Learning and Role-Playing Games

Hammer, Jessica; To, Alexandra; Schrier, Karen; Bowman, Sarah Lynne; Kaufman, Geoff

doi:10.4324/9781315637532-15

Cited by 31 publications

(35 citation statements)

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“…The RPGs provide learning environments that engage collaborative problem solving and distribute apprenticeship when playing and influence digital and print literacy advancement, besides science, math, and computational literacy. Hammer, Schrier, Bowman, and Kaufman [19] highlighted that the RPGs are deeply related to constructivism and sociocultural learning theory. The learning in constructivism happens through hands-on experimentation with a new situation, whereas the learning in sociocultural takes place through the adoption of new social roles.…”

Section: B Game-based Learning and Role-playing Gamementioning

confidence: 99%

Learning Cultural Heritage History in Muzium Negara through Role-Playing Game

Moketar¹,

Zain²,

Johari³

et al. 2021

IJACSA

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The traditional classroom-based teaching and learning of the History subject are ineffective and less interactive, influencing the students' interest and motivation to learn history. Therefore, museum-based learning was proposed to supplement classroom-based learning for effective teaching and learning of the History subject. However, the excursions to the museum are often hindered by issues caused by the geographical location, the museum's policies, and student commitments. The hindrances motivated the researchers to design and develop a role-playing game (RPG) in Muzium Negara (National Museum of Malaysia) known as 'Waktu Silam' to enhance students' interest, motivation, and knowledge on the cultural and historical heritage of Malaysia. A survey questionnaire was distributed to assess the enjoyment level provided by the game. The results showed that 84.8% of participants had experienced the element of enjoyment in this game. This study anticipated enhancing the student interest and knowledge in history, enhancing visitors' experience, and promoting tourism to Muzium Negara. Additionally, the project is expected to include multiplayer functionality to add more interactivity to the game in future works.

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Section: B Game-based Learning and Role-playing Gamementioning

confidence: 99%

Learning Cultural Heritage History in Muzium Negara through Role-Playing Game

Moketar¹,

Zain²,

Johari³

et al. 2021

IJACSA

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“…Em revisão da literatura sobre jogos e aprendizado, Hammer et al (2018) observam que, sob determinadas circunstâncias, a aprendizagem baseada em jogos pode ser positiva, com resultados, em termos cognitivos, até melhores que outras atividades. Mas, para isso, o design do jogo é relevante -compreendendo aspectos como a existência de um objetivo instrucional, a capacidade do jogo propiciar uma experiência interessante e envolvente para o jogador e o balanço adequado entre diversão e instrução (BOLLER; KAPP, 2018).…”

Section: Jogos E Educaçãounclassified

“…O fato de que em qualquer forma de RPG a representação ou interpretação de papéis seja fundamental aproxima, inicialmente, esse tipo jogo da dimensão educativa, pois fingir se relaciona, em crianças, ao desenvolvimento cognitivo e social, e em adolescentes à experimentação de papéis sociais 13 Cambiassu, v. 16, n. 28 -Jul./Dez. 2021 (HAMMER et al, 2018). A própria educação de adultos, médica ou militar, por exemplo, possui tradição na simulação de situações.…”

Section: Rpg E Educaçãounclassified

“…Para Grando e Tarouco (2008) o RPG possui características que o auxiliam a ser uma ferramenta educacional, como a socialização, a cooperação, a criatividade, a interatividade e a interdisciplinaridade. Também sobre as características educacionais dos RPGs, Hammer et al (2018), sob a lente de diferentes teorias de aprendizagem, apontam cinco principais: 1) a adoção de um personagem, que permite que o jogador/estudante assuma a perspectiva de alguém diferente dele e simule experiências; 2) a manipulação de um mundo ficcional, o que faz com que o jogador tenha que prever consequências de suas ações, como no método científico; 3) a alteração do senso de realidade, que facilita a mudança de esquemas mentais e desenvolve o raciocínio ético; 4) a experiência da imaginação compartilhada, que favorece o desenvolvimento de habilidades sociais, pela colaboração e escuta entre jogadores; e 5) a possibilidade dos jogadores/estudantes produzirem RPGs, que se relaciona a abordagens, como a construcionista, que valorizam a aprendizagem pela ação. Os autores citados também destacam que há "circunstâncias ideais" para o RPG no apoio à aprendizagem.…”

