Magister Educationis - MEd / Role-play is a teaching strategy which is very useful in enhancing the acquisition of knowledge and conceptualisation of some topics in Life Science. According to the theory of constructivism, learning science is a process in which learners construct understanding of the materials. Role-play and constructivism are intertwined, yet role-play as a teaching strategy lacks classroom application in the teaching of Life Sciences. Role-play is not often used in the teaching of Life Sciences, and to be specific, in the teaching of the circulatory system. The study is motivated by learners’ misconceptions of the circulatory system. The study is undertaken to determine the effect of role play on the learners’ conception about the human circulatory system. Random sampling resulted in the selection of one out of 6 grade 10 classes with 49 learners in each from one school in the Metro East District in Cape Town.

Supportive fan bases in live events are more than casual viewers. They are the result of an active audience who have shifted the power dichotomy between producers and viewers via their range of participation. Drawing from scholars like Jacques Ranciere, Henry Jenkins, and Adam Alston, this essay uses Evermore Park in Pleasant Grove, UT, as a case study to review levels of engagement within spectatorship, and particularly how fandom can lead to audience takeover of immersive spaces. Evermore Park is a unique site that sits at the intersection of all three performance genres--immersive theater, park studies, and live action role-play. It is ripe for takeover as the producers encourage audiences to participate in increasingly liberal ways. This paper specifically focuses on the powerful position of the "fan" to contest producers and take over the space through their influence over the narrative, costume design, and online presence.

This research paper examines students’ perception of how role-play could affect their confidence in accordance with their speaking ability in EFL/ESL- classrooms. It has tried to respond to the research question “To what extent do Swedish EFL/ESL- students find role-play helpful for their confidence in their speaking ability?.” In addition, an analysis of relevant research supported the theoretical background on the subjects of Second language acquisition (SLA), Communicative language teaching (CLT), the Sociocultural perspective and the steering documents from Skolverket. Moreover, the research used a qualitative method through interviews. The interviews were performed with eight students from 7th-9th grade. To complement the study a questionnaire was conducted to show the distribution of students confidence on a scale from 1-5. The collected data was from a role-play activity that was tested similarly in six EFL/ESL-classes. At the end of the classes, they were evaluated in a Google Formula. Then, it was possible to see connections between the level of confidence and how helpful role-play was for the students. In the result, the interviewees all agreed on the role-play possibly being a helpful tool to improve the speaking ability. In addition, the questionnaire showed that 64% of the participants thought that role-play helped them to speak more confidently in English. Also, it was shown that students in the middle of the scale were the ones that found role-play most beneficial. At last, the factors that seemed to develop students’ confidence the most from the role-play were the structure of a group, the chosen themes, and the support students received from the framework.

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In the last ten years there has been a resurgence of interest in teaching Shakespeare through performance. However, most literature on the topic continues to focus on the pragmatic selling points of how performance makes Shakespeare fun and understandable while remaining surprisingly silent on issues of theory and ethics. By investigating the ethical implications of performance pedagogy as it affects our students' construction of identity, empathy, and pluralistic tolerance we can better understand and discuss the potential of performance pedagogy in relation to the ethical goals of the Humanities. Performance Pedagogy has particular ethical potential due to the structure of performance and the effects of role-play on a student's identity. Lessons learned in the fictional world of a play can be transferred to real life allowing learning to take place in a world of more flexible rules and without real life consequences. Further, role-play also creates a unique blending of actor and character that encourages a compassionate rethinking of self and other. Although imperfect in its empathy, this emphasis on connection is still a moral alternative to the dehumanizing effects of seeing others in terms of complete alterity. Lastly, because performance encourages interpretation, it is a fruitful tool to encourage pluralism, a much-needed philosophy for our students today and one that in relation to Shakespeare can render particularly humanizing ends. Such a discussion of the ethical effects of performance pedagogy itself also focuses on principles of connection that ought to be applied to all scholarly endeavors in order to increase their meaning and morality.

