UrbanSim: Training Adaptable Leaders In The Art Of Battle .
Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC) 2010UrbanSim: Training Adaptable Leaders in the Art of Battle CommandTimothy Wansbury1, John Hart1, Andrew S. Gordon2, and Jeff Wilkinson3U.S. Army Research, Development, and Engineering Command, Orlando, FL2University of Southern California, Institute for Creative Technologies, Los Angeles, CA3MYMIC, LLC, Orlando, FLtim.wansbury@us.army.mil, john.hartiii@us.army.mil,gordon@ict.usc.edu, jeff.wilkinson@mymic.net1ABSTRACTUrbanSim is a game-based learning solution that is designed to train leaders in the execution of the “Art of BattleCommand” in complex environments where counterinsurgency (COIN) and stability operations predominate. TheUrbanSim experience is divided into three components: a two-hour, self-paced, instruction module that providesstudents with basic knowledge on the doctrinal principles of COIN and Stability Operations, a game-based practiceenvironment, and an instructor-led After-Action-Review. Built initially to train new battalion commandersattending the U.S. Army School for Command Preparation at Ft. Leavenworth, KS, the UrbanSim LearningEnvironment has been used to effectively train Soldiers in multiple institutional and operational unit settings. Thetrainees range in rank from Private (E-1) to Lieutenant Colonel (O-5). The success achieved with the UrbanSimproject is attributable to three key factors. First, the tools were developed using proven instructional designprinciples. Second, the technologies were created using a spiral development process in close collaboration withtrainers. Third, the components of the UrbanSim Learning Environment have been employed by trainersexperienced in using game-based tools to effectively achieve specific training objectives.This paper describes the UrbanSim Learning Environment. It describes how UrbanSim was designed and developedemploying key design principles and lessons learned from previous efforts at creating effective, game-based trainingtools. It also describes multiple examples of how UrbanSim has been used to effectively train Lieutenant Colonelsat the battalion commanders’ Pre-Command Course, Majors at the Command and General Staff College, ArmyCaptains at the Maneuver Captains’ Career Course (CCC) and at the Military Police CCC, and commanders, staff,and Soldiers assigned to operational battalions in the Army. The paper concludes with a discussion of how and whyUrbanSim has been so successful in training Soldiers across such a wide spectrum, and how developers of futuretraining systems could benefit from the UrbanSim experience.ABOUT THE AUTHORSTimothy Wansbury is a project leader at the U.S. Army Research, Development and Engineering Command,Simulation and Training Technology Center.John Hart is a program manager at the U.S. Army Research, Development and Engineering Command, Simulationand Training Technology Center.Andrew S. Gordon is research scientist at the Institute for Creative Technologies at the University of SouthernCalifornia.Jeff Wilkinson is Chief Scientist and Chief Technology Officer at MYMIC LCC.2010 Paper No. 10318 Page 1 of 10
Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC) 2010UrbanSim: Training Adaptable Leaders in the Art of Battle CommandTimothy Wansbury1, John Hart1, Andrew S. Gordon2, and Jeff Wilkinson3U.S. Army Research, Development, and Engineering Command, Orlando, FL2University of Southern California, Institute for Creative Technologies, Los Angeles, CA3MYMIC, LLC, Orlando, FLtim.wansbury@us.army.mil, john.hartiii@us.army.mil,gordon@ict.usc.edu, jeff.wilkinson@mymic.net1INTRODUCTIONIn the past several years there has been a dramaticincrease in the use of computer game technology formilitary training. The reasons for this increase arenumerous, and rooted in the promise that computergame technology holds for rapidly customizable, costeffective training solutions that enable members of thearmed forces to practice complex skills in realisticvirtual environments. However, these game-basedtraining environments have employed only a handful ofgame play styles from specific video game genres.Most prominently, the action-adventure genre has beenused for practicing skills as diverse as small-unit tactics(Korris, 2004) and foreign language interaction(Johnson et al., 2004). In this genre, the player controlsthe real-time behavior of a single person interactingwith other people in visually realistic environments,viewed from either a first-person or third-personperspective. As a predictable consequence, the breadthof training objectives that have been addressed withcomputer game technologies has been narrow, focusingon tactical skills, rather than operational or strategicconsiderations.During the past five years, the U.S. Army has engagedthe research and development community to explore theapplicability of game-based technologies to a widerrange of training applications. Beginning in 2005, theU.S. Army began a significant