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- Title
- THE EFFECTS OF FOUR DIFFERENT STRATEGIES OF INFORMATION PRESENTATION IN SOFTWARE TRAINING.
- Creator
-
TSAI, MING-HSIU, Cornell, Richard, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate whether learners' computer self-efficacy and prior computer knowledge influence their performance and satisfaction when presented with various instructional strategies of information presentation in computer-based software training. Seventy-eight undergraduate students were randomly assigned into four groups (a) deductive-inquisitory, which present general information first and then require learner to generates examples, (b) deductive-expository,...
Show moreThe purpose of this study was to investigate whether learners' computer self-efficacy and prior computer knowledge influence their performance and satisfaction when presented with various instructional strategies of information presentation in computer-based software training. Seventy-eight undergraduate students were randomly assigned into four groups (a) deductive-inquisitory, which present general information first and then require learner to generates examples, (b) deductive-expository, which present general information first then present examples, (c) inductive-inquisitory, which present examples first and then require learners to discover relationship, (d) inductive-expository, which present examples first then present general information. The instructional materials were computer-based Netscape Composer 7.1 tutorials. For the comparison of inductive-inquisitory and inductive-expository groups, results indicated that learners with higher computer self-efficacy not only performed better but also were more satisfied towards inductive-inquisitory strategy for information presentation. Learners with low computer self-efficacy benefited more from the inductive-expository approach of information presentation. Furthermore, for the comparison of deductive-expository and inductive-expository groups, learners with high computer self-efficacy performed better in deductive-expository strategy, while learners with low computer self-efficacy benefited more in inductive-expository strategy. Some of the research recommendations for further research included using a larger sample size for the generality of the finding, measuring how different instructional strategies influence the learners' long term memory, and exploring other possible moderating factors and other strategies for information presentation that has positive impact on learners' performance in and satisfaction towards computer based software training.
Show less - Date Issued
- 2004
- Identifier
- CFE0000260, ucf:46219
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000260
- Title
- THE USE OF PC BASED SIMULATION SYSTEMS IN THE TRAINING OF ARMY INFANTRY OFFICERS – AN EVALUATION OF THE RAPID DECISION TRAINER.
- Creator
-
Lucario, Thomas, Proctor, Michael, University of Central Florida
- Abstract / Description
-
This research considers two modes of training Army infantry officers in initial training to conduct a platoon live fire exercise. Leaders from groups that were training with the current classroom training methods were compared to leaders from groups whose training was augmented with a PC based training system known as the Rapid Decision Trainer (RDT). The RDT was developed by the US Army Research Development and Engineering Command for the purpose of aiding in the training of tactical...
Show moreThis research considers two modes of training Army infantry officers in initial training to conduct a platoon live fire exercise. Leaders from groups that were training with the current classroom training methods were compared to leaders from groups whose training was augmented with a PC based training system known as the Rapid Decision Trainer (RDT). The RDT was developed by the US Army Research Development and Engineering Command for the purpose of aiding in the training of tactical decision making and troop leading procedures of officers in the initial levels of training to become rifle platoon leaders. The RDT allows the leader in training to run through platoon level operations prior to live execution in a simulated combat environment. The focus of the system is on leadership tasks and decision making in areas such as unit movement, internal unit communication and contingency planning, and other dismounted infantry operations. Over the past year, some Infantry Officer Basic Course platoons at Ft. Benning have used the RDT in an experimental manner. Anecdotal evidence suggests that the system is beneficial in training IOBC officers. The Army Research Institute (ARI) conducted a preliminary evaluation of the RDT in March 2005 (Beal 2005). However, no quantitative measures were used in the evaluation of the RDT, only subjective evaluations of the users. Additionally, there were no formal evaluations by the training cadre, only the users themselves. This experiment continues the work of ARI and uses qualitative and quantitative data from both users and the evaluating cadre. In this experiment, the effectiveness of the RDT was evaluated through measuring leader behaviors and personal preferences. Three measurement approaches were used; (1) quantitative performance measures of leader actions, (2) qualitative situational awareness and evaluations of inclusion in the non leader players, and (3) a qualitative evaluation of the system's usability and effectiveness by system users. Analysis reveals statistically significant findings that challenge the current norms.
Show less - Date Issued
- 2006
- Identifier
- CFE0000990, ucf:46716
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000990
- Title
- INVESTIGATION OF THE OUTCOMES OF DELIVERING TRAINING TO SPANISH SPEAKERS IN STANDARD SPANISH VERSUS THEIR NATIVE DIALECT.
- Creator
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Kosarzycki, Mary, Pritchard, Robert, University of Central Florida
- Abstract / Description
-
The present study explored the outcomes of delivering training to Spanish speakers in either their native dialect or in Standard Spanish in the context of a self-running, narrated PowerPoint presentation on a health topic, "The Importance of Vaccinations." The training outcomes that were examined included learning scores; attitudes toward the training; and attitudes toward employment with organizations that employed the same or different dialect-speaking employees, supervisors, and trainers....
Show moreThe present study explored the outcomes of delivering training to Spanish speakers in either their native dialect or in Standard Spanish in the context of a self-running, narrated PowerPoint presentation on a health topic, "The Importance of Vaccinations." The training outcomes that were examined included learning scores; attitudes toward the training; and attitudes toward employment with organizations that employed the same or different dialect-speaking employees, supervisors, and trainers. In addition to examining the effects of ethnicity upon outcomes, this study also examined the effect of age, education level, time in the U.S., and familiarity with the locally dominant subgroup's dialect. Overall, results showed mixed support for the effect of presenting training to participants in their native dialect, as compared to the non-native dialect. The results of this study are discussed in terms of the theoretical implications for acquiring a better understanding of the cognitive and affective factors underlying the role of training language in the learning process. Practical implications for training design are presented within the context of cognitive load theory and the need for a theory-based approach to delivering training to non-English speakers. Implications for organizational efforts toward employee attraction and retention are discussed.
