Simulation of Workplace Harassment in 3D Worlds
Jette Sponholz, Eike Born, University of Hamburg, Germany ; Torsten Reiners, Curtin University of Technology, Australia
EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Role play with avatars is a rather common application for virtual worlds. Using avatars allows an immersive experience for the user and a better identification with the anticipated role; i.e. in comparison to reality where acting in front of the class might humiliate the student. Here, we looked at workplace harassment and how we could achieve a first awareness for employee; i.e. if they are afraid of overreacting and embarrassing themselves. The simulator does not intend to replace any other forms of handling workplace harassment but increasing the awareness. The participant has to go through an office while wearing special outfits. At different locations, the avatar is confronted with reactions from colleagues which have to be rated as negative, neutral, or positive in relation to the scenario. The later assessment is evaluated and explained with respect to the expected behavior: the participant might realize where workplace harassment can start and how to handle certain situations.
Sponholz, J., Born, E. & Reiners, T. (2010). Simulation of Workplace Harassment in 3D Worlds. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3862-3865). Toronto, Canada: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Wales Brown, Empire State College Graduate Student Collaborative, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 569–575
Torsten Reiners, University of Hamburg, Germany
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 549–551
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