What does it take to get a coffee round here? A barista skills training simulation Liz Hilton Learning Technologist Charnwood training group/University of Wolverhampton

Background  Charnwood training group provides work based learning for the hospitality industry.  Operating a Barista (coffee making machine) machine is potentially hazardous, involving the use of steam and boiling liquids.  There are online video tutorials available, but these are passive and do not afford interaction.  Hospitality learners are typically aged between 16 and 24, and work unpredictable hours, leaving little time for formal study. For these reasons, we have developed a barista simulator.

Aims of The Simulator  Using elements of game play, the simulator supports learners in acquiring the skills to prepare a coffee, allowing them to learn from their mistakes.  It is aimed at those who have already been introduced to the processes involved in beverage preparation and enables them to rehearse tasks in safety.

Approach  The design methodology included observing apprentice training and common mistakes made.  Based on these observations, a simulated workspace was created.  Endsley’s (2003) Situation awareness theory was drawn upon to anchor for the game play elements and Schons (1987) work aided our approach to embedding the concept of reflection in and on action.

Barista game  Learners are challenged to successfully make a cup of cappuccino using the range of tools to hand.  The device is operated using a combination of mouse and key commands to simulate two handed tasks.  The exercise is timed to simulate the real world situation.

 The simulator facilitates opportunities to make and correct mistakes, as well as reflect on the completion of the task with constructive feedback.  Action research approach, using several testing tools to evaluate and enhance the simulator in terms of pedagogy and user experience.  As such a testing specification was established prior to the commencement of user trials and this formed the basis of our testing strategy.

 Trial participants included Year 10 & 11 pupils (4 groups), apprentices, trainers, undergraduate games design and media students.  Testing involved briefly introducing the user to the exercise, observing them attempting the task, and then asking them to complete a questionnaire at the end of the task.

Results  Feedback has been positive  Participants like the simulator and understand the value of being able to practice an activity in a safe and controlled simulated environment.  Used with an interactive whiteboard, the simulator encouraged group participation in the classroom.  Showed increased engagement amongst learners who might not normally engage, for example those with learning difficulties.  Students also provided feedback on improvements, which have been used to inform the refinement of the simulator.

Conclusion  The Barista simulator is unique to the hospitality sector.  Originally devised as a single user device, the way the artefact was used in the classroom was unexpected.  Taking a less prescriptive approach to the use of the learning object has afforded learning opportunities, which were not part of the original thinking for the artifact’s design.  The trial has unexpectedly revealed more about our need to be aware of the impact of our deployment strategy. Liz Hilton