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- Title
- A Meta-Analytic Integration of What Matters in Training Transfer.
- Creator
-
Hughes, Ashley, Salas, Eduardo, Jentsch, Florian, Bowers, Clint, Burke, Shawn, University of Central Florida
- Abstract / Description
-
Estimates demonstrate that 52- 92% of acquired learning is lost within a year following training (Arthur, Bennett, Stanush, (&) McNelly, 1997; Saks, 2002), wasting billions in organizational spending on training each year (Miller, 2012, 2013, 2014). As such, research on training transfer has garnered attention from theoretical and empirical research alike (e.g., Baldwin (&) Ford, 1988; Blume, Ford, Baldwin, (&) Huang, 2010; Ford (&) Weissbein, 1997; Tracey, Tannenbaum, (&) Kavanagh, 1995) to...
Show moreEstimates demonstrate that 52- 92% of acquired learning is lost within a year following training (Arthur, Bennett, Stanush, (&) McNelly, 1997; Saks, 2002), wasting billions in organizational spending on training each year (Miller, 2012, 2013, 2014). As such, research on training transfer has garnered attention from theoretical and empirical research alike (e.g., Baldwin (&) Ford, 1988; Blume, Ford, Baldwin, (&) Huang, 2010; Ford (&) Weissbein, 1997; Tracey, Tannenbaum, (&) Kavanagh, 1995) to better understand the factors which enhance the process of training transfer. Among the various factors that have been identified as important, factors of the work environment have received much attention in the recent research. In fact, empirical work has shed light to the roles of organizational support and motivation to transfer in predicting training transfer. Beyond this basic understanding, research is needed to explore the nature of transfer in different evaluation contexts and the differential effects of various levels of support. Thus, the current dissertation uses meta-analytic techniques to examine the extent to which four factors of work environment support predict training transfer as it differs in context. First, motivation to transfer, organizational support, supervisor support, peer support and opportunities to perform all correlate moderately and positively with training transfer (?=0.15-0.38); interestingly, the nature of the relationships between work environment characteristics, motivation to transfer, and training transfer does not appear to differ significantly even when transfer is evaluated a year following training (?=0.25-0.57), yet are based on low k. Second, motivation to transfer was found to fully mediate two relationships- organizational support and peer support- to training transfer. Interestingly, although not explained by motivation to transfer, supervisor support explains the most variance (i.e., 31% of R) of work environment support factors in explaining transfer. Moderator analyses attempted to explore the impact of transfer task, industry type, and timing of the predictor assessment in relation to training; however, insufficient k was reported for fair comparisons to be made across groups. Ultimately, this study aims to inform theory and impact the state of the science such that practitioners can feel confident that the time and effort spent in ensuring training transfer is well-spent.
Show less - Date Issued
- 2016
- Identifier
- CFE0006116, ucf:51188
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006116
- Title
- A Multimedia Approach to Game-Based Training: Exploring the Effects of the Modality and Temporal Contiguity Principles on Learning in a Virtual Environment.
- Creator
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Serge, Stephen, Mouloua, Mustapha, Bohil, Corey, Bowers, Clint, Priest Walker, Heather, University of Central Florida
- Abstract / Description
-
There is an increasing interest in using video games as a means to deliver training to individuals learning new skills or tasks. However, current research lacks a clear method of developing effective instructional material when these games are used as training tools and explaining how gameplay may affect learning. The literature contains multiple approaches to training and GBT but generally lacks a foundational-level and theoretically relevant approach to how people learn specifically from...
Show moreThere is an increasing interest in using video games as a means to deliver training to individuals learning new skills or tasks. However, current research lacks a clear method of developing effective instructional material when these games are used as training tools and explaining how gameplay may affect learning. The literature contains multiple approaches to training and GBT but generally lacks a foundational-level and theoretically relevant approach to how people learn specifically from video games and how to design instructional guidance within these gaming environments. This study investigated instructional delivery within GBT. Video games are a form of multimedia, consisting of both imagery and sounds. The Cognitive Theory of Multimedia Learning (CTML; Mayer 2005) explicitly describes how people learn from multimedia information, consisting of a combination of narration (words) and animation (pictures). This study empirically examined the effects of the modality and temporal contiguity principles on learning in a game-based virtual environment. Based on these principles, it was hypothesized that receiving either voice or embedded training would result in better performance on learning measures. Additionally, receiving a combination of voice and embedded training would lead to better performance on learning measures than all other instructional conditions.A total of 128 participants received training on the role and procedures related to the combat lifesaver (-) a non-medical soldier who receives additional training on combat-relevant lifesaving medical procedures. Training sessions involved an instructional presentation manipulated along the modality (voice or text) and temporal contiguity (embedded in the game or presented before gameplay) principles. Instructional delivery was manipulated in a 2x2 between-subjects design with four instructional conditions: Upfront-Voice, Upfront-Text, Embedded-Voice, and Embedded-Text. Results indicated that: (1) upfront instruction led to significantly better retention performance than embedded instructional regardless of delivery modality; (2) receiving voice-based instruction led to better transfer performance than text-based instruction regardless of presentation timing; (3) no differences in performance were observed on the simple application test between any instructional conditions; and (4) a significant interaction of modality-by-temporal contiguity was obtained. Simple effects analysis indicated differing effects along modality within the embedded instruction group, with voice recipients performing better than text (p = .012). Individual group comparisons revealed that the upfront-voice group performed better on retention than both embedded groups (p = .006), the embedded-voice group performed better on transfer than the upfront text group (p = .002), and the embedded-voice group performed better on the complex application test than the embedded-text group (p =.012). Findings indicated partial support for the application of the modality and temporal contiguity principles of CTML in interactive GBT. Combining gameplay (i.e., practice) with instructional presentation both helps and hinders working memory's ability to process information. Findings also explain how expanding CTML into game-based training may fundamentally change how a person processes information as a function of the specific type of knowledge being taught. Results will drive future systematic research to test and determine the most effective means of designing instruction for interactive GBT. Further theoretical and practical implications will be discussed.
