scholarly journals Using virtual worlds for role play simulation in child and adolescent psychiatry: an evaluation study

2014 ◽  
Vol 38 (5) ◽  
pp. 204-210 ◽  
Author(s):  
Aaron K. Vallance ◽  
Ashish Hemani ◽  
Victoria Fernandez ◽  
Daniel Livingstone ◽  
Kerri McCusker ◽  
...  
Keyword(s):  
Virtual Worlds ◽  
Learning Experience ◽  
Role Play ◽  
Role Playing ◽  
Evaluation Study ◽  
Child And Adolescent Psychiatry ◽  
Added Value ◽  
Nominal Group ◽  
Small Group Teaching ◽  
Role Play Simulation

Aims and methodTo develop and evaluate a novel teaching session on clinical assessment using role play simulation. Teaching and research sessions occurred sequentially in computer laboratories. Ten medical students were divided into two online small-group teaching sessions. Students role-played as clinician avatars and the teacher played a suicidal adolescent avatar. Questionnaire and focus-group methodology evaluated participants' attitudes to the learning experience. Quantitative data were analysed using SPSS, qualitative data through nominal-group and thematic analyses.ResultsParticipants reported improvements in psychiatric skills/knowledge, expressing less anxiety and more enjoyment than role-playing face to face. Data demonstrated a positive relationship between simulator fidelity and perceived utility. Some participants expressed concern about added value over other learning methods and non-verbal communication.Clinical implicationsThe study shows that virtual worlds can successfully host role play simulation, valued by students as a useful learning method. The potential for distance learning would allow delivery irrespective of geographical distance and boundaries.

Designing Seamless Learning Using Role-Playing Experiences

2017 ◽  
pp. 65-92
Author(s):  
Sherry Jones ◽  
Kae Novak ◽  
Christopher Luchs ◽  
Farah Bennani
Keyword(s):  
Case Studies ◽  
Learning Experience ◽  
Research Question ◽  
Role Play ◽  
Role Playing ◽  
Learning Approach ◽  
Pedagogical Approach ◽  
Face To Face ◽  
Seamless Learning ◽  
Course Experience

This chapter examines seamless learning in the context of three case studies that incorporate role-play as a pedagogical approach to integrate contextually aware learning from the formal classroom to informal spaces both face-to face and online. The research question explored is whether role-playing design in seamless mobile learning can cultivate the learners' intrinsic motivation to engage with the course and collaborate with others. In all three case studies, a variety of technologies, such as web 2.0 and mobile devices, were employed to offer learners a seamless learning experience. The studies revealed that majority of the learners were more invested and engaged in the course experience by participating in technology-mediated role-playing activities. We conclude that role-playing should be part of the seamless learning approach, since role-playing can mediate learners' access to different knowledge areas through various perspectives, just as technology can serve as mediators in the seamless learning paradigm.

Real Experiences with Virtual Worlds

2012 ◽  
pp. 41-56 ◽  
Author(s):  
Andrew Cram ◽  
John G. Hedberg
Keyword(s):  
Conceptual Framework ◽  
Virtual Worlds ◽  
Real World ◽  
Virtual World ◽  
Role Play ◽  
Educational Opportunities ◽  
Design Parameters ◽  
Design Task ◽  
Design And Implementation ◽  
Role Play Simulation

The virtual world provides a useful experimental space in which learners can experience the design parameters of a real world task. The importance of the simulated space is that it enables the learner to explore their solution to a design task. This chapter explores some educational opportunities offered by virtual world simulations, and presents a conceptual framework to guide their design and implementation. The framework is illustrated by exploring three contrasting simulation examples. In particular, the examples explain how simulations within virtual worlds can be linked to real world performances and provide an efficient way of developing difficult concepts. The examples outline different types of simulations: an exploratory simulation for learning socio-scientific inquiry; a role play simulation involving an ethically toned situation; and a design simulation in which learners test and refine their ideas for subsequent creation using concrete materials.

scholarly journals Examining the Impact of a Gamified Entrepreneurship Education Framework in Higher Education

