Technology, mind, and behavior最新文献_第9页

Pipetting in virtual reality can predict real-life pipetting performance. 虚拟现实中的移液可以预测现实生活中移液的性能。

Technology, mind, and behavior Pub Date : 2022-07-21 DOI: 10.1037/tmb0000076

Gustav B?g Petersen, Sara Klingenberg, G. Makransky

引用次数: 2

Do students learn better with immersive virtual reality videos than conventional videos? A comparison of media effects with middle school girls. 学生通过沉浸式虚拟现实视频比传统视频学习得更好吗？媒体效果与中学女生的比较。

Technology, mind, and behavior Pub Date : 2022-07-21 DOI: 10.1037/tmb0000082

A. Queiroz, G. Fauville, Fernanda Herrera, M. Leme, J. Bailenson

{"title":"Do students learn better with immersive virtual reality videos than conventional videos? A comparison of media effects with middle school girls.","authors":"A. Queiroz, G. Fauville, Fernanda Herrera, M. Leme, J. Bailenson","doi":"10.1037/tmb0000082","DOIUrl":"https://doi.org/10.1037/tmb0000082","url":null,"abstract":"This paper presents two studies comparing the effects of educational immersive virtual reality (IVR) versus traditional videos on conceptual knowledge and self-efficacy. Learning was measured through multiple-choice questions assessing conceptual knowledge, and open-ended questions assessing knowledge understanding, knowledge application, and knowledge creation, based on Bloom’s Taxonomy of learning objectives. In Experiment 1, 53 eighth grade students from an all-girls school learned about humans’ impact on the ocean through either 360-degree videos, using a virtual reality headset, or through traditional videos, using a computer monitor. Measures were taken before and right after treatment. In Experiment 2, 139 sixth-to-eighth grade students from the same school used the same instructional material and equipment from Experiment 1, and measures were taken four times (before treatment, right after two treatment sessions, and five weeks after treatment). Also, we measured learning agency and investigated its mediation role between condition and self-efficacy. The groups did not differ on the multiple-choice scores assessing conceptual knowledge in Experiment 1. In Experiment 2, participants in the IVR group scored higher for knowledge creation than participants in the desktop group, but not knowledge understanding or knowledge application. The IVR group scored higher on self-efficacy than the desktop group in Experiment 1, but not in Experiment 2. Finally, learning agency mediated the relationship between condition and self-efficacy in Experiment 2, indicating a possible mechanism underlying immersion effects on self-efficacy. Results are discussed in light of cognitive sciences and their implication for learning in immersive virtual reality. 90% CI [0, 0.05]; knowledge application: F (1,49) = 0.01, p = 0.915, η 2 p < 0.001, 90% CI [0, 0.02] or knowledge creation: F (1,49) = 0.07, p = 0.797, η 2 p = 0.001, 90% CI [0, 0.05]). This finding suggests that more immersion did not lead to better learning in this experiment and corroborates previous studies that compared conceptual learning outcomes between IVR videos and desktops and found no significant difference in learning between these media (Harrington et al., 2018).","PeriodicalId":74913,"journal":{"name":"Technology, mind, and behavior","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49614875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Antecedents and consequences of technology appraisal: A person-centered approach. 技术评估的前因后果:以人为本的方法。

Technology, mind, and behavior Pub Date : 2022-07-21 DOI: 10.1037/tmb0000081

C. Toscanelli, Shagini Udayar, Koorosh Massoudi

引用次数: 1

Supplemental Material for Belief in sharing the same phenomenological experience increases the likelihood of adopting the intentional stance toward a humanoid robot. 分享相同的现象学经验增加了对人形机器人采取有意立场的可能性。

Technology, mind, and behavior Pub Date : 2022-06-07 DOI: 10.1037/tmb0000072.supp

S. Marchesi, Davide De Tommaso, J. Pérez-Osorio, A. Wykowska

引用次数: 0

Grave errors: Exploring the influence of motion mechanics on learning outcomes in a virtual cemetery. 严重错误：探索运动力学对虚拟墓地学习结果的影响。

