Role-play Experience Research Articles

Engaging Nursing Students in Clinical Research Through a Unique Academic-Clinical Partnership.

A unique partnership between two academic medical centers, one with a college of nursing and the other with a clinical research center (CRC), provided professional development hours focusing on clinical research and the clinical research nurse's role to generalist entry master's nursing students. Students with clinical research interests were invited to apply for the 32-hour professional development program scheduled during 4 sequential days. Didactic, observational, and role-playing experiences offered students a picture of the clinical research nurse role, research regulatory processes, and career opportunities postgraduation. Evaluation of the four cohorts who completed the program demonstrated that most participants highly agreed that the program was educational and valuable. Partnering with academic medical centers who have CRCs provides master's-level students with innovative professional development hours that foster their understanding of practice areas (e.g., clinical research, specialty role of the clinical research nurse) that are not part of their coursework. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Combating school bullying through multi-role experience-based virtual scenario learning model: Assessing empathy, problem-solving, and self-efficacy from a multi-stakeholder perspective

This study explores the applications of virtual scenario learning in addressing the global issue of school bullying through digital educational tools. Previous research suggests that virtual role-playing experiences can reduce bullying incidents; however, experiencing the victim role can evoke negative emotions, while the bystander role may not fully convey the severity of bullying. This study aims to investigate the effects of a multi-role experience-based virtual scenario learning model on learners by integrating the advantages of both roles. This study employed a quasi-experimental research method, which involved grouping 56 fourth-grade elementary school students in Taipei City, Taiwan, into an experimental group and a control group. The experimental group utilized the multi-role experience-based virtual scenario learning model, while the control group utilized a single-role experience-based model. The study compared the differences in academic achievement, empathy, and problem-solving tendencies between the two groups. The findings indicate that the experimental group significantly excelled over the control group in academic achievement, empathy, and problem-solving tendencies. The multi-role experience-based virtual scenario learning model effectively nurtures students' empathy and considerably enhances learners' awareness of campus bullying.

Impacts of a Poverty Simulation Experience on Student Empathy Levels Toward People Living in Poverty

Many people hold negative opinions about individuals living in poverty without direct experience with poverty. Educating college students on the realities of life in poverty is critical to prepare them to serve in human-service careers. One way to educate about poverty is through an experiential education tool called a “simulation.” Poverty simulations are powerful tools that give participants embodied role-play experiences to promote social empathy and combat negative or singular perceptions of poverty. We explore the impact of the Missouri Community Action Network poverty simulation (CAPS) on student empathy for people experiencing poverty. We used the Undergraduate Perspectives of Poverty Tracking Survey (UPPTS) implemented as a retrospective pretest. While the impacts of CAPS have been studied, our unique contribution is the focus on empathy and use of the UPPTS. We found that student empathy for people living in poverty increased after the simulation with the greatest change occurring around four UTTPS factors: welfare attitudes, do more, lack of resources, and equal opportunity. Gender and financial status were the two demographics that had statistically significant difference of impact between categories with women and those who were “very financially secure” experiencing a greater change in empathy between pre and post scores.

Openness to Experience Predicts Engagement in Role-Play: Evidence From Two Methodologies

Background Role-play, or the transient embodiment of a different role from one’s own, is a uniquely human activity that permeates many aspects of life. However, what psychosocial factors is one’s involvement in role-play associated with? Current role-play research tends to focus on limited variables and is partially marred by negative perception towards role-play in the context of online gaming. Nonetheless, it is undeniable that role-play has potential to elicit psychosocial benefits, including improvements in empathy, resilience, and self-esteem, as well as the amelioration of psychopathology. Therefore, the present study conducts a large-scale survey to identify significant psychosocial benefits that are associated with the individual’s engagement in role-play activities. Background variables such as sociodemographic and personality factors are also included to enhance understanding of types of individuals who engage in role-play. Methods A total of 265 adults were recruited for this study, and data were analyzed using two analytic methods: (1) multiple logistic regression and (2) machine learning, namely support vector machine. Results Results from both methods agreed that higher openness to experience, a personality factor, significantly increases the likelihood of the individual having reported previous role-play experience. Discussion While findings remain inconclusive regarding associated psychosocial benefits of role-play, results suggest significant predisposing factors that shape the individual’s tendency to engage in role-play activities. Conclusion The present study provides a large-scale investigation into a wide scope of psychosocial and predisposing factors associated with the individual’s role-play experience. Using two analytic methodologies, it was found that there are significant predisposing personality traits that increase the likelihood of the individual engaging in role-play activities.

