Social learning dynamics influence performance and career self-efficacy in career-oriented educational virtual...

Area of Science:

• Educational technology
• Virtual reality in education
• Career development

Background:

• Educational virtual environments (EVEs) offer immersion and fidelity for training.
• Career-oriented EVEs are increasingly used but their impact on career outcomes is under-researched.
• The influence of social learning dynamics within EVEs on career development needs further investigation.

Purpose of the Study:

• To examine the effects of immersion and fidelity in EVEs on career-related outcomes.
• To investigate the role of social learning dynamics in career-oriented EVEs.
• To compare EVE-based career exploration with traditional methods.

Main Methods:

• Two studies employed an inductive approach to explore EVEs.
• Study 1 compared welding career exploration in EVEs versus traditional methods.
• Study 2 manipulated immersion and fidelity levels in EVEs to assess social learning effects on performance and career-related self-efficacy/interest.

Main Results:

• EVEs use led to higher career self-efficacy compared to traditional methods.
• Social learning dynamics were evident in both high and low immersion/fidelity EVEs, but stronger in high-immersion/fidelity environments.
• Individual performance in high immersion/fidelity EVEs predicted career self-efficacy and interest for men, influenced by behavioral modeling.

Conclusions:

• Career-oriented EVEs show promise for enhancing career self-efficacy and facilitating skills training.
• Higher immersion and fidelity in EVEs can strengthen social learning and performance outcomes.
• Implementation of career-oriented EVEs requires consideration of gender differences and optimal design for effective learning and career development.