Serious Play in Education for Social Justice--An Exploratory Study

Autor/in	Wartenweiler, Thomas
Titel	Serious Play in Education for Social Justice--An Exploratory Study
Quelle	In: Journal of New Approaches in Educational Research, 7 (2018) 1, S.61-69 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2254-7339
Schlagwörter	Mixed Methods Research; Social Justice; High School Students; Empathy; Consciousness Raising; Pretests Posttests; Student Surveys; Semi Structured Interviews; Scores; Program Effectiveness; Holistic Approach; Teaching Methods; Foreign Countries; Global Approach; Educational Games; Service Learning; Student Attitudes; Behavior Change; Attitude Change; Switzerland + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Empathie; Bewusstseinsbildung; Schülerbefragung; Holistischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Globales Denken; Educational game; Lernspiel; Service-Learning; Schülerverhalten; Attitudinal change; Einstellungsänderung; Schweiz
Abstract	Fair Battles is a 12-week Swiss education for social justice program with the goal of sensitizing high school students about the impact of their consumer habits on society. The pedagogical concept of Fair Battles is to employ the tool of serious play to enhance students' social empathy, which then leads to service learning projects. This exploratory mixed-methods study examined the impact of the program by using pre- and post-program student surveys (n = 16) and post program semi-structured qualitative student interviews (n = 10). The survey data were analyzed using SPSS and the interview data were analyzed using template analysis. The results were organized according to Kirkpatrick's four-level evaluation model. The quantitative results show a statistically significant increase in the post-program survey scores for the learning and behavior level. The qualitative results suggest that the program had a positive impact on students on all four of Kirkpatrick's levels. The conclusions are that the Fair Battels program is impactful, that social justice education needs to be holistic and that the combination of serious play and service learning elements seems to be effective for social justice education. Further research in the area of social justice education and serious play is recommended. (As Provided).
Anmerkungen	University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01