Game-based virtual-human role-play training significantly increases faculty self-efficacy and behavioral intent to support student veterans, with sustained gains at 3-month follow-up.¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2015 · checked against its sources 2026-11-03 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Participants showed statistically significant increases in GBS self-efficacy composite scores from pretraining to posttraining to 3-month follow-up, F(2, 725) = 520.37, p < .01. → Cate 2015 q2 i? Participants showed statistically significant increases in GBS likelihood (behavioral intent) composite scores across the same three time points, F(2, 742) = 228.0, p < .01. → Cate 2015 (2)

Evidence¶

Cate 2015¶

Cate, C. A., & Albright, G. (2015). Supporting Student Veterans: Utilizing Game-Based Role-Plays with Virtual Humans to Build Military Cultural Competency and Helping Behaviors in Faculty and Staff. Online Learning, 19(1). https://eric.ed.gov/?id=EJ1061484

q2 · i? · causal · r1

A repeated-measures ANOVA on the GBS self-efficacy subscale (four items on a 4-point scale) showed "statistically significant increases in participants’ GBS composite scores of self-efficacy" across the three time points.

"The third repeated-measures ANOVA showed statistically significant increases in participants’ GBS composite scores of self-efficacy with regard to helping student veterans in psychological distress between pretraining, posttraining, and follow-up scores F(2, 725) = 520.37, p < . 01."

Cate 2015 (2)¶

Cate, C. A., & Albright, G. (2015). Supporting Student Veterans: Utilizing Game-Based Role-Plays with Virtual Humans to Build Military Cultural Competency and Helping Behaviors in Faculty and Staff. Online Learning, 19(1). https://eric.ed.gov/?id=EJ1061484

q2 · i? · causal · r1

A repeated-measures ANOVA on the GBS likelihood subscale (two items on a 4-point scale) showed "statistically significant increases in participants’ GBS composite scores of likelihood" across the three time points.

"A repeated-measures ANOVA showed statistically significant increases in participants’ GBS composite scores of likelihood to help student veterans in psychological distress between pretraining, posttraining, and follow-up scores F(2, 742) = 228.0, p < .01."

Discussion¶

Related Claims¶

• Self-reported gatekeeper behaviors (identifying, approaching, and referring distressed student veterans) trended upward after training but did not reach statistical significance on the composite measure. — related
• College faculty, staff and administrators rated their preparedness to support student veterans in psychological distress significantly higher after game-based virtual-human role-play training, and still above baseline at 3-month follow-up, in a pre/post study with no control group. — related
• Game-based virtual-human role-play training significantly increases faculty military cultural competency, with sustained gains at 3-month follow-up. — related
• Over one third of participants reported increased conversations with colleagues about student veterans they were concerned about, suggesting potential institutional-level culture change. — related
• Participants rated the VOC training highly on means efficacy, usefulness, and satisfaction, suggesting strong perceived value of the tool. — related
• Controlled GenAI virtual-patient and communication studies reported short-term skill gains, but positive findings were not universal — related
• Digital interventions show sustained improvements in performance and retention, with confidence and diagnostic ability remaining elevated four months post-intervention in some studies — a broader claim this one bears on