Goal-based Scenarios Research Articles

The effects of goal-based scenarios used for programming education of 5th graders

ABSTRACT The aim of this study is to investigate the effects of the integration of goal-based scenario (GBS) approach into a block-based coding instruction. Scratch platform was used to find out the effects of GBSs on programming skills of students, who did not have any programming experience. GBSs were used during practice and the development in students’ weekly products was examined. This study was designed on the basis of mixed methodology. The quasi-experimental part includes experimental and control groups. The groups received the same lecture by the same lecturer, but in the laboratory sessions the practicing approach was designed separately. The experimental group received GBS integrated tasks. The scenario flow of each week occurred through an existing character. The students completed 10 products during one semester. The scores of students’ weekly products, observation notes of the researchers, pre and post-test scores, and interview data were analyzed and used in a complimentary manner. The analyses showed that GBS integration significantly affected the knowledge and skill improvement in block-based programming. The knowncontributions of block-based tools were also observed, but the realistic nature of GBSs contributed the programming instruction in the affective dimension. They served as tools for motivation, scaffolding, and monitoring.

Investigating educational affordances of virtual reality for simulation-based teaching training with graduate teaching assistants

This study investigated the affordances and constraints of a VR-based learning environment for the teaching training of university graduate teaching assistants in relation to the task, goal-based scenarios, and learning support design. Seventeen graduate teaching assistants participated in a multiple-case study with an OpenSimulator-supported, simulation-based teaching training program. The study indicated that the VR-based learning environment fostered participants’ performance of interactive teaching and demonstrative instruction, while training them to notice and attend to students’ actions/reactions during the instruction. On the other hand, there is a competition between physical reality and functional intelligence in the VR environment. We propose the integration of experience, affordance, and learner analyses in planning and designing a VR-supported learning intervention.

Research on tools to enhance the story effects of story type teaching materials by e-learning

E-learning, which essentially refers to learning digitally, has been around for some time, with the 'teaching machine' invented in 1954 to enable schools to administer programmed instruction to students and then, in 1960, the first computer-based training programme was developed. In the past decade, the potential for e-learning has blossomed, with the advent of more and more virtual spaces and resources. With more e-learning solutions now available than ever before, the phenomenon has never been more accessible but has the true potential of e-learning been realised and are people aware of what it can offer them? Dr Atsue Takeoka is a researcher working with the Graduate School of Instructional Systems (GSIS) at Kumamoto University, Japan, who is interested in exploring the true potential of e-learning and spreading the message of its importance. She has a particular interest in story-based learning. 'Enhancing the story using story-based teaching materials is not about making the story better, it is about finding the factors that bring learners closer to the story,' she highlights. 'Story-based learning is an effective way to maximise the potential of e-learning. I would like to find more ways to increase the potential of e-learning.' Takeoka and her team are interested in something called the story-based curriculum (SCC), which is a curriculum based on goal-based scenarios (GBS) that incorporates mistakes into a computer-based story. This led to the development of the GSIS-SCC, whereby instead of being done as a virtual simulation on a computer, GBS is done in real-world situations. 'SCC has three major features,' outlines Takeoka. 'The first is to use human teachers. The second is to use existing content without developing it as much as possible. The third is to learn from the team. And, GSIS-SCC has another feature. It regularly provides opportunities for reflection.'

"GBS(목적기반시나리오)이론을 활용한 NCS 기반 이러닝 콘텐츠 개발에 대한 연구 ; 사이버대학 색채디자인 교육을 중심으로"

"GBS(목적기반시나리오)이론을 활용한 NCS 기반 이러닝 콘텐츠 개발에 대한 연구 ; 사이버대학 색채디자인 교육을 중심으로"

ゴールベースシナリオ(GBS)理論に基づく情報活用能力育成教育の実践

ゴールベースシナリオ(GBS)理論に基づく情報活用能力育成教育の実践

An Example Implementation of Schank’s Goal-Based Scenarios

The Goal-based Scenario method is a design model for applying simulations to instruction. This portfolio item describes an implementation of Goal-based Scenarios for the teaching of statistics. The application demonstrates how simulations can be contextualized and how they can allow learners to engage in legitimate inquiry in the pursuit of their instructional goals.

Interpreting Bounded Rationality in Business and Industrial Marketing Contexts: Executive Training Case Studies

Abstract This article provides training exercises for executives into interpreting subroutine maps of executives’ thinking in processing business and industrial marketing problems and opportunities. This study builds on premises that Schank proposes about learning and teaching including (1) learning occurs by experiencing and the best instruction offers learners opportunities to distill their knowledge and skills from interactive stories in the form of goal-based scenarios, team projects, and understanding stories from experts. Also, (2) telling does not lead to learning because learning requires action—training environments should emphasize active engagement with stories, cases, and projects. Each training case study includes executive exposure to decision system analysis (DSA). The training case requires the executive to write a “Briefing Report” of a DSA map. Instructions to the executive trainee in writing the briefing report include coverage in the briefing report of (1) details of the essence of the...

