Systems and methods for computerized interactive skill training

Related Technique Description

Many conventional skills training techniques tend to train users on how to answer test questions, typically by multiple choice, true or false or written sentence completion, rather than providing adequate training in using those skills in the real world environment. That is, interpersonal verbal responses.

In addition, many conventional skills testing techniques fail to adequately assess

2/47 users to use their skills in the real world environment. That is, verbal interactions.

Summary of the Invention

The present invention is directed to interactive training 5 and, in particular, to computerized interactive skills training methods and systems.

Certain exemplary achievements teach and train a user to use information and skills in a simulated real-world environment. For example, a user provides verbalized responses that produce a relatively instantaneous response. Users are optionally trained to provide information, respond to objections, and / or ask questions as appropriate, automatically, or almost automatically, without unwanted breaks. Optionally, users are scored based on their retention of information, and their ability to provide information to others in a natural, confident manner. In this way, certain achievements help users to internalize and incorporate behaviorally information and skills learned during training. In addition, certain performance exercise achievements serve as a training and self-training tool.

An exemplary modality provides a computerized training system that comprises a programmatic code stored in computer-readable memory configured to: receive access information (login) for a person in training and / or a facilitator; identify one or more training modules based at least in part on at least part of the login information; receive a selection of at least one of the identified training modules; cause the verbalization of a challenge together with a human or animated person displayed simulating a

3/47 client or suitor, where the challenge includes a statement or question; receive from the facilitator a first challenge score referring to a response to the challenge of the person in training, verbalized, in which the first challenge score refers to the accuracy and / or completeness of the response to the challenge; receiving from the facilitator a second challenge score referring to the person in training response to the challenge, verbalized, in which the second challenge score refers to how quickly the person in training provided the response to the challenge; receiving from the facilitator a third challenge score regarding the response to the challenge of the person in training, verbalized, where the third challenge score refers to the conviction and / or certainty with which the person in training verbalized the response to the challenge; and randomly or pseudo-randomly select a next challenge that must be provided to the person in training.

An exemplary modality provides a computerized training system comprising programmatic code stored in computer-readable memory configured to: receive a selection of at least one topic in training; provide the trainee with a challenge through a simulated customer or suitor for a product or service corresponding to the topic under training; receive from a facilitator a first challenge score referring to a response from the person in training, verbalized, where the first challenge score refers to the accuracy and / or completeness of the response to the challenge; receiving a second challenge score referring to a response from the person in training, verbalized, where the second score refers to how quickly the person in training provided the response to the challenge; and receiving from the facilitator a third challenge score referring to the response of the person in training, verbalized, where the third challenge score refers to the conviction and / or style with which the person in training verbalized the response to the challenge.

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An exemplary modality provides a method of providing training using a computerized system, comprising the method: receiving in a first computerized system a selection of a first topic in training; access from the computer's memory a training challenge related to the first topic in training; providing the terminal verbally to a user, in which the challenge is intended to simulate a question or statement verbally provided by a person in a conversation; store in computer-readable memory substantially immediately after the user verbally provides a response to the challenge a first score regarding the accuracy and / completeness of the challenge response; and store in computer-readable memory substantially immediately after the user verbally provides the answer to the challenge a second score regarding how quickly the user provided the answer to the challenge.

An exemplary modality provides a method of delivering training using a computerized system, comprising the method of accessing a training information challenge from computer memory; provide the user with an information challenge through a terminal, in which the information challenge is intended to simulate another person's question or statement; store in computer-readable memory a first score for the accuracy and / or completeness of a response to the challenge of the information provided by the user and a second score for the moment when the answer to the challenge of the information provided by the user is convinced, in which the first and the second score is stored substantially immediately after the user provides the answer to the information challenge; access from the computer's memory a training challenge related to an objection; provide a user challenge challenge through a terminal, where the challenge challenge is intended to simulate an issue or

5/47 statement by one person; and storing in computer-readable memory a third score referring to the accuracy and / or completeness of an objection challenge response provided by the user, and a fourth score referring to the moment of the challenge response provided by the user.

An exemplary modality provides a method of providing training using a computerized system, comprising the method: accessing from the computer's memory a training challenge related to a first topic in training; providing a terminal with the challenge verbally to a user, in which the challenge is intended to simulate a question or statement by a person to simulate a real-time conversation with the person; and store in computer-readable memory at least one of the following, substantially immediately after a response to the challenge is provided by the user; a first score referring to the accuracy and / or completeness of the response to the challenge provided by the user; a second score regarding how quickly the user provided the answer to the challenge; a third score referring to the conviction and / or style with which the user verbalized the answer to the challenge.

Brief Description of Drawings

The modalities of the present invention will now be described with reference to the drawings summarized below. These drawings and the associated description are provided to illustrate exemplary embodiments of the invention and not to limit the scope of the invention.

Figure 1 illustrates an exemplary networked system, which can be used with the training system described in this document.

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Figure 2 illustrates an exemplary process flow.

Figure 3A-II illustrates exemplary user interfaces.

Detailed Description of Preferred Modalities

The present invention is directed to interactive training, and, in particular, to computerized methods and systems for training interactive skills. Certain achievements also provide mixed learning during the period of interactivity (for example, learning with computer interaction with a human facilitator participating).

As discussed in more detail below, the exemplary modalities use a processor-based training system to teach and train users in relation to acquiring certain information and skills. Certain achievements train a user to use the information and skills acquired in a simulated real-world environment, in which the user interacts with another person (real or simulated). The user is scored based on their information retention, and their ability to provide information to others in a natural, confident manner (for example, without clearing and stuttering). In addition, the training system optionally allows the scoring of user training sessions in real time or after training. The score optionally includes the subcategory score, the consolidated category score and the score that helps the user and others to help the user focus on areas that need significant and greater improvement. For example, the category may be financial transactions, and subcategories may include savings deposits, withdrawals, debit cards, checking accounts, and

7/47 credit cards. Optionally, the consolidated score report provides a total score and the subcategory scores report individual scores for corresponding subcategories, so that the user and others can better understand performance deficiencies at a more granular level and can focus on additional training in subcategories with lowest score.

Optionally, in order not to make a user unduly nervous about the training process and to reduce the fear of getting a low score, the score can be erased or otherwise not retained in computer accessible memory for a long time ( for example, it is removed from memory when the user disconnects from the training system or before) and optionally not printed in printed form and instead a report is generated and stored simply indicating that the user needs help or in-depth training with respect to certain categories / subcategories (for example, without making a point or degree distinction with respect to other users who also need help).