research effort involvinga number of research organizations in a project knownas Learning with Adaptive Simulation and Training,Army Technology Objective (LAST ATO). This majorresearch effort had three overall objectives. The firstwas to determine how to best design, develop, and usegame-based training systems. The second goal was todevelop new tools, methods, and metrics to enabletraining developers to rapidly create or modifyscenarios in virtual simulations. The third goal was todevelop tools and methods for integratingrepresentative cultural behaviors and effects in virtualsimulations. As demonstration prototypes, three gamebased training systems were developed as part of theLAST ATO. First, the BILAT simulation set provided a2010 Paper No. 10318 Page 2 of 10game-based environment for practicing negotiationskills in a cultural context (Hill et al., 2006, Durlach etal, 2008). Second, the Distribution ManagementCognitive Trainer (DMCT) was a game-based trainingenvironment for practicing logistical planning andunderstanding the Army distribution managementprocess (Fisher, 2009). Third, UrbanSim was a gamebased training solution designed for commanders topractice the “Art of Battle Command” in complexcounterinsurgency and stability operations (McAlindenet al., 2008). Targeting the operational-level skills ofU.S. Army battalion commanders and their staffs,UrbanSim was designed with a game play style ofconstruction and management simulations and turnbased strategy games.This paper reviews the development of UrbanSim, andthen describes a series of pilot studies that wereconducted to evaluate UrbanSim's utility as a trainingtool for the U.S. Army. We describe pilot experimentsin institutional training environments as well as inoperational units. We then discuss the factors thatcontributed to the success of UrbanSim as a gamebased training aid.URBANSIMOver the last few years there has been a significantrevision of U.S. Army doctrine in support of and as areaction to the ongoing wars in Iraq and Afghanistan.An early hallmark of this change was the revisedCounterinsurgency field manual (FM 3-24) in 2006,which renewed the U.S. Army's interest in studying thecomplexities of full-spectrum operations. Although theU.S. Army's institutional training providers did notimmediately change the content of their instruction,gradual and persistent change has been seen in U.S.Army classrooms as trainers have grown to adapt to theneeds of the contemporary operating environment.Some of the changes in instruction have been relativelyeasy to make. For example, the skills associated withthe Military Decision Making Process (MDMP) that isa focus of Captains' Career Courses throughout the U.S.
Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC) 2010Army are equally relevant to counterinsurgencyoperations as they are to the high-intensity, force-onforce, kinetic wargaming, which was popular only afew years ago. Instructors needed only to change thescenarios in which these skills are exercised to ensurerelevance to today's conflicts. However, the computerbased simulation environments used in the past quicklybecame obsolete, leaving few opportunities for studentsto practice the execution phase of MDMP inrealistically complex, counterinsurgency and stabilityoperations. Trainees were left with many opportunitiesto prepare plans, but few opportunities to see how theseplans would play out. This was particularly problematicgiven the U.S. Army's expressed need to developadaptable leaders who can adjust course in the face ofchanging situations. One of the key examples of wherethis training deficiency was particularly evident was inthe Tactical Commanders’ Development Program(TCDP) in the US Army School for CommandPreparation (SCP), at Ft. Leavenworth, KS.The SCP saw an opportunity to rectify this training gapthrough the use of game-based technologies and turnedto the U.S. Army Research Development andEngineering Command, Simulation and TrainingTechnology Center (RDECOM STTC) and the Institutefor Creative Technologies (ICT) at the University ofSouthern California to develop a prototype trainingsolution. The research task was to develop a prototypetraining application that could serve as a low-overheadsimulation for practicing the art of battle command in acomplex environment where counterinsurgency andstability operations predominate.To pursue this objective, the research team adhered to adesign model for training development known asGuided Experiential Learning. In this section, wemotivate the use of this model and review itsapplication to UrbanSim learning objectives, thendescribe an iterative development process fordeveloping the UrbanSim software.Learning ObjectivesConsiderations of effective methods for skill acquisitionhave a rich and contentious history within theeducational research community. Debates overtheoretical issues are particularly relevant to developersof game-based training applications because of theinfluence that they have on the early design