Technology, mind, and behavior Pub Date : 2022-05-09 DOI: 10.1037/tmb0000073

Edward Downs, P. Willemsen, Dustyn J. Leff, Christianah Adigun, Sai Sumanth Kothapalli, Laura Miller, Karen Boynton, Maranda Berndt

引用次数: 0

Young children’s mathematics learning from same-gender and other-gender intelligent character prototypes. 幼儿数学学习来自于同一性别和其他性别的智能性格原型。

Technology, mind, and behavior Pub Date : 2022-04-30 DOI: 10.1037/tmb0000069

Marisa M. Putnam, R. Ryan, Evan Barba, Joy Nissen, Sandra L. Calvert

引用次数: 0

Using Twitter data to explore public discourse to antiracism movements. 利用推特的数据来探索反种族主义运动的公共话语。

Technology, mind, and behavior Pub Date : 2022-04-30 DOI: 10.1037/tmb0000070

R. Walker, L. Kaye

引用次数: 0

Supplemental Material for Using Twitter data to explore public discourse to antiracism movements. 使用推特数据探索反种族主义运动的公共话语的补充材料。

Technology, mind, and behavior Pub Date : 2022-04-30 DOI: 10.1037/tmb0000070.supp

R. Walker, L. Kaye

引用次数: 0

Supplemental Material for Sexual harassment bystander training effectiveness: Experimentally comparing 2D video to virtual reality practice. 性骚扰旁观者培训有效性补充材料:实验比较2D视频和虚拟现实实践。

Technology, mind, and behavior Pub Date : 2022-04-29 DOI: 10.1037/tmb0000074.supp

Shannon L. Rawski, Joshua R. Foster, J. Bailenson

引用次数: 0

Sexual harassment bystander training effectiveness: Experimentally comparing 2D video to virtual reality practice. 性骚扰旁观者培训的有效性：将2D视频与虚拟现实实践进行实验比较。

Technology, mind, and behavior Pub Date : 2022-04-29 DOI: 10.1037/tmb0000074

Shannon L. Rawski, Joshua R. Foster, J. Bailenson

{"title":"Sexual harassment bystander training effectiveness: Experimentally comparing 2D video to virtual reality practice.","authors":"Shannon L. Rawski, Joshua R. Foster, J. Bailenson","doi":"10.1037/tmb0000074","DOIUrl":"https://doi.org/10.1037/tmb0000074","url":null,"abstract":"Sexual harassment (hereafter, SH) is a dysfunctional workplace behavior, resulting in negative outcomes for individuals and organizations. Since #MeToo, companies have been innovating to increase the effectiveness of SH training by incorporating new content (e.g., bystander intervention skills) and new technology (e.g., virtual reality, hereafter VR). However, research has yet to determine the best practices or the effectiveness of these new innovations. The current study hypothesizes that SH bystander intervention training will be more effective when VR practice scenarios are used rather than 2D video practice scenarios. We argue that the increased presence (i.e., the perception that people and places in a virtual simulation are real) afforded by VR should better replicate bystander experiences in real SH situations, thereby allowing trainees to develop bystander skills in a more realistic practice experience than 2D video provides. We experimentally test our hypothesis in a laboratory setting (N = 100). Our results show that the VR practice condition differed from the 2D video condition by increasing trainees’ intentions to engage in indirect, non-confrontational, and widely applicable interventions (e.g., intervene by removing the target from the situation, approach the target to offer support later). However, our manipulation showed a negative effect on practice quantity (i.e., those in the VR condition explored fewer response options) and no effect on other operationalizations of training effectiveness (e.g., motivation to learn, knowledge, attitudes toward the training, intentions to directly confront the harasser, and intentions to formally report the harassment). Implications, limitations and directions for future research are discussed. social assessments and reactions way from training effectiveness? Future research seek to more directly answer this question. Finally, our results contribute to practice and help inform VR training designers and implementers of the effects of this training modality compared to 2D video training programs. Companies that seek to fully prepare employees to respond to SH in the context of complex social relationships and power hierarchies in work organizations will benefit from increases in informal, non-confrontational, and widely applicable intervention intentions resulting from training programs that utilize VR practice scenarios.","PeriodicalId":74913,"journal":{"name":"Technology, mind, and behavior","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44351340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2