The training optionally enables the user to provide answers and information to others in real life situations with customers and suitors in a way that creates trust and security with respect to the user. Thus, a training system assists users in internalizing and incorporating behaviorally information and skills learned during training. Users are optionally trained to provide information, respond to objections, or ask questions, as appropriate, automatically or almost automatically, without unwanted breaks. The training system, as described in this document, can optionally be configured and used to provide training with respect to academic knowledge and / or improvement of another

8/47 skill that involves verbalization, including relationship building. Examples of categories include, but are not limited to, some or all of the following: Information (for example, Product Information, information about an academic subject, information about a person, etc.), Objections (for example, Product Objections, objections to the course of action etc.), Generic Objections (for example, objections generic products or services), Service Inquiry, Solving Service Problems, Dealing with Angry Customers, Dealing with Life Events (eg Divorce, Marriage, Birth, Death, Travel, etc.), Remittance to Specialists, Differentiation and Orientation Affirmations, Sales, Relationship and Service Technique Exercises.

In an exemplary embodiment, a user, such as a person in training, uses a training terminal (for example, a personal computer, an interactive television, a networked telephone, a personal digital assistant, an entertainment device, etc.) or another device , to access a training program stored locally or remotely in computer-readable memory. The user may be asked or required to log in (for example, provide a password and / or username) to access a training program and / or one or more training modules. Optionally, the training system uses login information and / or a cookie or other file stored on the user's terminal to determine which training modules / scenarios the user has already completed and / or completed and / or scenarios / modules so that the The system can automatically select the appropriate training module for the user and store the user's interactions and / or scores in a database in association with the user's identifier.

A library / cataloging function provides users / facilitators with the ability to choose precisely the desired skill training. Optionally, the user / facilitator can choose full categories and / or subcategories. For example, optionally, the system can present the user (or a trainer) with a selection of modules (for example, in the form of training categories / sequences) the user and / or facilitator selects the desired module. Optionally, a training administrator can select and specify the module to be presented to the user. Optionally, the system automatically selects which module (or segment of the same) to be presented based on the user's training history (for example, which modules the user completed and / or based on training scores of the corresponding module), in the authorization of user training, and / or other criteria. The facilitator optionally acts as a coach.

Different training modules are optionally provided, which exercises users in specific areas within their business / occupation function. For example, certain modules can be designed to prepare users to deal with real or prospective customer challenges. The modules can be focused on learning about products / services, product / service comparisons (for example, product / service comparisons offered by the user's employer, product / service comparisons offered by the user's employer with products / services from another company or other entity), in handling customer complaints, in resolving service issues, in providing company background information to customers, etc. The modules can also be focused on academic training and / or building relationships etc.

The following examples are illustrative non-limiting examples of modules in the form of categories and subcategories of challenges, which can be presented to the user through a user interface:

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1. Product knowledge • Current accounts • Savings accounts • Credit cards • Loans • Individual retirement accounts • Money market accounts

With respect to product-related domain training, there may be subsections (for example, 1, 2, 3 or more subsection cores) with respect to testing different aspects of knowledge for a given subject. For example, a set of subsections can include Product Descriptions, Product Use and Product Objections. “Product descriptions” means answering a more general question / challenge regarding a product, such as “tell me about credit lines with a mortgage guarantee” or another product. “Product Use” means answering a question / challenge regarding details or specifics of the operation or use of a product, such as, “exactly how does a mortgage loan work? Is there a fee for using the account, is there a minimum credit balance that I must maintain, what are the annual fees, if any? ” etc. “Product objections” are those objections and / or resistances expressed by customers and / or suitors in relation to a specific product (or service) (for example, “I do not see the need for a Platinum credit card, when a credit card Gold or regular will do ”,“ I will not pay a monthly fee to use checks ”). This is different from “Generic Objections”, which are objections and / or resistances that would generally apply to products / services and / or situations (for example, “I'm not interested”, “I don't have time”, “I don't have the money” , “I don't like your organization” etc.). In an exemplary modality, “Objections

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Generics ”is a separate performance exercise section.

Optionally, a user and / or facilitator can limit a training session to a subsection for one or more products, or the user and / or facilitator can drill down / navigate to other subsections. For example, random challenges presented during a training session may be limited to Product Descriptions and / or optionally there may be product-related domain training across several or all subsections for a product, such as Product Description, Product Utilization, and Objections to the Product. Optionally, training is conducted in a specific sequence of subsections (for example, first Product Descriptions, second Product Use, and third Product Objections) or the training can include random challenges across multiple subsections. Optionally, even when there is random exercise in a specific subsection (for example, Product Description), there may be automated links that can be activated by the user and / or facilitator in order to deepen to other subsections (for example, Product Use challenges and Product Objection challenges).

In the same way as discussed above, challenges can refer to comparisons, such as comparisons of product / services, person, places, etc. By way of illustration, comparisons may include comparisons of products / services offered by the user's employer, comparisons of products / services offered by the user's employer with products / services from another firm or entity and / or products and services from two or more entities other than the user's employer. For example, a challenge can be a question about two different products or services, such as:

"What is the difference between a credit card and a debit card?"

12/47 "How does an adjustable rate mortgage loan compare to a fixed rate mortgage loan?" “How does your higher-priced vacuum cleaner compare to your economical model?” "How does the sports version of this car compare to the standard version?" “How does your product compare to your competitors' products?” "Why is your product more expensive than your competitor's product?" "How does the service compare to the following three hotel chains?"

Optionally, if the user scores at least one predetermined threshold or another (for example, “four out of five”, “two out of three”, “eight out of nine” or another threshold) with respect to a certain score (for example, example, a score of key elements, explained in more detail below), then an automatic link is provided for another category (for example, the Product / Service Use category), so that the link to the category will be next to be tested. Likewise, if the user's score finds a certain threshold (for example, “four out of five”) in the Product / Service Utilization category, there will be an automatic link to yet another category (for example, the Product Objections category /Service). Optionally, if the user fails to reach a designated threshold, additional and / or repeated challenges within the current category are presented to further exercise the user in the current category until the user's score improves to meet the threshold (or other specified threshold) .

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Optionally, if the user does not score at least a specified threshold (for example, “four out of five”) in a category, the user needs to repeat the category by exercising until the user scores the specific threshold before they are able to proceed to the next category.

2. Dealing with angry customers / customer complaints • Waiving service fees or charges • Offering improved service • Closing accounts

3. Solve Service Problems

4. Background of the Firm

Before presenting the effective training user interface, the system optionally provides text, audio, and / or video instructions to the user, which explain the purpose of the selected training module, how the user should interact with the training program, the scoring process and / or other information.

