Educational Games for Soft-Skills Training in Digital Environments: New Perspectives

178 Pages·2017·4.709 MB·English

by  Elena Dell'Aquila, ‎Davide Marocco, Michela Ponticorvo, Andrea Di Ferdinando, Massimiliano Schembri, Orazio Miglino (auth.)

Advances in Game-Based Learning
Elena Dell'Aquila
Davide Marocco
Michela Ponticorvo
Andrea di Ferdinando
Massimiliano Schembri
Orazio Miglino
Educational Games
for Soft-Skills
Training in Digital
Environments
New Perspectives
Advances in Game-Based Learning
Series Editors
Dirk Ifenthaler
Scott Joseph Warren
Deniz Eseryel
More information about this series at h ttp://www.springer.com/series/13094
Elena Dell’Aquila • Davide Marocco
Michela Ponticorvo • Andrea di Ferdinando
Massimiliano Schembri • Orazio Miglino
Educational Games
for Soft-Skills Training
in Digital Environments
New Perspectives
Elena Dell’Aquila Davide Marocco
Plymouth University University of Naples Federico II
Plymouth , Devon , UK Naples , Italy
Michela Ponticorvo Andrea di Ferdinando
University of Naples Federico II Aidvanced S.r.l.
Naples , Italy Rome , Italy
Massimiliano Schembri Orazio Miglino
Aidvanced S.r.l. University of Naples Federico II
Rome , Italy Naples , Italy
Advances in Game-Based Learning
ISBN 978-3-319-06310-2 ISBN 978-3-319-06311-9 (eBook)
DOI 10.1007/978-3-319-06311-9
Library of Congress Control Number: 2016957711
© Springer International Publishing Switzerland 2017
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Introd uction
T he book explores methodological and technological aspects underpinning the
training of soft skills through the migration and adaptation of psycho-pedagogical
methodology, such as role playing and psychodrama, to digital and online environ-
ments, the so-called EduTechRPG (Technologically Enhanced Educational Role
Playing Game for soft skills training). Intelligent tutorship, psychological model-
ling and feedback mechanisms for ensuring the success of the learning process rep-
resent the fundamental characteristics of the proposed methodological approach to
soft skills training. Soft skills can be defi ned as personal attributes that contribute to
better express how people know and manage themselves, as well as their relation-
ships with others. Their importance has been greatly recognised by the European
Union in the past few years. The advent of new and powerful enhanced learning
technologies, which is currently challenging traditional professional practice in
many areas, is now also challenging this new domain, and the range of approaches
and applications is growing fast.
The proposed exploration is conducted by the authors with the discussion of sev-
eral concrete experiences of educational games and training tools applied to a variety
of soft skills, such as negotiation, decision-making, leadership and problem solving.
The experiences reported in the book are the synthesis of several European projects,
coordinated by the authors, aiming at applying well known psycho-pedagogical
training models to online, technology-enhanced learning contexts in a broad range of
applications and target groups. The specifi city of such a psycho-pedagogical meth-
odology, applied throughout all the discussed EU projects, is mainly represented by
the importance of feedback and debriefi ng processes that can be conveyed to learners
through different means, such as online group or individual chats with tutors, auto-
matic reports and a psychologically informed scoring system. Tutors that can be
either real or artifi cial are seen as the key factor facilitating the training process.
More specifi cally, the book discusses the approach used by the authors to design
EduTechRPG along with different EU-funded projects, such as the conception and
use of the Eutopia platform in Eutopia MT, Proactive and S-Cube projects (Chap.
4 ), ENACT (Chap. 5 ), DREAD-ED (Chap. 6 ) and Learn to Lead (Chap. 7 ). This
approach refl ects two main dimensions: psycho-pedagogical and technological.
v
vi Introduction
These should not be considered as mutually exclusive dimensions but rather as com-
plementary. Indeed, the ability of integrating such dimensions in a single game
implementation contributes to the design of an educational tool to create meaning-
ful learning.
