Impact of Reacting to the Past and Effect of Role onStudent Attributes and Academic Outcomes

Impact of Reacting to the Past and Effect of Role onStudent Attributes and Academic Outcomes

Impact of Reacting to the Past and Effect of Role onStudent Attributes and Academic Outcomes

By Robert S. Bledsoe and Deborah S. Richardson

Abstract

“Reacting to the Past (Reacting) is an active-learning pedagogy utilizing elaborate historical roleplaying games. This study examined the effect of Reacting on student academic self-efficacy,perspective taking, engagement, and perceived learning, and considered whether these outcomes were

impacted by the type of role a student assumed. Students from Reacting classes completed surveysprior to beginning and after completing the game. Students in similar non-Reacting classes completedsurveys at approximately the same time. Students involved in Reacting reported more engagement,perceived learning, and self-efficacy than students enrolled in comparable courses. Reactingparticipants in roles that aligned them to a faction with a committed perspective reported moreimprovement in self-efficacy than participants innon-aligned roles. The article concludes with aconsideration of pedagogical interventions to respond to the study’s findings.”

Reference

Bledsoe, R. S., & Richardson, D. S. (2022). Impact of Reacting to the Past and Effect of Role on Student Attributes and Academic Outcomes. Retrieved July 05, 2022, from https://www.isetl.org/ijtlhe/pdf/IJTLHE4070.pdf

Keyword

Games, roleplaying, student engagement, academic, student, learning, research