Optionally, a trainer / facilitator is connected and / or present when the training user / person is undergoing training through the system. For example, the trainer may be sitting next to the person in training, looking at the same screen as the terminal, and / or the trainer may be viewing the screen of a separate trainer ending that has a user interface similar or equal to that of the person in question. training, optionally with additional trainer information (eg training responses). Optionally, the trainer provides the trainee with instructions on how to use the training system and / or provide real-time or delayed scoring of the training session.

14/47 person in training, as described in more detail below.

In this example, the system presents a user interface to the person in training that informs him about the subject of the training session. For example, the system can be used to train salespeople and / or service providers in a particular industry (for example, banking, finance, travel agency, car salesman, telephony, utilities, etc.), to train a person on how to to relate in a personal situation (for example, with a spouse, child, brother, father, girlfriend / boyfriend etc.), to train a person with respect to academic knowledge, or for other purposes.

Thus, by way of illustration, a person in training can be informed that the training session provides training with respect to credit cards for minors. As another illustration, training can be designed to train a user on how to answer a more open question. For example, a question or comment may relate to marital status, health, a trip, a residence, and / or the client's or applicant's child. The system can train the trainee in how to respond to such questions or comments, which can take the following exemplary forms:

"I am getting divorced (or another life event), what should I do?";

"I'm getting married this summer and I need a loan to pay for the wedding";

“We are planning to take a cruise, do you have any recommendations on how to finance this?”;

“We are planning to remodel our home, what types of

15/47 loans do you offer? ”;

"How should we save money for our child's future education?"

Training optionally trains the user to overcome objections to a course of action proposed by the person in training for a client / suitor. Still as an example, the training can be used to train the user in how to deal with a customer who makes a service complaint (for example, “The product does not work as described” or “Why did my funds not be transferred as order from? ”).

The training system optionally provides academic training on a subject taught in a school or employer classroom setting or otherwise (for example, “What are the first five Presidents of the United States”; “List, in order, the 10 steps that need to be taken in order to approve a loan application ";" Who should you try to contact first in the event of an accident at work "etc.). As another example, training can be related to mathematics, history, Portuguese, a foreign language, computer science, engineering, medicine, psychology, appropriate procedures in a workplace, etc. Thus, for example, training is not necessarily related to interaction with or challenges from another person, such as a client, suitor or family member. Academic training can be used to reinforce training previously provided to the person in training.

In this example, the person in training is also informed of the different stages of the training session. For example, the trainee is informed that pre-study screens (also referred to as user interfaces) are available,

16/47 person in training is provided with a key or other elements that that person must know and use during the “test” part of the training session. The trainee is further informed that after the pre-study screen (s), the test part will begin. The pre-study screens / user interfaces optionally include text, an audible verbalization of the text, and / or a video or animated figure synchronized with the verbalization.

The pre-study screen (s) is intended to familiarize the person in training with the elements and, optionally, only the key elements that must be tested to educate the person in training and / or so the person in training will not feel that they are unfairly tested. Training will be in the form of challenges that the person in training is invited to respond to. To overcome or successfully respond to these challenges, there are certain elements (for example, key elements) that the person in training must express. The pre-study screen (s) will provide the person in training with the key elements needed to respond to the challenges. In an exemplary modality, clients (for example, employers of people in training) have the option of deciding on the key elements on which people in training should be tested and / or the operators / creators of the training system will make those decisions . This allows expectations to be aligned with the training to be provided to users.

Optionally, the pre-study screens can be turned off automatically or manually (for example, by the trainer, user, and / or system operator) for one or more training sessions for a given user. For example, if the user has already seen the given pre-study screen, a deviation control (for example, a button or a link) is optionally provided in the user interface of the person in training or the trainer before the display the screen (s) of

17/47 pre-study, which, when activated causes the pre-study screen (s) to be omitted. A facilitator can choose to activate the bypass button because the user must already know what the key elements are based on previous training.

There may be other reasons for omitting or not presenting a pre-study screen. For example, not presenting the pre-study screen (s) provides advanced real-world stress testing, in which, when dealing with a person (s) who verbalizes a challenge, the recipient of the challenge typically does not have an opportunity to refer to “Pre-study” materials. Failure to display the pre-study screen (for example, at predetermined times or randomly) can be part of a “surprise attack” performance exercise session, which makes the exercise more exciting and keeps a person in training more alert. In addition, turning off the pre-study screen (s) before a scored session allows the system to “pre-test” the knowledge base of users before they are able to observe the pre-key element screens -study. In this way, turning off the pre-study screens can serve as a motivator for the user if their score is low, as well as for establishing baselines of performance. The baseline performance score can be compared to the score after the user has viewed the pre-study screens to provide the user / trainer / firm with proof of “before and after” progress.

Optionally, a time limit can be established for how long the user can view / study a given pre-study screen and / or a set of pre-study screens. A timer (for example, a countdown timer, a color-coded timer (green, yellow, red) or another timer) can be displayed to the user and / or trainer showing how much time is left when a pre-study screen and / or individual limit is displayed. This can

18/47 serve to provide the user with a brief reminder of the key elements that they should already have pre-studied, but not to give them unlimited time to actually learn the key elements of the principle, that they should have already studied and learned. In addition, this serves to limit the time that the user spends on the entire module, so that the user does not take “20 minutes” (or another excessive period of time) to complete a module that should be completed in eight minutes (or another period of time).

Optionally, the ability to achieve this is 10 “a key element per key element basis”. That is, as each key element screen is "brought up", it can only be seen for a limited period of time before the next key element screen is brought up, and so on. The rate at which the key elements are presented is optionally preconfigured or configured during the session by the facilitator.

Optionally, the aforementioned can be accomplished by screens that automatically advance to the next screen and / or screens “going black” in a defined period of time (for example, predefined or defined during the session by the facilitator) and then having the next screen automatically appearing etc.

For example, with respect to product descriptions and product usage, there may be five key elements for product descriptions and five key elements for product use, but many more elements, benefits and features listed based on the firm's brochures, tuebsites and other product information sources, let alone internal communications.

Optionally, due to the digital nature of information “reservoirs”, the system allows the firm to change / adapt / change key elements based on real-world realities. For example,

19/47 if it is discovered that the five existing key elements for responding to a particular challenge are not as effective as a different set of key elements in the real world (even a change in a single key element), then the elements key to this particular objection are consequently changed to match experimental realities.

It may be advantageous in certain circumstances to emphasize or only train users with respect to certain more important elements (for example, key elements), since it is recognized that most users will only memorize verbalizations for a limited number of elements, and receivers information will only be able to process a limited number of elements / messages. Notwithstanding the above, other elements can optionally be mentioned in the pre-study screens.

