Virtual Reality Negotiation Training System with Virtual Cognitions

Ding, Ding; Burger, Franziska; Brinkman, Willem‐Paul; Neerincx, Mark A.

doi:10.1007/978-3-319-67401-8_14

Cited by 8 publications

(9 citation statements)

References 15 publications

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“…No difference, however, was found in the number of times people reported having negotiated before or after the training. Unlike the pilot study (Ding et al, 2017), where participants rated their satisfaction as neutral and usefulness of the system also as neutral, in this study, attitudes were significantly positive. A possible reason might have been the use of the native language.…”

Section: Discussioncontrasting

confidence: 78%

“…To examine the hypotheses one, we developed a training system with virtual cognitions combined with simulated speech. An initial pilot study (Ding et al, 2017) showed promising results for enhancing knowledge and self-efficacy, however, it was only a singlegroup study with a quite small sample size. As for hypotheses two, the system provided two type of training, training with and without selfmotivational cognitions.…”

Section: System Content and Trainingmentioning

confidence: 99%

“…Reliability analysis of the coding of the negotiation knowledge test After a single coder blindly scored all answers from the negotiation knowledge test, a second coder also blindly scored a sample of the answers. Using the = n E 1/ 2 rule (Gwet, 2014), a random sample of 28 was considered adequate to examine inter-rater reliability with an error margin of.95 as observed in the pilot study ( = pa 0.95) (Ding et al, 2017). Comparing scores of two coders revealed an acceptable reliability level of (Krippendorff's = alpha 0.94).…”

Section: Data Preparationmentioning

confidence: 99%

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Simulated thoughts in virtual reality for negotiation training enhance self-efficacy and knowledge

Ding

Brinkman

Neerincx

2020

International Journal of Human-Computer Studies

Self Cite

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Negotiating serves as an essential skill in our daily life, however, it is quite challenging to negotiate well. Various negotiation training systems have been developed to solve this problem and improve people's performance in negotiation. Nevertheless, these systems mainly focus on skills practice and less on negotiation understanding or self-efficacy development. Aiming at improving both people's negotiation knowledge and self-efficacy, a virtual reality negotiation training system is proposed that exposes users to virtual cognitions during negotiating with virtual characters. The virtual cognitions, delivered as a personalised voice-over, provide users with a stream of thoughts that reflects on the negotiation progress and their performance, and also presents self-motivational statements. To study the effectiveness of the system and the self-motivational statements included in virtual cognitions, an empirical study with 48 participants was conducted. The study employed a between-subjects design with three groups: waitlist, training with self-motivational statements, and training without self-motivational statements. 24 waitlist participants were also randomly assigned to and completed the training following the waiting period. The results indicated that 1) the system significantly enhanced people's knowledge about negotiation and increased their self-efficacy, 2) the self-motivational statements included in virtual cognitions even further improved self-efficacy. Furthermore, these effects remained after multiple weeks.

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Section: Discussioncontrasting

confidence: 78%

Section: System Content and Trainingmentioning

confidence: 99%

Section: Data Preparationmentioning

confidence: 99%

See 1 more Smart Citation

Simulated thoughts in virtual reality for negotiation training enhance self-efficacy and knowledge

Ding

Brinkman

Neerincx

2020

International Journal of Human-Computer Studies

Self Cite

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“…Another way of using simulations is to expose students to virtual cognitions to change their perception about a certain situation. Virtual cognitions can be defined as simulated thoughts consisting of a set of pre-recorded voice-overs in the simulation that provide understandable guided learning and motivating statements (Ding, Burger, Brinkman, & Neerincx, 2017). In other words, students can re-appraise a situation through virtual cognitions in simulations.…”

Section: Virtual Cognitions As Part Of Simulationsmentioning

confidence: 99%

“…An example is a study about a negotiation training system that exposes users to virtual cognitions during negotiation with virtual characters aiming to improve people's negotiation knowledge and self-efficacy. The virtual cognitions, delivered as a personalized voice-over, provide users with a stream of thoughts that reflects on the negotiation and people's performance (Ding, Burger, Brinkman, & Neerincx, 2017).…”

Section: Virtual Cognitions As Part Of Simulationsmentioning

confidence: 99%

Looking around in the classroom : Developing preservice teachers’ interpersonal competence with classroom simulations

Theelen¹

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Several analyses were conducted on the data. For the first research questions, concept maps were analysed using social network analysis measuring the concept maps' density, distance between concepts, and reciprocity between concepts (Borgatti, Everett, & Freeman, 2002). Furthermore, the number of concepts, links between concepts, depth of the network, and the number of clusters were established at the pre-and post-test. Regarding the second research question, concept maps were compared at the pre-and post-test with an expert on level of agreement. The above-mentioned measurements of the pre-and post-intervention concept maps were compared using a paired samples t-test. For the third research question, the post-intervention vignettes were compared with expert vignettes by calculating absolute differences between PST and experts. Finally, an ANOVA was used to determine if the device used for watching the videos (e.g., mobile phone in VR headset, only mobile phone, laptop, tablet) influenced PSTs' theory-based interpersonal knowledge structures, development, and application. This chapter gives insights about the influence of the Virtual Classroom on PSTs' theorybased interpersonal knowledge structures, theory-based interpersonal knowledge development, and theory-based interpersonal knowledge application. Discussion and reflectionChapter 7 supplies an overall discussion and reflection on this dissertation. The main research and sub-questions will be answered. Furthermore, a reflection on the interventions (respectively the Virtual Internships and the Virtual Classroom), a reflection on the theoretical concepts, a reflection on the methodology, implications for practice, and suggestions for future research are given.

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Let's go shopping: Virtual reality as a tier‐3 intervention for students with intellectual and developmental disabilities

Simoni

Talapatra

Roberts

et al. 2023

Psychology in the Schools

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Best practices for technology use in academic settings, specifically those preparing students for postsecondary transition (ages 18–21) are not well documented and research studies commenting on the use of technology for acquisition of social and adaptive skills is limited. Literature indicates that students with mild–moderate intellectual and developmental disabilities (IDD) benefit from adaptive‐skills programs and curricula. School psychologists, special educators, and school‐based interventionists are in a unique position to provide adaptive skill services and tier‐3 interventions that are evidence‐based, innovative, and serve the most vulnerable students. This manuscript utilizes a sign‐case design to test the use of virtual reality (VR) as an individualized intervention and teaching modality to a student in a center‐based high school program with IDD. Results yield promising findings, indicating those with IDD may master VR as a tool, learn new skills with VR programming, and generalize those skills to real‐world settings. Further, VR offers unique benefits that can shape the way school interventionists view technology and how innovative practices can be used for students with IDD.

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Virtual Reality Negotiation Training System with Virtual Cognitions

Cited by 8 publications

References 15 publications

Simulated thoughts in virtual reality for negotiation training enhance self-efficacy and knowledge

Simulated thoughts in virtual reality for negotiation training enhance self-efficacy and knowledge

Looking around in the classroom : Developing preservice teachers’ interpersonal competence with classroom simulations

Let's go shopping: Virtual reality as a tier‐3 intervention for students with intellectual and developmental disabilities

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