Role-playing Scenarios Liberate eLearning from the “Page-turner” Box: Intoxicated Guests

In our previous article (“Developing Scenarios with REDPrograms: Troubleshooting for Computer Lab Staff,”), we discussed the benefitsand challenges of rapid eLearning development (RED) programs such as AdobeCaptivate and Articulate Storyline and the reasons for choosingscenario-based learning strategies. In this article, we show how a similarcombination supported development of a more challenging set of skills: dealingwith intoxicated restaurant patrons.

Some points from the previous article

Let’s briefly review a few key points before we move on tothe current example. The benefits we identified previously for RED programs include:

• Easy contentcreation and updates. It is relatively easy to learn to use RED programs. WithRED programs, even novice eLearning developers can quickly create and update theireLearning content.
• Reduceddevelopment costs. When using RED programs to create eLearning content, costsmay be reduced by using fewer personnel such as subject matter experts (SMEs)and developers, compared to traditional eLearning development that requiresadditional expertise from graphic designers and programmers.
• Easy trackingand improved compatibility. It is easy to design content to track contentcompletion. eLearning standards such as SCORM allow developers to reducecompatibility issues between the content and the Learning Management Systems(LMSs) that will host the content.

At the same time, eLearning developers should also avoid thechallenges associated with using RED programs, such as:

• Limitedpractice activity types. When relying on the templates provided by REDprograms, most practice activities are suitable only for reinforcingcomprehension-level knowledge.
• Limitedopportunities for types of assessment. Assessment may be limited tomultiple-choice, matching, and sorting questions that are provided by REDprograms’ templates.
• Dependenton learner investment. As in most eLearning situations, learners must beself-directed and self-motivated to focus and complete the content. eLearningproducts quickly developed with RED programs do not necessarily make learning outcomeseasier or faster.

Integration of branching strategies may help designers avoidthe challenges of RED program reliance, while increasing learner attentivenessand improving the transfer of higher cognitive learning outcomes associatedwith problem solving, decision-making skills, or work-based practice (Andrew,2013; Keramida, 2015). Scenario-based learning provides opportunities for learnersto go through progressively complex experiences as they make decisions, receivefeedback, and experience the consequences of their decisions (Clark, 2013).

A more challenging scenario

In the previous article we also discussed scenario-basedlearning with simple branching structures, and provided an example, Stop the Beeping, that we designed tohelp improve technical support provided by computer lab staff. The emotionalcomponent of this situation, dealing with uninterruptible power supply systemproblems, is pretty low.

This time, we are upping the emotions with a different kindof problem to solve. This is another example of scenario-based learning, one thatuses role-playing as the learning strategy. This is also a branching structure design, but constructed in a slightlymore complex pattern in order to deal with a more complex situation involvingdecisions, emotions, and challenging dialogue.

Once again, novice eLearning developers created this examplewith a RED program. The developers had no more than six months of experience withthe program.

Managing Responsible Service

Managing Responsible Service is a scenario-based eLearning module based on aperformance gap identified from a national, casual dining, Asian food restaurant.Like many restaurants, this company serves alcohol to guests of legal age. However,when guests leave the restaurant intoxicated, the company runs the risk of facingsteep legal ramifications, in addition to risking the guests’ safety. Dependingon local laws, restaurant personnel (bartenders, managers, servers) may also beexposed to legal liabilities, including fines or jail time, if they do not makethe correct decisions and take the correct actions.

In order to mitigate thesecostly problems, the restaurant managers must be able to prevent customer intoxicationwhenever possible, interact with intoxicated guests, and stop alcohol serviceif necessary. The tasks that the restaurant managers should be able to performinclude: 1) not over-serving guests, 2) recognizing when guests arriveintoxicated, 3) discussing responsible service with employees (ensuring allemployees who serve alcohol are aware of the guidelines), 4) de-fusing difficultsituations, and 5) stopping alcohol service to intoxicated guests.

The recent performance analysisidentified that some restaurant managers were unable to perform these tasksconsistently in a way that protects the company and the guests. The designer, anovice eLearning developer, created an eLearning module to help close thisperformance gap.

Selection decision: which RED program?

The eLearning developer hadto consider a number of factors when deciding which tools to use to create thiseLearning module. Considerations included: learner engagement, graphiccapabilities, and simplicity of use (for both the designer and the end user). Thedeveloper considered using either Adobe Captivate or Articulate Storyline.While both programs are excellent tools, the designer ultimately chose to workin Storyline.  

The decision was made owingprimarily to the fact that the company uses Storyline, and also because, whileboth programs can achieve learner engagement and have high quality graphic capabilities,Storyline is built in a way that is easy for a novice eLearning developer topick up and use. The interface is similar to other Microsoft products, andadding in complex triggers with conditions (a necessary addition for branchingscenarios) is straightforward.

Scenario-based eLearning forrole-playing

The complete module iscomposed of two parts: First, a knowledge-based unit that provides the restaurantmanagers with the standards they must uphold and covers important points forinteracting with intoxicated guests, ways to identify if guests areintoxicated, and the legal ramifications they might face if they fail toperform. Second, a scenario-based unit that gives the managers role-playexperience of interacting with guests, and which contains multiple branchingoptions and an outcome for each. The eLearning module is an opportunity for themanagers to practice their interactions with guests prior to in-class groupdiscussion and assessment.