The pre-study elements (for example, the key elements) for a category are optionally grouped or presented together in order to better train the person in training to respond to random challenges that best simulate real-world situations. In addition, certain elements (eg, key elements) are kept centered (eg, unitary, short) to increase objective score and reduce subjective score. The key elements can optionally be modeled, verbalized, with the text of the key elements appearing as they are verbalized, for purposes of cognitive and behavioral incorporation. Text overlays are optionally highlighted as they are displayed.

Optionally, on the pre-study screen (s), there will be related elements that are not as essential as the key elements. Optionally, people in training will be instructed or advised to study these related elements and can be

20/47 extra credit is provided to identify these elements when responding to challenges. The pre-study screen (s) is (are) optionally consolidated (s) to contain the key elements relating to various challenges within the same category or module. Optionally, it is allowed to print the pre-study screens (for example, a list of elements), while the printing of certain other user interfaces (for example, the challenge user interfaces and / or the response user interfaces) model) is inhibited.

Optionally, different challenges are repeated in different numbers of times. Optionally, the selection of the challenges must be repeated and / or the repetition rate is purposely random or pseudo-random to simulate the real world experience and to prevent memorization. Optionally, the most significant elements are weighted (for example, by a person composing the training) so that the most significant elements are or tend to be repeated more frequently than those elements considered less significant. Weighting can be stored in computer-readable memory and optionally automatically applied by the system. Optionally, the trainer can manually order, through a user interface control, that one or more selected challenges must be repeated (for example, in a non-random manner).

For example, challenges can include one or more of the following elements and / or other elements:

facts related to the subject at hand that the person in training is expected to know and provide to a client / applicant;

issues that the trainee is expected to ask of a simulated person (for example, a client / suitor, where the trainee is a customer service provider,

21/47 for the purpose of determining that customer's needs and wants);

social conversation designed to calm another person and / or establish a sense of trust.

Challenges can be presented as displayed text, as part of a role play scenario (for example, where the user is presented with a scenario involving an animation or person playing an appropriate role, which presents the opportunity for the person in training to expose / provide the elements), with the elements presented by audio, textually (optionally in an overlay to the video part) and / or otherwise.

The elements can be those considered by the management of the trainee to be more significant or key so that the trainee is not overloaded with having to remember all related elements (which can optionally be accessed instead during an interaction of real life through a computer or otherwise, after the trainee has built credibility and trust with a real client or suitor, where credibility and trust are the result, at least in part, of the trainee's ability to respond without having to read from a list, manual or brochure etc.).

Optionally, the management of the person in training or another authorized person can specify, select or modify the elements as desired. By optionally conferring the responsibility of identifying the most significant elements to the management / employer of the person in training, they are encouraged to better understand and identify what is expected of employees performing a given job function.

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Once the pre-training session has been completed, the trainee is informed that the tested part of the training session is about to begin. The test part includes a scene having one or more people (real or animated) playing an appropriate role, such as that of a client, suitor, family member or other person as appropriate for the skill being trained. The actors who play the roles can read a script relevant to the area of ​​expertise and the skill being trained.

The script includes “challenges” (eg, questions, statements, or information) presented randomly or pseudo-randomly or presented in a pre-determined order to the person in training. The challenges are optionally verbalized and / or performed by a real or lively person / actor. The person or persons in the scene may or may not be synchronized to a script verbalization. The person or persons on the scene may be of different ethnicities, as selected by the employer, facilitator, training system provider, or other entity. The speech patterns and / or accents of the person or persons in the scene can be selected by the employer, facilitator, training system provider or other entity. The aforementioned selection can be made from a list presented in a terminal (for example, a list listing one or more ethnicities and / or accents) and stored in memory.

The trainee is expected to respond with the appropriate element (s) taught during the pre-training session. Optionally, a timer is provided (for example, a countdown timer) is displayed to the person in training when a challenge. In an exemplary modality, the person in training provides the answer verbally, but can also do so by typing / writing the answer, selecting the answer from

23/47 a multiple choice offer or otherwise. The system automatically and / or in response to an instruction from the coach presented the correct answer to the coach.

The trainee will then be graded / scored based on one or more of the following elements. The suitability / accuracy of the element provided by the person in training, the conviction of the person in training and / or style when providing the element, and / or the naturalness and / or speed with which the person in training provides the element or any combination of themselves. Thus, in an exemplary mode, a person in training who provides an appropriate element, but who was also very slow or very quick in providing the appropriate element so that it would appear to a real customer to be unnatural, and / or appeared to be / sounded nervous when providing that element, you will not receive a “perfect” score for that element. In addition, the trainee will optionally be graded on how closely the text of the element (s) recited by the trainee matches those provided to the trainee on the response screens, which combines the elements on the pre-study screens.

Optionally, a regressive timer is set to a certain value during a challenge response period and the trainee must provide the challenge response before the timer reaches a certain point (for example, 0 seconds). The current countdown time can be displayed to the trainee in a “seconds” format, and / or in other formats regarding how much time is left (for example, green for a first amount of time, yellow for a second amount time, and red for a third amount of time). Optionally, the trainee's score is based on the value of the pain timer at the time the trainee provided the answer. Optionally, a potential score is displayed, which is decremented when the timer regresses, and the trainee is assigned the score displayed when the trainee provides the answer. Optionally, a system operator and / or the facilitator can adjust the initial regressive time and / or the score reduction rate. Optionally, the facilitator can reset or change the timer value in real time or otherwise.

Optionally, key elements for correct answers will be in the “correct order / sequence”. That is, what the training client and / or implementer believes or has identified as the preferred presentation sequence. Optionally, the user is similarly graduated in the accuracy of the sequence of his answer.

By way of illustration, if a bank employee is being trained to recommend appropriate banking services, an actor (real or simulated) can play a bank customer or suitor. The trainee observes the scene, and recites the appropriate element (s) at the appropriate time in response to questions asked by or information offered by the bank customer or applicant that may be related to banking services. For example, if the person in training is being trained to recommend and / or provide information regarding a checking account for minors, the actor may ask questions as to why a minor needs a checking account, the costs associated with the checking account. and the risks associated with the fact that a minor has a checking account. The trainee is expected to respond to the client's questions / information with the element (s) (for example, the key elements) taught during the pre-training session. Optionally, the person in training is not allowed to refer to notes or other materials (for example, printed materials, such as books or

25/47 course) during the test phase. The response of the person in training can be observed (for example, heard and / or seen) in substantially real time by the trainer. Optionally, the response of the person in training is recorded (for example, a video and / or audio record) by the terminal or other system for later reproduction by a trainer and / or person in training, and / or for later scoring.

