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From Simulation to Scholarship: Revolutionizing Student Engagement through Game-Based Research

Year: 2024
Type: conference-paper
Abstract: This initiative demonstrates a unique approach to undergraduate research through an original experiential learning course centered on a historical game-based simulation. Akin to the "Reacting to the Past" pedagogy and customized for first-year Honors students, this course immerses participants in the complexities of the 18th century's Age of Revolutions, blending interdisciplinary content with active learning methodologies. The simulation empowers students to engage deeply with primary sources, emphasizing a nuanced understanding of historical context while promoting critical thinking, community building, and research skills. The course is structured to mirror the transformative experiences of college entry, encouraging students to draw parallels between their personal growth and the epochal changes of the past with the targeted aim of fostering belonging, awareness, and mindfulness both in their real-life collaboration and their approach to reconstructing early modern cross-cultural exchange. Students not only address historical dilemmas through personalized decisions but also contribute to scholarly work by co-creating introductions for a customized anthology of cross-cultural primary sources to widen our perspective on the era from various disciplinary lenses. This process cultivates their ability to conduct rigorous research in their first year and analyze diverse views, thereby preparing them for future academic endeavors. This approach exemplifies best practices in undergraduate education by integrating high-impact practices with research-focused learning. While my poster reflects a particular initiative I have developed to suit curricular needs at my institution, it highlights processes and practices that are broadly applicable across various fields and interests, effectively enhancing student engagement and academic success.
Author: Pewitt, Will
Language: English
Subfield: Education
Open Access status: green
OpenAlex ID: W7043232860
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