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II. BACKGROUND

A. INTRODUCTION

In 2010, Ben Brown conducted an in-depth review of simulation-training

lineage, which he traced back to the very earliest versions of “serious games”.

Examples of these early simulations include chess, Wei Ch’I, and Chaturanga.

Brown’s discussion establishes the storied history of the relationship between

simulations and military training (Brown, 2010). Since those days of yore the

fidelity and range of applications of military simulation have improved and there is

a direct link between these improvements and technology. Today’s technology

makes it possible to train in a fully immersive virtual environment. The range,

depth, and application of current military training simulations vary greatly. The

background information contained in this thesis is limited to the investigation of

simulation-training systems and technology specifically for the purpose of

conducting call for fire procedural training.

B. CALL FOR FIRE PROCEDURE TRAINERS TIMELINE

By its nature CFF training in a live fire environment is costly in terms of

manpower, coordination and funding. CFF training simulation is needed to offset

some of the constraints associated with live fire training. By using simulation

Marines are able to train when resources are restricted.

Current and past CFF procedural training simulations fall into three broad

categories: outdoor simulated firing ranges, indoor permanently fixed classroom

facilities, and portable/deployable configurations. Each of these groups has

distinct advantages and disadvantages.

Outdoor simulated firing ranges provide a robust experience that mimics

the challenges of actual live fire; their primary disadvantage is that they are

resource intensive. Indoor permanently fixed classroom facilities leverage

dedicated computer resources and space to create fully integrated scenarios;

however the facilities require coordination, scheduling, and reoccurring

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Asus W2W-A1 Betriebsanweisung Seite 32