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Emotionally Resonant Videos With Vir...

Kansas State University., Department of Educational Leadership.

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Emotionally Resonant Videos With Virtual Reality Exercises in Contractor Safety Training /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Emotionally Resonant Videos With Virtual Reality Exercises in Contractor Safety Training // Richard Hannah.
Author:	Hannah, Richard,
Description:	1 electronic resource (158 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
Subject:	Adult education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30819485
ISBN:	9798382834290

Emotionally Resonant Videos With Virtual Reality Exercises in Contractor Safety Training /
Hannah, Richard,

Emotionally Resonant Videos With Virtual Reality Exercises in Contractor Safety Training /Richard Hannah. - 1 electronic resource (158 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

The purpose of this research was to investigate the effects of virtual reality (VR) and emotionally resonant videos on knowledge retention for adult learners at a contractor safety training organization supporting the energy industry. The intent of this research was to determine if traditional computer-based training (CBT) can be made more effective with the addition of VR exercises with emotionally resonant videos. The two experimental groups were exposed to either CBTs augmented by VR exercises that reinforced the CBT course learning objectives and included work-relevant videos designed to arouse an emotional response or CBTs with VR exercises without videos. The control group for this research took the same CBT course without VR exercises and without videos. A quantitative analysis was performed on data collected from a follow-up quiz delivered three days after the completion of the course(s). Data from this follow-up quiz was analyzed to determine if there was greater knowledge retention of the course learning objectives and procedures among the experimental groups than among the control group. The results found a non-statistically significant relationship between the groups, however, trends between the groups show that there are benefits for transfer of learning when using VR and VR with emotionally resonant videos compared to those groups without these tools. Additionally, a deeper analysis of the results, when considering aspects of the participants' demographic and experience variables, suggests that the recall quiz results may have been affected by an increased cognitive load on younger and inexperienced participants.

English

ISBN: 9798382834290Subjects--Topical Terms:

543202
Adult education.
Subjects--Index Terms:

Cognitive constructivism

Emotionally Resonant Videos With Virtual Reality Exercises in Contractor Safety Training /
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520 $a The purpose of this research was to investigate the effects of virtual reality (VR) and emotionally resonant videos on knowledge retention for adult learners at a contractor safety training organization supporting the energy industry. The intent of this research was to determine if traditional computer-based training (CBT) can be made more effective with the addition of VR exercises with emotionally resonant videos. The two experimental groups were exposed to either CBTs augmented by VR exercises that reinforced the CBT course learning objectives and included work-relevant videos designed to arouse an emotional response or CBTs with VR exercises without videos. The control group for this research took the same CBT course without VR exercises and without videos. A quantitative analysis was performed on data collected from a follow-up quiz delivered three days after the completion of the course(s). Data from this follow-up quiz was analyzed to determine if there was greater knowledge retention of the course learning objectives and procedures among the experimental groups than among the control group. The results found a non-statistically significant relationship between the groups, however, trends between the groups show that there are benefits for transfer of learning when using VR and VR with emotionally resonant videos compared to those groups without these tools. Additionally, a deeper analysis of the results, when considering aspects of the participants' demographic and experience variables, suggests that the recall quiz results may have been affected by an increased cognitive load on younger and inexperienced participants.
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653 $a Transfer of learning
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