השפעות פערי העצמי ומסוגלות עצמית על למידה באמצעות מורה וירטואלי בסביבת למידה ממוחשבת

The current research explored the effect of students' self-discrepancy and
self-efficacy on learning with a virtual instructor. It was hypothesized that
watching a virtual model performing a task in a professional manner increase
the discrepancies between actual and ideal self, decrease self-efficacy and
consequently reduce learning. The model was tested in two experiments, in
which 61 participants watched an avatar demonstrated how to play SpeedStacks in two conditions: professional and non-professional. Participants than
played the game and completed two questionnaires that measured their selfdiscrepancy and self-efficacy. The results were not conclusive. On the one
hand, we found correlation between self-discrepancy and self-efficacy, as
well as effective learning that was achieved by watching a virtual model. On
the other hand, manipulation of self-discrepancy was too weak. Watching the
avatar in the different conditions did not differentially affect selfdiscrepancies as well as self-efficacy. Learning a new task with an avatar is
possible.