MacFarlane and Gorley (2009) in The Reflection Game explore the dynamics of reflective practice within educational settings, with an emphasis on the use of games to promote deeper self-awareness and critical thinking. The central argument of their work is that reflective practices, when integrated into teaching and learning, foster personal growth and can help learners critically engage with their experiences. This aligns with the idea that reflection is not just about reviewing past actions but about recontextualizing those actions within new frameworks for understanding.
From my experience, using reflection as a tool in educational practice is extremely important. In the context of my own teaching, incorporating reflective exercises based on game theory can engage students in a way that traditional methods do not. The act of reflection within games encourages active participation, which MacFarlane and Gorley suggest can be more impactful than passive reflection. For instance, the use of role-play scenarios or simulated challenges within games allows students to step outside of their own immediate perspectives, offering new insights into their decisions and behaviors (MacFarlane & Gorley, 2009). It’s what we incorporated in the LARP “In Our Shoes” (see blog post https://apotemska.myblog.arts.ac.uk/2025/04/30/in-our-shoes/).
However, a challenge I found in integrating such methods is balancing the theoretical aspects of reflection with the practical dynamics of gameplay. MacFarlane and Gorley highlight the importance of context in shaping reflective outcomes. Thus, it is essential that games be carefully structured to align with learning outcomes and foster critical reflection rather than merely entertaining students.
In conclusion, MacFarlane and Gorley’s work underscores the value of reflective practice in enhancing educational outcomes. The integration of reflective games offers students opportunities to engage critically with their learning in a dynamic and transformative way (Steventon et al., 2016; MacFarlane & Gorley, 2009).
References:
MacFarlane, R., & Gorley, A. (2009). The Reflection Game: enacting the penitent self. Teaching in Higher Education.
Steventon, G., Cureton, D., & Clouder, C. (2016). Attainment in Higher Education: Issues, Controversies and Debates. Routledge.