tabletop role-playing gamestabletop role-playing games
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Books-to-Games: Transforming Classic Novels Into Role Playing Adventures
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As a preservice teacher he was struck by how much lesson planning felt like preparing for a \u003cem>D&D\u003c/em> campaign and, ever since, he’s plotted his classes with a Dungeon Master’s cunning.\u003c/p>\n\u003cp>The Dungeon Master (DM) is the popular role-playing game’s chief storyteller and referee. A DM designs and administers the medieval fantasy world where a party of player-adventurers quest for loot and glory. It’s a big job: they plan and narrate the story, enforce rules, settle disputes, draft floor plans and accommodate players’ whims. Like teachers, DMs aim to guide, challenge and engage.\u003c/p>\n\u003cp>This series has looked at how \u003cem>Dungeons & Dragons\u003c/em> and similar role-playing games (RPGs) have been used for learning. Be it in classrooms or afterschool clubs, \u003cem>D&D\u003c/em> has been used to\u003ca href=\"https://www.kqed.org/mindshift/51787/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write\"> support literacy\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">s\u003c/a>\u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">ocial emotional development\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/51790/how-dungeons-dragons-primes-students-for-interdisciplinary-learning-including-stem\">interdisciplinary studies\u003c/a> and to inspire teachers to structure their \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">classes as games\u003c/a>. In all of these cases, teachers and professors channeled their inner Dungeon Master to reimagine how learning takes place in their classes and schools.\u003c/p>\n\u003cp>But what, specifically, are the Dungeon Master skills that can lead to fruitful implementations in education?\u003c/p>\n\u003cp>What follows are five DM practices that are compatible with teaching and learning objectives. Their application, whether with games or otherwise, can help make classes more fun, challenging, socially cohesive, personalized and, yes, epic.\u003c/p>\n\u003ch2>\u003cstrong>1. DESIGN FOR EXPERIENCE\u003c/strong>\u003c/h2>\n\u003cp>When it comes to preparing a successful class or planning a good game, design is king. A Dungeon Master’s focus on player-centred experiences can yield big learning dividends when applied to instructional design, which is why many educators who integrate RPGs in their practice plunder the DM’s bag of tricks for inspiration and ideas to power-up their lessons.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Sarah Roman, who uses \u003cem>D&D\u003c/em> with high school English students, draws parallels between the work of DMs and teachers.\u003c/p>\n\u003cfigure id=\"attachment_52305\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-52305 size-large\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg\" alt=\"\" width=\"640\" height=\"960\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1180x1770.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-960x1440.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-240x360.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-375x563.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-520x780.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k.jpg 1365w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Sarah Roman teaching students how to play Dungeons & Dragons. \u003ccite>(New Jersey Education Association)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You essentially progress with the same practices and ideas for getting a group of people to come together to work towards a common goal,” said Roman. “You set aside time to craft a campaign (lessons), put in roadblocks and problems (individual lessons), craft puzzles and dungeons that scale in difficulty (tests), all while making sure to understand the people with whom you’re working. In both cases, you become the leader and entryway to a world that they’ve never experienced.”\u003c/p>\n\u003cp>Michael Matera, who runs his middle-school \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">social studies classes as games\u003c/a> synthesizes lesson planning with game design.\u003c/p>\n\u003cp>“When you think about the central points to building a good game, they share many with the core strategies for building successful instruction,” said Matera. “By creating an experience, we as the game designers for our classroom worlds venture into their worlds as students. Our efforts to design a great game are well returned by students who will work hard within the game environment.”