Environmental learning in a virtual environment: Do gender, spatial self-efficacy, and visuospatial abilities matter?

2021 ◽  
Vol 78 ◽  
pp. 101704
Author(s):  
Laura Miola ◽  
Chiara Meneghetti ◽  
Enrico Toffalini ◽  
Francesca Pazzaglia
Keyword(s):  
Virtual Environment ◽  
Self Efficacy ◽  
Environmental Learning ◽  
Visuospatial Abilities

The role of working memory components and visuospatial abilities in route learning within a virtual environment

2013 ◽  
Vol 25 (1) ◽  
pp. 38-50 ◽  
Author(s):  
Doriane Gras ◽  
Valérie Gyselinck ◽  
Maiwen Perrussel ◽  
Eric Orriols ◽  
Pascale Piolino
Keyword(s):  
Working Memory ◽  
Virtual Environment ◽  
Route Learning ◽  
Visuospatial Abilities

Investigating the Mediating Role of Affective Commitment in a Computer Supported Collaborative Learning Environment

2014 ◽  
Vol 4 (1) ◽  
pp. 62-71
Author(s):  
Ming-Hui Wen ◽  
Jen-Wei Chang ◽  
Chun-Chia Lee ◽  
Hung-Yu Wei
Keyword(s):  
Social Support ◽  
Collaborative Learning ◽  
Virtual Environment ◽  
Self Efficacy ◽  
Online Community ◽  
Mediating Role ◽  
Emotional Social Support ◽  
Community Commitment ◽  
Individual Commitment

Because of the evolution of community supported collaborative learning (CSCL), the online community has become a necessary aspect of most companies and organizations. Previous research has indicated that employee community commitment is the fundamental function of an organization, which has proven to affect a person's teamwork performance. However, research focused on how the online community-supported collaborative virtual environment, such as enterprise social network (e.g., Yammer) or virtual working space (e.g., SUN's Wonderland) might alter community commitment to affect a person's teamwork self-efficacy is scant. The authors examine the mediating role of community commitment with emotional social support as an independent variable and teamwork performance as an output variable. World of Warcraft (WOW), a dynamic high-fidelity virtual environment that can support hundreds to thousands of people collaborating together, serves as the research platform in this study.The authors conducted hierarchical regression analysis to explore the causal-effect relationship among the factors of emotional social support, community commitment, and teamwork self-efficacy. In total, 558 current company employees selected from WOW participated in an online survey. The authors' findings showed that individual commitment positively influences teamwork self-efficacy. To increase individual commitment, the online community can provide a high level of emotional social support to members.

scholarly journals A multi-user virtual environment to support students' self-efficacy and interest in science: A latent growth model analysis

2016 ◽  
Vol 41 ◽  
pp. 11-22 ◽  
Author(s):  
Jason A. Chen ◽  
M. Shane Tutwiler ◽  
Shari J. Metcalf ◽  
Amy Kamarainen ◽  
Tina Grotzer ◽  
...  
Keyword(s):  
Virtual Environment ◽  
Growth Model ◽  
Self Efficacy ◽  
Model Analysis ◽  
Latent Growth Model ◽  
Latent Growth ◽  
Interest In Science ◽  
Support Students

scholarly journals Spatial Learning in a Virtual Environment: The Role of Self-Efficacy Feedback and Individual Visuospatial Factors

2021 ◽  
Vol 11 (9) ◽  
pp. 1185
Author(s):  
Laura Miola ◽  
Veronica Muffato ◽  
Chiara Meneghetti ◽  
Francesca Pazzaglia
Keyword(s):  
Positive Feedback ◽  
Self Efficacy ◽  
Recall Performance ◽  
Experimental Manipulation ◽  
Individual Characteristics ◽  
Learning Performance ◽  
Environmental Learning ◽  
Subsequent Recall ◽  
Visuospatial Tasks ◽  
And Gender

We examined the roles self-efficacy plays in environmental learning in terms of self-efficacy feedback and task-specific (navigation-based) self-efficacy. We manipulated self-efficacy using positive and neutral feedback to investigate the relationship between receiving positive feedback and environmental learning performance and subsequent recall. A total of 231 participants were administered visuospatial tasks, where 117 received positive feedback, and 114 received neutral feedback. Then, we tested environmental learning using route retracing, pointing, and map-completion tasks. Before each environmental task, participants evaluated their task-specific self-efficacy. A series of spatial self-reported preferences were gathered as well. Mediation models showed that receiving positive feedback after a visuospatial task influences environmental recall performance through the mediation of task-specific self-efficacy. Moreover, after accounting for experimental manipulation and gender, we found that task-specific self-efficacy, sense of direction, and visuospatial abilities influence spatial-recall task performance, even with some differences as a function of the specific recall tasks considered. Overall, our findings suggest that among individual characteristics, task-specific self-efficacy can sustain environmental learning. Furthermore, giving positive feedback can improve spatial self-efficacy before conducting spatial-recall tasks.

Auditory Training to Improve Speech Perception and Self-Efficacy in Aging Adults

2020 ◽  
Vol 63 (4) ◽  
pp. 1270-1281
Author(s):  
Leah Fostick ◽  
Riki Taitelbaum-Swead ◽  
Shulamith Kreitler ◽  
Shelly Zokraut ◽  
Miriam Billig
Keyword(s):  
Speech Perception ◽  
Self Efficacy ◽  
Temporal Order Judgment ◽  
Auditory Training ◽  
Intensity Discrimination ◽  
Training Design ◽  
Auditory Temporal Processing ◽  
Temporal Properties ◽  
Computer Based ◽  
Aging Adults

Purpose Difficulty in understanding spoken speech is a common complaint among aging adults, even when hearing impairment is absent. Correlational studies point to a relationship between age, auditory temporal processing (ATP), and speech perception but cannot demonstrate causality unlike training studies. In the current study, we test (a) the causal relationship between a spatial–temporal ATP task (temporal order judgment [TOJ]) and speech perception among aging adults using a training design and (b) whether improvement in aging adult speech perception is accompanied by improved self-efficacy. Method Eighty-two participants aged 60–83 years were randomly assigned to a group receiving (a) ATP training (TOJ) over 14 days, (b) non-ATP training (intensity discrimination) over 14 days, or (c) no training. Results The data showed that TOJ training elicited improvement in all speech perception tests, which was accompanied by increased self-efficacy. Neither improvement in speech perception nor self-efficacy was evident following non-ATP training or no training. Conclusions There was no generalization of the improvement resulting from TOJ training to intensity discrimination or generalization of improvement resulting from intensity discrimination training to speech perception. These findings imply that the effect of TOJ training on speech perception is specific and such improvement is not simply the product of generally improved auditory perception. It provides support for the idea that temporal properties of speech are indeed crucial for speech perception. Clinically, the findings suggest that aging adults can be trained to improve their speech perception, specifically through computer-based auditory training, and this may improve perceived self-efficacy.

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

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