Process drama in the virtual world – a survey

Abstract

Process drama is a form of improvisational drama where the focus is on the process rather than the product. This form of improvisational activities has been used extensively in many domains. For example, role play has been used in health therapy as well as for training health personnel. Creative drama is a form of process drama that focuses on the use of story dramatisation techniques; it has been extensively used to promote language and literature skills as well as creative and critical thinking. In these domains, process drama exhibits itself in physical space. Recently, there have been many advances in technology that allows process drama to be exhibited in virtual space. In this article, we look at the form and structure of process drama. We specifically discuss process drama, especially creative drama. We outline several key factors of process drama that affect its effectiveness as a learning vehicle, including involvement and reflection. Through this lens, we survey several cases of virtual process drama both as a single person experience as well as a multi-user internet-based virtual experience.

Trends in Arabic Educational Research: A Content Analysis of Eleven Saudi Refereed Journals in 2021

“…Creating a secure online space allowed playful engagement, fostering humour, peer interaction, and role assumption in a shared dramatic fiction. Furthermore, the developments in virtual worlds, artificial intelligence, graphics, and simulation have positively impacted the virtual process drama simulations (El-Nasr et al 2008). Kao and O'Neill (1998) published a seminal book on the application of process drama in second language teaching where they provide the key elements of process drama to develop an L2 learning drama session.…”

Lessons learnt from teaching an Applied Drama and Theatre pedagogy online in a digitally divided South Africa

“…Some elements of process drama (a DIE strategy) that are related to simulation or interactive narrative experiences can be merged online through Virtual Reality (VR) technologies. However, there are drawbacks to such interface, technical and social communication issues (El-Nasr, Vasilakos, & Robinson, 2008). Arguably, VR technologies are too expensive within our educational context and they relinquish any ability to imagine and create − which is what the pedagogy's fictional context relies on.…”

Performativer Fernunterricht aus der Perspektive angehender DaF-Lehrender

“…B. Anderson, 2005;Anderson, Carroll & Cameron, 2009;Carroll, Anderson & Cameron, 2006;Davis, 2005Davis, , 2011Davis, , 2012El-Nasr, Vasilakos & Robinson, 2008;Hakkarainen & Vapalahti, 2011).…”