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Reacting to the Past is a pedagogy involving collaborative role playing in history-based games over a semester. This article presents results from a systematic assessment of this novel pedagogy conducted in 3 phases following student focus group interviews. Interviews indicated that the method was generally popular compared with traditional pedagogies, although several concerns about the course were raised. Quasi-experimental procedures were then used to examine consequences of the pedagogy on psychosocial variables and skill development at both the host (Phase 1) and affiliated (Phase 2) institutions. In both phases, students in Reacting to the Past showed elevated self-esteem and empathy, a more external locus of control, and greater endorsement of the belief that human characteristics are malleable compared with controls. Rhetorical skills were enhanced, but writing skills were unaffected. Phase 3 investigated individual differences in predicting course enjoyment and performance. Although individual differences correlated with enjoyment of the pedagogy, they were generally unrelated to grades received. These findings suggest that this role-playing pedagogy adds diversity to student experience while producing some beneficial psychological consequences and improvement in academic skills.
