In our course for LRNT526, our group (Shelley Dougan, Wendy Grymaloski, Sandra Norum and I) has been asked to select a digital learning technology and to critically analyze it. Our team has chosen to examine a choose your own adventure branching scenario simulation called Skills Practice: A home visit. In this interactive simulation, the player assumes the role of a community health nurse assigned to complete a home visit with a fictitious but realistic client to mimic completing a mental health assessment. This game promotes the application of knowledge and skills related to establishing a nurse-client relationship (Ryerson University, 2015). While playing, participants are shown short videos from a nurse’s first-person perspective and then prompted for what to do next. Based on their choice, another video will be shown and feedback will be given on the quality of their decision.
This choose your own adventure game is based on H5P technology. H5P is a technologically enhanced interactive learning tool used to create mobile-friendly, interactive HTML5 content (Rekhari & Sinnayah, 2018). Aside from branching scenarios, there are many other types of H5P content possible, such as interactive video, course presentation, flashcards, quiz question sets, documentation tools, and instructional text. H5P is a tool used to promote critical thought and construct knowledge (Rekhari, n.d.) and it is used by many higher education institutions to embed activities within their online learning management systems (Sinnayah et al., 2021).
Branching scenario simulations use features such as still images or graphics, video, sound, and special effects (Bell et al., 2008), to give learners the opportunities to make choices, reflect, adjust, and therefore construct their own knowledge. Branching scenarios have been used in a number of different disciplines including: Business (Bell et al., 2008; Farrell, 2005), Information Technology (Dincelli & Chengalur-Smith, 2020), Medicine and Health Sciences (Onstott, 2019), Science (such as Physics, Chemistry and Biology) (Breakey et al., 2008), English and Social Sciences (Arief Wicaksono et al., 2021; Cairns et al., 2017; Panjaitan, 2016), and even teacher training (Kaufman & Ireland, 2016).
From our initial research, branching scenario simulations afford many benefits, but also come with a few downsides. Branching scenarios can be a very effective way to review or reinforce prior knowledge where behaviours can be practiced or assessed (i.e. formative assessment) (Jinks et al., 2012; Kaufman & Ireland, 2016). Additionally, when built using H5P, branching scenarios can optionally be shared, downloaded, adapted, or embedded by others, because H5P is an open educational resource (OER) (Sinnayah et al., 2021).
Some of the downsides of using branching scenario simulations include a high cost of development and significant time commitment. As shown in Figure 1, of the available H5P content options, the branching scenario is the most complex and time-consuming to create but has the ability to convey the most information. Will teachers have the time and the technical ability to create this labour-intensive content?
Figure 1
Common H5P Content Types Comparing Information and Time to Create
Note. Branching scenario is at the bottom-right indicating a high amount of time required to create and a high amount of information within this H5P content type. From “Intro to H5P for Mohawk College” by French, P., 2020, slide 7 (https://h5pstudio.ecampusontario.ca/content/309). Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
As we explore this scenario-based learning technology, we are asking other teams for your thoughts, opinions, and feedback. Have you ever heard of scenario-based learning and/or H5P? Have you ever used either? Would you consider using scenario-based learning in your class? Why or why not?
References
Arief Wicaksono, J., Budi Setiarini, R., Ikeda, O., & Novawan, A. (2021). The Use of H5P in Teaching English.
Bell, B. S., Kanar, A. M., & Kozlowski, S. W. J. (2008). Current issues and future directions in simulation-based training in North America. International Journal of Human Resource Management, 19(8), 1416–1434. https://doi.org/10.1080/09585190802200173
Breakey, K. M., Levin, D., Miller, I., & Hentges, K. E. (2008). The use of scenario-based-learning interactive software to create custom virtual laboratory scenarios for teaching genetics. Genetics, 179(3), 1151–1155.
Cairns, G., Wright, G., Fairbrother, P., & Phillips, R. (2017). ‘Branching scenarios’ seeking articulated action for regional regeneration – A case study of limited success. Technological Forecasting and Social Change, 124, 189–202. https://doi.org/10.1016/j.techfore.2017.01.014
Dincelli, E., & Chengalur-Smith, I. (2020). Choose your own training adventure: designing a gamified SETA artefact for improving information security and privacy through interactive storytelling. European Journal of Information Systems, 29(6), 669–687.
Farrell, C. (2005). Perceived Effectiveness of Simulations in International Business Pedagogy. Journal of Teaching in International Business, 16(3), 71–88. https://doi.org/10.1300/J066v16n03_05
French, P. (2020). Intro to H5P for Mohawk College. https://h5pstudio.ecampusontario.ca/content/309
Jinks, A., Norton, G., Taylor, M., & Stewart, T. (2012). Scenario-based learning: Experiences in the development and application of a generic teaching software tool. In Professional education using e-simulations: Benefits of blended learning design (pp. 346–369). IGI Global.
Kaufman, D., & Ireland, A. (2016). Enhancing teacher education with simulations. TechTrends, 60(3), 260–267.
Onstott, K. L. (2019). Perceived Impact of Virtual Scenario-Based Branching Simulations Among Radiology Program Students.
