To simulate or not to simulate? Comparing the effectiveness of video‐based training versus virtual reality‐based simulations on interpersonal skills development

2021 ◽  
Author(s):  
Mesut Akdere ◽  
Yeling Jiang ◽  
Kris Acheson
Keyword(s):  
Virtual Reality ◽  
Interpersonal Skills ◽  
Skills Development

The future of interpersonal skills development: Immersive virtual reality training with virtual humans

2018 ◽  
Vol 29 (2) ◽  
pp. 125-141 ◽  
Author(s):  
Marianne Schmid Mast ◽  
Emmanuelle P. Kleinlogel ◽  
Benjamin Tur ◽  
Manuel Bachmann
Keyword(s):  
Virtual Reality ◽  
Interpersonal Skills ◽  
Skills Development ◽  
Immersive Virtual Reality ◽  
Virtual Reality Training ◽  
Virtual Humans ◽  
The Future

scholarly journals Exploring Finnish Guidance Counselors’ Conceptions of Career Management Skills

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402096877
Author(s):  
Jaana Kettunen ◽  
Jeong Lee ◽  
Raimo Vuorinen
Keyword(s):  
Interpersonal Skills ◽  
Teaching Practice ◽  
Guidance Counselors ◽  
Skills Development ◽  
Career Management ◽  
Management Skills ◽  
Personal Skills ◽  
Practice Assessment ◽  
Dimensions Of Variation ◽  
Critical Aspects

This article reports the findings from a phenomenographic investigation into guidance counselors’ conceptions of career management skills (CMS). The results show that CMS was conceived as (a) information-based knowledge, (b) personal skills development, (c) interpersonal skills development, and (d) autonomous application of skills. The differences appeared along six dimensions of variation that included awareness of CMS, emphasis, promotion of CMS, teaching practice, assessment, and attitude. The findings give us a more profound understanding of critical aspects that may have an important role in the development of individual’s CMS.

scholarly journals Doppelganger-based training: Imitating our virtual self to accelerate interpersonal skills learning

PLoS ONE ◽  
2021 ◽  
Vol 16 (2) ◽  
pp. e0245960
Author(s):  
Emmanuelle P. Kleinlogel ◽  
Marion Curdy ◽  
João Rodrigues ◽  
Carmen Sandi ◽  
Marianne Schmid Mast
Keyword(s):  
Virtual Reality ◽  
Self Efficacy ◽  
Role Models ◽  
Role Model ◽  
Interpersonal Skills ◽  
New Technologies ◽  
Virtual Self ◽  
Specific Subset ◽  
Wide Range ◽  
Skills Learning

Interpersonal skills require mastering a wide range of competencies such as communication and adaptation to different situations. Effective training includes the use of videos in which role models perform the desired behaviours such that trainees can learn through behavioural mimicry. However, new technologies allow new ways of designing training. In the present study, given that virtual reality is emerging as a valuable training setting, we compare two different demonstration conditions within virtual reality by investigating the extent to which the use of doppelgangers as role models can boost trainees’ interpersonal skills development as compared to a role model that does not resemble the trainees. We also assess trainees’ level of self-efficacy and gender as potential moderators in this relationship. Participants delivered a speech in front of a virtual audience twice. Before delivering their second speech, they watched a role model giving a speech in front of the same audience. The role model was either their doppelganger or an avatar of the same gender depending on the condition they were randomly assigned to. Results showed that the doppelganger-based training was the most beneficial for male trainees low in self-efficacy. These findings have important implications for training design, suggesting that doppelganger-based training might be effective only for a specific subset of trainees.

The Development of Virtual Reality Technologies for People on the Autism Spectrum

2014 ◽  
pp. 230-252 ◽  
Author(s):  
Nigel Newbutt
Keyword(s):  
Virtual Reality ◽  
Social Skills ◽  
Social Interaction ◽  
Evidence Base ◽  
Autism Spectrum ◽  
Skills Development ◽  
Future Work

The role of virtual reality technologies to help people with autism has been well documented and is an area of research that continues to develop. While the evidence base is somewhat limited, there are many studies that have started to explore the potential of virtual reality technologies for people with autism. Work conducted by Strickland et al. (1996), Murray (1997), Charitos et al. (2000), Parsons and Mitchell (2002), Parsons et al. (2006, 2007), Cobb (2007), Fabri and Moore (2005), and Fabri et al. (2004) have all added to this positive picture of virtual reality technologies to support people on the autism spectrum, specifically in terms of social interaction and social skills development. This chapter uncovers the evidence base and work of others in relation to virtual reality technologies used by people with autism. This chapter concludes with a view as to what future work might pursue in this field.

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