Najjar, L. J., Ockerman, J. J., & Thompson, J. C. (1997). Using a wearable computer for mobile training and performance support. In T. Muldner & T. C. Reeves (Eds.), Educational Multimedia/Hypermedia and Telecommunications, 1997 (p. 1461). Charlottesville, VA: Association for the Advancement of Computing in Education.

Using a Wearable Computer for Mobile Training and Performance Support

Lawrence J. Najjar
Multimedia in Manufacturing Education Laboratory
Georgia Tech Research Institute
GTRI/EOEML/MARC Room 335
Atlanta, GA 30332-0823 USA
gt4708d@prism.gatech.edu
Jennifer J. Ockerman
Multimedia in Manufacturing Education Laboratory
jojo@chmsr.gatech.edu

J. Christopher Thompson
Multimedia in Manufacturing Education Laboratory
chris.thompson@gtri.gatech.edu

For training to be effective, it should be consistent with several challenging guidelines. These guidelines include:

• Give training when the learner needs it.
• Give training where (physically) the learner needs it.
• Train the learner on only the information that the learner needs.
• Allow the learner to control the training.
• Use the medium (e.g., text, audio, drawings, video) that most effectively communicates the information being learned.
• Emphasize performance rather than knowledge.
• Shorten the time between learning and application.

We combined a wearable computer and an electronic performance support system (EPSS) to give mobile users the training and task support they need, when they need it, where they need it, under the users' control. Our system also eliminates the gap between learning and applying skills. The computer includes a head-mounted display, earphone, microphone, wireless network, batteries, and voice-recognition software. The EPSS includes helpful multimedia information.

Here is the longer version of this paper from the "ED-MEDIA & ED-TELECOM 1997" CD-ROM.

Najjar, L. J., Ockerman, J. J., & Thompson, J. C. (1997). Using a wearable computer for mobile training and performance support. ED-MEDIA & ED-TELECOM 1997 CD-ROM. Charlottesville, VA: Association for the Advancement of Computing in Education.

Using a Wearable Computer for Mobile Training and Performance Support

Lawrence J. Najjar
Multimedia in Manufacturing Education Laboratory
Georgia Tech Research Institute
GTRI/EOEML/MARC Room 335
Atlanta, GA 30332-0823 USA

Jennifer J. Ockerman
Multimedia in Manufacturing Education Laboratory
jojo@chmsr.gatech.edu

J. Christopher Thompson
Multimedia in Manufacturing Education Laboratory
chris.thompson@gtri.gatech.edu

Problem

For training to be effective, it should be consistent with several challenging guidelines. These guidelines include:

• Give training when the learner needs it.
• Give training where (physically) the learner needs it.
• Train the learner on only the information that the learner needs.
• Allow the learner to control the training.
• Use the medium (e.g., text, audio, drawings, video) that most effectively communicates the information being learned.
• Emphasize performance rather than knowledge.
• Shorten the time between learning and application.

Solution

Our team met these challenging guidelines by combining two new technologies.

Wearable Computer

The first new technology is a custom-designed wearable computer. [Fig. 1] shows a front view of our wearable computer. The wearable computer uses an Intel 486 chip running at 75 MHz with 16 MB of RAM, a credit card-sized motherboard, and a 500 MB hard drive. The computer includes a 256-color, 1,024 pixel by 768 pixel video controller, 16 bit sound, and a wireless network. To power the computer, we developed easy-to-replace, rechargeable, nickel metal hydride battery packs. The computer currently runs the Windows 95 operating system.

The user enters and receives information from the computer using a combination microphone/earphone and a head-mounted, monochrome, 640 x 480 pixel, liquid crystal display. The user utilizes speaker-dependent voice recognition as the primary way to control the computer. The computer sits in a light, water-resistant, waist pack. Including all components, our wearable computer system weighs about 2.4 kg (5.3 pounds).

Our wearable computer provides many advantages for helping a user to perform tasks. For example, the

• See-through display allows the user to work while looking at text, drawings, and video
• Earphone allows the user to hear explanatory audio narration while looking at information on the display
• Miniature microphone, voice recognition software, and our applications allow the user to control the computer via voice so the user's hands are free for other tasks
• Computer allows the information designer to use the best medium (e.g., text, graphics, video, sound) to communicate information to the user
• Batteries, computer, wireless network, and head-mounted display allow the user to be mobile, getting information when and where the user needs it
• Batteries allow the user to work between four and eight hours at a time without replacing the batteries.

Figure 1. Front and back views of wearable computer components.

