Presentation Intercultural communication Making educational games with agents

Presentation Intercultural communication Making educational games with agents for intercultural training

BIT OF BACKGROUND • BSc Artificial Intelligence, MSc Science Communication and Education, Ph. D Information Technology • Designed educational games for science centres, museums and secondary education • Conducted a Ph. D in the use of intelligent agents for intercultural training (WUR) • Lecturer Game Design & Development & Interim Research Coordinator (University of Applied Sciences Groningen)

ECUTE

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 interaction with intelligent virtual agents

Conceptual Intercultural Sensitivity

Conceptual Intercultural Sensitivity

Conceptual Intercultural Sensitivity Intercultural Training

Conceptual Intercultural Sensitivity Intercultural Training Immersive Educational Virtual Environment

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

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

Conceptual Based on Hofstede’s dimensions of culture Intercultural Sensitivity • • • Intercultural Training Educational Virtual Environment Characters showing sociocultural behaviour 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 and agent-based environments

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

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

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

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

ASSIGNMENT 1 • Think of one misunderstandings due to cultural differences, and try to understand why this misunderstanding happened.

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

LEARNING FRAMEWORK

INTERCULTURAL TRAINING

INTERCULTURAL TRAINING

INTERCULTURAL TRAINING

ASSIGNMENT 2 • Think of three (different) learning goals you would like to teach others (as part of an intercultural training tool).

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. • Emotional, cognitive, and behavioural

LEARNING FRAMEWORK -> Attitude -> v Stage of learner v Emotional goals Cognitive goals Behavioural goals 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 Be able to observe the behaviour of another group without feeling prejudice Start learning the specific practices and values of another group Be fully present in attending to the other’s verbal and non-verbal messages 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 Be able to share the emotions (such as sadness or happiness) of a member of another group and other’s experiences Players should be able to discriminate and select appropriate strategies in cultural contexts Be able to unconsciously participate in a group as a native Journeyman (conscious competence) Relating and Experimenting Expert (unconscious competence) Adapting and belonging

LEARNING FRAMEWORK -> Attitude -> v Stage of learner v Emotional goals Cognitive goals Behavioural goals 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 Be able to observe the behaviour of another group without feeling prejudice Start learning the specific practices and values of another group Be fully present in attending to the other’s verbal and non-verbal messages 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 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 Journeyman (conscious competence) Relating and Experimenting Expert (unconscious competence) Adapting and belonging

LEARNING FRAMEWORK -> Attitude -> v Stage of learner v Emotional goals Cognitive goals Behavioural goals 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 Be able to observe the behaviour of another group without feeling prejudice Start learning the specific practices and values of another group Be fully present in attending to the other’s verbal and non-verbal messages 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 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 Journeyman (conscious competence) Relating and Experimenting Expert (unconscious competence) Adapting and belonging

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? What went right/wrong?

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

SOCIAL BEHAVIOUR MODEL Cultural Meta-norms Society Level Group Level Interaction Level Input to Moral Circles Social Norms Relational Primitives Physical Context Ritual Participants

MC 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

RELATIONAL VARIABLES Moral Circle Status • Deals with hierarchical status • Dominance, formal roles • Changes through clear markers

RELATIONAL VARIABLES Moral Circle Status • Deals with hierarchical status • Dominance, formal roles • Changes through clear markers

RELATIONAL VARIABLES Moral Circle Reputation • How good a member of the group are you? • What have you done in the past?

RELATIONAL VARIABLES Moral Circle Reputation • How good a member of the group are you? • What have you done in the past?

RELATIONAL VARIABLES Any more… ?

NORMS 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’

INTERACTION LEVEL Interaction Level You’re on a train in a foreign country without a ticket

GROUP LEVEL Interaction Level You’re on a train in a foreign country without a ticket Group Level Social norm You need a ticket to be on the train

GROUP LEVEL Interaction Level You’re on a train in a foreign country without a ticket Group Level Social norm You need a ticket to be on the train Moral Circle Membership A stranger

GROUP LEVEL Interaction Level You’re on a train in a foreign country without a ticket Group Level Social norm You need a ticket to be on the train Moral Circle Membership A stranger Relational Variables No reputation Status?

SOCIETY LEVEL Interaction Level You’re on a train in a foreign country without a ticket Group Level Society Level Social norm You need a ticket to be on the train Cultural meta-norm Moral Circle Membership A stranger Relational Variables No reputation Status? Strangers should be treated the same as non -strangers

SOCIETY LEVEL Interaction Level You’re on a train in a foreign country without a ticket Group Level Society Level Social norm You need a ticket to be on the train Cultural meta-norm Moral Circle Membership A stranger Relational Variables No reputation Status? Strangers should be treated the same as non -strangers Laws should be enforced

SOCIETY LEVEL Interaction Level You’re on a train in a foreign country without a ticket Group Level Society Level Social norm You need a ticket to be on the train Cultural meta-norm Moral Circle Membership A stranger Relational Variables No reputation Status? Strangers should be treated the same as non -strangers Laws should be enforced Those with high status rule

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 Reputation

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.

INTERCULTURAL TRAINING

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.

ANY QUESTIONS?

FOR MORE INFORMATION. . . Contact me at: d. m. degens@pl. hanze. nl Read more at: www. ecute. eu