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Full-Text Articles in Psychology
Learning Styles, Megan Paul
Learning Styles, Megan Paul
Umbrella Summaries
What are learning styles? The concept of learning styles is the idea that people differ in the way that they learn best, and instructors should determine each trainee’s optimal style and then use training methods that match the trainee’s style (Pashler, 2009). There are dozens of different learning style classifications, including such styles or dimensions as visual, auditory, kinesthetic, and tactile modality preferences (Dunn & Greggs, 2003, cited in Coffield et al., 2004); concrete vs. abstract and sequential vs. random (Gregorc, 1982a, cited in Coffield et al., 2004); holistic vs. analytic and verbalizer vs. imager (Riding & Raynor, 1998, cited …
Signaling In Training, Megan Paul
Signaling In Training, Megan Paul
Umbrella Summaries
What is signaling? In a learning environment, signaling refers to cues that direct learners’ attention to specific instructional content or that emphasize how the content is organized (van Gog, 2014). Signals can be verbal (oral or written) or visual (static or dynamic images or graphics). More commonly studied examples include: signals in written materials: underlining, italics, bold, highlighting, outlines, headings, overviews, and summaries signals in visual materials: arrows, circles, flashing, color coding, spotlighting (graying out some content), zooming in on key content, and gestures of pedagogical agents When signals are used only in written text (i.e., without accompanying …
Self-Explanation In Training, Megan Paul
Self-Explanation In Training, Megan Paul
Umbrella Summaries
What is self-explanation? Self-explanation is “a process by which learners generate inferences about causal connections or conceptual relationships” (Bisra et al., 2018). It involves pausing to think more deeply about instructional content, to better connect it with prior knowledge or to check for understanding. Self-explanations can be prompted (through specific instructions or questions) or unprompted (done spontaneously by a learner). Prompts can include instructions to explain, open-ended questions, or closed-ended questions such as multiple choice (Bisra et al., 2018). There is no one type of self-explanation. Examples include providing rationale for a decision or belief and explaining a concept, process, …
Leadership Training, Megan Paul
Leadership Training, Megan Paul
Umbrella Summaries
What is leadership training? Leadership training is a broad term with no universal definition. For the purposes of this review, it refers to “programs that have been systematically designed to enhance leader knowledge, skills, abilities, and other components” and it includes “all forms of leader, managerial, and supervisory training/development programs and/or workshops” (Lacerenza et al., 2017, p. 1687). As with all training, leadership training can vary in many ways. Below are some of the more common aspects that have been empirically evaluated: Needs analysis: whether a systematic process was used to identify training needs and design the training accordingly …
Conversational Style In Training, Megan Paul
Conversational Style In Training, Megan Paul
Umbrella Summaries
What is conversational style? Conversational style refers to a combination of stylistic strategies to personalize instructional text (oral or written) for learners. These include “the use of first and second rather than third person, directly addressing the reader, revealing [the author’s] personal beliefs, and/or using polite forms of address” (Ginns et al., 2013, p. 452). The following excerpts illustrate such styles: “During inhaling, the [your] diaphragm moves down creating more space for the [your] lungs” (Mayer et al., 2004) “Let me tell you what happens when lightning forms” (vs. just the scientific description; Moreno & Mayer, 2000) …
After-Action Reviews, Megan Paul
After-Action Reviews, Megan Paul
Umbrella Summaries
What are after-action reviews? An after-action review (AAR) is “a systematic technique that turns a recent event into a learning opportunity through a combination of task feedback, reflection, and discussion” (Keiser & Arthur, 2020, p. 2). The process has been used in various fields, leading to a variety of labels, including after-event review, debrief, guided team self-correction, and reflexivity (e.g., Chen et al., 2018; Couper et al., 2013; Ellis & Davidi, 2005; Smith-Jentsch et al., 2008). Note that though the term “debrief” is sometimes used, AARs are distinct from debriefing sessions that are intended to help individuals process stressful or …
Seductive Details In Training, Megan Paul
Seductive Details In Training, Megan Paul
Umbrella Summaries