Show less - Date Issued
- 2005
- Identifier
- CFE0000881, ucf:46636
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000881
- Title
- ATHLETIC TRAINERS KNOWLEDGE AND PERCEPTIONS OF TESTICULAR CANCER AND TESTICULAR CANCER PREVENTION PRACTICES.
- Creator
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Mings, Christopher, Schellhase, Kristen, University of Central Florida
- Abstract / Description
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Context: Collegiate male athletes have a higher risk of testicular cancer due to their age group, an increased risk of testicular contusions, and a lack of secondary prevention education. As the athletic training profession increases emphasis on evidence-based practice, it is important for athletic trainers to understand testicular cancer and testicular-self examination as it is outlined within their scope of practice. A general understanding of testicular cancer and the prevention techniques...
Show moreContext: Collegiate male athletes have a higher risk of testicular cancer due to their age group, an increased risk of testicular contusions, and a lack of secondary prevention education. As the athletic training profession increases emphasis on evidence-based practice, it is important for athletic trainers to understand testicular cancer and testicular-self examination as it is outlined within their scope of practice. A general understanding of testicular cancer and the prevention techniques will be important for athletic trainers to promote awareness and health behavior practices. Objective: To examine the athletic trainers actual knowledge, concern, perceived responsibility, training, feeling of embarrassment, and professional/personal practices. Design: Cross sectional survey. Participants: 249 randomly selected athletic trainers employed in collegiate settings. 65.6% of the respondents reported being between the ages of 21 and 35 years old. Intervention: Actual knowledge, concerned, perceived responsibility, trained, embarrassed, and personal and professional practice behavior scores served as dependent variables. Main Outcome Measures: A Pearson correlation coefficient was calculated between participants actual knowledge, perceived responsibility, and concerned scores. Two one-way MANOVAs were conducted to determine if there was a difference in actual knowledge, perceived responsibility, and concerned scores that was dependent upon participants age and gender. Results: Athletic trainers in collegiate settings had a fairly high actual knowledge of testicular cancer (X=7.62 [plus or minus] 1.42 out of 10). Athletic trainers reported that they should be concerned about testicular cancer in male athletes (X=7.26 [plus or minus] .167 out of 10). Athletic trainers had a low feeling of responsibility suggested by their reported score (X=3.93[plus or minus] 0.18 out of 10). A weak correlation (r(169)=.199, P [less than] .009) was found between the actual knowledge and perceived responsibility scores, and between the actual knowledge and concerned scores (r(169)=.285, P [less than] .001). A medium to strong correlation (r(169)=.486, [less than] .001) was found between the concerned and perceived responsibility scores. Athletic trainers reported a decreased feeling of training about testicular cancer and testicular self-examination (X=2.28 [plus or minus] 2.10 out of 10). Also, athletic trainers reported (X=2.71 [plus or minus] 2.42 out of 10) that they were not embarrassed to discuss testicular cancer. Athletic trainers reported performing either a testicular self-exam or breast-self examination on themselves (X=76%). Conclusions: College athletic trainers have a low feeling of embarrassment, adequate knowledge, and a high feeling of concern regarding testicular cancer, but report a low feeling of perceived responsibility and training
Show less - Date Issued
- 2014
- Identifier
- CFH0004564, ucf:45190
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004564
- Title
- THE EFFECTS OF TRAINING ON GOAL ORIENTATION, MENTORING RELATIONSHIP PROCESSES, AND OUTCOMES.
- Creator
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Scielzo, Shannon, Smith-Jentsch, Kimberly, University of Central Florida
- Abstract / Description
-
The purpose of the current study was to examine the effectiveness of preparatory training for mentors and protégés with respect to relationship processes and outcomes. Specifically, it was proposed that training provided to mentors and their protégés should foster a high learning goal orientation and a low avoid goal orientation. The former is associated with learning for the sake of continuous improvement and the latter is associated with a willingness to be...
Show moreThe purpose of the current study was to examine the effectiveness of preparatory training for mentors and protégés with respect to relationship processes and outcomes. Specifically, it was proposed that training provided to mentors and their protégés should foster a high learning goal orientation and a low avoid goal orientation. The former is associated with learning for the sake of continuous improvement and the latter is associated with a willingness to be perceived by others as having failed at a task. It was hypothesized that mentors and protégés who received goal orientation training prior to beginning their formal mentoring sessions would engage in greater feedback-seeking and would be more willing to self-disclose potentially ego-threatening information. Moreover, it was expected that training would also lead participants to expect such behaviors from their partners and as a result respond more positively when the desired behaviors were demonstrated. Eighty (i.e., first and second semester freshmen) were paired with eighty mentors (i.e., college juniors and seniors with a minimum grade point average of 3.0), resulting in a total of 160 study participants. All participants received one hour of preparatory training. A two by two factorial design was employed whereby mentors and protégés each received either goal orientation training or training simply designed to orient them to computer-mediated communication. After training, mentors and protégés met with one another using online chat for four, 30-minute weekly chat sessions. Results indicated that a) protégés in a high state of avoid goal orientation felt they received less psychosocial support the more their mentor disclosed his/her own personal downfalls, b) mentors who received goal orientation training felt they had provided greater career support the more their protégés sought feedback but the reverse was true for mentors who did not receive goal orientation training, c) mentor self-disclosure was more strongly related to their protégé's self-disclosure if the protégé had received goal orientation training, and finally d) mentor and protégé perceptions of the psychosocial and career support that had been provided/received during online sessions were more strongly correlated if the two had received the same type of preparatory training (especially if both received goal orientation training).
