Effects of "Reacting to the Past" on Learning and Self-Efficacy
Conference Tracks
Learning Theories and Pedagogy – Research
Abstract
Reacting to the Past (RTTP) uses elaborate role-playing games to increase student engagement and learning. This study examined the effect of RTTP games on student engagement, perceived learning, and self-efficacy and attempted to determine if these variables were impacted by the type of role a student assumed. Our initial data indicated that students who played roles that aligned them to a faction with a committed perspective reported more improvement in a variety of abilities, more enjoyment, and more learning than did those who played roles as “indeterminates,” i.e. non-aligned participants. This presentation will report the findings of the expanded study.
Session Format
Research Brief and Reflection Panels
Location
Room 2
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Bledsoe, Robert S.; Richardson, Deborah; and Cortez, Zaraly, "Effects of "Reacting to the Past" on Learning and Self-Efficacy" (2019). SoTL Commons Conference. 41.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2019/41
Effects of "Reacting to the Past" on Learning and Self-Efficacy
Room 2
Reacting to the Past (RTTP) uses elaborate role-playing games to increase student engagement and learning. This study examined the effect of RTTP games on student engagement, perceived learning, and self-efficacy and attempted to determine if these variables were impacted by the type of role a student assumed. Our initial data indicated that students who played roles that aligned them to a faction with a committed perspective reported more improvement in a variety of abilities, more enjoyment, and more learning than did those who played roles as “indeterminates,” i.e. non-aligned participants. This presentation will report the findings of the expanded study.
