The impact of social context on learning and cognitive demands for interactive virtual human simulations
Interactive virtual human (IVH) simulations offer a novel method for training skills involving person-to-person interactions. This article examines the effectiveness of an IVH simulation for teaching medical students to assess rare cranial nerve abnormalities in both individual and small-group learn...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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PeerJ Inc.
2014-05-01
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| Series: | PeerJ |
| Subjects: | |
| Online Access: | https://peerj.com/articles/372.pdf |
| _version_ | 1797419484651192320 |
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| author | Rebecca Lyons Teresa R. Johnson Mohammed K. Khalil Juan C. Cendán |
| author_facet | Rebecca Lyons Teresa R. Johnson Mohammed K. Khalil Juan C. Cendán |
| author_sort | Rebecca Lyons |
| collection | DOAJ |
| description | Interactive virtual human (IVH) simulations offer a novel method for training skills involving person-to-person interactions. This article examines the effectiveness of an IVH simulation for teaching medical students to assess rare cranial nerve abnormalities in both individual and small-group learning contexts. Individual (n = 26) and small-group (n = 30) interaction with the IVH system was manipulated to examine the influence on learning, learner engagement, perceived cognitive demands of the learning task, and instructional efficiency. Results suggested the IVH activity was an equally effective and engaging instructional tool in both learning structures, despite learners in the group learning contexts having to share hands-on access to the simulation interface. Participants in both conditions demonstrated a significant increase in declarative knowledge post-training. Operation of the IVH simulation technology imposed moderate cognitive demand but did not exceed the demands of the task content or appear to impede learning. |
| first_indexed | 2024-03-09T06:49:00Z |
| format | Article |
| id | doaj.art-25aa33565f0042d5b2e7af9583a1e38d |
| institution | Directory Open Access Journal |
| issn | 2167-8359 |
| language | English |
| last_indexed | 2024-03-09T06:49:00Z |
| publishDate | 2014-05-01 |
| publisher | PeerJ Inc. |
| record_format | Article |
| series | PeerJ |
| spelling | doaj.art-25aa33565f0042d5b2e7af9583a1e38d2023-12-03T10:31:38ZengPeerJ Inc.PeerJ2167-83592014-05-012e37210.7717/peerj.372372The impact of social context on learning and cognitive demands for interactive virtual human simulationsRebecca Lyons0Teresa R. Johnson1Mohammed K. Khalil2Juan C. Cendán3Department of Psychology, Institute for Simulation and Training, University of Central Florida, Orlando, FL, USAUniversity of Central Florida College of Medicine, Health Sciences Campus at Lake Nona, Lake Nona, FL, USAUniversity of Central Florida College of Medicine, Health Sciences Campus at Lake Nona, Lake Nona, FL, USAUniversity of Central Florida College of Medicine, Health Sciences Campus at Lake Nona, Lake Nona, FL, USAInteractive virtual human (IVH) simulations offer a novel method for training skills involving person-to-person interactions. This article examines the effectiveness of an IVH simulation for teaching medical students to assess rare cranial nerve abnormalities in both individual and small-group learning contexts. Individual (n = 26) and small-group (n = 30) interaction with the IVH system was manipulated to examine the influence on learning, learner engagement, perceived cognitive demands of the learning task, and instructional efficiency. Results suggested the IVH activity was an equally effective and engaging instructional tool in both learning structures, despite learners in the group learning contexts having to share hands-on access to the simulation interface. Participants in both conditions demonstrated a significant increase in declarative knowledge post-training. Operation of the IVH simulation technology imposed moderate cognitive demand but did not exceed the demands of the task content or appear to impede learning.https://peerj.com/articles/372.pdfCognitive loadSmall-group learningVirtual humansCranial nerve |
| spellingShingle | Rebecca Lyons Teresa R. Johnson Mohammed K. Khalil Juan C. Cendán The impact of social context on learning and cognitive demands for interactive virtual human simulations PeerJ Cognitive load Small-group learning Virtual humans Cranial nerve |
| title | The impact of social context on learning and cognitive demands for interactive virtual human simulations |
| title_full | The impact of social context on learning and cognitive demands for interactive virtual human simulations |
| title_fullStr | The impact of social context on learning and cognitive demands for interactive virtual human simulations |
| title_full_unstemmed | The impact of social context on learning and cognitive demands for interactive virtual human simulations |
| title_short | The impact of social context on learning and cognitive demands for interactive virtual human simulations |
| title_sort | impact of social context on learning and cognitive demands for interactive virtual human simulations |
| topic | Cognitive load Small-group learning Virtual humans Cranial nerve |
| url | https://peerj.com/articles/372.pdf |
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