Adriana Grenčíková, Dagmar Petrušová, Karol Krajčo
A. Dubcek University of Trenčín, Faculty of Social and Economic Relations, Trenčín, Slovakia
4th International Conference – ERAZ 2018 – KNOWLEDGE BASED SUSTAINABLE ECONOMIC DEVELOPMENT, Sofia- Bulgaria, June 7, 2018, CONFERENCE PROCEEDINGS published by: Association of Economists and Managers of the Balkans, Belgrade, Serbia; Faculty of Business Studies, Mediterranean University – Podgorica, Montenegro; University of National and World Economy – Sofia, Bulgaria; Faculty of Commercial and Business Studies – Celje, Slovenia; Faculty of Applied Management, Economics and Finance – Belgrade, Serbia, ISBN 978-86-80194-12-7
The authors had focused on using the Larp method, which is little used in Slovakia in the present study. Contemporary modern and fast time requires that the process of learning used not only established standard methods such as lectures, reading and exercise, but also unconventional methods that can mobilize students to work independently and to find suitable solutions to problems. The aim of the present study had been to evaluate the potential of use of edu-LARP, its advantages and disadvantages in case of applications in higher education in our country. Higher education usually takes place through a presentation method involving the direct contact of the student and the pedagogue, most often the lectures, seminars and exercises. The aim of using edu larp is to integrate, consolidate and acquire the content of a larger number of lessons that are linked to each other. It is a tool for facilitating students’ understanding and expression of context. The advantage of using edu larp in student education is the opportunity to experience model situations that could not be experienced before, with which they gain important knowledge and experience in working life. Nowadays, role plays are known all over the world, and their popularity is still rising, which also applies to the educational context. In the context of emerging Industry 4.0, the use of new technologies in education is highly up-to-date.
Larp, education, role playing, educational methods, motivatio
- Falk, J., Davenport, G. (2004) Live Role-Playing Games: Implications for Pervasive Gaming. Online: https://mf.media.mit.edu/pubs/conference/RolePlayingImp.pdf
- Bryhn, H., Movold, C., Raaum, M. (2001) Experiencing History: Using Larp as Education; Experiencies and Visions. In: RAASTED, C. ed. The book: kneutepunkt 2001 online. Oslo: Knutenpunkt. online: https://rollespilsakademiet.dk/pdf/books/book_kp2001book.pdf
- Doleček, J., Kundrát J. (2014) Metodika pro pedagogy: Tvorba larpů (nejen) v dopravní výchově. Brno: Centrum dopravního výzkumu. p. 18
- Hyltoft, M. (2010) Four reasons why edu-larp works. In Dombrowski, K. (Ed.) LARP: Einblicke. Aufsatzsammlung zum MittelPunkt 2010. Germany: Zauberfeder, p. 43-44.
- Berger, P. L. (2007) Pozvání do sociologie, Humanistická perspektiva. Brno: Společnost pro odbornou literaturu – Barrister&Principal, 3. vyd, 2007, p. 100
- Dovhunová, P., Černý, M. (2010) Možnosti využití metody LARP ve výuce českého jazyka. In: Didaktické studie. 2010, roč. 7, p. 20
- Bøckman, P. (2003) The Three Way Model: Revision of the Threefold Model. In Gade, M., Thorup, L., Sander, M. (Eds.). As LARP Grows Up. Frederiksberg: Projektgruppen ,KP03
- OXFORD DICTIONARIES (2015) Definition of LARP in English. Online: https://www.oxforddictionaries.com/definition/english/LARP
- Kollár, R. (2017) Sociálno-ekonomické podmienky života denných študentov vysokých škôl na Slovensku. CVTI, Bratislava, p. 59. https://www.cvtisr.sk/buxus/docs//VS/eurostudent/EUROSTUDENT_VI/1-Eurostudent_VI_denni_final_web.pdf
- EUROSTAT (2018) Classroom teachers and academic staff by education level, programme orientation, sex and age groups. Online: https://appsso.eurostat.ec.europa.eu/nui/show.do?dataset=educ_uoe_perp01&lang=en