Observational Learning Theory Research Articles

Using mimicking gestures to improve observational learning from instructional videos

This study, generated from considerations of embodied cognition, observational learning, and cognitive load theory, investigated the effect of mimicking gestures on learning to play piano tasks. Fifty university students from an Australian University, with two different levels of piano-playing experience, were randomly assigned to one of the two different gesturing conditions in a 2 (gestures vs. no-gestures) × 2 (novice vs. more expertise) design. All groups viewed an animated video presentation of four musical scores being played on a piano with the hand motions visible, accompanied by the sounds of the notes played. Participants in the gesturing condition were required to gesture while watching the presentations, but in the no-gesturing condition, gesturing was prohibited. Test results indicated a significant learning advantage to gesturing with reduced cognitive load. It was also evident that the efficacy of gesturing was influenced by learner expertise and task complexity.

Flipping the procedural knowledge learning – a case study of software learning

ABSTRACT Procedural knowledge learning focuses on integrating theory with practice; however, time and pace are the main critical issues. In response, this study proposes a flipped classroom approach based on the Bandura's [1986. The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359–373] observational learning theory to invert the in-class instructional activities and out-of-class practice activities. Two classes with a total of 93 college students in a software learning course were chosen and compared in this empirical study. The findings suggest that the transmission of knowledge achieved via video lectures before class as students are able to internalize knowledge and the in-class practice can supplement more individual reflective learning time. Moreover, the flipped classroom approach is likely to assist and produce students’ intrinsic motivation. It is also notable that this flipped classroom approach may provide benefits to students with hearing disabilities in inclusive settings. This paper contributes some evidence for procedural knowledge learning including the details of producing the pre-class learning videos, a preliminary assessment of the approach, comparing feedback and grades from different instructional approaches. These experiences may help educators better understand the options available to them in converting a procedural knowledge class to the flipped model.

PERAN ORGANISASI REMAS DALAM MENINGKATKAN PARTISIPASI KEGIATAN KEAGAMAAN Di MASYARAKAT (Studi di Masjid An-nur Kecamatan Wlingi)

This research reveals about strategy of adolescent of mosque in forming adolescent character in sub district of Babadan Sub Wlingi Blitar Regency through activities of Teens of Mosque The purpose of this research is to describe strategy of youth of mosque in forming adolescent character in sub district Babadan Sub Wlingi Kabupaen Blitar And also obstacles. The theory used in this research is adaptive strategy theory and observational social learning theory. This study uses a qualitative method. Information in this research is the board and members of the Youth Mosque. Observation techniques, interviews, and documentation is to collect data. The strategies used in the formation of religious characters through religious habituation by conducting routine religious activities is the result of research. Through habituation such as work of devotion and helping the needy citizen is forming character of adolescent strategy toward social awareness. In the formation of teenage characters mosque has a strategy through habituation greet each other and create a conducive atmosphere. The obstacles encountered are the lack of interest of adolescents to follow every activity of Teens Mosque so that needed motivation and more interesting activity again in increasing participation of social activities in society.

PERAN ORGANISASI REMAS DALAM MENINGKATKAN PARTISIPASI KEGIATAN KEAGAMAAN Di MASYARAKAT (Studi di Masjid An-nur Kecamatan Wlingi)

This research reveals about strategy of adolescent of mosque in forming adolescent character in sub district of Babadan Sub Wlingi Blitar Regency through activities of Teens of Mosque The purpose of this research is to describe strategy of youth of mosque in forming adolescent character in sub district Babadan Sub Wlingi Kabupaen Blitar And also obstacles. The theory used in this research is adaptive strategy theory and observational social learning theory. This study uses a qualitative method. Information in this research is the board and members of the Youth Mosque. Observation techniques, interviews, and documentation is to collect data. The strategies used in the formation of religious characters through religious habituation by conducting routine religious activities is the result of research. Through habituation such as work of devotion and helping the needy citizen is forming character of adolescent strategy toward social awareness. In the formation of teenage characters mosque has a strategy through habituation greet each other and create a conducive atmosphere. The obstacles encountered are the lack of interest of adolescents to follow every activity of Teens Mosque so that needed motivation and more interesting activity again in increasing participation of social activities in society.

