The evaluation of interactive learning modules to reinforce helping skills in a web‐based interview simulation training environment

Abstract

The research presented in this paper shows the continued evaluation of a webbased interview simulation designed for human services and counseling students. The system allows students to practice empathetic helping skills in their own time. As a possible means to reinforce acquisition and transfer of these skills, interactive learning modules (ILMs) were developed and implemented. The ILMs act as supplemental instruction presenting scenarios and demonstrating best practices responses to client behaviors. Data were collected to assess the impact of these modules on empathetic helping skill acquisition and to assess the efficacy of repeated interactions with the system. Survey items and comments from users were also collected. Findings show some positive trends in empathetic helping skill acquisition through repeated interactions but no significant effects of the ILMs. Attitudinal survey results and comments from users were collected to assess user perceptions of the system as a whole and of the ILMs.

Student Perceptions of Online Video Cases to Promote Helping Skills Training

“…Walter and Thanasui (2011) proposed the use of pocket camcorders to record and immediately view footage of helping skills to train students. Adcock, Duggan, and Perry (2010) also developed the Computer Agents Teaching Helping Interactions Effectively (CATHIE) program, which is a web based interview simulation designed to help human services and counseling students learn fundamental helping skills. The CATHIE program, designed by a team of computer engineers, content experts, and instructional designers, utilizes computer-based agents and an immersive environment that provides students with immediate feedback on their responses to simulated clients in simplified case scenarios (Adcock et al, 2010).…”

“…Foundational helping skills courses typically focus on teaching students a progressive series of skills that include reflecting, summarizing, asking questions, attending to non-verbal communication, and demonstrating empathy (Adcock et al, 2010;Walter & Thanasiu, 2011).…”

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“…Foundational helping skills courses typically focus on teaching students a progressive series of skills that include reflecting, summarizing, asking questions, attending to non-verbal communication, and demonstrating empathy (Adcock et al, 2010;Walter & Thanasiu, 2011). Such was the purpose of the course described here, with the first few class sessions devoted to readings (see Hill, 2014), and instructor demonstration of helping skills.…”

“…universities utilize learning management systems to deliver course content and support online collaboration (Dahlstrom & Bichsel, 2014 (Adcock et al, 2010).…”