“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.authorGeneuss, Katrin
dc.contributor.authorObster, Fabian
dc.contributor.authorRuppert, Gabriele
dc.date.accessioned2020-07-08T10:40:07Z
dc.date.available2020-07-08T10:40:07Z
dc.date.issued2020
dc.description.abstractFinding 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.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationGeneuss, 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. https://doi.org/10.33178/scenario.14.1.4en
dc.identifier.doihttps://doi.org/10.33178/scenario.14.1.4
dc.identifier.endpage64
dc.identifier.issn1649-8526
dc.identifier.issued1
dc.identifier.journalabbrevScenarioen
dc.identifier.journaltitleScenario: A Journal for Performative Teaching, Learning, Researchen
dc.identifier.startpage44
dc.identifier.urihttps://hdl.handle.net/10468/10222
dc.identifier.volumeXIV
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.relation.urihttp://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.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectRole playingen
dc.subjectSelf-confidenceen
dc.subjectPerformative teaching and learningen
dc.subjectEdu-larpen
dc.subjectMixed methodsen
dc.title“I have gained self-confidence”. Exploring the impact of the role-playing technique STARS on students in German lessonsen
dc.typeArticle (peer-reviewed)en
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Scenario: A Journal for Performative Teaching, Learning, Research. Vol. XIV Issue 01