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Descriptors:
Marine Education; Navigation; Professional Training; Social Environment; Interaction; Training Methods; Computer Simulation; Simulated Environment; Role Playing; Qualitative Research; Computer Assisted Instruction; Cooperative Learning; Instructional Effectiveness; Learning Activities; Learning Processes

Abstract:
Research on simulator training has rarely focused on the way simulated contexts are constructed collaboratively. This study sheds light on how structuring role-play and fostering social interactions may prove fruitful for designing simulator training. The article reports on a qualitative study of nautical students training in a ship simulator. The study examines how a group of students, together with a professional maritime pilot, enacted professional roles and collaboratively constructed a simulated context for learning to navigate. Their activities on the bridge were framed within the maritime profession's hierarchical system of captain and officers, and we examine in detail how these institutionally defined positions become important resources for meaning-making during role-play. The article portrays how two competing activity contexts were constructed, and how the role-play provided opportunities for enacting professional roles and work tasks. However, it also shows that it is challenging to pick up on what is significant to learn and to confront this in debriefing. The article concludes that the students' collaboration and meaning-making is an entity of training that may be more efficiently addressed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Business Administration Education; Law Related Education; College Instruction; College Students; Learner Engagement; Expectation; Student Experience; Class Activities; Group Activities; Course Content; Role Playing; Feedback (Response)

Abstract:
Many instructors have fallen into the syllabus habit of the first day, and students have come to expect nothing more. While reviewing the syllabus is important, it is not all that engaging for either the instructor or the students. In this article, the author establishes the pedagogical importance of the first day of class experience through the perspectives of instructor objectives and student expectations. Next, he provides the "Bistro 24" Activity ("Activity") built upon this foundation (with some help from Jack Bauer). Then, he sets forth the class methodology, including the learning objectives, teaching notes, and potential alternative uses of the Activity. He also provides an overview of student feedback about the Activity based on a student survey. Finally, he provides a conclusion that considers the success of the Activity based on its learning objectives. (Contains 1 table and 41 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Teacher Attitudes; Cues; Information Technology; Space Utilization; Qualitative Research; Higher Education; Personal Narratives; Inquiry; Computer Simulation; Virtual Classrooms; Teaching Methods; Games; Computer Uses in Education; Role Playing; Ownership; Foreign Countries

Abstract:
This paper will present a study that explored the perceived impact of spatial practice in "Second Life" (SL) on teaching and learning from the point of view of participants in higher education (lecturers, developers and researchers). Narrative inquiry was used to access stories and experiences of space and spatial practice from staff perspectives. The findings indicated that ownership, spatial violation and replication were the concerns raised by participants in relation to spatial practice. However, participants also suggested that an understanding of social cues, spatial negotiation and spatial consideration were important issues to address for effective teaching to occur in SL. The findings of this study suggest that there remains relatively little in-depth understanding of the way space is implicated in learning in SL and that spatial practice also requires further research, in order to better understand their pedagogical implications when using SL as a learning space. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Assistive Technology; Personality Traits; Student Attitudes; Interpersonal Relationship; Altruism; Statistical Analysis; Intimacy; Photography; White Students; Misconceptions; Ethnicity; Gender Differences; Human Body; Biographies; Undergraduate Students; Surveys; Hispanic American Students; Dating (Social); Marriage; Friendship; Attitudes toward Disabilities; Intelligence; Humor; Sexuality; Diseases; Role Playing; Social Attitudes

Abstract:
Student attitudes toward having a relationship with a wheelchair user were explored. Participants initially selected one of six opposite gender head shots and subsequently viewed their selection's whole body photograph in a wheelchair along with reading a short biography. Primarily undergraduate Hispanic and Caucasian students (N = 810) were surveyed regarding their interest in potentially being friends, dating, or marrying a wheelchair user, with 66% indicating they would have no problem dating or marrying a wheelchair user. Chi-square tests of pairwise association, logistical regression, and test of proportional odds revealed significant differences, p = 0.001, between ethnicity, gender, type of relationship, and having had a prior disability relationship. Personal traits of intelligence, humor, kindness, and physical appearance were rated most highly. Those unwilling to date or marry their selection perceived the partner would require too much caregiving, social interaction awkwardness, inability to sexually perform, and the partner being sick often. Counselors can benefit from informing clients about intimacy misconceptions by role-playing and providing clients with insights regarding societal beliefs. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Novels; Reading; Role Playing; Cooperative Learning; Reading Instruction; Classics (Literature)

Abstract:
The novel, it has generally been assumed, was from its very beginnings a literary form designed to be read by solitary, silent individuals. One consequence of this assumption is that the class novel, read amid all the noise and sociality of the classroom, tends to be treated as a preparation for more authentic, private reading, or even as a poor substitute for it. This essay argues that the history of novel reading is more complicated and more varied than has been assumed; it goes on to explore, through the story of a single lesson, the possibilities for meaning-making that are the product of particular pedagogic practices as well as of the irreducibly social process of reading the class novel. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Majors (Students); Conflict; Graduate Students; Conflict Resolution; Games; Teaching Methods; Simulation; Role Playing; Trust (Psychology); Cooperation; Undergraduate Students; Interpersonal Relationship; Instructional Effectiveness

