The effectiveness of games for educational purposes: a review of recent research
Simulation and Gaming
Learning Negotiation Skills: Four Models of Knowledge Creation and Transfer
Management Science
BUTORSTAR: a role-playing game for collective awareness of wise reedbed use
Simulation and Gaming - Symposium: Natural resource management, part 1
Investigating the benefits of automated negotiations in enhancing people's negotiation skills
Proceedings of The 8th International Conference on Autonomous Agents and Multiagent Systems - Volume 1
Why Simulation Games Work-In Search of the Active Substance: A Synthesis
Simulation and Gaming
Simulations as Rhetorical and Discursive Exercises: Memories of Guetzkow
Simulation and Gaming
The Influence of Harold Guetzkow: Scholarship and Values
Simulation and Gaming
The founding of modern simulation/gaming: S&G and ISAGA four decades on
Simulation and Gaming
NEGOTIATING ON POVERTY: A Participatory Poverty Assessment Simulation Game
Simulation and Gaming
Rough sets based on complete completely distributive lattice
Information Sciences: an International Journal
Hi-index | 0.00 |
In this article, the authors report the results of two experiments that explored hypotheses about the relative learning advantages of role-play and scenario design. The experiments were conducted with similar student populations in Australia and Israel. Using a matched-pairs design, participants were randomly assigned to design and role-play conditions. They worked on their tasks following an hour-long lecture on three negotiation concepts: alternatives, time pressure, and negotiating power. A lecture-only control group was implemented in the Australian experiment. In both experiments, designers, working â聙聹behind the scenes,â聙聺 indicated better concept learning in the short run than their role-play counterparts performing â聙聹onstage,â聙聺 as well as in comparison with the control group. They showed better understanding of the way the concepts are related and retained the learning gains over time. Moreover, the designers were at least as motivated as role-players and controls and, for the Israel participants, showed more motivation. The results, favoring designers, spread widely across the various questions, asked immediately after the experience and 1 week later: 86% of the answers given favored designers in terms of direction; 52% of these were statistically significant. Implications are discussed for explanatory mechanisms, programmatic research, and teaching/training approaches.