Evaluation of Internal and External Validity of a Virtual Environment for Learning a Long Procedure

Hoareau, Charlotte; Querrec, Ronan; Buche, Cédric; Ganier, Franck

doi:10.1080/10447318.2017.1286768

Cited by 17 publications

(7 citation statements)

References 63 publications

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“…The main goal was to determine whether the phenomenon of action atomization, encountered in real-life procedural learning situations, had a different impact on learning, compared to the paradigm generally used in research, consisting of the division of the procedure into two distinct steps. Three main results were found: the first concerns the internal validity of the learning simulation for a technical gesture (Hoareau et al, 2017), the second relates to the effects of the immediate or delayed nature of action execution on technical gesture learning, and the third concerns the single-performance or multiperformances approaches when studying procedural learning.…”

Section: Discussionmentioning

confidence: 99%

“…Once this knowledge is translated into skills, it is encoded as a production rule such as “IF [CONDITION] THEN [ACTION]” (Anderson, 2014). At the end of this process, when the procedure has been repeated a sufficient number of times which may vary according to the individual and the complexity of the procedure (Ganier et al, 2013; Hoareau et al, 2017), the learner will reach the automation stage, which marks the acquisition of the procedure. According to Anderson (2013), the repetition of the procedure is critical to its automation and therefore to its acquisition.…”

Section: Specificities Of Procedural Learningmentioning

confidence: 99%

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Atomized or delayed execution? An alternative paradigm for the study of procedural learning.

Jannin¹,

Ganier²,

Vries³

2019

Journal of Educational Psychology

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When learning procedures in real life, learners generally use action atomization strategies (interleaving instructions consultation and execution) and need several repetitions to acquire the skill. However, in studies on procedural learning, delayed execution paradigms (2 separate steps consisting of instructions consultation, then execution) and/or only 1 execution of the task, are commonly used methods. The aim of the present study was to examine the effects of those two paradigms on procedural learning. The effects of the procedure repetition were also studied. Forty-two undergraduate medical students were asked to make 5 stitches, either in an atomized or a delayed manner. The hypothesis was that participants who had learned in an atomized manner would perform better than those who had learned in a delayed manner, because the former approach may have helped them reduce task-related cognitive load. Results show an effect of repetition of the procedure on participants’ performance, and confirm the need to examine more than one execution of a procedure when studying procedural learning. Moreover, different outcomes in terms of suture quality and speed of instructions consultation were observed for the two learning paradigms. This implies that studying learning following a delayed execution paradigm may lead to distorted results compared to procedural learning occurring in real-life situations.

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Section: Discussionmentioning

confidence: 99%

Section: Specificities Of Procedural Learningmentioning

confidence: 99%

Atomized or delayed execution? An alternative paradigm for the study of procedural learning.

Jannin¹,

Ganier²,

Vries³

2019

Journal of Educational Psychology

Self Cite

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“…We included four studies from Australia, two from the United States and three from Africa (Ghana, Nigeria, and South Africa) in the data base. The literature included a wide variety of research methods, including surveys (e.g., Chandran et al, 2018;Dasmani, 2011;Dumbrell & Smith, 2013), observational studies (e.g., Asplund & Kontio, 2020;Louw, 2013;Sjöberg, 2014), interview-based studies (e.g., Aakernes, 2018;Callan et al, 2015;Heusdens et al, 2018), case studies (e.g., Gleeson, 2016;Kotsifakos et al, 2018), document-based studies (e.g., Nylund & Rosvall, 2016;Rauner et al, 2012), comparisons (e.g., Kap, 2014;Sappa et al, 2016;Schröder, 2019) and evaluations of interventions (e.g., Hoareau et al, 2017;Shrestha, 2016;Yasak & Alias, 2017). Several studies used mixed-method approaches, such as surveys and interviews (e.g., Deitmer & Heinemann, 2017;Stalder, 2012) and "obser-views" that combined observations with interviews (Aarkrog, 2019;Hamid et al, 2012).…”

Section: Included For Critical Analysismentioning

confidence: 99%

Practical subjects in the vocational curriculum: A critical review of the literature

Winberg

Hollis-Turner

2021

J. educ. (Univ. KwaZulu-natal)

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There is a growing number of studies in the field of vocational education and training, but not many focus on the practical subjects that prepare students for transition to workplaces. This critical review of the literature on practical subjects in vocational colleges set out to contribute to debates on the relationship between theory and practice in vocational education through a particular focus on the knowledge forms that are evident in curricular and pedagogical practices in practical subjects. The critical review identified the conceptual, procedural, technical, and contextual forms of knowledge in practical tasks and activities. Based on these findings and drawing on the concept of semantic gravity in Legitimation Code Theory, we found stronger and weaker forms of semantic gravity in practical knowledge and propose that strengthening and weakening semantic gravity through the purposeful selection and sequencing of tasks and activities enables cumulative knowledge building towards competent practice.

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“…In a virtual environment many kinds of situations can be generated to see the performance in each of them, the learning that is transferred from the experiences in vr seems to be particularly promising, as a conduit through which the training can be improved significantly (Hoareau, Querrec, Buche, & Ganier , 2017;Mracek et al, 2014). Therefore, vr can help to mitigate the stress that occurs when a person is going through situations that generate stress in an uncontrolled way; it also helps to know how to cope when there is a lot of difficulty in the task (Mu & Tan, 2017).…”

Section: Virtual Reality and Induced Stressmentioning

confidence: 99%

Decision Making, Stress Assessed by Physiological Response and Virtual Reality Stimuli

Mosquera-Dussán

Guzmán-Pérez

Terán-Ortega

et al. 2020

Rev. colomb. psicol.

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Many decisions must be made under stress; therefore, stress and decision-making are intrinsically related not only at the behavioral level but also at the neural level. Additionally, virtual reality tools have been proposed as a method to induce stress in the laboratory. This review focuses on answering the following research question: Does stress assessed by physiological variables of a subject under virtual reality stimuli increase the chances of error in decision-making? The reviewed studies were consulted in the following databases: PubMed, IEEE Xplore, and Science Direct. The analysis of the consulted literature indicates that the stress induced in the laboratory using virtual reality tools and the physiological response of the central and autonomous nervous system are complementary subjects and allow the design of training and support systems for the decision-making process

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Evaluation of Internal and External Validity of a Virtual Environment for Learning a Long Procedure

Abstract: International audienc

Cited by 17 publications

References 63 publications

Atomized or delayed execution? An alternative paradigm for the study of procedural learning.

Atomized or delayed execution? An alternative paradigm for the study of procedural learning.

Practical subjects in the vocational curriculum: A critical review of the literature

Decision Making, Stress Assessed by Physiological Response and Virtual Reality Stimuli

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