Using dungeons and dragons to teach hpi
•Download as PPTX, PDF•
1 like•206 views
This document discusses using Dungeons & Dragons to teach higher education pedagogy and instruction (HPI) through educational live action role-playing (Edu-LARP). Research shows simulation games can develop skills like critical thinking, decision-making, and negotiation. The author explains how assigning roles based on functions supports learning. Functional roles in online discussions include traffic director, starter, and questioner. The Edu-LARP design process considers technology, story, roles, and assessment. Character sheets assess abilities like leadership and problem-solving. A scenario establishes relationships and a problem for players to address through their character's actions. Debriefing and assessments include surveys, reflections, and group solutions.
More Related Content
What's hot
What's hot (20)
Similar to Using dungeons and dragons to teach hpi
Similar to Using dungeons and dragons to teach hpi (20)
More from Marx Library University of South Alabama
More from Marx Library University of South Alabama (10)
Recently uploaded
Recently uploaded (20)
Using dungeons and dragons to teach hpi
- 1. Using Dungeons and Dragons to Teach HPI Angela Doucet Rand, PhD University of South Alabama arand@southalabama.edu
- 2. Agenda ● Background of the study ● Overview of research on using simulation games for learning ● Using assigned roles ● Review of D&D for teaching and learning ● Edu-LARP definitions and dimensions ● The design process
- 3. Why I selected this strategy
- 4. Research - using simulation games ● Teachers ● Educational counselors ● Business managers ● Political science ● Coaching ● Drama ● Knowledge construction ● Critical thinking ● Decision-making ● Negotiation skills ● Classroom management ● Theatrical performance
- 5. Emergent roles List of Emergent Roles and Role Behaviors Reported in Yeh (2010). Emergent roles Role behaviors Supervisors Gave feedback, solicited opinions, organized discussions, assigned work. Information provider Provided and shared information with the group. Group instructor Tried to clarify misunderstandings. Atmosphere constructor Tried to establish caring, supportive, cooperative community. Opinion provider Provided opinions to aid group work. Reminders Reminded others about deadlines and details. Trouble-makers Caused problems by being absent and not completing group work. Problem-solvers Attempted to answer questions, correct and explain problems.
- 6. Functional roles Wise et al. (2011) developed a set of functionally based roles. traffic director, starter, inventor, importer, mini-me, elaborator, questioner, devil’s advocate, synthesizer, and wrapper. research provided a connection between role behaviors and role functions in online discussions. Their findings identified the importance of selecting roles based on the specific functions the role supports
- 7. Functional roles Wise et al. (2011) There is a connection between role behaviors and role functions. Select roles based on the specific functions the role supports Some identified functional roles ● traffic director ● Starter ● Inventor ● Importer ● Mini-me ● Elaborator ● Questioner ● devil’s advocate ● Synthesizer ● Wrapper
- 8. D&D for Teaching and Learning D&D for Teaching and Learning: the Edu-LARP!
- 9. Design Considerations ● Technology ● Story ● Roles ● Initiating events
- 10. Technology - 3 Dimensions (Wills, Leigh, & Ip, 2011) ● Time - synchronous vs asynchronous ● Group - collaborative vs individual learning ● Environment - prepared vs emergent
- 12. Story (Glazier, 2011) Four Strategies ● Low intensity ● Use your own research ● Use current events ● Use student research/activities
- 13. Dragons all the way down Roles Scenario Game-play Assessment
- 14. Selecting the Roles Training management course goals: develop knowledge and competencies in the coordination of large-scale, comprehensive training programs. Course assignment: Review the O*NET report for Training and Development Specialists, and select skills, talents, and abilities that you think are most important to possess as a professional working in this job. Prioritize their importance and explain why you think they are important and give a reason for the order in which you placed them. Course assignment: Create a game designed to teach a skill set to a group .
