Roleplay simulation: Difference between revisions
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{{Short description|Experiential learning method}} |
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{{other uses| |
{{other uses|Roleplay (disambiguation)}} |
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{{Refimprove|date=September 2009}} |
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'''Roleplay simulation''' is |
'''Roleplay simulation''' is an [[experiential learning]] method in which either amateur or professional roleplayers (also called '''interactors''') improvise with learners as part of a [[Simulation|simulated]] scenario. Roleplay is designed primarily to build first-person experience in a safe and supportive environment. Roleplay is widely acknowledged as a powerful technique across multiple avenues of training and education. |
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== |
== History == |
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[[Howard Barrows]] invented the model for medical patient role-playing in 1963 at [[University of Southern California]].<ref>{{Cite journal|url=http://aspeducators.org:80/wallace.htm |title=Following the Threads of an Innovation: The History of Standardized Patients in Medical Education |last=Wallace |first=Peggy |journal=Caduceus (Springfield, Ill.) |year=1997 |volume=13 |issue=2 |pages=5–28 |pmid=9509634 |url-status=unfit |archive-url=https://web.archive.org/web/20081228115335/http://aspeducators.org/wallace.htm |archive-date=December 28, 2008 }}</ref> This program allowed doctors practice taking medical histories and conducting [[physical examination]]s by participating in a one-on-one scenario with a role-player. The role-players (called [[Simulated patient|Standardized Patients]] or SP) were also trained on providing performance evaluations after the fiction of the scenario was complete. Barrows continued to evolve this model, eventually bringing it to other physicians in the 1970s, and into the academic world in the 1980s. Today, many hospitals and medical universities have their own standardized patient programs that employ part-time role-players trained to specific standards of interaction. The Association of Standardized Patient Educators has members from six different continents.<ref>{{Cite web|url=http://www.aspeducators.org/node/82|title=APSE Program Location Chart|archive-url=https://web.archive.org/web/20130824185201/http://www.aspeducators.org/node/82|archive-date=24 August 2013}}</ref> |
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When we are young, we learn by mimicking, playing, and experimentation. As our language skills develop and formal schooling kicks in, these strategies are replaced by language-based learning, which can dampen our curiosity and motivation to learn. Roleplay simulation aims to revive the ease and joy of experiential learning. |
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An industry of professional skills training emerged in the late 1990s, primarily in the [[United Kingdom]].<ref name=":12">{{Cite book|url=https://books.google.com/books?id=4meAFnexIMoC|title=The Simulation and Gaming Yearbook, Vol IV: Games and Simulations to Enhance Quality Learning|last=Saunders|first=Danny|publisher=Kogan Page|year=1996|isbn=978-0-7494-1866-3}}</ref> Companies began hiring acting professionals to create situational dramas to be overcome by learners as part of an experiential learning methodology.<ref name=":22">{{Cite web|url=https://www.theguardian.com/money/2002/jan/05/workandcareers.jobsandmoney|title=Making a drama before the crisis|last=Crace|first=John|date=January 2002|work=The Guardian}}</ref> Today, there are more than twenty companies in the UK that specialize in providing role-players for workplace simulations.{{Citation needed|date=May 2022}} |
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Roleplay simulation models human interactions (allowing the players to roleplay) in a constructed environment by: |
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# creating an artificial social structure (or simulating some known social structure) |
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# enforcing the social structure |
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# providing plausible scenarios for players to respond, react and enrole to. |
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Professional military role-players have been employed by the [[United States Armed Forces|US Military]] since 2001, primarily as a response to the [[September 11 attacks|September 11, 2001 attacks]] in the United States. Preparation requirements for the resulting [[War in Afghanistan (2001–present)|War in Afghanistan]] created a need for cultural role-players skilled in languages and customs of current [[Theater (warfare)|theaters of war]] to populate simulated villages and [[Urban warfare|urban environments]].<ref>{{Cite web|url=https://rdl.train.army.mil/catalog-ws/view/100.ATSC/C3E9AA9E-AC02-42B8-9365-A06699145435-1274554507263/159-d-0003/coe_arp_hdbk.pdf|title=Contemporary Operational Environment Actors & Role Players Handbook|date=August 2007|publisher=U.S. Army Training and Doctrine Command}}</ref> |
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⚫ | Role-play also has applications in forecasting. One forecasting method is to simulate the condition(s) being studied. Some experts in forecasting have found that role-thinking for |
