The eve of the 1896 revolution: experiencing Philippine history through immersive and gamified learning

Mildred O Moscoso,Lexter J Mangubat,Zoilo D Belano,Elijah Jesse Mendoza Pine,John Mervin L Embate,Ana Katrina P De Jesus,Renz Frances D Abagat,Edmund G Centeno,Rhodora Ramonette D.V Custodio,Diosdado B Lopega,Eugene Raymond P Crudo

doi:10.1108/aaouj-08-2019-0030

Abstract

PurposeKatipuneros RPG: Bisperas ng Himagsikan (Katipuneros RPG: The Eve of the Revolution) is an immersive and gamified theater that engages its “audiences” in the initiation rites of a secret revolutionary movement in the Philippines in 1896. This descriptive qualitative research evaluates such experiential approach to learning history by investigating the experiences and insights of a group of students from the University of the Philippines Los Baños (UPLB), who participated in Katipuneros RPG.Design/methodology/approachTextual data obtained from the participants' reflection papers and focus group discussion transcripts were analyzed using open and axial coding.FindingsThree key themes summarized the participants' learning experiences as they went through the play, as follows: (1) Katipuneros RPG as an immersive, interactive and intrinsically motivating medium for learning history; (2) the knowledge, values and skills that served as facilitating factors for their learning and (3) the insights the participants gained about history and life in general.Practical implicationsThe research argues that in Katipuneros RPG, learners take on a more active role in studying history as the “teacher” vanishes in lieu of a learning system the allows students to think critically, reflect and collaborate. The approach integrates elements of development theater, immersive play and gamified learning, as well as the principles of constructivist, play-based and multi-sensorial learning.Social implicationsAs an innovative learning tool, it is a viable medium to teach history in the current socio-political context of the Philippines.Originality/valueThe study hopes to contribute to literature on pedagogical approaches for teaching and learning history through immersive environments.

Highlights

Gamification that is applied in classroom teaching and learning is not new
Three key themes summarized the participants’ learning experiences as they went through the play, as follows: (1) Katipuneros role-playing game (RPG) as an immersive, interactive and intrinsically motivating medium for learning history; (2) the knowledge, values and skills that served as facilitating factors for their learning and (3) the insights the participants gained about history and life in general
Fifteen students of the College of Development Communication, University of the Philippines Los Ban~os enrolled in the second semester, academic year 2018–2019, who attended the Katipuneros RPG participated in the study

Summary

Introduction

The application of gamification set in an immersive theater is a fairly recent exploration. Ziechermann and Cunningham defined gamification as “the process of game-thinking and game mechanics to engage users and solve problems” On the other hand, is a kind of theater that invites audiences to enter a fictional world and engage in a multisensory environment (Bucknall, 2017). Gamification and immersive theater have a common purpose – engagement, which Figg and Japal-Jamini (2009) argue is key, especially for 21st century learners. This matter is of great importance in teaching subjects that are valuable but that which students do not find interesting, such as history. In this research, a role-playing game that combines the use of game elements and immersive environment is made focus

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Conclusion