PERAN ORGANISASI REMAS DALAM MENINGKATKAN PARTISIPASI KEGIATAN KEAGAMAAN Di MASYARAKAT

This research reveals about strategy of adolescent of mosque in forming adolescent character in sub district of Babadan Sub Wlingi Blitar Regency through activities of Teens of Mosque The purpose of this research is to describe strategy of youth of mosque in forming adolescent character in sub district Babadan Sub Wlingi Kabupaen Blitar And also obstacles. The theory used in this research is adaptive strategy theory and observational social learning theory. This study uses a qualitative method. Information in this research is the board and members of the Youth Mosque. Observation techniques, interviews, and documentation is to collect data. The strategies used in the formation of religious characters through religious habituation by conducting routine religious activities is the result of research. Through habituation such as work of devotion and helping the needy citizen is forming character of adolescent strategy toward social awareness. In the formation of teenage characters mosque has a strategy through habituation greet each other and create a conducive atmosphere. The obstacles encountered are the lack of interest of adolescents to follow every activity of Teens Mosque so that needed motivation and more interesting activity again in increasing participation of social activities in society.

Learning from peers: The effect of sales history disclosure on peer-to-peer short-term rental purchases

The sharing economy has proliferated in recent years, yet continuous business efforts are required to cultivate trust between strangers. Drawing from observational learning theory and cultural perspective, our study examined sales history disclosure as a trust-building signal between hosts and travelers. Using large-scale online observational data of 33,327 listing purchase activities between 2012 and 2017 on a leading peer-to-peer short-term rental platform in China, we found strong evidence that sales history disclosure is positively associated with short-term rental purchases. Our results also revealed that sales history disclosure mitigates the positive impact of online reviews but weakens the negative effect of multi-listing ownership on subsequent purchases, further confirming information substitution theory. Our study provided theoretical and practical implications to strengthen the trust-building mechanism using coordinated signals, with cultural considerations, on short-term rental platforms.

The learning potential of online student-constructed tests with citing peer-generated questions

ABSTRACTIn view of contribution-based pedagogy and observational learning theory, students’ perceived uses, preferences, usage, and selection considerations with regard to citing peers’ work were examined in an online learning environment targeting student-constructed tests. Data were collected from 84 fifth-grade students who participated in online student-constructed tests with and without citing in an 11-week study. Quantitative and qualitative data in response to an end-of-session questionnaire and actual online citing behaviour were analyzed. Several major findings were obtained. First, significantly more participants supported and preferred “citing” over “no citing” for online student-constructed tests. Second, data with regard to perceived uses, preferences, and reported usage all supported the potential of citing for providing an observational learning space. Third, citing allowed the participants to attend to areas pinpointed by their peers but initially ignored by them, thus making social construction of knowledge possible. Fourth, the quality and the author of the item are the two determining factors affecting citing decisions. Fifth, a statistically significant positive correlation between students’ academic achievement and their generated questions cited by peers was confirmed. Finally, actual online citing behaviour varied greatly among participants, with the majority using the citing function during online test-construction to various extents.

The effect of conditioning therapy and model therapy toward Pre-School child behavior in tooth brushing

Children usually tend to brush their teeth only in certain parts of the labial surface of the anterior teeth and the occlusal surface of the lower molars. This study analyzes the tooth brushing habits in children with conditioning therapy and therapy models based on observational learning theory. In this study a sample of preschoolers who brush their teeth incorrectly in Kindergarten Al-Ammin, Jekan Rayadengan. The results showed that there was a change in the level of knowledge, attitude, and behavior of brushing teeth before and after being given a treatment of conditioning therapy and model therapy. The results of the average difference test (t-test) showed that there were significant differences between respondents’ behavior related to knowledge, attitude, and behavior about brushing their teeth before and after being given a treatment of conditioning therapy and model therapy.

Optional Disclosure and Observational Learning

Observational learning theories often assume that people’s actions can be observed. However, in many naturally-occurring environments, individuals can choose whether to disclose their behavior to others. We provide theoretical analysis of observational learning under optional disclosure conditions. We further examine empirically how individuals decide whether to reveal decisions. Although we find evidence for other- regarding disclosure behavior, our findings highlight the importance of providing public information about how the disclosure behavior affects others.