Show less - Date Issued
- 2014
- Identifier
- CFE0005548, ucf:50271
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005548
- Title
- A Randomized Control Trial of Video Modeling for enacting skill change in a group of Master's level trainee clinicians.
- Creator
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Matsumiya, Brandon, Bowers, Clint, Beidel, Deborah, Neer, Sandra, University of Central Florida
- Abstract / Description
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The (")research-to-practice(") gap is a problem that the field of medicine faces regarding disseminating findings from research into the field of practice. The traditional methods of disseminating best practices, using workshops and manuals, has been found to be ineffective. Several more active learning strategies, such as the use of behavioral models and behavioral rehearsals have been suggested as possible alternatives that may increase transfer of knowledge after a training. Additionally,...
Show moreThe (")research-to-practice(") gap is a problem that the field of medicine faces regarding disseminating findings from research into the field of practice. The traditional methods of disseminating best practices, using workshops and manuals, has been found to be ineffective. Several more active learning strategies, such as the use of behavioral models and behavioral rehearsals have been suggested as possible alternatives that may increase transfer of knowledge after a training. Additionally, web-based trainings have been suggested as another possible avenue for increasing dissemination of evidence-based practices. This is particularly important for evidence-based treatments such as Exposure Therapy for PTSD which suffers a (")public relations problem(") in the field of mental health.This study examined the utility of using a video model to disseminate the skill of fear hierarchy construction for patients with PTSD. Analyses were conducted using a moderated mediation model looking at how video modeling or script condition moderate the relationship between condition and change in self-efficacy, and if this change mediates the relationship between condition and change in fear hierarchy skill. Self-efficacy and positive attitudes toward exposure therapy were increased, however, there was no connection between treatment condition and change in skill. The study's findings suggest that short online trainings may be effective at reducing negative attitudes toward EBTs, and at increasing self-efficacy for a related skill of fear hierarchy construction.
Show less - Date Issued
- 2019
- Identifier
- CFE0007679, ucf:52490
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007679
- Title
- Adaptation and Resilience of Extreme Teams: A Qualitative Study Using Historiometric Analysis.
- Creator
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Padgett, Lauren, Burke, Shawn, Jentsch, Florian, Bowers, Clint, University of Central Florida
- Abstract / Description
-
The business and academic worlds agree that team resilience and team adaptation are in increasing need of study. This study explores the behavioral processes of team adaptation(-)specifically, those action phase and interpersonal processes mapped by Marks, Mathieu, and Zaccaro (2001) and overlapping with the team adaptation model by Burke, Stagl, Salas, Pierce, and Kendall (2006) and expanded by Rosen et al. (2011). Additionally, the impact of trigger type on adaptive behaviors is explored as...
Show moreThe business and academic worlds agree that team resilience and team adaptation are in increasing need of study. This study explores the behavioral processes of team adaptation(-)specifically, those action phase and interpersonal processes mapped by Marks, Mathieu, and Zaccaro (2001) and overlapping with the team adaptation model by Burke, Stagl, Salas, Pierce, and Kendall (2006) and expanded by Rosen et al. (2011). Additionally, the impact of trigger type on adaptive behaviors is explored as suggested by Maynard and Kennedy (2016). Theseexplorations are conducted within the context of extreme teams, and the primary method used is Crayne and Hunter's (2018) historiometric analysis (HMA). The chosen sources include crewdiaries and new articles detailing the events of the 2014-2015 Volvo Ocean. Critical incidents are pulled from these sources and coded for trigger type as either taskwork- or teamwork-focused,and the adaptive behaviors in response to these triggers are coded in a bottom up, emergent process. The data is reported as rank-ordered frequencies. Results suggest that resilient teamsengage in some of those processes suggested by the Marks et al. (2001) framework(-)coordination, monitoring, communication, and backup(-)as well as other adaptive behavioral processes. Furthermore, taskwork-focused triggers are seen as resulting in more action phase behavioral adaptation processes, though limited data is found to speak to the mechanisms of teamwork-focused triggers. Future research directions are suggested to include examination of teams of various levels of expertise in both taskwork-specific and generalized teamwork skills.
Show less - Date Issued
- 2018
- Identifier
- CFE0007162, ucf:52294
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007162
- Title
- AN INVESTIGATION INTO PROVIDING FEEDBACK TO USERS OF DECISION SUPPORT SYSTEMS FOR FAULT MANAGEMENT.
- Creator
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Pharmer, James, Bowers, Clint, University of Central Florida
- Abstract / Description
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Research in several domains has shown that the implementation of computerized decision support aids is often associated with issues of human-automation interaction, which can have disastrous consequences. One often-cited reason for these issues is the poor quality of the feedback that is provided to the operators through these tools. The objective of the proposed investigation is to examine how providing feedback through a decision support tool affects operator knowledge and performance in...