The fi rst dimension specifi es the psycho-pedagogical foundations of the learning
approach adopted and identifi es two main categories of EduTechRPG: drama-based
and rule-based. Drama-based EduTechRPG allows users to experience direct
involvement with the learning objectives through a personal dramatisation by acting
out roles and competences. Rule-based EduTechRPG points instead more on the
logical and reasoning aspects involved by the user for achieving a specifi c learning
objective. A set of formal rules and interactions embedded in the game needs to be
followed in order for learners to achieve the relevant learning objectives.
Conversely, drama-based EduTechRPGs are based on informal rules and open
dynamics; therefore, there is not a unique way to achieve the desired learning objec-
tives. This will depend on the specifi c situation in terms of aims and peculiarities of
dynamics occurring among people involved in the specifi c game scenario.
With regard to the second dimension, EduRPGs are substantiated by the use of
two main technological systems. One allows a virtual extension of traditional face-
to-f ace psychodramatic mechanism and experience that is transposed to a digital
setting (see Chap. 1) . A second technological approach permits the production of
“artifi cial” micro-worlds based on computer-simulated, formal models about social
and psychological phenomena. We will refer to the former dimension and to the
EduRPGs that predominantly exploit it as Communication Technology (ComTech)
and Simulation Technology (SimTech) based. Characteristics, limitations and
strengths of the above-mentioned four categories will be analysed in detail in the
dedicated chapters.
B oth drama-based and rule-based, as well as ComTech and SimTech, educational
role-play games (EduRPG) can be characterised by the presence of a real or virtual
trainer, also referred to as a backstage agent, as she does not intervene and directly affect
the dynamics of the game, although she supports its interpretation and wielding.
Conversely, the actors of the game, whether real or artifi cial, represent the on-stage
agents because it is only through their choices and actions that the game comes to life.
The virtual tutor is an expression of a computational model that embeds and
describes a set of rules according to certain soft skills theories that drives the player
to a stable training outcome. Indeed, the advantage of this method lies in the fact
that it is very low cost, as after an initial phase to familiarise users with the system,
it can be used without the guidance of a real trainer, as the system is self-regulated.
Participants are offered an opportunity to experience an intense and effective learn-
ing experience and at the same time rapidly acquire competences directly applicable
to real-life context. Learn to Lead and ENACT are both examples of Simulation
Technology-based EduRPGs and, respectively, rule- and drama-based, using an
artifi cial backstage agent, that is, an intelligent tutor system that guides and supports
players in the learning process.
Conversely, drama-based EduTechRPGs that involve the use of the Eutopia plat-
form require real agents both on the stage and backstage, where principles of the
Introduction vii
traditional face-to-face role are maintained and boosted by enhanced ICT systems.
Learners’ experiences are fundamentally based on open dynamics; therefore there
may not be a unique way to achieve the desired learning objectives. This will depend
on the specifi c situation in terms of time and peculiarity of interactions among peo-
ple involved in a specifi c scenario, as will be described in detail for Eutopia MT,
Proactive and S-Cube projects. On the other hand, disadvantages of this method are
represented by high cost and time consumption in organising and managing the
complexity of the virtual learning scenarios, as well as interactions among real par-
ticipants. In addition, there is the need to involve experienced trainers also skilled in
mastering the use of the technological tools and therefore of online role plays.
W e believe that the book could be of interest to a wide community, which
includes computer scientists and software developers, as well as e-learning special-
ists, trainers, psychologists and pedagogists, who should work closely to draw a
system of essential educational/psychological principles and its effective and mean-
ingful application. The book will serve as a useful guide, based on practical exam-
ples, of how training methodologies can be adopted by a wide range of professionals
and for a wide range of purposes, such as to enhance traditional training practice,
boost participants’ learning experience, heighten participants’ self-awareness and
self-confi dence, facilitate knowledge and promote skills, and competencies and per-
sonal, as well as group, development. The book will offer a factual support for
choosing the most appropriate methodology in the specifi c domain of practice and
will suggest effective means for the design of tailored role-playing games for differ-
ent training purposes and contexts of application. The ultimate objective of this
book is to offer a theoretical framework where real examples, direct experiences and
possible indications on how rule-based and drama-based EduTechRPGs supported
by Communication and Simulation Technology models can boost traditional prac-
tice for enhancing soft skills to a wide community of trainers, coaches, HR advisors,
consultants and psychologists.
