Computer-Based Role-Playing for Interpersonal Skills Training

Holsbrink-Engels, G.A.

doi:10.1177/1046878197282002

Cited by 23 publications

(15 citation statements)

References 48 publications

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“…(D. J. Brown et al , ; Enochsson et al , ; Holsbrink‐Engels, ; Verdaasdonk et al , ; Wolfe & Box, ). Behaviors (behavioral intentions) Group, team, organizational characteristics: team/group conflict, psychological safety, psychological collectivism, team and organizational commitment, etc. (Brockner & Higgins, ; Carmeli, Brueller & Dutton, ; Edmondson, ; Ferris, ; Jackson, Colquitt, Wesson & Zapata‐Phelan, ).…”

Section: Step 7: Operationalizationmentioning

confidence: 99%

The research and evaluation of serious games: Toward a comprehensive methodology

Mayer¹,

Bekebrede²,

Harteveld³

et al. 2013

Brit J Educational Tech

230

141

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The authors present the methodological background to and underlying research design of an ongoing research project on the scientific evaluation of serious games and/or computer‐based simulation games (SGs) for advanced learning. The main research questions are: (1) what are the requirements and design principles for a comprehensive social scientific methodology for the evaluation of SGs?; (2) to what extent do SGs contribute to advanced learning?; (3) what factors contribute to or determine this learning?; and (4) to what extent and under what conditions can SG‐based learning be transferred to the real world? In the Netherlands between 2005 and 2012, several hundred SG sessions with 12 SGs were evaluated systematically, uniformly and quantitatively to create a dataset, which comprises data on 2488 respondents in higher education or work organizations. The authors present the research model, the quasi‐experimental design and the evaluation instruments. This focus in this paper is on the methodology and dataset, which form a sound foundation for forthcoming publications on the empirical results.

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Section: Step 7: Operationalizationmentioning

confidence: 99%

The research and evaluation of serious games: Toward a comprehensive methodology

Mayer¹,

Bekebrede²,

Harteveld³

et al. 2013

Brit J Educational Tech

230

141

View full text Add to dashboard Cite

show abstract

“…This form of training may require some previous experience in role-playing. Experience is needed because the stage of running the role play may be too complex for beginners because they must pay attention to verbal and nonverbal aspects of the conversation and at the same time have to control emotions and deal with the pace of the exchange (Holsbrink-Engels, 1997). Furthermore, because there is little or no time to reflect on the actions that occurred during the interaction, it is difficult for students to keep track of what they learned and in the order in which it was learned.…”

Section: Current Trends In Interpersonal Skills Trainingmentioning

confidence: 99%

Feedback in Videogame-based Adaptive Training

Rivera¹

2011

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The field of training has been changing rapidly due to advances in technology such as videogame-based adaptive training. Videogame-based adaptive training has provided flexibility and adaptability for training in cost-effective ways. While this method of training may have many benefits for the trainee, current research has not kept up to pace with its implementation. This research closes this gap by testing four competing feedback and training theories. The ACT-R theory and the feedback intervention theory provide different recommendations for the frequency (frequent or infrequent) that feedback should be provided during training. Self-efficacy theory and control theory provide different recommendations for the appropriate feedback sign (positive or negative) that should be provided during training. Research was conducted in which the frequency of feedback and feedback sign were manipulated in a videogamebased adaptive training environment. MANOVA results indicate that frequent negative feedback and infrequent positive feedback were beneficial to trainee performance. The role of feedback orientation was also examined as a moderator of the relationship between feedback and performance, but was not supported. The findings serve as a framework for practitioners in determining the necessary type of feedback needed when designing videogamebased adaptive training. 15. SUBJECT TERMS Interpersonal skills, Army training, videogame-based training, adaptive training, scenario-based training, VECTOR SECURITY CLASSIFICATION OF 19.

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“…23 24 38 Dat kan echter een voordeel zijn voor de beginner, voor wie een echt rollenspel vaak te complex is om alle relevante elementen te kunnen overzien en beheersen en direct een adequate reactie te verzinnen. 39 Verder biedt COO de student een relatief veilige leersituatie, waarin reacties en interventies uitgeprobeerd kunnen worden die men in echte gesprekken niet goed durft te gebruiken. De computer is neutraal en minder streng en dwingend dan een supervisor die over de schouders meekijkt tijdens het oefenen.…”

Section: Oefenvragen En Opdrachtenunclassified

Communicatievaardigheden leren met COO; mogelijkheden en beperkingen in vergelijking met conventioneel onderwijs

Hulsman

2000

TMEO

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Computer-Based Role-Playing for Interpersonal Skills Training

Cited by 23 publications

References 48 publications

The research and evaluation of serious games: Toward a comprehensive methodology

The research and evaluation of serious games: Toward a comprehensive methodology

Feedback in Videogame-based Adaptive Training

Communicatievaardigheden leren met COO; mogelijkheden en beperkingen in vergelijking met conventioneel onderwijs

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