Exploring the Use of Online Simulations in Teaching Dialogue Skills

Autor/inn/en	Hulsbergen, Michiel H.; de Jong, Jutta; van der Smagt, Maarten J.
Titel	Exploring the Use of Online Simulations in Teaching Dialogue Skills
Quelle	In: Psychology Learning and Teaching, 22 (2023) 1, S.55-73 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hulsbergen, Michiel H.) ORCID (de Jong, Jutta) ORCID (van der Smagt, Maarten J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.1177/14757257221138936
Schlagwörter	Computer Simulation; Dialogs (Language); Foreign Countries; Electronic Learning; Material Development; Computer Oriented Programs; Undergraduate Students; Psychology; Learner Engagement; Student Motivation; Self Efficacy; Active Learning; Communication Skills; Netherlands + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Dialog; Dialogs; Dialogue; Dialogues; Ausland; Lehrmaterialentwicklung; Computerprogramm; Psychologie; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Aktives Lernen; Kommunikationsstil; Niederlande
Abstract	To aid in teaching dialogue skills a virtual simulator called "Communicate!" was developed at Utrecht University. Teachers can build scenarios for students to practice dialogues with a virtual character. In two experiments (n = 128 and 133, a year apart), we investigated if and how "Communicate!" can be an effective aid to study and practice dialogue skills, by comparing it to traditional "passive" learning tools, such as literature-study and a lecture, in an undergraduate psychology dialogue-skills course. Students were divided into four groups, two of which both read an article about conducting a bad-news dialogue and played a "bad-news-dialogue-scenario" (but in a different order), while the third group only played the scenario. The final group only read the article (expt. 1) or also attended a lecture on the topic (expt. 2). Playing a scenario improved performance on a different scenario played later. It increased the students' reported engagement and motivation to learn about this topic, compared to reading the article, whereas their reported self-efficacy decreased, which may indicate a recognized learning need. It also increased the score on an MC-knowledge test on this type of dialogue. This suggests that online dialogue simulations aid studying (basic) dialogue skills, by providing flexible, authentic learning experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01