Action Explorations as Reflective Practice

Blatner, Adam

doi:10.1007/978-94-6300-118-2_15

Cited by 5 publications

(13 citation statements)

References 1 publication

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“…There are a few similar business applications based on gamification in marketing [37], but they are oriented to business partners, not students. Role-playing approaches to education [38,39] are more common. Unfortunately, in role-playing scenarios, only a few students are directly involved in these "dramas"; most of them are just the audience.…”

Section: Discussionmentioning

confidence: 99%

Virtual Reality Retooling Humanities Courses: Finance and Marketing Experience at a Czech University

et al. 2022

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Virtual reality environments (VRE) allow users to visualize both real-life and imaginary activities. For this reason, they make appropriate training fields at universities, too. However, the positive or negative effects of VRE are still a subject of research. There is a need to verify methods of their deployment, student responses and the impact of VRE implementation. Science and medicine courses are frequently exploiting VRE, while their exploitation in humanities is much less frequent. In our paper, we describe and evaluate their application in finance and marketing courses. Both courses were designed and developed as part of a larger, potentially university-wide project. The courses were enriched by mazes including 3-D rooms with course content elements. Students could explore them and communicate with their lecturers and classmates. To allow anytime/anywhere access, the VRE does not require using any special interface. The finance course was organized as a pedagogical experiment with test and control groups. Due to organizational and scheduling reasons, the VRE in marketing served just as enrichment. At the end of the term, all students using VRE were given a questionnaire assessing their satisfaction. The majority expressed satisfaction. In the finance course, positive opinion was also supported by students’ improved grades. In total, 87.5% of students agreed that the application of VRE contributed to gaining knowledge. Based on the positive experience and outcomes, the university plans to expand and to intensify its VRE-supported education.

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Section: Discussionmentioning

confidence: 99%

Virtual Reality Retooling Humanities Courses: Finance and Marketing Experience at a Czech University

et al. 2022

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“…It enables student participants to reflect on the way they might act various possible roles in their professional lives so as to gain practice in the various aspects of the profession. Role-playing can help students “become more interested and involved, not only learning about the material, but learning also to integrate the knowledge in action, by addressing problems, exploring alternatives, and seeking novel and creative solutions” (Blatner 2009, 5). As such, role-playing is a good way to “develop the skills of initiative, communication, problem-solving, self-awareness, and working cooperatively in teams” (Blatner 2009, 5).…”

Section: Background: Role-playing and Serious Gaming In Higher Educationmentioning

confidence: 99%

“…Role-playing can help students “become more interested and involved, not only learning about the material, but learning also to integrate the knowledge in action, by addressing problems, exploring alternatives, and seeking novel and creative solutions” (Blatner 2009, 5). As such, role-playing is a good way to “develop the skills of initiative, communication, problem-solving, self-awareness, and working cooperatively in teams” (Blatner 2009, 5). “One aspect of role-playing is that of diagnosis or assessment—a test of how [professionals] would act when situated in an imagined or pretend problematic situation” (Blatner 2009, 2).…”

Section: Background: Role-playing and Serious Gaming In Higher Educationmentioning

confidence: 99%

“…Both processes are complementary and concurrent, but different types of learning tend to emphasize one or the other mode. (Blatner 2009, 1)…”

Section: Introductionmentioning

confidence: 99%

“…Assimilation requires rote memorization while the skills needed for accommodation must be “exercised, practiced, and learned in a process of interaction, risk-taking, self-expression, feedback, encouragement” (Blatner 2009, 1). Assimilative learning is remarkably easy to forget, while accommodative type of learning is more likely to be retained (Blatner 2009).…”

Section: Introductionmentioning

confidence: 99%

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Edutainment: Role-Playing versus Serious Gaming in Planning Education

Pojani

Rocco

2020

Journal of Planning Education and Research

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This exploratory study assesses the utility, in terms of learning and conceptualizing planning, of a role-playing exercise (the Great Planning Game [GPG]) and a serious game (Polis PowerPlays [PPP]) employed in a planning theory course offered at The University of Queensland in Australia. The study reveals that role-playing and serious gaming are equally engaging and help planning students learn and embody different roles while having fun. No great differences can be discerned in terms of learning effectiveness. With regard to teaching style, the GPG is more passive and tends to encourage collaboration, whereas the PPP is more dynamic and fosters competition. Both activities help students discover aspects of planning—and planning stakeholders—which they may not have considered before. Most participating students appear to regard planning as a pluralist pursuit. Communication and public participation are viewed as central to planning processes. However, traces of incrementalism and rationality are also present. While students believe in equity planning (i.e., advocacy from within the system), radical social justice approaches that challenge the status quo are notably absent. Overall, the authors conclude that these activities cannot fully replace guided and structured instruction but, as “whole task practices,” are a desirable complement to direct instruction.

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Embedding Sustainability in Interdisciplinary Pedagogy for Planning and Design Studios

Moosavi

Bush

2021

Journal of Planning Education and Research

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Sustainability literacy should be embedded in built environment higher education. We explored the contribution of interdisciplinary studios to students’ sustainability literacy. We ran a studio with Urban Planning and Landscape Architecture students, focused on a coastal brownfield renewal in Victoria, Australia. Studio activities and assessments were designed based on constructivist and experiential learning principles. Students’ learning experiences were evaluated through surveys and focus group interviews, and analyzed against an integrated framework. Results show that simulating real-world situations, game-based and role-playing activities, and applying sustainability principles to a complex site encourage creativity, shared control, and negotiation, which foster experiential sustainability learning.

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Action Explorations as Reflective Practice

Cited by 5 publications

References 1 publication

Virtual Reality Retooling Humanities Courses: Finance and Marketing Experience at a Czech University

Virtual Reality Retooling Humanities Courses: Finance and Marketing Experience at a Czech University

Edutainment: Role-Playing versus Serious Gaming in Planning Education

Embedding Sustainability in Interdisciplinary Pedagogy for Planning and Design Studios

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