\u003c/p>\n\u003cp>Matera designs for experience, an approach that aligns with \u003ca href=\"http://sydney.edu.au/education_social_work/learning_teaching/ict/theory/constructivism.shtml\">constructivist learning theories\u003c/a> that maintain that students learn better by \u003cem>doing\u003c/em> rather than as passive recipients of information. Dungeon Masters only design for experience, and educators who want to do the same can tap into their extensive resource toolbox for ideas and inspiration. There are virtually endless \u003ca href=\"https://en.wikipedia.org/wiki/Dungeon_Master%27s_Guide\">guides\u003c/a>, \u003ca href=\"https://en.wikipedia.org/wiki/Dungeon_Master%27s_Design_Kit\">manuals\u003c/a>, \u003ca href=\"http://www.dndadventure.com/dnda_dm_resources.html\">sheets and tables\u003c/a>, \u003ca href=\"https://geekdad.com/2016/02/easy-dungeon-master-preparation/\">blogs\u003c/a>, \u003ca href=\"https://geekandsundry.com/7-helpful-apps-for-dungeon-masters/\">apps\u003c/a>, \u003ca href=\"http://themagictreerpg.blogspot.com/2008/10/gms-ten-commandments.html\">commandments\u003c/a>, \u003ca href=\"http://themagictreerpg.blogspot.com/2008/10/gms-ten-commandments.html\">websites\u003c/a> and even a \u003ca href=\"http://dnd.wizards.com/articles/features/dm-support-group\">support group\u003c/a> to help DMs produce exciting experiences.\u003c/p>\n\u003cp>University of Connecticut assistant professor \u003ca href=\"https://education.uconn.edu/person/stephen-slota/\">Stephen Slota\u003c/a> encourages teachers to not only pick and glean from DMs, but from the wider design universe at large, whether video games, gardening or architecture. “Don’t reinvent the wheel,” said Slota. “If a design strategy exists and has been used in another realm but not yours, repurpose it - with appropriate attribution, of course. No one will worry that it’s been done before as long as the design works.”\u003c/p>\n\u003ch2>2. WRAP IT IN A STORY\u003c/h2>\n\u003cp>Stories shape our self-perception, help us organize knowledge and make sense of a chaotic world. From the tribal campfire to Netflix binges, stories and storytelling are intimately bound with human culture and society. A story’s narrative patterns and ability to arouse emotions make them ideal memory aids, which is why \u003ca href=\"https://www.nyu.edu/faculty/teaching-and-learning-resources/strategies-for-teaching-with-tech/storytelling-teching-and-learning.html\">stories and learning have been intertwined\u003c/a> throughout human history.\u003c/p>\n\u003cp>A Dungeon Master conjures a living world through narratives, and teachers who follow suit can also make learning more meaningful and memorable. When using \u003cem>D&D\u003c/em> or other RPGs \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">in their classes\u003c/a>, or investing courses with \u003ca href=\"https://www.kqed.org/mindshift/51787/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write\">thematic narratives\u003c/a>, teachers should not only seek to \u003ca href=\"https://www.edutopia.org/blog/storytelling-in-the-classroom-matters-matthew-friday\">leverage the power of story\u003c/a>, but can also recruit students in the storytelling process.\u003c/p>\n\u003cp>Famed Dungeon Master Matthew Mercer explains, the DM’s job is not just to tell a good story, but to lead a collaborative storytelling experience. “A Dungeon Master creates and directs a story for your friends to live and play in, and working with their ideas, collaborates with them in real time to write the next chapter together,” said Mercer, the star of \u003ca href=\"https://critrole.com/shows/critical-role/\">Critical Role\u003c/a>, which streams celebrity D&D campaigns. “Consider narratives that emphasize relationship and enable them to put their skills and teamwork together to surmount a challenge and really appreciate each other.”\u003c/p>\n\u003cp>But where do these stories come from? What if the creative well is dry?\u003c/p>\n\u003cp>“Steal relentlessly,” advises \u003ca href=\"https://kotaku.com/how-to-be-a-great-dungeon-master-1766262559\">Kotaku’s\u003c/a> Tim Colwill. “Steal from TV and movies. Steal from books and comics. Steal from another D&D game you watched on Twitch. I am deadly serious and it will make you a better Dungeon Master [and teacher] if you do this.”\u003c/p>\n\u003ch2>\u003cstrong>3. OFFER CHOICE\u003c/strong>\u003c/h2>\n\u003cp>Like classrooms, games operate with rules and constraints but, within those boundaries, they afford players interactivity and choice. In fact, \u003cem>The Guardian\u003c/em>’s Keith Stuart \u003ca href=\"https://www.theguardian.com/technology/2015/oct/16/video-games-power-agency-control\">argues that choice\u003c/a> may be the single biggest factor producing enjoyment in video games. We like to feel like masters of our destiny, and meaningful choices produce a sense of control that increases the likelihood of becoming invested in an experience. The absence of choice, however, can lead to the opposite.