Show moreResearch in several domains has shown that the implementation of computerized decision support aids is often associated with issues of human-automation interaction, which can have disastrous consequences. One often-cited reason for these issues is the poor quality of the feedback that is provided to the operators through these tools. The objective of the proposed investigation is to examine how providing feedback through a decision support tool affects operator knowledge and performance in the context of a fault management task for naval gunfire support. A one-way between-groups comparison was made to investigate differences between providing decision support feedback (logic trace, mission impact, both, no feedback) in a fault management task. Logic trace feedback was posited to provide users with a representation of the logic that the decision support tool used in reaching a conclusion about the best course of action to perform and is posited to support better diagnostic performance. Mission impact feedback was posited to provide the operator with a description of the potential effects that a taking a course of action will have on the pre-planned mission and is expected to support better prognoses of the outcome of a particular fault. Finally, providing both feedback types was posited to support better compensatory actions for fault situations. Results indicated that decision support feedback has potential improve diagnosis and decrease errors of commission in these tasks.
Show less - Date Issued
- 2004
- Identifier
- CFE0000234, ucf:46249
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000234
- Title
- Assessment of Instructional Presentation For Emergency Evacuation Assistive Technology.
- Creator
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Boyce, Michael, Smither, Janan, Joseph, Dana, Hancock, Peter, Bowers, Clint, Wilson, Darren, University of Central Florida
- Abstract / Description
-
It is often the case that emergency first responders are well equipped and trained to deal with a situation that involves evacuation of someone with a physical disability. However, emergency responders are not always the first line of defense, or they may be otherwise occupied with assisting others. This research examined the effects of instructions for emergency stair travel devices on untrained or novice users. It was hypothesized that through redesign of the evacuation instructions,...
Show moreIt is often the case that emergency first responders are well equipped and trained to deal with a situation that involves evacuation of someone with a physical disability. However, emergency responders are not always the first line of defense, or they may be otherwise occupied with assisting others. This research examined the effects of instructions for emergency stair travel devices on untrained or novice users. It was hypothesized that through redesign of the evacuation instructions, untrained individuals would be able to successfully prepare an evacuation chair and secure someone with a disability more effectively and efficiently. A pre-post study design was used with an instructional redesign occurring as the manipulation between phases. There was an improved subjective understanding and improved performance metrics, such as reduced time on task and a reduction of the number of instructional glances, across three evacuation chairs when using the redesigned instruction sets. The study demonstrated that visual instruction style can account for a significant portion of explained variance in the operation of emergency stair travel devices. It also showed that improvements in instruction style can reduce time on task across device type and age group. The study failed to demonstrate that there was a performance decrement for older adults in comparison to younger adults because of the cognitive slowing of older adult information processing abilities. Results from this study can be used to support future iterations of the Emergency Stair Travel Device Standard (RESNA ED-1) to ensure that instructional design is standardized and optimized for the best performance possible.
Show less - Date Issued
- 2014
- Identifier
- CFE0005136, ucf:50694
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005136
- Title
- Combat Related Guilt and the Mechanisms of Intensive Exposure Therapy.
- Creator
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Trachik, Benjamin, Bowers, Clint, Beidel, Deborah, Jentsch, Florian, University of Central Florida
- Abstract / Description
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Posttraumatic stress disorder (PTSD) is highly prevalent in military populations, and is associated with significant medical costs. Due to these high costs and corresponding health infrastructure required to meet the needs of military service personnel, it is essential that the most effective and efficient treatments be implemented. Exposure therapy (EXP) is one of the most widely used and empirically supported treatments for PTSD; however, some researchers have questioned its efficacy with...
Show morePosttraumatic stress disorder (PTSD) is highly prevalent in military populations, and is associated with significant medical costs. Due to these high costs and corresponding health infrastructure required to meet the needs of military service personnel, it is essential that the most effective and efficient treatments be implemented. Exposure therapy (EXP) is one of the most widely used and empirically supported treatments for PTSD; however, some researchers have questioned its efficacy with specific populations and in targeting specific symptoms. One such symptom, guilt, has garnered increased attention in the PTSD treatment literature, as it is associated with worse symptomatology and outcomes. The current study examined cognitive changes in guilt in response to Intensive (3-week) and standard (17-week) Trauma Management Therapy (TMT) and the impact of these cognitions on the mechanisms underlying TMT treatment. Sample size for these analyses varied by the measure being considered. 102 individuals completed the PCL-M, 42 individuals completed the TRGI, and 39 individuals completed the CAPS supplemental guilt items. Results suggest that a secondary benefit in guilt symptoms is achieved by targeting anxious-related distress with exposure therapy. Furthermore, in this sample guilt did not seem to inhibit the mechanisms or effectiveness of exposure therapy.
Show less - Date Issued
- 2016
- Identifier
- CFE0006510, ucf:51365
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006510
- Title
- Conflict in Virtually Distributed Teams.
- Creator
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Darling, Budd, Salas, Eduardo, Bowers, Clint, Burke, Shawn, University of Central Florida
- Abstract / Description
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The purpose of this paper was two-fold. The first was to investigate the impact of conflict as a mediator in the relationship between distribution and team performance. The second was to examine how that relationship was affected by virtuality. Four-member teams of different distributions (partially distributed, fully distributed, and fully collocated) and different virtuality conditions (videoconferencing, teleconferencing, and chat) played a team-oriented game. Significant results were...
Show moreThe purpose of this paper was two-fold. The first was to investigate the impact of conflict as a mediator in the relationship between distribution and team performance. The second was to examine how that relationship was affected by virtuality. Four-member teams of different distributions (partially distributed, fully distributed, and fully collocated) and different virtuality conditions (videoconferencing, teleconferencing, and chat) played a team-oriented game. Significant results were found only in the videoconferencing condition, in which both distribution and task conflict had a negative impact on team performance, but task conflict did not mediate the relationship between distribution and team performance. Further research investigating how virtuality impacts distributed teams in needed.
