Meta-techniques for a social awareness learning game

Jeroen Linssen, Mariët Theune

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

2 Citations (Scopus)
87 Downloads (Pure)

Abstract

In live action role play, so-called meta-techniques are used, in which meta-information (information outside of the enacted world setting, such as learning goals) is taken into account and used during play. We show how we intend to include two such meta-techniques in LOITER, a serious game about social interaction. In this game, players can interact with virtual characters with the ultimate goal of improving their own social awareness. We have constructed sets of learning goals around the interpersonal circumplex, a model for social interaction also used in the training curriculum of the police academy. The meta-techniques we are developing can assist players in attaining these learning goals by providing both feedback and insight into what is at play in characters' minds. The first meta-technique is that of act breaks: intermissions between acts of a live action role play during which players discuss the previous and following acts. In LOITER, consecutive acts have increasing levels of interaction complexity, corresponding to our sets of learning goals. In the act breaks, the trainee and the virtual character exchange information about their motivations for certain actions and what the effects of these actions were. This helps the trainees analyse the situation and their own actions. Secondly, feedback on the actions of trainees can be given in a less intrusive way during the acts themselves. We show, based on another meta-technique, how virtual characters can show 'thought bubbles' which give insight in their personal thoughts and thus help the trainees determine the reasons behind their behaviour.
Original languageUndefined
Title of host publicationProceedings of the 8th European Conference on Games Based Learning, ECGBL 2014
EditorsC. Busch
Place of PublicationReading, U.K.
PublisherAcademic Conferences and Publishing International
Pages697-704
Number of pages8
ISBN (Print)978-1-910309-55-1
Publication statusPublished - Oct 2014
Event8th European Conference on Games Based Learning, ECGBL 2014 - Berlin, Germany
Duration: 9 Oct 201410 Oct 2014
Conference number: 8

Publication series

Name
PublisherAcademic Conferences and Publishing International Limited
ISSN (Print)2049-0992

Conference

Conference8th European Conference on Games Based Learning, ECGBL 2014
Abbreviated titleECGBL
CountryGermany
CityBerlin
Period9/10/1410/10/14

Keywords

  • EWI-25191
  • METIS-309614
  • IR-93157
  • Feedback
  • Law enforcement
  • Learning goals
  • Serious game
  • Reflection
  • Social awareness

Cite this

Linssen, J., & Theune, M. (2014). Meta-techniques for a social awareness learning game. In C. Busch (Ed.), Proceedings of the 8th European Conference on Games Based Learning, ECGBL 2014 (pp. 697-704). Reading, U.K.: Academic Conferences and Publishing International.
Linssen, Jeroen ; Theune, Mariët. / Meta-techniques for a social awareness learning game. Proceedings of the 8th European Conference on Games Based Learning, ECGBL 2014. editor / C. Busch. Reading, U.K. : Academic Conferences and Publishing International, 2014. pp. 697-704
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Linssen, J & Theune, M 2014, Meta-techniques for a social awareness learning game. in C Busch (ed.), Proceedings of the 8th European Conference on Games Based Learning, ECGBL 2014. Academic Conferences and Publishing International, Reading, U.K., pp. 697-704, 8th European Conference on Games Based Learning, ECGBL 2014, Berlin, Germany, 9/10/14.

Meta-techniques for a social awareness learning game. / Linssen, Jeroen; Theune, Mariët.

Proceedings of the 8th European Conference on Games Based Learning, ECGBL 2014. ed. / C. Busch. Reading, U.K. : Academic Conferences and Publishing International, 2014. p. 697-704.

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

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T1 - Meta-techniques for a social awareness learning game

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N2 - In live action role play, so-called meta-techniques are used, in which meta-information (information outside of the enacted world setting, such as learning goals) is taken into account and used during play. We show how we intend to include two such meta-techniques in LOITER, a serious game about social interaction. In this game, players can interact with virtual characters with the ultimate goal of improving their own social awareness. We have constructed sets of learning goals around the interpersonal circumplex, a model for social interaction also used in the training curriculum of the police academy. The meta-techniques we are developing can assist players in attaining these learning goals by providing both feedback and insight into what is at play in characters' minds. The first meta-technique is that of act breaks: intermissions between acts of a live action role play during which players discuss the previous and following acts. In LOITER, consecutive acts have increasing levels of interaction complexity, corresponding to our sets of learning goals. In the act breaks, the trainee and the virtual character exchange information about their motivations for certain actions and what the effects of these actions were. This helps the trainees analyse the situation and their own actions. Secondly, feedback on the actions of trainees can be given in a less intrusive way during the acts themselves. We show, based on another meta-technique, how virtual characters can show 'thought bubbles' which give insight in their personal thoughts and thus help the trainees determine the reasons behind their behaviour.

AB - In live action role play, so-called meta-techniques are used, in which meta-information (information outside of the enacted world setting, such as learning goals) is taken into account and used during play. We show how we intend to include two such meta-techniques in LOITER, a serious game about social interaction. In this game, players can interact with virtual characters with the ultimate goal of improving their own social awareness. We have constructed sets of learning goals around the interpersonal circumplex, a model for social interaction also used in the training curriculum of the police academy. The meta-techniques we are developing can assist players in attaining these learning goals by providing both feedback and insight into what is at play in characters' minds. The first meta-technique is that of act breaks: intermissions between acts of a live action role play during which players discuss the previous and following acts. In LOITER, consecutive acts have increasing levels of interaction complexity, corresponding to our sets of learning goals. In the act breaks, the trainee and the virtual character exchange information about their motivations for certain actions and what the effects of these actions were. This helps the trainees analyse the situation and their own actions. Secondly, feedback on the actions of trainees can be given in a less intrusive way during the acts themselves. We show, based on another meta-technique, how virtual characters can show 'thought bubbles' which give insight in their personal thoughts and thus help the trainees determine the reasons behind their behaviour.

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M3 - Conference contribution

SN - 978-1-910309-55-1

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EP - 704

BT - Proceedings of the 8th European Conference on Games Based Learning, ECGBL 2014

A2 - Busch, C.

PB - Academic Conferences and Publishing International

CY - Reading, U.K.

ER -

Linssen J, Theune M. Meta-techniques for a social awareness learning game. In Busch C, editor, Proceedings of the 8th European Conference on Games Based Learning, ECGBL 2014. Reading, U.K.: Academic Conferences and Publishing International. 2014. p. 697-704