Jeroen Linssen: Beyond Simulations: Serious Games for Training Interpersonal Skills in Law Enforcement
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At the Social Simulation and Serious Games special track at ESSA 2014, Jeroen Linssen gave this talk about his ideas for a serious game for the improvement of social awareness of police officers and why he thinks that game mechanics can be used to offer a better learning experience than simply having a strict simulation of a certain situation.
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Jeroen Linssen: Beyond Simulations: Serious Games for Training Interpersonal Skills in Law Enforcement
- 1. Beyond Simulations: Serious Games for Training Interpersonal Skills in Law Enforcement Jeroen Linssen | PhD candidate Human Media Interaction University of Twente Thomas de Groot Merijn Bruijnes, Mariët Theune
- 2. • Discuss connections between (social) simulations and games • Convince you that games can add something to simulations Social interaction model Goal Beyond the model: games LOITER Implementations & implications 2/19
- 3. Social interaction model Serious games LOITER Implementations • Gaining social insight • Improving awareness of causality in interactions • Domain: law enforcement • Peacefully resolving conflicts Social awareness 3/19
- 4. Social interaction model Serious games LOITER Implementations • Analysed behaviour (corpus) • Semantic frame • Which factors play an important role? • From practice to theory Modelling social interactions 4/19
- 5. Social interaction model Serious games LOITER Implementations • Stance: the interpersonal circumplex (Leary, 1957) • Face (Goffman, 1955) • Need for autonomy • Need for approval Dominance • Rapport: feeling ‘in sync’ with someone (Tickle-Degnen & Rosenthal, 1992) • From theory to practice: abstract model Factors in social interactions Affection Aggressive Leading Introverted Following 5/19
- 6. Social interaction model Serious games LOITER Implementations • Simulating interactions • Serious game: “A game that has a goal other than entertainment” • Simulations vs. games? Beyond the model 6/19
- 7. Social interaction model Serious games LOITER Implementations • Simulations • Abstractions • Models meant to replicate reality • Games • Abstractions • Models meant to replicate… some world? • Playful/fun/entertaining? (Duke & Geurts, 2004) Simulations and games 7/19
- 8. Social interaction model Serious games LOITER Implementations • Board game by T-Xchange • Police vs. juveniles • Police trainees act as juveniles • Evokes discussion Example: ‘Samen Hangend’ (Sequacious) 8/19
- 9. Social interaction model Serious games LOITER Implementations • Feedback and reflection highly important! • Simulations • Experiential learning • Discussion afterwards • Serious games • Lemniscate Model (Koops & Hoevenaar, 2012) Game Learning Towards learning 9/19
- 10. Social interaction model Serious games LOITER Implementations • Interaction with virtual agents • Let agents use theories on social interaction LOITER: Interaction with virtual characters 10/19
- 11. Social interaction model Serious games LOITER Implementations • A player plays a character • In-character vs. out-of-character Character Actor I am a typical teenager Whatever, just leave me alone! Players and characters 11/19
- 12. Social interaction model Serious games LOITER Implementations • (Nordic) live action role play • Meta-technique: communicating out-of-character information • Examples: inner monologue, flashback/forwards Meta-techniques 12/19
- 13. Social interaction model Serious games LOITER Implementations • Complexity levels of interaction/learning goals • Between interactions, feedback through discussion between character and player • Lemniscate model: play and reflect Meta-technique: ‘Act break’ 13/19
- 14. Social interaction model Serious games LOITER Implementations • Provide insight into characters’ minds • Inspiration: thought bubbles from comics, games • Less intrusive to story flow, still play/reflect cycle Meta-technique: ‘Inner monologue’ 14/19
- 15. Social interaction model Serious games LOITER Implementations 2D Multi-modal Interfaces 15/19
- 16. Social interaction model Serious games LOITER Implementations 2D • More abstract • More playful • More difficult to translate in-game knowledge to real-world knowledge? Multi-modal • Closer to real life • Less playful? • Easier to translate knowledge? • Different expectations • Character behaviour • World properties Effects of representations 16/19
- 17. Social interaction model Serious games LOITER Implementations • ‘Golden demo’ • Other techniques • Online adaptation • Storytelling techniques (flashbacks, focalization) • Evaluation: which factors contribute to learning? Future work 17/19
- 18. Take Home Message Games can be used to let people learn about social interactions in ways different from what simulations offer. 18/19
- 19. Thanks Thanks for listening! listening! Let’s Let’s discuss... mail j.m.linssen@utwente.nl blog jmlin.eu/phd Social Simulation and Serious Games ss4sg.eu commit-nl.nl And they learned happily ever after... 19/19
- 20. • Bruijnes, M., Linssen, J.M., op den Akker, H.J.A., Theune, M., Wapperom, S., Broekema, C., & Heylen, D.K.J. (2014). Social Behaviour in Police Interviews: Relating Data to Theories, in Poggi, I., Vincze, L., & Vinciarelli, A. (eds.) Conflict and Negotiation: Social Research and Machine Intelligence, Springer, Berlin. • Linssen, J.M., Theune, M., & de Groot, T.F. (2013). What Is at Play? Meta-techniques in Serious Games and Their Effects on Social Believability and Learning. In Proceedings of the Social Believability in Games Workshop. • van Oostendorp, H., van der Spek, E.D., & Linssen, J.M. (2014). Adapting the Complexity Level of a Serious Game to the Proficiency of Players. EAI Endorsed Transactions on Serious Games, 14(2). Publications 20/19
- 21. • Belarbi, S., Bergström, K., Ebbehøj, S. L., Hansen, E. E., Fatland, E., Giæver, O. P., … Westlund, A. (2010). Nordic larp. (J. Stenros & M. Montola, Eds.). • Duke, R. D., & Geurts, J. (2004). Policy games for strategic management. Rozenberg Publishers. • Graesser, A.C., Olde, B., and Klettke, B. (2002). How does the mind construct and represent stories? In M.C. Green, J.J. Strange & T.C. Brock (Eds.), Narrative Impact: Social and Cognitive Foundations (231-263). Mahwah NJ: Lawrence Erlbaum Associates. • Koops, M., & Hoevenaar, M. (2012). Conceptual Change During a Serious Game: Using a Lemniscate Model to Compare Strategies in a Physics Game. Simulation & Gaming, 44(4), 544–561. • Swartjes, I. M. T. (2010). Whose story is it anyway? How improv informs agency and authorship of emergent narrative. Centre for Telematics and Information Technology University of Twente. • XKCD.com, comic 1089 [http://www.xkcd.com/1089] References 21/19
- 22. • Human Media Interaction: http://hmi.ewi.utwente.nl • T-Xchange: http://www.txchange.nl • RE-liON: http://www.re-lion.com Links 22/19
Editor's Notes
- My background
- Learning goal: get insight that juveniles want to hang together and that you have to disperse them Various ways to do so When a group gets large, it can become larger even faster
- Scenario: loitering juveniles, player has to resolve conflict No pre-scripted storyline to let players experience what could actually happen; providing lots of agency
- Again, the distinction between story world and meta-world Meta-technique: as the name implies... used to enrich story!
- Explanation in terms of social theories Adaptation: if the player asks questions about one type of action or fails to answer questions from the character correctly, then add more of that behaviour to the next interaction
- Examples from games? (TWD, The Sims)
- Next slide: Now, to make characters behave believably...
- Having said that, I want to thank you all for listening.