Optionally, computer-readable digital metadata that identifies where / when a challenge occurs in the track, what the challenge is and / or the element that the person in training must provide is embedded or otherwise associated with the audio track and / or video of the scene. While the trainer is watching the person in training (in real time or later through recording), the correct elements are automatically (or optionally in response to an action by the trainer or the person in training) presented to the trainer, optionally using the same text as presented to the person in training during the pre-training phase. For example, the trainer terminal can present the same scene being observed by the person in training, where an indication is provided to the trainer as to when the person in training must provide an element and the system presents the correct element through a textual overlay with respect to the scene. This allows the trainer to effectively score the person in training based on the element (if any) provided by the person in training. In addition, the trainer can score the conviction and naturalness / timing with which the person in training provided the element, in the same way as discussed above.

Scoring can be entered by the coach in a score field displayed via the coach's terminal. In an exemplary manner, the points are introduced and stored in computer memory in a substantially

26/47 immediately after the trainee provides a verbal response to the challenge (for example, within 15 seconds, 30 seconds or 60 seconds). Optionally, several score fields are provided so that the trainer can enter points for different aspects of the provision of the element by the person in training. For example, there may be a “correct element” field, a “level of belief” field, a “naturalness of response” field and / or a “response time” field. Optionally, the field can allow the trainer to enter (or select) a punctuation number (for example, 1-5), a punctuation letter (for example, AF), a phrase (for example, excellent, good, regular, bad) or another score. Optionally, punctuation icons (for example, circular punctuation icons) are provided on the answer screens. The facilitator will click on a score icon to provide the trainee with a point (or other score) for identifying a key element. When the facilitator clicks a score icon. The icon, originally white, will turn green to signify that the user has correctly identified a key element. Other colors / indicators can also be used. If the facilitator clicks on these error punctuation icons, they have the option to re-click the punctuation icon (s) (or otherwise correct the punctuation error). This will make the icon white again and no points will be calculated.

Optionally, the system automatically scores one or more aspects of the trainee's performance. For example, the system can detect (for example, by sound received by a microphone attached to the terminal of the person in training, in which the input received by the microphone is translated into a digital value) the time that the person in training takes to start provide an element after the “challenge” (as identified to the training system through the metadata discussed above) and score the speed of the response of the person in training and / or provide the actual time elapsed between the challenge and the

27/47 response of the person in training and / or presents the elapsed time to the trainer. The score for the immediacy of the response and the conviction, rather than just providing an embedded score of the two, assists the user / trainer in better understanding more precisely the exact learning and performance deficiencies of the person in training. The trainer can also provide textual / verbal comments (or optionally, select predefined comments presented to the trainer through a user interface) regarding the conviction of people in training and the naturalness of their responses. For example, the trainer user interface can include a text field through which the trainer can enter comments.

Optionally, the points for two or more aspects of the provision by the trainee of an element (which will sometimes be referred to as an “answer”) can be combined into a single score (for example, as an average score, which is optionally weighted). For example, if the trainee received a score of 5 for fitness / accuracy of the element, a score of 3 for the trainee’s belief and a score of 2 for the trainee’s naturalness, an average score of 3, 33 can be calculated and attributed to the response of the person in training. Different aspects of the provision by the person in training of an element can be attributed corresponding to different weights. As an example, the combined score can be calculated using the following weighted average formula (although other formulas can be used as well).

TotalTotal Score ((W i Score i / MaximumPossible i) +

W_n-i (i-Score / MaximumPossible-i) +

W_n(Punctuation_n / MaximumPossiblen))

28/47 where MaximumTotal Score is the maximum score that can be awarded for the answer, W is the weight for a corresponding aspect of the answer, Score is the score given for a corresponding aspect, and MaximumPossible is the maximum possible score that can be assigned for the corresponding aspect.

For example, using the formula above, if the accuracy of the training person's response is given a weight of 0.5 and conviction and naturalness are given a weight of 0.25, then if the person in training receives a score of 5 out of 5 points for suitability / accuracy of the element, a score of 3 out of 5 points for the conviction of the person in training and a score of 2 out of 5 points for the naturalness of the person in training, the system calculates and assigns a response from the person in training a score of 3.75 out of a maximum of 5.

A total score can be assigned to multiple responses provided by the person in training using an average, weighted average, or other calculation based on the points received for individual responses and / or aspects of them. Optionally, the score for a given response and the running total is automatically calculated in substantially real time while the trainee sends responses (or fails to send responses), with the running total displayed by the coach's terminal and / or the person's terminal in training. Optionally, at the end of the training session, the training system provides the points to the trainer and / or the person in training through an electronic and / or printed report on paper generated by the system.

Optionally, the score can be for each subcategory or for a total category. If for a total category, a combined final score of subcategories is displayed (for example, automatically displayed or in response to a command from the

29/47 coach).

Optionally, a ranking order score from best to worst (or ranking order score from worst to best) by subcategories. This will allow the user / facilitator to know where to focus the subsequent training based on strengths and weaknesses. Optionally, the specific subcategory that should be studied / repeated is displayed. Optionally, the user / facilitator can limit the scoring report so that only points for those subcategories where the user needs in-depth training (for example, as determined by the system, based on the user's failure to score at least a certain threshold specified) are reported to the user / facilitator.

Optionally, during the test part of the training session, different challenges will be repeated a different number of times. Optionally, the selection of the challenges to be repeated and / or the repetition rate are random or pseudo-random. Optionally, the most significant or otherwise selected challenges are weighted so that they are or tend to be repeated more frequently than those challenges that are considered to be less significant. This weighting promotes testing of more meaningful and / or more difficult to acquire skills / information.

Optionally, after the trainee has provided an answer (for example, after the response has been scored and / or after the trainee has completed a module or tested training part of it), the trainee is presented to a model response, with the corresponding element displayed and / or verbalized. When verbalized, the verbalization is optionally provided with a confident sounding voice that the user must emulate. Optionally, the key elements provided in the responses are marked in bold, highlighted or otherwise

30/47 visually emphasized compared to the sentence / phrase structure in which they are incorporated. The key elements provided in the model response are optionally modeled, verbalized, with the text of the key elements appearing in an overlapping manner as they are verbalized, for purposes of cognitive and behavioral incorporation. Text overlays are optionally highlighted as they are displayed.

Optionally, the model response is presented automatically and / or is presented in response to an instruction from the person in training (for example, issued by a user interface presented by a terminal of the person in training). Optionally, the first element is displayed and then the model response is provided (for example, verbatim and / or verbalized) with the element still displayed. Where there are more than one element, optionally the elements are displayed one at a time, until all relevant elements are displayed. The elements revealed correspond to the model response. Optionally, the trainee can take notes while the model element and response is presented.

