The impact of self-efficacy and perceived system efficacy on effectiveness of virtual training systems

Jia, Dawei; Bhatti, Asim; Nahavandi, Saeid

doi:10.1080/0144929x.2012.681067

Cited by 39 publications

(24 citation statements)

References 65 publications

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“…Teaching self-efficacy is one of the most important factors that impacts the instructor’s success in the educational process, because this anticipates the instructors’ capacity to face inevitable challenges in the online teaching environment (Horvitz et al , 2014). Instructors’ self-efficacy toward the virtual learning environment plays a major role in accomplishing successfully the tasks assigned to them (Jia et al , 2014). Zheng et al (2018) found that the most important factor that enhances faculty self-efficacy toward the LMS is the availability of organizational support, such as providing sufficient training and technical support.…”

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

COVID-19 and digitizing accounting education: empirical evidence from GCC

Sarea

Alhadrami

Taufiq-Hail

2021

PRR

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Purpose The main objective of the study is to investigate the effect of COVID-19 on accounting education in the higher education (public and private universities) in the Gulf Cooperation Council (GCC). Design/methodology/approach The study is explorative in nature conducted with quantitative survey approach and using purposive techniques in collecting data. The sample focuses on the teaching staff at public and private universities in (GCC), Kingdom of Saudi Arabia, United Arab Emirates, Bahrain, Kuwait, Oman and Qatar during the COVID-19. Findings This study presumed to highlight some of the emergent issues faced during the pandemic pertaining the aspects of the COVID-19 and digitizing accounting education and its effect on future direction of digital education. Originality/value To the best of the authors’ knowledge, this study is the first academic paper to study the effect of COVID-19 on accounting education in the higher education in the GCC.

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Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

COVID-19 and digitizing accounting education: empirical evidence from GCC

Sarea

Alhadrami

Taufiq-Hail

2021

PRR

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“…explored in present research. While numerous studies have demonstrated benefits of VR training on learning/skill performance (Cannon et al 2014;Cates, Lönn, and Gallagher 2016;Saleh et al 2013;Zhang et al 2017;Jia, Bhatti, and Nahavandi 2014) only a few studies have specifically examined the cognitive demands of VR training (Lee and Lee 2017;Chao et al 2017). The work of Sweller et al (2011a; on cognitive load in instructional design identified three cognitive load types (intrinsic, germane and extraneous cognitive load) which additively generate the aggregated cognitive demand, i.e.…”

Section: Virtual Reality Training and Mental Workloadmentioning

confidence: 99%

Reality-based interaction affecting mental workload in virtual reality mental arithmetic training

Jost

Cobb

Hämmerle

2019

Behaviour & Information Technology

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The concept of digital game-based learning (DGBL) evolves rapidly together with technological enhancements of virtual reality (VR) and smart phones. However, the mental workload (MWL) that VR-training applications demand and motivational qualities originating from user experience (UX) should be identified in order to create effective and enjoyable training/learning challenges that fit with individual users' capabilities.This study examined the effects of reality-based interaction (RBI) and VR on measures of student motivation and MWL, in a mental arithmetic game for secondary school pupils. In a randomized controlled trial with sixty school children a mental arithmetic game was tested with three different interaction and two different presentation methods -VR RBI, VR head-mounted-display tapping and tablet flick-gesture.Results found a significant effect of RBI on MWL but no differences in enjoyment of training were found between VR-experience and tablet training-experience. In fact, adding the gaming-context to the mental arithmetic task created an enjoyable, motivating experience regardless of presentation or interaction-style.

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“…Presence questionnaires and other measures can provide valuable insight into these issues (Witmer & Singer, 1998;Jennett et al, 2008). Perceptions of system efficacy, such as immersion, have been shown to influence performance outcomes in training environments (Jia, Bhatti, & Nahavandi, 2012). Quantifying the impact of behavioral trends on immersion would help define their role in training and gaming environments.…”

Section: Discussionmentioning

confidence: 99%

Social Learning and Adoption of New Behavior in a Virtual Agent Society

Nye

Silverman

2013

Presence: Teleoperators and Virtual Environments

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Social learning and adoption of new behavior govern the rise of a variety of behaviors: from actions as mundane as dance steps to those as dangerous as new ways to make IED detonators. However, agents in immersive virtual environments lack the ability to realistically simulate the spread of new behavior. To address this gap, a cognitive model was designed that represents the well-known socio-cognitive factors of attention, social influence, and motivation that influence learning and the adoption of a new behavior. To explore the effectiveness of this model, simulations modeled the spread of two competing memes in Hamariyah, an archetypal Iraqi village developed for cross-cultural training. Diffusion and clustering analyses were used to examine adoption patterns in these simulations. Agents produced well-defined clusters of early versus late adoption based on their social influences, personality, and contextual factors, such as employment status. These findings indicate that the spread of behavior can be simulated plausibly in a virtual agent society and has the potential to increase the realism of immersive virtual environments. Social Learning and Adoption of New Behavior in a Virtual Agent Society AbstractSocial learning and adoption of new behavior govern the rise of a variety of behaviors: from actions as mundane as dance steps to those as dangerous as new ways to make IED detonators. However, agents in immersive virtual environments lack the ability to realistically simulate the spread of new behavior. To address this gap, a cognitive model was designed that represents the well-known socio-cognitive factors of attention, social influence, and motivation that influence learning and the adoption of a new behavior. To explore the effectiveness of this model, simulations modeled the spread of two competing memes in Hamariyah, an archetypal Iraqi village developed for cross-cultural training. Diffusion and clustering analyses were used to examine adoption patterns in these simulations. Agents produced well-defined clusters of early versus late adoption based on their social influences, personality, and contextual factors, such as employment status. These findings indicate that the spread of behavior can be simulated plausibly in a virtual agent society and has the potential to increase the realism of immersive virtual environments.

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The impact of self-efficacy and perceived system efficacy on effectiveness of virtual training systems

Cited by 39 publications

References 65 publications

COVID-19 and digitizing accounting education: empirical evidence from GCC

COVID-19 and digitizing accounting education: empirical evidence from GCC

Reality-based interaction affecting mental workload in virtual reality mental arithmetic training

Social Learning and Adoption of New Behavior in a Virtual Agent Society

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