2019 ◽  
Vol 11 (20) ◽  
pp. 5623 ◽  
Author(s):  
Grivokostopoulou ◽  
Kovas ◽  
Perikos
Keyword(s):  
Virtual Reality ◽  
Virtual Worlds ◽  
Learning Experience ◽  
Entrepreneurship Education ◽  
Evaluation Study ◽  
Educational Environment ◽  
Learning Activities ◽  
Game Based Learning ◽  
Gamified Learning ◽  
The Impact

Entrepreneurship education constitutes a top priority in policy agendas across the globe as a means to promote economic growth, fight unemployment and create social capital. An important premise of entrepreneurship education is that it can be learned and students can be taught to formulate entrepreneurial mentality, skills and competencies, something that can result in the formulation of startups and business initiatives. Given the importance of entrepreneurship, the necessity to formulate efficient entrepreneurship education frameworks and training programs arise. In this work, we present the design of an entrepreneurship educational environment that is based on learning in 3D virtual worlds. Innovative 3D virtual reality technologies were utilized to provide immersive and efficient learning activities. Various topics of entrepreneurship education courses were designed and formulated to offer students the opportunity to obtain theoretical knowledge of entrepreneurship. The 3D virtual reality educational environment utilizes pedagogical approaches that are based on gamification principles, allowing students to study in immersive ways as well as in game-based learning activities on real challenges that can be found in business environments. The game-based learning activities can help students gain necessary skills, helping them to tackle everyday obstacles on their entrepreneurial pathways. An experimental study was performed to explore the learning efficiency of the environment and the gamified learning activities as well as assess their learning impact on student’s motivation, attitude, and overall learning experience. The evaluation study revealed that the framework offers efficient gamified learning activities that increase students’ motivation and assist in the formulation of entrepreneurship mentality, skills and competencies.

scholarly journals Role-Play Simulation for Assessing Students’ Creative Skill and Concept Mastery

2019 ◽  
Vol 2 (3) ◽  
pp. 71-78
Author(s):  
Nisrina Meta Gamanik ◽  
Yayan Sanjaya ◽  
Lilit Rusyati
Keyword(s):  
Junior High School ◽  
Group Discussion ◽  
Role Play ◽  
Circulatory System ◽  
Sampling Technique ◽  
Role Playing ◽  
Posttest Score ◽  
Concept Mastery ◽  
Quasi Experimental ◽  
Role Play Simulation

This study treats students by role-play simulation for learning the human circulatory system. Creative skill and concept mastery to be assessed aspects at the end of learning. The method used in this research is the quasi-experimental method. The sample was taken by cluster random sampling technique with the population of students in 8th grade at one of Junior High School in Bandung. The samples in the experimental class n=24 and control class n= 24.the data obtained using the rubric of creative skill consist of process and product. For treatment in experiment class, implemented the role play while for the control class conducted the group discussion. This study aims to examine the effect of role-playing on students’ concept mastery and creative skills. The data result of students’ concept mastery was taken by pretest and posttest. The result of students’ concept mastery was indicated by mean of posttest score in the experimental class, which is implemented the role play is higher than the control class, 79.50 > 64.00, respectively. Creative skills in the process that will be seen during the implementation of the role play and creative skills in product measured by the scenario of the role play. This research indicated that role play could be implemented in the teaching-learning process. The research findings show that there is a significant effect of role-playing on students’ concept mastery and lead students to be skillfully creative.

scholarly journals Diving into Lake Devo: Modes of representation and means of interaction and reflection in online role-play

2014 ◽  
Vol 15 (4) ◽  
Author(s):  
Linda Koechli ◽  
Maureen Glynn
Keyword(s):  
Virtual Worlds ◽  
Role Play ◽  
Role Playing ◽  
Action Research Project ◽  
Play Activity ◽  
Post Secondary ◽  
Modes Of Representation ◽  
3D Virtual Worlds ◽  
Survey Responses ◽  
3D Virtual Environments

