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dc.contributor.authorHolbrook, Heather Anneen_US
dc.date.accessioned2014-03-14T20:08:51Z
dc.date.available2014-03-14T20:08:51Z
dc.date.issued2012-03-23en_US
dc.identifier.otheretd-04032012-200839en_US
dc.identifier.urihttp://hdl.handle.net/10919/26621
dc.description.abstractAn Exploration of High-Fidelity Virtual Training Simulators on Learnersâ Self-Efficacy: A Mixed Methods Study Heather A. Holbrook Abstract In this world of fast-paced learning, training agencies often require their learners to acquire the knowledge and skills needed for a job at an expedited rate. Because of this rapid form of training, learners are sometimes uncertain about their abilities to execute task-based performances. This uncertainty can lead to a decrease in learnersâ self-efficacy on expected task performance. In order to help with this training, trainers are using a variety of simulations and simulators to provide learnersâ valuable and necessary training experiences. This mixed methods study explored the influence of high-fidelity virtual training simulators on learnersâ self-efficacy. It used pre- and post-simulation-use surveys that combined general self-efficacy questions (Schwarzer & Jerusalem, 1995) and task-specific self-efficacy questions (Bandura, 1977, 1997, 2006; Bandura, Adams, Hardy, & Howells, 1980). This study had a sample size of 18 participants. It was assumed that the intent of providing learners with the vital experience needed to perform specific tasks in a high-fidelity virtual training simulator was to increase their self-efficacy on task-specific criteria. Instead, through surveys, observations, and interviews, the research revealed a decrease in learnersâ self-efficacy due to heightened emotional arousal stemming from the learnersâ experiences with the level of realism the simulator provide, as well as with breakdowns within the simulator. The breakdowns and the realism were the most influential aspects that influenced self-efficacy in this study. The significance of these findings shows that despite learners wanting to use high-fidelity virtual training simulators, improperly functioning simulators can negatively influence learnersâ self-efficacy in task-based performances.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartHolbrook_HA_D_2012.pdfen_US
dc.relation.haspartH1.pdfen_US
dc.relation.haspartH2.pdfen_US
dc.relation.haspartH3.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectself-efficacyen_US
dc.subjecthigh-fidelityen_US
dc.subjectsimulatoren_US
dc.titleAn Exploration of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy: A Mixed Methods Studyen_US
dc.typeDissertationen_US
dc.contributor.departmentInstructional Design and Technologyen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineInstructional Design and Technologyen_US
dc.contributor.committeememberPotter, Kenneth R.en_US
dc.contributor.committeememberBrill, Jennifer M.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04032012-200839/en_US
dc.contributor.committeecochairCennamo, Katherineen_US
dc.contributor.committeecochairBurton, John K.en_US
dc.date.sdate2012-04-03en_US
dc.date.rdate2012-05-02
dc.date.adate2012-05-02en_US


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