Learning Intercultural Communication Skills with Virtual Humans: Feedback and Fidelity

Autor/inn/en	Lane, H. Chad; Hays, Matthew Jensen; Core, Mark G.; Auerbach, Daniel
Titel	Learning Intercultural Communication Skills with Virtual Humans: Feedback and Fidelity
Quelle	In: Journal of Educational Psychology, 105 (2013) 4, S.1026-1035 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0031506
Schlagwörter	Feedback (Response); Fidelity; Intercultural Communication; Communication Skills; Virtual Classrooms; Computer Simulation; Intelligent Tutoring Systems; Computer Games; Animation; Teaching Methods; Educational Practices; Educational Strategies; Instructional Effectiveness; Role Playing; Cultural Awareness; Pretests Posttests; Computer Assisted Testing; Learner Engagement; Achievement Gains; Formative Evaluation; College Students; Learning Strategies; Interpersonal Competence; Interpersonal Communication + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Kommunikationsstil; Computergrafik; Computersimulation; Intelligentes Tutorsystem; Computer game; Computerspiel; Computerspiele; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrstrategie; Unterrichtserfolg; Rollenspiel; Cultural identity; Kulturelle Identität; Achievement gain; Leistungssteigerung; Collegestudent; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Interpersonale Kompetenz; Interpersonale Kommunikation
Abstract	In the context of practicing intercultural communication skills, we investigated the role of fidelity in a game-based, virtual learning environment as well as the role of feedback delivered by an intelligent tutoring system. In 2 experiments, we compared variations on the game interface, use of the tutoring system, and the form of the feedback. Our findings suggest that for learning basic intercultural communicative skills, a 3-dimensional (3-D) interface with animation and sound produced equivalent learning to a more static 2-D interface. However, learners took significantly longer to analyze and respond to the actions of animated virtual humans, suggesting a deeper engagement. We found large gains in learning across conditions. There was no differential effect with the tutor engaged, but it was found to have a positive impact on learner success in a transfer task. This difference was most pronounced when the feedback was delivered in a more general form versus a concrete style. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01