dc.contributor.author	Holbrook, Heather Anne	en
dc.contributor.committeecochair	Cennamo, Katherine	en
dc.contributor.committeecochair	Burton, John K.	en
dc.contributor.committeemember	Potter, Kenneth R.	en
dc.contributor.committeemember	Brill, Jennifer M.	en
dc.contributor.department	Instructional Design and Technology	en
dc.date.accessioned	2014-03-14T20:08:51Z	en
dc.date.adate	2012-05-02	en
dc.date.available	2014-03-14T20:08:51Z	en
dc.date.issued	2012-03-23	en
dc.date.rdate	2012-05-02	en
dc.date.sdate	2012-04-03	en
dc.description.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 learners’ self-efficacy on expected task performance. In order to help with this training, trainers are using a variety of simulations and simulators to provide learners’ valuable and necessary training experiences. This mixed methods study explored the influence of high-fidelity virtual training simulators on learners’ 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 learners’ self-efficacy due to heightened emotional arousal stemming from the learners’ 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 learners’ self-efficacy in task-based performances.	en
dc.description.degree	Ph. D.	en
dc.identifier.other	etd-04032012-200839	en
dc.identifier.sourceurl	http://scholar.lib.vt.edu/theses/available/etd-04032012-200839/	en
dc.identifier.uri	http://hdl.handle.net/10919/26621	en
dc.publisher	Virginia Tech	en
dc.relation.haspart	Holbrook_HA_D_2012.pdf	en
dc.relation.haspart	H1.pdf	en
dc.relation.haspart	H2.pdf	en
dc.relation.haspart	H3.pdf	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	Self-efficacy	en
dc.subject	high-fidelity	en
dc.subject	simulator	en
dc.title	An Exploration of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy: A Mixed Methods Study	en
dc.type	Dissertation	en
thesis.degree.discipline	Instructional Design and Technology	en
thesis.degree.grantor	Virginia Polytechnic Institute and State University	en
thesis.degree.level	doctoral	en
thesis.degree.name	Ph. D.	en

An Exploration of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy: A Mixed Methods Study

Files

Original bundle

Collections