H5P

Wendy Grymaloski

What is our Learning Event?

H5P Branching Scenarios

What is H5P?

What is a Branching Scenario?

H5P is a technologically enhanced interactive learning tool used to create mobile-friendly, interactive HTML5 content. H5P also makes possible, 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

A Branching scenerio uses features such as still images or graphics, video, sound, and special effects to give learners the opportunities to make choices, reflect, adjust, and therefore construct their own knowledge.

We chose a 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.

Scholars Playing With Simulations

Shelley Dougan

Patrick Guichon

Wendy Grymaloski

Sandra Norum

Meet the Team

Click on our pictures to learn about us and our specific industry interests

I have worked in education for 15 years. For the last 10 years, I have specialized as a curricularist with at-risk youth, and with a senior secondary distributed learning school as an assistive learning specialist working with students in various capacities. Link to my MALAT blog.

As an instructor at BCIT, I teach into a number of post-secondary diploma programs teaching computer programming, web development and IT (information technology) administration. Link to my MALAT blog.

My teaching context is a Science 9 face-to-face setting in a grade 8-12 public school in rural British Columbia. Families in the area value spending time outside. Some of our students attend post-secondary, but most end up working in tourism or in the trades. Many of our students suffer from mental health issues, and several students require academic, social, and financial support. Link to my MALAT blog.

I am an educator in healthcare, specifically x-ray technologist. My college (College of New Caledonia) is centered out of Prince George, but our students train all over northern BC. While students are expected to have a high level of computer technology knowledge upon entry to the program, our geographical area is plagued by unreliable access to the internet. Despite a culture of high technology adaptation in the profession, this unreliable internet affects our ability to deliver a consistent virtual learning environment. Link to my MALAT blog.

EQUITY

Does H5P offer standards of equity that can bridge gaps?

EFFICIENCY

What is the bottom line on efficiency and H5P?

EFFECTIVENESS

H5P looks cool, but is it effective?

ENGAGEMENT

Will H5p engage a learner? To what extent?

H5P Branching Scenario

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HERE WE LOOK AT THE EQUITY OF BRANCHING SCENARIO TECHNOLOGY

Ensure video is culturally and gender-sensitive

Follow Universal Design for Learning Principles

Create a community of learners

students work collaboratively to design, build, and record

MAIN CONsIDERATIONS

CLICK below TO SEE A DETAILED REVIEW

EQUITY

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Equity refers to giving all learners what they need to be successful. From an educator’s point of view, this also means finding ways for learners to relate to the learning experience. Using H5P branching scenario simulations, in particular, the use of video makes addressing equity a challenge. For example, in the learning event, Skills Practice: A home visit, there are several inequities. First, a nurse visiting a Russian stereotypical male-female couple is not culturally or gender-sensitive. Secondly, the recorded videos do not follow the universal design for learning principles (CAST, 2018). In other words, there are no subtitles, transcripts, allowances for speed control, or choices of screen colour and contrast. Lastly, by having students work independently, there is a lost opportunity to work collaboratively as a community of learners. The specific issue in using this delivery technology is that a school has a limited supply of technology, and therefore, personal smartphones would be required. Using smartphones to view branching scenarios individually is not something some teachers would consider. Smartphones are currently banned across public schools in France, Israel, parts of Canada, and parts of Australia (Selwyn & Aagaard, 2021) due to the adverse effects on student learning and well-being. But, if we adjusted the pedagogy to foster meaningful, purposeful, and sustainable learning and equity in the classroom (Mutekwe, 2014), the use of this technology may be more effective. An alternative to individually viewing the scenarios would be to challenge learners to collaboratively design, build, and record their scenarios, experiencing the use of the technology as a community of learners. .