- 15. Character sheets 6 abilities ● Use technology ● Time management ● Leadership ● Creativity ● Analyze and solve problems ● Communication
- 17. Design a scenario (Smith & Boyer, 1996) 1. ID major roles 2. Establish realistic structural/power relationships 3. Write the scenario or problem statement 4. Assemble and distribute needed data/resources 5. ID ground rules
- 18. How to run the scenario ● Use modified D&D structure of play ● The Game Master (GM) is the instructor ● The GM describes the environment ● Players (students) describe what they want to do ● The GM narrates the results of players actions
- 19. Debrief!
- 20. Assessment ● Pre/posttest survey ● Journal entry ● Reflection paper ● Group solution paper
Editor's Notes
- Welcome! In this session we will look at the design process for using a live action role-play game to teach human performance improvement skills.
- Background - how the idea was generated Simulations support for active learning and problem solving My previous research on assigned roles Who uses D&D What constitutes an Edu-LARP and some models for designing Edu-LARPs - we’ll talk about the 3 dimensions of time, groups, and environment A look at selecting scenarios, choosing roles, and initiating events
- Teaching Graduate students HPI - doing HPI - podcast listening to relax Driving and listening to podcast - The Adventure Zone AND my interest in using assigned roles - gave me the idea to construct a D&D-ish instructional strategy. Although we were learning about the tools used in HPI, and I had learned these tools and gone on to get a certificate in HPI concurrent with my PhD, I still felt some surprise when actually deploying interventions and engaging with clients. I thought it would be a valuable skill to have students experience what it is like to work with clients in the wild. And keep it a fun environment so as not to contribute to their already high stress levels.
- Bibliography provided and these slides uploaded to Slideshare.net The research supports the efficacy of using simulation games to help students explore what it is like to think, feel, and perform within the disciplinary practice of a prescribed role Reports of mixed results depending on short or long term simulations and what is being assessed and how it is assessed. Are you assessing factual information? Attitude assessments? Self-reports? It does appear that students enjoy simulation games as a part of the learning experience.
- Yeh (2010) identified eight roles that emerged from online discussion in a problem based learning environment, and found a dynamic connection exists between roles, behaviors, and the development of productive online learning communities.
- This research provided a connection between role behaviors and role functions in online discussions. Their findings identified the importance of selecting roles based on the specific functions the role supports. So roles can have a prescriptive quality.
- This D&D here stands for dungeons and dragons. Now let’s get into the design process so you can see how to build your own Edu-LARP (or VLARP) as someone suggested to me! Virtual live action role play.
- I merged some design elements from a few models to acquire the tools I needed. I suggest you do this also.
- So, you need to think about these dimensions related to the expected learning outcomes. Edu-LARP design - simulation content, roles (characters), number of roles; also expected behavioral, affective, and cognitive outcomes. time for development considerations, game management, assessment, and debriefing/reflection. Collaboration skills and team work - professional identity, soft skills like leadership, and diplomacy
- The technological considerations to be made - on a continuum, consider: Time- synchronous gaming requires impromptu responses vs reflective responses for asynchronous Group- are learning outcomes designed for group or individual growth Environment - will the scenario be wholly prepared - rules based, or case-based with room for creative development
- Low intensity simulations take about as much time to prepare as preparing a regular lecture. Keep it simple and focus on the interactions. What problems are you investigating? What problems are currently being resolved or investigated?
- Now i want to talk about using the guidelines discussed so far, and how I merged them with Dungeons and Dragons game elements.
- Undergraduate students enrolled in a course on training management selected the roles. They also had to relate their selections to some class readings regarding 21st century skills.
- Prior to play, atudents create their own characters. Provide modified directions from the D&D players handbook. They roll the D20 die to determine the level of their skills. They develop their character using the additional features and traits box. This could include some characteristics from the Emotional IQ, Big Five Personality tests, or other tests they have been introduced to in the course.
- Who’s in the scenario Who is the client, the HPI team, etc Describe the situation or problem; give the players something to resolve Case details, background knowledge How long will play be? Who can speak to whom? Restrictions?
- What does it all mean? Allow time for reflection. Ask: what happened? What did you do? What will you do next?
- Many of these assessments are appropriate for individual players and for fish bowl observers too.
- I welcome questions and comments that will clarify and help me to improve my game play!