More Than a Game: A Review of How Role Playing in Crisis Simulations Has Impacted Public Relations Students

Headnote

Abstract

Often the best way to experience real-world tests is through simulations. Simulations allow people to translate their knowledge and skills to appropriate behavior. As an example of experiential learning, simulations give students a "real-world" experience without the fallout of a real-world failure. For three years, the Mass Communication Department at a small, liberal arts university in the southwestern part of the United States staged crisis simulation events using game-based learning.

This study reviews how public relations students perceived their learning experiences during the crisis simulation and ultimately their learning outcomes using a directed interview of students. While students found the event engaging and motivational, most felt like they were not prepared enough to serve as the crisis communications team for the university, even though the event was simulated. Students said they were excited yet nervous to participate in the event, but after it began, some of them reached a state of flow and became focused. After completing their roles as the communications team, most students felt a sense of accomplishment and that they could handle a crisis in real life; therefore, the learning objectives set forth for the public relations students were achieved.

This study fills a hole in mass communication and journalistic practice by reviewing how game-based mechanics used during a crisis simulation can offer an effective pedagogical tool that can be replicated from year-to-year in a variety of settings.

Keywords: Game-Based Learning, Gamification, Simulations, Crisis Communications, Public Relations, Student Motivation, Student Engagement

(Top Paper Award, Small Programs Interest Group, 2022 AEJMC conference)

Introduction

For three years prior to the COVID-19 pandemic, the Mass Communication Department at a small, liberal arts university in the southwestern part of the United States staged crisis simulation events using game-based learning, so students could practice their crisis communication skills and strategies. These games consistently included students in the Public Relations Campaigns and Programs class, who represent the university as the crisis communications team. Students in two additional classes served as reporters and editors during these events, covering the university as it was being inundated with zombies in year 1, superheroes and super villains in year 2, and students who were protesting in year 3. Students in each of these classes created individual and group podcasts to...