Evaluation of Interventions in Blended Learning Using a Communication Skills Serious Game

Raja Lala*, Gemma Corbalan, Johan Jeuring

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

Abstract

Serious games often employ a scripted dialogue for player interaction with a virtual character. In our serious game Communicate, a domain expert develops a structured, scripted scenario as a sequence of potential interactions in an authoring tool. A player is often a student learning communication skills and a virtual character represents a person that a student talks to. In the original version of Communicate, a player `converses' with a virtual character by clicking on one of the multiple statement options. Since 2018, we perform blended learning sessions for final year computer science students using Communicate. Our goal is to improve these sessions and in this paper, we apply the action research method over three semesters to iteratively improve these blended learning sessions. In the first semester, our baseline, we conduct sessions where students play a scenario in multiple choice format. In the second semester, we enhance Communicate by enabling a student to enter open text input in an improved scenario. In the third semester, we enhance a session by incorporating peer teaching. Students fill in an evaluation survey after a session and we compare the evaluation of students from the three semesters. Results show that student ratings are significantly higher in sessions incorporating peer teaching compared to the baseline.
Original languageEnglish
Title of host publicationGames and Learning Alliance
Subtitle of host publication8th International Conference, GALA 2019, Athens, Greece, November 27–29, 2019, Proceedings
EditorsAntonios Liapis, Georgios N. Yannakakis, Manuel Gentile, Manuel Ninaus
Place of PublicationCham
PublisherSpringer International Publishing AG
Chapter31
Pages322-331
Number of pages10
ISBN (Electronic)9783030343507
ISBN (Print)9783030343491
DOIs
Publication statusPublished - 1 Nov 2019
Event8th International Conference on Games and Learning Alliance - Athens, Greece
Duration: 27 Nov 201929 Nov 2019

Publication series

SeriesLecture Notes in Computer Science (LNCS)
Volume11899
ISSN1611-3349
SeriesInformation Systems and Applications, incl. Internet/Web, and HCI (LNISA)
Volume11899

Conference

Conference8th International Conference on Games and Learning Alliance
Abbreviated titleGALA 2019
CountryGreece
CityAthens
Period27/11/1929/11/19

Fingerprint

Students
Communication
Teaching
Serious games
Computer science

Cite this

Lala, R., Corbalan, G., & Jeuring, J. (2019). Evaluation of Interventions in Blended Learning Using a Communication Skills Serious Game. In A. Liapis, G. N. Yannakakis, M. Gentile, & M. Ninaus (Eds.), Games and Learning Alliance: 8th International Conference, GALA 2019, Athens, Greece, November 27–29, 2019, Proceedings (pp. 322-331). Cham: Springer International Publishing AG. Lecture Notes in Computer Science (LNCS), Vol.. 11899, Information Systems and Applications, incl. Internet/Web, and HCI (LNISA), Vol.. 11899 https://doi.org/10.1007/978-3-030-34350-7_31
Lala, Raja ; Corbalan, Gemma ; Jeuring, Johan. / Evaluation of Interventions in Blended Learning Using a Communication Skills Serious Game. Games and Learning Alliance: 8th International Conference, GALA 2019, Athens, Greece, November 27–29, 2019, Proceedings. editor / Antonios Liapis ; Georgios N. Yannakakis ; Manuel Gentile ; Manuel Ninaus. Cham : Springer International Publishing AG, 2019. pp. 322-331 (Lecture Notes in Computer Science (LNCS), Vol. 11899). (Information Systems and Applications, incl. Internet/Web, and HCI (LNISA), Vol. 11899).
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abstract = "Serious games often employ a scripted dialogue for player interaction with a virtual character. In our serious game Communicate, a domain expert develops a structured, scripted scenario as a sequence of potential interactions in an authoring tool. A player is often a student learning communication skills and a virtual character represents a person that a student talks to. In the original version of Communicate, a player `converses' with a virtual character by clicking on one of the multiple statement options. Since 2018, we perform blended learning sessions for final year computer science students using Communicate. Our goal is to improve these sessions and in this paper, we apply the action research method over three semesters to iteratively improve these blended learning sessions. In the first semester, our baseline, we conduct sessions where students play a scenario in multiple choice format. In the second semester, we enhance Communicate by enabling a student to enter open text input in an improved scenario. In the third semester, we enhance a session by incorporating peer teaching. Students fill in an evaluation survey after a session and we compare the evaluation of students from the three semesters. Results show that student ratings are significantly higher in sessions incorporating peer teaching compared to the baseline.",
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Lala, R, Corbalan, G & Jeuring, J 2019, Evaluation of Interventions in Blended Learning Using a Communication Skills Serious Game. in A Liapis, GN Yannakakis, M Gentile & M Ninaus (eds), Games and Learning Alliance: 8th International Conference, GALA 2019, Athens, Greece, November 27–29, 2019, Proceedings. Springer International Publishing AG, Cham, Lecture Notes in Computer Science (LNCS), vol. 11899, Information Systems and Applications, incl. Internet/Web, and HCI (LNISA), vol. 11899, pp. 322-331, 8th International Conference on Games and Learning Alliance, Athens, Greece, 27/11/19. https://doi.org/10.1007/978-3-030-34350-7_31

