Abstract
The volume co-editors chronicle the pedagogical theories and educational research into active learning that create a compelling argument for the RTTP approach. Beyond the current research trends and emerging patterns of instructional innovation in American higher education, the work of Piaget, Bruner, and Vygotsky are discussed, as well as the role of feedback in the learning process. The authors chronicle relevant research regarding active learning calling on the most recent meta-analyses of active learning research and the scholarship on game-based active learning. Ultimately, an examination of RTTP’s history and design to capitalize on what social constructivism recommends and on what previous active learning research suggests is provided. That little research has been performed to date that specifically explores various impact metrics fostered by RTTP establishes the need for this volume and sets the stage for the eight studies that follow.
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Hagood, T.C., Watson, C.E., Williams, B.M. (2018). Reacting to the Past: An Introduction to Its Scholarly Foundation. In: Watson, C., Hagood, T. (eds) Playing to Learn with Reacting to the Past. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-61747-3_1
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