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== Use in experiential learning == |
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==Online roleplay simulation== |
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<gallery mode="packed" heights="160px"> |
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Online roleplay simulation, or Role Playing Game (RPG), has nothing to do with teaching. It is modeled on the assumption that human interactions are communicative events. It is especially suitable for adults and for subjects like politics, law, commerce, management, etc. In RPG, learners interact using a persona, chase "game goals", try out various strategies and build the experience collectively. |
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File:Standardized-Patient-Program-examining-t he-abdomen.jpg|A medical trainee examining the abdomen of a Standardized Patient |
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</gallery> |
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=== Medical training === |
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Online roleplay adds to face-to-face roleplay in two ways: anonymity and asynchronicity. Anonymity enables players to roleplay so that external power relationship does not get into the roleplaying. (External power relationship can be considered as "how the way you play golf with your boss is different from that with your best friend".) The asynchronous nature of online roleplay provides time for players to consider and research alternatives and use "out of role" discussions before making a "move". |
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{{Main article|Simulated patient|l1=Standardized Patient}}Medical role-players typically fall under the category of Standardized Patients (SP). SPs are extensively used in medical and nursing education to allow students to practice and improve their clinical and conversational skills for an actual patient encounter. SPs commonly provide feedback after such encounters. They are also useful to train students to learn professional conduct in potentially embarrassing situations such as pelvic or breast exams. SPs are also used extensively in testing of clinical skills of students, usually as a part of an [[objective structured clinical examination]]. Typically, the SP will use a checklist to record the details of the encounter. |
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Role-players can engage with medical learners in one of two ways: |
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==History== |
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# As part of a simulation wherein both learner and role-player are aware of the fiction, and have established rules and boundaries (i.e. the "fiction contract"). |
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* 1960s: [[William A. Gamson]] at the [[University of Michigan]] developed [[Simulated Society|SIMSOC]] [http://www.amazon.com/dp/B0007H5AHO/](Gamson, William A. SIMSOC: A manual for participants. Campus Publishers, 1966.) – Face-to-face simulation |
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# Surreptitiously, for purposes of healthcare provider evaluation or [[health informatics]] research. |
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Medical role-players can also be used to portray distraught or bereaved family members of patients in [[emergency medicine]] scenarios, giving the learners practice in handling emotionally difficult or distracting situations. |
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<gallery mode="packed" heights="160px"> |
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File:A U.S. Soldier, second from right, with the 3rd Squadron, 2nd Cavalry Regiment interacts with a civilian role player during a mission rehearsal exercise at the Joint Multinational Readiness Center in Hohenfels 130313-A-UW077-001.jpg|center|A U.S. Soldier, second from right, with the 3rd Squadron, 2nd Cavalry Regiment interacts with a civilian role player during a mission rehearsal exercise at the Joint Multinational Readiness Center in Hohenfels |
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</gallery> |
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=== Military training === |
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* 1980s: [[Andrew Vincent]] & [[John Shephard]]: Middle East Politics – using E-mail [http://www-jime.open.ac.uk/98/11/vincent-movie.html A video with author Andrew Vincent, plus footage from the Middle East role play simulations and student interviews.] |
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Role-players in military simulations can portray various types of interactive characters: |
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==== Opposing force (OPFOR) ==== |
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* 1990s: [http://www.icons.umd.edu/ ICONS Project] and independently [[Roni Linser]] & [[Albert Ip]] – Integration of web with role play simulation. |
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{{main|Opposing force}} |
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Role-players are trained to accurately emulate real-life enemies in order to provide a more realistic experience for military personnel. To avoid the diplomatic ramifications of naming a real nation as a likely enemy, training scenarios often use [[Fictional country|fictional countries]] with similar military characteristics to the expected real-world foes.<ref>{{Cite book|title=Operational Environment and Opposing Force Program|publisher=Department of the Army|year=2015|location=Washington, DC, USA}}</ref> |
