Human Interaction Skills Development: A Learning Simulation to Identify and Help Students in Mental Distress

Glenn Albright · Ralph Vacca

Thu., June 11, 2:00–3:00, Inn Wisconsin (2nd floor, East/Southeast)

This presentation provides detailed analysis and examples of the interactive–design mechanics embedded in simulations targeting skills of human–interaction, such as approaching and referring people experiencing mental distress (e.g., depression, suicidal thoughts, or post–traumatic stress).

The presentation will revolve around a web–based learning simulation, entitled At–Risk, which was developed by Kognito Interactive in partnership with the Mental Health Association of NYC, a leading behavioral health association in New York that administers the National Suicide Prevention LifeLine (1–800–273–TALK) as well as the 9/11 Mental Health and Substance Abuse Programs. At–Risk was designed to help university faculty identify and approach students in mental distress and refer them to their campus counseling center. Using Kognito’s award–winning Human–Interaction Simulation Platform, it enables learners to engage in simulated, menu–driven conversations with virtual characters who exhibit behaviors associated with depression, substance abuse, aggression, and thoughts of suicide.

Our analysis of the learning design will include discussions about interactive mechanics that were implemented and tested—including those that were removed based on the results of user testing—such as situated advice, abstracted decision labels, control of failure states, avoidance of negative behavior options, etc. These mechanics will be explored within the context of emerging research in neuroscience, specifically the relevance and importance of repetitious, targeted, purposeful behavior that builds abstracted mental models to guide the learner’s behavior in situations that are similar yet distinct from those in the simulation.

In our presentation we hope to present findings on our ongoing assessment of At–Risk, which is being conducted in partnership with Baruch College, City University of New York. Our research seeks to formally measure the simulation’s impact on attitude, knowledge, and performance on situational–judgment tasks when compared to traditional, non–experiential educational materials, such as information brochures. Beyond this formal assessment, our existing data on efficacy stems largely from informal assessments with representative sample groups which have yielded significantly positive satisfaction and utility ratings.