Show less - Date Issued
- 2008
- Identifier
- CFE0002203, ucf:47918
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002203
- Title
- A STUDY OF AN ATTEMPT TO IMPROVE THE RELIABILITY OF TEACHERS' HOLISTIC SCORES OF ELEMENTARY WRITING THROUGH IN-HOUSE PROFESSIONAL DEVELOPMENT.
- Creator
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Farmer, Lisa, Hynes, Michael, University of Central Florida
- Abstract / Description
-
This study evaluated the effectiveness of a school-based training that attempted to improve the reliability of holistic scores teachers assigned to the writings of elementary school students. Seventeen teachers at one suburban elementary school located in the Southeastern United States participated in three training sessions that allowed for scoring practice and group discussions. The trainers, or presenters, were "faculty-experts." A comparison of scores the participants assigned to students...
Show moreThis study evaluated the effectiveness of a school-based training that attempted to improve the reliability of holistic scores teachers assigned to the writings of elementary school students. Seventeen teachers at one suburban elementary school located in the Southeastern United States participated in three training sessions that allowed for scoring practice and group discussions. The trainers, or presenters, were "faculty-experts." A comparison of scores the participants assigned to students' writings before and after the training was conducted. The analyses included t-tests that compared the participants' mean scores to the scores assigned by raters from the state, a within-group analysis of reliability as measured by Cronbach's Alpha, and percentage agreement analyses. The results suggested that the in-house training activities promoted higher inter-rater reliability of scores assigned to students' writings by the teachers in this study. This study also compared teachers identified as being highly confident writers with teachers who reported low levels of self-confidence related to writing. Prior to the training, the highly confident teachers' scores tended to be lower than the state scores and the scores assigned by their less confident peers. During group discussions, however, the "high-confidence" group was just as likely to change their scores to a higher level as to a lower level, and by the end of the training, both groups demonstrated more consistent score patterns.
Show less - Date Issued
- 2008
- Identifier
- CFE0002297, ucf:47855
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002297
- Title
- The Impact of a Neurofeedback Training Intervention on College Students' Levels of Anxiety, Stress, Depression, and Cortisol.
- Creator
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McKinzie, Caitlyn, Lambie, Glenn, Hundley, Gulnora, Taylor, Dalena, Bai, Haiyan, University of Central Florida
- Abstract / Description
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Anxiety, depression, and stress are three of the most common experiences that impact college student functioning and academic achievement. At least one in six college students struggle with anxiety, increasing risk for developing depressive symptoms or disorders that further impact wellness. However, as mental health concerns increase across campuses, universities are not equipped to meet the demand of mental health support for college students. Neurofeedback (NF) training presents as an...
Show moreAnxiety, depression, and stress are three of the most common experiences that impact college student functioning and academic achievement. At least one in six college students struggle with anxiety, increasing risk for developing depressive symptoms or disorders that further impact wellness. However, as mental health concerns increase across campuses, universities are not equipped to meet the demand of mental health support for college students. Neurofeedback (NF) training presents as an innovative intervention to treat anxiety, depression, and stress as it is designed to regulate brain processes in an effort to increase more effective brain functioning. A quasi-experimental, nonequivalent control group design was utilized to determine differences between treatment group and waitlist control group participants' anxiety, stress, and depression scores at four time points as measured by the: (a) Beck Anxiety Inventory [BAI] (Beck, Epstein, Brown, (&) Steer, 1988); (b) Beck Depression Inventory, Second Edition [BDI-II] (Beck, Steer, (&) Brown, 1996); (c) Perceived Stress Scale [PSS] (Cohen, Kamarck, (&) Mermelstein, 1983); and (d) Social Anxiety Thought questionnaire [SAT] (Hartman, 1984). Furthermore, cortisol testing was used through assessment of saliva samples using Salimetrics Enzyme-Linked Immunosorbent Assay (ELISA). Key findings for the current investigation include: (a) a marginally significant (p = .051) difference between treatment group and control group participants' PSS (partial ?2 = .093), BDI-II (partial ?2 = .089), and SAT (partial ?2 = .052) scores over time; (b) no significance difference among participant demographics between treatment group and control group assessment scores over time; (c) no significance between treatment group and control group assessment scores and salivary cortisol levels over time; and (d) a negative relationship between the control group participants' salivary cortisol levels at pre-test on the BAI, PSS, and SAT. Finally, results are compared to previous studies. Limitations and implications as well as areas for future research are explored.
Show less - Date Issued
- 2018
- Identifier
- CFE0007052, ucf:51973
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007052
- Title
- Simulating Human Pleura Performance in Medical Training Using Measured Tissue Mechanical Properties.
- Creator
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Norfleet, Jack, Bai, Yuanli, Kassab, Alain, Metcalf, David, Cendan, Juan, University of Central Florida
- Abstract / Description
-
Medical simulations provide hands-on training at various levels of medical expertise. Yet these simulators fail to accurately mimic the look, feel and behavior of human tissue. Applying measured mechanical properties from human cadaver tissues promises to improve the fidelity of simulated tissue behaviors when subjected to medical procedures. Samples of human parietal pleura were tested under uniaxial tension to failure and measured characteristics were replicated in synthetic pleura. Context...