\u003c/p>\n\u003cp>“When a DM is the only one who makes decisions, we call it railroading and it’s no fun for anyone but the DM. Games are about meaningful choices,” said Scott Price at the \u003cspan class=\"s1\">Connected Learning Summit in 2018 when he was the director of product at BrainPOP. He said it's important to \u003c/span>include agency when designing a compelling experience.\u003cspan class=\"s1\"> “Good role-playing game experiences are player-driven, individualized, adaptive, meaningful and contextualized,” he said and stressed that the qualities that make a successful game also make a great class.\u003c/span>\u003c/p>\n\u003cp>It’s not a revelation that students are engaged by choice, as it’s the magic ingredient in approaches like inquiry-based learning, project-based learning, passion projects, genius hours and learning pathways. However, to offer choice, educators must be willing to give up some control.\u003c/p>\n\u003cp>“When I finally started and let go of control and many of the anticipated outcomes, I quickly realized how the students can really drive the learning in a powerful and fun way,\" said Steve Isaacs, who offers his middle-school game design students branching quests that allow them to choose \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">personal learning paths\u003c/a>. \"Giving choice allowed me to step back and support students rather than ‘teach’.”\u003c/p>\n\u003cp>When choices and options are built into the curriculum, whether in homework, assignments, classroom roles, or even assessment, students can enjoy a more personalized and meaningful learning experience.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=2PEt5RdNHNw&feature=youtu.be\u003c/p>\n\u003ch2>\u003cstrong>4. REWARD RISK AND NORMALIZE FAILURE \u003c/strong>\u003c/h2>\n\u003cp>For a while now, the edusphere has been buzzing about the importance of inviting risks and embracing failure. In reality, many schools are competitive systems that rewards success and, especially when grades and standardized tests are involved, leave little allowance for meaningful failure.\u003c/p>\n\u003cp>Many games let players safely fail and try again, and encourage progression through risk-taking and iterative cycles of trial and error. Gamers naturally apply and practice a \u003ca href=\"http://nytimesineducation.com/spotlight/facing-failure-and-breeding-success/\">growth mindset\u003c/a> because they must constantly adjust their play tactics in response to mistakes and setbacks.\u003c/p>\n\u003cp>Using games and making classes more game-like can help educators genuinely embrace risk and failure. Michael Matera, for example, found that using\u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\"> RPG elements\u003c/a> cultivates a forgiving classroom culture that embraces risk-taking.\u003c/p>\n\u003cp>“I am constantly amazed at how they thrive in my risk-rich classroom environment. As these are not graded in the traditional sense students can take a risk, tackle new challenges and grow as a learners,” said Matera.“When we are empowered as learners, as gamers, we win. Maybe not the game, but the war over wisdom. We learn from our failures, and when we are empowered, are able to pick ourselves up to learn even more.”\u003c/p>\n\u003cp>It’s also important to remember that game designers don’t build risk and failure into their games to edify and educate - they just know that overcoming adversity can be a lot of fun. A prize is all the more valuable for the obstacles surpassed to attain it, so a good DM aims for the Goldilocks sweet spot between too hard and too easy, where advancement is possible but challenging. This design principle coincides with Vygotsky’s \u003ca href=\"https://www.simplypsychology.org/Zone-of-Proximal-Development.html\">zone of proximal development\u003c/a>, thus synthesizing best practices for entertainment and learning.\u003c/p>\n\u003cp>But it’s not just the students who should take risks. Using a game in a class or, even more daunting, turning a class into a game also involves risk for the instructor. What if it’s boring? What if it doesn’t work? What if they hate it? It takes moxie, but educators can grow from silencing the voices of doubt and model risk taking for their students.\u003c/p>\n\u003cp>“Just know that the students often love you and are very willing to try new things,” said Roman. “Sometimes it won’t work or you’ll have days where it seems difficult due to timing and preparedness. They’ll see that you’re putting in effort into something new and they appreciate that regardless of the outcome.”