Challenges and Opportunities of using Role-players in Medical Education: Medical Educator’s Perspective

Introduction: Roleplaying is getting popular in modern education. Role-players are trained to act specific roles in clinical situations and interact with medical students in the simulation of real-clinical scenarios. Educators used Role-players wisely especially in restricted situation of Covid Era. There are many opportunities in using Role-players such as creating clinical situation, practicing communication skill, cost-effectiveness, saving the time, comfortable learning environment for learners, encouraging students to learn. Aim: Current study aims to explore challenges and opportunities in roleplaying in medical education. Method: This is a reflective writing about the role-play in medical education. The authors reflect on their collective experiences with the review of literatures and describe their educational encounters in various aspects of challenges and opportunities of using role-players in medical education vividly. All authors have been involved in medical education for at least five years and have used role play to teach undergraduate students. The authors reflect on their role-playing experiences in various phases and modules, such as pre-clinical teaching, clinical case discussion, creative online clinical consultation, and clinical assessment studies. Several identified subject headings were used to group the common experiences, with an emphasis on addressing the challenges and opportunities in advancing the use of role-playing in medical education. The study search engine mage use of key points for its search such as, need for training of role-players, uncertain availability of role-players for certain teaching class and exams, need for specific age of role-players in definite clinical scenarios, some difficulties in recruitment of new role-players, preparation of clinical scenarios, student engagement, further collected information and data are descriptively stated. Conclusion: Modern educators are trying to improve the roleplaying education. By enhancing opportunities to use Role-players in medical education, the soft skills of medical students such as cooperation in teamwork, negotiation and persuasion can be upgraded. These skills are essential skill for medical students to contribute as a health care provider in community. The study summarises the numerous ways to overcome the challenges and highlighted that educators has significance role to make sure student receive all information of their task. This study brings out the value attached to clinical scenarios that are well prepared as a real-world event and suggests that reflection taken from role-players and students to improve future roleplaying class. This study contributes to enhancing emergency preparedness and response working as a part of role-playing education. The educators' effort to improve role-playing education by enhancing opportunities for using role-players in medical education can upgrade the soft skills of medical students, such as cooperation in teamwork, negotiation, and persuasion. These skills are essential for medical students to contribute as health care providers in the community.

Сетевой анализ взаимосвязи личностных особенностей игроков подросткового и юношеского возраста с их поведением в виртуальном пространстве (на примере групповой компьютерной игры «Dota 2»)

<p>The article presents the results of a correlation analysis of the influence of Dota-2 players’ personal characteristics on their behavior in the virtual space. The analysis is based on the data, received in the course of a series of experiments conducted by the Center for Interdisciplinary Research on Contemporary Childhood in Moscow State University of Psychology and Education in 2015-2023. Research methods include the Q-Sort technique by W. Stephenson, the Butler-Haigh “Real and Ideal Test”, the Role Conflict Questionnaire developed by O.V. Rubtsova, and Adolescent Egocentrism Scale (AES) by R. Enright. The sample includes 103 active players of MOBA Dota-2 aged 14—25. The paper discusses statistical correlations, in particular, those identified on the basis of a network analysis of partial correlations. The analysis suggests that such factors as role incompatibility and the need for role-playing experience may be manifested in virtual play activity and partly determine the specifics of its implementation by adolescents and young adults.</p>

