Supporting Reflection in an Immersive 3D Learning Environment Based on Role-Play

Malzahn, Nils; Buhmes, Hanno; Ziebarth, Sabrina; Hoppe, H. Ulrich

doi:10.1007/978-3-642-16020-2_51

Cited by 4 publications

(3 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, as we have argued in chapter Immersion and Reflection, there is reason to assume that immersion tends to hinder the critical self-reflection, and based on this assumption, we decided to separate the actual role play phase from the reflection phase in our framework, allowing the learners to step out of the game world and their role and take over a distant perspective during the reflection phase. Following Malzahn et al (2010), we claim that reflection needs role distance, which is not compatible with a high degree of immersion (although this is desirable during the actual role play). Accordingly, phases of enactment (role play) should be separated from reflection.…”

Section: Relation Between Immersion and Reflectionmentioning

confidence: 99%

“…In terms of experience-based, authentic learning, it seems reasonable to carry out the enactment in an immersive situation. However, there is reason to believe that the immersion tends to impede the critical self-reflection that is important for the learning process (Malzahn et al, 2010). Reflection is a successful tool to improve the learning process (Jonassen et al, 1993), and it is needed to ensure the transfer to real-life situations (Lim et al, 2009).…”

Section: Immersion and Reflectionmentioning

confidence: 99%

“…The user interface in the three implemented training scenarios described in this article have been implemented as a web application using HTML, CSS, and JavaScript (2D frontend). Previous implementations were based on OpenSimulator3 (3D frontend), but since there were no specific advantages of 3D environments over 2D environments, we decided to go ahead with a 2D approach (Malzahn et al, 2010). As described above, the client (user interface) and all agents are writing and reading tuples from the tuple space server without communicating with each other directly, which results in a loosely coupled and adaptive system.…”

Section: Multi-agent Architecturementioning

confidence: 99%

See 2 more Smart Citations

A Technical and Conceptual Framework for Serious Role-Playing Games in the Area of Social Skill Training

Othlinghaus-Wulhorst

Hoppe

2020

Front. Comput. Sci.

Self Cite

View full text Add to dashboard Cite

Virtual role-playing games can provide an authentic experience of situated learning and allow for trying out different problem-solving and communication strategies without consequences in the real world. This is of particular interest and benefit for the training of social skills. This article presents a conceptual and technical framework for serious role-playing games for the training of specific social skills in virtual 2D learning environments involving chatbots in dialog-centric settings. It summarizes different use cases and evaluation results from prior studies. From the design perspective, several distinctive conceptual features characterize our framework: (1) chat-like interaction with an AI-controlled chatbot, (2) separate phases of immersion and reflection to facilitate a change of perspective that is considered conducive for learning, (3) the learning process is emphasized by means of adaptive feedback based on individual analyses. We propose a system architecture that is based on three components: (1) AI-controlled chatbots that adapt to the player's behavior, (2) a multi-agent blackboard system as the backbone in order to keep components independent and optimize performance due to parallel processing, and (3) intelligent support for an automated evaluation of the player's performance and feedback generation. The training scenarios presented and discussed in this article include workplace-oriented conflict management, patient-centered medical interviews, and customer complaint management. First evaluation studies indicate that the scenarios may be well-suited for real training situations. Due to its flexible architecture, our framework and approach can easily be tailored to different settings and use cases and thus serve as a basis for future research focusing on the adaptation to other contexts and systems. On the basis of these developments, we elaborate important design dimensions, reflect and discuss general issues and major challenges, summarize and contrast different approaches and strategies, and identify opportunities for serious role-playing games in the area of social skills training.

show abstract

Section: Relation Between Immersion and Reflectionmentioning

confidence: 99%