<p>This paper outlines an action research project involving the development of an educational online role-playing website, known as Lake Devo. Designed in keeping with constructivist principles, the website is used in select post-secondary courses at Ryerson University and allows learners to work synchronously, using visual, audio, and text elements to create avatars and interact in online role-play scenarios. The website also provides an integrated area for debrief following role-play activities. The features of the website were deliberately intended to provide a viable alternative to text-only online role-play activities, while not requiring the highly sophisticated elements of 3D virtual environments. During the period of the project on which this article reports, learners were invited to use the Lake Devo website for an assigned role-play activity. Online learner survey responses were collected following the pilot implementations of the website to determine the extent to which the non-text modes of representation (visual, audio) in Lake Devo, along with an integrated debrief area on the site, supported the learners in their online role-play activity. The preliminary findings suggest that Lake Devo provides an environment that effectively supports online role-play. The simple format of the Lake Devo avatars, the availability of visual and audio elements, and the ability to create a lasting artifact for review in a dedicated debrief area engage students and also reinforce the constructivist and collaborative nature of role-play activities. For practitioners beyond the Lake Devo project team and the Ryerson context, the Lake Devo website provides an example of an online role-play environment that offers alternatives to text-based and/or 3D virtual worlds.</p>

The Power of Online Role-Play Simulations: Technology in Nursing Education

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Denise L. Nelson ◽  
Carol Blenkin
Keyword(s):  
Nursing Education ◽  
Literature Review ◽  
Learning Experience ◽  
Role Play ◽  
Web Based ◽  
Student Groups ◽  
Clinical Nursing ◽  
Web Based Learning ◽  
Role Play Simulation

The use and evaluation of an innovative Web-based technology and its suitability for promoting realism when interacting in clinical nursing situations are described. Also discussed are the development, implementation and evaluation of online role-play simulation. Student and faculty-centered insights are shared about the simulation and the technology supporting it. This Web-based learning experience validated literature review findings and offered new understanding about extended learning, projected realism, diversity, seriousness, non-verbal prompting, and evaluation. This simulation used the Fablusi™ platform in which students experienced the outcomes of their decisions and actions. This Web-based technology can be adapted for different student groups to enhance learning.

Designing Seamless Learning Using Role-Playing Experiences

2020 ◽  
pp. 392-420
Author(s):  
Sherry Jones ◽  
Kae Novak ◽  
Christopher Luchs ◽  
Farah Bennani
Keyword(s):  
Case Studies ◽  
Learning Experience ◽  
Research Question ◽  
Role Play ◽  
Role Playing ◽  
Learning Approach ◽  
Pedagogical Approach ◽  
Face To Face ◽  
Seamless Learning ◽  
Course Experience

This chapter examines seamless learning in the context of three case studies that incorporate role-play as a pedagogical approach to integrate contextually aware learning from the formal classroom to informal spaces both face-to face and online. The research question explored is whether role-playing design in seamless mobile learning can cultivate the learners' intrinsic motivation to engage with the course and collaborate with others. In all three case studies, a variety of technologies, such as web 2.0 and mobile devices, were employed to offer learners a seamless learning experience. The studies revealed that majority of the learners were more invested and engaged in the course experience by participating in technology-mediated role-playing activities. We conclude that role-playing should be part of the seamless learning approach, since role-playing can mediate learners' access to different knowledge areas through various perspectives, just as technology can serve as mediators in the seamless learning paradigm.

Promoting Role-Play Simulation Activities in Science-Based Modules

2020 ◽  
pp. 125-141
Author(s):  
Lai Zee Wei ◽  
Wei Hsum Yap
Keyword(s):  
Learning Outcomes ◽  
Role Play ◽  
Role Playing ◽  
Traditional Classroom ◽  
Student Feedback ◽  
The Core ◽  
Quality Of Learning ◽  
Core Concepts ◽  
Role Play Simulation

Educators are facing the challenge of selecting appropriate tools that ensure positive learning outcomes and quality of learning compared to traditional classroom settings. Role-playing simulation is an exciting and motivating tool for engaging students in the activities that are to be presented in the classroom. This study aimed to demonstrate that role-playing simulation activities are a unique and creative tool in science-based modules and how to deploy this student-centred approach that empowers students to take learning into their own hands and apply it in an engaging context. Two science-based modules are selected for implementation of role-play and simulation activities. In these activities, students take on different roles, assuming the profile of a character or personality, to interact and participate in diverse and complex learning settings. Overall, student feedback was positive. Students can apply what they have learnt, create new connections, and reinforce the core concepts by putting them into practice in a fun and engaging context.

