Role-Playing Games for Fostering Communication and Negotiation Skills

Autor/inn/en	Fioravanti, Maria Lydia; de Oliveira Sestito, Camila Dias; de Deus, William Simao; Scatalon, Lilian Passos; Barbosa, Ellen Francine
Titel	Role-Playing Games for Fostering Communication and Negotiation Skills
Quelle	In: IEEE Transactions on Education, 65 (2022) 3, S.384-393 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fioravanti, Maria Lydia) ORCID (de Oliveira Sestito, Camila Dias) ORCID (de Deus, William Simao) ORCID (Scatalon, Lilian Passos) ORCID (Barbosa, Ellen Francine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2021.3117898
Schlagwörter	Role Playing; Educational Games; Communication Skills; Entrepreneurship; Soft Skills; Problem Solving; Active Learning; Speech Communication; Business Administration Education; Skill Development + Suchen Sie Ihr Suchwort? Rollenspiel; Educational game; Lernspiel; Kommunikationsstil; Unternehmungsgeist; Problemlösen; Aktives Lernen; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Contribution: In this article, an experience applying three role-playing games in the context of an Entrepreneurship final project is presented, discussing the challenges, and the lessons learned. Background: Soft skills have been expounded repeatedly as a crucial factor to thrive in the workplace, as opposed to mere knowledge of content only, since the increasingly importance of practitioners being able to adapt to new situations. Also, soft skills have the ability to categorize specific career attribute which an individual has, such as team spirit, written and oral communication, leadership, teamwork, and problem-solving skills. Literature provides evidence of areas in which graduates most frequently do not meet industry expectations, including technical and also soft skills. Intended Outcomes: Considering the aforementioned scenario, an active learning strategy was adopted aiming to foster soft skills, particularly, oral communication, and negotiation in an Entrepreneurship course. Application Design: The course final project comprised the development of fictional business plans, their corresponding minimum viable products, and also negotiation rounds with fictional potential investors. Among the active learning strategies, role-playing games were chosen as they have shown to be useful in similar contexts. Findings: This experience shows that active strategies, especially role-playing games, support the development of soft skills and engage students as active participants in their learning process. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01