Current Search: Bowers, Clint (x)
View All Items
(41 - 60 of 60)
Pages
- Title
- How does brief cognitive behavioral therapy work? Potential mechanisms of action for veterans with physical and psychological comorbidities.
- Creator
-
Deavers, Frances, Cassisi, Jeffrey, Bowers, Clint, Eldridge, Gloria, University of Central Florida
- Abstract / Description
-
Depression and anxiety are commonly comorbid among patients with chronic medical conditions. These comorbidities are associated with negative outcomes including poorer quality of life and worse physical functioning. Evidence that traditional cognitive behavioral therapy (CBT) is less effective for these populations has led to the development of brief CBT protocols that incorporate physical health self-management skills and are delivered in primary care. To continue refining treatment packages...
Show moreDepression and anxiety are commonly comorbid among patients with chronic medical conditions. These comorbidities are associated with negative outcomes including poorer quality of life and worse physical functioning. Evidence that traditional cognitive behavioral therapy (CBT) is less effective for these populations has led to the development of brief CBT protocols that incorporate physical health self-management skills and are delivered in primary care. To continue refining treatment packages, it is important to understand how brief CBT works. The present study used the transactional model of stress and coping as a framework for investigating potential mechanisms of action of brief CBT. Veterans with chronic obstructive pulmonary disease and/or heart failure and elevated symptoms of depression and/or anxiety were randomized to receive brief CBT (n =180) or enhanced usual care (EUC; n = 122). At 4-month follow-up, depression and anxiety symptoms were significantly lower in veterans who received brief CBT, compared to EUC. Multiple mediation analyses revealed that brief CBT was associated with higher self-efficacy and less avoidant coping at 4-month follow-up, which were in turn associated with less depression and anxiety symptoms. Illness intrusiveness was also a significant mediator of the relationship between brief CBT and anxiety symptoms, but not depression symptoms. In contrast, increases in active coping attributable to brief CBT were not associated with improvements in depression or anxiety symptoms. These results demonstrate the utility of the transactional model of stress and coping as a framework for understanding mechanisms of action of brief CBT in patients with comorbid physical and psychological conditions.
Show less - Date Issued
- 2017
- Identifier
- CFE0006733, ucf:51884
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006733
- Title
- Psychometric Properties of a Social Skills Assessment Using Virtual Environment.
- Creator
-
Le, Thien-An, Beidel, Deborah, Paulson, Daniel, Bowers, Clint, University of Central Florida
- Abstract / Description
-
Background: Social Anxiety Disorder (SAD) is a marked and persistent fear of social and/or performance situations in which embarrassment or scrutiny from others may occur. In children, this marked and persistent fear must be present in peer settings and is not exclusive to interactions with adults (American Psychiatric Association [APA], 2013). Behaviorally, children with SAD may avoid eye contact and exhibit other behavioral symptoms such as stooped shoulders, nail biting, trembling voice,...
Show moreBackground: Social Anxiety Disorder (SAD) is a marked and persistent fear of social and/or performance situations in which embarrassment or scrutiny from others may occur. In children, this marked and persistent fear must be present in peer settings and is not exclusive to interactions with adults (American Psychiatric Association [APA], 2013). Behaviorally, children with SAD may avoid eye contact and exhibit other behavioral symptoms such as stooped shoulders, nail biting, trembling voice, avoidance of social and performance situations, muffled voice, longer speech latency, inappropriate tone or low voice volume, and lack of spontaneous speech (Beidel (&) Turner, 2007; Ollendick, Benoit, (&) Grills-Taquechel, 2014; Spence, Donovan, (&) Brechman-Toussaint, 1999). Currently, there are several methods of assessing symptom severity of SAD, such as structured and semi-structured interviews supplemented by self- and parent-report forms, as well as behavioral assessment of social skills, such as RPTs. However, RPTs inherently present with feasibility concerns as there are several obstacles for its implementation. Thus, the current study will examine the psychometric properties of a VE based social skills assessment as it compares to the traditional RPT. Methods: Participants were 46 children, ages 7 to 14, who underwent two assessment conditions: RPT and VE BAT. Participants were assessed prior to the assessment conditions using the ADIS-C/P and completed several self- and parent-report forms. Participants reported self-ratings of anxiety and acceptability, while blinded observers rated social skills and overall social anxiety. Results: A paired-samples t-test revealed (a) no significant difference in acceptability between the two tasks (t(36) = .209, p (>) .05); (b) the VE BAT elicited somewhat less anxiety and somewhat more skilled social behavior than a comparable and traditional RPT; (c) the VE BAT demonstrated moderate concurrent validity with the SPAI-C (r = .422, p = .004); (d) behaviors were rated as consistent across assessment tasks for speech latency ( r = .367, p = .016), overall effectiveness ( r = .541, p = .000), overall social anxiety (r = .638, p = .000), and SAM ratings (r = .730, p = .000) and; (e) VE BAT was more feasible to implement than the RPT in terms of personnel time (t(45) = 12.87, p = .00, d = 2.69) and costs (t(45) = 12.88, p = .00, d = 1.83). Conclusion: The current study addresses many of the discussed limitations of conducting RPTs and, overall, supports the utilization of VE BATS as a viable alternative to behaviorally assessing social skills in children. Overall, the current study demonstrates acceptability, validity, and feasibility of implementing such a novel method, where a formal RPT is not possible. Further implications for the current study include that VEs have potential in the armamentarium for social skills training with children with SAD.