HERE WE LOOK AT THE ENGAGEMENT OF BRANCHING SCENARIO TECHNOLOGY

AUTHENTIC VIDEOS

SHORT VIDEOS TO IMPROVE ATTENTION SPAN

Scenario specific relevance

CHALLENGING TASKS

MAIN CONsIDERATIONS

CLICK to the left TO SEE A DETAILED REVIEW

ENGAGEMENT

Provides guiding and interactive questions

Focused goals

Affirmation of performance

Choice

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Branching scenario simulations can be very engaging when they incorporate authentic videos broken into short segments. This segmentation according to Brame (2016) improves cognitive load because it allows learners to engage with small pieces of new information and gives them control over the flow of that new information (Brame, 2016, p. 2). Branching scenario simulations also incorporates a number of techniques which, according to Brame (2016), help to make videos more engaging such as providing scenario-specific relevance, and providing guidance and interactive questions (Brame, 2016, p. 3). Branching scenario simulations also have many game-like elements which improve engagement such as focused goals, challenging tasks, affirmation of performance, choice, and authenticity (Dickey, 2005). Branching scenario simulations can improve self-efficacy (one's beliefs in one's ability to achieve a task) Bandura (1977) because successful experiences performing a task will build positive self-efficacy beliefs (Hodges, 2008, p. 14). Branching scenario simulations provide students with the ability to make decisions in a low-risk environment which boosts their self-confidence and helps them succeed (Masha'al & Rababa, 2020; Moreno-Ger et al., 2008). Students can repeat the branching scenarios as many times as they need to get the right answers and master the desired outcomes. However, branching scenario simulations may not be engaging to everyone. Amotivation, which is having no intention for learning the content or not knowing the reasons behind the learning activity, can lead to not being interested and engaged (Gagné & Deci, 2005). For example, our learning event, Skills Practice: A home visit by Ryerson University, is designed for an audience to complete mental health assessments as a community nurse. While I believe it would be engaging for nurses interested in mental health concerns, I did not find it engaging because I do not have the training to be a nurse. Instead, for my industry and my students in computing, to make a branching scenario simulation engaging, the topic would need to be changed to something like cybersecurity threats and defences, or database design considerations. .

HERE WE LOOK AT THE EFFICIENCY OF BRANCHING SCENARIO TECHNOLOGY

TIME CONSUMING TO PRODUCE SCENARIOS

COSTLY IF PERSONNEL ARE REQUIRED FOR PRODUCTION

EFFICIENCY GAINED WHEN END USER CAN LEARN SKILLS FASTER

EFFICIENCY A PRODUCT OF THE SETTING BRANCHING SCENARIO TECHNOLOGY IS USED IN

MAIN CONsIDERATIONS

CLICK to the right TO SEE A DETAILED REVIEW

EFFICIENCY

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H5P’s branching-scenario learning technology and others like it are often thought to be time-consuming for the producer in relation to the end result product for the user (French, 2020). However, what if we looked at this in a different way? Cardoza (2011), said that “Action-oriented learning, the type experienced with simulation, spurs the brain’s biochemical energy, fueling the interactive decision making that must occur in complex patient situations'' (p. 205). These types of complex situations can take many days or weeks to engage in clinical or in real-time settings, but in simulations, a user can experience them more quickly and with different outcomes. In the end, this can save time for the producer/coach/facilitator. Thus, efficiency does not always have to be sacrificed. In the learning event Skills Practice: A home visit, efficiency was likely gained due to the ability to train multiple students with one scenario, as well as overcoming some cumbersome confidentiality protocols with in-person training. In my setting, as an educator, the production of branching scenarios themselves would not be efficient. However, the use of branching scenarios for my students to learn particular skills that I cannot offer in real-time, or in-person settings for various reasons .

HERE WE LOOK AT THE EFFECTIVENESS OF BRANCHING SCENARIO TECHNOLOGY

DEFINE EFFECTIVENESS BASED ON EDUCATIONAL CONTEXT

INTERACTIVITY MAY LEAD TO BETTER OUTCOMES

CAN ALSO BE USED AS A COLLABORATIVE ACTIVITY

DESIGN LEARNING ACTIVITY BASED ON DEFINED EFFECTIVENESS

MAIN CONsIDERATIONS

CLICK ABOVE TO SEE A DETAILED REVIEW

EFFECTIVENESS

USE AS REINFORCEMENT OF SKILLS ALONG WITH HANDS-ON PRACTICE

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Effectiveness in one context is the ability for learners to apply theory effectively in a clinical or hospital setting---that is can the students take the theory of x-rays and apply it with real patients. This learning event does seem effective in taking community nursing theory and applying it in a real-world context. The learning objectives are clear and recommend reviewing course readings if an answer selected was not the best choice or incorrect. (Ryerson University, 2015). The effectiveness of learning in medical simulation is often discussed based on the simulation’s fidelity. Fidelity is how ‘real to life’ a simulation is in terms of design (Bland et al.,2014, Lapkin & Levett-Jones, 2011). This learning event is considered a high-fidelity or realistic simulation. The research is divided though on whether fidelity is important regarding effectiveness. Some research argues that high fidelity is required for an effective learning activity and that high-quality simulation is so effective that clinical experience hours can be replaced by simulation (Hayden et al., 2014, Killam & Luctkar-Flude, 2021, McGaghie et al. 2011, Ryan & Poole, 2019). Conversely, others argue that high fidelity simulations complement, but do not duplicate clinical situations (Issenberg et al., 2005). Still, others say that the fidelity of a learning activity doesn’t matter at all; it’s the design of the activity that makes the learning effective and that low fidelity simulations can be just as effective as high fidelity (Bland et al.,2014, Helyar et al.,2013, Holmstrom, 2019, Lapkin & Levett-Jones, 2011, Sapkaroski et al.,2014). In considering this in this one context, whether the technology used is H5P as in this instance or something else may not matter to effective learning-it could be more about the instructional design than the technology.

