The effects of the use of a conversational model and opportunities for reflection in computer-based role-playing

Holsbrink-Engels, G.A.

doi:10.1016/s0747-5632(97)00017-4

Cited by 3 publications

(1 citation statement)

References 27 publications

(21 reference statements)

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“…For explorative reasons, the effect of sex as independent variable was studied too. Holsbrink-Engels (1997b) expected that the conversational model-present groups and the high Figure 2: The main scores on the three pre-and post-test (A = Performance Test, B = Knowledge Test and C = Classification Test) reflection groups would show more effective interpersonal skill development, knowledge acquisition, and a more complete understanding of the skill (better tests results) than the conversational model-absent groups and the low reflection groups.…”

Section: Experiments 2: Conversational Model and Reflection-opportunitiesmentioning

confidence: 99%

Using a computer learning environment for initial training in dealing with social‐communicative problems

Holsbrink-Engels

2001

Brit J Educational Tech

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The most widely practised instructional method for the development of interpersonal skills is role-play. Role-play is supposed to be a complex learning environment for novices to develop interpersonal skills. The learning environment is complex because of two factors. Firstly, the cognitive load is high during social-communicative problem solving because the execution of all steps has to be taken immediately in a goal-directed dialogue. Moreover, socialcommunicative problem solving is acted out in a play. A computer learning environment for initial training in dealing with social-communicative problems is suggested to simplify and facilitate learning. A learning environment with computer-based role-plays has been piloted and evaluated. Two experiments have been examined the effect of the learning environment on interpersonal skill development. The results are described. The main conclusion is that the learning environment is considered as having the potential to assist in realizing effective gradual lead-into interpersonal skill development and instruction for novices. Introduction Initial training in dealing with social-communicative problemsThe use of role-play in interpersonal skills training is widespread. In order to develop interpersonal skills, the students need to solve social-communicative problems. The students are active and construct a sequence of necessary steps to reach a goal. From the information that is provided in advance and while being engaged in solving socialcommunicative problems, the students learn. For the solving of social-communicative problems, the students need to acquire knowledge and problem-solving procedures. The solution of a problem leads to the (re-)construction of social-communicative

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Section: Experiments 2: Conversational Model and Reflection-opportunitiesmentioning

confidence: 99%

Using a computer learning environment for initial training in dealing with social‐communicative problems

Holsbrink-Engels

2001

Brit J Educational Tech

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Bakx

Sijtsma

Sanden

et al. 2002

Instructional Science

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Role-playing simulation as a communication tool in community dialogue: Karkonosze Mountains case study

Królikowska

Kronenberg

Maliszewska³

et al. 2007

Simulation & Gaming

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This article describes a process of role-playing simulation (RPS) as it was used during an educational exercise in community dialogue in the Karkonosze Mountains region of southwest Poland. Over the past decade Karkonosze National Park, a regional tourist magnet, has provided an excellent example of environmental conflict emerging from the tensions between nature protection and economic development. The project we describe herein, a course called “Dynamics of Sustainable Development,” was designed to give students the direct experience of challenges in solving difficult social-ecological problems with many linked conflicts and tensions. We focused on RPS to emphasize factors crucial to compromise. Because teaching students about conflict solving was our main objective, the second indirect but expected experience was to stimulate discussions among real stakeholders. Although RPS itself was not performed in the presence of the real stakeholders, their participation was ensured by inviting them for a final public debate where they got a chance to express their opinions about what they heard from the students. RPS offered the course participants not only a closer look at the conflict in the Karkonosze related to sustainable development, but also an insight into the general psychological background and evolution of conflicts.

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The effects of the use of a conversational model and opportunities for reflection in computer-based role-playing

Abstract: m This study examined the effects o fan instructional program on 21-year-old students' interpersonal skills development (N = 104

Cited by 3 publications

References 27 publications

Using a computer learning environment for initial training in dealing with social‐communicative problems

Using a computer learning environment for initial training in dealing with social‐communicative problems

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Role-playing simulation as a communication tool in community dialogue: Karkonosze Mountains case study

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