Meta-techniques for a Social Awareness Learning Game
Jeroen Linssen, Mariët Theune · University of Twente Research Information · 2014
In live action role play, so-called meta-techniques are used, in which meta-information (information outside of the enacted world setting, such as learning goals) is taken into account and used during play. We show how we intend to include two such meta-techniques in LOITER, a serious game about social interaction. In this game, players can interact with virtual characters with the ultimate goal of improving their own social awareness. We have constructed sets of learning goals around the interpersonal circumplex, a model for social interaction also used in the training curriculum of the police academy. The meta-techniques we are developing can assist players in attaining these learning goals by providing both feedback and insight into what is at play in characters' minds. The first meta-technique is that of act breaks: intermissions between acts of a live action role play during which players discuss the previous and following acts. In LOITER, consecutive acts have increasing levels of interaction complexity, corresponding to our sets of learning goals. In the act breaks, the trainee and the virtual character exchange information about their motivations for certain actions and what the effects of these actions were. This helps the trainees analyse the situation and their own actions. Secondly, feedback on the actions of trainees can be given in a less intrusive way during the acts themselves. We show, based on another meta-technique, how virtual characters can show 'thought bubbles' which give insight in their personal thoughts and thus help the trainees determine the reasons behind their behaviour.