\u003c/p>\n\u003ch2>\u003cstrong>5. PROVOKE EMOTIONS\u003c/strong>\u003c/h2>\n\u003cp>The \u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">social and emotional benefits\u003c/a> of playing \u003cem>Dungeons & Dragons\u003c/em> were addressed in an earlier installment in this series, but games can also produce memorable emotional moments within the safety of the magic circle of play.\u003c/p>\n\u003cp>Trent Hergenrader, a professor at the Rochester Institute of Technology, describes how RPGs produce powerful emotions in his creative writing classes.\u003c/p>\n\u003cp>“We reach a momentous point in the story that requires a dice roll. Every time, the room goes quiet as the player shakes the dice in their hands and then release them, clattering on the table. I swear, the whole room sucks in a breath as we all lean in to see the result and, success or failure, there’s an explosion of hooting, hollering, laughing, groaning. In those moments, no one in that room would want to be anywhere else in the world, it’s that good. And of course that energy then translates into their work,” said Hergenrader.\u003c/p>\n\u003cp>Cheers, laughter, anticipation and surprise can all help in the absorption of knowledge and may be essential ingredients to create an experience that students will never forget.\u003c/p>\n\u003ch2>\u003cstrong>The Benevolent Subversions of the Chaotic Good\u003c/strong>\u003c/h2>\n\u003cp>The educators who have experimented with \u003cem>D&D\u003c/em> in their practice are also players who have experienced the force of shaping and reshaping stories. Whether deliberately or inadvertently, they use the power learned in the realms of fantasy to hack an all too real educational narrative. In \u003cem>Dungeons & Dragons\u003c/em> parlance, their race is Human, their class is Pedagog, and their moral alignment is clearly Chaotic Good, whose description in the \u003ca href=\"http://dnd.wizards.com/products/tabletop-games/rpg-products/rpg_playershandbook\">\u003cem>Player’s Handbook\u003c/em>\u003c/a> is eerily suitable:\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>A chaotic good character does what is necessary to bring about change for the better, disdains bureaucratic organizations that get in the way of social improvement, and places a high value on personal freedom, not only for oneself, but for others as well.\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>Dungeons & Dragons \u003c/em>is a salient example of an imaginative and timely intervention, but sword-and-sorcery is not for everybody. The plasticity of RPG systems allows for the implementation of any theme or setting, and students can be recruited to help design the games around a specific topic. Also, teachers are not only using RPGs in their classes, but turning their \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">classes into role-playing games\u003c/a> which further challenges the status quo of our education system.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Ultimately, whether using games, RPGs, or any other initiatives, teachers have an unprecedented opportunity to exercise and model creativity, passion, problem-solving and courage to re-author their personal and institutional narratives. Armed with these mildly subversive but benevolent grassroots interventions they can rewrite the story of student, teacher and school as a legendary epic for the ages, and perhaps save the world along the way.\u003c/p>\n\n","blocks":[],"excerpt":"Being a great Dungeons & Dragons Dungeon Master has a lot of parallels to being a great teacher. That's why the role-playing game can be an effective teaching tool in the classroom.","status":"publish","parent":0,"modified":1581103181,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":2232},"headData":{"title":"Five Best Practices Teachers Can Learn from Dungeon Masters |","description":"Being a great Dungeons & Dragons Dungeon Master has a lot of parallels to being a great teacher. That's why the role-playing game can be an effective teaching tool in the classroom.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53553 https://ww2.kqed.org/mindshift/?p=53553","disqusUrl":"https://ww2.kqed.org/mindshift/2020/02/06/five-best-practices-teachers-can-learn-from-dungeon-masters/","disqusTitle":"Five Best Practices Teachers Can Learn from Dungeon Masters","path":"/mindshift/53553/five-best-practices-teachers-can-learn-from-dungeon-masters","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>“Being a good teacher is exactly like being a good Dungeon Master, but with far more pressure,” said Kade Wells, who uses \u003cem>Dungeons & Dragons\u003c/em> with his high school students. As a preservice teacher he was struck by how much lesson planning felt like preparing for a \u003cem>D&D\u003c/em> campaign and, ever since, he’s plotted his classes with a Dungeon Master’s cunning.