Show less - Date Issued
- 2016
- Identifier
- CFE0006134, ucf:51178
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006134
- 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
- Stand-Alone Personalized Normative Feedback for College Student Drinkers: A Meta-Analytic Review, 2004 to 2014.
- Creator
-
Dotson, Keri, Dunn, Michael, Cassisi, Jeffrey, Bowers, Clint, University of Central Florida
- Abstract / Description
-
Personalized normative feedback (PNF) has shown promise as a stand-alone intervention for reducing alcohol use among college students. PNF uses norms clarification to correct drinking norms misperceptions by highlighting discrepancies between personal alcohol use, perceived peer alcohol use, and actual peer alcohol use. Previous reviews of personalized feedback interventions have identified norms clarification as key a component, prompting researchers to study PNF as a single-component...
Show morePersonalized normative feedback (PNF) has shown promise as a stand-alone intervention for reducing alcohol use among college students. PNF uses norms clarification to correct drinking norms misperceptions by highlighting discrepancies between personal alcohol use, perceived peer alcohol use, and actual peer alcohol use. Previous reviews of personalized feedback interventions have identified norms clarification as key a component, prompting researchers to study PNF as a single-component intervention for college drinking. As the number of publications focused on PNF effectiveness has increased in recent years, an empirical review of these studies is warranted to assess the potential impact of PNF as a stand-alone program. The purpose of the present study was to summarize available research and to perform a meta-analytic review of personalized normative feedback as a stand-alone intervention for college student drinking. Studies were included if they examined a stand-alone PNF drinking intervention, used a college student sample, reported alcohol use outcomes, and used a pre-post experimental design with follow-up at least 28 days post-intervention. Eight studies (13 interventions) completed between 2004 and 2014 were included. Effect size estimates (ESs) were calculated as the standardized mean difference in change scores between treatment and control groups. Compared to control participants, students who received PNF reported a greater reduction in drinking and harms from baseline to follow-up. Results were similar for both gender-neutral and gender-specific PNF. Overall, intervention effects for drinking were small but reliable. This study offers an empirical summary of stand-alone PNF for reducing college student drinking and provides a foundation for future research.
Show less - Date Issued
- 2015
- Identifier
- CFE0005606, ucf:50257
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005606
- Title
- Modeling Risk for Sexually Transmitted Infections in Women in a Court-Ordered Substance Treatment Program.
- Creator
-
Deavers, Frances, Cassisi, Jeffrey, Bowers, Clint, Eldridge, Gloria, University of Central Florida
- Abstract / Description
-
Developing a comprehensive model of Sexually Transmitted Infection (STI) risk factors and their inter-relationships is vital to improving methods of risk identification and treatment delivery. The CDC posed three general categories that may serve as a framework for such a model: sexual network, individual behavior, and social/ structural risk. None of the extant risk models incorporate measures from all three categories. Additionally, none of these models, generally focused on individual...
