Scaling a Reacting Game for Use at a Large Public University
This chapter takes a mixed-methods approach, combining quantitative and qualitative data elements to explore student expectations prior to participation in the Modernism vs. Traditionalism, Art in Paris, 1888–89 game and also reactions to their experience with the game. Student demographic profiles are discussed per types of students for whom Reacting to the Past (RTTP) works best. In addition, student reactions to the game and its incorporation into their art history experience is discussed. Student perceptions of instruction (SPI) are evaluated as well to gauge the change to Reacting to the Past and the impact on student ratings. The faculty perspective also provides valuable information for others interested in scaling Reacting to the Past to larger classes.
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