In this era of strategic competition, U.S. military strategic effects are not just about munitions striking targets; they are about ensuring publics are informed in an accurate and timely manner. In a hostile environment, non-kinetic strategic effects could exceed the importance of kinetic operations. For this reason, U.S. Air Force Public Affairs needs to invest in the training of its spokespersons, or those deemed to communicate Air Force key messages, control the narrative, and answer questions from the press. Public Affairs professionals are focused on credibility and transparency, informing key audiences about military operations, and undermining adversarial propaganda. To maximize the benefits of the pedagogy used by Public Affairs professionals to train spokespersons to engage with media effectively, it is necessary to consider the learner's skill set to determine the level of realism of the task presented. This paper proposes a framework for instructional design which integrates real-play through the lens of flow theory for the purpose of considering the learner's skill set to determine the level of realism of the task presented in Public Affairs media training. This framework should assist leaders in identifying real-play scenarios that increase the student’s challenge at the appropriate time, thus putting them in an optimal state of flow and increasing Air Force spokespersons’ performance.
Keywords
AUGMENTED AND VIRTUAL REALITY (AR/VR),AVATAR,EDUCATION,HUMAN PERFORMANCE,IMMERSIVE,MILITARY LEARNING,MIXED REALITY,SCENARIOS
Additional Keywords