Social learning dynamics influence performance and career self-efficacy in career-oriented educational virtual environments
Educational virtual environments (EVEs) are defined by their features of immersion (degree of sensory engagement) and fidelity (degree of realism). Increasingly, EVEs are being used for career development and training purposes, which we refer to as career-oriented EVEs. However, little research has...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Public Library of Science (PLoS)
2022-01-01
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| Series: | PLoS ONE |
| Online Access: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9521914/?tool=EBI |
| _version_ | 1811203360021282816 |
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| author | Bradley D. Pitcher Daniel M. Ravid Peter J. Mancarella Tara S. Behrend |
| author_facet | Bradley D. Pitcher Daniel M. Ravid Peter J. Mancarella Tara S. Behrend |
| author_sort | Bradley D. Pitcher |
| collection | DOAJ |
| description | Educational virtual environments (EVEs) are defined by their features of immersion (degree of sensory engagement) and fidelity (degree of realism). Increasingly, EVEs are being used for career development and training purposes, which we refer to as career-oriented EVEs. However, little research has examined the effects of immersion and fidelity on career-related outcomes, like self-efficacy and interests, and the learning dynamics that may influence these outcomes. We address these research needs across two studies using an inductive approach. Study 1 compares welding career exploration in EVEs to traditional career exploration and finds that individuals using EVEs report more positive career self-efficacy. Study 2 examines the influence of social learning dynamics, or how individuals learn from each other through behavioral modeling, on performance and career-related self-efficacy and interest. Groups were assigned to use either a high or low immersion and fidelity EVE. Findings indicate strong social learning dynamics in both EVEs, but the effects were stronger for groups using the higher immersion and fidelity EVE. Specifically, groups converged on two performance measures, and the performance of individuals who were situated as behavioral models significantly predicted the performance of other group members. Performance at the individual level, in turn, predicted career self-efficacy and interest for men but not women, and only for those using the higher immersion and fidelity EVE. Based on these findings, we conclude with practical recommendations for and implications of implementing career-oriented EVEs for career exploration and skills training. |
| first_indexed | 2024-04-12T02:54:34Z |
| format | Article |
| id | doaj.art-e45bcddca2ff45c3a79b344e4c882e4e |
| institution | Directory Open Access Journal |
| issn | 1932-6203 |
| language | English |
| last_indexed | 2024-04-12T02:54:34Z |
| publishDate | 2022-01-01 |
| publisher | Public Library of Science (PLoS) |
| record_format | Article |
| series | PLoS ONE |
| spelling | doaj.art-e45bcddca2ff45c3a79b344e4c882e4e2022-12-22T03:50:52ZengPublic Library of Science (PLoS)PLoS ONE1932-62032022-01-01179Social learning dynamics influence performance and career self-efficacy in career-oriented educational virtual environmentsBradley D. PitcherDaniel M. RavidPeter J. MancarellaTara S. BehrendEducational virtual environments (EVEs) are defined by their features of immersion (degree of sensory engagement) and fidelity (degree of realism). Increasingly, EVEs are being used for career development and training purposes, which we refer to as career-oriented EVEs. However, little research has examined the effects of immersion and fidelity on career-related outcomes, like self-efficacy and interests, and the learning dynamics that may influence these outcomes. We address these research needs across two studies using an inductive approach. Study 1 compares welding career exploration in EVEs to traditional career exploration and finds that individuals using EVEs report more positive career self-efficacy. Study 2 examines the influence of social learning dynamics, or how individuals learn from each other through behavioral modeling, on performance and career-related self-efficacy and interest. Groups were assigned to use either a high or low immersion and fidelity EVE. Findings indicate strong social learning dynamics in both EVEs, but the effects were stronger for groups using the higher immersion and fidelity EVE. Specifically, groups converged on two performance measures, and the performance of individuals who were situated as behavioral models significantly predicted the performance of other group members. Performance at the individual level, in turn, predicted career self-efficacy and interest for men but not women, and only for those using the higher immersion and fidelity EVE. Based on these findings, we conclude with practical recommendations for and implications of implementing career-oriented EVEs for career exploration and skills training.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9521914/?tool=EBI |
| spellingShingle | Bradley D. Pitcher Daniel M. Ravid Peter J. Mancarella Tara S. Behrend Social learning dynamics influence performance and career self-efficacy in career-oriented educational virtual environments PLoS ONE |
| title | Social learning dynamics influence performance and career self-efficacy in career-oriented educational virtual environments |
| title_full | Social learning dynamics influence performance and career self-efficacy in career-oriented educational virtual environments |
| title_fullStr | Social learning dynamics influence performance and career self-efficacy in career-oriented educational virtual environments |
| title_full_unstemmed | Social learning dynamics influence performance and career self-efficacy in career-oriented educational virtual environments |
| title_short | Social learning dynamics influence performance and career self-efficacy in career-oriented educational virtual environments |
| title_sort | social learning dynamics influence performance and career self efficacy in career oriented educational virtual environments |
| url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9521914/?tool=EBI |
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