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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Virtual Reality Learning Self-Efficacy :/
其他題名:	Does the Topic of VR Training Matter?
作者:	Saville, Jason Donald.
面頁冊數:	1 online resource (85 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-11, Section: B.
Contained By:	Dissertations Abstracts International84-11B.
標題:	Virtual reality. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30400527click for full text (PQDT)
ISBN:	9798379477202

Virtual Reality Learning Self-Efficacy : = Does the Topic of VR Training Matter?
Saville, Jason Donald.

Virtual Reality Learning Self-Efficacy :Does the Topic of VR Training Matter? - 1 online resource (85 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: B.

Thesis (Ph.D.)--North Carolina State University, 2023.

Includes bibliographical references

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) selfefficacy 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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379477202Subjects--Topical Terms:

527460
Virtual reality.
Index Terms--Genre/Form:

542853
Electronic books.

Virtual Reality Learning Self-Efficacy : = Does the Topic of VR Training Matter?
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502 $a Thesis (Ph.D.)--North Carolina State University, 2023.
504 $a Includes bibliographical references
520 $a 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) selfefficacy 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.
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