Learners’ Reflections on Learning Experiences through a Mass Shooting Simulation Board Game
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Abstract
The purpose of this study was to examine learners’ reflections on their learning experiences using a board game simulating a mass shooting incident, focusing on emotional responses, learning processes, and real-life applications. This study employed a qualitative research approach using secondary data analysis. The data consisted of learners’ reflective responses collected via Padlet and were analyzed using thematic analysis. The findings revealed three main themes: (1) emotional experiences and learning engagement, in which learners reported feelings of enjoyment, excitement, and pressure arising from the uncertainty of the simulated situation; (2) experiential learning processes through decision-making and maintaining composure under pressure; and (3) transfer of learning to real-life situations, particularly in terms of staying calm, situational awareness, and responding to emergency situations. The results indicate that the mass shooting simulation board game promotes learner engagement, supports experiential learning, and facilitates meaningful transfer of learning to real-life contexts.
Keywords: Board Game, Game-Based Learning, Reflection
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