Show less - Date Issued
- 2013
- Identifier
- CFE0004987, ucf:49552
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004987
- Title
- Cooperative vs Competitive Goals in Educational Video Games.
- Creator
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Smith, Peter, Bowers, Clint, McDaniel, Thomas, Kincaid, John, Cannon-Bowers, Janis, University of Central Florida
- Abstract / Description
-
The concept of serious games, or using games and gaming technologies for purposes other than purely entertainment, became popularized with the creation of the Serious Games Initiative in 2002 and has continued to grow. While this trend may appear new, the use of games for learning has a rich history and the idea of using a game as a learning platform is an established concept that had has withstood the test of time. Research in this area must move from if games can teach, to how do we improve...
Show moreThe concept of serious games, or using games and gaming technologies for purposes other than purely entertainment, became popularized with the creation of the Serious Games Initiative in 2002 and has continued to grow. While this trend may appear new, the use of games for learning has a rich history and the idea of using a game as a learning platform is an established concept that had has withstood the test of time. Research in this area must move from if games can teach, to how do we improve games that do. Proponents of serious games suggest that they should improve motivation, time on task, motivation to learn, and a litany of other benefits based primarily on the thought that what works in an entertainment game will work in a learning game. Unfortunately, this might not always be the case. For example, a commonly held misconception in learning games is that competition will motivate learner to succeed, as it motivates players of an entertainment game to continue to play. This is, however, not well supported by the learning science literature. Cooperative goal structures commonly lead to increased motivation to learn as well as improved learning outcomes when compared to competition. This research seeks to provide a framework to view games for learning and more specifically explore the structure of challenge in the context of cooperative and competitive goal structures, as well as explore the use of the word game and how it could possibly modify the expectations of the learner.
Show less - Date Issued
- 2012
- Identifier
- CFE0004603, ucf:49913
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004603
- Title
- Does Virtual Reality Elicit Physiological Arousal in Social Anxiety Disorder.
- Creator
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Owens, Maryann, Beidel, Deborah, Cassisi, Jeffrey, Bowers, Clint, Neer, Sandra, University of Central Florida
- Abstract / Description
-
The present study examined the ability of a Virtual Reality (VR) public speaking task to elicit physiological arousal in adults with SAD (n=25) and Controls (n=25). A behavioral assessment paradigm was employed to address three study objectives: (a) to determine whether the VR task can elicit significant increases in physiological response over baseline resting conditions (b) to determine if individuals with SAD have a greater increase from baseline levels of physiological and self-reported...
Show moreThe present study examined the ability of a Virtual Reality (VR) public speaking task to elicit physiological arousal in adults with SAD (n=25) and Controls (n=25). A behavioral assessment paradigm was employed to address three study objectives: (a) to determine whether the VR task can elicit significant increases in physiological response over baseline resting conditions (b) to determine if individuals with SAD have a greater increase from baseline levels of physiological and self-reported arousal during the in vivo speech task as opposed to the VR speech task and (c) to determine whether individuals with SAD experience greater changes in physiological and self-reported arousal during each speech task compared to controls. Results demonstrated that the VR task was able to elicit significant increases in heart rate, skin conductance, and respiratory sinus arrhythmia, but did not elicit as much physiological or self-reported arousal as the in vivo speech task. In addition, no differences were found between groups. Clinical implications of these findings are discussed.
Show less - Date Issued
- 2013
- Identifier
- CFE0004906, ucf:49624
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004906
- Title
- Employee Engagement, Job Attitudes, and Work Behavior: A Meta-Analytic Test of the Incremental Validity of Employee Engagement.
- Creator
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Koenig, Nick, Fritzsche, Barbara, Joseph, Dana, Bowers, Clint, Roth, Colin, University of Central Florida
- Abstract / Description
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Although the commercially-popular construct of employee engagement has gained attention in scholarly work in recent years, several questions about the construct remain unresolved. In the current paper, I addressed several issues with previous engagement research by (a) meta-analyzing the relationship between employee engagement, task performance, contextual performance, absenteeism, and turnover, (b) using these meta-analytic estimates to fit a series of models in which engagement predicts...
Show moreAlthough the commercially-popular construct of employee engagement has gained attention in scholarly work in recent years, several questions about the construct remain unresolved. In the current paper, I addressed several issues with previous engagement research by (a) meta-analyzing the relationship between employee engagement, task performance, contextual performance, absenteeism, and turnover, (b) using these meta-analytic estimates to fit a series of models in which engagement predicts both specific and broadly-defined work behaviors, and (c) estimating the unique predictive validity of engagement above and beyond job attitudes. Several regression equations and structural equation models were tested using a combination of previous meta-analytic correlations (k = 95) and original meta-analytic correlations (k = 12). Results of the study found that engagement does offer unique incremental validity over several work-related behaviors (task performance, ?R2 = .037; contextual performance, ?R2 = .025; turnover, ?R2 = .083), however this incremental validity has been over-stated in previous research. Results also found that the A-factor (higher order attitudinal construct) is strongly related to behavioral engagement (higher order behavioral construct) (? = .62) suggesting that when attitudes and behaviors are examined on the same level of specificity there is a strong predictive relationship between the two. These results suggest that although engagement may not be as unique as previous research has implied it does offer utility in the sense that it acts as a proxy for the A-factor.