Inferring Quality from Wait Time

We study the impact of wait time on consumers’ purchasing behavior when product quality is unknown to some consumers (the “uninformed consumers”) but known to others (the “informed consumers”). In a capacitated environment, wait times act as a signal of quality for uninformed consumers because, due to informed consumers in the population, low (high) quality products tend to generate shorter (longer) wait times. Hence, longer wait times may increase uninformed consumers’ perceived quality, and they may still purchase the product, even when the wait time is long. Similarly, short wait times decrease the consumers’ perceived quality, and they may walk away despite the short wait—the “empty restaurant syndrome.” This paper develops and tests a theory of observational learning that predicts these effects. We find that uninformed consumers’ purchasing probability at short waits decreases in the presence of informed consumers. Furthermore, we find that relatively few informed consumers suffice to create this effect. Finally, we show that the purchasing frequency might even increase in the wait time. Data, as supplemental material, are available at http://dx.doi.org/10.1287/mnsc.2015.2264 . This paper was accepted by Martin Lariviere, operations management.

The Combined Use of Video Modeling and Social Stories in Teaching Social Skills for Individuals with Intellectual Disability

Intellectual disability has been addressed by different disciplines up to the present and has been defined differently depending on the views of different disciplines. Preliminary definitions of intellectual disability underline biological and medical criteria whereas educational definitions stand out when teachers and psychologists are more interested in the subject (Heward, 2003). Among these definitions, the one provided by the American Association on Intellectual and Developmental Disability (AAIDD) is the most widely accepted. Apart from this one, in the Diagnostic Statistical Manual of Mental Disorders (DSM) by the American Psychological Association (APA) and in the system of International Statistical Classification of Diseases and Related Health Problems (ICD-10) of the World Health Organization (WHO), definitions have also been provided (Sucuoglu, 2010).AAIDD (2002) defines intellectual disability as a disability characterized by significant limitations in intellectual functioning; conceptual, social and practical skills; and adaptive behavior which originate before the age of 18 (Eripek, 2009; Hourcade, 2002). Different from AAIDD, the DSM-5 manual (2013) uses adaptive functioning instead of adaptive behavior in its definition and indicates that adaptive functioning includes three domains (conceptual, social and practical) which determine how well an individual copes with everyday tasks (APA, 2013). On the other hand, the definition provided by ICD-10 (1993) underlines the incomplete development of the mind and disorders in cognitive, linguistic, motor, and social abilities that play a role in determining level of intelligence (Eripek, 2009; Sucuoglu, 2010). It is worth noting that all of these definitions refer to disabilities in terms of conceptual, social, and practical skills that enable individuals to carry out everyday tasks apart from disabilities in mental functions. This is an indicator of the fact that social skills deficits are one of the criteria taken into account when determining intellectual disabilities.The literature has emphasized that social skills deficits, which are defined as the inability to learn various social skills or the inability to use previously acquired social skills in appropriate situations and settings, are common among individuals with intellectual disabilities (McCoy & Hermansen, 2007; Vuran 2012). The reasons why individuals with intellectual disabilities exhibit social deficits more may include the manifestation of behavioral and cognitive disabilities in addition to having limited random learning skills and interactions with peers with typical development (Huang & Cuvo, 1997; Sargent, 1991), experiencing of rejection from their peers with typical development, and being rejected by circles due to a negative perception (Sazak, 2003). These reasons negatively affect the decisions of individuals with intellectual disabilities in terms of how they should act in society, creating behavioral problems and negatively affecting the acquisition of social skills through environmental observation and modeling (Ciftci & Sucuoglu, 2004; Sargent, 1991).Overcoming social skills deficits for individuals with intellectual or other developmental disabilities can be possible by providing social skills which are taught systematically (Begun, 1996; Sugai & Lewis, 1996). In this respect, direct teaching, social reinforcement, feedback, giving clues, incidental teaching, shaping, being a model, behavioral rehearsal, cooperative learning, peer learning, video modeling, Social Stories, and pivotal response teaching are commonly used strategies for teaching social skills to individuals with intellectual disabilities (Baker, 2004; Colak, 2007; Olcay-Gul, 2012; Sargent, 1991). Video modeling and Social Stories have been the most prominent strategies in recent years.Video modeling was developed on the assumptions of observational learning theory. It is an intervention which uses video modeling instead of live modeling for teaching a new behavior or changing an existing one; it is implemented by getting learners to watch all the steps of a target behavior from a video before being taught (Bellini, Akullian, & Hopf, 2007; Charlop-Christy, Le, & Freeman, 2000; Nikopoulos & Keenan, 2006; Sansosti & Powell-Smith, 2008). …

Social interaction-based consumer decision-making model in social commerce: The role of word of mouth and observational learning

Social commerce mediated by social media and social network platforms has led to the development of new business models in e-commerce and digitized the consumer decision journey. Social interaction is considered as a prerequisite for successful social commerce since consumers now expect an interactive and social experience while making purchase decisions. Drawing on word of mouth (WOM) and observational learning theories, we conceptualize social interactions in social commerce environments into two forms: WOM communication and observing other consumers’ purchases, and examine their impact on consumer purchase intention and actual purchase behavior. Analyzing primary data (n=217) collected from surveyed active consumers within social commerce sites at two stages (pre-purchase and post-purchase), we found that positive and negative valence WOM, WOM content, and observing other consumers’ purchases significantly affect consumers’ intention to buy a product, thereby increasing the likelihood of actual buying and sharing product information with others on social commerce sites.