Apology and Restitution in a Role-play Restorative Justice Experiment: Multiple Perspectives, Multiple Measures

2020 ◽  
Vol 48 (2) ◽  
pp. 105-117
Author(s):  
Rebecca P. Kiefer ◽  
Everett L. Worthington ◽  
Michael Wenzel ◽  
Lydia Woodyatt ◽  
Jack W. Berry
Keyword(s):  
Restorative Justice ◽  
Role Play ◽  
Role Playing ◽  
Retributive Justice ◽  
Multiple Perspectives ◽  
Criminal Offenders ◽  
Family Group Conferencing ◽  
Stated Goal ◽  
Positive Attitudes ◽  
Role Play Simulation

Restorative justice provides an alternative to retributive justice by seeking to restore criminal offenders to be responsible members of the community. Often offenders will apologize (A) and offer to make restitution (R) for the damage done. Such offers might affect all parties present by promoting forgiveness (though that is not a stated goal of restorative justice), resolution of damages, and positive attitudes toward justice. We investigated Family Group Conferencing (FGC), which involves offender, victim, and supporters of each, in a mediated 30-minute dialogue. Namely, we organized role-play simulation meetings between “victims,” “offenders,” and the “mother” of each. There were 64 participants (16 groups of 4 participants). Each group role-played a mediated FGC that was video recorded. The offender had either to apologize and offer restitution (AR) or avoid both (No AR). Questionnaires assessed forgiveness (and other outcomes) from each of the four participants’ perspectives. Coders coded behavior during the role-play. AR promoted forgiveness by all parties, but to different degrees. Coded “softness” of offender’s behavior (i.e., nonverbal signs of remorse, contrition, and regret) affected victim’s behaviors and ratings by women role-playing both mothers. The role-play simulation allowed some understanding of the inner working of FGCs relative to retrospective questionnaires.

scholarly journals LEARNING FOR THE ENVIRONMENT: A TEACHING EXPERIENCE WITH SEMI-SCRIPTED ROLE PLAY

2012 ◽  
Vol 39 (1) ◽  
pp. 130-144
Author(s):  
Nyet Moi Siew ◽  
Sopiah Abdullah
Keyword(s):  
Action Research ◽  
Learning Experience ◽  
Role Play ◽  
Teaching Experience ◽  
Role Playing ◽  
Environmental Issue ◽  
Technology And Society ◽  
Science Technology ◽  
Multiple Data ◽  
Core Course

Getting students to act out their roles and to apply appropriate arguments for and against their position as defined by the role is a challenge in approaching and exploring an environmental issue through role-playing. This action research addressed this concern by exploring how a semi-scripted role play could be used to promote active student learning in a Science, Technology and Society (STS) lesson. Using greenhouse effect as an example of environmental issue, this study explored how students playing different characters articulated their response to the semi-scripted role play setting. A group of 26 master students who took Science, Technology and Society (STS) as a core course took part in research and carried out a role play in groups of six for a period of two hours. The multiple data sources for this study consisted of student’s written reflections, an informal and unstructured observation, and Role Play Evaluation Form. Overall, the students indicated that the semi-scripted role play helped them understand an environmental issue both from their own and other’s perspective. The provision of guiding information via semi-script enabled students to feel empowered to express, share, argue, and negotiate more comfortably and confidently. In addition, students indicated that the role play helped them to develop critical thinking. The role play had helped create an engaging and productive learning experience that educators could use this exercise to lead students in the exploration of broader local environmental issues. Keywords: action research, environmental issue, semi-scripted role play, Science, Technology and Society.

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