Show less - Date Issued
- 2013
- Identifier
- CFE0004873, ucf:49656
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004873
- Title
- Evaluation of a digitally enhanced Expectancy Challenge Alcohol Literacy Curriculum (ECALC) for use with mandated college students.
- Creator
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Fried, Abigail, Dunn, Michael, Cassisi, Jeffrey, Bowers, Clint, Orr, Deborah, University of Central Florida
- Abstract / Description
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Alcohol use has been a longstanding problem on college campuses. Despite the efforts National Institute on Alcohol Abuse and Alcoholism and the commissioned Task Force on College Drinking (2002), there has been a recent rise in the number of alcohol related arrests and violations on college campuses. Within the high-risk mandated student population, the most successful programs utilize motivational enhancement strategies, such as the Brief Alcohol Screening and Intervention for College...
Show moreAlcohol use has been a longstanding problem on college campuses. Despite the efforts National Institute on Alcohol Abuse and Alcoholism and the commissioned Task Force on College Drinking (2002), there has been a recent rise in the number of alcohol related arrests and violations on college campuses. Within the high-risk mandated student population, the most successful programs utilize motivational enhancement strategies, such as the Brief Alcohol Screening and Intervention for College Students (BASICS). Likely due to financial constraints, an important issue that has been raised is the limited availability of validated methods for alcohol prevention and intervention on college campuses. The purpose of this study was to examine the effectiveness of the digitally assisted Expectancy Challenge Alcohol Literacy Curriculum (ECALC) by direct comparison of the ECALC to an already well-established treatment (i.e., BASICS) in an effort to reduce problematic alcohol use and related negative consequences among mandated college students. The role of the digital enhancements is to decrease time and resources necessary for training facilitators and aid in widespread implementation. Analyses revealed significant reductions on all four positive alcohol expectancies subscales for those in the ECALC condition and a significant intervening effect for the expectancies of Sociability and Liquid Courage. Results also revealed that for both males and females, those in the ECALC condition demonstrated significantly greater reductions in frequency of alcohol use (i.e., number of drinking days per month) and comparable reductions in typical (i.e., mean BAC, average drinks per sitting, average drinks per week) and heavy alcohol use (i.e., peak BAC, peak drinks per sitting, number of binge episodes) at follow-up when compared to those in the BASICS condition.
Show less - Date Issued
- 2013
- Identifier
- CFE0004843, ucf:49712
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004843
- Title
- Evaluation of a Digitally-Automated Alcohol Curriculum Designed to Alter Expectancies and Alcohol Use in First Year College Students.
- Creator
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Schreiner, Amy, Dunn, Michael, Cassisi, Jeffrey, Bowers, Clint, Linkovich Kyle, Tiffany, University of Central Florida
- Abstract / Description
-
High-risk alcohol consumption remains a primary public health concern for students on college campuses. In response to this concern the National Advisory Council of the National Institute on Alcohol Abuse and Alcoholism created a task force to identify and recommend strategies to aid college administrators in implementing effective alcohol programming at their institutions. While most administrators report being aware of these recommendations, many have not successfully implemented...
Show moreHigh-risk alcohol consumption remains a primary public health concern for students on college campuses. In response to this concern the National Advisory Council of the National Institute on Alcohol Abuse and Alcoholism created a task force to identify and recommend strategies to aid college administrators in implementing effective alcohol programming at their institutions. While most administrators report being aware of these recommendations, many have not successfully implemented empirically supported interventions on their campuses. One significant barrier is the cost and difficulty of training and hiring skilled staff to implement these interventions. Of the strategies identified as effective, challenging alcohol expectancies is the only strategy validated for group administration with college students and has significant potential to address this remaining barrier. However, current expectancy-based interventions still require highly trained expert facilitators for implementation. The present study aimed to convert the previously validated Expectancy Challenge Alcohol Literacy Curriculum (ECALC) into a digital format amenable to non-expert facilitation. The resulting digital ECALC was implemented in 48 class sections of a first year student course in a group randomized trial. It was hypothesized that receiving the digital ECALC would result in significant changes in alcohol expectancies and subsequent changes in alcohol use and related harms. Analyses revealed significant changes in both positive and negative expectancies following the digital ECALC, however no significant changes in alcohol consumption or alcohol-related harms were observed at a 30 day follow-up. Exploratory subgroup analyses revealed significant differences between experimental and control groups on average and peak drinks per sitting for classes receiving the digital ECALC during the fall semester only. Semester specific variables, environmental context, and social influence variables may have contributed to the lack of behavioral changes in the overall sample following observed expectancy changes. This study represents an important development in expectancy-based interventions for college students as the digital format removed the need for an expert facilitator and maintained significant changes in expectancies. Future studies should focus on replication of these expectancy changes and on demonstrating subsequent changes in alcohol use and related harms. The present study also represents the first evaluation of a group-administered expectancy intervention to report on intra-class correlations which will aid future researchers in designing sufficiently powered studies going forward.
Show less - Date Issued
- 2014
- Identifier
- CFE0005412, ucf:50425
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005412
- Title
- examining followership role orientation.
- Creator
-
Monsky, Douglas, Burke, Shawn, Shoss, Mindy, Bowers, Clint, University of Central Florida
- Abstract / Description
-
This study attempts to make steps toward filling significant gaps in the followership literature. The study of followership has often been seen through the lens of leaders' ability to impart change in follower behavior. In doing so, the literature has primarily focused on leader behavior as the agent of change rather than acknowledging followers as active agents in their own behaviors. However, some recent research has shown the emergence of followers as the primary focus, even looking at how...
