Supporting Student Veterans: Utilizing Game-Based Role-Plays with Virtual Humans to Build Military Cultural Competency and Helping Behaviors in Faculty and Staff

Autor/inn/en	Cate, Chris A.; Albright, Glenn
Titel	Supporting Student Veterans: Utilizing Game-Based Role-Plays with Virtual Humans to Build Military Cultural Competency and Helping Behaviors in Faculty and Staff
Quelle	In: Online Learning, 19 (2015) 1, S.48-63 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-5256
Schlagwörter	Veterans; College Students; Games; Role Playing; Computer Simulation; Virtual Classrooms; College Faculty; School Personnel; Training; Helping Relationship; Cultural Awareness; Longitudinal Studies; Instructional Effectiveness; Surveys; Quasiexperimental Design + Suchen Sie Ihr Suchwort? Kriegsteilnehmer; Veteran; Collegestudent; Game; Spiel; Spiele; Rollenspiel; Computergrafik; Computersimulation; Fakultät; Schulpersonal; Ausbildung; Helfende Beziehung; Cultural identity; Kulturelle Identität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Unterrichtserfolg; Survey; Umfrage; Befragung
Abstract	Veterans and military service members enter the classroom with valuable life and leadership experience; however, transitioning to student life represents unique challenges. Like the larger veteran population, student veterans may bring to campus the negative aftereffects of their combat experiences in the form of post-traumatic stress, substance abuse, depression, and thoughts of suicide. To better support and retain the nation's 950,000 student veterans, higher-education institutions are beginning to train faculty and staff to more effectively understand and meet the needs of student--veteran populations. This study examines the impact of a new and innovative game-based virtual training simulation where users role-play with emotionally responsive virtual student veterans to understand the unique value veterans bring to campus, the obstacles they face in their pursuit of a college degree, effective tactics for managing challenging conversations, and the best practices for connecting student veterans exhibiting signs of psychological distress with appropriate support services. Longitudinal data showed significant (p < 0.01) and sustained increases in learners' military cultural competency (which included knowledge about the common challenges facing the student veterans), and preparedness to manage classroom discussions around veteran-sensitive issues, to talk with student veterans about their military service, and if necessary to make a referral to the appropriate campus office. Data also showed significant (p < 0.01) and sustained increases in gatekeeper skills, which included the learners' preparedness, likelihood, and self-efficacy to help a student veteran in psychological distress, which resulted in increased referrals to support services. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/publications/olj_main
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01