Show moreDeveloping a comprehensive model of Sexually Transmitted Infection (STI) risk factors and their inter-relationships is vital to improving methods of risk identification and treatment delivery. The CDC posed three general categories that may serve as a framework for such a model: sexual network, individual behavior, and social/ structural risk. None of the extant risk models incorporate measures from all three categories. Additionally, none of these models, generally focused on individual behavior, use medical data on infection as their outcome variable. This is problematic because the ultimate outcome of infection is also influenced by sexual network and social/ structural variables, in addition to individual behaviors. Therefore the current study aimed to develop a comprehensive model of risk incorporating sexual network, individual behavior, and social/ structural risk variables, using medical data on infection status as the outcome variable. The sample consisted of 506 women in a court-ordered substance treatment program. An Exploratory Factor Analysis provided preliminary evidence for a three factor model corresponding to the CDC framework. However, a Confirmatory Factor Analysis failed to confirm this model. Additionally, a logistic regression suggested that this model has limited clinical utility for this sample. Future studies may more conclusively determine the importance of various STI risk variables, the relationships between them, and whether they mirror the CDC theoretical framework. With rates of infection still high in the United States, and even increasing among women for certain STIs, this is a critical public health issue that should continue to be examined.
Show less - Date Issued
- 2014
- Identifier
- CFE0005323, ucf:50502
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005323
- Title
- Objectively Defining Scenario Complexity: Towards Automated, Adaptive Scenario-Based Training.
- Creator
-
Dunn, Robert, Sivo, Stephen, Hoffman, Bobby, Hartshorne, Richard, Bowers, Clint, University of Central Florida
- Abstract / Description
-
Effective Scenario-Based Training (SBT) is sequenced in an efficient trajectory from novice to mastery and is well-grounded in pedagogically sound instructional strategies and learning theory. Adaptive, automated SBT attempts to sequence scenarios according to the performance of the student and implement the sequence without human agency. The source of these scenarios may take the form of a matrix constructed by Instructional Systems Designers (ISD), software engineers or trainers. The domain...
Show moreEffective Scenario-Based Training (SBT) is sequenced in an efficient trajectory from novice to mastery and is well-grounded in pedagogically sound instructional strategies and learning theory. Adaptive, automated SBT attempts to sequence scenarios according to the performance of the student and implement the sequence without human agency. The source of these scenarios may take the form of a matrix constructed by Instructional Systems Designers (ISD), software engineers or trainers. The domain being instructed may contain procedures or concepts that are easily differentiated thus allowing quick and accurate determination of difficulty. In this instance, the sequencing of the SBT is relatively simple. However, in complex, domain-integrated instructional environments accurate and efficient sequencing may be extremely difficult as ISD, software engineers and trainers, without an objective means to calculate a scenario's complexity must rely on subjectivity. In the Military, where time, fiscal and manpower constraints may lead to ineffective, inefficient and, perhaps, negative training SBT is a growing alternative to live training due to the significant cost avoidance demonstrated by such systems as the United States Marine Corps' (USMC) Abrams Main Battle Tank (M1A1) Advanced Gunnery Training System (AGTS). Even as the practice of simulation training grows, leadership such as the Government Accountability Office asserts that little has been done to demonstrate simulator impact on trainee proficiency. The M1A1 AGTS instructional sub system, the Improved Crew Training Program (ICTP), employs an automated matrix intended to increase Tank Commander (TC) and Gunner (GNR) team proficiency. This matrix is intended to guide the team along a trajectory of ever-increasing scenario difficulty. However, as designed, the sequencing of the matrix is based on subjective evaluation of difficulty, not on empirical or objective calculations of complexity. Without effective, automated SBT that adapts to the performance of the trainee, gaps in combat readiness and fiscal responsibility could grow large.In 2010, the author developed an algorithm intended to computationally define scenario complexity (Dunne, Schatz, Fiore, Martin (&) Nicholson, 2010) and conducted a proof of concept study to determine the algorithm's effectiveness (Dunne, Schatz, Fiore, Nicholson (&) Fowlkes, 2010). Based on results of that study, and follow-on analysis, revisions were made to that Scenario Complexity (SC) algorithm. The purpose of this research was to examine the efficacy of the revised SC algorithm to enable Educators and Trainers, ISDs, and software engineers to objectively and computationally define SC. The research process included a period of instruction for Subject Matter Experts (SME) to receive instruction on how to identify the base variables that comprise SC. Using this knowledge SMEs then determined the values of the scenarios base variables. Once calculated, these values were ranked and compared to the ICTP matrix sequence.Results indicate that the SMEs were very consistent in their ratings of the items across scenario base variables. Due to the highly proceduralized process underlying advanced gunnery skills, this high degree of agreement was expected. However, the significant lack of correlation to the matrix sequencing is alarming and while a recent study has shown the AGTS to increase TC and GNR team proficiency (PM TRASYS, 2014a), this research's findings suggests that redesign of the ICTP matrix is in order.
Show less - Date Issued
- 2014
- Identifier
- CFE0005789, ucf:50062
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005789
- Title
- How emoticons affect leader-member exchange.