Show moreThis study attempts to make steps toward filling significant gaps in the followership literature. The study of followership has often been seen through the lens of leaders' ability to impart change in follower behavior. In doing so, the literature has primarily focused on leader behavior as the agent of change rather than acknowledging followers as active agents in their own behaviors. However, some recent research has shown the emergence of followers as the primary focus, even looking at how their actions can change the way leaders act. This research focuses primarily on followership role orientations as mental models which specify the attributes an individual expects good followers to possess. In particular, follower personality traits, core self-evaluations, and self-construal were investigated as antecedents of followership role orientations (co-production and passive). Additionally, the relationship between these role orientations and enacted follower behavior (voice and upward delegation) were examined with task-specific self-efficacy investigated as a moderating variable. While most of the antecedents proved to be significant predictors, some of the coefficient directions were unexpected. Finally, results indicated that both role orientations were significant predictors of voice behavior and upward delegation.
Show less - Date Issued
- 2018
- Identifier
- CFE0007346, ucf:52127
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007346
- Title
- Explicit Feedback Within Game-Based Training: Examining the Influence of Source Modality Effects on Interaction.
- Creator
-
Goldberg, Benjamin, Bowers, Clint, Cannon-Bowers, Janis, Kincaid, John, McDaniel, Thomas, Sottilare, Robert, University of Central Florida
- Abstract / Description
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This research aims to enhance Simulation-Based Training (SBT) applications to support training events in the absence of live instruction. The overarching purpose is to explore available tools for integrating intelligent tutoring communications in game-based learning platforms and to examine theory-based techniques for delivering explicit feedback in such environments. The primary tool influencing the design of this research was the Generalized Intelligent Framework for Tutoring (GIFT), a...
Show moreThis research aims to enhance Simulation-Based Training (SBT) applications to support training events in the absence of live instruction. The overarching purpose is to explore available tools for integrating intelligent tutoring communications in game-based learning platforms and to examine theory-based techniques for delivering explicit feedback in such environments. The primary tool influencing the design of this research was the Generalized Intelligent Framework for Tutoring (GIFT), a modular domain-independent architecture that provides the tools and methods to author, deliver, and evaluate intelligent tutoring technologies within any training platform. Influenced by research surrounding Social Cognitive Theory and Cognitive Load Theory, the resulting experiment tested varying approaches for utilizing an Embodied Pedagogical Agent (EPA) to function as a tutor during interaction in a game-based environment. Conditions were authored to assess the tradeoffs between embedding an EPA directly in a game, embedding an EPA in GIFT's browser-based Tutor-User Interface (TUI), or using audio prompts alone with no social grounding.The resulting data supports the application of using an EPA embedded in GIFT's TUI to provide explicit feedback during a game-based learning event. Analyses revealed conditions with an EPA situated in the TUI to be as effective as embedding the agent directly in the game environment. This inference is based on evidence showing reliable differences across conditions on the metrics of performance and self-reported mental demand and feedback usefulness items. This research provides source modality tradeoffs linked to tactics for relaying training relevant explicit information to a user based on real-time performance in a game.
Show less - Date Issued
- 2013
- Identifier
- CFE0004850, ucf:49696
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004850
- Title
- Exploring new boundaries in team cognition: Integrating knowledge in distributed teams.
- Creator
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Zajac, Stephanie, Salas, Eduardo, Bowers, Clint, Burke, Shawn, University of Central Florida
- Abstract / Description
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Distributed teams continue to emerge in response to the complex organizational environments brought about by globalization, technological advancements, and the shift toward a knowledge-based economy. These teams are comprised of members who hold the disparate knowledge necessary to take on cognitively demanding tasks. However, knowledge coordination between team members who are not co-located is a significant challenge, often resulting in process loss and decrements to the effectiveness of...
Show moreDistributed teams continue to emerge in response to the complex organizational environments brought about by globalization, technological advancements, and the shift toward a knowledge-based economy. These teams are comprised of members who hold the disparate knowledge necessary to take on cognitively demanding tasks. However, knowledge coordination between team members who are not co-located is a significant challenge, often resulting in process loss and decrements to the effectiveness of team level knowledge structures. The current effort explores the configuration dimension of distributed teams, and specifically how subgroup formation based on geographic location, may impact the effectiveness of a team's transactive memory system and subsequent team process. In addition, the role of task cohesion as a buffer to negative intergroup interaction is explored.
Show less - Date Issued
- 2014
- Identifier
- CFE0005449, ucf:50393
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005449
- Title
- Front-Line Registered Nurse Job Satisfaction and Predictors: A Meta-Analysis from 1980 - 2009.
- Creator
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Saber, Deborah Anne, Norris, Anne, Andrews, Diane, Byers, Jacqueline, Bowers, Clint, University of Central Florida
- Abstract / Description
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Front-line registered nurses (RNs) make up the workforce that directly affect the care of patients in a variety of different healthcare settings. RN job satisfaction is important because it is tied to retention, organizational commitment, workforce safety, patient safety, and cost savings. The strongest predictors have been difficult to determine because workplaces differ, numerous tools to measure satisfaction exist, the workforce is diversified by generations and work positions, and ongoing...
