Faith Integration in the Classroom

Reeder, Gail; Pacino, Maria A.

doi:10.18848/2154-8633/cgp/v02i02/51199

Cited by 3 publications

(1 citation statement)

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“…Finally, role‐playing games are particularly well‐positioned to enhance IFL because of the interdisciplinary nature of both role‐playing games and IFL. The integration of faith with learning is often interdisciplinary (Reeder & Pacino, ) because of the claims that faith makes on one's overall worldview (cf. Holmes, ).…”

Section: Benefits Of Gaming Pedagogymentioning

confidence: 99%

A game of faith: Role‐playing games as an active learning strategy for value formation and faith integration in the theological classroom

Howard

2018

Teaching Theology & Religion

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Role-playing games have been a part of scholarly conversations about pedagogy for several decades. However, more work is needed in understanding how gaming pedagogy can best fit with and augment particular disciplines. After provid-ing two examples of role-playing games that have been used successfully in teaching the New Testament, this article argues that role-playing games contribute to theological and religious studies classrooms by forming positive values (e.g. openness to multiple viewpoints, civility, and empathy) and assisting students in integrating their faith and learning. Because of the low-risk settings that games provide, students can practice skills that increase their achievement of learning outcomes and contribute to their value formation and faith formation.

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Section: Benefits Of Gaming Pedagogymentioning

confidence: 99%