J. Lucca Big XII Symposium 4/5/031 ACHIEVEMENT OF PSYCHOMOTOR SKILLS THROUGH COMPUTER SUPPORTED...

J. Lucca Big XII Symposium 4/5/03 1

ACHIEVEMENT OFPSYCHOMOTOR SKILLS

THROUGHCOMPUTER SUPPORTED

COLLABORATIVE LEARNINGrequiring IMMERSIVE PRESENCE

(CSCLIP)

Joyce LuccaOklahoma State University


Problems and Significance

• Increase in Distance Learning (DL) is likely to continue

• Unlike cognitive and affective domains, students need to be physically present in the lab


CSCLIP Learning Objectives

• Cognitive - Bloom

• Affective - Krathwol

• Psychomotor - Harrow


The Solution

• Provide the right mix of:– Learning theory– Group dynamics– Technology– High bandwidth


Goals of CSCLIP

• Enable group psychomotor skills

• Provide a DL setting that is typical of traditional lab courses

• System should be practical and easy to use


Goals of Dissertation

• Develop a framework grounded in theory

• Operationalize constructs into measurable IVs and DVs

• Conduct empirical testing for cognitive, affective, and psychomotor outcomes

• Test for skill transfer to real lab setting


Temporal

Spatial Learn

ing

Obj

ectiv

es

Achiev

ed

Different-Time(Asynchronous)

Same-Time(Synchronous)

Different-Place(Distributed)

Same-Place(Co-Located)

(Face-to-Face)

Classroom(Cognitive &

Affective)

Lab(Cognitive &

Affective Psychomotor)

SequentialExperiments

AsynchronousLearning

PhysicalLab CSCLIP


CSCL

ALN

CAI

GSSVR

CSCLIPVirtual

Classrooms

Streaming Video

Lectures

VT

VirtualDesign

MOOsMUds



Research Framework Development

• Theories– Learning– Collaborative– Group– Technology– Immersive Presence– Psychomotor


Early LearningTheory

CollaborativeTheory

GroupTheory

TechnologyTheory

PresenceTheory

Psychomotor Learning Objectives

PsychomotorTheory

Tasks should be meaningful

We learn more together

Groups should be small and heterogeneous

System should be easy to use anduseful

Satisfaction is related to a richmedium

Both positive and negative feedback is needed

HardwareSoftwarePeople

+ =CSCLIP


Instructional Design Strategy+ Gains - Losses

Learning Processes Outcomes

AchievementNon Achievement

Instructional Technology

Human Dimension


Hypotheses Development

• Little research on psychomotor skills developed in DL environment

• Newton (1999) states “Psychomotor learning is also outside the domain of online distant learning.”

• Our first two hypotheses are, therefore, exploratory in nature


Hypotheses

• H1:. Learning groups with remote participants will perform as efficiently in future psychomotor tasks as those groups that were co-located.

• H2: Learning groups with remote participants will perform with the same level of response magnitude in future motor tasks as those groups that were co-located


Support for H1 and H2

• Agazio et al. used participants to study a training method for health care workers in a bioterrorism situation

• Compared those who used a VR IV simulator to those that used conventional arm model

• No significant differences were found


Hypotheses

• H3: Learning groups with remote participants will be more satisfied with the motor learning process than those groups that were co-located.

• H4: Learning groups with remote participants will have better cognitive understanding than those groups that were co-located.



• Alavi et al. says students affective reactions in computer-mediated environment was more positive than manual collaborative process

• Perceived higher levels of skill development

• Improved learning

• Higher level of interest



• Francis and Tan worked with flight controllers for Hubble Space Telescope

• Tested manipulation and control

• Found that visualizing activities enhanced understanding

• Positive effect on comprehension of activities and objects


CSCLIP Lab Under Development

• Voice, video, and data networking

• Familiarize students with telecom equipment

• Trouble shooting


MSTM Lab

• Good candidate for Same/Time – Different/Place Implementation

• Most interaction with lab gear is via computer

• Video/Audio conferencing gear

• Audio/Video capable Internet




Research Design

• Treatment –control/postmeasure only

• Equal number of groups

• Equal number of group members


F2F(Whole Team)

Control

F2F(Partially Remote)

Remote(Partially Remote)

ParticipantsRandomly Assigned To Teams

TreatmentLearning

Environment

Teams Randomly Assigned To Treatment

Lab LearningExperince



LessonsLearned

PerformanceTask

Efficiencyand

Effectiveness

Affective andPsychomotorobservations(Video-taped)

Post Cognitive

Assessment

TimeInterval


Independent Variable Manipulation

• Control group

– F2F traditional lab

• Treatment group

– Co-located or “local” group members

– “Remote” groups use interactive VR software


Subjects

• 80 undergraduate students in a 4000 level data communications course

• Lab participation is a required part of the course

• Received 50 points if both lab sessions completed

• Had alternatives for those who can’t/won’t participate


Learning Environment

• Labs were conducted at various time slots M,T, and W of week 1, and M,T, and W 1 week later

• Equipment– Dells, Extreme Switches, Cat 5 cabling,

camera, microphones, all necessary software was installed


Procedure

• Students had prerequisite concepts• All students received a brief description of

the experiment’s objective and procedure• All students received a handout with

instructions for task completion• Each group was asked to set up a LAN• Demographic info and affectivity about

group collected when task was completed


Procedure

• Individuals returned 1 week later and were asked to set up a LAN individually

• Afterwards, survey about their overall satisfaction

• Used keystroke and screen capturing software






Dependent Variable Measure

• Effectiveness - Number of errors

• Efficiency - Time

• Response magnitude - Number of computers connected

• Satisfaction - Self report

• Cognitive understanding - Quiz


Analysis Plans

• Between subjects design

• Relationship between 2 variables1. Type of treatment

2. Learning as measured on 3 levels

• MANOVA: 3 IVs and 3DVs


Success Factors

• Thorough pilot testing• Highly structured task• Excellent tech support• Excellent software, well tested• Had backup hardware ready to go• Videotaping • Key stroke and screen capture data was

systematically organized


Limitations

• Relatively simple task

• Groups interacted over a short period of time

• Potential excitement due to novelty of videoconferencing

• Possible “Hawthorne Effect” due to videotaping


Future Research

• Examining differences in instructor characteristics to optimally learn in all three environments

• Test more complex tasks

• Test how “awareness” affects learning outcomes using wireless instructor gear


Future Research

• Examine effectiveness with respect to experienced users and novices

• Determine if learning style can predict satisfaction with the remote learning experience

• Use real-world industry and government teams involved in trying to develop distributed training for skills that include psychomotor learning

Q & A???

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J. Lucca Big XII Symposium 4/5/031 ACHIEVEMENT OF PSYCHOMOTOR SKILLS THROUGH COMPUTER SUPPORTED...

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