Game-based Role Playing Literature
Minds on Fire: How role-immersion games transform college by
Why are so many students intellectually disengaged? Faculty, administrators, and tuition-paying parents have been asking this question for nearly two centuries. And the answer is always more or less the same: students are so deeply absorbed in competitive social play (fraternities, sports, beer pong, World of Warcraft, social media) that they neglect academics. In Minds on Fire, Mark Carnes shows how role-immersion games channel students' competitive (and sometimes mischievous) impulses into transformative learning experiences. His discussion is based on interviews with scores of students and faculty who have used a pedagogy called Reacting to the Past, which features month-long games set during the French revolution, Galileo's trial, the partition of India, and dozens of other epochal moments in disciplines ranging from art history to the sciences. These games have spread to over three hundred campuses around the world, where many of their benefits defy expectations. Students think more critically by internalizing alternative selves, and they understand the past better by filtering it through their present.
Call Number: LB2395.7 .C38 2014ISBN: 0674735358Publication Date: 2014-09-15
- Lee, E. O., Blythe, B., & Goforth, K. (2009). Can You Call It Racism? An Educational Case Study and Role-Play Approach. Journal Of Social Work Education, 45(1), 123-130. Social work education has long struggled to acknowledge cultural diversity and identify teaching methods to prepare students to work effectively with diverse populations. This article describes an educational technique designed to teach students how to recognize racism and social injustice—in this instance, by examining an educational case study located in a multicultural human services agency in Chiapas, Mexico. One session of a multicultural social work course was devoted to a role-play based on a real incident that had occurred in this agency. Student feedback and the authors' observations address the usefulness of this educational intervention.
- Levintova, E. M., & Mueller, D. W. (2015). Sustainability: Teaching an Interdisciplinary Threshold Concept through Traditional Lecture and Active Learning. Canadian Journal For The Scholarship Of Teaching And Learning, 6(1). One of the difficulties in teaching global sustainability in the introductory political science classes is the different emphases placed on this concept and the absence of the consensus on where the overall balance between environmental protection, economic development, and social justice should reside. Like many fuzzy concepts with which students struggle, teaching sustainability lends itself to pedagogical examination within the scholarship of threshold concepts. This article investigates students' understanding of sustainability in the seven semesters when the concept of sustainability was introduced via role-playing simulation and compares it with the similar data from a more recent semester when simulation was supplemented with traditional lecture and classroom exercises. Ultimately, our research question is twofold: (1) How do students define a multifaceted concept like global sustainability and (2) what is the better way to teach it--active learning only or active learning in combination with traditional instruction?
The Gamification of Higher Education by
Instead of thinking about education as the mastery of a body of knowledge where the subject matter becomes the focus of our attention, The Gamification of Higher Education encourages us to think of it as a process that draws out the best in individuals and prepares them for happy, productive, and successful lives.
Call Number: LC67.6 .N56 2014ISBN: 1137338733Publication Date: 2014-07-17
- Simpson, J. M., & Elias, V. L. (2011). Choices and Chances: The Sociology Role-Playing Game--The Sociological Imagination in Practice. Teaching Sociology, 39(1), 42-56. This article introduces a sociology role-playing game (RPG) used to demonstrate the broad range of social forces, institutions, and structures in a semester-long series of in-class and homework assignments. RPGs and other simulation games have been frequently suggested as a useful teaching methodology because of their unique ability to allow students to observe and analyze society from a new perspective; however, most games are limited in scope. We present a game that is based on a clearly articulated theoretical foundation, reflects contemporary American demographics, and recreates the full breadth of social structures and relationships. The result is a robust teaching tool that develops critical thinking skills, encourages the sociological imagination, and is applicable to a wide range of classes and topics. Informal student feedback and student evaluations indicate that students enjoy the game, that it aids students in understanding sociological concepts, and that it encourages social critique beyond the classroom.
Social Justice
Blomley, N. (2009). Social Justice. In D. Gregory, The dictionary of human geography. Oxford, United Kingdom: Blackwell Publishers. Retrieved from "https://sandiego.idm.oclc.org/login?url=http://" to https://sandiego.idm.oclc.org/login?url=http://search.credoreference.com/content/entry/bkhumgeo/social_justice/0
A standard used to assess the fairness of a society. Justice is a central moral standard that requires the fair and impartial treatment of all. Social justice differs from other realms of justice, such as that relating to the application of law, being centrally concerned with the fairness of a social order and its attendant distributions of rewards and costs. Determining how fairness is to be assessed, and according to which principle, is an issue of fierce debate. Different criteria, including equality, entitlement, recognition or need, yield different principles of justice.
Social justice has long been a rallying cry for many social movements. The arguments of poor communities of colour that they are disproportionately burdened by environmental externalities, the claim by unions for better compensation or the democratization of the workplace, or the organizing of anti-capitalist globalization (anti-globalization) movements are all motivated, in part, by the powerful claim that prevailing social social arrangements should be fairer. The injustice of many social relationships, distributions and arrangements has long been the focus of a rich scholarly and activist tradition (activism).
Encyclopedia of Diversity and Social Justice - A-H by ISBN: 1442216042Publication Date: 2014-12-18
Active Learning
- Active learning is listed as one of seven principles to improve undergraduate education by Chickering and Gamson (1987).
- Bonwell & Eison (1991) defined active learning as anything that "involves students in doing things and thinking about the things they are doing” (p.2).
- Active learning is “the process of keeping students mentally, and often physically, active in their learning through activities that involve them in gathering information, thinking, and problem solving” (Collins and O'Brien, 2003, p.5).
- Collins, J. W., & O'Brien, N. P. (Eds.) (2003). The Greenwood dictionary of education. Westport, CT: Greenwood Press.