Role-playing Method for Language Development in Elementary School

This study aims to explore and analyze the use of the role-playing method as a means of children's language development in primary schools. The study examined the impact of the role-playing method in improving speaking skills in children aged 6-8 years. In the study a qualitative research methodology. the research design was devised by selecting relevant participants, such as elementary school students and teachers involved in learning role-playing at State Elementary School 3 Pardasuka. The results showed that the role-playing method significantly contributed to children's language development in elementary schools. Active participation and social interaction in role-playing activities help improve children's speaking skills by being more confident and expressive. In addition, children develop better listening skills by acting as active listeners. The content analysis results showed improved vocabulary and understanding of language concepts through the role-play experience. It is hoped that the results of this study can contribute to developing more effective and enjoyable learning methods in supporting children's language development in primary schools

Incorporating Collaborative and Active Learning Strategies in the Design and Deployment of a Master Course on Computer-Assisted Scientific Translation

This research aims to address the current gaps in computer-assisted translation (CAT) courses offered in bachelor’s and master’s programmes in scientific and technical translation (STT). A multi-framework course design methodology is proposed to support CAT teachers from the computer engineering field, improve student engagement, and promote computer-supported education, together with a balanced coverage of the most relevant topics in the CAT domain. STT is currently in high demand in many fields, requiring translators with sector-specific language skills and considerable computer literacy in order to manage translation projects with complex structures, and format heterogeneity. However, many STT curricula often lag behind current market demands, focusing primarily on language and translation theory, with less emphasis on CAT technologies and tools. Moreover, the lack of shared course design guidelines hinders the introduction of innovative teaching approaches based on collaborative learning. A novel multi-framework CAT course design methodology, named CATDeM, is proposed, based on the integration between an official European translation competence framework, real-life-mimicking laboratorial activities, and computer-supported collaborative learning, enriched with discussion case studies and role-playing experiences. A real-life case study is examined to illustrate and evaluate the implementation of CATDeM in two consecutive editions (2020/2021 and 2021/2022) of a one-semester compulsory CAT course in a M.A. degree in STT at the University of Salento (Italy). Students’ perceptions of translation technology and role-plays, as well as their attitudes towards the proposed CAT course are evaluated through a post-grading self-assessment questionnaire. Achieved results indicated successful student engagement and self-assessed improvement in translation, technical, and interpersonal skills. The importance given by students to role-playing experiences mimicking professional scenarios was also highlighted, paving the way for CATDeM to be adopted in similar contexts.

A Reparative Play in Dungeons & Dragons

This article examines the creation of queer rhetoric through role-play to find the reparative value that Dungeons & Dragons (1974-) can potentially provide the queer communities. My work focuses on the concept of reparative play, an adaptation of reparative reading which was first proposed by Eve Kosofsky Sedgwick in 1995 (Sedgwick 2003). Reparative reading explores alternatives to heteronormative ideals through the act of reading. Instead of getting caught up in the problematic implications of a text, the alternatives are foregrounded (Sedgwick 2003, 137). Reparative play then expands reparative reading into the realm of play, where one explores the possibility for a sustainable queer livelihood through play (Vist 2018). I conclude with an observation of safety tools designed for tabletop RPGs, that enable reparative play.This work will be posited alongside an autoethnographic reflection of my own role-play experience as a means of demonstrating reparative play in practice. My work is founded on Sedgwick’s (2003) Touching Feeling, Kara Stone’s (2018) “Time and Reparative Game Design,” and Sarah Lynne Bowman’s (2010) The Functions of Role-Playing Games. These scholars observe role-play as a method of queer performativity and identity exploration. I propose that through the embodiment of a D&D character, set in a more accepting world, the players can enact reparative play to give an accurate and positive representation of themselves while promoting alternatives to heteronormative culture.