Does Social Interaction Affect Consumer Decisions on Social Commerce Sites

Owing to the growing popularity of social media, online business models have shifted from traditional e-commerce that focuses on one-click buying and one-way browsing to social commerce that enables consumers to digitize their purchase decision journey by establishing two-way communications and sound collaborative relationships with other consumers. Drawing on word of mouth (WOM) and observational learning theories, we conceptualize social interactions in social commerce environments into two forms: WOM communication and observing other consumers’ purchases, and examine their impact on consumer purchase intention and actual purchase behavior. Analyzing primary data collected from surveyed active consumers within social commerce sites at two stages (pre-purchase and post-purchase), we found that positive and negative valence WOM, WOM content, and observing other consumers’ purchases significantly affect consumers’ intention to buy a product, thereby increasing the likelihood of actual buying and sharing product information with others on social commerce sites.

Vicarious Experience by Modeling and Comparing of Children Stories from Czech and Madura Island: Behavior and Moral Perspectives

Children learn from their environment according to what they see around them. If they get the positive input, they will behave positively, but if they get the negative input, consequently they will imitate the negative behavior. Therefore, choosing the right media such as TV program and reading materials for children needs many considerations, because of their characteristics in learning. One of the suggested reading materials for the children is children stories. This research is aimed to observe and investigate the role of stories for the children in shaping the children behavior and internalizing the moral values. This is a salient thing to introduce the children stories including the traditional stories for the children due to its content of moral messages and education in such stories. The observational learning or social learning theory from Bandura is used to undermine the multi aspects of moral education that are found in the children stories. It is because Bandura theory figures out the process of modeling and imitation from one to another using the observational process. While the traditional children stories will be taken from some stories from the two different countries, between Madura traditional stories from Indonesia and Czech traditional stories. The choice of two different countries is expected to represent three different cultural perspectives, mainly Asia and or Eastern and Western cultural perspective. The stories that are chosen are the 3 popular traditional stories from Czech written by the most outstanding Bohemian woman writer, Bozena Nemcova, and three traditional stories from Madura Island. All of these children stories are very popular for their own community. Thus, the ethnography approach is also needed to do the research. The understanding of the different cultural backgrounds among the stories from three different countries is very important to get the better comprehending in the stories, especially the relationship among the stories and children behavior and moral perspectives.

Cross‐sectional associations between violent video and computer game playing and weapon carrying in a national cohort of children

Data were collected from 9 to 18 year olds surveyed nationally in a three-wave longitudinal survey. The population-average (generalized estimating equation, GEE) odds of carrying a weapon to school in the last month were estimated as a function of past-year exposure to violent content in video, computer, and Internet games, as well as peer aggression and biological sex. The sample included youth who were at risk for both the exposure (i.e., game play) and the outcome (i.e., who attended public or private school). 3,397 observations from 1,489 youth were included in analyses. 1.4% of youth reported carrying a weapon to school in the last month and 69% reported that at least some of the games they played depicted violence. After adjusting for other potentially influential characteristics (e.g., aggressive behavior), playing at least some violent games in the past year was associated with a fourfold increase in odds of also reporting carrying a weapon to school in the last month. Although youth who reported frequent and intense peer victimization in the past year were more likely to report carrying a weapon to school in the last month, this relation was explained by other influential characteristics. Consistent with the predictions of social-cognitive, observational learning theory, this study supports the hypothesis that carrying weapons to school is associated with violent game play. As one of the first studies of its kind, findings should be interpreted cautiously and need to be replicated.