- Creator
-
Loglia, Jennifer, Bowers, Clint, Fritzsche, Barbara, Joseph, Dana, University of Central Florida
- Abstract / Description
-
Emoticons have been shown to be the nonverbal cues of computer-mediated communication and could therefore be a rich source of information, but they are not used in the workplace because they are considered unprofessional. This study aimed to look at the effects of emoticons on relationships, specifically between a leader and member. Participants were asked to read a fake email from a fake boss and answer several questions in regard to leader-member exchange, affective presence, perceived...
Show moreEmoticons have been shown to be the nonverbal cues of computer-mediated communication and could therefore be a rich source of information, but they are not used in the workplace because they are considered unprofessional. This study aimed to look at the effects of emoticons on relationships, specifically between a leader and member. Participants were asked to read a fake email from a fake boss and answer several questions in regard to leader-member exchange, affective presence, perceived message positivity, perceived masculinity/femininity of the fake boss, and perceived professionalism. This study found that the use of a positive emoticon in an email message increased leader-member exchange, mediated by positive affective presence (though the use of the emoticon and positive affective presence were not linked). This study also found that when participants received a message with an emoticon, they found the sender to be both more feminine and less professional.
Show less - Date Issued
- 2013
- Identifier
- CFE0005028, ucf:50003
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005028
- Title
- Exploring new boundaries in team cognition: Integrating knowledge in distributed teams.
- Creator
-
Zajac, Stephanie, Salas, Eduardo, Bowers, Clint, Burke, Shawn, University of Central Florida
- Abstract / Description
-
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
- Visuo-spatial abilities in remote perception: A meta-analysis of empirical work.
- Creator
-
Fincannon, Thomas, Jentsch, Florian, Sims, Valerie, Bowers, Clint, Chen, Jessie, University of Central Florida
- Abstract / Description
-
Meta-analysis was used to investigate the relationship between visuo-spatial ability and performance in remote environments. In order to be included, each study needed to examine the relationship between the use of an ego-centric perspective and various dimensions of performance (i.e., identification, localization, navigation, and mission completion time). The moderator analysis investigated relationships involving: (a) visuo-spatial construct with an emphasis on Carroll's (1993)...
Show moreMeta-analysis was used to investigate the relationship between visuo-spatial ability and performance in remote environments. In order to be included, each study needed to examine the relationship between the use of an ego-centric perspective and various dimensions of performance (i.e., identification, localization, navigation, and mission completion time). The moderator analysis investigated relationships involving: (a) visuo-spatial construct with an emphasis on Carroll's (1993) visualization (VZ) factor; (b) performance outcome (i.e., identification, localization, navigation, and mission completion time); (c) autonomy to support mission performance; (d) task type (i.e., navigation vs. reconnaissance); and (e) experimental testbed (i.e., physical vs. virtual environments). The process of searching and screening for published and unpublished analyses identified 81 works of interest that were found to represent 50 unique datasets. 518 effects were extracted from these datasets for analyses.Analyses of aggregated effects (Hunter (&) Schmidt, 2004) found that visuo-spatial abilities were significantly associated with each construct, such that effect sizes ranged from weak (r = .235) to moderately strong (r = .371). For meta-regression (Borenstein, Hedges, Figgins, (&) Rothstein, 2009; Kalaian (&) Raudenbush, 1996; Tabachnick (&) Fidell, 2007), moderation by visuo-spatial construct (i.e., focusing on visualization) was consistently supported for all outcomes. For at least one of the outcomes, support was found for moderation by test, the reliability coefficient of a test, autonomy (i.e. to support identification, localization, and navigation), testbed (i.e., physical vs. virtual environment), intended domain of application, and gender. These findings illustrate that majority of what researchers refer to as (")spatial ability(") actually uses measures that load onto Carroll's (1993) visualization (VZ) factor. The associations between this predictor and all performance outcomes were significant, but the significant variation across moderators highlight important issues for the design of unmanned systems and the external validity of findings across domains. For example, higher levels of autonomy for supporting navigation decreased the association between visualization (VZ) and performance. In contrast, higher levels of autonomy for supporting identification and localization increased the association between visualization (VZ) and performance. Furthermore, moderation by testbed, intended domain of application, and gender challenged the degree to which findings can be expected to generalize across domains and sets of participants.
Show less - Date Issued
- 2013
- Identifier
- CFE0004680, ucf:49858
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004680
- Title
- Evaluation of a digitally enhanced Expectancy Challenge Alcohol Literacy Curriculum (ECALC) for use with mandated college students.
