The effects of e-simulation interview training on teachers’ use of open-ended questions

Brubacher, Sonja P.; Powell, Martine B.; Skouteris, Helen; Guadagno, Belinda

doi:10.1016/j.chiabu.2015.02.004

Cited by 40 publications

(25 citation statements)

References 51 publications

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“…To face the current problem with poor interview quality, several different training programs have been developed. Due to the difficulty in developing training programs that provide training in a realistic context, but where mistakes are not very costly, so-called serous gaming paradigms have recently been employed in the context of interview training (e.g., Brubacher et al, 2015 ; Powell et al, 2016 ). Serious gaming has been successful in changing and maintaining expert behavior in different contexts, in a time-and-cost effective manner ( Wouters et al, 2013 ; van Dijk et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

A Combination of Outcome and Process Feedback Enhances Performance in Simulations of Child Sexual Abuse Interviews Using Avatars

et al. 2017

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Simulated interviews in alleged child sexual abuse (CSA) cases with computer-generated avatars paired with feedback improve interview quality. In the current study, we aimed to understand better the effect of different types of feedback in this context. Feedback was divided into feedback regarding conclusions about what happened to the avatar (outcome feedback) and feedback regarding the appropriateness of question-types used by the interviewer (process feedback). Forty-eight participants each interviewed four different avatars. Participants were divided into four groups (no feedback, outcome feedback, process feedback, and a combination of both feedback types). Compared to the control group, interview quality was generally improved in all the feedback groups on all outcome variables included. Combined feedback produced the strongest effect on increasing recommended questions and correct conclusions. For relevant and neutral details elicited by the interviewers, no statistically significant differences were found between feedback types. For wrong details, the combination of feedback produced the strongest effect, but this did not differ from the other two feedback groups. Nevertheless, process feedback produced a better result compared to outcome feedback. The present study replicated previous findings regarding the effect of feedback in improving interview quality, and provided new knowledge on feedback characteristics that maximize training effects. A combination of process and outcome feedback showed the strongest effect in enhancing training in simulated CSA interviews. Further research is, however, needed.

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Section: Introductionmentioning

confidence: 99%

A Combination of Outcome and Process Feedback Enhances Performance in Simulations of Child Sexual Abuse Interviews Using Avatars

et al. 2017

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“…For this reason, we have applied the concept of serious gaming and response algorithms to training interviewers in the context of CSA cases. Serious gaming, that Ritterfeld, Cody, and Vorderer () defined as ‘any form of interactive computer‐based game software for one or multiple players to be used on any platform and that has been developed with the intention to be more than entertainment’ (p. 6), has been proved to be effective in improving learning in different fields (for a review see Olszewski, ; Van Dijk, Spil, van der Burg, Wenzler, & Dalmolen, ; Wouters, Van Nimwegen, Van Oostendorp, & Van Der Spek, ), in improving complex skills, for example, in surgical skills training (Graafland, Schraagen, & Schijven, ) and in improving the use of open‐ended questions in a group of teachers (Brubacher, Powell, Skouteris, & Guadagno, ) and students (Pompedda, Zappalà, & Santtila, ). However, the current study adds the concepts of probabilistic response algorithms and reflection that was not present in the previously mentioned work.…”

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confidence: 99%

The Effects of Feedback and Reflection on the Questioning Style of Untrained Interviewers in Simulated Child Sexual Abuse Interviews

Krause

Pompedda

Antfolk

et al. 2017

Applied Cognitive Psychology

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We provided immediate and detailed feedback in a training paradigm in which simulated interviews with computergenerated avatars were used to improve interviewers' questioning style. Fifty-nine untrained student/interviewers conducted eight interviews each and were randomly assigned to a control, feedback or feedback and reflection group. Compared to the control group, the groups receiving feedback used a higher percentage of recommended questions and retrieved more relevant details while using a lower percentage of not recommended questions and retrieved less wrong details. Only the groups that received feedback reached a reliable change in the proportion of recommended questions. The reflection intervention proposed in the present study did not enhance training effects above and beyond feedback in the present sample. The present study replicated previous findings regarding the role of feedback in improving the quality of investigative interviews, however, failing to show an effect of reflection. Further studies on different reflection tasks are suggested.

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“…The method identifies the components of a task that are cog-nitively demanding and facilitates their further application in the task design cycles. Versions of the Cognitive Demands Table have been also used as part of ACTA [143], especially in very recent studies providing extensive coverage of a wide range of applications in numerous fields, such as medicine, ergonomics and human factors, psychology, economics, learning and instructional design, or games and virtual environments [172,83,214,54,21,56,27,170].…”

Section: Informal Methods -Observations and Interviewsmentioning

confidence: 99%

A multi-disciplinary review of knowledge acquisition methods: From human to autonomous eliciting agents

Leu

Abbass

2016

Knowledge-Based Systems

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This paper offers a multi-disciplinary review of knowledge acquisition methods in human activity systems. The review captures the degree of involvement of various types of agencies in the knowledge acquisition process, and proposes a classification with three categories of methods: the human agent, the human-inspired agent, and the autonomous machine agent methods. In the first two categories, the acquisition of knowledge is seen as a cognitive task analysis exercise, while in the third category knowledge acquisition is treated as an autonomous knowledge-discovery endeavour. The motivation for this classification stems from the continuous change over time of the structure, meaning and purpose of human activity systems, which are seen as the factor that fuelled researchers' and practitioners' efforts in knowledge acquisition for more than a century.We show through this review that the KA field is increasingly active due to the higher and higher pace of change in human activity, and conclude by discussing the emergence of a fourth category of knowledge acquisition methods, which are based on red-teaming and co-evolution.

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The effects of e-simulation interview training on teachers’ use of open-ended questions

Cited by 40 publications

References 51 publications

A Combination of Outcome and Process Feedback Enhances Performance in Simulations of Child Sexual Abuse Interviews Using Avatars

A Combination of Outcome and Process Feedback Enhances Performance in Simulations of Child Sexual Abuse Interviews Using Avatars

The Effects of Feedback and Reflection on the Questioning Style of Untrained Interviewers in Simulated Child Sexual Abuse Interviews

A multi-disciplinary review of knowledge acquisition methods: From human to autonomous eliciting agents

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