Case-based reasoning-inspired approaches to education

This commentary briefly reviews work on the application of case-based reasoning (CBR) to the design and construction of educational approaches and computer-based teaching systems. The CBR cognitive model is at the core of constructivist learning approaches such as Goal-based Scenarios and Learning by Design. Case libraries can play roles as intelligent resources while learning and frameworks for articulating one's understanding. More recently, CBR techniques have been applied to design and construction of simulation-based learning systems and serious games. The main ideas of CBR are explained and pointers to relevant references are provided, both for finished work and on-going research.

The Use of Role-Playing in the Teaching of Economics

This paper provides a framework for using role-playing exercises in the economics classroom. Also known as goal-based scenarios, role-playing exercises are based on the theory that students learn more effectively through cognitive conflict. Such exercises give students the opportunity to consider opposing theories and positions in an uncertain environment. Using two scenarios - one for a course on economic development and the other for an intermediate class in macroeconomics - the author provides step-by-step explanations of how role-playing can be used to provide students with a deeper appreciation of the complexities encountered in formulating economic policies. Finally, this paper demonstrates how these exercises can be augmented with writing assignments that may qualify a course for a writing-across-the-curriculum (WAC) designation.

Problem-based learning: a case study in providing e-health education using the Internet.

The current trend among many universities is to increase the number of courses available online. However, there are fundamental problems in transferring traditional education courses to virtual formats. Delivering current curricula in an online format does not assist in overcoming the negative effects on student motivation which are inherent in providing information passively. Using problem-based learning (PBL) online is a method by which computers can become a tool to encourage active learning among students. The delivery of curricula via goal-based scenarios allows students to learn at different rates and can successfully shift online learning from memorization to discovery. This paper reports on a Web-based e-health course that has been delivered via PBL for the past 12 months. Thirty distance-learning students undertook postgraduate courses in e-health delivered via the Internet (asynchronous communication). Data collected via online student surveys indicated that the PBL format was both flexible and interesting. PBL has the potential to increase the quality of the educational experience of students in online environments.

Fostering the Suspension of Disbelief: The Role of Authenticity in Goal-Based Scenarios

Goal-based scenarios (GBSs) have become a mainstay of Andersen Consulting’s 900 million dollar efforts to train its employees. Utilizing a theoretical framework based upon social constructivist theory, we create classroom learning environments that use theatrical elements to simulate real-world client engagements. The suspension of disbelief, however, is one factor that can be detrimental to human learning in immersive simulations. This paper describes one of our school designs, constructs a theoretical framework to support our approach, examines some of the factors associated with the suspension of disbelief, and makes recommendations for enhancing the authenticity of goal-based scenarios.

Goal-Based Scenarios: A Radical Look at Education

(1994). Goal-Based Scenarios: A Radical Look at Education. Journal of the Learning Sciences: Vol. 3, No. 4, pp. 429-453.

Sickle Cell Counselor: A Prototype Goal-Based Scenario for Instruction in a Museum Environment

Goal-Based Scenarios (GBSs) provide a framework for the design of instruction—a framework in which the student plays a role within a simulation, acquiring knowledge and skills in the process of pursuing a meaningful goal within the simulation context. Sickle Cell Counselor, a computer program designed to teach museum visitors about sickle cell disease by placing them in the role of a genetic counselor, is the first step in our development of GBSs. While using Sickle Cell Counselor, a museum visitor advises couples about the difficult decision of whether or not to have children when there is a substantial genetic risk of the disease. To carry out this task, the visitor can perform simulated laboratory tests and ask questions of several experts via interactive video. In this article, we describe Sickle Cell Counselor in terms of the GBS framework, present a detailed example of interaction with the system, and discuss the results of three evaluation studies.

The Design of Goal-Based Scenarios

Outside school, people typically learn during their experiences while addressing desired goals. The Goal-Based Scenario (GBS) framework describes computer-based learning environments that exploit this simple fact. In this article, we propose a structure and a set of design criteria for learn-by-doing environments that enable students to work towards desired goals. A key issue we address is the content to be taught by GBSs. Because skills are the form of knowledge that, when applied, enable students to achieve valued goals, we argue that GBSs should be designed to teach a set of target skills required to achieve a specified goal. Two programs we built prior to specifying GBSs but motivated by many of the same ideas will be analyzed according to the proposed principles. We conclude by briefly describing tools currently under development to facilitate the construction of GBSs.