- Creator
-
Fried, Abigail, Dunn, Michael, Cassisi, Jeffrey, Bowers, Clint, Orr, Deborah, University of Central Florida
- Abstract / Description
-
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
- Treatment Matching in PTSD: A Confirmatory Factor Analysis Based On Therapeutic Mechanisms of Action.
- Creator
-
Trachik, Benjamin, Bowers, Clint, Beidel, Deborah, Jentsch, Florian, University of Central Florida
- Abstract / Description
-
The current study takes an initial step toward deriving a method for empirically based, theory-driven treatment matching in a military population suffering from PTSD. Along with the more overt symptoms of PTSD (e.g., persistent hyperarousal), secondary cognitive symptoms have also been shown to be significantly associated with avoidance and intrusive symptoms, as well as contribute to functional impairment. Based on the factor analytic and treatment literature for PTSD, it appears that there...
Show moreThe current study takes an initial step toward deriving a method for empirically based, theory-driven treatment matching in a military population suffering from PTSD. Along with the more overt symptoms of PTSD (e.g., persistent hyperarousal), secondary cognitive symptoms have also been shown to be significantly associated with avoidance and intrusive symptoms, as well as contribute to functional impairment. Based on the factor analytic and treatment literature for PTSD, it appears that there are two central mechanisms associated with beneficial therapeutic change that underlies both CPT and PE treatments (i.e., habituation, changes in cognitions). Additionally, different traumatic events and peritraumatic responses may be associated with unique symptom profiles and may necessitate targeted treatment. The present study proposes a novel approach to treatment matching based on the factor structure of PTSD and underlying mechanisms of treatment response. More broadly, this paper provides evidence for a broader understanding of peritraumatic responses and the potential implications of these responses for symptom profiles and illness trajectories.
Show less - Date Issued
- 2014
- Identifier
- CFE0005727, ucf:50126
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005727
- 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
-
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
- Assessment of Instructional Presentation For Emergency Evacuation Assistive Technology.
- Creator
-
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
- Does Virtual Reality Elicit Physiological Arousal in Social Anxiety Disorder.
- Creator
-
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
-
Koenig, Nick, Fritzsche, Barbara, Joseph, Dana, Bowers, Clint, Roth, Colin, University of Central Florida
- Abstract / Description
-
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
- Tailoring Instruction to the individual: Investigating the Utility of Trainee Aptitudes for use in Adaptive Training.
- Creator
-
Landsberg, Carla, Mouloua, Mustapha, Bowers, Clint, Neider, Mark, Van Buskirk, Wendi, University of Central Florida
- Abstract / Description
-
Computer-based training has become more prolific as the military and private businessenterprises search for more efficient ways to deliver training. However, some methods ofcomputer-based training are not more effective than traditional classroom methods. Onetechnique that may be able to approximate the most effective form of training, one-on-onetutoring, is Adaptive Training (AT). AT techniques use instruction that is tailored to the learnerin some way, and can adjust different training...
Show moreComputer-based training has become more prolific as the military and private businessenterprises search for more efficient ways to deliver training. However, some methods ofcomputer-based training are not more effective than traditional classroom methods. Onetechnique that may be able to approximate the most effective form of training, one-on-onetutoring, is Adaptive Training (AT). AT techniques use instruction that is tailored to the learnerin some way, and can adjust different training parameters such as difficulty, feedback, pace, anddelivery mode.There are many ways to adapt training to the learner, and in this study I exploredadapting the feedback provided to trainees based on spatial ability in line with Cognitive LoadTheory (CLT). In line with the CLT expertise reversal effect literature I hypothesized that for aspatial task, higher ability trainees would perform better when they were given less feedback.Alternately, I hypothesized that lower ability trainees would perform better during training whenthey were given more support via feedback. This study also compared two different adaptationapproaches. The first approach, called the ATI approach, adapts feedback based on a premeasuredability. In this case, it was spatial ability. The second approach, called the Hybridapproach adapts initially based on ability, but then based on performance later in training. Ihypothesized that participants who received Hybrid adaptive training would perform better.The study employed a 2(spatial ability; high, low) X 2(feedback; matched, mismatched)X 2 (approach; ATI, Hybrid) between-subjects design in which participants were randomlyassigned to one of the eight conditions. Ninety-two participants completed a submarine-basedperiscope operator task that was visual and spatial in nature. ivThe results of the study did not support the use of CLT-derived adaptation based onspatial ability; contrary to what was hypothesized, higher ability participants who received morefeedback performed better than those who received less. Similarly, lower ability participantswho received less feedback performed better than those who received more. While notsignificant, results suggested there may be some benefit to using the Hybrid approach, but moreresearch is needed to determine the relative effectiveness of this approach.