CONCLUSION

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Click here for a full list of our references and attributions used for this project.

Click here for a demo of this presentation in H5P branching scenario style.

• unique, and has many other tools

• open source

• interactive and engaging

• takes time to design and build activities

• not always most effective for learning

• not always the right fit for your context

H5P.org website

H5P OER Hub website

Here are some main points we took away from our experiences with H5P

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Radiography, 26(1), 57-62. https://doi.org/10.1016/j.radi.2019.08.001 Selwyn, N., & Aagaard, J. (2021). Banning mobile phones from classrooms—an opportunity to advance understandings of technology addiction, distraction and cyberbullying. British Journal of Educational Technology, 52(1), 8-19. https://doi.org/10.1111/bjet.12943 Skvortsova, S., Onopriienko, O., Britskan, T. (2019). Training for future primary school teachers in using service H5P teaching mathematics In E. Smyrnova-Trybulska (Ed.). E-learning and STEM education. “E-learning”, 11, (pp. 277-294). Katowice-Cieszyn: Studio NOA for University of Silesia 2019. https://doi.org/10.34916/el.2019.11 Web Content Accessibility Guidelines (WCAG) (2021. May 7). How to meet WCAG (Quick Reference). https://www.w3.org/WAI/WCAG21/quickref/ Wentzel, K. R., Muenks, K., McNeish, D., & Russell, S. (2017). Peer and teacher supports in relation to motivation and effort: A multi-level study. Contemporary Educational Psychology, 49, 32-45. https://doi.org/10.1016/j.cedpsych.2016.11.002 Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker Jr, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15-27. Attribution for Sandra Norum videos Ryerson University. (2015). Skills practice: A home visit. https://de.ryerson.ca/games/nursing/mental-health/game.html#/ Photo by Anderson Rian on Unsplash Photo by krakenimages on Unsplash Photo by Noah Buscher on Unsplash Photo by adrianna geo on Unsplash Photo by Taylor Wilcox on Unsplash Photo by Artem Kniaz on Unsplash Photo by Sanchez Amezcua on Unsplash Photo by Raúl Nájera on Unsplash Photo by Kevin Ku on Unsplash Photo by Kajetan Sumila on Unsplash Photo by Brian Lundquist on Unsplash Photo by Denin Lawley on Unsplash Attribution for Wendy Grymaloski Engagement video Ryerson University. (2015). Skills practice: A home visit. https://de.ryerson.ca/games/nursing/mental-health/game.html#/ Photo by Nathan Dumlao on Unsplash Photo by Edho Pratama on Unsplash Photo by Firmbee.com on Unsplash Photo by Steinar Engeland on Unsplash Photo by Brooke Cagle on Unsplash Attribution for Wendy Grymaloski Effectiveness video Ryerson University. (2015). Skills practice: A home visit. https://de.ryerson.ca/games/nursing/mental-health/game.html#/ Photo by javier trueba on Unsplash Photo by Cytonn Photography on Unsplash Photo by Cyntonn on Unsplash Photo by National Cancer Institute on Unsplash Photo by Austin Pacheco on Unsplash Photo by Edho Pratama on Unsplash Photo by Firmbee.com on Unsplash Photo by Brooke Cagle on Unsplash Attribution for Wendy Grymaloski Equity video H5P. (2021). Branching scenario [photograph]. H5P. https://h5p.org/content-types-and-applications Ryerson University. (2015). Skills practice: A home visit. https://de.ryerson.ca/games/nursing/mental-health/game.html#/ Photo by Sharon McCutcheon on Unsplash Photo by Shoaib SR on Unsplash Photo by Sharon McCutcheon on Unsplash Photo by Paul Hanaoka on Unsplash Photo by Tamarcus Brown on Unsplash Photo by Edho Pratama on Unsplash Photo by Firmbee.com on Unsplash Photo by Mimi Thian on Unsplash Attribution for Wendy Grymaloski Efficiency video Ryerson University. (2015). Skills practice: A home visit. https://de.ryerson.ca/games/nursing/mental-health/game.html#/ Photo by Nathan Dumlao on Unsplash Photo by Taylor Wilcox on Unsplash Photo by airfocus on Unsplash Photo by JESHOOTS.COM on Unsplash Photo by Jamie Street on Unsplash Photo by Brooke Cagle on Unsplash Photo by Edho Pratama on Unsplash Photo by Firmbee.com on Unsplash Photo by Warren Wong on Unsplash Attribution for Shelley Dougan videos H5P. (2021). Branching scenario [photograph]. H5P. https://h5p.org/content-types-and-applications Photo by Leon on Unsplash Photo by https://www.skilitics-health.com/solutions/radiography on youtube https://youtu.be/UncQJH9u4qg Ryerson University. (2015). Skills practice: A home visit. https://de.ryerson.ca/games/nursing/mental-health/game.html#/