This presentation was delivered on October 21, 2022 at the Transformative Play Initiative Seminar 2022: Role-playing, Culture, and Heritage.
Description:
In recent years, as Dungeons and Dragons has entered the mainstream American cultural zeitgeist, the use of Role Playing Games has exploded in settings such as therapy and education. There is anecdotal and emerging academic evidence that RPGs can promote personal growth of participants in both academic and therapeutic settings. However, it has been challenging to capture the impact of RPGs on learning in classrooms. We submit that this is because both the term RPG and the term learning are too broad. There are myriad RPGs available, with different skill sets required to play. Similarly, there are many different types of learning an educator may be looking to develop in their students. Building on the 1983 work of Gary Alan Fine and the 2011 work of Mariais, Michau and Pernin, we propose a matrix. This matrix is designed to do two things. First, better identify the kinds of learning that an educator wants to promote in students through use of RPGs. Then, match that learning to specific elements within an RPG that will support those objectives. Objectives include specific content learning, social emotional skills such as turn taking or teamwork, executive functioning skills, math fluency and reading skills. Future work will include expanding this concept to a therapeutic setting.
Bios:
Maryanne Cullinan teaches at Great Brook School, in New Hampshire, USA and won the Sanford Award for Inspirational Teaching in 2018. She is a PhD student in Education at Lesley University, studying roleplaying games as pedagogy in the middle school classroom. Maryanne is a frequent presenter, talking about using RPGs in the classroom and geeking for good. Maryanne recently presented on the ILA X D&D Panel, Using Dungeons & Dragons to Scaffold Writing Instruction. Maryanne is a mother of three, and organizes a 60+ student D&D group called the Heroes’ Hall. In her limited free time, Maryanne enjoys napping.
Jennifer Genova teaches 7th grade (11-12 year olds) History and Social Studies at the Woodbury School in Salem, New Hampshire USA. She received an M.A. in Teaching Secondary History from Brandeis University in 2009 and an M. Ed in teacher leadership from Brandeis University in 2021. Her research interests include using principles of game design to create engaging curriculum materials for K-12 teachers as well as empowering teachers to design, implement, and evaluate non-traditional curriculum materials.
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This seminar is hosted by the Transformative Play Initiative in the Games & Society Lab at the Department of Game Design, Uppsala University Campus Gotland. This seminar is made possible by financial support from the Sustainable Heritage Research Forum (SuHRF). The Transformative Play Initiative explores the use of analog role-playing games as vehicles for lasting personal and social change.
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Graphic Design by Liliia Chorna. Music by Elias Faltin. Video edited by Rezmo (Mohammad Mohammad Rezaie).