Show moreMedical simulations provide hands-on training at various levels of medical expertise. Yet these simulators fail to accurately mimic the look, feel and behavior of human tissue. Applying measured mechanical properties from human cadaver tissues promises to improve the fidelity of simulated tissue behaviors when subjected to medical procedures. Samples of human parietal pleura were tested under uniaxial tension to failure and measured characteristics were replicated in synthetic pleura. Context specific parameters were then collected and compared between human pleura and the new synthetics. These comparisons tested the hypothesis; H1 Gaps exist between synthetic and human pleura performance, H2: Human tissue fracture mechanics define desired performance of synthetic tissues, H3: Synthetic and human tissues with similar stress/strain parameters will behave similarly when blunt punctured. The results promote the future development of high fidelity tissue simulants for medical training.The studied tissue is parietal pleura which contributes the critical haptic (")pop(") indicating access to the proper anatomic space during the tube thoracostomy procedure. Once accessed through blunt puncture, tube is then inserted to drain air and fluid from around the lungs.Stress/strain based hyper-elastic and fracture properties calibrated from fresh human cadaver pleura were used to define performance requirements. Synthetic pleura were then prototyped and their mechanical properties were characterized. Commercial pleura simulants were puncture tested and compared to compliant custom and off-the-shelf formulations. A non-compliant but commonly used pleura substitute was also tested. Blunt puncture force and displacement were compared for each of the materials to test the stated hypotheses.
Show less - Date Issued
- 2018
- Identifier
- CFE0007065, ucf:52023
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007065
- Title
- Structural Inclusion Tools for Theatre Teaching Artists.
- Creator
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Thomas, Leah, Wood, Vandy, Tollefson, Kristina, Martin, Suzanne, University of Central Florida
- Abstract / Description
-
The term (")inclusion(") has been increasing in its use with students of various abilities, specifically students with autism. Creating inclusion work is a growing need within the field of theatre, and a catalyst for this work can be seen through the creation of the Theatre Development Fund's sensory-friendly performances in 2011. These sensory-friendly performances are primarily marketed to families and students who have been diagnosed with autism spectrum disorder, as ASD often creates a...
Show moreThe term (")inclusion(") has been increasing in its use with students of various abilities, specifically students with autism. Creating inclusion work is a growing need within the field of theatre, and a catalyst for this work can be seen through the creation of the Theatre Development Fund's sensory-friendly performances in 2011. These sensory-friendly performances are primarily marketed to families and students who have been diagnosed with autism spectrum disorder, as ASD often creates a sensory sensitivity to bright lights, sudden movements, or loud sounds. As a theatre practitioner, the guiding question of my research is exploring whether inclusion practices can be enforced beyond the stage and into educational programming for students with ASD? Can inclusion practices strengthen the intuitive skill sets of teaching artists? How can theatre artists seek inclusion training? Can the use of inclusion practices within classroom settings perpetuate consistent work for teaching artists? The goal for my research is to use the fields of education, psychology and theatre to acknowledge and inform the difficulty in defining inclusion and create a supplemental resource for theatre teaching artists to use in practice. My methodology is reflecting on my experiences as a graduate student pursuing the Autism Spectrum Disorders certificate in addition to my MFA in Theatre at the University of Central Florida.
Show less - Date Issued
- 2018
- Identifier
- CFE0007108, ucf:51937
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007108
- Title
- Psychomotor Skill Measurement of Video Game Players.
- Creator
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Carbone, Thomas, Hughes, Charles, McDaniel, Rudy, Smith, Peter, Smith, Roger, University of Central Florida
- Abstract / Description
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Psychomotor skills are a combination of innate abilities as well as skills developed because of repeated actions. Researchers have dedicated many studies to understand the extent to which past videogame play contributes to psychomotor skills and fine motor control dexterity. However, not all gamers are created equal. With today's proliferation of platforms, many people are gamers who never pick up a controller. Grouping all gamers together forms dangerous confounds when trying to generalize...
Show morePsychomotor skills are a combination of innate abilities as well as skills developed because of repeated actions. Researchers have dedicated many studies to understand the extent to which past videogame play contributes to psychomotor skills and fine motor control dexterity. However, not all gamers are created equal. With today's proliferation of platforms, many people are gamers who never pick up a controller. Grouping all gamers together forms dangerous confounds when trying to generalize across a population as diverse as today's gamers.The current study aims to study a population comprised only of gamers to see if there are significant differences in their psychomotor skills. A psychomotor skills test has been developed, which is designed to simulate proven physical tests, with the express purpose of exposing differences between gamers. After filling out an extensive survey of gaming habits, participants completed the psychomotor skills test.Participants were then grouped by measured psychomotor ability and a selection of high and low performing gamers completed four tutorial exercises on the dV-Trainer by Mimic Technologies, a validated robotic laparoscopic training device.The study shows that the number of hours reported per week using analog controllers is correlated with the psychomotor score as measured by the newly developed simulation. In particular, the Purdue Pegboard and Finger Tapping simulation software is the best discriminator among members of the gamer population.
Show less - Date Issued
- 2018
- Identifier
- CFE0007316, ucf:52131
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007316
- Title
- Examining Work-To-Rest Ratios To Optimize Upper Body Sprint Interval Training.
- Creator
-
Lamonica, Michael, Fukuda, David, Hoffman, Jay, Stout, Jeffrey, Fragala, Maren, University of Central Florida
- Abstract / Description
-
The primary purpose of this study was to compare the metabolic influence of varying work-to-rest ratios during upper body sprint interval training (SIT). Forty-two recreationally trained men were randomized into one of three training groups [10s work bouts with two minutes of rest (10:2, n = 11) or four minutes of rest (10:4, n = 11), or 30s work bouts with four minutes of rest (30:4, n = 10)] or a control group (CON, n = 10). Participants underwent six training sessions over two weeks with...