Role-play experience’s effect on students’ 21st century skills propensity

This study examines the effects of a role-play-based pedagogical method in Finland on the twenty-first century skills propensity among 6th graders (12-year-olds). The approach entails a simulation of a society in a gamified learning environment as part of their formal education. Structural Equation Modeling was employed to analyze the students’ (N = 253) self-reported effects of role-play experience on pre-and post-scores of twenty-first century skills propensity. The results show a statistically significant positive relation between holistic role-play experience and twenty-first century skills propensity, however, closer exploration reveals only few key associations, which perhaps illustrates the complex nature of both role-playing and the framework of twenty-first century learning. However, the broader positive view demonstrates the potential of one meaningful playful day for the skill and attitude development of young students as part of a formal curriculum.

The effect of drama-supported, patient role-play experience on empathy and altruism levels in nursing students: A randomized controlled study

AimThis study aims to determine the effect of drama-supported, patient role-play experiences on the empathy and altruism levels of nursing students. BackgroundEmpathy, one of the most important skills of the nursing profession, has an important place in the patient-nurse relationship. To be empathetic, which is acknowledged as the most basic motivation of altruistic behavior, requires recognizing emotional states and understanding the needs of others. DesignThe format of this study was a pre-test-post-test, regular parallel-group, randomized, controlled experiment. MethodsThe study data were collected between October 2021 and February 2022. The research was carried out with second-year students at Necmettin Erbakan University, Faculty of Nursing, who did not have any history of hospitalization or any chronic diseases. All subjects agreed to participate in the study (n = 52, intervention group=26, control group 26). Data were collected using a Descriptive Characteristics Form, the Altruism Scale and the Jefferson Scale of Empathy for Nursing Students (JSENS). After a three-hour drama workshop, participants in the intervention group acted out the role of a bed-bound patient in the laboratory environment and no intervention was applied to the control group. A series of Mixed ANOVAs were conducted for the analysis of the data. ResultsThe mean age of participants was 19.94 years (SD = ± 1.31) and 83.7 % of the participants were women. The intervention group showed a significant increase in altruism compared with the control group, as evidenced by higher scores in the Altruism Scale Total Score and a significant group*time interaction effect. However, in the JSENS Total Score, including the perspective taking and standing in patient’s shoes sub-dimensions, no differences were observed based on group, time and group * time interactions. ConclusionThe patient role-play experience increased the empathy and altruism levels of nursing students, but the effect was not evident at the three-month follow-up.

Social Conflict in Role-Playing Communities: An Exploratory Qualitative Study

Much of the current research in the field of role-playing studies focuses upon the positive impact that games can have on the lives of participants. Analysis of the more negative social interactions within role-playing communities becomes necessary in order to establish a more complete picture of the psychosocial effects of these games. This research describes potential problems within role-playing communities in order to aid groups experiencing cohesion difficulties. This thematic, qualitative ethnography describes the types of social conflict occurring within role-playing groups and examines possible sources for their exacerbation. The study includes several types of role-playing from a phenomenological perspective, including tabletop, larp, and virtual gaming. Semi-structured interviews were collected from a selective sample of 30 international participants gathered from vastly different play cultures. While the types of games and methods of play contributed to conflict in some instances, striking similarities between the experiences of players across modes, cultures, and genres were observed. Emergent themes for sources of conflict included general problems inherent to group behavior, such as schisms, Internet communication, and intimate relationships. Other sources of conflict unique to the role-playing experience included creative agenda differences, the game master/player power differential, and the phenomenon of bleed, both in- and out-of-game. Potentially conflict-inducing play styles included long-term immersion into character, campaign-style, and competitive play.

