Hana Feels by Gavin Inglis is an interactive story where a girl named Hana, engages dialogue with different people (Inglis, n.d.). The learner assumes the character communicating with Hana. The learner has different responses to provide Hanah, which leads to discovering how Hana feels after her refection on the interaction.
The experience highlights the emotional impacts on people can have during and after tough conversations. Initial reaction to the simulation, for me, was confusion around the role of the learner, and how their interactivity and engagement was needed. The overall storytelling technique was applied and visually enhanced by the conversation bubbles, showing a direct correlation of a conversation stimulation (Huang, 2004). Once into the module and interacting with Hana in the first conversation, the learner will feel intrinsically motivated by the model’s need for interactivity. The learner usually is required to learn from the model so that a selection would be made. In making their response, the response to the input rate was decreed through the responses provided. Once the learner selects an answer, they are committed to leaning, and the faster the response output is, the learner, the better chance of retaining and boosting self-regulated learning (Mayer, 2014).
Having tough or hard conversations is always a challenge. In the module Hana Feels, the learner is engaged by the immediate response they receive after their selection. From here, hypertext links different replies to the learner giving a since of user control. While free use of learner control can hinder learning objectives, Hana Feels provides boundary controls through providing the response options. The interactivity enhanced the learning objections from two different approaches. In real-world interactions, you can never predict what Hana is going to respond to. There is no guided research referencing in the simulation, just as you would not reference how-to books in front of Hana for a response in real life. The second enhancement is provided trough micro-modules where the emotional implications are not known at the time of a hard conversation but developed post conversation. The pacing and algorithms that provide the boundary control responses work to its benefit by allowing the full simulation, like a quiz or an essay, but allows real-time feedback at the end on how the conversation went and could be influenced. This provides support for learners at all knowledge levels can fully understand the information provided and synthesize their responses.
References:
Huang, C. (2004). Designing high-quality interactive, multimedia learning modules. Computerized Medical Imaging and Graphics. 29 (2005) 223–233
Inglis, G. (n.d.). Hana Feels. Hana Feels. https://hanafeels.com
Mayer, R. E. (2014a). The Cambridge handbook of multimedia learning. New York: University of Cambridge.