Show moreThe primary purpose of this study was to compare the metabolic influence of varying work-to-rest ratios during upper body sprint interval training (SIT). Forty-two recreationally trained men were randomized into one of three training groups [10s work bouts with two minutes of rest (10:2, n = 11) or four minutes of rest (10:4, n = 11), or 30s work bouts with four minutes of rest (30:4, n = 10)] or a control group (CON, n = 10). Participants underwent six training sessions over two weeks with four to six 'all-out' sprints. During pre- and post-intervention visits, participants underwent a graded exercise test to determine maximal oxygen consumption (V?O2peak) and peak power output (PPO), four constant-work rate trials to determine critical power (CP), anaerobic working capacity (W'), and electromyographic fatigue threshold (EMGFT), and an upper body Wingate test to determine peak power (PP), mean power (MP), and total work (TW). Oxygen consumption and blood lactate during the Wingate test generated estimates of oxidative, glycolytic, and ATP-PCr energy system provisions. An analysis of covariance was performed on all testing measurements collected at post with the associated pre-values used as covariates. V?O2peak was greater in 30:4 (p = .007) and 10:2 (p = .036) compared to CON and PPO was greater in 30:4 than CON (p = .007). No differences were observed between groups in CP (p = .530), W' (p = .900), EMGFT (p = .692), PP (p = .692), MP (p = .290), or TW (p = .291). Relative energy contribution (p = .026) and energy expenditure (p = .019) of the ATP-PCr energy system was greater in 10:4 compared to CON. SIT protocols with larger work-to-rest ratios induce enhanced aerobic adaptions, whereas smaller work-to-rest ratios may enhance ATP-PCr utilization in the upper body over a short-term two-week intervention.
Show less - Date Issued
- 2018
- Identifier
- CFE0007036, ucf:51978
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007036
- Title
- The Effectiveness of Virtual Humans vs Pre-Recorded Humans in a Standardized Patient Performance Assessment.
- Creator
-
Palathinkal, Joel, Kincaid, John, Shumaker, Randall, Allred, Kelly, Smith, Roger, University of Central Florida
- Abstract / Description
-
A Standardized Patient (SP) is a trained actor who portrays a particular illness to provide training to medical students and professionals. SPs primarily use written scripts and additional paper-based training for preparation of practical and board exams. Many institutions use various methods for training such as hiring preceptors for reenactment of scenarios, viewing archived videos, and computer based training. Currently, the training that is available can be enhanced to improve the level...
Show moreA Standardized Patient (SP) is a trained actor who portrays a particular illness to provide training to medical students and professionals. SPs primarily use written scripts and additional paper-based training for preparation of practical and board exams. Many institutions use various methods for training such as hiring preceptors for reenactment of scenarios, viewing archived videos, and computer based training. Currently, the training that is available can be enhanced to improve the level of quality of standardized patients. The following research is examining current processes in standardized patient training and investigating new methods for clinical skills education in SPs. The modality that is selected for training can possibly affect the performance of the actual SP case.This paper explains the results of a study that investigates if there is a difference in the results of an SP performance assessment. This difference can be seen when comparing a virtual human modality to that of a pre-recorded human modality for standardized patient training. The sample population navigates through an interactive computer based training module which provides informational content on what the roles of an SP are, training objectives, a practice session, and an interactive performance assessment with a simulated Virtual Human medical student. Half of the subjects interact with an animated virtual human medical student while the other half interacts with a pre-recorded human. The interactions from this assessment are audio-recorded, transcribed, and then graded to see how the two modalities compare. If the performance when using virtual humans for standardized patients is equal to or superior to pre-recorded humans, this can be utilized as a part task trainer that brings standardized patients to a higher level of effectiveness and standardization. In addition, if executed properly, this tool could potentially be used as a part task trainer which could provide savings in training time, resources, budget, and staff to military and civilian healthcare facilities.
Show less - Date Issued
- 2011
- Identifier
- CFE0004149, ucf:49037
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004149
- Title
- ADAPTIVE FEEDBACK IN SIMULATION-BASED TRAINING.
- Creator
-
Billings, Deborah, Gilson, Richard, University of Central Florida
- Abstract / Description
-
Feedback is essential to guide performance in simulation-based training (SBT) and to refine learning. Generally outcomes improve when feedback is delivered with personalized tutoring that tailors specific guidance and adapts feedback to the learner in a one-to-on environment. Therefore, emulating by automation these adaptive aspects of human tutors in SBT systems should be an effective way to train individuals. This study investigates the efficacy of automating different types of feedback in...
Show moreFeedback is essential to guide performance in simulation-based training (SBT) and to refine learning. Generally outcomes improve when feedback is delivered with personalized tutoring that tailors specific guidance and adapts feedback to the learner in a one-to-on environment. Therefore, emulating by automation these adaptive aspects of human tutors in SBT systems should be an effective way to train individuals. This study investigates the efficacy of automating different types of feedback in a SBT system. These include adaptive bottom-up feedback (i.e., detailed feedback, changing to general as proficiency develops) and adaptive top-down feedback (i.e., general feedback, changing to detailed if performance fails to improve). Other types of non-adaptive feedback were included for performance comparisons as well as to examine the overall cognitive load. To test hypotheses, 130 participants were randomly assigned to five conditions. Two feedback conditions employed adaptive approaches (bottom-up and top-down), two used non-adaptive approaches (constant detailed and constant general), and one functioned as a control group (i.e., only a performance score was given). After preliminary training on the simulator system, participants completed four simulated search and rescue missions (three training missions and one transfer mission). After each training mission, all participants received feedback relative to the condition they were assigned. Overall performance on missions, knowledge post-test scores, and subjective cognitive load were measured and analyzed to determine the effectiveness of the type of feedback. Results indicate that: (1) feedback generally improves performance, confirming prior research; (2) performance for the two adaptive approaches (bottom-up vs. top-down did not differ significantly at the end of training, but the bottom-up group achieved higher performance levels significantly sooner; (3) performance for the bottom-up and constant detailed groups did not differ significantly, although the trend suggests that adaptive bottom-up feedback may yield significant results in further studies. Overall, these results have implications for the implementation of feedback in SBT and beyond for other computer-based training systems.
