Role-Play Method Human Augmentation Simulation Learning to Enhance Digital Content Creator
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| Title: | Role-Play Method Human Augmentation Simulation Learning to Enhance Digital Content Creator |
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| Language: | English |
| Authors: | Panit Thongdee, Pinanta Chatwattana, Prachyanun Nilsook |
| Source: | Higher Education Studies. 2026 16(1):455-468. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Higher Education, Role Playing, Computer Simulation, Simulated Environment, Film Production, Student Satisfaction, Teaching Methods, Core Competencies, Internet, Program Development, Technology Uses in Education |
| Geographic Terms: | Thailand |
| ISSN: | 1925-4741 1925-475X |
| Abstract: | This research aimed to design and develop a role-play method human augmentation simulation learning to enhance the competencies of digital content creators. The study pursued four main objectives: (1) to synthesize a conceptual framework for a role-play method human augmentation simulation learning, (2) to identify the key attributes and competencies of digital content creators, (3) to develop the learning model and learning system, and (4) to examine expert perspectives on its suitability. The sample consisted of 13 experts with extensive teaching experience in scriptwriting, media production, and professional competence, drawn from various higher education institutions. The independent variable was the role-play learning model incorporating human augmentation, while the dependent variables were learning achievement, competence in digital content creation, and learner satisfaction. The findings contribute to the development of innovative instructional approaches that integrate role-play and human augmentation technologies, fostering both theoretical understanding and practical skill development among future digital content creators. The research was carried out in four phases: (1) synthesizing the conceptual framework, (2) identifying the required competencies of digital content creators, (3) developing the learning model and learning system, and (4) examining expert perspectives on its application. Results indicated that the overall suitability of the learning model and learning system were rated at the very high level. This suggests that the model contains appropriate components and can serve as a practical guideline for learning through the role-play human augmentation process. Moreover, the learning system fosters systematic analytical thinking and enables learners to engage in authentic, hands-on practice. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505471 |
| Database: | ERIC |
| Abstract: | This research aimed to design and develop a role-play method human augmentation simulation learning to enhance the competencies of digital content creators. The study pursued four main objectives: (1) to synthesize a conceptual framework for a role-play method human augmentation simulation learning, (2) to identify the key attributes and competencies of digital content creators, (3) to develop the learning model and learning system, and (4) to examine expert perspectives on its suitability. The sample consisted of 13 experts with extensive teaching experience in scriptwriting, media production, and professional competence, drawn from various higher education institutions. The independent variable was the role-play learning model incorporating human augmentation, while the dependent variables were learning achievement, competence in digital content creation, and learner satisfaction. The findings contribute to the development of innovative instructional approaches that integrate role-play and human augmentation technologies, fostering both theoretical understanding and practical skill development among future digital content creators. The research was carried out in four phases: (1) synthesizing the conceptual framework, (2) identifying the required competencies of digital content creators, (3) developing the learning model and learning system, and (4) examining expert perspectives on its application. Results indicated that the overall suitability of the learning model and learning system were rated at the very high level. This suggests that the model contains appropriate components and can serve as a practical guideline for learning through the role-play human augmentation process. Moreover, the learning system fosters systematic analytical thinking and enables learners to engage in authentic, hands-on practice. |
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| ISSN: | 1925-4741 1925-475X |
