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Investigating the Impact of Role Play Simulations on Student Learning: An Assessment Model
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Abstract
While many scholars extol the benefits of role play simulations, little evidence exists to
support this belief. This study addresses this gap in the literature by assessing the impact
of role play simulations on student learning. We describe the role play simulation we
developed, identify goals and learning outcomes, and align them with four knowledge
domains (factual, conceptual, procedural and metacognitive), developed from Anderson
and Krathwohl’s (2001) revision of Bloom’s (1959) taxonomy. We collected and
analyzed evidence to assess the educational effectiveness of the role play, creating a
useful assessment model. We conclude by identifying additional areas for future research.
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| | Authors: Pettenger, Mary. and Young, Niki. |
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Abstract
While many scholars extol the benefits of role play simulations, little evidence exists to
support this belief. This study addresses this gap in the literature by assessing the impact
of role play simulations on student learning. We describe the role play simulation we
developed, identify goals and learning outcomes, and align them with four knowledge
domains (factual, conceptual, procedural and metacognitive), developed from Anderson
and Krathwohl’s (2001) revision of Bloom’s (1959) taxonomy. We collected and
analyzed evidence to assess the educational effectiveness of the role play, creating a
useful assessment model. We conclude by identifying additional areas for future research.
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