The effects of role-play from a history didactical perspective

Publikation: Bidrag til bog/antologi/rapport/proceedingKonferencebidrag i proceedingsForskningpeer review

  • Marianne Dietz

The PhD-project is an empirical study which aims to explore and discuss the effects of role-playing in a history didactical perspective. The project aim is to contribute to the existing research on game-based learning in education by focusing on game-based history teaching in relation to the development of historical consciousness. More specifically, the project focuses on the learning potentials of scenario-based games in relation to the development of historical consciousness in students in elementary schools based on the assumption that using certain types of games incorporated into a specific learning design can support this development. Thus, the project is equally preoccupied with the learning potentials of games as well as how historical consciousness can be understood to manifest and develop in an individual. The research questions are thus: How can the development of historical consciousness in students in elementary school be supported through specific game-based learning designs? Which factors in a game-based learning design influence the development of historical consciousness in students? The empirical analysis revolves around qualitative research carried out in nine secondary school classes (including a pre-study class) being taught the same historic contents but in different ways. In five of the classes the history teaching revolves around a game-based learning design. The specific game is a role-play based on a historical event where students play the roles of historical figures. During the game students are presented with historical dilemmas, which they have to relate to and attempt to solve through interaction and decision-making as historical figures. The other four classes engage in a non-game-based learning design. The empirical data consist of video-based observations and field-notes as well as interviews with all students and teachers. Thus, the empirical data includes interviews with nearly 200 students. For the purpose of establishing an understanding of the degree to which students have developed their historical consciousness – and ultimately to be able to discuss the relation between game-based learning and the development of historical consciousness – the empirical data will be analysed in correlation with identified categories which can be said to be essential to the development of historical consciousness.

OriginalsprogEngelsk
TitelProceedings of the 12th European Conference on Game-Based Learning, ECGBL 2018
RedaktørerMelanie Ciussi
Antal sider8
ForlagDechema e.V.
Udgivelsesår1 jan. 2018
Sider765-772
ISBN (Elektronisk)9781911218999
StatusUdgivet - 1 jan. 2018
Begivenhed12th European Conference on Game Based Learning, ECGBL 2018 - Sophia Antipolis, Frankrig
Varighed: 4 okt. 20185 okt. 2018

Konference

Konference12th European Conference on Game Based Learning, ECGBL 2018
LandFrankrig
BySophia Antipolis
Periode04/10/201805/10/2018

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