Optionally, a “notes” field is displayed on the training person's terminal, where this person can enter notes, which will then be saved in the computer's memory. Notes can optionally be printed and / or subsequently accessed by the person in training. Optionally, through a user interface control, the trainer system automatically repeats the challenge and / or module if the trainee's score falls below a threshold defined by the system, the trainer, the trainee's employer , the trainee and / or another designated person. For example, optionally a challenge and / or module is repeated if the person in training received less than a perfect score to better exercise the person in

31/47 training to be able to provide correct answers that include the appropriate significant elements, without hesitation and in a confident manner.

Optionally, during a training session it can be presented in the form of a game to help maintain the person's interest in training and / or to improve the impact of the training. For example, when the trainee receives a score above a specified threshold, something pleasant happens (for example, a certain melody is played, a certain image / video is displayed, a piece of an electronic puzzle is awarded, the person in training earns points / weapons / attributes that can be used in an electronic game etc.). Optionally, training can be presented in a format in which the person in training must answer questions correctly (for example, receiving a predetermined score) in order to defeat an opponent (for example, a robot or simulated alien). Optionally, there may be multiple players participating in a game, in which if the first to answer is wrong, then others have the opportunity to respond and score.

Optionally, a user's verbal responses are recorded by pressing a “record” button. These recorded responses are immediately (or in a delayed manner) played back via a play button. The purpose of this exemplary modality is to provide the user with an instantaneous response substantially about how the user sounds from a perspective of style and / or attitude. Optionally, substantially immediately after reproduction, the facilitator / trainer asks the user questions regarding the user's perception of his style and / or attitude. Examples of these questions are:

• How do you think there was?

• Do you think you can pass for being confident and studious?

• Would you have been convinced by your response as a customer or a suitor?

• How could you have improved? etc.

Optionally, once the playback of the user's recorded segment is complete, there may be an automatic pattern for questions that are “asked” by the training system. That is, the questions are verbalized by a pre-recorded voice and synthesized at substantially the same time as the text is displayed. Optionally, each question is "asked" separately. Optionally, two or more questions are asked together. After the answer and / or discussion between the user and facilitator, the user / facilitator presses a “forward” button (or other corresponding control) and the next question is asked, and so on.

Optionally, there is an option to re-record a user response without saving the initial recorded segment via a control in the trainer and / or facilitator's user interface.

Optionally, through a control in the user interface of the person in training and / or facilitator (for example, a save recording icon that can be activated by the person in training and / or facilitator), there is an option to save the recording as a “ self-reference model ”that the user and / or facilitator can later access as an example of a good answer.

Optionally, there can be standard questions (for example, 1, 2, 3, 4, 5, or more questions) with respect to the self-recording option, or these questions can be customized. For example, in order to remove the responsibility of the facilitator, once the user listens to himself, and the system consults the user regarding his performance, the same questions can be asked each time (for example,

33/47 "How do you think it sounded?", "How could you improve your answer?" etc.) or the system instead asks different questions for different types of challenges (for example, for an objection, the system might ask "Do you think you have overcome the customer's objections?").

Exemplary modalities will now be described with reference to the Figures. In all of the following descriptions, the term “tuebsite” is used to refer to a user-accessible network site that implements the basic standards of the world wide web for encoding and transmitting hypertext documents. These standards currently include HTML (the Hypertext Markup Language) and HTTP (Hypertext Transfer Protocol). It should be understood that the term “website” is not intended to indicate a single geographic location, as a vuebsite or website on another network may, for example, include multiple geographically distributed computer systems that are properly interconnected. In addition, while the following description refers to a modality using the Internet and related protocols, other networks, such as interactive television or telephone networks, and other protocols can also be used.

In addition, unless otherwise indicated, the functions described in this document are preferably performed by executable code and instructions stored in computer-readable memory and executed on one or more general purpose computers. However, the present invention can also be implemented using special-purpose computers, other processor-based systems, state machines, and / or hardivired electronic circuits. Furthermore, with respect to the exemplary processes described in this document, not all process states need to be achieved, just as states

34/47 performed in the order illustrated. In addition, certain process states that are described as being serialized can be performed in parallel.

Similarly, while the following examples may refer to a user's personal computer or terminal system, other terminals, including other computers or electronic systems, may also be used, such as, without limitation, an interactive television , a network-enabled personal digital assistant (PDA), other IP (Internet protocol) devices, a cell phone or other wireless terminal, a network game console, an MP3 device or other network audio device, a network entertainment device, and so on.

In addition, while the following description can be referring to a user by pressing or clicking a key, button or mouse to provide a response or user input, user input can also be provided using another device or techniques, such as, without limitation, voice input, touchscreen input, optical pen input, touchpad inputs, and so on. Similarly, while the following description may refer to certain messages or questions being presented visually to a user on the computer screen, messages or questions can be delivered using other techniques, such as audible or spoken messages.

An exemplary modality uses a computerized training system to improve the listening comprehension of the person in training. For example, training can be delivered through a terminal, such as a standalone personal computer. The training program may be loaded onto a personal computer by computer-readable media, such as a CD-ROM, DVD, magnetic media, solid state memory, or otherwise or

35/47 downloaded over a network to the personal computer.

As an example, the training program can be hosted on a server and interact with the user over a network, such as the Internet or a private network, through a client computer system or another terminal. For example, the client system can be a personal computer, a computer terminal, a network television, a personal digital assistant, a cordless phone, an interactive personal media player, or other entertainment system. A browser or other user interface on the client system can be used to access the browser, to display training media and to receive user input.

As will be described in more detail below, in one modality, a training system presents a scenario for a user through a terminal, such as a personal computer or interactive television. The scenario can be a pre-recorded audio and / or video scenario including one or more segments. The scenario may involve a single actor or multiple actors (for example, a human actor or an animated character) reading a script relevant to the field and skill being trained. For example, actors may be simulating an interaction between a bank teller or a loan officer and a customer. Still as an example, the simulated interaction can instead be for sales or communications in person or by telephone. Still as an example, the actors may be simulating an interaction between a father and a son. Optionally, instead of using actors to read a script, the pre-recorded scenario may involve interaction without a real-life script.

Figure 1 illustrates an exemplary network training system including a Web / application server 110, used to host the training application program and serve web pages, a 112 scenario database, which stores segments of

36/47 pre-recorded scenarios and a user database 114 that stores user identifiers, passwords, training routines for corresponding users (which can specify which training categories / scenarios should be presented for a given user and in which order ), training scores, training session recordings, and user responses provided during training sessions. The training system is coupled to one or more user terminals of the people in training 102, 104, and a trainer terminal 106 through a network 108, which can be the Internet or another network.

