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Spatial Learning in a Virtual Environment: The Role of Self-Efficacy Feedback and Individual Visuospatial Factors

We examined the roles self-efficacy plays in environmental learning in terms of self-efficacy feedback and task-specific (navigation-based) self-efficacy. We manipulated self-efficacy using positive and neutral feedback to investigate the relationship between receiving positive feedback and environm...

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Autores principales: Miola, Laura, Muffato, Veronica, Meneghetti, Chiara, Pazzaglia, Francesca
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8467250/
https://www.ncbi.nlm.nih.gov/pubmed/34573205
http://dx.doi.org/10.3390/brainsci11091185
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author Miola, Laura
Muffato, Veronica
Meneghetti, Chiara
Pazzaglia, Francesca
author_facet Miola, Laura
Muffato, Veronica
Meneghetti, Chiara
Pazzaglia, Francesca
author_sort Miola, Laura
collection PubMed
description We examined the roles self-efficacy plays in environmental learning in terms of self-efficacy feedback and task-specific (navigation-based) self-efficacy. We manipulated self-efficacy using positive and neutral feedback to investigate the relationship between receiving positive feedback and environmental learning performance and subsequent recall. A total of 231 participants were administered visuospatial tasks, where 117 received positive feedback, and 114 received neutral feedback. Then, we tested environmental learning using route retracing, pointing, and map-completion tasks. Before each environmental task, participants evaluated their task-specific self-efficacy. A series of spatial self-reported preferences were gathered as well. Mediation models showed that receiving positive feedback after a visuospatial task influences environmental recall performance through the mediation of task-specific self-efficacy. Moreover, after accounting for experimental manipulation and gender, we found that task-specific self-efficacy, sense of direction, and visuospatial abilities influence spatial-recall task performance, even with some differences as a function of the specific recall tasks considered. Overall, our findings suggest that among individual characteristics, task-specific self-efficacy can sustain environmental learning. Furthermore, giving positive feedback can improve spatial self-efficacy before conducting spatial-recall tasks.
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spelling pubmed-84672502021-09-27 Spatial Learning in a Virtual Environment: The Role of Self-Efficacy Feedback and Individual Visuospatial Factors Miola, Laura Muffato, Veronica Meneghetti, Chiara Pazzaglia, Francesca Brain Sci Article We examined the roles self-efficacy plays in environmental learning in terms of self-efficacy feedback and task-specific (navigation-based) self-efficacy. We manipulated self-efficacy using positive and neutral feedback to investigate the relationship between receiving positive feedback and environmental learning performance and subsequent recall. A total of 231 participants were administered visuospatial tasks, where 117 received positive feedback, and 114 received neutral feedback. Then, we tested environmental learning using route retracing, pointing, and map-completion tasks. Before each environmental task, participants evaluated their task-specific self-efficacy. A series of spatial self-reported preferences were gathered as well. Mediation models showed that receiving positive feedback after a visuospatial task influences environmental recall performance through the mediation of task-specific self-efficacy. Moreover, after accounting for experimental manipulation and gender, we found that task-specific self-efficacy, sense of direction, and visuospatial abilities influence spatial-recall task performance, even with some differences as a function of the specific recall tasks considered. Overall, our findings suggest that among individual characteristics, task-specific self-efficacy can sustain environmental learning. Furthermore, giving positive feedback can improve spatial self-efficacy before conducting spatial-recall tasks. MDPI 2021-09-09 /pmc/articles/PMC8467250/ /pubmed/34573205 http://dx.doi.org/10.3390/brainsci11091185 Text en © 2021 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Miola, Laura
Muffato, Veronica
Meneghetti, Chiara
Pazzaglia, Francesca
Spatial Learning in a Virtual Environment: The Role of Self-Efficacy Feedback and Individual Visuospatial Factors
title Spatial Learning in a Virtual Environment: The Role of Self-Efficacy Feedback and Individual Visuospatial Factors
title_full Spatial Learning in a Virtual Environment: The Role of Self-Efficacy Feedback and Individual Visuospatial Factors
title_fullStr Spatial Learning in a Virtual Environment: The Role of Self-Efficacy Feedback and Individual Visuospatial Factors
title_full_unstemmed Spatial Learning in a Virtual Environment: The Role of Self-Efficacy Feedback and Individual Visuospatial Factors
title_short Spatial Learning in a Virtual Environment: The Role of Self-Efficacy Feedback and Individual Visuospatial Factors
title_sort spatial learning in a virtual environment: the role of self-efficacy feedback and individual visuospatial factors
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8467250/
https://www.ncbi.nlm.nih.gov/pubmed/34573205
http://dx.doi.org/10.3390/brainsci11091185
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