Using Role-Play to Improve Students’ Confidence and Perceptions of Communication in a Simulated Volcanic Crisis

Abstract

Traditional teaching of volcanic science typically emphasises scientific principles and tends to omit the key roles, responsibilities, protocols, and communication needs that accompany volcanic crises. This chapter provides a foundation in instructional communication, education, and risk and crisis communication research that identifies the need for authentic challenges in higher education to challenge learners and provide opportunities to practice crisis communication in real-time. We present an authentic, immersive role-play called the Volcanic Hazards Simulation that is an example of a teaching resource designed to match professional competencies. The role-play engages students in volcanic crisis concepts while simultaneously improving their confidence and perceptions of communicating science. During the role-play, students assume authentic roles and responsibilities of professionals and communicate through interdisciplinary team discussions, media releases, and press conferences. We characterised and measured the students' confidence and perceptions of volcanic crisis communication using a mixed methods research design to determine if the role-play was effective at improving these qualities. Results showed that there was a statistically significant improvement in both communication confidence and perceptions of science communication. The exercise was most effective in transforming low-confidence and low-perception students, with some negative changes measured for our higher-learners. Additionally, students reported a comprehensive and diverse set of best practices but focussed primarily on the mechanics of science communication delivery. This curriculum is a successful example of how to improve students' communication confidence and perceptions.

Intensifying Language Learning Through Practice: Role-Play and The Perceptions of Japanese Medical- Related Profession Students

“…The findings are partially similar to another study [18] however, the current study highlighted the students' improvement in their nonverbal communication skills. The findings are also similar to prior studies [19][20][21] which highlighted the improvement of confidence and communication skills of students through role-playing. The authentic or real-life tasks in role-playing enable productive language teaching which resulted to the gain of confidence and improved communication skills of the students [22].…”

“…The items in "others" consisted of irrelevant answers from respondents, for example, the use of one's imagination to gain confidence, which is not related to the focus of the study were not considered for analysis. Emergent themes concerning the gain of confidence through practice (74) and improved communication skills (21), along with the students' consideration in studying a foreign language (Table 2) will be reported. Representative students' comments are found in the Appendix.…”

Improving Students 'Confidence in Speaking Through Simulation Method

“…Wahyuni and Baroroh (2012: 104) explains that simulation learning has several objectives, namely: 1) direct objectives consisting of a) to practice certain skills, both professional and everyday life, b) to gain an understanding of a concept or principle, c) to practice solving problems 2) indirect goals, a) to increase learning activities by involving themselves in learning situations that are almost similar to actual events, b) to provide motivation to learn because it is very interesting and pleasing to children, c) to train children to work together in groups more effectively, d) to generate and foster children's creative power, e) to train children to understand and appreciate the role of other members. Some previous studies conducted by Lutfi, A.A., et al (2018), Nurviana, H.,et.al (2013 and Jacqueline, D.,et.al. 2017 had the result that simulation method could enhance the students' performance on motivation, confident and ability.…”

Engaging Middle School Students in Authentic Scientific Practices Can Enhance Their Understanding of Ecosystem Response to Hurricane Disturbance

“…A key characteristic of the Journey to El Yunque program is placing students in the role of a scientist. There are a variety of programs that take a similar approach e.g., [27,34,35]. These experiences are made possible because scientists in federal agencies, academic settings, corporations, and nonprofit organizations have made a vast array of scientific resources available to K-12 educators.…”