Presentation intercultural communication: making educational games with agents for intercultural training

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Presentation

Intercultural

communication

Making educational games with agents for intercultural training

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BIT OF BACKGROUND

• BSc Artificial Intelligence,

MSc Science Communication and Education, PhD Information Technology

• Designed educational games for science centres,

museums and secondary education

• Conducted a PhD in the use of intelligent

agents for intercultural training (WUR)

• Lecturer Game Design & Development & Interim Research Coordinator

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ECUTE - AIM

The design of simulation gaming scenarios for young adults

(18-25 years old) that increases their ability to deal with

misunderstandings due to cultural differences through

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Intercultural Sensitivity Conceptual

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Intercultural Sensitivity Conceptual

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Intercultural Sensitivity

Intercultural Training Conceptual

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Intercultural Sensitivity Immersive Educational Virtual Environment Intercultural Training Conceptual

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Intercultural Sensitivity Educational Virtual Environment Intercultural Training Socio-Cultural Agents Conceptual

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Intercultural Sensitivity Educational Virtual Environment Intercultural Training Socio-Cultural Agents Conceptual

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Intercultural Sensitivity Educational Virtual Environment Intercultural Training Characters showing socio-cultural behaviour Conceptual

Based on Hofstede’s dimensions of culture

• Power Distance

• Individualism vs. Collectivism

• Masculinity vs. Femininity

• Uncertainty Avoidance vs. Tolerance

• Short-term vs. Long-term Orientation

• Indulgence vs. Restrained Can be used for training

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THE NEXUS

Young adults Misunderstandings due to cultural differences Source: Hevner, 2007

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THE NEXUS

Psychology Gaming Education Simulated Agents Intercultural Training Source: Hevner, 2007 Young adults Misunderstandings due to cultural differences

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THE NEXUS

Psychology Gaming Education Simulated Agents Intercultural Training Young adults Misunderstandings due to cultural differences Learning Framework Cultural Agents Educational Game Source: Hevner, 2007

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AIM

The design of simulation gaming scenarios for young adults (18-25 years old) that increases their ability to deal with

misunderstandings due to cultural differences through interaction with intelligent virtual agents

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ASSIGNMENT 1

• Think of one misunderstandings due to cultural

differences, and try to understand why this misunderstanding happened.

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AIM

(18-25 years old) that increases their ability to deal with

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ASSIGNMENT 2

• Think of three (different) learning goals you would like to

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ASSIGNMENT 2

• Think of three (different) learning goals you would like to

teach others (as part of an intercultural training tool).

• Discuss how they relate to the three different types of

learning goals.

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LEARNING FRAMEWORK

-> Attitude -> Emotional goals Cognitive goals Behavioural goals v Stage of learner v Beginner (conscious incompetence) Observation and acquisition Be able to recognize your emotions (for example fear and anxiety) when dealing with strange behaviours of another group

Start learning the specific practices and values of another group

Be fully present in attending to the other’s verbal and non-verbal messages Journeyman (conscious competence) Relating and Experimenting Be able to observe the behaviour of another group without feeling prejudice Understand on a basic level the differences and similarities between another group and your own

Practice skills learned in the previous stage and experiment with different forms of behaviour Expert (unconscious competence) Adapting and belonging Be able to share the emotions (such as sadness or happiness) of a member of another group and other’s experiences through empathy Players should be able to discriminate and select appropriate strategies in cultural contexts Be able to unconsciously participate in a group as a native

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LEARNING FRAMEWORK

Practice skills learned in the previous stage and experiment with different forms of behaviour Expert (unconscious competence) Adapting and belonging Be able to share the emotions (such as sadness or happiness) of a member of another group and other’s experiences through empathy Players should be able to discriminate and select appropriate strategies in cultural contexts Be able to unconsciously participate in a group as a native

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LEARNING FRAMEWORK

Practice skills learned in the previous stage and experiment with different forms of behaviour Expert (unconscious competence) Adapting and belonging Be able to share the emotions (such as sadness or happiness) of a member of another group and other’s experiences through empathy Players should be able to discriminate and select appropriate strategies in cultural contexts Be able to unconsciously participate in a group as a native

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ASSIGNMENT 3

• Select two learning outcomes and think of two situations

in which somebody would be confronted with them.

• Be concrete

• Who’s present in that situation?

• Where are they interacting?

• What is the / Is there any background context?

• Is there a misunderstanding?

• Why is there a misunderstanding?

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AIM

The design of simulation gaming scenarios for young adults (18-25 years old) that increases their ability to deal with

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SOCIAL BEHAVIOUR

MODEL

Social Norms Moral Circles Relational Primitives Physical

Context Ritual Participants

Cultural Meta-norms Society Level Group Level Interaction Level Input to

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MORAL CIRCLES

• Those who belong vs. those who don’t

• The people to whom it applies

• Their mutual perceptions of social attributes

• The rules that regulate their behaviour

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Moral Circle Status

• Deals with hierarchical status

• Dominance, formal roles

• Changes through clear markers

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Moral Circle Status

• Deals with hierarchical status

• Dominance, formal roles

• Changes through clear markers

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Moral Circle Reputation

• How good a member of the group are you?

• What have you done in the past?

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Moral Circle Reputation

• How good a member of the group are you?

• What have you done in the past?

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RELATIONAL VARIABLES

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Social Norms

• Short-term guides to social behaviour

• ‘Smoking in front of children’

Cultural Meta-norms

• Long-term guides to social behaviour

• ‘who can intervene and what can be done’

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INTERACTION LEVEL

You’re on a train in a foreign country without a ticket

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GROUP LEVEL

Social norm

You need a ticket to be on the train You’re on a train in a

foreign country without a ticket

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GROUP LEVEL

Social norm

Interaction Level Group Level

Moral Circle Membership

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GROUP LEVEL

Relational Variables

No reputation Status?

Interaction Level Group Level

Social norm

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SOCIETY LEVEL

Social norm

You need a ticket to be on the train You’re on a train in a foreign country without a ticket Relational Variables No reputation Status? Cultural meta-norm Strangers should be treated the same as

non-strangers

Interaction Level Group Level Society Level

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SOCIETY LEVEL

Social norm

non-strangers Laws should be

enforced

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SOCIETY LEVEL

Social norm

non-strangers Laws should be

enforced

Those with high status rule

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ASSIGNMENT 4

• Look back on the critical incidents you created, can you

explain them in terms of the model?

• Moral Circles Membership

• Social Norms

• Cultural-meta-norms

• Relational Variables

• Status

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AIM

(18-25 years old) that increases their ability to deal with misunderstandings due to cultural differences through interaction with intelligent virtual agents.

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INTERCULTURAL

TRAINING

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ASSIGNMENT 4

• Choose one of your two misunderstandings. Create an

interactive version, or critical incident, of the

misunderstanding, by choosing different actions that a user could select.

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FOR MORE INFORMATION...

Contact me at:

d.m.degens@pl.hanze.nl