Bypassing, Skipping, and Pivoting: A Behavioral Microanalysis during an Information-Based Task in Spatially-Diverse Virtual Environments

Abstract

Educators are looking at technology voluntarily used by students outside the classroom as a way to better engage students inside the classroom. This study examined post-secondary studentsâ behavior during an information-based task in spatially-diverse virtual environments. Cluster analysis identified four student profiles based on video game and social media experience, along with perceived and demonstrated spatial skills. Results revealed proportionately high student membership in the profile characterized by low video game and social media experience. Behavioral microanalysis was conducted on a video-recorded participant subsample. The microanalysis identified elements that contributed to positive or negative economizing as participants learned to navigate the virtual environment during task completion. Case studies investigated participantsâ behavior within the contexts of student profile and spatial condition. Results raised questions about the role of reduced navigational cognitive workload in creating barriers to information-task engagement, along with the potential role for higher embedded cognitive workload to generate engagement.