Improving Learning Outcomes

The importance of learning technologies lies in cost-effective digital applications that improve learning outcomes. Bloom’s original research (1984) and a series of studies confirm that one-on-one tutoring is a more efficient knowledge transfer than classroom, computer-based instruction (CBI), Interactive Multi-media Instruction (IMI), and most intelligent tutoring systems.  In these studies, learning outcomes for individual tutoring were up to two standard deviations (2 sigma) higher when compared with classroom learning. The challenge for years has been to apply learning technologies to close that gap.

Researchers (Lester et al, 1997) have found that one of the most important elements of effective and engaging e-learning is the use of animated, ‘virtual mentors’ that provide an affective or motivational element that engages the user, while simultaneously immersing them in authentic experiences.

Experiential learning
In their report to Congress (Grossman, Minow, and Murphy, 2003) members of the Digital Promise project identified certain technologies as vital to ‘the next great leap forward in education:’ 3D simulations, visualizations, immersive education, virtual reality, game playing, intelligent tutoring, networks of learners, and reusable blocks of content. Their potential to engage students in learning is readily apparent in society: kids bored with schoolwork spend hours mastering advancement skills in ‘massively multi-player on-line games’ (MMOGs), and spend many more hours on-line in collaborative adventures involving peers worldwide.

The role of virtual tutors
Studies of virtual learning environments (Johnson, Rickel & Lester, 2000; Economou, Mitchell, and Boyle, 2000) have indicated that lifelike virtual actors can play important roles in guiding learning and structuring interaction in web-based virtual environments. These actors can also add an affective component (Lester et al., 1997), or ‘persona effect’, that substantially enhances the students’ attitudes toward the material being taught. 

For the Virtual Marble Roll, virtual actors served as tutors and student-collaborators that helped students examine the effect of variables on the distance a marble rolled across a surface when released on a ramp. The simulation was integrated into a web page that allowed students to submit data to a national database.

Comparing results from the ‘virtual experiment’ with findings for the ‘live’ Marble Roll show a much larger improvement in learning for the former. The initial results showed a 4.5 sigma improvement for the virtual experiment and a .63 sigma improvement for the live experiment.

Language job aids
Effectively communicating in an unfamiliar country is critical for soldiers, business people and travelers alike, so Vcom3D developed Vcommunicator Mobile to serve these users. An iPod-based tool, Mobile combines audio of scenario-specific phrases and video of culturally appropriate behaviors to assist users in cross-cultural communication in country and training anytime. 

To improve communication and cultural awareness skills in its soldiers stationed in the Middle East and deployed to Iraq, the US Army 10th Mountain Division deployed with Vcommunicator Mobile Fall 2007.  Prior to that decision, extensive testing was conducted at the Joint Readiness Training Center (JRTC) in Louisiana where Iraqi natives role-play with US troops in realistic environments and missions.

One soldier, who had used other translation devices, indicated that Mobile put the “'friend' in 'user friendly'”. He also reinforced that he was able to use the device with no instruction, while another soldier found it to be very effective for direct action commands.

Soldiers used Mobile to learn phrases prior to their training, and again for direct communication during exercises. They felt that Mobile was an ‘excellent tool for learning and communication.’  They also noted that the Iraqi actors had no difficulty understanding the speech. Based on the feedback from these soldiers, clearly Mobile fulfills its promise by providing a cost-effective, easy-to-use, hand-held learning and communication tool. 

For more information on these studies, please see the full text and images on the HR Management website or visit www.Vcom3D.com.

About Carol Wideman
Carol Wideman has leveraged her experience as an educator and engineer to become a technology business leader at GE and co-founder and CEO of Vcom3D. Her education parallels her career, beginning with a BA in Education and Mathematics, MSc degree in Engineering and Executive Training from GE’s Corporate Training Center.