Abstract
This article reports on a study to evaluate the effectiveness of virtual human (VH) role-players as leadership training tools within two computer-generated environments, virtual reality (VR) and mixed reality (MR), compared to a traditional training method, real human (RH) role-players in a real-world (RW) environment. We developed an experimental training platform to assess the three conditions: RH role-players in RW (RH-RW), VH role-players in VR (VH-VR), and VH role-players in MR (VH-MR), during two practice-type opportunities, namely pre-session and post-session. We conducted a user study where 30 participants played the role of leaders in interacting with either RHs or VHs before and after receiving a leadership training session. We then investigated (1) if VH role-players were as effective as RH role-players during pre- and post-sessions, and (2) the impact that the human-type (RH, VH) in conjunction with the environment-type (RW, VR, MR) had on the outcomes. We also collected user reactions and learning data from the overall training experience. The results showed a regular increase in performance from pre- to post-sessions in all three conditions. However, we did not find a significant difference between VHs and RHs. Interestingly, the VH-MR condition had a more significant influence on performance and task engagement compared to the VH-VR and RH-RW conditions. Based on our findings, we conclude that VH role-players can be as effective as RH role-players to support the practice of leadership skills, where VH-MR could be the best method due to its effectiveness.
Highlights
Leadership and communication skills are considered among the most valuable professional skills an employee can have (Conrad and Newberry, 2011)
Each variable was analyzed by separately applying a split-plot analysis of variance (ANOVA) with the within-factors Pre-session and Post-session (Practice-type), and the between-factors real human (RH)-RW, virtual human (VH)-virtual reality (VR) and VH-mixed reality (MR) (Mediationtype)
The results of our study support hypothesis H1 (There will be no significant difference in learning performance scores and overall training experience among the RH-RW, VH role-players in VR (VH-VR), and VH role-players in MR (VH-MR) conditions), and partly, hypothesis H2 (Learning performance scores will be significantly higher in the post-sessions, in comparison to the pre-sessions for all three conditions)
Summary
Leadership and communication skills are considered among the most valuable professional skills an employee can have (Conrad and Newberry, 2011). According to Sogunro (2004), leadership skills are not so acquired using only theory, talk, and discussion groups. Leadership skills are commonly learned during practice and interaction with other people (Wexley and Latham, 2002). McCauley and Van Velsor (2004) have noted that when leaders have the opportunity to practice leadership competencies, they can reflect on their own experience and engage in the learning process. Along with these statements, Weaver et al (2010) indicate that practice-based training techniques, such as role-playing, are the most critical and effective for influencing training outcomes. Constructivist learning theory (Piaget, 1952) supports practice-based methods, suggesting that
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