Electronic Performance Support System (EPSS)

The second new technology is a new concept in training called an EPSS [Gery 1991] [Gery 1995]. Traditional training systems train the learner before the learner performs the task. An EPSS trains the learner while the learner performs the task. To do this, an EPSS uses specialized software that integrates information, tools, and methodologies to help a user perform a specific task. An EPSS provides this relevant, just-in-time information when the user needs it and when the user asks for it. This information can include:

• Just-in-time, task-specific training
• Expert advice about a job task
• Reference information about a job task or closely related set of tasks
• Application help functions
• Automated tools for task performance.

We developed a simple, demonstration EPSS for origami [Najjar, Ockerman, Thompson, & Treanor 1966]. The EPSS teaches users how to fold a paper jumping frog. We organized the training information in the origami EPSS into the following intuitive categories:

• A brief description of the training goal
• The steps to follow to meet the goal
• A tool that helps the user correct his or her work
• An on-line library of background information.

[Fig. 2] shows the main menu of our origami EPSS.

Figure 2. Main menu of origami EPSS.

Applications

We are also applying the wearable computer and EPSS to improve employee performance in a food processing plant [Najjar, Thompson, & Ockerman 1977] [Ockerman, Najjar, & Thompson 1996] [Ockerman, Najjar, Thompson, Atkinson, & Treanor 1996]. The first application will teach an environmental manager how to perform a water reduction audit. The second application will help quality assurance workers to measure the temperature of meat samples.

Future plans

In the future, we plan to continue to refine our hardware and software. For example, we recently began the process of integrating a commercially-available wearable computer into our system. We also want to explore other training and support applications that may benefit from providing a wearable computer to the worker. We believe, for example, that a wearable computer and multimedia applications will help maintenance workers perform diagnostic and repair tasks. With the addition of a digital camera and collaborative software, the system may also help people to work together simultaneously from remote locations.

Summary

Our wearable computer and EPSS give mobile users the training and task support they need, when they need it, where they need it, under the users' control. Our system also eliminates the gap between learning and applying skills.

These new technologies are most effective when:

• The user needs to learn how to perform specific tasks (as opposed to facts or general concepts).
• The user performs the tasks infrequently.
• The user must be mobile to perform the tasks.
• The user's hands must be available to perform the tasks.
• The user needs to send and receive information.
• Multiple media (e.g., text, drawings, video, sound) make it easier to communicate the information to the user.

For more information, please see our World Wide Web page at http://mime1.marc.gatech.edu/EPSS.

References

[Gery 1991] Gery, G. J. (1991). Electronic performance support systems. Boston, MA: Weingarten.

[Gery 1995] Gery, G. (Ed.). (1995). Electronic performance support systems [Special issue]. Performance Improvement Quarterly 8(1). Available World Wide Web: http://www.cet.fsu.edu/sy2000/PIQ/PIQContents.html

[Najjar, Ockerman, Thompson, & Treanor 1996] Najjar, L. J., Ockerman, J. J., Thompson, J. C., & Treanor, C. J. (1996). Building a demonstration multimedia electronic performance support system. In P. Carlson & F. Makedon (Eds.), Educational Multimedia and Hypermedia 1996 (p. 794). Boston, MA: Association for the Advancement of Computing in Education. Available World Wide Web: http://mime1.marc.gatech. edu/mime/papers/edmedia1l.html

[Najjar, Thompson, & Ockerman 1997] Najjar, L. J., Thompson, J. C., & Ockerman, J. J. (1977, March). Using a wearable computer to improve the performance of quality assurance inspectors in a food processing plant. Paper presented at the CHI'97 Workshop on Wearable Computers, Atlanta, GA. Available World Wide Web: http://mime1.marc.gatech.edu/mime/papers/CHI97_position_paper.html

[Ockerman, Najjar, & Thompson 1996] Ockerman, J. J., Najjar, L. J., & Thompson, J. C. (1996). Factory automation support technology (FAST). In D. Adelson & E. Domeshek (Eds.) International Conference on the Learning Sciences, 1996 (p. 567). Charlottesville, VA: Association for the Advancement of Computing in Education. Available World Wide Web: http://mime1.marc.gatech.edu/mime/papers/icls96.html.

[Ockerman, Najjar, Thompson, Atkinson, & Treanor 1996] Ockerman, J. J., Najjar, L. J., Thompson, J. C., Atkinson, F. D., and Treanor, C. J. (1996). FAST: A research paradigm for educational performance support systems. In P. Carlson & F. Makedon (Eds.), Educational Multimedia and Hypermedia 1996 (pp. 545-550). Boston, MA: Association for the Advancement of Computing in Education. Available World Wide Web: http://mime1.marc.gatech.edu/mime/papers/edmedia2.html

Acknowledgments

This work was funded by the state of Georgia as part of the Agricultural Technology Research Program at the Georgia Tech Research Institute. We are grateful to Cagle Foods in Camilla, Georgia for their generous assistance.