Virtual Reality Learning Self-Efficacy: Does the Topic of VR Training Matter?

Autor/in	Saville, Jason Donald
Titel	Virtual Reality Learning Self-Efficacy: Does the Topic of VR Training Matter?
Quelle	(2023), (85 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, North Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-7720-2
Schlagwörter	Hochschulschrift; Dissertation; Computer Simulation; Educational Technology; Training; Skill Development; Self Efficacy; Prior Learning; Course Content; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Computergrafik; Computersimulation; Unterrichtsmedien; Ausbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Self-efficacy; Selbstwirksamkeit; Vorkenntnisse; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Virtual reality (VR) is increasingly being used for education and training, raising questions about how to assess the degree to which people feel competent learning through VR. In 2022, Saville and colleagues developed the Virtual Reality Learning Self-Efficacy Scale (VRLSE). The current experiment builds on their work. VR can be used for a wide range of training programs that vary with respect to the skill type and learning outcomes targeted. Whether the training content affects pre-training self-efficacy when VR is used for instructional purposes remains an open question. The present experiment tested whether the skill type and learning outcome targeted by a training program affect (a) how VRLSE scale items are interpreted; and (b) self-efficacy beliefs. A total of 831 participants recruited from the online research platform Prolific were randomly assigned to one of seven conditions resulting from a 2 (Skill Type: interpersonal or technical) x 3 (Learning Outcome: cognitive, skill-based, or affective) fully crossed factorial design plus a control group. Participants read about a hypothetical VR training program and provided ratings for VRLSE, potential moderators, and demographic items. Those in the control group read a generic vignette that did not specify skill type or learning outcome of the VR training. Those in the other six conditions read a vignette for VR first aid training highlighting one skill type and one learning outcome. Results confirmed prior work indicating the best-fitting model for the VRLSE scale is hierarchical, with one overall VRLSE factor and two subfactors of Learning and Interaction (Saville et al., 2022). Additionally, the VRLSE scale demonstrated measurement equivalence/invariance across all conditions. Finally, neither skill type nor learning outcome significantly affected the interpretation of VRLSE items or VRLSE beliefs themselves. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01