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.

摘要

本研究探讨了芬兰基于角色扮演的教学方法对六年级学生（12 岁）二十一世纪技能倾向的影响。该方法需要在游戏化学习环境中模拟社会，作为正规教育的一部分。采用结构方程模型来分析学生的（N = 253）自我报告的角色扮演经验对二十一世纪技能倾向得分前后的影响。结果显示，整体角色扮演体验与二十一世纪技能倾向之间存在统计学上显着的正相关关系，然而，更仔细的探索只揭示了很少的关键关联，这也许说明了角色扮演和二十一世纪学习框架的复杂性。然而，更广泛的积极观点表明，作为正式课程的一部分，有意义的一天对于年轻学生的技能和态度发展具有潜力。