Section: Rpg E Educaçãounclassified

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O RPG no ensino remoto: processo e produto, experiências com Literatura e prática esportiva

Romancini¹,

Morina²,

Oliveira³

2021

Cambi

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O artigo descreve duas experiências de uso do Role-Playing Game (RPG), ou Jogo de Interpretação de Papéis, no ensino remoto emergencial (ERE). A discussão sobre o ERE e o tema dos jogos e educação é o contexto teórico do trabalho, que busca, a partir dos estudos de caso das práticas, apontar aspectos que podem contribuir para uma utilização produtiva do RPG no ensino remoto. Conclui-se, entre outros pontos, que é importante que o docente tenha bom conhecimento da forma do RPG, assim como das tecnologias que serão utilizadas no contexto didático, podendo optar por atividades mais voltadas à experiência de um jogo previamente elaborado ou ao desenvolvimento de um, com os alunos.RPG in remote learning: process and product, experiences with Literature and sports practiceAbstractThe article describes two experiences using the Role-Playing Game (RPG) in emergency remote teaching (ERT). The discussion about ERT and the theme of games and education is the theoretical context of the work, which seeks, from the case studies of practices, to point out aspects that can contribute to a productive use of RPG in remote learning. It is concluded, among other points, that it is important that the teacher has good knowledge of the RPG form, as well as the technologies that will be used in didactic context, and may choose activities more focused on the experience of a previously elaborated game or on the development of one, with the students.Keywords: RPG; games; education; technologies; remote teaching.

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“…This occurs at a time when also scholars increasingly venture into this field to understand the various practices called role-playing games and potentially use fantasy gaming for learning (cf. Hammer, To, Schrier, Bowman, & Kaufman, 2018; Katō, Fujino, Itoi, & Yoneda, 2012). Many attempt to bring insights from previous scholarship, such as Gary Alan Fine’s seminal Shared Fantasy: Role-Playing Games as Social Worlds (1983), up to date in relation to current developments (e.g., Bowman, 2010).…”

Section: Introductionmentioning

confidence: 99%

A Short History of Table-Talk and Live-Action Role-Playing in Japan: Replays and the Horror Genre as Drivers of Popularity

Kamm

2019

Simulation & Gaming

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Background. The history of larp, live-action role-play, in Japan may be rather short but documents exponential growth in the entertainment sector as well as in educational gaming. Following trends of related forms of analog role-playing games, the horror genre functions as a motor of increasing popularity. Aim. This article explores the development of non-digital role-playing games in the Japanese context in light of the online video platform niconico popularizing horror role-playing and practical considerations of adopting the genre to live-action play. Method. Cyberethnographic fieldwork including participant observation at larps between 2015 and 2018 forms the data basis for this article, followed by qualitative interviews with larp organizers, larp writers, and designers of analog games as well as observations online in respective webforums. Results. Replays, novelized transcripts of play sessions, have been an entry point into analog role-playing in Japan since the 1980s. With the advent of video sharing sites, replays moved from the book to audio-visual records and a focus on horror games. Creating a fertile ground for this genre, the first indigenous Japanese larp rulebook built on this interest and the ease of access, namely that players do not need elaborate costumes or equipment to participate in modern horror. Discussion. The dominant form of larps in Japan are one-room games, that work well with horror mysteries and function as a low threshold of accessibility. Furthermore, the emotional impact of horror larps, the affective interaction between players and their characters, allows for memorable experiences and so continues to draw in new players and organizers.

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Learning and Role-Playing Games

Cited by 31 publications

References 1 publication

Learning Cultural Heritage History in Muzium Negara through Role-Playing Game

Learning Cultural Heritage History in Muzium Negara through Role-Playing Game

O RPG no ensino remoto: processo e produto, experiências com Literatura e prática esportiva

A Short History of Table-Talk and Live-Action Role-Playing in Japan: Replays and the Horror Genre as Drivers of Popularity

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