of the userexperience. One particularly contentious, but relevant,theoretical debate has been fought over the impact ofinstructional guidance during teaching; how muchshould the learner be guided toward executing skills inthe correct way, and how much should these skills bediscovered through trial and error (Kirschner et al.,2010 Paper No. 10318 Page 3 of 102006). As important as the empirical evidence is insupport of these approaches are the practicalconsiderations of designing effective training materialsbased on each of these theoretical considerations. Clark(2008) proposed Guided Experiential Learning (GEL)as an evidence-supported theoretical framework that ispaired with a practical approach to trainingdevelopment. The GEL model strongly favors theguided approach to instruction, and selectively picks thebest aspects of previous educational design models toprovide guidelines for training developers (Merrill,2002; Clark, 2008). The GEL model is both a processfor designing training to be delivered on any mediaplatform, and a set of specific procedures forcompleting and testing each stage in the design anddevelopment process.The GEL model begins with the identification of atarget skill set and a set of subject matter experts withrecognized competency in those skills. For theUrbanSim project, we partnered closely with the SCP atFt. Leavenworth, Kansas. We adopted the target skillset of the TCDP, a pre-command course for lieutenantcolonels preparing for new assignments as U.S. Armybattalion commanders.While this course introduces a philosophy of the art ofbattle command that is unique to the School forCommand Preparation, this material is strongly rootedin U.S. Army doctrine as defined in field manuals.UrbanSim was developed during a period of significantchange in U.S. Army doctrine, and drew heavily fromfield manuals that the U.S. Army revised during thecourse of the project, especially Full SpectrumOperations (FM 3-0), Counterinsurgency (FM 3-24),Stability Operations (FM 3-07), Information Operations(FM 3-13), Tactics in Counterinsurgency (FM 3-24.2),Intelligence Preparation of the Battlefield (FM 34-130),and Training the Force (FM 7-0).A key component of the GEL model is the use of aCognitive Task Analysis (CTA) (Clark et al., 2008) as ameans of identifying how expert practitioners performthe skills that are to be learned, or colloquially "whatright looks like." A CTA involves numerous interviewswith subject matter experts and iterative revisions ofskill definition documents. With the assistance of theSchool for Command Preparation, and with additionalhelp from instructors of the Directorate ofCounterinsurgency and Cultural Influence at Ft. Riley,KS, we identified subject matter experts for UrbanSim'sCognitive Task Analysis. Seven former battalioncommanders were interviewed for the initial iteration ofanalyses, which were subsequently reviewed by threeadditional former commanders recognized for their
Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC) 2010command abilities in counterinsurgency and stabilityoperations.As a result of this Cognitive Task Analysis, thefollowing five learning objectives were identified forthe UrbanSim Learning Experience.1.2.3.4.5.Demonstrate the difficulties associated withachieving and maintaining situational awarenessand situational understanding in a ronment;Demonstrate the essential need for commanders tobalance a wide range of direct actions (lethal andnon-lethal) in this type of operating environment;Show commanders the importance of being able toanticipate second- and third-order effects ofdecisions, and the need for commanders toconsider those effects in the planning process;Emphasize the key doctrinal principles of “Clear,Hold, Build;”Expose commanders to many of the tools andmethods used by successful commanders to assessprogress in a COIN environment over time.Additionally, this CTA identified five topics that werecritical in conducting successful counterinsurgency andstability operations. These topics became the focus ofthe design of the simulation software.1.2.3.4.5.Securing the populationEnabling the Host Nation (HN) governmentGathering intelligence effectivelyConducting information operationsCoordinating Lines of Effort (LOE)The CTA was a critical step in the overall designprocess for the practice environment. Self describedlessons learned by the battalion commanders who wereinterviewed combined with the many “stories” whichdescribed real life experiences contributed greatly to thedesign of a series of events incorporated into theUrbanSim exercises. These complex stories provide arich realistic training experience for students at alllevels.UrbanSim Practice EnvironmentWith these learning objectives, we began an iterativedesign and development process to create trainingmaterials for this skill set. These training materials werecreated in close collaboration with instructors andcourse developers at the SCP, which afforded aninvaluable opportunity to get immediate feedback