{"id":403,"date":"2021-04-18T14:15:02","date_gmt":"2021-04-18T21:15:02","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/?p=403"},"modified":"2021-04-18T14:15:02","modified_gmt":"2021-04-18T21:15:02","slug":"branching-scenario-simulations-in-h5p","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/branching-scenario-simulations-in-h5p\/","title":{"rendered":"Branching Scenario Simulations in H5P"},"content":{"rendered":"

In our course for LRNT526, our group (Shelley Dougan<\/a>, Wendy Grymaloski<\/a>, Sandra Norum<\/a> 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<\/a>. 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.<\/span><\/p>\n

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).<\/span><\/p>\n

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).<\/span><\/p>\n

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).<\/span><\/p>\n

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?<\/span><\/p>\n

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Figure 1<\/span><\/strong><\/p>\n

Common H5P Content Types Comparing Information and Time to Create<\/em><\/span><\/p>\n

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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<\/a>). Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.<\/span><\/p>\n

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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?<\/span><\/p>\n

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References<\/span><\/p>\n

Arief Wicaksono, J., Budi Setiarini, R., Ikeda, O., & Novawan, A. (2021). The Use of H5P in Teaching English<\/em>.<\/span><\/p>\n

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<\/em>, 19<\/em>(8), 1416\u20131434. https:\/\/doi.org\/10.1080\/09585190802200173<\/a><\/span><\/p>\n

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<\/em>, 179<\/em>(3), 1151\u20131155.<\/span><\/p>\n

Cairns, G., Wright, G., Fairbrother, P., & Phillips, R. (2017). \u2018Branching scenarios\u2019 seeking articulated action for regional regeneration \u2013 A case study of limited success. Technological Forecasting and Social Change<\/em>, 124<\/em>, 189\u2013202. https:\/\/doi.org\/10.1016\/j.techfore.2017.01.014<\/a><\/span><\/p>\n

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<\/em>, 29<\/em>(6), 669\u2013687.<\/span><\/p>\n

Farrell, C. (2005). Perceived Effectiveness of Simulations in International Business Pedagogy. Journal of Teaching in International Business<\/em>, 16<\/em>(3), 71\u201388. https:\/\/doi.org\/10.1300\/J066v16n03_05<\/a><\/span><\/p>\n

French, P. (2020). Intro to H5P for Mohawk College<\/em>. https:\/\/h5pstudio.ecampusontario.ca\/content\/309<\/a><\/span><\/p>\n

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<\/em> (pp. 346\u2013369). IGI Global.<\/span><\/p>\n

Kaufman, D., & Ireland, A. (2016). Enhancing teacher education with simulations. TechTrends<\/em>, 60<\/em>(3), 260\u2013267.<\/span><\/p>\n

Onstott, K. L. (2019). Perceived Impact of Virtual Scenario-Based Branching Simulations Among Radiology Program Students<\/em>.<\/span><\/p>\n

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<\/em>, 739<\/em>(1), 12104.<\/span><\/p>\n

Rekhari, S. (n.d.). Using H5P as an active learning opportunity in your content<\/em>. Retrieved April 17, 2021, from https:\/\/learningandteaching-navitas.com\/using-h5p-active-learning-opportunity-content\/<\/a><\/span><\/p>\n

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<\/em>, 41<\/em>, 191\u2013205.<\/span><\/p>\n

Ryerson University. (2015). Skills Practice: A Home Visit<\/em>. https:\/\/de.ryerson.ca\/games\/nursing\/mental-health\/game.html#\/<\/span><\/p>\n

Sinnayah, P., Salcedo, A., & Rekhari, S. (2021). Reimagining physiology education with interactive content developed in H5P. Advances in Physiology Education<\/em>, 45<\/em>(1), 71\u201376. https:\/\/doi.org\/10.1152\/ADVAN.00021.2020<\/a><\/span><\/p>\n

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Suggested Resources<\/span><\/p>\n

Brame, C. Active learning. Vanderbilt University Center for Teaching.<\/em> https:\/\/cft.vanderbilt.edu\/guides-sub-pages\/active-learning\/<\/a><\/span><\/p>\n

Malamed, C. (n.d.). Creating interactive content with H5P. The eLearning Coach.<\/em> https:\/\/theelearningcoach.com\/media\/creating-interactive-content-h5p\/<\/a><\/span><\/p>\n

Snegirev, S. (2017, January 5). The branching scenario method: Linear vs. non-linear branching scenarios. eLearning Industry.<\/em>\u00a0 https:\/\/elearningindustry.com\/branching-scenario-method-linear-non-linear-branching-scenarios<\/a><\/span><\/p>\n

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Featured Image: “Branch”<\/a> by andrewcaliber<\/a>, RU from the Noun Project<\/a><\/span><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

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 […]<\/p>\n","protected":false},"author":187,"featured_media":409,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[81,84,83,23,48,85,86,87,82],"class_list":["post-403","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lrnt526","tag-branching-scenario","tag-critical-analysis","tag-e-learning","tag-ed-tech","tag-formative-assessment","tag-h5p","tag-interactive-learning","tag-problem-based-learning","tag-simulation"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/posts\/403","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/users\/187"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/comments?post=403"}],"version-history":[{"count":5,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/posts\/403\/revisions"}],"predecessor-version":[{"id":436,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/posts\/403\/revisions\/436"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/media\/409"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/media?parent=403"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/categories?post=403"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/tags?post=403"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}