Ekaterina Prasolova-Førland, Mikhail Fominykh, Ramin Darisiro, Anders I. Mørch, David Hansen: "Preparing for International Operations in a Cyberworld: a Norwegian Army Example," in Arjan Kuijper and Alexei Sourin ed. the 13th International Conference on Cyberworlds (CW), Yokohama, Japan, October 21–23, 2013, IEEE. http://dx.doi.org/10.1109/CW.2013.47

1. Preparing for International
Operations in a Cyberworld
a Norwegian Army Example
Ekaterina Prasolova-Førland and Mikhail Fominykh
Norwegian University of Science and Technology, Norway
Ramin Darisiro
Norwegian Armed Forces
Anders I. Mørch
University of Oslo, Norway
David Hansen
Centre for International and Strategic Analysis, Norway
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2. Motivation (1)
o
3D virtual worlds and game-based simulations are
to an increasing degree used for military training
–
o
o
Operational culture: understanding culture is a
basic component of operational planning,
training, and execution
Lack of systematic, research-based methods for
using game-based simulations in military training,
especially in the area of cultural awareness
–
2
demonstrating concepts and situations that are difficult, expensive
or unsafe to represent efficiently enough in a classroom setting
Few of the existing methods are published and systematized due to
security concerns or/and commercial interests

3. Motivation (2)
o
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“…the (US) Army lacks both experience in using
GBS (Game-Based Simulations) within a training
program as well as research-based training
methods for using GBS in training. In addition, the
use of GBS systems requires aids for scenario
development, training practices, and
performance measurement tools that do not
exist”.

4. Tactical Iraqi (Pashto, Dari, and Indonesian)
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Source: Johnson, 2009; Surface et al., 2007; www.alelo.com

5. First Person Cultural Trainer
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Source: Zielke, 2011; Zielke et al. 2010

6. Second Life: US Military islands
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7. Cultural Awareness in Military
Operations (CAMO): Project Goals
o
o
o
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create an inexpensive and
flexible simulation for
training cultural awareness
among military personnel
explore the advantages
and limitations of
cyberworlds in this context
create methodological
guidelines and tools for
developing 3D
educational simulations for
future use

8. Participants
o
Norwegian Armed Forces:
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–
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o
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Norwegian Defense University College (ADL)
Norwegian Army War Academy
Norwegian Defense Language and Intelligence School
Telemark Battalion
Norwegian Defense Media Center
Norwegian University of Science and
Technology (NTNU)
University of Oslo (UiO)

9. Theoretical and methodological
background
o
Theoretical basis
–
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o
Existing methodologies
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Situation Awareness theory (Endsley, 1995)
Naturalistic Decision Making approach (Klein, 2008; CairdDaley et al., 2009; Zsambok, 1997)
UK Human Factors Integration Defence Technology Centre
The Royal Netherlands Army/TNO Defense, Security &
Safety/Delft University of Technology

10. Scenario development for military
simulations
Source: Hartog, 2009
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11. Learning goals
o
T. Tactics: general tactics (in a concrete cultural
context), e.g. identifying threats based on the relevant
cues from the environment
o
G. Gender: interacting with women in tribal/clan
communities, e.g. how to act towards Afghan women
o
R. Religion: dealing with religious customs and
practices
o
S. Socializing: observing local customs, e.g. when
dealing with children, visiting a house
o
L. Language: basic language skills for simple tasks like
polite greeting, asking for directions, identifying
security threats; interactions between the interpreter,
the locals and the squad
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12. Example: learning sub-goals and
associated mini-scenarios
o
o
o
o
o
o
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Tactics T3. Securing an
area (village/house)
Religion R1. Correct
behavior during a prayer
Religion R2. Food during
Ramadan
Gender G1. Close contact
with local women
Social interaction S3.
Dealing with children
Language L1. Basic polite
phrases in local language