“Playing pretend” is often regarded as childish, but many people continue to role-play well into adulthood through various forms of games, activities, and experiences that become an established part of societal norm. In this study, I attempt to establish links between marginalized identities, self-discovery, self-acceptance, and role-play. My findings may help in development of serious and applied games, as well as role-play’s use in therapeutic settings. I surveyed players online from a specific Art Role-Playing Game (ARPG) community, Pouflons, to find out how their characters’ personas and identities spillover and bleed into the player’s primary identity. Existing literature has reported instances of bleed between character and player identity, but usually in an autoethnographic report, small study, or only in theory. I intended to confirm the phenomena of identity bleed and emancipatory bleed by using a larger sample size, at 138 complete responses. I found that this community had a large population of people identifying as LGBT and that a clear majority of players report that their identity has been affected by their role-play.

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Auditing literature recently identified what has been termed a "social mismatch" between novice auditors and older, more experienced, more knowledgeable client contacts (Bennett and Hatfield 2013). This phenomenon occurs when novice auditors avoid face-to-face interactions with clients and can adversely affect the audit process. In light of the importance of novice auditor-client interactions, I conduct an experiment to identify potential mechanisms to mitigate the social mismatch phenomenon. Specifically, accounting students proxying for novice auditors are randomly assigned to experimental conditions in which they participate in role-play and perspective-taking exercises and complete an audit task commonly performed by novice auditors. Initial findings indicate that role-play interventions, such as those currently used in training at large public accounting firms, may exacerbate novice auditor inhibition tendencies. Furthermore, additional results suggest that actively taking the client's perspective prior to choosing an evidence gathering technique does not improve novice auditor decisions. Finally, auditor inherent characteristics are studied, including levels of emotional intelligence and impression management, and also do not appear to have implications for selection of evidence gathering techniques. Results of this study provide valuable insight into novice auditor-client interactions, as well as the implications of such interactions for audit evidence gathering activities. / Ph. D.

This dissertation thesis focuses on the use of drama in English language teaching. In the theoretical part the field of drama in ELT is elaborated in terms of its principles, methods and examples of practical use. Based on the outlined theoretical basis the technique radio role play is introduced. The main aim of the thesis was to identify and verify possibilities and limitations of the technique applied in English language teaching. To meet the aim of the thesis action research was used as the research design employing a range of data collection methods, e.g. questionnaires with pupils; interviews with pupils, teachers and critical friends. Content analysis was used to process the collected data and the analysis was further interpreted with the support of contextual information regarding educational setting in which the research was carried out and contextual material (lesson plans, teaching material, audio and video recordings). Within the four cycles of action research initial hypotheses, which were formulated before the actual research, were verified. The research findings show that the radio role playing contributes to the development of speaking as a language skill (mainly fluency and spontaneity of speech), improvisation skills, creativity and non-verbal communication. The main limitation...

This study investigates how the members of four different role-playing communities on the online platform Second Life perform social as well as dramatic roles within their community. The trajectories of power influencing these roles are my main focus. Theoretically I am relying primarily on performance studies scholar Richard Schechner, sociologist Erving Goffman, and post-structuralists Michel Foucault, Gilles Deleuze and Felìx Guattari. My methodological stance has its origin primarily within literature studies using text analysis as my preferred method, but I also draw on the (cyber)ethnographical works of primarily T.L. Taylor, Celia Pearce, and Mikael Jakobsson. In this dissertation my focus is the relationship of the role-player to their chosen role especially in terms of the boundary between being in character, and as such removed from ”reality,” and the popping out of character, which instead highlights the negotiations of the social, sometimes make-belief, roles. Destabilising and problematising the dichotomy between the notion of the online as virtual and the offline as real, as well as the idea that everything is ”real” regardless of context, my aim is to understand role-play in a digital realm in a new way, in which two modes of performance, dramatic and social, take place in a digital context online — or inworld as many SL residents call it.