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Playing with Dragons: Using Role-Pla...

Brenner, Laurence.

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Playing with Dragons: Using Role-Playing Games to Support Academic Objectives.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Playing with Dragons: Using Role-Playing Games to Support Academic Objectives./
Author:	Brenner, Laurence.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	314 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-08, Section: A.
Contained By:	Dissertations Abstracts International80-08A.
Subject:	Theater. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13426011
ISBN:	9780438863231

Playing with Dragons: Using Role-Playing Games to Support Academic Objectives.
Brenner, Laurence.

Playing with Dragons: Using Role-Playing Games to Support Academic Objectives. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 314 p.

Source: Dissertations Abstracts International, Volume: 80-08, Section: A.

Thesis (Ph.D.)--New York University, 2019.

This item must not be sold to any third party vendors.

"Playing With Dragons: Using Role-playing Games to Support Academic Objectives" explores how table role-playing games might positively impact the attainment of classroom learning objectives. This paper begins with an exploration of what a table role-playing game is, and compares it to educational theatre techniques, primarily process drama. While there is a significant amount of research being done in how online computer games can be used to benefit the classroom, there is a dearth of research being done on table role-playing games. I argue that, as a non-digital interactive experience run by a facilitator, table role-playing games share a great deal of commonality with the methodology used to implement process drama. However, table role-playings normally do not concern themselves with the specific positive outcomes regarding student learning. In this case study, I design a table role-playing game for a high school English class studying Sophocles' The Antigone, intended to help a classroom instructor achieve specific, targeted objectives. Before implementing the game in the classroom, I describe the revision and modifications that were made to the game after implementing a trial playtest with adult participants. The revised game was then enacted in the high school classroom, and I provide a detailed report of the significant interactions. Upon completion of the game sessions, all participants are interviewed to share their experience and insights into using the table role-playing game and how it impacted their understanding of the text. I conclude this study with my findings, which demonstrate that table role-playing games can be successfully used in the classroom. The next logical step will be to determine what the best practices are, and in what ways the game design methodology can be improved upon.

ISBN: 9780438863231Subjects--Topical Terms:

522973
Theater.

Playing with Dragons: Using Role-Playing Games to Support Academic Objectives.
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520 $a "Playing With Dragons: Using Role-playing Games to Support Academic Objectives" explores how table role-playing games might positively impact the attainment of classroom learning objectives. This paper begins with an exploration of what a table role-playing game is, and compares it to educational theatre techniques, primarily process drama. While there is a significant amount of research being done in how online computer games can be used to benefit the classroom, there is a dearth of research being done on table role-playing games. I argue that, as a non-digital interactive experience run by a facilitator, table role-playing games share a great deal of commonality with the methodology used to implement process drama. However, table role-playings normally do not concern themselves with the specific positive outcomes regarding student learning. In this case study, I design a table role-playing game for a high school English class studying Sophocles' The Antigone, intended to help a classroom instructor achieve specific, targeted objectives. Before implementing the game in the classroom, I describe the revision and modifications that were made to the game after implementing a trial playtest with adult participants. The revised game was then enacted in the high school classroom, and I provide a detailed report of the significant interactions. Upon completion of the game sessions, all participants are interviewed to share their experience and insights into using the table role-playing game and how it impacted their understanding of the text. I conclude this study with my findings, which demonstrate that table role-playing games can be successfully used in the classroom. The next logical step will be to determine what the best practices are, and in what ways the game design methodology can be improved upon.
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