Show moreFront-line registered nurses (RNs) make up the workforce that directly affect the care of patients in a variety of different healthcare settings. RN job satisfaction is important because it is tied to retention, organizational commitment, workforce safety, patient safety, and cost savings. The strongest predictors have been difficult to determine because workplaces differ, numerous tools to measure satisfaction exist, the workforce is diversified by generations and work positions, and ongoing policy changes directly impact the work of the front-line RN. The strength and stability of the workforce depends on an accurate understanding of the predictors of job satisfaction for the front-line RN. The purpose of this study was to comprehensively, quantitatively examine predictors of front-line RN job satisfaction from 1980-2009 to provide overarching conclusions based on empirical evidence. Of interest was: the (1) estimation of large, moderate, and small predictor summary effect sizes; (2) assessment of predictor differences among decades (i.e., 1980s, 1990s, and 2000s); (3) identification of causes for predictor differences among studies (i.e., moderators); and (4) investigation of predictor differences between generations (i.e., Baby Boomers, Generation X, and Millennials).A non-a priori meta-analysis approach was guided by inclusion and exclusion criteria to review published and unpublished studies from 1980(-)2009. The search process identified 48 published and 14 unpublished studies used for analysis. Within the studies that met inclusion criteria, 27 job satisfaction predictors met inclusion for analysis. Studies were coded for Study Characteristics (e.g., Year of Publication, Country of Study) that were needed for moderator analysis. Predictors were coded for data that were necessary to calculate predictor summary effect sizes (i.e., r, n). Coding quality was maximized with a coding reliability scheme that included the primary investigator (PI) and secondary coder. A random-effects model was used to guide the calculation of summary effect sizes for each job satisfaction predictor. Publication bias was examined using funnel plots and Rosenthal's Fail-safe N. An analysis of variance (ANOVA) was used to evaluate predictor differences among decades (i.e., 1980s, 1990s, and 2000s). Heterogeneity among studies was calculated (i.e., Q-statistic, I-squared, and Tau-squared) to guide the need for moderator analysis. Moderator analyses were conducted to evaluate Study Characteristics as sources of predictor differences among studies, and to investigate the influence of Age (i.e., generation) on predictor effect sizes.The largest effect sizes were found for three predictors: Task Significance (r=.61), Empowerment (r=.55), and Control (r=.52). Moderate effect sizes were found for 10 predictors (e.g., Autonomy: r=.44; Stress: r=-.43), and small effect sizes were found for nine predictors (e.g., Wages: r=.23; Staffing Adequacy: r=.19). Significant heterogeneity between studies was present in all of the 27 predictor analyses. Effect size differences were not found between decades or generations. Moderator analysis found that the sources of the difference between studies remain unexplained indicating that unknown moderators are present.Findings from this study indicate that the largest predictors of job satisfaction for the front-line RN may be different than previously thought. Heterogeneity between studies and unidentified moderators indicate that there are significant differences among studies and more research is needed to identify the source(s) of these differences. The findings from this study can be used at the organizational, state, and national level to guide leaders to focus efforts of workplace improvements that are based on predictors that are most meaningful to front-line RNs (i.e., Task Requirements, Empowerment, and Control). Future research is needed to determine contemporary predictors of job satisfaction for the front-line RN, and the causes of heterogeneity between studies. The findings from the current study provide the critical synthesis needed to guide educational and practice recommendations aimed at supporting job satisfaction of front-line RNs, thereby, maintaining this integral component of the healthcare workforce.
Show less - Date Issued
- 2012
- Identifier
- CFE0004592, ucf:49220
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004592
- Title
- Getting the Upper Hand: Natural Gesture Interfaces Improve Instructional Efficiency on a Conceptual Computer Lesson.
- Creator
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Bailey, Shannon, Sims, Valerie, Jentsch, Florian, Bowers, Clint, Johnson, Cheryl, University of Central Florida
- Abstract / Description
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As gesture-based interactions with computer interfaces become more technologically feasible for educational and training systems, it is important to consider what interactions are best for the learner. Computer interactions should not interfere with learning nor increase the mental effort of completing the lesson. The purpose of the current set of studies was to determine whether natural gesture-based interactions, or instruction of those gestures, help the learner in a computer lesson by...
Show moreAs gesture-based interactions with computer interfaces become more technologically feasible for educational and training systems, it is important to consider what interactions are best for the learner. Computer interactions should not interfere with learning nor increase the mental effort of completing the lesson. The purpose of the current set of studies was to determine whether natural gesture-based interactions, or instruction of those gestures, help the learner in a computer lesson by increasing learning and reducing mental effort. First, two studies were conducted to determine what gestures were considered natural by participants. Then, those gestures were implemented in an experiment to compare type of gesture and type of gesture instruction on learning conceptual information from a computer lesson. The goal of these studies was to determine the instructional efficiency (-) that is, the extent of learning taking into account the amount of mental effort (-) of implementing gesture-based interactions in a conceptual computer lesson. To test whether the type of gesture interaction affects conceptual learning in a computer lesson, the gesture-based interactions were either naturally- or arbitrarily-mapped to the learning material on the fundamentals of optics. The optics lesson presented conceptual information about reflection and refraction, and participants used the gesture-based interactions during the lesson to manipulate on-screen lenses and mirrors in a beam of light. The beam of light refracted/reflected at the angle corresponding with type of lens/mirror. The natural gesture-based interactions were those that mimicked the physical movement used to manipulate the lenses and mirrors in the optics lesson, while the arbitrary gestures were those that did not match the movement of the lens or mirror being manipulated. The natural gestures implemented in the computer lesson were determined from Study 1, in which participants performed gestures they considered natural for a set of actions, and rated in Study 2 as most closely resembling the physical interaction they represent. The arbitrary gestures were rated by participants as most arbitrary for each computer action in Study 2. To test whether the effect of