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As the need is rife for today's leaders to make swift and perfect decisions, they need to learn critical thinking and interpersonal skills as quickly as they can. The traditional pedagogical techniques of training lack the potentiality to make these happen. Not only are they rigorous, and less dynamic, but also they are less learner‐centered, less experiential, and often predispose learners to evaluation anxiety situations. The method of role‐playing differs in many unique ways. Its ability to induce participants to quick understanding notwithstanding, it also has the potential to transform theoretical concepts into an experiential format. In all the scenarios presented in this paper, role‐playing has presented itself as one of the most promising training techniques today. This paper attempts to reflect on the efficacy of role‐playing as an effective pedagogical technique. Implications for practice and research are also discussed.

Tabletop online role-playing games enable active learning appropriate for different ages and learner capabilities. They have also been implemented in computer and engineering ethics courses. The paper aims to discuss these issues.

This paper presents the experience of implementing role-playing in several courses embedded in Web 2.0 environment, with an intention to confront complex and sometimes mutually conflicting concepts, and integrate them into a whole.

Typical examples introducing two basic scenarios representing individual and collaborative learning scripts are presented together with the detailed analysis how the games were performed, the effort to participate in, and to maintain them. Particular attention is paid to student feedback.

The paper concludes with the basic findings of the effects of role-playing in current learning computer ethics and social responsibilities courses, and recommendations for future implementation of similar asynchronous learning online activities in order to increase their academic value and prepare students for their forthcoming professional integration.

This paper introduces an alternative use of an existing learning mechanism to aid in gaining acceptance of others' roles within a supply chain. This view places an emphasis on role‐playing as a means to improve supply chain integration.

This paper is conceptual and introduces a learning technique to enable both “hard” and “soft” systems orientated participants to be better understood between chain partners.

The findings presented in this paper are conceptual. However, the technique offered has partially proven success in other management scenarios and yet to be tested in supply chain management.

By embracing role‐playing, practitioners have opportunities to develop a deeper understanding and appreciation about other roles that participate in the same supply chain as themselves, creating an opportunity for enhanced integration between roles within their supply chain.

The value of this paper is to invite the reader to consider role‐playing as a mechanism to encourage and educate supply chain participants in the roles of others who participant in the same chain from another perspective. This learning technique will contribute towards integration internally between functions of the organization and in an inter‐organizational capacity along the supply chain.

In this chapter, I utilize insights from symbolic interaction to analyze the identity work processes of larp subculture participants to construct and perform their in-game identities. I extend the research on larp subcultures in two ways. First, I place larping within the larger context of leisure subcultures and society by arguing that larping is representative of changes in leisure and subcultures in postmodern society. Second, I draw upon ethnographic data collected among the New England Role-playing Organization (NERO) to analyze larpers character identity performances. RPG and Larp researchers have developed several theories about the relationship between larp participants and their character performances. While these concepts provide a helpful framework for understanding the participant-character relationship, they undertheorize the in-game constructed performance of identity. Using symbolic interaction theory, I analyze the identity work processes larpers use to construct and perform their larp identities extending our understanding of the similarities between everyday identity and larpers' character identity performances.

The purpose of this paper is to evaluate the effectiveness of role playing as an applied learning technique for enhanced classroom experiences as compared to traditional lecture methods.

This study uses the pre-test/post-test design to conduct experiments with several control and experimental groups. Subjects are graduate students in an MBA program at a private, non-profit university in a traditional classroom setting.

Students in the experimental group gained significantly more knowledge (post-test minus pre-test scores) – 45 percent higher – through participation in the role playing exercise as compared to the control group.

This study represents only a single educational discipline explored using a single role playing learning activity. Impacts on the long-term retention of the knowledge should be studied further.

Educators should enhance their classroom experience with more applied learning activities such as role playing in order to increase knowledge gain and potentially longer knowledge retention.

This study uses a customized role playing activity within a business curriculum as one of many applied learning techniques. The value to students was shown by significantly higher gain in knowledge while simultaneously enhancing their enjoyment of the classroom experience to potentially encourage further lifelong learning.

The purpose of this paper is to explore in depth the special context and unique life experience of the online role-playing game and to provide insights regarding an interpretation of the situational context model.

This study uses netnography, online interviews, and the physical travel of researchers to the field for field participation and observations. The combination of netnography and online interviews combines online and offline studies to achieve more consistency in the data collection, analysis, and other processes. In-person participation in observations makes the research more realistic. The combination of these qualitative methods is helpful in achieving a more comprehensive and accurate research process.

