1. J. Lucca Big XII Symposium 4/5/031 ACHIEVEMENT OF PSYCHOMOTOR SKILLS THROUGH COMPUTER SUPPORTED COLLABORATIVE LEARNING requiring IMMERSIVE PRESENCE (CSCLIP) Joyce Lucca Oklahoma State University

2. J. Lucca Big XII Symposium 4/5/032 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

3. J. Lucca Big XII Symposium 4/5/033 CSCLIP Learning Objectives Cognitive - Bloom Affective - Krathwol Psychomotor - Harrow

4. J. Lucca Big XII Symposium 4/5/034 The Solution Provide the right mix of: –Learning theory –Group dynamics –Technology –High bandwidth

5. J. Lucca Big XII Symposium 4/5/035 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

6. J. Lucca Big XII Symposium 4/5/036 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

7. J. Lucca Big XII Symposium 4/5/037 Temporal Spatial Learning Objectives Achieved Different-Time (Asynchronous) Same-Time (Synchronous) Different-Place (Distributed) Same-Place (Co-Located) (Face-to-Face) Classroom (Cognitive & Affective) Lab (Cognitive & Affective Psychomotor) Sequential Experiments Asynchronous Learning Physical Lab CSCLIP

8. J. Lucca Big XII Symposium 4/5/038 CSCL ALN CAI GSS VR CSCLIP Virtual Classrooms Streaming Video Lectures VT Virtual Design MOOs MUds

9. J. Lucca Big XII Symposium 4/5/039

10. 10 Research Framework Development Theories –Learning –Collaborative –Group –Technology –Immersive Presence –Psychomotor

11. J. Lucca Big XII Symposium 4/5/0311 Early Learning Theory Collaborative Theory Group Theory Technology Theory Presence Theory Psychomotor Learning Objectives Psychomotor Theory Tasks should be meaningful We learn more together Groups should be small and heterogeneous System should be easy to use and useful Satisfaction is related to a rich medium Both positive and negative feedback is needed Hardware Software People + = CSCLIP

12. J. Lucca Big XII Symposium 4/5/0312 Instructional Design Strategy + Gains- Losses Learning Processes Outcomes Achievement Non Achievement Instructional Technology Human Dimension

13. J. Lucca Big XII Symposium 4/5/0313 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

14. J. Lucca Big XII Symposium 4/5/0314 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

15. J. Lucca Big XII Symposium 4/5/0315 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

16. J. Lucca Big XII Symposium 4/5/0316 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.

17. J. Lucca Big XII Symposium 4/5/0317 Support for H3 and H4 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

18. J. Lucca Big XII Symposium 4/5/0318 Support for H3 and H4 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

19. J. Lucca Big XII Symposium 4/5/0319 CSCLIP Lab Under Development Voice, video, and data networking Familiarize students with telecom equipment Trouble shooting

20. J. Lucca Big XII Symposium 4/5/0320 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

21. J. Lucca Big XII Symposium 4/5/0321

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23. J. Lucca Big XII Symposium 4/5/0323 Research Design Treatment –control/postmeasure only Equal number of groups Equal number of group members

24. J. Lucca Big XII Symposium 4/5/0324 F2F (Whole Team) Control F2F (Partially Remote) Remote (Partially Remote) Participants Randomly Assigned To Teams Treatment Learning Environment Teams Randomly Assigned To Treatment Lab Learning Experince Lab Learning Experince Lab Learning Experince Lessons Learned Performance Task Efficiency and Effectiveness Affective and Psychomotor observations (Video-taped) Post Cognitive Assessment Time Interval

25. J. Lucca Big XII Symposium 4/5/0325 Independent Variable Manipulation Control group –F2F traditional lab Treatment group – Co-located or “local” group members –“Remote” groups use interactive VR software

26. J. Lucca Big XII Symposium 4/5/0326 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

27. J. Lucca Big XII Symposium 4/5/0327 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

28. J. Lucca Big XII Symposium 4/5/0328 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

29. J. Lucca Big XII Symposium 4/5/0329 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

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32. J. Lucca Big XII Symposium 4/5/0332

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34. J. Lucca Big XII Symposium 4/5/0334 Dependent Variable Measure Effectiveness - Number of errors Efficiency - Time Response magnitude - Number of computers connected Satisfaction - Self report Cognitive understanding - Quiz

35. J. Lucca Big XII Symposium 4/5/0335 Analysis Plans Between subjects design Relationship between 2 variables 1.Type of treatment 2.Learning as measured on 3 levels MANOVA: 3 IVs and 3DVs

36. J. Lucca Big XII Symposium 4/5/0336 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

37. J. Lucca Big XII Symposium 4/5/0337 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

38. J. Lucca Big XII Symposium 4/5/0338 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

39. J. Lucca Big XII Symposium 4/5/0339 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

40. Q & A???