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==== Civilians on the battlefield (COB) ==== |
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⚫ | |||
Some COB role-players are [[expatriate]]s of foreign countries who have the looks, language skills, and cultural familiarity needed to accurately portray key points of interaction in a military scenario. Others are locals who may be unskilled as actors, and primarily serve to populate a particular [[area of operations]] within a military scenario so that soldiers can be challenged with problems of crowd control, or situational awareness.<ref>{{Cite web|url=http://www.csmonitor.com/2007/1115/p20s01-usmi.html|title=Iraqi expatriates play civilian roles to help train US troops for battlefield conditions|last=Sasser|first=Bill|date=November 2007|publisher=Christian Science Monitor}}</ref> |
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<gallery mode="packed" heights="160px"> |
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File:U.S. Army Sgt. 1st Class Ahmad Whitted, standing, an observer-controller, monitors the interaction between a role player and a Slovenian Civilian Protection agent Aug. 25, 2014, in Postojna, Slovenia, during 140825-A-BD830-003.jpg|center|U.S. Army Sgt. 1st Class Ahmad Whitted, standing, an observer-controller, monitors the interaction between a role player and a Slovenian Civilian Protection agent Aug. 25, 2014, in Postojna, Slovenia |
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</gallery> |
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==== Tactical Combat Casualty Care (TC3) ==== |
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Field medical training, or [[Tactical combat casualty care|Tactical Combat Casualty Care]] training utilizes role-players to portray wounded soldiers and civilians on the battlefield. Role-players will often scream in pain, convulse, and panic to create extreme emotional conditions under which battle medics must operate proficiently. It is not uncommon for TC3 scenarios to employee [[Amputation|amputees]] as role-players. These role-players are fitted with realistic prosthetic wounds that can gush synthetic blood or other bodily fluids in order to heighten the emotional intensity of a simulation. It is expected that trainees who are routinely exposed to such intense situations in simulations will eventually experience a level of "[[Psychological resilience|stress-inoculation]]" that will provide life-saving advantages in real battle situations.<ref>{{Cite book|title=[[Grunt: The Curious Science of Humans at War]]|last=Roach|first=Mary|author-link=Mary Roach|publisher=W. W. Norton & Company|year=2016|isbn=978-0393245448}}</ref> |
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=== Law Enforcement Training === |
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Role-players are often hired by [[Law enforcement agency|law enforcement agencies]] to portray criminals or victims of crimes in scenarios that simulate typical law enforcement situations. These can range from a response to a [[domestic violence]] call to an "[[active shooter]]" scenario. Role-players are advantageous over video-based police simulations in that they can escalate or de-escalate a confrontational situation in response to the words, [[body language]], and tone of voice of the trainee. This becomes key in effective [[Use of force|use-of-force]] training. |
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Law enforcement scenarios use role-players for scenarios such as interrogation, hostage negotiation, and witness interviews.<ref name=":32" /> Recently, law enforcement agencies have begun to introduce the identification of human trafficking victims into their role-player curriculum.<ref>{{Cite web|url=http://www.policechiefmagazine.org/magazine/index.cfm?fuseaction=display_arch&article_id=3191&issue_id=112013|title=Police Chief Magazine - View Article|website=www.policechiefmagazine.org|access-date=2016-06-21}}</ref> |
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[[Federal Law Enforcement Training Centers|The Federal Law Enforcement Training Center]] at [[Glynco, Georgia]], is the largest employer of non-military role-players in the United States. |
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=== Business Leadership Training === |
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Role-players are used by businesses to equip their leadership with experience in handling interpersonal conflict, negotiations, interviews, [[Performance appraisal|performance reviews]], customer service, workplace safety, and ethical dilemmas. A role-player may also simulate difficult and sensitive conversations such as layoffs, or reports of [[sexual harassment]]. This gives leaders a chance to make mistakes in a safe environment, rather than learn from a mistake in the real world, which could lead to costly litigation. |
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=== Mediation and Facilitation Training === |