Evaluation of Interventions in Blended Learning Using a Communication Skills Serious Game. / Lala, Raja; Corbalan, Gemma; Jeuring, Johan.

Games and Learning Alliance: 8th International Conference, GALA 2019, Athens, Greece, November 27–29, 2019, Proceedings. ed. / Antonios Liapis; Georgios N. Yannakakis; Manuel Gentile; Manuel Ninaus. Cham : Springer International Publishing AG, 2019. p. 322-331 (Lecture Notes in Computer Science (LNCS), Vol. 11899). (Information Systems and Applications, incl. Internet/Web, and HCI (LNISA), Vol. 11899).

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

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AU - Jeuring, Johan

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N2 - Serious games often employ a scripted dialogue for player interaction with a virtual character. In our serious game Communicate, a domain expert develops a structured, scripted scenario as a sequence of potential interactions in an authoring tool. A player is often a student learning communication skills and a virtual character represents a person that a student talks to. In the original version of Communicate, a player `converses' with a virtual character by clicking on one of the multiple statement options. Since 2018, we perform blended learning sessions for final year computer science students using Communicate. Our goal is to improve these sessions and in this paper, we apply the action research method over three semesters to iteratively improve these blended learning sessions. In the first semester, our baseline, we conduct sessions where students play a scenario in multiple choice format. In the second semester, we enhance Communicate by enabling a student to enter open text input in an improved scenario. In the third semester, we enhance a session by incorporating peer teaching. Students fill in an evaluation survey after a session and we compare the evaluation of students from the three semesters. Results show that student ratings are significantly higher in sessions incorporating peer teaching compared to the baseline.

AB - Serious games often employ a scripted dialogue for player interaction with a virtual character. In our serious game Communicate, a domain expert develops a structured, scripted scenario as a sequence of potential interactions in an authoring tool. A player is often a student learning communication skills and a virtual character represents a person that a student talks to. In the original version of Communicate, a player `converses' with a virtual character by clicking on one of the multiple statement options. Since 2018, we perform blended learning sessions for final year computer science students using Communicate. Our goal is to improve these sessions and in this paper, we apply the action research method over three semesters to iteratively improve these blended learning sessions. In the first semester, our baseline, we conduct sessions where students play a scenario in multiple choice format. In the second semester, we enhance Communicate by enabling a student to enter open text input in an improved scenario. In the third semester, we enhance a session by incorporating peer teaching. Students fill in an evaluation survey after a session and we compare the evaluation of students from the three semesters. Results show that student ratings are significantly higher in sessions incorporating peer teaching compared to the baseline.

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Lala R, Corbalan G, Jeuring J. Evaluation of Interventions in Blended Learning Using a Communication Skills Serious Game. In Liapis A, Yannakakis GN, Gentile M, Ninaus M, editors, Games and Learning Alliance: 8th International Conference, GALA 2019, Athens, Greece, November 27–29, 2019, Proceedings. Cham: Springer International Publishing AG. 2019. p. 322-331. (Lecture Notes in Computer Science (LNCS), Vol. 11899). (Information Systems and Applications, incl. Internet/Web, and HCI (LNISA), Vol. 11899). https://doi.org/10.1007/978-3-030-34350-7_31