Situated cognitive engineering: the requirements and design of directed scenario-based training Marieke Peeters1,2,4, Karel van den Bosch2, John-Jules Ch. Meyer1,2, and

Abstract. The development of adaptive virtual learning environments as an educative tool is promising. In this paper we use the situated cogni-tive engineering method to analyze the operational demands, theoretical foundations and technological opportunities for the design of a Direc-tor Agent (DA). A DA uses its knowledge about the virtual world, the trainee, the task domain, and the scenario to intervene in the course of events during the training scenario. The goal of these interventions is to achieve and maintain effectiveness and efficiency of training. A task domain and support analysis is conducted to specify the requirements of a director agent, subsequently, a design architecture that meets these requirements is proposed together with possibilities for future validation