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Role-playing is used to equip future practitioners with experience in using diverse skills, structures, and methods to handle various mediation and facilitation scenarios. These roleplays usually have students roleplaying both the mediation-facilitation and client-sides of the interactions; however, more intense or complicated scenarios can be explored with more experienced or professional role-players. The interactions are usually scaffolded; with various key features of the participants and situation defined, but much of the roleplay is improvised. The practice of roleplay in this context promotes several important factors, beyond basic skill-building. It fosters the capacity for multiperspectival thinking. It helps mediators and facilitators cultivate empathy and compassion for their clients, this cultivation can be critical for achieving better outcomes. |
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=== Forecasting === |
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⚫ | Role-play also has applications in forecasting. One forecasting method is to simulate the condition(s) being studied. Some experts in forecasting have found that role-thinking for produces less accurate forecasts than when groups act as protagonists in their interactions with one another.<ref>{{cite journal|year=2011|title=Role thinking: Standing in other people's shoes to forecast decisions in conflicts|url=http://kestencgreen.com/group_shoes-2009.pdf|journal=International Journal of Forecasting|volume=27|pages=69–80|author=Kesten C. Green and J. Scott Armstrong|doi=10.1016/j.ijforecast.2010.05.001}}</ref><ref>{{cite journal|year=2002|title=Assessing game theory, role playing, and unaided judgment|url=http://qbox.wharton.upenn.edu/documents/mktg/research/Assessing%20Game%20Theory.pdf|journal=International Journal of Forecasting|volume=18|issue=3|pages=345–352|doi=10.1016/s0169-2070(02)00024-9|author=J. Scott Armstrong|s2cid=2226294 }}</ref> |
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== Learning advantages == |
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The use of skilled role-players in a simulation has several benefits over using unskilled confederates: |
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* When untrained fellow learners are asked to serve as role-players in a simulation, the resulting learning experience tends to be ineffective due to embarrassment, intimidation, or unrealistic performances.<ref name=":0">{{Cite web|url=https://www.army.mil/article/38849/|title=JRTC: Roleplayers add authenticity, culture to rotations|last=Morgan|first=Zach|year=2010|website=www.army.mil|access-date=2016-06-21}}</ref> |
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* Skilled role-players also help ensure the conditions for an effective simulation are intact. These conditions include maintaining a safe environment, and dynamically adjusting difficulty, complexity, and intensity to the capabilities and experience level of the learner.<ref name=":22"/> |
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* Since role-players improvise each interaction, predictability is taken out of the simulation. Predictable scenarios limit the development of decision-making skills.<ref name=":32">{{Cite book|title=Stress and Decision Making|publisher=FLETC Training Research Branch, Training Innovation Division, US Department of Homeland Security|year=2011}}</ref> |
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* Role-player providers can typically offer broader coverage of demographic representation than is possible by using in-house staff to portray characters.<ref name=":12"/> |
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== Limitations == |
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Role-players can be expensive to organizations with limited training resources. Role-player fees are typically contingent upon skill and level of specialized knowledge, and can range from minimum wage to more than US$100 per hour. |
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Certain types of training that require objectively quantifiable measures of success can be incompatible with the variability of using a [[human-in-the-loop]]. |
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== In fiction == |
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=== ''The Diamond Age (novel)'' === |
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Interactors feature prominently in [[Neal Stephenson|Neal Stephenson's]] novel, [[The Diamond Age|''The Diamond Age: Or, A Young Lady's Illustrated Primer'']]''.'' |
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Set in the near-future, [[artificial intelligence]] is depicted in the novel as having failed in its goal of creating software capable of passing the [[Turing test|Turing Test]], therefore it is renamed "pseudo-intelligence". As a result, [[virtual reality]] entertainments are augmented by role-players skilled in the use of [[digital puppetry]] who don [[motion capture]] suits and perform as interactive avatars within virtual environments. These human-in-the-loop simulations are known as "ractives" (an abbreviation of "interactives"), and the performers who drive them are called "ractors" (an abbreviation of "interactors"). |
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=== ''The Game (film)'' === |
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Ubiquitous and surreptitious role-players are the primary plot drivers of the 1997 film, ''The Game'', directed by [[David Fincher]]. The protagonist agrees to participate in a vaguely defined game hosted by a high-end entertainment company called Consumer Recreation Services. He later ends up being manipulated by dozens of CSR role-players who psychologically torment him to the brink of suicide. |
