ROLE-PLAYING TECHNOLOGY IN THE DEVELOPMENT OF PROFESSIONAL COMPETENCE OF PROFESSIONAL COLLEGE LECTURERS
Abstract
Relevance: Modern professional pre-higher education is undergoing constant transformation, which requires lecturers not only deep subject knowledge but also the ability to communicate effectively, adapt to changes, and engage in pedagogical reflection; the competency-based approach actualizes the need for educational technologies capable of contributing to the formation of complex professional skills, which draws attention to the application of role-playing technology, combining elements of simulation, modeling, and emotional-behavioral immersion in the educational process, activating learning activities, contributing to the formation of social responsibility, empathy, and the ability to work in a team; however, in the Ukrainian educational context, sufficient conceptualization of this method has not yet been achieved, and the question of distinguishing between educational role-playing games and RPGs (role-playing games) as leisure activities remains open, complicating the development of methodological recommendations and the creation of effective scenarios for the implementation of the educational process; this determines the relevance of the theoretical substantiation of the pedagogical potential of role-playing technology and its integration into the structure of professional training for lecturers.
Objective: To analyze and generalize the theoretical foundations of role-playing technology, define its structural components and potential in forming the professional competence of professional college lecturers, considering the specifics of educational role-playing games and classic role-playing games.
Methods: The study used a complex of general scientific and pedagogical methods: analysis of scientific sources and theoretical approaches, comparative analysis of terminology and structures of role-playing games, modeling of pedagogical situations, and systematization of results to form a structural-component model of an educational role-playing game.
Results: The specifics of educational role-playing games are characterized; their ability to act as a tool for transformational learning is determined; the pedagogical potential of the diegetic narrative space in the formation of lecturers' professional identity is revealed; a model of role-playing activity is proposed that integrates cognitive, emotional, and social components of learning, with an orientation towards developing professional skills in simulated situations.
Conclusions: Role-playing teaching methods, including educational role-playing games and classic role-playing games, have high potential in forming the professional competence of lecturers; their effective implementation requires a clear understanding of the game structure, roles, and educational goals; further research should be aimed at developing practical recommendations for creating scenarios and integrating facilitation strategies into the role-playing educational process.
Keywords
role-playing technology, educational role-play, classical role-playing game, professional competence, vocational college, pedagogical reflection, transformative learning, diegetic space
Author Biography
Vasyl Shust
Candidate of Pedagogical Sciences, Associate Professor, senior research fellow of the Department of Pre-Higher Professional Education, Institute of Professional Education of the National Academy of Sciences of Ukraine, https://orcid.org/0000-0002-0094-1121, e-mail: sсhust@i.ua
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Bawa, A. (2022). Role-play. Retrieved March 26, 2023, from https://edtechbooks.org/studentguide/roleplay [in English].
Biddle, B. J. (1986). Recent developments in role theory. Annual Review of Sociology, 12(1), 67–92. [in English].
Cherif, A. H., & Somervill, C. H. (1995). Maximizing learning: Using role playing in the classroom. The American Biology Teacher, 57(1), 28–33. https://doi.org/10.2307/4449909[in English].
Deterding, S., & Zagal, J. P. (2018). The many faces of role-playing game studies. In Role-playing game studies (pp. 1–16). Routledge. [in English].
Hammer, J., To, A., Schrier, K., Bowman, S. L., & Kaufman, G. (2018). Learning and role-playing games. In Role-playing game studies (pp. 283–299). Routledge. [in English].
Hitchens, M., & Drachen, A. (2008). The many faces of role-playing games (Pre-print). International Journal of Role-Playing, 1, 3–21. [in English].
Ivanova, S., Dimitrov, L., Ivanov, V., & Prokopovych, L. (2021). Using role-playing game for professional skills formation of prospective teachers. Society. Integration. Education. Proceedings of the International Scientific Conference, 1, 195–206. [in English].
Kaylor, S. L. B. (2017). Dungeons and Dragons and literacy: The role tabletop role-playing games can play in developing teenagers’ literacy skills and reading interests. Graduate Research Papers, 215. [in English].
Lean, J., Moizer, J., Towler, M., & Abbey, C. (2006). Simulations and games: Use and barriers in higher education. Active Learning in Higher Education, 7(3), 227–242. https://doi.org/10.1177/1469787406069056 [in English].
Lynch, K. D. (2007). Modeling role enactment: Linking role theory and social cognition. Journal for the Theory of Social Behaviour, 37(4), 379–399. https://doi.org/10.1111/j.1468-5914.2007.00349.x[in English].
Metz, C., & Guzzetti, A. (1976). The fiction film and its spectator: A metapsychological study. New Literary History, 8(1), 75–105. [in English].
Montgomery, J. D. (1998). Toward a role-theoretic conception of... American Journal of Sociology, 104(1), 92–125. [in English].
Rao, D., & Stupans, I. (2012). Exploring the potential of role play in higher education: Development of a typology and teacher guidelines. Innovations in Education and Teaching International, 49(4), 427–436. https://doi.org/10.1080/14703297.2012.728879 [in English].
Rønning, S. B., & Bjørkly, S. (2019). The use of clinical role-play and reflection in learning therapeutic communication skills in mental health education: An integrative review. Advances in Medical Education and Practice, 10, 415–425. https://doi.org/10.2147/AMEP.S202115 [in English].
Spinelli, L. (2018). Tabletop role-playing games and social skills in young adults. Honors College Theses. https://digitalcommons.pace.edu/honorscollege_theses/1199 [in English].
Stenros, J., & Hakkarainen, H. (2003). The Meilahti model. In Gade, M., Thorup, L., & Sander, M. (Eds.), As LARP grows up (pp. 56–64). Fredriksberg: Projektgruppen KP03. [in English].
Turner, R. (2001). Handbook of sociological theory. In Sociological theory. Springer. https://doi.org/10.4324/9781003074366[in English].
Westborg, J. (2022a). Learning in praxis. Transformative Play Initiative. YouTube. July 4. [in English].
Westborg, J. (2022b). Role-playing games for education. Transformative Play Initiative. YouTube. June 30. [in English].
White, W., Arjonanta, J., Hitchens, M., Peterson, J., Torner, E., & Walton, J. (2018). Tabletop role-playing games. In Zagal, J. P., & Deterding, S. (Eds.), Role-playing game studies: Transmedia foundation (pp. 63–86). New York: Routledge. [in English].
Zalka, C. V. (2012). Adventures in the classroom: Creating role-playing games based on traditional stories for the high school curriculum. ProQuest Dissertations and Theses. http://search.proquest.com/docview/1082053317 [in English].