frominstructors and students during each stage of thedevelopment process.2010 Paper No. 10318 Page 4 of 10The main product of the UrbanSim project is a gamebased environment for practicing the art of battlecommand in a complex urban environment. Thispractice environment recalls the design of turn-basedstrategy games, as well as the classic city-managementgame, SimCity, release by Maxis Software in 1989. Inthis practice environment, the trainee takes on the roleof a battalion commander, directing the action ofsubordinate companies, civil affairs units, and quickreaction forces by managing fragmentary orders in theform of a battalion synchronization matrix.The practice environment is supported by a printedBackground Reader ("Road to War"), which providesintelligence details about each scenario. This readerincludes the general history of the area, a timeline ofrecent key events, an overview of forces and keyleaders in the area, a discussion of the terrain, thebrigade commander's Operation Order, the brigadecommander's Statement of Commander’s Intent, Linesof Effort, and Commander's Critical InformationRequirements. This background reader providessufficient information to support an abbreviated missionanalysis.The normal sequence of actions in an UrbanSimexercise is for trainees to first review the backgroundreader followed by the development of four keyplanning products –a Statement of Commander's Intent,a prioritization of Lines of Effort with definedmilestones and end-states, a list of Commander'sCritical Information Requirements (CCIRs), and a listof Measures of Effectiveness (MOEs). Each of theseproducts are entered into the practice environment bythe trainee at the beginning of each practice session,and are used by the software to develop an initial courseof action as well as customize the presentation ofinformation to the trainee based on their mission plan.The first scenario developed for the practiceenvironment is set in the fictional Iraqi city of AlHamra', based very loosely on the conditions seen in2006 and 2007 in the northern Iraqi city of Tal Afar.This scenario includes ethnic and religious rivalriesamong the population, several active insurgent groups,a difficult political environment, and a devastated civilinfrastructure. This scenario and its variants were usedin each of the pilot experiments described in this paper.The practice environment includes a number of keyresearch technologies that make it unique. First, theunderlying simulation engine for the behavior of nonplayer individuals and groups is computed using adecision-theoretic process, where these computer drivenindividuals and groups identify actions during each turnthat maximizes their expected utility given the current
Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC) 2010state of the simulation. This behavior engine, calledPsychSim, has been used in other applications thatemploy alternative methods of calculating the utilityfunction (Pynadath & Marsella, 2005). The use ofPsychSim in UrbanSim was motivated in part by theavailability of PsychSim authoring tools for definingcomplex socio-cultural models.The primer consists of eight video-based lessonsproviding students with the minimum exposure to thekey principles of COIN and stability operationsrequired in order to effectively participate in theUrbanSim practice environment exercise.Second, UrbanSim includes a mechanism for injectingrealistic story content directly into the underlyingsimulation using a dedicated story engine. To create astory engine, we began by conducting a series of storycollection interviews with several former U.S. Armybattalion commanders, using a set of interviewtechniques developed to support the authoring of storybased learning environments (Gordon, 2009). Dozensof these real world stories, largely based on experiencesin Iraq and Afghanistan, were then encoded as chains ofstimulus-response rules and integrated into thesimulation engine. During each turn in the simulation,these rules check the state of the simulation todetermine if the conditions are right for the interjectionof specific story content. If the conditions are right, thestory engine modifies the state of the simulationaccordingly. For example, a real world story about afriendly-fire killing of an Iraqi police officer is used toauthor an analogous event in the Al-Hamra' scenario,which fires when the conditions of the simulation areanalogous to those observed in the real world case.The third component of the UrbanSim LearningExperience is the emphasis placed on instructorfacilitated discussions at multiple stages of the overallexercise. An instructor is responsible for setting up theframework for the overall exercise recognizing thestrengths and weaknesses of students who willparticipate in the training. Instructors typically requirestudents to brief the status of their operation at threetimes during game play – upon completion of themission analysis phase of the exercise; during a “BattleUpdate Briefing” (BUB) which