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=== ''The Magus (novel)'' === |
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In the [[John Fowles|John Fowles']] novel, [[The Magus (novel)|''The Magus'']], an eccentric and wealthy recluse uses surreptitious role-players to manipulate the protagonist. The novel never fully clarifies which characters are "real", and which are being portrayed by actors. Additionally, there are role-players who engage with the protagonist as multiple different characters. He eventually loses the ability to distinguish artifice from reality, and realizes that he has become a fictionalized version of himself in the simulation of his own life. |
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⚫ | |||
{{div col|colwidth=23em}} |
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* [[Business game]] |
* [[Business game]] |
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⚫ | |||
* [[Game (simulation)]] |
* [[Game (simulation)]] |
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* [[Hyperdrama]] |
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* [[Interactive theatre|Interactive theater]] |
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⚫ | |||
* [[Presentational and representational acting|Presentational acting]] |
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* [[Serious game]] |
* [[Serious game]] |
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* [[Simulation]] |
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{{div col end}} |
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==References== |
==References== |
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{{reflist}} |
{{reflist}} |
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* 2010 [[Sandra Wills]], [[Elyssebeth Leigh]] & [[Albert Ip]]; The Power of role-based e-learning, Routledge. [http://www.amazon.com/dp/0415877857/] |
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{{DEFAULTSORT:Roleplay Simulation}} |
{{DEFAULTSORT:Roleplay Simulation}} |
Latest revision as of 19:28, 1 January 2024
Roleplay simulation is an experiential learning method in which either amateur or professional roleplayers (also called interactors) improvise with learners as part of a simulated scenario. Roleplay is designed primarily to build first-person experience in a safe and supportive environment. Roleplay is widely acknowledged as a powerful technique across multiple avenues of training and education.
History
[edit]Howard Barrows invented the model for medical patient role-playing in 1963 at University of Southern California.[1] This program allowed doctors practice taking medical histories and conducting physical examinations by participating in a one-on-one scenario with a role-player. The role-players (called Standardized Patients or SP) were also trained on providing performance evaluations after the fiction of the scenario was complete. Barrows continued to evolve this model, eventually bringing it to other physicians in the 1970s, and into the academic world in the 1980s. Today, many hospitals and medical universities have their own standardized patient programs that employ part-time role-players trained to specific standards of interaction. The Association of Standardized Patient Educators has members from six different continents.[2]
An industry of professional skills training emerged in the late 1990s, primarily in the United Kingdom.[3] Companies began hiring acting professionals to create situational dramas to be overcome by learners as part of an experiential learning methodology.[4] Today, there are more than twenty companies in the UK that specialize in providing role-players for workplace simulations.[citation needed]
Professional military role-players have been employed by the US Military since 2001, primarily as a response to the September 11, 2001 attacks in the United States. Preparation requirements for the resulting War in Afghanistan created a need for cultural role-players skilled in languages and customs of current theaters of war to populate simulated villages and urban environments.[5]
Use in experiential learning
[edit]-
A medical trainee examining the abdomen of a Standardized Patient
Medical training
[edit]Medical role-players typically fall under the category of Standardized Patients (SP). SPs are extensively used in medical and nursing education to allow students to practice and improve their clinical and conversational skills for an actual patient encounter. SPs commonly provide feedback after such encounters. They are also useful to train students to learn professional conduct in potentially embarrassing situations such as pelvic or breast exams. SPs are also used extensively in testing of clinical skills of students, usually as a part of an objective structured clinical examination. Typically, the SP will use a checklist to record the details of the encounter.
Role-players can engage with medical learners in one of two ways:
- As part of a simulation wherein both learner and role-player are aware of the fiction, and have established rules and boundaries (i.e. the "fiction contract").
- Surreptitiously, for purposes of healthcare provider evaluation or health informatics research.
Medical role-players can also be used to portray distraught or bereaved family members of patients in emergency medicine scenarios, giving the learners practice in handling emotionally difficult or distracting situations.