What are seductive details? In a learning environment, seductive details are interesting but unimportant details that are not necessary to achieve the instructional objective (Garner et al., 1989). The information may be tangentially related to the topic but is not relevant to the main teaching goal. Such details are often included for the purpose of making the topic more interesting and engaging. There are many potential types of seductive details; they can be visual, verbal, or aural—static or dynamic images (e.g., illustrations, photos, animations), written or spoken words (e.g., text, narration), or sounds (e.g., music; Sundararajan & Adesope, 2020). Why …
Pedagogical Agents, Megan Paul
Pedagogical Agents, Megan Paul
Umbrella Summaries
What are pedagogical agents? Pedagogical agents are “lifelike characters presented on a computer screen that guide users through multimedia learning environments” (Clarebout & Heidig, 2012, p. 2568). Pedagogical agents can vary in multiple ways. The following characteristics have been most studied: appearance (two-dimensional [2D] vs. three-dimensional [3D]), eye gaze, facial expression, gesturing, motion, and gender. The simplest pedagogical agent would be a static, 2D image with just text, and a complex agent would be a dynamic, 3D person or character that talks, gestures, and has eye movements and facial expressions. Why are pedagogical agents valuable? Pedagogical agents are valuable because …
Training Tests, Megan Paul
Training Tests, Megan Paul
Umbrella Summaries
What are training tests? For this purpose, training tests include any form of knowledge assessment intended to gauge learning from training. Tests can be of varying lengths, formats (e.g., true/false, multiple choice, short answer), or labels (e.g., quiz, learning checks). The important feature is that they require learners to practice retrieving training-related information from memory. Thus, the focus here is on knowledge and understanding, versus skill acquisition. Why are training tests valuable? Training tests are valuable because the act of taking a test improves subsequent learning outcomes. More specifically, people who take a test perform better on later assessments of …
Pre-Training Interventions, Megan Paul
Pre-Training Interventions, Megan Paul
Umbrella Summaries
What are pre-training interventions? Pre-training interventions refer to strategies that are implemented prior to training, for the purpose of enhancing training outcomes. Thus far, the primary strategies that have been most frequently investigated include (a) attentional advice, (b) meta-cognitive strategies, (c) advance organizers, (d) goal orientation, and (e) preparatory information (Cannon-Bowers et al., 1998; Mesmer-Magnus & Viswesvaran, 2010). Attentional advice includes guidance to orient the learner to what they will learn. Examples include going over the main learning objectives or highlighting essential aspects of the training and how they relate to the job. Meta-cognitive strategies include approaches for …
Creative Confidence In Organizational Knowledge Creation: A Synthesis Of The Literature, Elnaz Dario, Rafael Landaeta, Resit Unal, E.H. Ng. (Ed.), B. Nepal (Ed.), E. Schott (Ed.)
Creative Confidence In Organizational Knowledge Creation: A Synthesis Of The Literature, Elnaz Dario, Rafael Landaeta, Resit Unal, E.H. Ng. (Ed.), B. Nepal (Ed.), E. Schott (Ed.)
Engineering Management & Systems Engineering Faculty Publications
Creative confidence is a newly rising topic in the innovation study area. In a world where creativity has become a vital source of knowledge creation, not believing in one's own creative capacity could be a barrier. At the organizational level, many good ideas are disappearing before ever being written down or shared. Organizations may lose talented people who have great creative potential by either not giving them the opportunity to express their creative ideas or due to a lack of confidence from the employee side, in sharing these ideas. This paper will contribute to the research stream on the role …
Training Evaluation In Virtual Worlds: Development Of A Model, Richard N. Landers, Rachel C. Callan
Training Evaluation In Virtual Worlds: Development Of A Model, Richard N. Landers, Rachel C. Callan
Psychology Faculty Publications
Many organizations have adopted virtual worlds (VWs) as a setting for training programs; however, research on appropriate evaluation of training in this new setting is incomplete. In this article, we address this gap by first exploring the unique issues relevant to evaluation faced by training designers working in VWs. At the macro-organizational level, the primary issue faced is an organizational culture unreceptive to or otherwise skeptical of VWs. At the micro-organizational level, two major issues are identified: individual trainees unreceptive to VWs and general lack of experience navigating VWs. All three of these challenges and their interrelationships may lead to …