Investigating Student Perceptions of Knowledge Acquisition within a Role-Play Simulation of the Convention on Biological Diversity

Y

14

Role Playing; Geography Instruction; Simulation; Student Attitudes; Longitudinal Studies; Statistical Analysis; Qualitative Research; Surveys; Correlation; Educational Technology; Instructional Effectiveness; Teaching Methods; Blended Learning; Biodiversity; Feedback (Response); Course Descriptions; Undergraduate Students; Sustainability; Conferences (Gatherings); Knowledge Level; Likert Scales; Persuasive Discourse; Voting; Foreign Countries; Multivariate Analysis

10.1080/00221341.2014.937738

0022-1341

This article investigates the particular mechanisms through which a role-play simulation impacts student perceptions of knowledge acquisition. Longitudinal data were mobilized in the form of quantitative and qualitative surveys to examine whether the simulation succeeded in increasing knowledge around both content and skills. It then delves deeper into the relationship between simulations and knowledge transmission by exploring the role of online technologies and stakeholder choice as mediators. This analysis reveals two major insights: (1) the importance of thoughtfully embedding the simulation within the overarching logic of the course itself, and (2) the potential contribution of online technologies to enhancing student knowledge acquisition.

As Provided

31

2015

EJ1057040