Winning Through Deception
A Pedagogical Case Study on Using Social Deception Games to Teach Small Group Communication Theory
Bibliographic Data
| ID | 3377918 |
|---|---|
| Authors | Shane Tilton (0000-0001-8954-444X, Ohio Northern University, corresponding author) |
| Year | 2019 |
| Volume | 9 |
| Issue | 1 |
| Publication date | 2019-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/2158244019834370 |
| OpenAlex | W2916904154 |
| Language | EN |
| Citations received | 1 |
| References cited | 27 |
Social deception games are games that involve players adopting roles and teams that are not known to all players of the game. One of the components of these types of games is deceiving other players for the purpose of completing goals and tasks. The focus of this case study is to show how social deception games were used to teach aspects of small group communication (specifically the development of roles with small groups and power structures that emerge within small groups) to multiple groups of students taking a basic communication course at a large university in the United States. The framework of this case study will begin with an explanation of two social deception games ("Are You a Werewolf?" and "The Resistance") and the previous literature related to small group communication, game-based learning, and other pedagogical frameworks. This review of literature is followed by a description of the lesson plan and course objectives that were used to frame the class time. An analysis of the reflective assignments will help describe the benefits of approaching small group communication with a ludological technique. Finally, discussion of the effectiveness of games like those in the category of social deception within the college communication curriculum is provided
Communication in small groups · Curriculum · Deception · Mathematics education · Pedagogy · Computer Science · Digital Games and Media · Educational Games and Gamification · Online and Blended Learning · Psychology · Social Psychology · Artificial Intelligence
The Coding Manual for Qualitative Researchers
A Five-Stage Model of the Mental Activities Involved in Directed Skill Acquisition
The Icap Framework
Assessing the effects of gamification in the classroom
Stages of Small-Group Development Revisited
The effect of games and simulations on higher education
School Engagement
Small Group and Team Communication
Group Work, Interlanguage Talk, and Second Language Acquisition
Assessment – Summative and Formative – Some Theoretical Reflections
Identification and leadership in small groups
Phases in group problem-solving
Grounded Theory and Sensitizing Concepts
Demonstrating Rigor Using Thematic Analysis
| Citations per year | 0.2 |
|---|---|
| Citation span | 2021 - 2021 (1) |
| Highly cited | No |