Mixed-reality simulations as a tool to enhance parent-teacher conferencing in initial teacher education

Communicating effectively with parents and carers is an important skill for pre-service teachers to develop. However, they often graduate underprepared due to limited opportunities for parent interaction during their course. When engaging with parents, pre-service teachers must be able to confidently articulate their pedagogical choices, provide examples of what students will do and justify why these choices have been made. One solution lies in providing opportunities for pre-service teachers to practise parent-teacher conferencing using mixed-reality simulation technology. In this study, differentiated instruction served as the context, and reflective practice, teacher self-efficacy theory and experiential learning theory were employed as the theoretical frameworks to build on an existing parent-teacher conferencing model developed by Dotger et al. (2008) to develop a new model for use with pre-service teachers. The model uses mixed-reality simulation technology and incorporates standardised parents and students, peer observation and opportunities for feedback and reflection. The model was developed and trialled with pre-service teachers in a core unit in an initial teacher education course at an Australian university. Results indicated that the pre-service teachers felt more prepared for parent-teacher conferencing after the technology-enhanced role-play experience. Implications for practice or policy: Mixed-reality simulation technology can be a valuable tool for authentic role-play experiences for pre-service teachers when preparing for parent-teacher conferencing. Simulation technologies can provide opportunities for pre-service teachers to practise aspects of teaching, such as parent-teacher conferencing, in a safe and low-stakes environment. Simulation technologies can provide powerful opportunities for pre-service teachers to reflect and learn from peers through peer observation and reflection.

School-based Simulated Internships to support dialogic collaboration and authentic links with the world of work: a design-based research study

ABSTRACT Employers often complain that students leave school unequipped with the real-world skills needed, including problem-solving, teamwork and effective communication. Conversely, school-based education often suffers from limited perceived authenticity leading to low student engagement. Work experience is one solution, but it is labour-intensive and inequitably available. To address these challenges we undertook design-based research to explore a new relationship between enterprise and education: potentially scalable, curricular-integrated, simulated role-play experiences of the world of work. We developed a programme aligned to the English Key Stage 3 Computing and Design and Technology curricula (students aged 11–14). Student groups designed, modelled or built local solutions to global challenges, presented via videos from engineers in two international telecommunications companies. 326 students participated, led by eight teachers in four schools in areas of England traditionally associated with low social mobility. Findings identify structures, resources and approaches that authentically link to the world of work, whilst supporting students’ effective communication and shared group outcomes. We demonstrate proof of concept for an innovative education model made possible by the digital age. Using simulated real-world role-play scenarios, education across subjects could be made more authentic and many more students could experience working with leading-edge companies.

Expanding Knowledge and Changing Attitudes About Poverty: An Interactive, Interprofessional Approach.

Background:Poverty negatively affects the lives and health of the poor. However, health professionals often have limited personal experience and receive little formal education on surviving under conditions of poverty in the United States, which may contribute to suboptimal patient care and outcomes.Purpose:We conducted a 3-h, interactive, experiential poverty simulation workshop with an interprofessional group of pre-professional health students to increase their comprehension about the realities of poverty.Method:As part of the evaluation, participants completed a self-assessment of their attitudes and skills using a Likert scale and open-ended questions; a reflection prompt about how the workshop might affect their professional practice; and a pre- and post-assessment questionnaire.Discussion:Participants’ attitudes about low-income patients became more favorable; they gained awareness and expressed empathy through the role-play experience. Our analysis revealed increased understanding of social determinants of health, of life challenges that patients face outside of healthcare, and that solutions must be collaborative as the challenges facing poor patients are multifactorial.Conclusion:The workshop allowed interprofessional students to learn from and with each other about the experiences of poor patients. Future sessions should emphasize interprofessional skill-building and action, potentially in virtual formats.

A Content Analysis and Meta-Analysis on the Effects of Classcraft on Gamification Learning Experiences in terms of Learning Achievement and Motivation

Classcraft has become an attractive gamification choice that turns classes into motivating and joyful role-playing experiences. Based on the content analysis and meta-analysis, this study aims to investigate the efficiency of Classcraft in terms of optimal gamification learning experiences associated with learning achievement and motivation. After the identification, screening, eligibility, and inclusion processes, we have found that learning achievement and motivation are significant factors conducive to optimal gamification learning. The meta-analysis based on STATA 15 has demonstrated that gamification platforms including Classcraft can similarly enhance learning achievement (d = 0.621, z = 5.846, 95% CI [0.413, 0.829]) and motivation (d = 0.608, z = 6.167, 95% CI [0.415, 0801]), suggesting that gamification platforms including Classcraft can create optimal learning experiences. Another content analysis has revealed that Classcraft involving gamified reward mechanics, interactive settings, and collaborative tasks can fulfil the conditions of optimal gamification learning experiences. The main conclusion is that Classcraft can efficiently create optimal gamification learning processes that can positively influence learning achievement and motivation. We have also discussed the potential reasons for the positive effects of gamification on learning achievement and motivation. Game implementation can reflect learners’ preference for well-being based on continuity, interaction, and openness.

