“I have gained self-confidence”. Exploring the impact of the role-playing technique STARS on students in German lessons

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dc.contributor.author Geneuss, Katrin
dc.contributor.author Obster, Fabian
dc.contributor.author Ruppert, Gabriele
dc.date.accessioned 2020-07-08T10:40:07Z
dc.date.available 2020-07-08T10:40:07Z
dc.date.issued 2020
dc.identifier.citation Geneuss, K., Obster, F. and Ruppert, G. (2020) '“I have gained self-confidence”. Exploring the impact of the role-playing technique STARS on students in German lessons', Scenario: A Journal for Performative Teaching, Learning, Research, XIV(1), pp. 44-64. doi: 10.33178/scenario.14.1.4 en
dc.identifier.issued 1
dc.identifier.startpage 44
dc.identifier.endpage 64
dc.identifier.issn 1649-8526
dc.identifier.uri http://hdl.handle.net/10468/10222
dc.identifier.doi 10.33178/scenario.14.1.4
dc.description.abstract Finding tools that stimulate creativity, empathy and self-confidence is one of the core challenges of the 21st century. Performative education being one of them, a need for developing convincing performative concepts arises (Jogschies, Schewe & Stöver-Blahak 2018). The improvisational role-playing technique edu-larp constitutes one such tool, combining the training of social and personal skills with the exploration of various themes. An adaptation of this format to institutional settings coined STARS (STudent Activating Role-playing gameS, Geneuss 2019) has been applied in several schools in Bavaria. To ascertain the students’ perspective on their perceived learning, data from 161 quantitative surveys were further augmented by feedback-talks. To gain insight into the teachers’ perspective on how the tool can be implemented in German lessons, which general skills can be trained and what challenges might arise when applied in formal education, we applied a qualitative design grounded upon 7 interviews. It emerges that applying edu-larp in classrooms is perceived as a meaningful tool to treat curricular topics. It also contributes to train social and personal skills, which in turn can lead to self-confident face-to-face interaction. Yet, multiple challenges keep educators from applying the technique. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Department of German, University College Cork en
dc.relation.uri http://research.ucc.ie/scenario/2020/01/GENEUSSOBSTERRUPPERT/04/en
dc.rights © 2020, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. en
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject Role playing en
dc.subject Self-confidence en
dc.subject Performative teaching and learning en
dc.subject Edu-larp en
dc.subject Mixed methods en
dc.title “I have gained self-confidence”. Exploring the impact of the role-playing technique STARS on students in German lessons en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Katrin Geneuss, Ludwig-Maximilians-University, Munich en
dc.internal.availability Full text available en
dc.description.version Published Version en
dc.description.status Peer reviewed en
dc.identifier.journaltitle Scenario: A Journal for Performative Teaching, Learning, Research en
dc.identifier.journalabbrev Scenario en


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© 2020, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Except where otherwise noted, this item's license is described as © 2020, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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