13. Example: Gender
o
Learning goal G1:
Close contact with
local women
–
–
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Cues: a local woman asks
for/needs (medical)
assistance
Appropriate reaction: a female soldier approaches the woman,
talks to her and provides necessary assistance
Typical/possible mistake: a male soldier approaches the woman,
talks to her and in the worst case touches her while attempting to
provide assistance
Typical response in case of mistake: the woman (other locals) gets
upset/hostile, further efforts are needed to resolve the situation

14. Mini-scenarios => story example
o
Scene 5. While passing by a house, the squad
observes a crying local woman, visibly injured
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Learning goals: G1. Close contact with local women + S5. Providing
medical assistance to local population + T1. Identifying possible
threats + T2. Interaction within the squad + L1. Basic polite phrases
in local language + L2. Interaction between the interpreter, the locals
and the squad
Cues to focus and reflect over
Responses and possible outcomes (”best/worst case”)
Instructions to the players + improvisation
Requirements for the virtual environment
Story = mission order + role definitions + ‘scenes’ + alternative
courses
REUSE!

15. Outline of the story
o
o
o
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o
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Scene 1: Entering the village and interacting with
local children
Scene 2: Approaching the local woman to inquire
about the whereabouts of the village chieftain
Scene 3: Looking for the mosque
Scene 4: Waiting outside and greet the chieftain
and his two men appearing from the mosque
Scene 5. Observing a crying woman, visibly injured,
providing appropriate medical assistance
Scene 6: Arriving at the chieftain’s compound
Scene 7: Discussing the security situation with the
chieftain

16. Virtual Afghan village:
Environment design
o
Focus
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o
Types of content
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General content for creating the context and atmosphere
Specific content for specific mini-scenarios
Phases
–
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Low cost
Short development time
Reusability
Design and search for the required content
Building and co-locating objects (reused in multiple places, copied,
and joined in different combinations)

17. CAMO evaluation
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18. Mission Order
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19. Evaluation results: an overview
o
Study settings
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Major outcomes
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14 cadets from Norwegian Army War Academy
8 students and teachers from Norwegian Defense Language
and Intelligence School
Pre- and posttests, interviews, observations
2 walk-throughs, 3 debriefs
Cadets positive to the use of 3D virtual worlds for training
cultural awareness
Learning outcomes related to the major topics in the scenarios
Learning from taking different perspectives, facing dilemmas,
and observing squad leader actions

20. Feedbacks from the participants
o
Advantages:
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Limitations/improvement suggestions:
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“I got very much out of it during a very short time”, “plenty of ahaexperiences”
“This (system) can provide several possibilities in a deployment
environment to increase understanding among troops preparing for
international operations”
Immersion in the role
User-friendly, motivating, and fun experience
Differentiation of scenarios and challenges according to the
different roles within the squad (active and peripheral participation)
Crowd simulation (important for identifying threats)
Limited selection of gestures and body language
Limited range for voice communication

21. Conclusions and future work
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Virtual worlds for cultural awareness training
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Flexible, inexpensive, suitable for distance education
Support for collaborative work and learning
Technological challenges
Further development of methodology
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Extension of existing learning goals and corresponding miniscenarios ‘database’
Adjustments for different destinations and different user
groups, both military and civilian, for example:
– Training of medical workers (military, Red Cross, etc)
– Training of humanitarian aid workers
– Both inside and outside Afghanistan
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22. Ongoing work
o
o
Enhancing virtual Afghan village with crowd
simulation to reflect various security situations
Crowd composition: size, gender
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Using methodology for creating scenarios for
surgical nurses training at St. Olav’s hospital in
Trondheim, Norway
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Empty village: might mean ambush
Many children and families: might be local festival, low threat
Predominantly young men present: might be Taliban in disguise
Predominantly women/elders present: men might be fighting with
Taliban elsewhere
Communicating with patients and colleagues prior to a surgery

23. Questions?
Feedbacks?
Ekaterina Prasolova-Førland
ekaterip@ntnu.no
Mikhail Fominykh
mikhail.fominykh@ntnu.no
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