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| Advances in Technology to Promote Behavior Change in Simulated Workplaces |
| Saturday, May 25, 2024 |
| 11:00 AM–11:50 AM |
| Marriott Downtown, Level 5, Grand Ballroom Salon CD |
| Area: OBM; Domain: Translational |
| Chair: Eliza Goben (University of Kansas) |
| CE Instructor: Eliza Goben, M.S. |
| Abstract: Over the last decade, advances in technology have begun to change the way that we learn and work. Understanding how various technologies can be effectively used in the workplace is important to ensure that we are using these technologies to increase efficiency and reduce the use of valuable resources. This symposium will outline recent uses of technology-based interventions in simulated workplace settings. Goben will review the results of an experiment that used video-based behavioral skills training and virtual reality training to train behavior analysis graduate students in conference presentation skills. Flynn will present experimental data comparing the use of a vibratory stimulus in a tactile TAGteach™ procedure and video modeling to train medical skills to undergraduate participants. Finally, Espericueta Luna will discuss the results of an experiment that used artificial intelligence to measure ergonomic behavior and provide video feedback to improve the posture of undergraduate participants while completing an analog task. |
| Instruction Level: Intermediate |
| Keyword(s): Technology, technology-based interventions |
| Target Audience: Presentations in this symposium will be delivered at an intermediate instruction level. Target audience members should have education in behavioral interventions to maximize learning during this symposium |
| Learning Objectives: At the conclusion of this symposium, participants will be able to (1) discuss how technology can be used in interventions to change behavior, (2) describe how behavioral skills training and virtual reality training can be used to train conference presentation skills, (3) describe how vibratory TAGteach can be used to teach medical skills, and (4) summarize the benefits of using artificial intelligence can be used to measure behavior. |
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| The Efficacy of Virtual Reality and Video-Based Training on Professional Conference Presenting |
| (Applied Research) |
| ELIZA GOBEN (University of Kansas), Matthew M Laske (University of Kansas), Hanna Vance (University of Florida), Florence D. DiGennaro Reed (University of Kansas) |
| Abstract: Previous public speaking research has evaluated remote video-based behavioral skills training (BST) to train targeted public speaking behaviors, and awareness training to decrease the rate of speech disfluencies. The current study evaluated the efficacy of video-based BST) and virtual reality training in teaching conference presentation skills to four graduate student participants. A concurrent multiple baseline design across presentation behaviors was used to evaluate training effects. Video-based BST and virtual reality training improved conference presentation behaviors for all participants in the virtual reality setting. Moreover, performance generalized to a live audience. Participants reported satisfaction with video-based behavioral skills training and virtual reality training and reported greater comfort, ability, and confidence during public speaking. Participants were asked to rate what target behaviors they were likely to use in future conference presentations, with most participants reporting they would likely use all behaviors. Our findings indicate that conference presentation skills can be trained using a video-based BST and virtual reality package. |
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| A Comparison of Tactile TAGteach® to Video Modeling to Train Medical Skills |
| (Applied Research) |
| KIRA ELIZABETH FLYNN (Florida Institute of Technology), Kelcie E McCafferty (Univerisity of Florida), David A. Wilder (Florida Institute of Technology), Nicole Gravina (University of Florida), Letitia Bible (University of Florida), Rachael Ferguson (Kalamazoo Valley Community College) |
| Abstract: Modern medical training largely consists of lecture-based instruction and in-vivo or video modeling of specific skills. Other instructional methods, such as teaching with acoustical guidance or TAGteach®, have rarely been evaluated. In this study, we compared tactile TAGteach®, in which a vibratory stimulus is delivered to indicate a correct response, to video modeling and self-evaluative video feedback to teach four participants two medical skills: simple interrupted suture and endotracheal intubation. We also counterbalanced the order in which the skills were taught. Typically, TAGteach® incorporates auditory stimuli; we used vibratory stimuli to reduce disruption. The results show that both instructional methods improved performance over baseline. However, three of the four participants met the mastery criterion in the tactile TAGteach® condition first. Tactile TAGteach® required more time to train the skills. We discuss the implications of these findings for training skills to medical practitioners. Based on these results, medical practitioners might consider using TAGteach for some skills. |
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| Ergonomics and Artificial Intelligence: An Analog Study |
| (Basic Research) |
| WILLIAMS ADOLFO ESPERICUETA LUNA (University of Florida), Nicole Gravina (University of Florida) |
| Abstract: Approximately 1.7 billion people across the world suffer from musculoskeletal disorders (MSDs). A musculoskeletal disorder is an injury of the muscles, nerves, tendons, joints, cartilage, or spinal disks that result from the performance of work. Previous interventions (e.g., recommendations in scientific literature, microbreaks) have been used to alleviate pain and promote better ergonomic positioning; however, the results have minimally effective and rely on self-reports of pain alleviation. A potential solution is to use an artificial intelligence powered app called SoterTask™ (SoterAnalytics™) to measure and analyze ergonomic behavior across six different body parts. The purpose of this study was to evaluate the effects of video feedback on a non-neutral body part using an analog task (i.e., building lego sets). Ten undergraduate students served as participants for this study. A multiple-baseline design across participants with an embedded ABCD design was used to evaluate the effects of instructions, video feedback after every session, and then faded to every third, and fifth. The results showed improvement in all ten participants’ neck posture. Future research should evaluate the effects of VFB on a simulated surgery setting. |
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