The Impact of Content Area Focus on the Effectiveness of a Web-Based Simulation

Autor/inn/en	Adcock, Amy B.; Duggan, Molly H.; Watson, Ginger S.; Belfore, Lee A.
Titel	The Impact of Content Area Focus on the Effectiveness of a Web-Based Simulation
Quelle	In: British Journal of Educational Technology, 41 (2010) 3, S.388-402 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2009.00947.x
Schlagwörter	Educational Technology; Electronic Learning; Internet; Web Based Instruction; Computer Simulation; Animation; Computer Software Evaluation; Instructional Effectiveness; Program Effectiveness; Interviews; Empathy; Role Playing; Student Evaluation; Human Services; Counseling; Skill Development; Intellectual Disciplines; Helping Relationship + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Web Based Training; Computergrafik; Computersimulation; Softwareanalyse; Unterrichtserfolg; Interviewing; Interviewtechnik; Empathie; Rollenspiel; Schulnote; Studentische Bewertung; Humanitäre Hilfe; Counselling; Beratung; Kompetenzentwicklung; Qualifikationsentwicklung; Geisteswissenschaften; Helfende Beziehung
Abstract	This paper describes an assessment of a web-based interview simulation designed to teach empathetic helping skills. The system includes an animated character acting as a client and responses designed to recreate a simulated role-play, a common assessment method used for teaching these skills. The purpose of this study was to determine whether learning gains found in previous evaluations would transfer to students needing similar skill sets but in different areas of study. Findings indicate a positive trend in learning gains across both areas of study (human services and counselling) with no significant differences in skill acquisition. Developers of the system conclude that the system is effective in the general training of empathetic helping skills regardless of the students' area of study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10