Biblical Perspectives on Albert Bandura Theory of Observational Learning

Biblical Perspectives on Albert Bandura Theory of Observational Learning Adeoye, Ayodele, Olusegun; Ojewole, Afolarin Olutunde, Babalola, James Adeyemi Oluwatoyin Abstract The social theories about behavioral modification, social learning, modeling, mentoring, and such like have been of great interest to both physical and social scientist over the ages. Albert Bandura built on existing theories with his groundbreaking theory of observational learning. His theory suggests the existence of four cognitive-mediational sub-processes comprising of attention, retention, motor reproduction, and the incentive-motivational reinforcement. Bandura posits that an individual can observe a model, covertly learn the new behavior, and decide whether or not to exhibit the behavior depending on the consequences associated with that behavior (Bandura, 1974). This theory needs to be further examined to elucidate its biblical perspectives. This is the focus of this paper. The Christian Scriptures suggest Bandura’s theory’s relevance in the area of children observational learning, adult observational learning, and observational learning from nature and the law. Full Text: PDF DOI: 10.15640/ijpt.v2n3a13

Lessons from the Flipside - How Do Acquirers Learn from Divestitures?

We examine whether experience from prior divestitures is associated with higher pre-merger performance in subsequent announced acquisition deals. We introduce a novel argument from vicarious observational learning theory, suggesting that firms learn to conduct acquisition deals by observing how the divested part of their business is acquired. These observations from the ‘flipside’ of the deal table are later used to guide the firm’s behavior in subsequent acquisition transactions. Additionally, we investigate the relative importance of observational versus experiential learning in determining the likelihood of acquisition deal completion. Finally, we argue that the effect of vicarious observational learning from prior divestitures on acquisition deal completion depends on prior acquisition experience and the value of the transaction. We find evidence supporting our conjectures in a sample of 2,164 M&A transactions from the worldwide computer and printing industries between 1991 and 2010.

Service recovery's impact on customers next-in-line

Purpose – Previous research considers service recovery as a one-on-one interaction between a service provider and a complaining customer. However, customers frequently complain at the place where they receive the service, making an investigation of the impact of a service recovery on observing customers necessary. Using observational learning theory and attribution theory as theoretical anchors, this paper examines whether observing a service recovery influences the observing customers’ satisfaction and repurchase intentions. In addition, this paper tests whether service quality perceptions mediate, and customers’ locus of control attributions moderate these relationships. Design/methodology/approach – Study 1 tests the main hypothesis using a scenario-based experiment in two settings (restaurant, retail). Study 2 further elaborates on these findings using a scenario-based experiment in a hotel setting. Findings – The findings show that the negative consequences of a failed recovery extend beyond the complaining customers to observing customers, whereas the positive consequences of observing a satisfactory recovery do not influence the observing customer when compared to observing a failure-free service delivery. These relationships are driven by the service quality information customers extract from observing a service recovery. In addition, the results indicate that the negative spill-over effects are attenuated if the observing customer gets information about who caused the failure. Originality/value – From a theoretical point of view, this study contributes by outlining service recovery's different impacts on complaining and observing customers: whereas service recovery forms a critical for complaining customers, it only acts as a dissatisfier for observing customers. In addition, it is the first to test a potential explanation for why observing a service recovery leads to lower customer outcomes, and provides insights about how service providers might attenuate the negative spill-over effects of a failed recovery.

Transforming visitors into members in online brand communities: Evidence from China

Using observational learning theory, this study investigates how simply viewing posts can affect visitors' intentions to join an online brand community. The study finds that the viewing of posts leads to informational value and perceived social value, which in turn increases visitors' intentions to participate in the community. For visitors with brand ownership, both informational value and perceived social value play full mediating roles; for visitors without brand ownership, both values play partial mediating roles. In addition, for visitors with brand ownership, informational value is just as important as perceived social value in shaping their participation intentions; for those without brand ownership, perceived social value is more important than informational value. The findings enrich the brand community literature and provide implications for brand community development.

Herding in a Queue: A Laboratory Experiment

We study the impact of wait time on consumers' purchasing behavior when product quality is unknown to some consumers (the 'uninformed consumers'), but known to others (the 'informed consumers'). In a capacitated environment, wait times act as a signal of quality for uninformed consumers because, due to informed consumers in the population, low (high) quality products tend to generate shorter (longer) wait times. Hence, longer wait times may increase uninformed consumers' perceived quality, and they may still purchase the product, even when the wait time is long. Similarly, short wait times decrease the consumers' perceived quality, and they may walk away despite the short wait - the 'empty restaurant syndrome'. This paper develops and tests a theory of observational learning that predicts these effects. We find that uninformed consumers' purchasing probability at short waits decreases in the presence of informed consumers. Furthermore, we find that relatively few informed consumers suffice to create this effect. Finally, we show that the purchasing frequency might even increase in the wait time.