“It’s Like I’m Really There”: Using VR Experiences for STEM Career Development

Jiang, Yang; Popov, Vitaliy; Li, Yaoran; Myers, Perla; Dalrymple, Odesma; Spencer, Joi

doi:10.1007/s10956-021-09926-z

Cited by 14 publications

(9 citation statements)

References 69 publications

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“…Providing opportunities for female students to engage with female role models who have achieved success in various careers while also meeting family obligations could help strengthen their self‐efficacy and outcome expectations while also conveying that such careers are possible for women. Future research that investigates the relations between expectation of career‐family priorities, self‐efficacy beliefs, sources of self‐efficacy, and career‐related actions may help test this hypothesis and deepen our understanding of this interaction effect (see Jiang et al., 2021; Mejia et al., 2019).…”

Section: Discussionmentioning

confidence: 99%

Exploring adolescents' occupational possible selves: The role of gender and socioeconomic status

Martin

et al. 2023

The Career Development Quart

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Adolescence is an important stage in forming one's identity and developing career inspirations. The current empirical study aims to investigate gender and socioeconomic status (SES) differences in adolescents’ occupational possible selves. A total of 3336 sixth‐ to eighth‐grade students participated in the survey research and reported (1) hoped‐for occupation, (2) desire for the hoped‐for occupation, (3) likelihood of attaining the hoped‐for occupation, and (4) whether and what actions were taken toward the hoped‐for occupation. A series of regression models and advanced natural language processing techniques were applied to the survey data. Results revealed evident gender differences and some nuanced SES differences in the named occupational possible selves with a significant interaction between gender and SES on adolescents’ career‐related actions. However, this study did not find gender or SES differences in adolescents’ desire to pursue their occupational possible selves.

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Section: Discussionmentioning

confidence: 99%

Exploring adolescents' occupational possible selves: The role of gender and socioeconomic status

Martin

et al. 2023

The Career Development Quart

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“…The metaverse finds applications in the realm of career development and related areas, as evidenced by several studies (*Jiang et al, 2021; *Kang, 2021; *Moro-Visconti, 2022; Obe & Percy, 2022). Metaverse-based events and activities offer unique opportunities for individuals to gain work experience, explore various career paths, engage in social networking, and further their professional development.…”

Section: Applications Of the Metaverse To Hrd Interventionsmentioning

confidence: 99%

“…Within the metaverse, job fairs and career development activities offer valuable platforms for individuals to access new information, interact with seasoned professionals and fellow candidates, seek answers to queries, develop greater interest and motivation in careers, explore diverse career options, and engage in practical career-related experiences (*Jiang et al, 2021; *Kang, 2021). For those aspiring to build technical careers within the metaverse, the Metaverse Career Academy provides a specialized curriculum roadmap encompassing areas like blockchain gaming, decentralized finance, the application of non-fungible tokens (NFTs) in the metaverse, and the creation of voxels and three-dimensional models.…”

Section: Applications Of the Metaverse To Hrd Interventionsmentioning

confidence: 99%

The Metaverse in the Workplace: Possibilities and Implications for Human Resource Development

Lim,

Lee,

Park

2023

Human Resource Development Review

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This study reviews the potential applications of the metaverse to various areas of human resource development (HRD) and reflects on the applications’ significance for employee and organizational development. Adopting a narrative review approach to this study, we selected and reviewed 34 cases. From our review, we found several findings that contributes to the HRD field in several ways. First, it draws the attention of HRD researchers and practitioners to a critical emerging trend that has been overlooked in the field. Second, it offers an analytical view of the metaverse in comparison to other training or learning technologies, assessing its effectiveness in employee development. Third, this study enhances the perspectives of HRD researchers and practitioners regarding this new technology by providing practical and theoretical insights into how metaverse-based interventions can reshape organizational culture and improve employee performance in the workplace. Lastly, it addresses compelling theoretical and practical questions related to HRD issues arising from the metaverse.

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“…En el marco de las experiencias formativas con enfoque STEM se evidencia que hay factores que las orientan al éxito como los fenómenos sociales y psicológicos del contexto de los estudiantes que pueden limitar su proceso educativo (Jiang et al, 2021a;Ring et al, 2017), las prácticas de enseñanza de los profesores (Ryu et al, 2019) que se convierten en retos para los docentes que intenten adaptar sus modos de enseñanza (Coello et al, 2018;Jiang et al, 2021b), y el involucramiento familiar, social y la actuación de agentes externos. Al respecto, Aldana y Caplan (2019) encuentran que los estudiantes que cuentan con la participación de su familia y amigos presentan menores índices de participación en actividades de riesgo, en grupos vulnerables y esto les permite mejorar sus indicadores de éxito escolar.…”

Section: Factores De éXito En Las Experiencias Educativas Con Enfoque...unclassified

Elementos centrales de experiencias educativas con enfoque STEM

et al. 2022

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Este artículo presenta una revisión bibliográfica en bases de datos multidisciplinarias para identificar elementos centrales en el desarrollo de experiencias educativas STEM (Science, Technology, Engineering, and Mathematics) desde diversas acepciones como STEM+A o STEAM, para su integración con las artes; STEM+H, por las humanidades; o STEM + Agriculture; entre otros. Este enfoque ha incrementado su presencia en diversos niveles educativos, en parte por la promoción realizada a través de organismos multilaterales como la OCDE y el BID, y por la definición de políticas públicas, en especial en Norteamérica. Se analizaron 67 artículos de investigación, de los cuales se seleccionaron 53 como muestra porque dan cuenta de experiencias STEM desarrolladas en 19 países de cuatro continentes. La mayoría (54.72 %) relaciona experiencias de Norteamérica, especialmente de Estados Unidos, que aporta un 47.17 % del total de las fuentes del estudio. La revisión identifica las siguientes tendencias: los propósitos de aprendizaje, enfocados en el desarrollo de competencias; la colaboración entre grupos y la generación de buenas prácticas para el aprendizaje a lo largo de la vida; el uso de estrategias de aprendizaje activo; el rol de las TIC, que se identifican como articuladoras del desde su rol didáctico; y los factores de éxito del enfoque, en el que el rol del docente que prioriza el aprendizaje es preponderante. De estas tendencias se concluye que el papel del docente en la ejecución de experiencias de aprendizaje con enfoque STEM es fundamental, dadas las implicaciones pedagógicas, didácticas y humanas que supone desarrollarlo.

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“It’s Like I’m Really There”: Using VR Experiences for STEM Career Development

Cited by 14 publications

References 69 publications

Exploring adolescents' occupational possible selves: The role of gender and socioeconomic status

Exploring adolescents' occupational possible selves: The role of gender and socioeconomic status

The Metaverse in the Workplace: Possibilities and Implications for Human Resource Development

Elementos centrales de experiencias educativas con enfoque STEM

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