Specifi cally for such reason and for supporting the wider audience we intend to
reach, we have devised a book that presents relevant theoretical and methodological
aspects, together with a large number of examples and experiences, without the
burden of several technical details, which are available in the publications refer-
enced in every chapter.
Chapters 1 and 2 present the background and motivation for editing this book
and set the frame within which the project experiences should be considered.
In particular, Chapter 1 is focused on the defi nition of what is meant for soft
skills in current educational and psychological literature, and the relevance of soft
skills in modern society that complements any sphere of human life, whatever is
related to personal, social or professional environments.
Chapter 2 describes traditional settings and new technologies for role-play
implementation. Psycho-pedagogical techniques widely used in psychological,
sociological, educational and organisational settings for developing soft skills
which will form the ground for the rest of the book will be described. The chapter
will conjointly present the current state of the art regarding enhanced learning tech-
nology for soft skills training
viii Introduction
Chapter 3 draws a defi nition of a possible taxonomy of EduRPG from both a
technological and educational viewpoint resulting in “rule-based” and “drama-
based” and “Communication Technology”- and “Simulation Technology”-based
EduRPGs. Their characteristics, strengths and limits, and potential preferable con-
text of applications, will be also explored. This chapter will also introduce the pro-
posed taxonomy, based on the results and experiences from several European
projects, described in the dedicated following chapters. The core elements of such a
methodology are the gaming experience, the presence of feedbacks from the system
(either from real or virtual tutors), the modelling of relevant psychological and ped-
agogical theories and the creation of an adaptive profi le of learners.
Chapter 4 will be dedicated to the description of Eutopia, an example of drama-
ComTech-b ased EduRPG that embeds role-play methodology as a psycho-
pedagogical approach and takes inspiration from the MMORPG technology, that is,
the massively multiplayer online games. The multiplayer authoring platform has
been employed for the design of role-play games for the training and the develop-
ment of soft skills employed in different EU projects, such as Eutopia MT, Proactive
and S-Cube. Project-related experiences of the use of the platform will be also pre-
sented and discussed.
Chapter 5 will describe ENACT, a drama-SimTech-based EduRPG, based on a
single-player 3D role-play game intelligence-based tool to train and assess the
user’s negotiation and communication skills in realistic scenarios during the interac-
tion with artifi cial agents, for schools, enterprises, professional training and sport
contexts.
Chapter 6 will be dedicated to the description of the DREAD-ED project that
resulted in the development of a multiplayer ComTech-rule-based EduRPG for
training communication, problem-solving and group decision-making skills of a
team that works for crisis management in order to promote effective management
situations in the context of disaster.
Chapter 7 will describe experiences derived by the EU project Learn to Lead that
represents an example of Simulation Technology- and rule-based EduRPG for use
in SMEs and small government offi ces for the development of effective leadership
and management applied to team leadership.
Lastly, some tentative conclusions are drawn to examine strengths, limitations,
similarities and differences between the EduTechRPG tool and experiences for
training and developing soft skills that have been outlined throughout the chapters
of the book.
The games and many of the project outcomes presented in the book, as well as
supporting materials, are available at “ h ttp://softskillsgames.net/ ”.
