Bypassing, Skipping, and Pivoting: A Behavioral Microanalysis during an Information-Based Task in Spatially-Diverse Virtual Environments

• Author / Creator

  Gautreau, Heather M

• Educators are looking at technology voluntarily used by students outside the classroom as a way to better engage students inside the classroom. This study examined post-secondary students’ behavior during an information-based task in spatially-diverse virtual environments. Cluster analysis identified four student profiles based on video game and social media experience, along with perceived and demonstrated spatial skills. Results revealed proportionately high student membership in the profile characterized by low video game and social media experience. Behavioral microanalysis was conducted on a video-recorded participant subsample. The microanalysis identified elements that contributed to positive or negative economizing as participants learned to navigate the virtual environment during task completion. Case studies investigated participants’ behavior within the contexts of student profile and spatial condition. Results raised questions about the role of reduced navigational cognitive workload in creating barriers to information-task engagement, along with the potential role for higher embedded cognitive workload to generate engagement.

• Subjects / Keywords

  • Student profile
  • Virtual environment
  • Cluster analysis
  • Spatial skills
  • Case study
  • Behavioral microanalysis
  • Social media
  • Video games

• Graduation date

  Spring 2018

• Type of Item

  Thesis

• Degree

  Master of Education

• DOI

  https://doi.org/10.7939/R3VT1H516

• License

  This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.