Show less - Date Issued
- 2010
- Identifier
- CFE0003225, ucf:48555
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003225
- Title
- INVESTIGATING THE OPTIMAL PRESENTATION OF FEEDBACK IN SIMULATION-BASED TRAINING: AN APPLICATION OF THE COGNITIVE THEORY OF MULTIMEDIA LEARNING.
- Creator
-
Van Buskirk, Wendi, Bowers, Clint, University of Central Florida
- Abstract / Description
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There are many different training interventions that can be used in simulation based training systems (e.g., cueing, hinting, highlighting, deliberate practice, etc.). However, the most widely used training intervention in the military is feedback, most often presented in the form of a debrief. With advances in technology, it is possible to measure and diagnose performance in real-time. Thus it is possible to provide immediate feedback during scenarios. However, training systems designers...
Show moreThere are many different training interventions that can be used in simulation based training systems (e.g., cueing, hinting, highlighting, deliberate practice, etc.). However, the most widely used training intervention in the military is feedback, most often presented in the form of a debrief. With advances in technology, it is possible to measure and diagnose performance in real-time. Thus it is possible to provide immediate feedback during scenarios. However, training systems designers should not consider the timing of feedback in isolation. There are other parameters of feedback that must also be considered which may have an impact on performance. Specifically, feedback content and modality may also have an impact on the appropriate timing of feedback and its' effectiveness in simulation training environments. Moreno and Mayer (2000) propose a cognitive theory of multimedia learning which describes how instruction is perceived and processed by a trainee. Using this theoretical framework, I investigate the optimal use of feedback while considering the interaction of feedback timing, content, and modality in scenario-based training environments. In order to investigate the relationship between the timing, modality, and content of feedback, a 2 (immediate, delayed) X 2 (visual, auditory) X 2 (process, outcome) between-subjects design was used (a no feedback control condition was also included). Ninety participants were randomly assigned to the nine experimental groups. These participants performed a visual-spatial military task called the Forward Observer PC-based Simulation. Results indicated that receiving feedback was beneficial to improve performance as compared to receiving no feedback. As hypothesized, during a visual-spatial task, auditory feedback presented during a scenario led to higher performance than visual feedback. Finally, while I did not support my hypothesis that an interaction between all three components of feedback would affect performance, it is promising that the pattern of results mirrored the hypothesized pattern. Theoretical and practical implications, as well as limitations of the current study and directions for future research are discussed.
Show less - Date Issued
- 2011
- Identifier
- CFE0003604, ucf:48875
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003604
- Title
- THE EFFECT OF VIDEO MODELING AND SOCIAL SKILL INSTRUCTIONON ON THE SOCIAL SKILLS OF ADOLESCENTS WITH HIGH FUNCTIONING AUTISM AND ASPERGERS SYNDROME: IS THE INCORPERATION OF YOUTUBE VIDEOS EFFECTIVE?.
- Creator
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Blake, Bruce, Martin, Suzanne, University of Central Florida
- Abstract / Description
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ABSTRACT Research conducted on video modeling has shown that these strategies are most effective when they include specific strategies to address conversation skills. Social skills research has also shown that teaching social skills to adolescents in group settings may be more effective than presenting them on an individual basis. Adolescents with Aspergers Syndrome (AS) and High functioning Autism (HFA) participated in a12-week Social Skills Training (SST) program. In addition to pre-and...
Show moreABSTRACT Research conducted on video modeling has shown that these strategies are most effective when they include specific strategies to address conversation skills. Social skills research has also shown that teaching social skills to adolescents in group settings may be more effective than presenting them on an individual basis. Adolescents with Aspergers Syndrome (AS) and High functioning Autism (HFA) participated in a12-week Social Skills Training (SST) program. In addition to pre-and post-study measures, conversation skills data were collected before and after the application of the independent variable (video modeling). Follow-up interviews were also conducted with participants, secondary participants, and parents of the primary participants. After a two-week baseline phase, participants attended weekly social skills training and received the treatment of video modeling with videos found on YouTube. This established pre-existing social and conversation skills and enabled the measurement of changes over the course of the 12 week program. After post intervention data were collected, additional data were collected with participants and secondary participants, neuro-typical peers, as a measure of treatment generalization. This study proposed that presenting social skills videos found on YouTube, would be effective in increasing levels of initiation, responses and conversation skills, thereby increasing communication effectiveness and reducing social rejection by peers. Although some gains in conversational skill levels were observed by most participants in the study significant increases in conversation skill levels were not observed in both ASD only group settings or of the ASD neuro-typical mixed group setting.
Show less - Date Issued
- 2010
- Identifier
- CFE0003393, ucf:48425
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003393
- Title
- LEARNING FOR THE NEXT GENERATION: PREDICTING THE USAGE OF SYNTHETIC LEARNING ENVIRONMENTS.
- Creator
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Evans, Arthur, Jentsch, Florian, University of Central Florida
- Abstract / Description
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The push to further the use of technology in learning has broadened the attempts of many to find innovated ways to aid the new, technologically savvy generation of learners, in acquiring the knowledge needed for their education and training. A critical component to the success of these initiatives is the proper application of the science of learning (Cannon-Bowers and Bowers, 2009). One technological initiative that can benefit from this application is the use of synthetic learning...