Contents
1 Soft Skills ................................................................................................... 1
1.1 Soft Skills, Beyond the Concept of Intelligence ................................ 3
1.1.1 Multiple Intelligence .............................................................. 5
1.1.2 Other Concepts to Defi ne Soft Intelligences .......................... 7
1.2 Nature of Soft Skills ........................................................................... 9
2 Traditional Settings and New Technologies for Role-Play
Implementation ......................................................................................... 19
2.1 Role Play in Traditional Settings ....................................................... 22
2.1.1 Role Play in Digital Environments ........................................ 26
2.2 Digital Role-Playing Games .............................................................. 27
3 Methodology and Design of Technologically Enhanced
Educational Role-Playing Games for Soft Skills Training .................... 39
3.1 Gaming Experience and Education .................................................... 40
3.2 Fundamental Concepts and Structure of EduTechRPGs ................... 42
3.2.1 Narrative Structure and “Mise en Scène” .............................. 43
3.2.2 Assessment and Tutoring of Learners .................................... 44
3.3 Analysis and Design Principle of EduTechRPGs .............................. 47
3.3.1 Teaching and Learning Should Be Intrinsic to the Game ...... 48
3.3.2 Educational Games Should Follow the Same
Game Design Principles as Entertainment Games ................. 49
3.4 Technological and Psycho-pedagogical Dimensions
in EduTechRPG Design ..................................................................... 50
3.4.1 Modelling of Relevant Psychological
and Pedagogical Theories ...................................................... 51
3.4.2 Assessment Design and Techniques ...................................... 57
3.5 Conclusions ........................................................................................ 61
ix
x Contents
4 Eutopia: Transferring Psycho-pedagogical Role Play
to the Multiplayer Digital Stage ............................................................... 63
4.1 Multiplayer RPG Games .................................................................... 63
4.2 The Eutopia Platform: Communication- Technology Dimension ...... 65
4.2.1 Trainers .................................................................................. 65
4.2.2 Learners .................................................................................. 69
4.3 Methodological Aspects ..................................................................... 71
4.3.1 Gaming Experience ................................................................ 71
4.3.2 Modelling of Relevant Psychological
and Pedagogical Theories ...................................................... 74
4.3.3 Feedback, Debriefi ng and Back-Stage Agents ....................... 75
4.3.4 Blended Methodology ............................................................ 76
4.4 Results and Experiences .................................................................... 77
4.4.1 Negotiation and Soft Skills in SISINE and SINAPSI ............ 77
4.4.2 Confl ict Management in Eutopia-MT .................................... 80
4.4.3 Proactive ................................................................................. 82
4.4.4 Entrepreneurship Training in S-Cube .................................... 84
4.5 General Remarks ................................................................................ 86
5 ENACT: Virtual Experiences of Negotiation .......................................... 89
5.1 Theoretical Background and Psycho-pedagogical Modelling ........... 90
5.1.1 Negotiation Concept Adopted Within ENACT ...................... 91
5.1.2 Psychological Modelling ....................................................... 91
5.2 Design of the ENACT Platform ......................................................... 93
5.2.1 Psychological Model Implementation
and Behavioural Indicators .................................................... 93
5.2.2 User Representation and Avatars ........................................... 94
5.2.3 The Visual Interface and Game Dynamics ............................. 95
5.3 Assessment in ENACT....................................................................... 97
5.3.1 Tutoring System ..................................................................... 99
5.4 Results ................................................................................................ 99
5.4.1 Training Need Analysis .......................................................... 99
5.4.2 Pre-validation Testing Data .................................................... 100
5.5 User-Centred Approach and Flexibility ............................................. 102
6 DREAD-ED: Improving Communication Skills
in Critical Situations ................................................................................. 105
6.1 A Game Designed to Teach Disaster Communication ....................... 106
6.2 DREAD-ED Game Description ......................................................... 109
6.2.1 Game Parameters ................................................................... 110
6.2.2 Game Loops ........................................................................... 111
6.2.3 Avatars and Chat System ....................................................... 112
6.2.4 Resources ............................................................................... 112
6.2.5 Actions ................................................................................... 113
6.2.6 Roles ...................................................................................... 114