Observation Learning of Fly Casting Using Traditional and Virtual Modeling With and Without Authority Figure.
Traditional and virtual modeling were compared during learning of a multiple degree-of-freedom skill (fly casting) to assess the effect of the presence or absence of an authority figure on observational learning via virtual modeling. Participants were randomly assigned to one of four groups: Virtual...
| Publicado en: | Perceptual & Motor Skills Vol. 107; no. 2; pp. 535 - 547 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Ammons Scientific, Ltd.
October 2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=508002776&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 508002776 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00315125 PSK jtl: Perceptual & Motor Skills issn: 00315125 maglogo: N pubinfo: dt: October 2008 vid: 107 iid: 2 pid: 726 pub: Ammons Scientific, Ltd. artinfo: ui: 508002776 10.2466/pms.107.2.535-546 ppf: 535 ppct: 12 formats: tig: atl: Observation Learning of Fly Casting Using Traditional and Virtual Modeling With and Without Authority Figure. aug: au: Kernodle, Michael W. McKethan, Robert N. Rabinowitz, Erik su: Social learning Fly fishing Virtual reality in education Motor learning Instructional systems Computer software sug: subj: Social learning Fly fishing Virtual reality in education Motor learning Instructional systems Computer software ab: Traditional and virtual modeling were compared during learning of a multiple degree-of-freedom skill (fly casting) to assess the effect of the presence or absence of an authority figure on observational learning via virtual modeling. Participants were randomly assigned to one of four groups: Virtual Modeling with an authority figure present (VM-A) (n = 16), Virtual Modeling without an authority figure (VM-NA) (n = 16), Traditional Instruction (n = 17), and Control (n = 19). Results showed significant between-group differences on Form and Skill Acquisition scores. Except for one instance, all three learning procedures resulted in significant learning of fly casting. Virtual modeling with or without an authority figure present was as effective as traditional instruction; however, learning without an authority figure was less effective with regard to Accuracy scores. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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