-
A U.S. Soldier, second from right, with the 3rd Squadron, 2nd Cavalry Regiment interacts with a civilian role player during a mission rehearsal exercise at the Joint Multinational Readiness Center in Hohenfels
Military training
[edit]Role-players in military simulations can portray various types of interactive characters:
Opposing force (OPFOR)
[edit]Role-players are trained to accurately emulate real-life enemies in order to provide a more realistic experience for military personnel. To avoid the diplomatic ramifications of naming a real nation as a likely enemy, training scenarios often use fictional countries with similar military characteristics to the expected real-world foes.[6]
Civilians on the battlefield (COB)
[edit]Some COB role-players are expatriates of foreign countries who have the looks, language skills, and cultural familiarity needed to accurately portray key points of interaction in a military scenario. Others are locals who may be unskilled as actors, and primarily serve to populate a particular area of operations within a military scenario so that soldiers can be challenged with problems of crowd control, or situational awareness.[7]
-
U.S. Army Sgt. 1st Class Ahmad Whitted, standing, an observer-controller, monitors the interaction between a role player and a Slovenian Civilian Protection agent Aug. 25, 2014, in Postojna, Slovenia
Tactical Combat Casualty Care (TC3)
[edit]Field medical training, or Tactical Combat Casualty Care training utilizes role-players to portray wounded soldiers and civilians on the battlefield. Role-players will often scream in pain, convulse, and panic to create extreme emotional conditions under which battle medics must operate proficiently. It is not uncommon for TC3 scenarios to employee amputees as role-players. These role-players are fitted with realistic prosthetic wounds that can gush synthetic blood or other bodily fluids in order to heighten the emotional intensity of a simulation. It is expected that trainees who are routinely exposed to such intense situations in simulations will eventually experience a level of "stress-inoculation" that will provide life-saving advantages in real battle situations.[8]
Law Enforcement Training
[edit]Role-players are often hired by law enforcement agencies to portray criminals or victims of crimes in scenarios that simulate typical law enforcement situations. These can range from a response to a domestic violence call to an "active shooter" scenario. Role-players are advantageous over video-based police simulations in that they can escalate or de-escalate a confrontational situation in response to the words, body language, and tone of voice of the trainee. This becomes key in effective use-of-force training.
Law enforcement scenarios use role-players for scenarios such as interrogation, hostage negotiation, and witness interviews.[9] Recently, law enforcement agencies have begun to introduce the identification of human trafficking victims into their role-player curriculum.[10]
The Federal Law Enforcement Training Center at Glynco, Georgia, is the largest employer of non-military role-players in the United States.
Business Leadership Training
[edit]Role-players are used by businesses to equip their leadership with experience in handling interpersonal conflict, negotiations, interviews, performance reviews, customer service, workplace safety, and ethical dilemmas. A role-player may also simulate difficult and sensitive conversations such as layoffs, or reports of sexual harassment. This gives leaders a chance to make mistakes in a safe environment, rather than learn from a mistake in the real world, which could lead to costly litigation.
Mediation and Facilitation Training
[edit]Role-playing is used to equip future practitioners with experience in using diverse skills, structures, and methods to handle various mediation and facilitation scenarios. These roleplays usually have students roleplaying both the mediation-facilitation and client-sides of the interactions; however, more intense or complicated scenarios can be explored with more experienced or professional role-players. The interactions are usually scaffolded; with various key features of the participants and situation defined, but much of the roleplay is improvised. The practice of roleplay in this context promotes several important factors, beyond basic skill-building. It fosters the capacity for multiperspectival thinking. It helps mediators and facilitators cultivate empathy and compassion for their clients, this cultivation can be critical for achieving better outcomes.
Forecasting
[edit]Role-play also has applications in forecasting. One forecasting method is to simulate the condition(s) being studied. Some experts in forecasting have found that role-thinking for produces less accurate forecasts than when groups act as protagonists in their interactions with one another.[11][12]
Learning advantages
[edit]The use of skilled role-players in a simulation has several benefits over using unskilled confederates:
- When untrained fellow learners are asked to serve as role-players in a simulation, the resulting learning experience tends to be ineffective due to embarrassment, intimidation, or unrealistic performances.[13]
- Skilled role-players also help ensure the conditions for an effective simulation are intact. These conditions include maintaining a safe environment, and dynamically adjusting difficulty, complexity, and intensity to the capabilities and experience level of the learner.[4]
- Since role-players improvise each interaction, predictability is taken out of the simulation. Predictable scenarios limit the development of decision-making skills.[9]
- Role-player providers can typically offer broader coverage of demographic representation than is possible by using in-house staff to portray characters.[3]
Limitations
[edit]Role-players can be expensive to organizations with limited training resources. Role-player fees are typically contingent upon skill and level of specialized knowledge, and can range from minimum wage to more than US$100 per hour.