Figure 2 illustrates an exemplary training process. In state 202, the trainee and / or the trainer connects to the training system via a training terminal. The training system can use the login information to access the account information of the person in training and / or trainer. The account information optionally includes an identification of the training categories / modules that the person in training and / or the trainer is authorized to access. In state 204, a training module is selected. For example, a training category / module may be selected by the person in training or by the trainer from a list of modules presented in a training terminal, where the list includes modules that the person in training / the trainer is authorized to access. Optionally, the system automatically selects the module based on the training history of the person being trained (for example, the modules the person in training has previously used and / or the person's training score).

In state 206, instructions are displayed regarding the use of the training system for the trainee and / or trainer. In state 208, in response to a command from the person in training

37/47 or the trainer, a preparatory training session begins. The preparatory training session presents information, questions, statements and the like (sometimes referred to in this document generally as materials), related to the training topic, in which the trainee must use some or all of the materials presented during the test session. subsequent.

In state 210, in response to a command from the person in training or the trainer, the test portion of the training begins. The trainee is introduced to a scenario related to the materials taught during the preparatory part of the training. The scenario will include one or more challenges by an actor pretending to be a client, suitor, or other person relevant to the topic under training. The scenario can provide through a person's video recording or animation (for example, a FLASH animation). For example, challenges can be in the form of a question (for example, a question about a product or service, a question asking for advice on a relevant subject, etc.) or a statement (for example, a statement about conditions or current customer plans or about a product or service).

In state 212, the trainee provides an answer in response to the challenge. In state 214, the trainer and / or the training system scores the response. The current elements are displayed to the trainer with corresponding scoring icons (for example, circular scoring icons or other desired shape) that the trainer can use to score the user. The answer can be scored on the accuracy of the answer, the speed with which the answer was given, the naturalness of the answer and / or the conviction and style with which the answer was given. In state 216, the model response is presented by multimedia (for example, optionally audible,

38/47 optionally in conjunction with the video part of the scenario) to the person in training at the training terminal, optionally with the corresponding materials presented verbatim. The material elements can be presented in an overlay format over the video / animation of the module scenario.

In state 218, a determination is made as to whether the test portion of the training session has been completed. If not, the process continues to state 210 and the next scenario is presented. The next scenario can be selected randomly or pseudo-randomly, or the system can optionally allow the trainer and / or trainee to select the next scenario. The next scenario is optionally a repetition of a previously presented scenario (for example, the current module or another module). The next scenario is optionally selected based on the score of the person in training in a previous scenario.

If, in state 218, a determination is made that the test portion of the module has been completed, the process proceeds to state 220 and a test report is generated optionally including points for each challenge, a total score for each challenge and / or a total score for the module. In state 222, the process ends or the trainee / trainer selects another module.

Exemplary user interfaces will now be described. An exemplary user interface can provide an introduction to the training system, including instructions on how to access the exercise categories of the training system. A link to the login page is optionally provided and the user is instructed to connect to the system and choose a training module with the corresponding desired category and exercise subcategory. A user interface is provided through which the user or facilitator has the option of clicking on an “Access to Pre-Screen 39/47 icon

Study". The Pre-Study user interface contains key or important elements that the user needs to know in order to correctly answer the challenges ahead. Optionally, the user can skip the pre-study user interface (for example, if the user is already familiar with the category and subcategory and / or does not feel the need to view the pre-study user interface) by clicking on an icon “Skip Pre-study and Listen to Challenge” or similar.

The user is also informed about when the simulated character for the user must provide a first person replica / answer to the challenge and that the correct answers are based on the elements (for example, the key elements provided by the pre-study user interface ) chosen by the user’s firm or the creators of the training system. The user is informed that when the user stops verbalizing the challenge response, the user or the facilitator must click on a “Response” icon to obtain the correct answer (s). In an exemplary mode, the user is informed that the training system will now have a simulated figure verbalizing a “challenge” (for example, a statement or question). The user then responds to the challenge.

The system can now display elements (for example, the key elements) of the correct answer from the guideline, which substantially matches or combines what they learned in the previous training and / or the Pre-Study screen (s) . Response user interfaces can display elements and / or punctuation to the user / facilitator jointly or just to the facilitator. The score may include a score for the elements recited by the user, a score for immediate response, and a score for conviction and style.

Optionally, a user interface is provided in which the user / facilitator can instruct the system through a

40/47 control (for example, “Click to hear the Model Response” icon) to verbalize the model response with the key elements graphically overlaid on the screen. The elements (for example, key elements) are overlaid and accumulated one at a time to display the elements previously revealed on the Pre-Study Screen (s). The disclosure of each of these elements correlates with the verbalized Model Response. Optionally, a control is provided through which the user / facilitator has the ability to repeat this particular “challenge” if they choose to do so. For learning purposes, if the user achieves anything less than a “perfect score” (or other designated score), then they must repeat the subcategory to better ensure that they can produce a fluid response that contains the key elements, without hesitation and in a confident manner.

Another user interface is provided including a “follow-up” control, which, when activated, makes the system verbally narrate another random challenge and the process continues. The training module will inform the user and the facilitator when all challenges within the subcategory have been completed. The user and the facilitator can choose to repeat the subcategory or continue to a different subcategory and / or category. This repetitive exercise will best ensure that people in training will learn the materials.

Figures 3A-II illustrate examples of user interfaces that can be displayed by a web browser or another application. Additional, less or different user interfaces can be used in other exemplary embodiments. The language provided in the user interface examples is not intended to limit the invention, but are merely examples of language that can be used. Another language and terminology can also be used. At

41/47 exemplary interfaces include controls (for example, in the form of underlined links, buttons or otherwise) that can be used to navigate the training session (for example, continue, next page, click for response etc.). Optionally, some or all of the text displayed by the user interface can instead or additionally be verbalized. Optionally, a pre-recorded animated figure / face or actual person verbalizes or appears to verbalize some or all of the text or script.

Figure 3A illustrates an example of an introduction to the training system, including a list of categories and subcategories of exemplary training topics. Figure 3B illustrates example instructions that are optionally presented to a facilitator and / or user, which describe how to access a training module. In this example, the instructions provide a ujebsite (Universal Resource Locator) URL through which the trainer or person in training can connect and access the training program. The user is also instructed to choose the desired training category / subcategory. The instructions further instruct the trainee / trainer how to start the preparatory / pre-training phase of the training module and provide information as to what to expect during the preparatory / pre-training phase.

The example instructions indicate that after the preparatory / pre-training phase, the “challenge” phase of the training module will begin, in which an animated video / character will verbalize a challenge (for example, a statement or question). The trainee is instructed on how to respond to challenges and how the trainee's response will be scored. Instructions are also provided on how to access template responses and what to expect while accessing template responses. In addition, the trainer / trainee is informed that the

42/47 scenario can be repeated, what additional challenges will be presented and that the module can be repeated.

