Supporting Group Reflection in a Virtual Role-Playing Environment

Othlinghaus, Julia; Hoppe, H. Ulrich

doi:10.1007/978-3-319-49616-0_30

Cited by 3 publications

(3 citation statements)

References 11 publications

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“…The case study CuCoMaG (Customer Complaint Management Group reflection) is a serious role-playing game for the training of customer complaint handling based on theories of consumer psychology and complaint management, originally developed in 2016 at the COLLIDE group in the context of a student master project (Doberstein et al, 2016;Othlinghaus and Hoppe, 2016). It has been re-designed and evaluated in 2019 by Othlinghaus-Wulhorst et al (2019).…”

Section: Case Study: Customer Complaint Managementmentioning

confidence: 99%

“…Figure 4 is showing the general user interface of this scenario. This game has one distinctive feature that sets it apart from the previous ones presented: It offers explicit support for group reflection (Othlinghaus and Hoppe, 2016). Group reflection enables a collective exchange and thus collaborative learning (Schuster, 2010).…”

Section: Approachmentioning

confidence: 99%

“…The group reflection session, which is supposed to take place subsequent to the role play session, is designed to be guided by a trainer. This trainer is given a special group reflection tool that he can use to arrange an interactive after-action review process (Othlinghaus and Hoppe, 2016). The tool allows him to show and discuss important sequences from chat conversations of several players, review specific actions and aspects of their communication behavior.…”

Section: Approachmentioning

confidence: 99%

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

Othlinghaus-Wulhorst

Hoppe

2020

Front. Comput. Sci.

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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.

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Section: Case Study: Customer Complaint Managementmentioning

confidence: 99%

Section: Approachmentioning

confidence: 99%

Section: Approachmentioning

confidence: 99%

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

Othlinghaus-Wulhorst

Hoppe

2020

Front. Comput. Sci.

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PrivaCity

Berger¹,

Sæthre²,

Divitini³

2019

Informatics in Schools. New Ideas in School Informatics

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A systematic scoping review of group reflection in medical education

Phua,

Owyong,

Leong

et al. 2024

BMC Med Educ

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Background Reviewing experiences and recognizing the impact of personal and professional views and emotions upon conduct shapes a physician’s professional and personal development, molding their professional identity formation (PIF). Poor appreciation on the role of reflection, shortages in trained tutors and inadequate ‘protected time’ for reflections in packed medical curricula has hindered its integration into medical education. Group reflection could be a viable alternative to individual reflections; however, this nascent practice requires further study. Methods A Systematic Evidence Based Approach guided Systematic Scoping Review (SSR in SEBA) was adopted to guide and structure a review of group reflections in medical education. Independent searches of articles published between 1st January 2000 and 30th June 2022 in bibliographic and grey literature databases were carried out. Included articles were analysed separately using thematic and content analysis, and combined into categories and themes. The themes/categories created were compared with the tabulated summaries of included articles to create domains that framed the synthesis of the discussion. Results 1141 abstracts were reviewed, 193 full-text articles were appraised and 66 articles were included and the domains identified were theories; indications; types; structure; and benefits and challenges of group reflections. Conclusions Scaffolded by current approaches to individual reflections and theories and inculcated with nuanced adaptations from other medical practices, this SSR in SEBA suggests that structured group reflections may fill current gaps in training. However, design and assessment of the evidence-based structuring of group reflections proposed here must be the focus of future study.

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Supporting Group Reflection in a Virtual Role-Playing Environment

Cited by 3 publications

References 11 publications

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

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

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A systematic scoping review of group reflection in medical education

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