Certain types of training that require objectively quantifiable measures of success can be incompatible with the variability of using a human-in-the-loop.
In fiction
[edit]The Diamond Age (novel)
[edit]Interactors feature prominently in Neal Stephenson's novel, The Diamond Age: Or, A Young Lady's Illustrated Primer.
Set in the near-future, artificial intelligence is depicted in the novel as having failed in its goal of creating software capable of passing the Turing Test, therefore it is renamed "pseudo-intelligence". As a result, virtual reality entertainments are augmented by role-players skilled in the use of digital puppetry who don motion capture suits and perform as interactive avatars within virtual environments. These human-in-the-loop simulations are known as "ractives" (an abbreviation of "interactives"), and the performers who drive them are called "ractors" (an abbreviation of "interactors").
The Game (film)
[edit]Ubiquitous and surreptitious role-players are the primary plot drivers of the 1997 film, The Game, directed by David Fincher. The protagonist agrees to participate in a vaguely defined game hosted by a high-end entertainment company called Consumer Recreation Services. He later ends up being manipulated by dozens of CSR role-players who psychologically torment him to the brink of suicide.
The Magus (novel)
[edit]In the John Fowles' novel, The Magus, an eccentric and wealthy recluse uses surreptitious role-players to manipulate the protagonist. The novel never fully clarifies which characters are "real", and which are being portrayed by actors. Additionally, there are role-players who engage with the protagonist as multiple different characters. He eventually loses the ability to distinguish artifice from reality, and realizes that he has become a fictionalized version of himself in the simulation of his own life.
See also
[edit]References
[edit]- ^ Wallace, Peggy (1997). "Following the Threads of an Innovation: The History of Standardized Patients in Medical Education". Caduceus (Springfield, Ill.). 13 (2): 5–28. PMID 9509634. Archived from the original on December 28, 2008.
{{cite journal}}
: CS1 maint: unfit URL (link) - ^ "APSE Program Location Chart". Archived from the original on 24 August 2013.
- ^ a b Saunders, Danny (1996). The Simulation and Gaming Yearbook, Vol IV: Games and Simulations to Enhance Quality Learning. Kogan Page. ISBN 978-0-7494-1866-3.
- ^ a b Crace, John (January 2002). "Making a drama before the crisis". The Guardian.
- ^ "Contemporary Operational Environment Actors & Role Players Handbook" (PDF). U.S. Army Training and Doctrine Command. August 2007.
- ^ Operational Environment and Opposing Force Program. Washington, DC, USA: Department of the Army. 2015.
- ^ Sasser, Bill (November 2007). "Iraqi expatriates play civilian roles to help train US troops for battlefield conditions". Christian Science Monitor.
- ^ Roach, Mary (2016). Grunt: The Curious Science of Humans at War. W. W. Norton & Company. ISBN 978-0393245448.
- ^ a b Stress and Decision Making. FLETC Training Research Branch, Training Innovation Division, US Department of Homeland Security. 2011.
- ^ "Police Chief Magazine - View Article". www.policechiefmagazine.org. Retrieved 2016-06-21.
- ^ Kesten C. Green and J. Scott Armstrong (2011). "Role thinking: Standing in other people's shoes to forecast decisions in conflicts" (PDF). International Journal of Forecasting. 27: 69–80. doi:10.1016/j.ijforecast.2010.05.001.
- ^ J. Scott Armstrong (2002). "Assessing game theory, role playing, and unaided judgment" (PDF). International Journal of Forecasting. 18 (3): 345–352. doi:10.1016/s0169-2070(02)00024-9. S2CID 2226294.
- ^ Morgan, Zach (2010). "JRTC: Roleplayers add authenticity, culture to rotations". www.army.mil. Retrieved 2016-06-21.