Don't Be a Stranger--Designing a Digital Intercultural Sensitivity Training Tool That Is Culture General

Autor/inn/en	Degens, Nick; Hofstede, Gert Jan; Beulens, Adrie; Krumhuber, Eva; Kappas, Arvid
Titel	Don't Be a Stranger--Designing a Digital Intercultural Sensitivity Training Tool That Is Culture General
Quelle	In: IEEE Transactions on Learning Technologies, 9 (2016) 2, S.120-132 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-1382
DOI	10.1109/TLT.2015.2456912
Schlagwörter	Cultural Awareness; Sensitivity Training; Multicultural Education; Computer Assisted Instruction; Experiential Learning; Critical Incidents Method; Behavior Change; Attitude Change; Outcomes of Education; Training Methods; Educational Experiments; Foreign Countries; Cultural Differences; Netherlands; Turkey; United Kingdom; United States; Germany + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Sensitivitätstraining; Multikulturelle Erziehung; Computer based training; Computerunterstützter Unterricht; Experiental learning; Erfahrungsorientiertes Lernen; Attitudinal change; Einstellungsänderung; Lernleistung; Schulerfolg; Didaktik; Trainingsmaßnahme; Schulversuch; Ausland; Kultureller Unterschied; Niederlande; Türkei; Großbritannien; USA; Deutschland
Abstract	Digital intercultural training tools play an important role in helping people to mediate cultural misunderstandings. In recent years, these tools were made to teach about specific cultures, but there has been little attention for the design of a tool to teach about differences across a wide range of cultures. In this work, we take the first steps to create a digital self-contained culture-general training tool. In the first part of the article, we focus on different aspects and methods of intercultural training. This information is then used in the second part to evaluate the effect of these different methods on the perception of behaviour in misunderstandings. We found that experiential and story-based approaches may lead to different perceptions of participants. In the third part, we expanded on these critical incidents, and incorporated virtual characters, to evaluate if experiential incidents in an embedded story can lead to an attribution of perceived differences in behaviour to specific differences in culture and to users becoming less judgemental of inappropriate behaviours by people from different cultures. The results suggest that the tool had some effect, but that a debriefing relating the general differences to specific instances would be beneficial. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01