Show moreThe push to further the use of technology in learning has broadened the attempts of many to find innovated ways to aid the new, technologically savvy generation of learners, in acquiring the knowledge needed for their education and training. A critical component to the success of these initiatives is the proper application of the science of learning (Cannon-Bowers and Bowers, 2009). One technological initiative that can benefit from this application is the use of synthetic learning environments (SLEs). SLEs are instructional systems embedded within virtual worlds. These worlds can be simulations of some task, for instance a simulation that may be completed as part of a military training to mimic specific situations, or they could be in the form of a video game, for example, a game designed to maintain the attention of school children while teaching mathematics. The important components to SLEs are a connection to the underlying task being trained and a set of goals for which to strive toward. SLEs have many unique characteristics which separate them from other forms of education. Two of the most salient characteristics are the instructorless nature of SLEs (most of the learning from SLEs happens without instructor interaction) and the fact that in many cases SLEs are actually fun and engaging, thus motivating the learner to participate more and allowing them to experience a more immersive interaction. Incorporating the latter of these characteristics into a model originally introduced by Davis (1989) and adapted by Yi and Hwang (2003) for use with web applications, an expanded model to predict the effects of enjoyment, goal orientation, ease of use, and several other factors on the overall use of SLEs has been created. Adapting the Davis and Yi and Hwang models for the specific use of SLEs provides a basis understanding how each of the critical input variables effect the use and thus effectiveness of learning tools based on SLEs. In particular, performance goal orientation has been added to the existing models to more accurately reflect the performance characteristics present in games. Results of this study have shown that, in fact, performance goal orientation is a significant factor in the SLE Use and Learning model. However, within the model it is important to distinguish that the two varieties of performance goal orientation (prove and avoid) play different roles. Prove performance goal orientation has been shown to have significant relationships with several other critical factors while avoid performance goal orientation is only accounted for in its significant correlation with prove performance goal orientation. With this understanding, training developers can now have a better understanding of where their resources should be spent to promote more efficient and effective learning. The results of this study allow developers to move forward with confidence in the fact that their new learning environments will be effective in a number of realms, not only limited to classroom, business, or military training.
Show less - Date Issued
- 2010
- Identifier
- CFE0003060, ucf:48298
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003060
- Title
- INTERRATER RELIABILITY OF PSYCHOMOTOR SKILL ASSESSMENT IN ATHLETIC TRAINING.
- Creator
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Craddock, Jason, Boote, David, University of Central Florida
- Abstract / Description
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Assessment in athletic training education is an evolutionary process that is determined by each individual Athletic Training Education Program. The autonomy authorized by national accreditation standards allows academic programs to determine the appropriate assessment practices that facilitate the meeting of student learning outcomes. Even with autonomy, formative and summative techniques are to be employed in both the didactic and clinical arenas of athletic training education programs. The...
Show moreAssessment in athletic training education is an evolutionary process that is determined by each individual Athletic Training Education Program. The autonomy authorized by national accreditation standards allows academic programs to determine the appropriate assessment practices that facilitate the meeting of student learning outcomes. Even with autonomy, formative and summative techniques are to be employed in both the didactic and clinical arenas of athletic training education programs. The major objective of athletic training education is to prepare students for entry-level practice in athletic training. The purpose of this study was to assess interrater reliability of athletic training faculty and approved clinical instructors in their rating of athletic training student performance on four psychomotor skills. A total of 115 individuals participated in this study. Thirty two faculty and 83 approved clinical instructors completed the online survey The results of this study indicate that the overall reliability was high for the entire population as well as the subgroups analyzed. Even though the overall reliability was high, three specific criteria out of a total of 29 criteria had lower reliability scores. These findings may indicate that there may be a high degree of agreement between academic faculty and approved clinical instructors in the rating of athletic training students in their performance of psychomotor skills.
Show less - Date Issued
- 2009
- Identifier
- CFE0002639, ucf:48232
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002639
- Title
- WHAT DO WE KNOW ABOUT INTERPERSONAL SKILLS? A META-ANALYTIC EXAMINATION OF ANTECEDENTS, OUTCOMES, AND THE EFFICACY OF TRAINING.
- Creator
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Klein, Cameron, Salas, Eduardo, University of Central Florida
- Abstract / Description
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Despite extensive statements about the importance of possessing good interpersonal skills, little quantitative evidence has been brought forth to investigate these claims. At the same time, training in soft, or interpersonal, skills continues for organizational managers, customer service representatives, and members of formal work teams. Based on these considerations, the current research was guided by five broad questions. First, are gender and the Big Five personality variables important...
Show moreDespite extensive statements about the importance of possessing good interpersonal skills, little quantitative evidence has been brought forth to investigate these claims. At the same time, training in soft, or interpersonal, skills continues for organizational managers, customer service representatives, and members of formal work teams. Based on these considerations, the current research was guided by five broad questions. First, are gender and the Big Five personality variables important predictors in the use and effectiveness of interpersonal skills? Second, what is the relationship between various interpersonal skills and important personal and workplace outcomes? Third, given that training in interpersonal skills is prevalent in organizations today, does this training work? Further, and perhaps more importantly, under what conditions do these training interventions result in optimal outcomes? Lastly, does job complexity moderate the relationship between interpersonal skills and outcomes? To answer these questions, a series of meta-analytic investigations was conducted. The results of these analyses provided evidence for the existence of meaningful antecedents of interpersonal skills. In addition, relationships between interpersonal skills and outcomes were identified, with hypotheses in this area confirmed. The results of this research demonstrate the beneficial impact of interpersonal skills training for improving interpersonal skills. Finally, in line with predictions, job complexity was identified as a moderator of the relationship between interpersonal skills and outcomes. The current document concludes with recommendations both for researchers interested in furthering the science of interpersonal skills research, and for practitioners charged with improving the interpersonal skills of their workforce.
Show less - Date Issued
- 2009
- Identifier
- CFE0002642, ucf:48221
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002642
- Title
- A QUALITATIVE CASE STUDY OF NOVICE KENYAN PRIMARY SCHOOL TEACHERS: WHAT MESSAGES TRANSMITTED BY THE TEACHER TRAINING COLLEGES ARE INTERNALIZED AND APPLIED?.
