Related Papers
The Journal of Technology and Teacher Education
Using Virtual Role-Play to Enhance Teacher Candidates' Skills in Responding to Bullying
2017 •
Deborah Schussler
nearly one in three students in the united States today is negatively impacted by bullying. Teachers can play a critical role in stopping bullying-related violence, but many struggle with how to engage students in difficult conversations. Traditional classroom-based pedagogy used to teach communication skills (e.g., modeling & role-play) is inefficient and limited in scope. recent advances in artificial intelligence have resulted in the development of virtual pedagogical agents designed to simulate authentic conversations and can be leveraged to teach vital communication skills. This exploratory study examines the effectiveness of a “virtual role-play” (VrP) tool developed to help teacher candidates effectively respond to classroom bullying by providing them with opportunities to engage in repeated, authentic practice conversations. We hypothesized that practice in simulated conversations provided by VrP would improve teacher candidates’ communication skills by improving their fluen...
ECEL 2007: 6th European Conference on E-Learning: Copenhagen Business School, Denmark, 4-5 October 2007
e���Motional Learning in Primary Schools: FearNot! An Anti-bullying Intervention Based on Virtual Role-play with Intelligent Synthetic Characters
2007 •
Lynne Hall
Abstract: Addressing the problems of bullying in schools, this paper presents a novel and highly innovative pedagogical approach building on the immersive power of virtual role-play. Educational role-play is widely accepted as a powerful instrument to change attitudes and behaviour, but faces some difficulties and disadvantages when applied to sensitive social issues in the classroom. This paper shows how the FearNot! software application, developed within the scope of the EU-funded project eCIRCUS (Education through ...
Education Sciences
SG-ACCORD: Designing Virtual Agents for Soft Skills Training in the School Context
2022 •
davide marocco
This study focuses on the behavior of interactive agents and how to ground their implementation in psychology and cognitive modeling to capture fundamental psycho-pedagogical elements to deliver an effective competency-based training and assessment tool for teachers, trainers, and educators working in the school context. The study describes the design and implementation of a Serious Game, “Attain Cultural Integration through COnflict Resolution skill Development” (SG-ACCORD), to develop and assess soft skills that are pivotal in educational working contexts (i.e., negotiation, effective communication, intercultural conflict management). The SG-ACCORD has been developed by applying a tailored methodology, namely the Educational Technology-enhanced Role-Playing, addressing two main facets: psycho-pedagogical (theoretical frameworks) and technological (production of artificial worlds based on computer-simulated models). The game is a single-player virtual role-play offering a series of...
Fighting bullying with the help of autonomous agents in a virtual school environment
2006 •
Prof. Dr. Harald Schaub
Using empathic virtual agents for Personal and Social Education is a powerful and immersive way to sensitise students for the problems and dangers related to persistent aggressive behaviour among students, also known as bullying. The work reported here relates to the evaluation of applying such agents in schools in the UK, Portugal, and Germany as well as to consequences that can be drawn from these evaluation results. The Bullying Problem The problem of bullying is well-known to educators and parents across Europe. Among others, the enduring victimisation of one student by one or more other students may cause health problems, depression, truancy, and even suicide in the victim. It has been defined as “repeated action that occurs regularly over time, and usually involves an imbalance in strength, either real or perceived” (Olweus, 1999). Bullying means various types of aggressive behaviour including punching, kicking, hitting (direct physical bullying), teasing and cruel name-callin...
Virtual Role-Play in the Classroom���Experiences with FearNot!
2008 •
Ruth Aylett
Abstract: FearNot! is a novel software application aimed at the age-group of 8-12 year old students with the aim to influence their attitude towards and knowledge about bullying. It is a virtual learning environment for social and emotional learning that allows for individual interaction with synthetic autonomous characters that engage in bullying and ask the learner for help and advice in order to escape victimisation. FearNot!
Affective agents for education against bullying
2009 •
Ruth Aylett
In this chapter, we give an overview of the FearNot! virtual drama system constructed for use in education against bullying. The motivation for the system is discussed and the chapter considers issues relating to believability. It describes the emotionally driven architecture used for characters as well as the management of the overall story and finally considers issues relating to evaluation of systems like this.
International Journal of Bullying Prevention
Teachers Using Role-play to Prevent Bullying
Peadar Donohoe
2015 IEEE 15th International Conference on Advanced Learning Technologies
Teaching Interpersonal Problem Solving Skills Using Roleplay in a 3D Virtual World for Special Education: A Case Study in Second Life
2015 •
Anders Mørch
Teaching Negotiation Skills through Practice and Re∞ection with Virtual Humans
2000 •
Michael Van Lent
The (in)authenticity of simulated talk: Comparing role-played and actual conversation and the implications for communication training
Elizabeth Stokoe
