Role-Play Experience's Effect on Students' 21st Century Skills Propensity

Autor/inn/en	Aura, Isabella; Järvelä, Simo; Hassan, Lobna; Hamari, Juho
Titel	Role-Play Experience's Effect on Students' 21st Century Skills Propensity
Quelle	In: Journal of Educational Research, 116 (2023) 3, S.159-170 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aura, Isabella) ORCID (Järvelä, Simo) ORCID (Hassan, Lobna) ORCID (Hamari, Juho)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2023.2227596
Schlagwörter	Role Playing; 21st Century Skills; Teaching Methods; Grade 6; Student Attitudes; Correlation; Game Based Learning; Skill Development; Likert Scales; Elementary School Students; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Rollenspiel; Teaching method; Lehrmethode; Unterrichtsmethode; School year 06; 6. Schuljahr; Schuljahr 06; Schülerverhalten; Korrelation; Kompetenzentwicklung; Qualifikationsentwicklung; Likert-Skala; Ausland; Finnland
Abstract	This study examines the effects of a role-play-based pedagogical method in Finland on the twenty-first century skills propensity among 6th graders (12-year-olds). The approach entails a simulation of a society in a gamified learning environment as part of their formal education. Structural Equation Modeling was employed to analyze the students' (N = 253) self-reported effects of role-play experience on pre-and post-scores of twenty-first century skills propensity. The results show a statistically significant positive relation between holistic role-play experience and twenty-first century skills propensity, however, closer exploration reveals only few key associations, which perhaps illustrates the complex nature of both role-playing and the framework of twenty-first century learning. However, the broader positive view demonstrates the potential of one meaningful playful day for the skill and attitude development of young students as part of a formal curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01