Onstage or behind the scenes? Relative learning benefits of simulation role-play and design

Article


Druckman, Daniel and Ebner, Noam. 2011. "Onstage or behind the scenes? Relative learning benefits of simulation role-play and design ." Simulation and Gaming: an international journal of theory, design and research. 39 (4), pp. 465-497. https://doi.org/10.1177/1046878107311377
Article Title

Onstage or behind the scenes? Relative learning benefits of simulation role-play and design

ERA Journal ID6665
Article CategoryArticle
AuthorsDruckman, Daniel (Author) and Ebner, Noam (Author)
Journal TitleSimulation and Gaming: an international journal of theory, design and research
Journal Citation39 (4), pp. 465-497
Number of Pages33
Year2011
Place of PublicationThousand Oaks, CA. United States
ISSN1046-8781
1552-826X
Digital Object Identifier (DOI)https://doi.org/10.1177/1046878107311377
Web Address (URL)http://sag.sagepub.com/content/39/4/465.full.pdf+html
Abstract

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 'behind the scenes' indicated better concept learning in the short run than their role-play counterparts performing 'onstage', 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.

Keywordsconcept learning; experiments; matched-pairs; motivation; negotiation; retention; role-playing; scenario design
ANZSRC Field of Research 2020390102. Curriculum and pedagogy theory and development
390409. Learning sciences
520105. Psychological methodology, design and analysis
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Byline AffiliationsUniversity of Queensland
Sabanci University, Turkiye
Institution of OriginUniversity of Southern Queensland
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