Abstract:
Playing With Conflict is a weekend course for graduate students in Portland State University's Conflict Resolution program and undergraduates in all majors. Students participate in simulations, games, and experiential exercises to learn and practice conflict resolution skills. Graduate students create a guided role-play of a conflict. In addition to an oral debriefing, students wrote a debriefing report following the Description, Interpretation, Evaluation (DIE) model of debriefing. The written debriefing report gave all students an opportunity to reflect, analyze, and evaluate their experience in depth. The use of two facilitators allows one to facilitate while the other observes and rests, makes 2 points of view available for the debriefing, and offers a model for resolving minor disagreements between them. Trust among students increased across the weekend as evidenced by an increase in cooperative choices and estimates of the likelihood that others would cooperate in the TAKE-A-CHANCE game, a version of PRISONER'S DILEMMA. Most reported having fun while they learned about themselves, interpersonal conflict, and some large-scale social conflicts. (Contains 3 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Prevention; Problem Based Learning; Teaching Methods; Conflict; Foreign Countries; Internet; Social Theories; Perspective Taking; Educational Experience; Emotional Response; Violence; Educational Theories; Computer Simulation; Educational Technology; Web Based Instruction; College Students; Professional Development; Workshops; Learner Engagement; Homicide; Role Playing

Abstract:
A growing literature exploring large-scale, identity-based political violence, including mass killing and genocide, debates the plausibility of, and prospects for, early warning and prevention. An extension of the debate involves the prospects for creating educational experiences that result in more sophisticated analytical products that enhance preventive policy action. This article details an attempt to bridge the theory to practice gap. It describes the role of a simulation COUNTRY X within the educational contexts of both a graduate course in prevention of mass killing and genocide at Columbia University's School of International and Public Affairs (SIPA), and a practitioner training workshop designed for regional conflict early warning analysts in Africa. The authors review educational theory describing problem-based learning and apply it to a web-based educational simulation. Using a recent training of professional conflict early warning analysts as their case study, they explore several assumptions regarding the utility of simulated environments as educational tools in moving from theory to practice. Use of the simulation resulted in active and engaged participation by learners, increased capacity for well-reasoned perspective taking, and improved analytical confidence in complex scenarios. (Contains 3 figures, 1 table and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Addictive Behavior; Grounded Theory; Friendship; Computer Games; Role Playing; Interviews; Recreational Activities; Computer Mediated Communication; Psychological Patterns; Context Effect; Mental Health

Abstract:
Online gaming addiction is a relatively under-researched area and there have been few studies examining online gamers in treatment. This paper reports the findings from a qualitative interview study of nine players undergoing treatment for their addictive playing of Massively Multiplayer Online Role Playing Games (MMORPGs). A face-to-face interview study with nine online gaming addicts was carried out using Grounded Theory. The six most reported phenomena by the participants were: (i) entertainment search, (ii) virtual friendship, (iii) escapism and/or dissociation, (iv) game context, (v) control versus no control, and (vi) conflict. The findings suggest that players' initial gaming motivation is because of three factors: (i) entertainment, (ii) escapism, and/or (iii) virtual friendship. MMORPG addiction appears once the playing time significantly increases, coupled with a loss of control and a narrow behavior focus. These factors lead to problems and result in psychological dependence and serious life conflicts. The consequences of MMORPG addiction are similar to the consequences of more established substance addictions including salience, mood modification, loss of control, craving, and serious adverse effects. Additionally, in some cases, tolerance and relapse may also be present. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Graduates; Labor Market; Competition; Work Environment; Occupational Information; Job Skills; Employment Qualifications; Communication Skills; Interpersonal Competence; Problem Solving; Teamwork; College Curriculum; College Students; College Faculty; Supervisors; Role Playing; Class Activities; Education Work Relationship; Student Behavior; Learner Engagement

Abstract:
Recent college graduates are entering a competitive workforce that demands strong communication, teamwork, and problem-solving skills. However, many recent surveys and reports describe college graduates as deficient in these skills. For two courses at separate institutions, we each framed a course as a job, playing the role of a supervisor or employer rather than a professor. We prepared an employment contract rather than a syllabus, and created assignments and class activities that required students to explicitly consider how their college experiences might apply to the workplace. Students at both institutions thought the framing was interesting and fun, and thought the professors should continue to frame future courses as jobs. As instructors, we found that students were more professional, prompt, and detail-oriented. It also provided us with multiple opportunities to engage students in serious discussions about transitioning to the workplace upon graduation. (Contains 5 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Creativity; Priming; Role Playing; Creative Thinking; Creativity Tests; Games; Thinking Skills; Questionnaires; Scores; Computer Games; Video Games

Abstract:
The current study aims to observe whether individuals who engaged in table-top role playing game (TRPG) were more creative. Participants total 170 (52 TRPG players, 54 electronic role playing game (ERPG) players and 64 Non-players) aged from 19 to 63. In the current study, an online questionnaire is used, adopting the verbal subtests of Wallach-Kogan Creativity Tests and the McCrae and Costa Big Five Personality Inventory. It is found that TRPG players score higher in divergent thinking tests. Priming and instruction giving methods lower the performance of all participants, in particular, when the instruction is memory provoking. ERPG players score lowest among the three groups. TRPG could be regarded as a form of improvisation. It could also be a preferable activity for the promotion of creativity. It is low cost and no formal setting is required to play. Many ERPGs are originated from TRPGs, therefore, with the popularity of ERPG, there should be advantages in promoting TRPG. (Contains 4 figures and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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