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Twelve: Training with Experiential L...

Johnson, Robert W. B.

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Twelve: Training with Experiential Learning in Virtual Environments.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Twelve: Training with Experiential Learning in Virtual Environments./
作者:	Johnson, Robert W. B.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	140 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
Contained By:	Dissertation Abstracts International79-09B(E).
標題:	Information technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10790728
ISBN:	9780355951707

Twelve: Training with Experiential Learning in Virtual Environments.
Johnson, Robert W. B.

Twelve: Training with Experiential Learning in Virtual Environments. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 140 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.

Thesis (Ph.D.)--The Claremont Graduate University, 2018.

This study explores the use of Virtual Environments in adult training, using such methods to present a simulation which puts the learner into an immersive situation that reflects a real-world scenario. In the modern IT-based environment, training has been shown to be an important contributor to an organization's success. Effective training adds value by creating a user base whose members know the processes and procedures of the organization. Further, trained users provide the organization with gains in efficiency by lowering the number of mistakes which contribute to repeated work and wasted effort. Currently, adult training, particularly in business organizations, is frequently characterized by tediousness, lack of experiential learning, and weak testing. A 3D Virtual World-based approach has the capability to overcome the first two problems because it uses a Virtual Environment, or Virtual World (VW), in which the learner participates more actively in the training. Rather than passively viewing a fact-based slide presentation, or merely watching actors in a video, use of a VW allows the learner to be an active participant in the training scenario, obtaining experience very similar to real-world situations. Additionally, several learners are able to simultaneously participate in a single training session, providing the capability for a collaborative (social) learning environment, and improving training throughput.

ISBN: 9780355951707Subjects--Topical Terms:

532993
Information technology.

Twelve: Training with Experiential Learning in Virtual Environments.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
500 $a Adviser: Lorne Olfman.
502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2018.
520 $a This study explores the use of Virtual Environments in adult training, using such methods to present a simulation which puts the learner into an immersive situation that reflects a real-world scenario. In the modern IT-based environment, training has been shown to be an important contributor to an organization's success. Effective training adds value by creating a user base whose members know the processes and procedures of the organization. Further, trained users provide the organization with gains in efficiency by lowering the number of mistakes which contribute to repeated work and wasted effort. Currently, adult training, particularly in business organizations, is frequently characterized by tediousness, lack of experiential learning, and weak testing. A 3D Virtual World-based approach has the capability to overcome the first two problems because it uses a Virtual Environment, or Virtual World (VW), in which the learner participates more actively in the training. Rather than passively viewing a fact-based slide presentation, or merely watching actors in a video, use of a VW allows the learner to be an active participant in the training scenario, obtaining experience very similar to real-world situations. Additionally, several learners are able to simultaneously participate in a single training session, providing the capability for a collaborative (social) learning environment, and improving training throughput.
520 $a This research is designed to examine the effect on training outcomes of presenting training using a 3D Virtual World approach. The study explored both the quantitative outcome of training efficacy as well as the qualitative perceptions of the training by participants. The study also included exploration of the difference in learning outcomes based on gender within the 3D Virtual World approach. Finally, the study also explored the effect of different preferred learning styles in combination with the other variables.
520 $a Kolb's Learning Styles Inventory questionnaire was given to all participants, along with a demographics questionnaire. Following that activity, identical training was given to each participant in one of two modalities: a PowerPoint self-paced learning session (Passive Fact-Based Learning) or a Virtual World scripted learning session. Each participant was administered a post-training competency test, after which an engagement survey was administered using a modified version of the Utrecht Work Engagement Scale to measure learning engagement. Part of that survey was a set of seven open-ended questions which were used to qualitatively verify learning engagement. Finally, after three weeks, each participant returned to take a second version of the competency test, to measure retention of the training knowledge.
520 $a From a practical perspective, the research revealed support for VW training to provide improved learning outcome scores after the initial training session, as measure against the PowerPoint training. In addition, the research showed support for VW training to provide improved retention scores after a three-week time delay. Finally, the study results indicate higher engagement with the training scenario using VW over PowerPoint modality.
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