- Creator
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Kranz, Carol, Biraimah, Karen, University of Central Florida
- Abstract / Description
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The method of instruction and the formal curriculum within two Kenyan teacher training colleges were studied in order to discover which messages regarding pedagogical practice are internalized within novice Kenyan primary school teachers and then actualized within their classrooms. An educational connoisseurship approach was utilized to give descriptive, interpretive, evaluative, and thematic insight. Three data streams were collected through interview, observation, and design evaluation in...
Show moreThe method of instruction and the formal curriculum within two Kenyan teacher training colleges were studied in order to discover which messages regarding pedagogical practice are internalized within novice Kenyan primary school teachers and then actualized within their classrooms. An educational connoisseurship approach was utilized to give descriptive, interpretive, evaluative, and thematic insight. Three data streams were collected through interview, observation, and design evaluation in order to establish structural corroboration and internal validity. The study found that the method of instruction by the teacher training college faculty was teacher-centered and utilized lower order cognitive methodology. Though the formal curriculum design was strong, it too promoted lower cognitive processes. These two messages, teacher-centered pedagogies and lower cognitive processes, are being internalized and applied by the novice teachers and maybe affecting the quality of education in Kenyan schools. The results of this study suggest that pedagogical skills promoting higher cognitive levels should be developed through in-service training in Kenyan training colleges and primary schools as a way to improve the quality of education in this country.
Show less - Date Issued
- 2011
- Identifier
- CFE0003883, ucf:48729
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003883
- Title
- Effects of an Acute High-Volume Isokinetic Intervention on Inflammatory and Strength Changes: Influence of Age.
- Creator
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Gordon, Joseph, Hoffman, Jay, Stout, Jeffrey, Fukuda, David, University of Central Florida
- Abstract / Description
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PURPOSE: The purpose of this study was to compare the effects of a high volume isokinetic intervention on lower body strength and inflammation, as well as markers of muscle damage in the subsequent 48 hours between younger and middle-aged men. METHODS: 19 healthy, recreationally trained men were randomly assigned to two groups, younger adults (YA: 21.8 (&)#177; 2.0 y; 90.7 (&)#177; 11.6 kg; 21.5 (&)#177; 4.1 % body fat), or middle-aged adults (MA: 47.0 (&)#177; 4.4 y; 96.0 (&)#177; 21.5; 24.8...
Show morePURPOSE: The purpose of this study was to compare the effects of a high volume isokinetic intervention on lower body strength and inflammation, as well as markers of muscle damage in the subsequent 48 hours between younger and middle-aged men. METHODS: 19 healthy, recreationally trained men were randomly assigned to two groups, younger adults (YA: 21.8 (&)#177; 2.0 y; 90.7 (&)#177; 11.6 kg; 21.5 (&)#177; 4.1 % body fat), or middle-aged adults (MA: 47.0 (&)#177; 4.4 y; 96.0 (&)#177; 21.5; 24.8 (&)#177; 6.3 % body fat). Both groups reported to the human performance laboratory (HPL) on four separate occasions. On the first visit (D1), anthropometric assessment, as well as a familiarization session with the isokinetic dynamometer, was performed. A muscle damaging protocol (HVP) was performed on the second visit (D2) consisting of 8 sets of 10 repetitions at 60(&)deg;(&)#183;sec-1 on the isokinetic dynamometer. An assessment protocol (AP) was performed to assess performance decrements between the YA and MA groups. For this protocol, a maximal voluntary isometric contraction (MVIC) was performed, as well as 3 isokinetic kicks at 2 different speeds (240(&)deg;(&)#183;sec-1 and 60(&)deg;(&)#183;sec-1). For the MVIC, values for peak torque (PKT), average torque (AVGT), rate of torque development at 100 ms (RTD100), and 200 ms (RTD200) were recorded. For the isokinetic kicks at 240(&)deg;(&)#183;sec-1 (ISK240) and 60(&)deg;(&)#183;sec-1 (ISK60), values were also recorded for peak torque (PKT), average torque (AVGT), as well as peak power (PP), and average power (AVGP). The AP was performed before the HVP (BL), immediately after the HVP (IP), 120 minutes after the HVP (120P), as well as one (24H) and two (48H) days following the HVP. Blood draws were also taken at BL, IP, 24H, and 48H, as well as 30 minutes (30P), and 60 minutes (60P) following the HVP to assess circulating levels of creatine kinase (CK), myoglobin (Mb), c-reactive protein (CRP), and interleukin 6 (IL-6). Ultrasound assessment was also performed at BL and IP as well to assess changes in muscle morphology as a result of the intervention. Performance, blood, and ultrasound markers were analyzed using a repeated measures ANOVA to observe between group comparisons for all of the outcome variables. RESULTS: There were no group differences observed for isometric or isokinetic peak torque or average torque, nor were there differences in isokinetic peak power or average power between the two groups as a result of the intervention. There were, however, differences in the pattern for rate of torque development at 100 ms and 200 ms between the two groups. RTD 100 was decreased at IP and 48H in YA, with MA showing decreases at IP, but also 120P and 24H unlike YA. RTD200 was decreased at all time points in YA, while MA was decreased at IP, 24H, and 48H, but not 120P. For markers of muscle damage and inflammation, there were no differences in the response of Mb, CK, CRP, or IL-6 between groups. CONCLUSIONS: Age does not appear to be a driving factor in the inflammatory or muscle damage response from a high volume isokinetic intervention. Though changes in peak torque and average torque from a high volume isokinetic intervention do not seem to differ between younger and middle-aged adults, the rate of torque production at 100ms and 200ms is different between groups. This suggests that while recovery to average or maximal strength after an exercise bout may not be affected greatly by age, the rate of neuromuscular recovery from exercise may be primarily affected by other factors such as training status.
Show less - Date Issued
- 2017
- Identifier
- CFE0006594, ucf:51259
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006594