The findings of the study can be classified into a three-stage situational context approach, which is presented in the form of propositions. Finally, the insight of the situational context model was developed.

This study only focussed on office workers and students in online role-playing game. Therefore, the samples should be extended to other massively multiplayer online games, including different nationalities and professions for comparative analysis and related studies. Through the expansion of the sample size, a representative and stable cyber model can be established.

The theoretical contribution of this study is to establish an interpretation of the situational context model and eight related propositions. The study revealed the mystery of female online role-playing games.

The purpose of this paper is to present the main characteristics of the role‐playing game “Strategic Micro‐Firm” which aims to reproduce the fundamental features of a complex supply chain.

A specific role‐playing game is presented, in which a Balanced Scorecard is used as the reporting device and is the main tool for analysing players' performance. The research design and the typical outcomes of several gaming sessions are discussed.

The paper illustrates the strengths of using this specific role‐playing game as a means for training managers to face complex and dynamic issues, such as the supply chain.

Depending on the features of the specific game and the interaction taking place, different kinds and various degrees of learning and performance improvements can occur. Therefore, it is not possible to provide a generalization.

The paper shows that gaming can play a relevant role in management training, providing free and safe environments in which players can face decision‐making issues and problem‐solving challenges.

The paper demonstrates how a specific role‐playing game maybe used in management education/training to incentivize improvements in problem‐solving skills as well as in communication and coordination. Role playing could be used for support in designing supply chain management policies, providing a safe, simulated environment where managerial strategies may be explored and discussed before their implementation. The paper's originality relates to the adoption of the Balanced Scorecard as the main reporting and performance assessment tool for the gaming experience.

Agribusinesses seek university graduates who have leadership ability. Role playing, one method of teaching leadership skills, is used in a university agricultural policy course. It has been a fun and effective leadership learning tool. Students improve their communication skills, conduct in-depth research about a topic of their choice, and develop a better understanding of other sides of issues. Graduates who have gone into leadership positions cite role playing as an important part of their leadership development.

This chapter is concerned with exploring the various ways in which Pokémon Go complements or challenges family life. The chapter begins by explicating the multisided concept of play and the myriad definitions that surround this term. Having established the various way in which this phenomenon can improve the lives of those who engage in it – physically, emotionally and cognitively – we go on to consider how play has gradually shifted from public spaces and into designated playgrounds, and how this trend corresponds with children concurrently moving away from the streets and into their bedrooms. Following this, we explore the impact digital technologies are having on the practice of parenting, paying particular attention to video games as a significant facet of youth culture that is often associated with a range of negative connotations. Yet, video games are not intrinsically bad. As we outline, research on intergenerational play and joint-media engagement (JME) readily demonstrate the many benefits families can experience when these games are played together. What is missing from this developing body of work is the familial playing of locative games and the extent to which this practice adds contours to our understanding of this field. The chapter is, therefore, driven by the following research questions. First, why and how do families play Pokémon Go? This includes the different roles that family members adopt, alongside motivations for families playing this game, how the playing of this game complements the rhythms of family life and the extent to which this hybrid reality game (HRG) is suited to intergenerational play. Second, what impact does locative familial play have on families, collectively speaking, and regarding individual family members? Here, we are not just interested in whether this game allows families to bond and how this bonding process is experienced, but also whether the familial play of Pokémon Go provides families with any learning opportunities that might facilitate personal growth beyond the game. Third, what worries might parents have about the familial playing of Pokémon Go and to what extent does the locative aspect of this game reshape their apprehensions?

The main purpose of the study was to assess students' perceptions of cognitive, affective, and interactive benefits in a business process re‐engineering (BPR) course using five adopted teaching tools: role‐playing, case studies, group assignments, electronic collaboration, and invited lecture.

A list of 18 closed‐ended questions and one open‐ended question was distributed to a sample of 46 undergraduate students at the University of Bahrain's College of Business Administration who participated in the study.

Descriptive statistics (mean scores) revealed that role‐playing was the most useful technique in the improvement of students' cognitive, affective, and interactive skills, followed by group assignments, case method, invited lecture, and electronic collaboration respectively (except for the improvement of cognitive skills where the invited lecture prevailed over the case method). ANOVA results revealed that there were no significant differences in perceptions of cognitive benefits between most teaching tools. The only significant variations detected were between the web‐based tool on the one side and the rest of tools on the other. Significant differences were also found in perceptions of affective and interactive benefits for almost all teaching tools.

The best practices resulting from the adopted teaching process are expected to form a blueprint for benchmarking design of a BPR course or a course in other business subject areas.