Edu-larp @ CHI (original) (raw)
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This paper discusses the education of human computer interaction from the perspective of role play activities. In one case, role play is used in team projects where students are encouraged to act as persons with certain responsibilities and motivations. In the second one, roles play can be observed in discussion and debates format that is used in the undergraduate classes and graduate seminars. The multidisciplinary engineering, science and social underpinnings of human computer interaction challenge mostly technical-oriented software engineering students. In our opinion, social aspects are better assimilated by the students when teaching methods established in social science education are used. We employ these methods in traditional lecture-based teaching format and large student classes. The aim is to increase students' involvement in seminar subject where active participants are both speakers and listeners. In our opinion, the role playing activity in the project work, discussions and debates intersperse engineering studies.
Live Action Role Playing (Larp) in Cognitive Behavioral Psychotherapy: A Case Study
International journal of role-playing, 2024
Role-play is an established tool in psychotherapy. Recent literature has indicated the similarities between live action role-playing (larp) and psychotherapy. In cognitive behavioral therapy (CBT), which is one of the most widespread therapeutic approaches, Role-play is a tool for developing desired target behavior (Fliegel 2020). This also applies to so-called skills groups in CBT. One form of these skills groups is the Gruppentraining sozialer Kompetenzen (Hinsch et al. 2015). Some literature has highlighted the similarities between role-playing methods used in CBT-oriented skills groups and larp (Aschenbrenner 2013, Balzer 2008). A deficit in social skills is associated with a variety of mental disorders (Segrin 2001). The use of a CBT-oriented larp may therefore be helpful in the treatment of several mental disorders. A standardised form of CBT-oriented larp in the sense of a clinical manual does not yet exist. There is also no empirical evaluation with questionnaires of such a therapeutic larp yet. This article presents the implementation and empirical evaluation of a standardised CBT-oriented larp. This clinical case study was conducted with 6 patients with mental disorders. Participants were aged 30 years or younger and all had at least one affective disorder. Established clinical screening questionnaires were used for assessment. Data were collected in a pre-post follow-up design. The study shows that this CBT-oriented larp is feasible with people with mental illness. Qualitative data show good goal attainment and positive experiences among participants. Short-term positive developments were also found in the screenings. However, an empirical statement about the effectiveness of the larp is not yet possible; in the long term, the screenings even show negative trends.
Educational Live Action Role-playing Games: A Secondary Literature Review
The Wyrd Con Companion Book 2014, 2014
This article will cover the current literature pertaining to educational live-action role-playing games (edu-larp) and related phenomena. Though edu-larp is a rather recent development emerging from the leisure activity of role-playing games, various other spheres have emphasized the pedagogical value of role-playing as a method, including education, theatre, psychodrama, military, business, and health care. This literature review will streamline the discourse surrounding games, simulation, drama, and role-playing with the recent development of edu-larp, emphasizing the various cognitive, affective, and behavioral benefits detailed in the research. The review will also discuss the challenges faced by edu-larp designers and instructors, offering possible solutions.
Applied Theatre Research, 2018
The efficacy of role-play simulation (RPS) education rests on its ability to comprehensively reflect real-life situations. The goal is to create immersive events or situations that enable a student to spontaneously respond in a controlled environment that nevertheless reflects their anticipated work experience. While an extensive body of literature exists that reports on the aims, working methods and outcomes of RPS across empirically based disciplines such as medicine and health, law, business, social work, engineering, management, and education, very little research has been published on appropriate or possible training models for the 'actors' in RPS. Reporting on a multi-part, interdisciplinary action research project based at the University of Newcastle, Australia, across the subject areas of drama and pharmacy (2012), and later occupational therapy (2013-18), this article examines an actortraining method that reimagines approaches to developing 'role' and 'character' in RPS and evaluates the outcomes for student learning.
LEARNING THROUGH PRACTICE VIA ROLE-PLAYING: LESSONS LEARNT
Software engineering is the establishment and use of sound engineering principles in order to obtain economically software that is reliable and works efficiently on real machine. Sound software engineering closely related with socio-technical activity that depends on several human issues which are communication, collaboration, motivation, work environment, team harmony, engagement, training and education. These issues affect everything for students to fully understand software engineering and be prepared for software development careers. Therefore courses offered in the university must also consider the sociological and communication aspects, often called the socio-technical aspects. One popular method is to use role-playing exercises. Role-playing is a less technologically elaborate form of simulation for learning interpersonal skills and is analogous to rehearsal. It is particularly helpful when students are having difficulties to relate lessons learnt in the university to the applicability of the knowledge in the real implementation. This is because many students view software engineering as meaningless bureaucracy and have little interest in the knowledge delivered in the lecture hall. This scenario impedes the expansion of current knowledge and inhibits the possibility of knowledge exploration to solve range of industry problems. Simply lecturing about software engineering will never engage students or convince them that software engineering has value. Given this student bias, the goal of teaching software engineering often becomes convincing students that it has value. To achieve this, students need to experience firsthand the sociological and communication difficulties associated with developing software systems. In this paper, we argue that in teaching software engineering we must cover two essential things; delivery of knowledge and skills required in the software engineering domain in a form of lecture and hands-on practice to experience the value of the knowledge and skills learnt. We report on our experiences gained in deploying role-playing in master degree program. Role-playing is used as pedagogical tool to give students a greater appreciation of the range of issues and problems associated with software engineering in real settings. We believe that the lessons learnt from this exercise will be valuable for those interested in advancing software engineering education and training.
The Use of Role–Playing in Learning
Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces
The use of Role-Playing is becoming prominent in Serious Games due to its positive effects on learning. In this chapter the author will provide a comprehensive definition of role-playing games, drawing inspiration from the many different definitions provided in the existing literature. Then, will propose a five-dimension taxonomy for Serious Role Playing Games, applying it to a small selection of successful Serious Games in five different domains. An overview of the literature will help the reader understand when Role-Playing should be used, and when it might be useless or detrimental. Finally, a brief analysis will be performed on the reviewed games, in order to point out the correlations among the taxonomy dimensions and the domains of application.
Moving Educational Role-Play Beyond Entertainment
Education in the Knowledge Society, 2010
Educational role-play has long proved an effective tool for consultants trying to develop the skills that employees are using for performing certain job functions. However, while educational role-play often is presented as an entertaining means for learning, such insistence on making learning games more gamish seems to have an inhibiting effect on designing and thinking games beyond mere skill acquisition. By emphasising the role-play based process as a conflictual negotiation between distinctive categories of knowledge, this paper presents the explorative application of knowledge, while framing the facilitation of reflective processes as the key for transcending knowledge from the game’s context to that of the participants. While pointing towards the compatibility issues between current conceptions of learning games and the facilitation of reflective processes, the paper emphasises the need for thinking the learning game as a part of a didactic design, rather than something benefic...
2009
Clinical simulations in a skills laboratory setting are used to explore role-play as a context for experiential and reflective learning. The impact on the quality of learning by using simulated patients who are skilled in both acting and facilitating is explored. A sample of dialogue provides rich data for analysing this environment as a context for situated learning. Furthermore, we use reflective dialogue between tutor and simulated patient to debate evidence of scaffolding the integration of new knowledge and skills for effective practice. Although clinical communication skills are the focus of learning in this example, the benefits may be generalised to a range of contexts where the learning outcomes include the development of more effective behaviours