Show less - Date Issued
- 2015
- Identifier
- CFE0005646, ucf:50191
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005646
- 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
-
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
- Evaluation of a Digitally-Automated Alcohol Curriculum Designed to Alter Expectancies and Alcohol Use in First Year College Students.
- Creator
-
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
- The Effects of Narrative and Achievements on Learning in a 2D Platformer Video Game.
- Creator
-
Fanfarelli, Joseph, McDaniel, Rudy, Smith, Peter, Bowers, Clint, Vie, Stephanie, University of Central Florida
- Abstract / Description
-
Game design is a rigorous practice rife with complexity. The design of learning games is similarly complex to the design of their entertainment-based relatives. This complexity is partially due to the many interacting components that comprise games. The impacts of these individual components are not well understood. Advancing the understanding of how such component parts contribute to the formed game will inform decisions related to their inclusion and subsequent design within games....
Show moreGame design is a rigorous practice rife with complexity. The design of learning games is similarly complex to the design of their entertainment-based relatives. This complexity is partially due to the many interacting components that comprise games. The impacts of these individual components are not well understood. Advancing the understanding of how such component parts contribute to the formed game will inform decisions related to their inclusion and subsequent design within games. Achievements and narrative are two such components. They have been examined within gamified systems, but little research has studied them within the context of a serious game. The interactions between such elements and other game elements could produce results that diverge from the results of their use in isolation of a complete gaming framework. This dissertation selectively incorporates or excludes narrative and achievements within a two-dimensional platformer serious game to understand their impact on learning, flow, engagement, narrative transportation, and intrinsic motivation. Conditions are examined individually as well as in a combined condition. A control condition is maintained for comparison. Results indicate that narrative and achievements were not effective in improving the effectiveness of the game. Potential causes are discussed in tandem with the implications for the design and integration within a gaming framework. While the manipulations did not improve effectiveness, the game was responsible for substantially increased knowledge acquisition, as determined by pre and posttest results.
Show less - Date Issued
- 2014
- Identifier
- CFE0005490, ucf:50341
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005490
- Title
- The subjective gameplay experience: An examination of the revised game engagement model.
- Creator
-
Procci, Katelyn, Bowers, Clint, Jentsch, Florian, Sims, Valerie, McDaniel, Rudy, University of Central Florida
- Abstract / Description
-
The study of the subjective gameplay experience spans multiple disciplines, from teachers who want to harness the power of gameplay to enhance instruction to game developers hoping to create the next big hit. Despite decades of interest, little agreement has been found regarding the way constructs(-)such as immersion, involvement, presence, and flow(-)are used to describe the subjective gameplay experience. Without the consistent usage of well-defined constructs, it becomes impossible to...
Show moreThe study of the subjective gameplay experience spans multiple disciplines, from teachers who want to harness the power of gameplay to enhance instruction to game developers hoping to create the next big hit. Despite decades of interest, little agreement has been found regarding the way constructs(-)such as immersion, involvement, presence, and flow(-)are used to describe the subjective gameplay experience. Without the consistent usage of well-defined constructs, it becomes impossible to further scientific understanding of this domain. This dissertation examined the theoretical evolution of the key subjective gameplay experience constructs. From this, definitions for immersion, involvement, presence, and flow were extracted. Based on the prior work of Brockmyer et al. (2009), a revised game engagement model was created that incorporated these definitions. To test the proposed relationships within the revised game engagement model, experienced players of the computer game Minecraft were recruited for an experimental study. The participants played the game Minecraft, which was manipulated with respect to both level of difficulty and immersive aspects. This allowed for a range of potential game engagement states to be experienced by the participants. Several individual differences hypothesized to influence the different constructs of game engagement also were measured. The results of the study supported many proposed aspects of the revised game engagement model and revealed ways in which the model could be further refined. The theoretically-derived definitions and revised game engagement model resulting from this work, along with the suggested measures for these relevant constructs, provides a framework for future work in this area. This framework will improve the consistency of construct operationalization, benefiting the continued study of the subjective gameplay experience.
Show less - Date Issued
- 2015
- Identifier
- CFE0005691, ucf:50128
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005691