Figure 3C illustrates an example of a user interface informing the trainee that a practice training session is about to begin. The trainee is also informed that the facilitator has logged in, is participating in the training session and has selected a training category / subcategory (for example, alphabets / American). Figure 3D illustrates a user interface that provides an explanation to the trainee about the challenge test to come and provides instructions on how the trainee should respond to challenges (for example, in the first person, as soon as the trainee is in training) hears the challenge). Optionally, a picture is displayed (for example, an animated picture or a real person) that appears to verbalize the instructions.

Figure 3E illustrates an example challenge in the form of a question. Figures 3F - 3G illustrate an example of a scoring user interface, in which the scores (for example, numerical scoring) are attributed to the accuracy of the response of the person in training to the challenge, the punctuality of the response, and the conviction with which the response was given. Figure 3F illustrates an example of a response scoring user interface used to score the accuracy of the response of the person in training to the challenge. The scoring user interface can be completed by the person in training, the facilitator, or both together, as permitted by the training rules. Figure 3G illustrates a scoring user interface used to score the timeliness of the response to the training person's challenge (for example, if the response was undesirably delayed or immediate). Figure 3H illustrates a scoring interface used to score the conviction with which the trainee responds to the challenge (for example, not confident, not very confident,

43/47 confident), with a different number of points awarded based on the confidence level.

Figure 31 illustrates a user interface that explains that a model response will be presented listing the elements that should be provided in response to the challenge. The trainee is also informed what notes can be taken (for example, to improve the performance of the trainee). Figure 3J illustrates the correct elements, in which the elements are optional, sequentially and cumulatively displayed and verbalized, so that when the last element is shown, all elements are shown. Figure 3K illustrates the total score calculated for the responses to the training person's challenge. A “repeat the scenario” control is provided in this example, which, when activated by the person in training / trainer, causes the challenge to be repeated. A “go ahead” control is provided, which, when activated, causes the system to present the next challenge. Optionally, the next challenge is selected randomly / pseudorandomly by the training system. Optionally, the trainer or the trainee selects the next challenge.

Figure 3L illustrates the presentation of the next challenge. Figures 3M-3O illustrate exemplary scoring user interfaces for the second challenge, where the score (for example, numerical scoring) is attributed to the accuracy of the person in training's response to the challenge, the timeliness of the response, and the belief in the which the answer was given. Figure 3P illustrates a user interface that explains that a model response will be presented listing the elements that should have been provided in response to the challenge. The trainee is also informed what notes can be taken (for example, to improve the performance of the trainee). Figure 3Q illustrates the key elements, where the element is

44/47 optionally verbalized. Figure 3R illustrates the total score calculated for the training person's response to the challenge.

Figure 3S illustrates an example of a user interface congratulating the person in training for completing the challenges in this module. The trainee is further instructed to activate a control to “proceed” to still use the current training module, or to activate and control “exit the module” in order to proceed to the main menu (for example, where the trainer / the trainee can select another training module).

Figure 3T illustrates a user interface that explains to the person in training that the person in training will not participate in a training module in a different category (product knowledge / current accounts). Figure 3U illustrates a user interface that provides an explanation to the trainee with respect to the next challenge and provides instructions on how the trainee should respond to the challenges. Optionally, a figure is displayed, which appears to verbalize the instructions. Figure 3V illustrates a user interface where another challenge is presented, the one related to checking accounts for minors. Figures 3W-3Y illustrate scoring user interfaces for the second challenge, where scores (for example numerical scoring) are assigned for the accuracy of the person in training's response to a challenge, the timeliness of the response, and the conviction with which the answer was given.

Figure 3Z illustrates a user interface that explains that a model response will be presented listing the elements that should be provided in response to the challenge. The trainee is also informed about what notes can be taken (for example, to improve the performance of the trainee). Figure 3AA illustrates the correct elements, where the elements are optionally shown and verbalized sequentially and cumulatively,

45/47 so that when the last element is displayed, all the elements that the person in training should have provided are displayed. Figure 3BB illustrates the total score calculated for the training person's responses to the challenge. A control to "repeat the challenge (s)" is provided in this example, which, when activated by the person in training / trainer, causes the challenge to be repeated, but, optionally, only after the final scores are calculated. A control is provided to “see the score” and, when activated, causes the current score of the challenge to be displayed.

Figure 3CC illustrates another example of a category selection user interface by which the trainee or facilitator can select a training category (for example, a different product or service to be trained). Once the training category has been selected, the user interface example shown in Figure 3DD is presented through which a category to focus on can be selected (for example, Product / Service Description, Product / Service, Product / Service Objections) ).

Figures 3EE-3GG illustrate another set of exemplary user interfaces that provide key elements during the pre-training stage. The corresponding model responses are optionally the same as the key elements. Key elements and model responses can be presented verbatim and / or by audio. Certain parts of the key elements and model responses are emphasized to highlight important concepts.

Figure 3HH illustrates another example of a user interface providing scores for the challenge response. Figure 311 illustrates another example of a user interface that provides a summary of the score for a training session. The summary includes scores for exercises in three different product categories. In this example, the score is presented in order of ranking with the lowest score at the top and the strongest / highest at the bottom within each score component.

Optionally, a pre-recorded or synthesized voice (for example, a “voice signature”) tells users how they went (for example, a voice that simulates a robot speaking in an affected way, pirate or other unreal or fictional character ). This includes an indication of how the user was up against others and / or against “the machine”. That is, certain scores would trigger a verbalization like "you beat me!", While others would trigger "I beat you ... try again". Optionally, the indications can instead of or additionally provide via text or also with a “traditional” voice.

Optionally, there can be pre-scoring when the user participates alone, which can then be compared to the score when the user works with a facilitator.

Optionally, training can be done in a self-study mode without a trainer / facilitator. In this way, the system can be used for self-training.

Optionally, a replay option is provided for each category and / or subcategory (or a subset of it) to improve performance.

Optionally, the instructions will be verbalized.

Thus, as discussed above, certain achievements teach and train a user to use information and skills in a simulated real-world environment. The user is optionally subjected to an extensive test, in which his performance is scored based on his information retention and his ability to provide information to others in a natural and confident way.

47/47

Thus, the training system helps users to internalize and incorporate behaviorally information and skills learned during training. Users are optionally trained to provide information, respond to objections or ask questions as appropriate almost automatically, without undesirable pauses.

It should be understood that certain variations and modifications of this invention are suggested to the person with common knowledge in the art. The scope of the present invention should not be limited by the illustrations or the aforementioned descriptions thereof.

1/16 “Systems and Methods of Providing Training

For the Use of Computerized System ”