Online roleplay: design for active learning

McLaughlan, Robert; Kirkpatrick, Denise

doi:10.1080/03043790410001716293

Cited by 37 publications

(16 citation statements)

References 13 publications

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“…Previous studies have shown that although there are not any differences in the amount of communication between students in virtual environments and face-to-face environment; there is a significant reduction in the amount of turns taken to communicate and collaborative reasoning and as a result, new concepts may not be elaborated and understood. (Gao, Noh & Koehler, 2008;McLaughlan & Kirkpatrick, 2004;Whitton & Hynes, 2006). This could be attributed to the fact that there is no hand raising mechanism in Second Life, which can allow a student to bypass the team process and perform an action without reasoning with team members.…”

Section: Developing Simulations To Enhance Healthcare Education 611mentioning

confidence: 94%

Developing simulations in multi‐user virtual environments to enhance healthcare education

Rogers

2011

Brit J Educational Tech

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Luke Rogers is a PhD student with the Virtual Reality and Simulation Laboratory, University of Ballarat. His research interests focus on the optimisation of virtual reality learning environments. Rogers' honours thesis explored the benefits and issues of using a three-dimensional multi-user virtual environment as a simulation tool for undergraduate nursing students and he is currently continuing this research by investigating how multi user simulations can be engineered to enhance learning. AbstractComputer-based clinical simulations are a powerful teaching and learning tool because of their ability to expand healthcare students' clinical experience by providing practicebased learning. Despite the benefits of traditional computer-based clinical simulations, there are significant issues that arise when incorporating them into a flexible, co-operative and collaborative learning environment. Unlike traditional technologies; immersive multi-user virtual environments such as Second Life can incorporate comprehensive learning materials with effective learning strategies, allowing healthcare students to obtain a simulated clinical experience in an immersive social environment. The purpose of this research was to investigate how a simulation could be optimised in Second Life to encourage teamwork and collaborative problem solving based on the habits, experiences and perceptions of nursing students towards Second Life as a simulation platform. The research was conducted by placing groups of nursing students in separate locations and exposing them to a series of clinical simulation developed in Second Life. The simulation involved a series of problem-based scenarios, which incorporated concepts of technical skills, patient interaction, teamwork and situational awareness. Using qualitative feedback from a series of evaluative case studies, the study determined good practices and issues involved with a virtual computer-based clinical simulation. A common theme which emerged from this research, which is discussed in this paper, was the student's ability to work in an artificial social structure where they could actively co-construct mental models of technical and interpersonal skills through experiencing human interaction in a computer-based simulated environment.

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Section: Developing Simulations To Enhance Healthcare Education 611mentioning

confidence: 94%

Developing simulations in multi‐user virtual environments to enhance healthcare education

Rogers

2011

Brit J Educational Tech

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“…There was also a high level of student agreement that the e-Sim had assisted them in developing knowledge about organizations in the region (94 per cent), and the values and attitudes of personae within the e-Sim (85 per cent agreed in relation to their own role and 82 per cent in relation to the roles of others). There was strong student support for the effectiveness of the e-Sim in developing their ability to work as a member of a team (80 per cent) (McLaughlan et al, 2001;McLaughlan & Kirkpatrick, 2004).…”

Section: Learning Outcomesmentioning

confidence: 97%

Real and Virtual Experiential Learning on the Mekong: Field Schools, e-Sims and Cultural Challenge

Hirsch

Lloyd

2005

Journal of Geography in Higher Education

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This paper describes two innovative and linked approaches to teaching and student learning in the environmental and development geography of the Mekong region, a region remote from students' normal experiential options. The first approach is field-based learning through Field Schools carried out in Vietnam, Laos and Thailand. The second approach is a structured roleplaying web-based simulation exercise (e-Sim) on Mekong Basin environmental management challenges. This paper discusses the complementarities of these approaches and considers the degree to which these two experiential approaches to teaching and learning have contributed to key competences, namely cross-cultural communication and understanding, multi-disciplinary approaches to environment and development, and regional knowledge of Southeast Asia.

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“…A aprendizagem ativa tem se destacado por envolver abordagens e estratégias mais discursivas e colaborativas, nas quais os estudantes têm tarefas de pensamento de ordem superior, como análise, síntese e avaliação, além da resolução de problemas que demandam leitura, escrita, conversação e até mesmo a própria atuação (Mclaughlan & Kirkpatrick, 2004). Dentre as estratégias tem-se o role-play que, além de retirar os estudantes da posição passiva de aprendizagem, ainda desenvolve a empatia, aumenta o interesse, a compreensão e a integração dos estudantes com o conteúdo apresentado (Souza & Casa Nova, 2017).…”

Section: Plataforma Teóricaunclassified

Role-Play: desenvolvendo habilidades e competências do Ensino Embasado na Estrutura Conceitual

Costa

Silva

Santos

et al. 2020

Rev. contab. organ.

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O objetivo desta pesquisa é analisar a percepção dos estudantes quanto à utilidade da técnica role-play no desenvolvimento de habilidades e competências, requeridas ao profissional da área contábil no primeiro estágio do Ensino Embasado na Estrutura Conceitual. A percepção sobre o uso da técnica foi identificada por meio de levantamento e grupo focal com os estudantes matriculados na disciplina Contabilidade Introdutória. Os resultados sugerem que, na percepção dos estudantes, o role-play auxilia no desenvolvimento de habilidades e competências de todas as categorias do domínio cognitivo da Taxonomia de Bloom (Conhecimento, Compreensão, Aplicação, Análise, Síntese e Avaliação), superando as expectativas do Ensino Embasado na Estrutura Conceitual de desenvolvimento apenas das três primeiras categorias.

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Online roleplay: design for active learning

Cited by 37 publications

References 13 publications

Developing simulations in multi‐user virtual environments to enhance healthcare education

Developing simulations in multi‐user virtual environments to enhance healthcare education

Real and Virtual Experiential Learning on the Mekong: Field Schools, e-Sims and Cultural Challenge

Role-Play: desenvolvendo habilidades e competências do Ensino Embasado na Estrutura Conceitual

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