J. Wesley Regian's 3 most productive colleagues in number of publications:Barry P. Goettl:8Wayne L. Shebilske:3John D. Farquhar:2
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-- Paul Rand, 1997
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J. Wesley Regian
Current place of employment: Concurrent Technologies Corporation
Twenty-five years of experience in program management related to analysis, design and development of technology-based training systems and performance support systems for the federal government. Expert in all phases of the Instructional Systems Development process. Technical expertise includes the design and evaluation of web-based training and eLearning technologies, expert systems, distributed knowledge-based systems, and automated data fusion systems. Management expertise includes directing of over 50 programs, staff development, program budgeting and scheduling, product quality control, contract administration, and client interface. Marketing expertise includes development of new business opportunities, marketing plans, interpretation of solicitations, development of technical and cost proposals, and contract negotiation. AREAS OF EXPERIENCE • Knowledge Engineering, Knowledge Representation, and Knowledge Management • Knowledge-based Software, Semantic Webs, and Semantic Agents • Human Factors, Cognitive Modeling, and Applied Cognitive Science • Intelligent Tutoring Systems and Intelligent Computer Assisted Instruction • Virtual Reality, Simulation-based, and Other Advanced Training Technologies • Large Scale Human Performance Engineering and Distributed Performance Support
Publications by J. Wesley Regian (bibliography)
Goettl, Barry P., Kline, Kevin B. and Regian, J. Wesley (1994): Computers in the Training of Complex Tasks. In: Proceedings of the Human Factors and Ergonomics Society 38th Annual Meeting 1994. p. 1214.
The increasing power and speed of desktop computers makes automated instruction more feasible than ever before. Today, PC-based automated instructional systems can be utilized for training very complex tasks from attention demanding motor skills tasks that require rapid processing of multiple sources of information to complicated procedural tasks that impose high demands on memory. With this new technology comes the need to examine the applicability of well established instructional methods in the domain of the new generation of automated instructional systems. One challenge that these new systems pose is that many of the relevant theories and pedagogies are based on research utilizing relatively simple tasks. The objective of this symposium is to examine basic research issues relevant to automated instruction and training of complex tasks.
© All rights reserved Goettl et al. and/or Human Factors Society
Farquhar, John D. and Regian, J. Wesley (1994): The Type and Timing of Feedback within an Intelligent Console-Operations Tutor. In: Proceedings of the Human Factors and Ergonomics Society 38th Annual Meeting 1994. pp. 1225-1228.
Feedback has remained a useful construct through a shift from a behaviorist explanation of learning to a more cognitive understanding. Research in the use of feedback in education suggests that corrective feedback, or feedback that provides the correct answer, is more effective than feedback that simply indicates an error. However, contrary to an information-processing theory of learning, these studies generally find no efficacy for feedback of a more elaborative nature such as the use of additional explanatory information. The study described in this paper investigated the type and timing of feedback within an intelligent console-operations tutor. Results indicate that when immediate feedback is employed during the acquisition of console-operation skill, elaborative feedback yields greater accuracy of the skill over the use of corrective feedback.
© All rights reserved Farquhar and Regian and/or Human Factors Society
Gomez, Catherine Connolly, Shebilske, Wayle and Regian, J. Wesley (1994): The Effects of Training on Cognitive Capacity Demands for Synthetic Speech. In: Proceedings of the Human Factors and Ergonomics Society 38th Annual Meeting 1994. pp. 1229-1233.
Previous studies have revealed that the perception and comprehension of synthetic speech may be attributed to increased processing demands in short-term memory as reflected in serial-order and preload paradigm tasks. Additionally, it has been consistently shown that the perception of synthetic speech improves with moderate amounts of training. The present study was conducted to determine if the increased perceptual effects of training for synthetic speech can be attributed to a reduction of short-term memory load. Two groups of subjects were tested with synthetic speech using the same comprehension and high cognitive processing tasks before and after training. One group was trained with synthetic speech and the other group acted as the control, receiving no training between the pretest and post-test interval. Results reveal similar increases in comprehension based on previous synthetic speech studies for the trained group. Moreover, these results suggest that training on synthetic speech promotes better allocation of attentional resources which result in improved performance on working memory capacity measures.
© All rights reserved Gomez et al. and/or Human Factors Society
Shebilske, Wayne L., Jordan, Jeffrey A., Arthur, Jr. Winfred and Regian, J. Wesley (1993): Combining a Multiple Emphasis on Components Protocol with Small Group Protocols for Training Complex Skills. In: Proceedings of the Human Factors and Ergonomics Society 37th Annual Meeting 1993. pp. 1216-1220.
An Active Interlocked Modeling (AIM) Dyadic protocol for training complex skills, an AIM Tetradic protocol, and an Individual Control protocol were tested alone and in combination with a Multiple Emphasis on Components (MEC) protocol creating 6 conditions for training a complex computer game. We randomly assigned 120 paid subjects to the six conditions. Total game score improved over 10-1 hr sessions for all conditions. Improvement rate replicated advantages previously reported for AIM Dyad, AIM Tetrad, and MEC over the Individual Control. The AIM Dyad with MEC was better than either the AIM Dyad or the Individual with MEC. The AIM Tetrad with MEC was worse than either the AIM Tetrad or the Individual with MEC. Similar patterns occurred on retention, transfer, and resistance to secondary task interference. We discuss implications for acquiring and automatizing attention control strategies through observational learning.
© All rights reserved Shebilske et al. and/or Human Factors Society
Shebilske, Wayne L. and Regian, J. Wesley (1992): Video Games, Training, and Investigating Complex Skills. In: Proceedings of the Human Factors Society 36th Annual Meeting 1992. pp. 1296-1300.
We are utilizing Space Fortress in a basic research program that is designed to integrate cognitive and social learning theory in the development of group protocols for training complex skills. We present evidence that groups of 2, 3 and 4 can learn Space Fortress as well as 1 using 1/2, 1/3 and 1/4 the trainer time and resources respectively. We also present preliminary empirical steps towards individualizing training within groups according to individual differences in selective attention. We discuss implications for developing automated instruction that is designed for small groups rather than for individuals.
© All rights reserved Shebilske and Regian and/or Human Factors Society
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