Panjaitan, R. L. (2016). Implementing a “choose your own adventure” method in teaching basic concepts of sound to primary-school teacher candidate students. Journal of Physics: Conference Series, 739(1), 12104.
Rekhari, S. (n.d.). Using H5P as an active learning opportunity in your content. Retrieved April 17, 2021, from https://learningandteaching-navitas.com/using-h5p-active-learning-opportunity-content/
Rekhari, S., & Sinnayah, P. (2018). H5P and innovation in anatomy and physiology teaching. Research and Development in Higher Education:[Re] Valuing Higher Education: Volume 41: Refereed Papers from the 41st HERDSA Annual International Conference. 2-5 July 2018, Convention Centre, Adelaide, 41, 191–205.
Ryerson University. (2015). Skills Practice: A Home Visit. https://de.ryerson.ca/games/nursing/mental-health/game.html#/
Sinnayah, P., Salcedo, A., & Rekhari, S. (2021). Reimagining physiology education with interactive content developed in H5P. Advances in Physiology Education, 45(1), 71–76. https://doi.org/10.1152/ADVAN.00021.2020
Suggested Resources
Brame, C. Active learning. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/active-learning/
Malamed, C. (n.d.). Creating interactive content with H5P. The eLearning Coach. https://theelearningcoach.com/media/creating-interactive-content-h5p/
Snegirev, S. (2017, January 5). The branching scenario method: Linear vs. non-linear branching scenarios. eLearning Industry. https://elearningindustry.com/branching-scenario-method-linear-non-linear-branching-scenarios
Featured Image: “Branch” by andrewcaliber, RU from the Noun Project
April 24, 2021
Great topic!
I have never used scenario-based simulation as a teacher or student. However, I have heard of it and would certainly consider using it if, given sufficient time for training and material creation, I found it would help meet my course objectives. I am curious how much time, effort, and training would be needed to create such materials and if it would be worthwhile to do so, or if other learning tools would be equally effective, but require less time and effort. How do branching scenario simulations compare to other tools regarding the effectiveness of student learning in various disciplines?
In the case of health care, I’m sure empathy and compassion are key qualities a worker must have to do their job well. Has there been any research related to whether such soft skills are, or could/should be, developed in these simulations? Are simulations too simplistic to truly depict real situations? While some sources extol simulations as a safe way to simulate potentially real situations, others debate that they are an imperfect substitute and showcase the irony of using computers to learn how to better interact with other humans (Noonoo, 2019). Interesting perspectives!
This tool appears to have great potential in a wide variety of learning situations. My background is in second language learning, and I could see this being very effective for language practice in an authentic cultural setting. Great blog post, and I look forward to hearing more about each member’s exploration into branching scenario simulations.
Noonoo, S. (2019, August 5). Can virtual simulations teach a human skill like empathy?. EdSurge. https://www.edsurge.com/news/2019-08-05-can-virtual-simulations-teach-a-human-skill-like-empathy
April 24, 2021
Hi Sherry,
We have a couple of things in common. I am new to H5P, and I was an ELL teacher in our International Program before this pandemic hit! I had two questions when the team introduced me to H5P: 1. How might this H5P delivery technology promote more learner participation? and 2. Is the benefit of using this technology worth the time and effort needed to create? Using a video branching scenario simulation (with class discussion) seems like a good idea if we could find already-made content. I would consider creating one with ELL students. I don’t see the benefit in my current teaching context (Science 9) because I prefer to socialize students face-to-face and use screen time in other ways. Students enjoy hands-on labs (many of my students head to the trades after high school). I did find other H5P ELL applications ready for use. Check this out: https://h5pstudio.ecampusontario.ca/content/4138
April 28, 2021
Hey,
Man! Sometimes I forget how much I use to use H5P, it is a lot of work, but when everything comes together, it is fantastic. I would greatly appreciate it if you guys posted your final project. Still, nothing is more frustrating than spending 10s of hours developing a tremendous activity, and no one completes it because it is too much work…
The idea of branching scenarios seems to parallel state machines we often use in coding (especially games). It is funny how we expect educators to have so many skills nowadays that the job description could involve any activity or skill. It does seem we are at the precipice of a new style of educator that can create content by utilizing the technological affordances each technology offers.
May 1, 2021
As someone who doesn’t have a coding background, I don’t find it too bad (though I have had to learn a bit of html for Moodle LMS). I do think my background x-ray and constant changing technology gives me an advantage in technology adaptation that perhaps is not a prevalent with people who come from a educational background. Just another thing to add to the role of an educator, right?
May 1, 2021
Mike,
Thanks for the post. I struggled to find a use for H5P branching scenarios in Science 9, and you sparked an idea in my head you may see shortly. I do have a question, though, about “no one completes it because it is too much work.” Are you referring to students? If so, students might be onto something. Perhaps teachers should give tasks students can complete as quickly and efficiently as possible, so they have more time to socialize in their own virtual (or real) world of fun? I have developed the “if, then model” when it comes to tech. If my time to create the activity is greater than the total time the activity is “collectively” used by students, then it’s not happening. Not because I’m lazy, but because I’m overstepping my role. It’s not about me and what I do; it’s about the students and what they do.