novel gesture-based interactions depends on how they are taught, the way the gestures were instructed was varied in the main experiment by using either video- or text-based tutorials. Results of the experiment support that natural gesture-based interactions were better for learning than arbitrary gestures, and instruction of the gestures largely did not affect learning and amount of mental effort felt during the task. To further investigate the factors affecting instructional efficiency in using gesture-based interactions for a computer lesson, individual differences of the learner were taken into account. Results indicated that the instructional efficiency of the gestures and their instruction depended on an individual's spatial ability, such that arbitrary gesture interactions taught with a text-based tutorial were particularly inefficient for those with lower spatial ability. These findings are explained in the context of Embodied Cognition and Cognitive Load Theory, and guidelines are provided for instructional design of computer lessons using natural user interfaces. The theoretical frameworks of Embodied Cognition and Cognitive Load Theory were used to explain why gesture-based interactions and their instructions impacted the instructional efficiency of these factors in a computer lesson. Gesture-based interactions that are natural (i.e., mimic the physical interaction by corresponding to the learning material) were more instructionally efficient than arbitrary gestures because natural gestures may help schema development of conceptual information through physical enactment of the learning material. Furthermore, natural gestures resulted in lower cognitive load than arbitrary gestures, because arbitrary gestures that do not match the learning material may increase the working memory processing not associated with the learning material during the lesson. Additionally, the way in which the gesture-based interactions were taught was varied by either instructing the gestures with video- or text-based tutorials, and it was hypothesized that video-based tutorials would be a better way to instruct gesture-based interactions because the videos may help the learner to visualize the interactions and create a more easily recalled sensorimotor representation for the gestures; however, this hypothesis was not supported and there was not strong evidence that video-based tutorials were more instructionally efficient than text-based instructions. The results of the current set of studies can be applied to educational and training systems that incorporate a gesture-based interface. The finding that more natural gestures are better for learning efficiency, cognitive load, and a variety of usability factors should encourage instructional designers and researchers to keep the user in mind when developing gesture-based interactions.
Show less - Date Issued
- 2017
- Identifier
- CFE0007278, ucf:52192
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007278
- Title
- Habituation Trajectory During Exposure Therapy: Comparing Trauma Frequency and Trauma Type.
- Creator
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Marks, Madeline, Bowers, Clint, Beidel, Deborah, Newins, Amie, Jasinski, Jana, University of Central Florida
- Abstract / Description
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The current DSM-5 criteria for Posttraumatic Stress Disorder (PTSD) affords heterogeneous symptom presentations; however, current treatment fails to consider differences in trauma frequency and trauma type. These different symptom profiles that exist within the PTSD framework lead to questions about the generalizability of treatment outcomes from one group to another group. One group of interest is those that experience multiple traumatic events and report multiple index traumas (trauma...
Show moreThe current DSM-5 criteria for Posttraumatic Stress Disorder (PTSD) affords heterogeneous symptom presentations; however, current treatment fails to consider differences in trauma frequency and trauma type. These different symptom profiles that exist within the PTSD framework lead to questions about the generalizability of treatment outcomes from one group to another group. One group of interest is those that experience multiple traumatic events and report multiple index traumas (trauma frequency). The second group of interest is those with a PTSD diagnosis from occupational exposure to traumatic events (trauma type). Appreciation of the reinforcement schedule may be particularly crucial for understanding treatment response. The current study aims to investigate habituation responses during exposure therapy to inform treatment modifications and decisions. Exposure therapy process variables, session variables, and PTSD severity were examined for a sample of 128 participants that sought treatment for combat-related PTSD or occupation-related PTSD, some of whom endorsed multiple index traumas, and some of whom endorsed a single index trauma. Results revealed no significant differences based on trauma frequency or trauma type for within-session and between-session habituation. This suggests that the effectiveness of a flooding approach to extinguish avoidance behavior may overcome the impact of reinforcement schedule on fear habituation. The results of the present study contribute to the growing body of literature that suggests the exclusion of patients based on the pre-treatment characteristics of trauma frequency and trauma type is unfounded.
Show less - Date Issued
- 2019
- Identifier
- CFE0007676, ucf:52458
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007676
- Title
- Health Behaviors in Military Veterans with and without Posttraumatic Stress Disorder.
- Creator
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Kitsmiller, Emily, Neer, Sandra, Beidel, Deborah, Bowers, Clint, University of Central Florida
- Abstract / Description
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A link between posttraumatic stress disorder and health behaviors, such as exercise, alcohol, smoking, and caffeine has been suggested. However, it is unknown whether veterans with combat-related PTSD differ from combat veterans without PTSD and whether health behaviors change over the course of exposure therapy for PTSD or differ based on PTSD severity. This study examined the relationship between health behaviors and PTSD. More specifically, combat veterans with and without PTSD were...
Show moreA link between posttraumatic stress disorder and health behaviors, such as exercise, alcohol, smoking, and caffeine has been suggested. However, it is unknown whether veterans with combat-related PTSD differ from combat veterans without PTSD and whether health behaviors change over the course of exposure therapy for PTSD or differ based on PTSD severity. This study examined the relationship between health behaviors and PTSD. More specifically, combat veterans with and without PTSD were compared across self-reported levels of alcohol use, smoking, exercise, and caffeine. Health behaviors of combat veterans with PTSD were compared before and after a 17-week treatment for PTSD. Results showed a significant number of participants decreased alcohol use at post-treatment by an average of eight drinks over 30 days, regardless of their PTSD severity level or amount of improvement in PTSD symptoms. No significant differences were found for other health behaviors.
Show less - Date Issued
- 2017
- Identifier
- CFE0006891, ucf:51711
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006891