For the purposes of thisarticle, we will discuss only part two, the scenario-based unit, which containsthree scenarios (Figure 1). As learners complete each scenario, they make responseselections. These responses vary from most appropriate, following all policies;to inappropriate, which display a willingness to serve alcohol to alreadyintoxicated guests, or do not uphold the standards and policies. After makingtheir response selection, the program will display the guest’s reaction. Thiscontinues until learners complete the scenario and receive their consequence(either good or bad).

Figure 1: Theoverall scenario-based branching structure of Managing Responsible Service

For example, after thelearner selects Scenario 1 (Figure 2), it starts with a few slides providingthe scenario’s background information: 

It’s a busy Saturday evening and even though you’veonly been a Manager for a year, you’re the senior Manager working tonight. Yourfellow Manager, Kate, has only been a Manager for four months. You’re helpingprepare trays for service when Ripley, your lead Hostess, calls you over theheadset to tell you that two guests have arrived intoxicated, and she’s notsure what to do.

The learner continues thescenario to play the manager’s role and greets the guests by selecting text “Hifolks, what brings you in today?” or “Welcome, you folks look like you’ve beenpartying tonight.” Then one of the guests responds, “It’s her birthday. She’s30, so we’re here to party! Woohoo!”

Figure 2: The scenario selection slide 

Now,on the following slide, the learner is asked whichone among three response options is the most appropriate for the manager wheninteracting with these guests (Figure 3); each response provides the learnerwith a different guest reaction (Figures 4 through 6). In Figure 3, the topresponse, serving more alcohol to intoxicated guests, is an inappropriate action,and the learner is taken to a slide showing negative consequences. The responseoption in the middle is the most appropriate one; it gives the learner 10points. The response option at the bottom is neither good nor bad and gives nopoints. After selecting the second or third response option, the learnerreceives the guests reaction; they are upset for being denied alcohol service.Regardless how upset the guests may be, the learner, playing the restaurantmanager’s role, is supposed to provide the intoxicated guests with an adequateexplanation as to why they cannot be served alcohol and then serve them as bestthey can.

Figure 3: Three responses that the manager can choose from

Figures 4-6: Different guest reactions to the manager’s greeting responses 1, 2, and3

Thus,on the following slide, the learner is asked to select one of the three explanationoptions (Figure 7). The option in the middle is the best explanation and givesthe learner 10 points; the option on the top is the second best one, giving thelearner five points; the option at the bottom is not a good one and the learnergets no points. Since all three responses from the manager are to deny alcoholservice to the already-intoxicated guests, the learner sees that the guests areupset and say that they will leave the restaurant (Figures 8 through 10).

Figure 7: Three types of explanations that the manager can provide to guests

Figures 8-10: Different guest reactions to the manager’s refusal-to-serve-alcoholresponses 1, 2, and 3

Thefollowing slide asks the learner what the manager should do for the guests,knowing that they are leaving the restaurant intoxicated, even though theyhaven’t dined there (Figure 11).

Figure 11: Three ending actions that the manager can choose from

Theoption on the top is the best action to take and it gives the learner 10points; the option in the middle is the second best one, giving the learner fivepoints; the option at the bottom is not a good one and does not give thelearner any points. Selecting any of the options takes the learner to the consequencesslide of this scenario with final feedback, which is stored on different layerstriggered by the number of points earned. For example, there are layers showingpositive and negative outcomes:

• If the score is high (between 10 and 30), the positiveoutcome layer is activated by the following Slide Trigger setting: Show layer Outcome A When the timelinestarts If ScoreScenario1 is between 10.00 and 30.00.
• If the score is low (between 0 and five), the negativeoutcome layer is activated by the following Slide Trigger setting: Show layer Outcome B When the timelinestarts If ScoreScenario1 is between 0 and 5.00.

This eLearning module is available at https://opwl.boisestate.edu/ychyung/learningsolutionsmag/sample2/story.html.

Thetwo other scenarios, designed similarly to Scenario 1, provide additionalrole-playing opportunities to practice how to handle different difficultsituations the managers may encounter at the restaurant.

Final comments

In this article and theprevious one, we presented two samples of scenario-based eLearning products thatnovice eLearning developers created with Articulate Storyline. As previouslynoted, novice eLearning developers tend to find Articulate Storyline moreuser-friendly than other RED programs (Chyung, Conley, Gibson, and McWatters,2015).

Although the two eLearningsamples that we presented in these articles were both created with ArticulateStoryline, we are not asserting that Storyline is a preferred choice for all noviceeLearning developers or for all types of scenario-based eLearning development.

An important takeaway for usfrom this eLearning development is that, as in any instructional design project,the overall success of rapid eLearning development depends on preparing a solidstoryboard before jumping into development. It is particularly important toclearly lay out the sequence of conversation and feedback with a branchingstructure when incorporating scenario-based learning in eLearning design.

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