is conducted halfwaythrough the game exercise; and during the AfterAction-Review. In all three cases, a well facilitateddiscussion highlights success and challenges duringgame play and allows the instructors to link gameactivities to key instructional goals and objectives.Third, the practice environment includes a set ofresearch technologies that guide trainees toward theproper execution of the skills they are practicing, inaccordance with the GEL model. Many of thesetechnologies are realized as interactions between theuser and two "virtual staff members," namely virtualintelligence (S2) and operations (S3) officers. Thesevirtual staff members will proactively offer advice tostudents according to a programmed intelligent tutoringstrategy. Additionally, they provide feedback throughdeep causal explanations of changes in Lines of Effort,explaining how the actions of the player and of the nonplayer characters contributed to an increase or decreasein the mission metrics of success.UrbanSim PrimerThe second component of the UrbanSim project is amultimedia primer on the core concepts and principlesof counterinsurgency and stability operations. Theprimer consists of a series of video-based lessons and isembedded in a software-based media player thatenables trainees to view lessons and navigate throughconcept definitions and other supplementaryinformation.2010 Paper No. 10318 Page 5 of 10Instructor-Facilitated DiscussionPILOT STUDIES AT TRADOC INSTITUTIONSOur collaborators at the School for CommandPreparation provided a unique opportunity for us toreceive feedback on the utility of UrbanSim throughoutthe development process. Instructors were willing totest early versions with students in their classrooms anddevelop teaching methods that capitalized on thesoftware's strengths, thus providing us with extensivecomments and recommendations which helped to guidethe software engineering process. This iterative designand-test cycle continued over the course of one year. Bythe end of that year these instructors had greatly shapedthe end-product ensuring that UrbanSim specificallymet their training needs. The system was subsequentlyincorporated into the formal program of instruction atthe SCP.Following our successes with employing UrbanSim atSCP, we began to investigate the use of the toolsetacross a wide range of institutional settings throughoutthe U.S. Army Training and Doctrine Command(TRADOC). To investigate this broader utility, wesought out instructors and course developers whowould be willing to conduct pilot exercises with theirstudents.The Command and General Staff College (CGSC) wasan obvious candidate. Co-located with the School forCommand Preparation at Ft. Leavenworth, CGSC hadclose access to technical and instructional expertise on
Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC) 2010the use of UrbanSim software. The training audience,U.S. Army majors in the Intermediate-Level Educationprogram, was close in rank and experience to theLieutenant Colonels who had been using UrbanSim. Aswell, CGSC had an ideal course for this content: theXO/S3 Elective Course for future battalion and brigadestaff officers.Based on the successful methods used by the School forCommand Preparation, we designed a course ofinstruction for the XO/S3 Elective Course at CGSCconsisting of roughly 16 hours of classroom time. Thisdesign, which became the model for UrbanSim use inall of our subsequent pilot exercises, was divided intofour, four-hour blocks that could be executed over twoto four days. This design is as follows:1. Primer & background reader: Students use theUrbanSim primer to familiarize themselves with keydoctrinal concepts of counterinsurgency and stabilityoperations. They are divided into two-person teams tostudy the UrbanSim background reader for the chosenscenario. These teams each develop a set of battalionlevel products, including a Statement of Commander'sIntent, CCIRs, Lines of Effort, and Measures ofEffectiveness.2. Briefing the products & knobology demo: The twoperson teams brief their battalion-level products to thecourse instructor, who leads a whole-class discussion ofthe pros and cons of each approach. Students are thenintroduced to the UrbanSim practice environment usingmethods developed from many lessons learned in priorexperiences using other game-based tools to trainSoldiers. User interface functionality of the system isdemonstrated, and then the two-person teams eachexecute two or three turns of a practice scenario tofamiliarize themselves with the software.3. First simulation exercise: The two-person teamsenter their battalion-level products into the UrbanSimpractice environment, and play through all 15 turns ofthe first scenario. At the halfway mark, the instructorcalls an administrative halt and leads a "Battle UpdateBriefing," where each team briefs the instructor on theiroperational strategy, the adjustments that they havemade, and the additional battalion resources that theycould use. An After-Action Review (AAR) isconducted at the end of the exercise supported by avariety of performance data and graphs generated bythe UrbanSim practice environment.4. Second simulation exercise: An additional 15-turnexercise is run with a variation of the scenario. Terrainand other starting conditions remained the same,allowing for the reuse of the battalion-level products,2010 Paper No. 10318 Page 6 of 10but the significant activitiesgenerated by the simulation areafter-action review topics arediscussion and assessment ofcourse experience.and situation reportsall different. The finalbroadened to enablethe whole UrbanSimThe course director and instructors of CGSC's XO/S3Elective Course has conducted two successfulUrbanSim exercises and has integrated UrbanSim intothe course for future classes. This success at CGSCencouraged us to explore the utility of UrbanSim to thetraining of officers at even lower echelons of command.We sought out instructors and course developers atCaptains' Career Courses at different TRADOCinstitutions to conduct a series of pilot exercises withU.S. Army captains. Beginning in 2010, we conductedthree pilot exercises at the Maneuver Captains' CareerCourses (MCCC) at Ft. Benning and Ft. Knox, and theMilitary Police Captains' Career Course (MPCCC) atFt. Leonard Wood.One concern during these three pilot exercises was thatthe content of instruction may not be at an appropriatelevel for the training audience. Critical to addressingthese concerns was a discussion with instructors at eachschool focused on validating the underlying learningobjectives for UrbanSim. Although the students are nottraining to be battalion commanders, the question waswhether there was value in having the students "walk amile in the commander's shoes" by assuming the role ofa battalion commander for the purpose of this exercise.In each case, the instructors agreed that the learningobjectives were appropriate for the students in theirclassrooms.In order to obtain feedback from the students whoparticipated in the training, we administered anattitudinal survey to each of the students whoparticipated in these pilot exercises, and received back35 completed surveys. Questions on this attitudinalsurvey were selected based on UrbanSim's originallearning objectives. Table 1 presents the survey results,combining all of the completed surveys from each ofthe three Captains' Career Courses. In total, 88% ofthese captains agreed or strongly agreed with positivestatements regarding UrbanSim's use as a training toolfor counterinsurgency operations.Anecdotally, we found that captains were generallymore comfortable with game-based technologies thanhigher-ranking officers who have used UrbanSim, butsomewhat less successful in advancing their specificmission objectives in each of the UrbanSim scenarios.A full evaluation of training effectiveness and acomparative analysis of content appropriateness is thesubject of a follow-on research effort which will be
Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC) 2010conducted by the RDECOM STTC and the ArmyResearch Institute.PILOT STUDIES WITH OPERATIONAL UNITSOur experiences in TRADOC classrooms encouragedus to consider the applicability of UrbanSim tooperational units. After seeing the applicability of thecontent to both junior and senior officers, we began tolook for opportunities to use UrbanSim as a trainingtool for battalion staffs. In particular, we sought outcommanders of battalions with newly constituted staffelements in need of pre-deployment training incounterinsurgency and stability operations. Weconducted a series of pilot studies in 2010 with twooperational battalions preparing for deployment, abattalion at Ft. Hood and a National Guard battalion.In addition to the five original training objectives, thesetwo commanders believed that UrbanSim would behelpful as well in improving staff coordination andfamiliarizing their newly constituted staffs with thestyles and approaches of each other. These staffdevelopment training objectives led us to modify thecourse of instruction that we had used in TRADOCclassrooms to better suit the needs of these battalions.Primarily, these modifications concerned thecomposition of the teams who developed the battalionlevel products and collaboratively executed these plansin the scenarios. Three variants used in these pilotexercises are as follows:1. Staff Element Exercise: Two and three-person teamswere created by dividing the battalion staff withoutregard for their formal staff element roles (e.g.,personnel (S1) intelligence (S2), operational (S3), etc.)Instead, the battalion commanders selected teams basedon the desire to have teams that matched moreexperienced personnel with less experienced an
Operations (FM 3-0), Counterinsurgency (FM 3-24), Stability Operations (FM 3-07), Information Operations (FM 3-13), Tactics in Counterinsurgency (FM 3-24.2), Intelligence Preparation of the Battlefield (FM 34-130), and Training the Force (FM 7
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