IN-PERSON Prague Research & Teaching Conference

Abstract

This presentation will describe and critically assess the engaged and active learning methodology known as the Reacting to the Past immersive role-playing history game and classroom experience in teaching design students at Arizona State University empathy, critical thinking, public history, 20th-century history, and the role of the architect and designer as a participant in the work of memory and public memorials. The presentation will take the audience through the experience, successes, and failures experienced while playing the game entitled The Vietnam Veterans Memorial: Monuments and Memory-Making: The Debate over the Vietnam Veterans Memorial, 1981-82, a game created by Professors Rebecca Livingstone, Kelly McFall, and Abigail Perkiss. This teaching experience marks the first time a Reacting to the Past Game was implemented to teach history in a Professional Degree Master of Architecture program for three years in a required Master of Architecture Foundation Architectural Theory course. The discussion will include how the game was modified to meet the needs and backgrounds of design students from around the world, the introduction of AI during the first year the game was integrated into the curriculum, and a critical analysis of how AI has been used to scaffold the game and the ways that AI impacted, disrupted, and transformed the learning community during the game experience. The author hopes to introduce the power of immersive games and role-playing as a pedagogical methodology to the audience of educators and also introduce and receive feedback and advice on some of the critical issues involved in transforming active learning and engagement with the profound transformations produced by the introduction of AI into learning environments.