Role, play, and games: Comparison between role-playing games and role-play in education

Winardy, Gary Collins Brata; Septiana, Eva

doi:10.1016/j.ssaho.2023.100527

Cited by 15 publications

(6 citation statements)

References 23 publications

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“…It offers non-linear storytelling through quests, quest tasks, and dialogs in the form of a "directed network" [48] and offers a safe space to explore, train, as well as reflect on teaching and different teaching styles [18]. Bridging the diegetic frameworks of educational role-play, which strongly emphasize narrative elements to support learning objectives, with those of RPGs [4] that prioritize world-building and interaction with game mechanics, InCoLearn aims to transform educational role-play for the digital domain. It aims at fostering professional and actionable knowledge of inclusion and heterogeneity through the experience of different scenarios incorporating selected heterogeneity dimensions of six playable characters.…”

Section: The Incolearn Gamementioning

confidence: 99%

“…The intricate systems, mechanics, and diverse player base make this task particularly crucial. Notably, in the case of RPGs, players invest significant timesometimes spending hundreds of hoursexploring game worlds, developing characters, and engaging with storylines [4]. Hence, if the game's usability falls short, it can lead to frustration as well as disengagement, and ultimately cause users to abandon the game or result in ineffective learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…In recent years, there has been a growing interest in incorporating RPGs into education programs [4]- [5]. RPGs involve participants assuming fictional roles and engaging in collaborative storytelling in multiplayer settings [5].…”

Section: Introductionmentioning

confidence: 99%

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Role-Playing in Teacher Education with InCoLearn and its Qualitative Usability

Knorr,

Zinn

2024

IJSG

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Role-playing has long been a method in the professionalization of educators to emulate or anticipate everyday school and teaching situations. This paper introduces InCoLearn, the first multiplayer online role-playing game (RPG) developed for student teachers to facilitate professional and action-based knowledge of inclusion and heterogeneity in the classroom with non-linear storytelling through individual quests. A qualitative usability study conducted via focus groups aims to provide insights into usability. It seeks to answer the research question of which aspects are perceived as the most important and problematic to student teachers using InCoLearn. To answer another research question, whether previous quantitative usability results can be confirmed and explained by the qualitative results, the qualitative results are set into the context of a quantitative usability study.

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Section: The Incolearn Gamementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Role-Playing in Teacher Education with InCoLearn and its Qualitative Usability

Knorr,

Zinn

2024

IJSG

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“…Permainan peran dalam pendidikan dapat menjadi alat pembelajaran yang efektif, karena memungkinkan peserta untuk terlibat dalam pengalaman mendalam yang mendorong pemikiran kritis, pemecahan masalah, dan kreativitas. Role-playing adalah pendekatan pembelajaran di mana peserta didik berpartisipasi memainkan peran tertentu dalam suatu situasi atau skenario yang disiapkan (Winardy & Septiana, 2023). Menurut Fioravanti dkk.…”

Section: Hasil Dan Pembahasanunclassified

Penerapan Metode Role Playing dalam Kurikulum Pastoral Janssenian: Memperdalam Penghayatan Nilai-Nilai Keagamaan dan Kepedulian Sosial

Tarihoran

2023

Sapa

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Penerapan metode Role Playing dalam Kurikulum Pastoral menjadi fokus utama dalam upaya mendalami pemahaman nilai-nilai keagamaan dan moral pada mahasiswa. Melalui permainan peran, mahasiswa tidak hanya mempelajari teori, tetapi juga merasakan dan menerapkan nilai-nilai keagamaan dalam situasi simulasi yang nyata. Studi pustaka dari penelitian terkini mendukung konsep bahwa metode Role Playing tidak hanya memperluas pemahaman mahasiswa terhadap nilai-nilai keagamaan, tetapi juga membantu dalam pengembangan keterampilan sosial dan emosional, seperti komunikasi, empati, dan kerjasama. Dengan terlibat secara aktif dalam peran yang berbeda-beda, mahasiswa dapat melihat nilai-nilai keagamaan dari berbagai perspektif, memperluas wawasan mereka terhadap perbedaan pandangan, serta meningkatkan pengalaman belajar yang bermakna. Penggunaan metode Role Playing dalam Kurikulum Pastoral bukan hanya tentang pendalaman pemahaman konseptual, tetapi juga memberikan dampak yang signifikan dalam pembentukan karakter mahasiswa. Dengan demikian, penerapan metode ini tidak hanya memperkaya pembelajaran keagamaan, tetapi juga memperkuat fondasi pendidikan pastoral yang holistik dan mendalam untuk membentuk individu yang memiliki integritas moral dan spiritual yang kuat.

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“…Participants in the game are guided by the host to follow the storyline and experience the fun of role-playing through communication and discussion. In some areas of expertise, role-playing has also become a new form of educational activity (Moreno-Guerrero, Rodrí guez-Jimé nez, Gómez-Garcí a et al, 2020;Prager, 2019;Winardy & Septiana, 2023). This method is very suitable for the teaching of engineering project management, on the basis of which we have carried out teaching reforms.…”

Section: Introductionmentioning

confidence: 99%

Theory and Practice Integrated Research on Engineering Project Management Course Based on Multi-Role-Playing Method

Xie,

Wang,

Zhang

et al. 2023

WJER

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The goal of cultivating applied talents in colleges and universities is that students not only need to have sufficient theoretical knowledge and professional qualities, but also be able to comprehensively use professional skills to solve practical problems and create economic and social benefits for society. Therefore, in view of the current disconnect between theory and practice in construction engineering education. We should promote innovation in teaching systems and reform of internal operating mechanisms of courses. In the engineering project management course, we designed a real engineering project background, where students play the roles of seven types of participating parties and manage them independently to complete the main engineering activities from the project decision-making stage to the implementation stage. The result is that we have fundamentally subverted the previous pure case-based teaching with unclear goals.

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Role, play, and games: Comparison between role-playing games and role-play in education

Cited by 15 publications

References 23 publications

Role-Playing in Teacher Education with InCoLearn and its Qualitative Usability

Role-Playing in Teacher Education with InCoLearn and its Qualitative Usability

Penerapan Metode Role Playing dalam Kurikulum Pastoral Janssenian: Memperdalam Penghayatan Nilai-Nilai Keagamaan dan Kepedulian Sosial

Theory and Practice Integrated Research on Engineering Project Management Course Based on Multi-Role-Playing Method

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