ENHANCING EFL ADOLESCENT LEARNERS’ VOCABULARY ACQUISITION VIA ONLINE SINGLE PLAYER ROLE-PLAY GAMES

With the booming of digital gaming industry, numerous researchers have placed the focus on the use of online role-play games in language learning. However, the research focus of most prior studies was on the commercially-driven “massive multiplayer online role-play games” in the afterschool settings. The use of online single-player role-play games in the class was less studied. The present study hereby investigated sixty-five eighth graders’ use of one online single-player RPG called OzHigh in vocabulary learning. The participants came from three classes in one public junior high school in central Taiwan. By means of a single group design, the participants underwent the game treatment, pre-test, post-test, delayed post-test, questionnaire, and the semi-structured interview. The results showed that the participants had significant improvement on their vocabulary performance. They also responded positively to their role-play game learning experience. Nevertheless, that did not mean that they held negative attitudes toward the traditional face-to-face method of vocabulary instruction. Instead, they confirmed the positive effects of both instructional methods and were aware of the varied learning purposes of these two methods. It is hoped that the findings of this study shed light on language teachers in their efforts to enhance their students’ vocabulary learning.

An Evaluation of Virtual Reality Role-Play Experiences for Helping-Profession Courses

Background: Providing students with virtual role-play experiences has the potential to bring counseling role-plays into large undergraduate courses. Objective: The purpose of this study was to trial a virtual reality role-play experience where students played the role of a student counsellor. Method: Seventy-three undergraduate psychology students played the role of a student counsellor interacting with a virtual client in two role-plays, one via desktop and one via head mounted display (HMD). Students provided feedback on their experience. Results: 70% of the students found the experiences very interesting, engaging and immersive, with 82% preferring the HMD mode of presentation. The virtual characters were believable as distressed clients with 96% of students perceiving greater negative than positive emotion expressed by the characters. Most of the students (64%) mood improved from the beginning of the experience to the end, however 14% experienced a decline in mood. The students agreed (95%) that the experiences would be a valuable experience to a psychology course. Conclusion: Our results provide evidence that the virtual role-play experiences are well-liked by students. Teaching Implications: The approach presented in this paper represents a practical method to provide virtual role-play experiences to both on-campus and online undergraduate students.

ERAS: An Experiential Role-Playing Aging Simulation

This paper describes the design and development of ERAS, an experiential role-playing aging simulation. This web-based tool was designed for psychology students to engage in a role-playing experience that serves to increase individuals’ empathy toward the elderly, as they learn about aging. In ERAS, the learners take on the role of aging individuals. The aging individuals vary in their ethnicity and ages. Successful completion of the scenarios requires the learners to perform a series of role-playing and perspective-taking activities related to the daily life of the aging individual. In this paper, we described the contextual framework, design, development, and review processes. The paper also provides a reflection on the successes and challenges experienced by the design team. Overall, the paper discusses the critical design elements and decisions made by the team.

Increasing Empathy Through Role-Play: A Meal Planning and Grocery Shopping Activity

Although students may learn about empathy in the didactic setting, this role-play experience integrates experiential learning. Students must assist simulated clients with diverse needs, limited financial resources, and special dietary needs in developing a meal plan and grocery list. Students go to a local supermarket and “shop” for groceries to determine if their plan fits the needs of the client. This article describes a hands-on activity aimed at increasing empathy for clients of vulnerable populations.