Customizing virtual interpersonal skills training applications may not improve trainee performance

Abstract

While some theoretical perspectives imply that the context of a virtual training should be customized to match the intended context where those skills would ultimately be applied, others suggest this might not be necessary for learning. It is important to determine whether manipulating context matters for performance in training applications because customized virtual training systems made for specific use cases are more costly than generic “off-the-shelf” ones designed for a broader set of users. Accordingly, we report a study where military cadets use a virtual platform to practice their negotiation skills, and are randomly assigned to one of two virtual context conditions: military versus civilian. Out of 28 measures capturing performance in the negotiation, there was only one significant result: cadets in the civilian condition politely ask the agent to make an offer significantly more than those in the military condition. These results imply that—for this interpersonal skills application, and perhaps ones like it—virtual context may matter very little for performance during social skills training, and that commercial systems may yield real benefits to military scenarios with little-to-no modification.