An Examination of the Role Individual Differences Play in Videogame–Based Training

The impeding role of initial unrealistic goal-setting on videogame-based training performance: Identifying underpinning processes and a solution

“…Consistent with other videogame-bas ed training research (e.g., Brusso et al, 2012;Orvis, Horn, & Belanich, 2009 ), it necessitated that trainees engage in strategy developmen t and adaptatio n of their tactics to maximize their mission performanc e. As examples, the decision to engage enemies or to flee, use a controlled firing method when encounterin g enemies or to fire randomly, navigate through the town in a stealth-li ke manner, and extensively clear every room in a building regardless of size all impacted trainees' mission performanc e. The decision to engage enemies would increase the odds of trainee loss of life. Firing randomly would increase the odds of civilian casualties.…”

Are Soldiers Gamers? Videogame Usage among Soldiers and Implications for the Effective Use of Serious Videogames for Military Training

“…One assumption is that the majority of soldiers play videogames regularly; however, research by Orvis, Horn, and Belanich (2009) found that only approximately 40% of U.S. Military Academy cadets reported moderate to heavy game-play. Given that cadets may be a special population, this research examines the frequency of videogame usage across the U.S. Army.…”

“…Less research has been conducted on how the third determinant-the trainee-influences the effectiveness of the training system; for instance, how a trainee's prior experience with playing videogames may impact his or her future success in a game-based training environment. Some recent research has demonstrated that individuals' prior videogame experience affects their future performance in a videogame-based scenario (e.g., Orvis et al, 2009;Young, Broach, & Farmer, 1997). For instance, Orvis et al (2009) found that the amount of prior experience that U.S. Military Academy cadets had playing first-person-perspective (FPP) games (i.e., the frequency with which they played this type of videogame during the past year) positively predicted their training performance in a subsequent multiplayer FPP videogame-based training exercise (r = .33, p < .01).…”

“…Some recent research has demonstrated that individuals' prior videogame experience affects their future performance in a videogame-based scenario (e.g., Orvis et al, 2009;Young, Broach, & Farmer, 1997). For instance, Orvis et al (2009) found that the amount of prior experience that U.S. Military Academy cadets had playing first-person-perspective (FPP) games (i.e., the frequency with which they played this type of videogame during the past year) positively predicted their training performance in a subsequent multiplayer FPP videogame-based training exercise (r = .33, p < .01). Likewise, Young et al found that individuals with a greater degree of prior videogame experience scored higher on a PC-based work sample test with a strong resemblance to a videogame compared to those with less prior experience.…”

Game‐ and Simulation‐Based Approaches to Training

“…Orvis, Horn, and Belanich (2009), for example, assessed outcomes such as training satisfaction, ease of using the interface, and training performance within video game-based training, and found that these criteria were influenced by characteristics of the trainees (i.e., prior video-game experience, video-game self-efficacy, and goal orientation). In another study, game-based training was used to facilitate performance relevant to military environments (Morris, Hancock, & Shirkey, 2004).…”