International Journal of Role-playing 6 -- Full Issue -- IJRP (original) (raw)
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International Journal of Role-playing 8 -- Full Issue -- IJRP
2018
The aim of the International Journal of Role-Playing is to act as a hybrid knowledge network, bringing together the varied interests in role-playing from its associated knowledge networks, e.g. academic research, games, creative industries, the arts, and role-playing communities. Editorial Special Issue: Role-playing and Simulation in Education This special issue contains five articles chosen from among those presented at the Role-playing and Simulation in Education Conference at Northeastern University in Boston, MA, on May 17, 2018.
Black Blizzard - Designing Role-play Simulations for Education
2000
This paper outlines and analyzes some key design issues we encountered in the process of creating an online role-play simulation (RPS) for a course targeting emergency services personnel. Titled "Black Blizzard" the RPS aims to enable an exploration of typical issues and problems that arise in cross and multi-cultural international collaboration. Focusing on the basic structure of games and on
Computer simulation, games, and role-play: Drawing lines of demarcation
2002
The literature around experiential learning is unclear regarding the similarities and differences among simulation, games, and role-play. In order to appropriately evaluate instructional processes, definitional clarity is necessary. In this article, we provide a definitional foundation and classification scheme for the topics of computer simulation, role-play, and games. The educational and training outcomes of each are discussed, providing readers the means to determine for themselves, the pedagogical appropriateness of simulation, games, or role-play to a given situation.
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.
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.
Practicing to become a teacher: learning from simulations and roleplays
2022
This paper explores how teachers-in-training can gain crucial experience by taking part in simulations and roleplays. The use of simulations and role plays has been in discussion by teacher trainers for some years, inspired by practices in other highly regulated industries such as health care and nursing, but the same rate of adoption has not been forthcoming. However, this need has become more evident-even urgent-during the COVID-19 pandemic and subsequent school closures, which has result in cancelled placement opportunities on a massive scale.
Black Blizzard at Sea – designing role-play simulations for education
This paper outlines and analyzes some key design issues we encountered in the process of creating an online role-play simulation (RPS) for a course targeting emergency services personnel. Titled " Black Blizzard " the RPS aims to enable an exploration of typical issues and problems that arise in cross and multi-cultural international collaboration. Focusing on the basic structure of games and on aspects that make good games engaging the paper compares the issues that arose in designing the structure of this RPS with other RPS designs. It then outlines some practical suggestions and theoretical conclusions to help teachers design online role-play simulations that are in harmony with educational objectives while simultaneously deploying good game-play design principles that make it engaging for students.
ROLE PLAY: A TEACHING STRATEGY THAT ADDS FUN IN LEARNING
There are many strategies used by nurse educators to ensure that students of the health professions develop professional competence. Experiential approaches used in nursing education inclu playing, gaming, simulation, practical exercises. Among these activities, Role play has a competitive element that does not exist in didactic lecturing, simulations or practical exercises. This paper will focus on sciences nursing education .The nursing literature highlights many reasons for using role play as a teaching Strategy, including the promotion of active learning, encouragement for critical thinking, value of fun and excitement in learning, and replication of real can promote the development of user's creativity, autonomy, responsibility and other decision related skills. Copyright©2017, Shehla Khan. This is an open access article distributed under the Creative Commons Att distribution, and reproduction in any medium, provided the original work is properly cited.
Suppose you were someone else… The learning environment of a web-based role -play simulation
Do role-play simulations help students with learning? This paper discusses the experience of 'playing a role' in a we-based role-play simulation in light of evaluations of students who participated as teams in two role-play simulations designed for a course on leadership in Early Childhood at the Faculty of Education at the University of Melbourne and run in 2002 and 2003. The learning environment created in using a role-play simulation, it is argued, not only facilitates the collaborative process of constructing knowledge in context. But perhaps more significantly, the experience of deploying solutions to problems in such an interactive and reflexive environment and the unintended consequences that arise from such deployments of solutions to problems is instrumental in creating a reflective and integrated understanding of course material. Introduction Suppose you were someone else and this someone was a character in a simulation that a group of students were playing as part of a university course about leadership issues in the field of early childhood studies.
Journal of Jewish Education, 2017
This study explores the relationship between character selection and student engagement in the Jewish Court of All Time (JCAT), an online and classroom-based role-playing simulation of a current events court case with Jewish historical roots. Analyzing students’ responses to three questions posed in an out-of-character JCAT discussion forum, we tracked indications of their different types and styles of engagement and how they were associating this engagement with their character roles. The findings seek to augment the implementation of future JCAT simulations, as well as to inform research and practice of role-play simulations that involve assuming character personas.