\u003c/p>\n\u003cp>The Dungeon Master (DM) is the popular role-playing game’s chief storyteller and referee. A DM designs and administers the medieval fantasy world where a party of player-adventurers quest for loot and glory. It’s a big job: they plan and narrate the story, enforce rules, settle disputes, draft floor plans and accommodate players’ whims. Like teachers, DMs aim to guide, challenge and engage.\u003c/p>\n\u003cp>This series has looked at how \u003cem>Dungeons & Dragons\u003c/em> and similar role-playing games (RPGs) have been used for learning. Be it in classrooms or afterschool clubs, \u003cem>D&D\u003c/em> has been used to\u003ca href=\"https://www.kqed.org/mindshift/51787/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write\"> support literacy\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">s\u003c/a>\u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">ocial emotional development\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/51790/how-dungeons-dragons-primes-students-for-interdisciplinary-learning-including-stem\">interdisciplinary studies\u003c/a> and to inspire teachers to structure their \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">classes as games\u003c/a>. In all of these cases, teachers and professors channeled their inner Dungeon Master to reimagine how learning takes place in their classes and schools.\u003c/p>\n\u003cp>But what, specifically, are the Dungeon Master skills that can lead to fruitful implementations in education?\u003c/p>\n\u003cp>What follows are five DM practices that are compatible with teaching and learning objectives. Their application, whether with games or otherwise, can help make classes more fun, challenging, socially cohesive, personalized and, yes, epic.\u003c/p>\n\u003ch2>\u003cstrong>1. DESIGN FOR EXPERIENCE\u003c/strong>\u003c/h2>\n\u003cp>When it comes to preparing a successful class or planning a good game, design is king. A Dungeon Master’s focus on player-centred experiences can yield big learning dividends when applied to instructional design, which is why many educators who integrate RPGs in their practice plunder the DM’s bag of tricks for inspiration and ideas to power-up their lessons.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Sarah Roman, who uses \u003cem>D&D\u003c/em> with high school English students, draws parallels between the work of DMs and teachers.\u003c/p>\n\u003cfigure id=\"attachment_52305\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-52305 size-large\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg\" alt=\"\" width=\"640\" height=\"960\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1180x1770.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-960x1440.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-240x360.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-375x563.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-520x780.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k.jpg 1365w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Sarah Roman teaching students how to play Dungeons & Dragons. \u003ccite>(New Jersey Education Association)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You essentially progress with the same practices and ideas for getting a group of people to come together to work towards a common goal,” said Roman. “You set aside time to craft a campaign (lessons), put in roadblocks and problems (individual lessons), craft puzzles and dungeons that scale in difficulty (tests), all while making sure to understand the people with whom you’re working. In both cases, you become the leader and entryway to a world that they’ve never experienced.”\u003c/p>\n\u003cp>Michael Matera, who runs his middle-school \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">social studies classes as games\u003c/a> synthesizes lesson planning with game design.\u003c/p>\n\u003cp>“When you think about the central points to building a good game, they share many with the core strategies for building successful instruction,” said Matera. “By creating an experience, we as the game designers for our classroom worlds venture into their worlds as students. Our efforts to design a great game are well returned by students who will work hard within the game environment.”\u003c/p>\n\u003cp>Matera designs for experience, an approach that aligns with \u003ca href=\"http://sydney.edu.au/education_social_work/learning_teaching/ict/theory/constructivism.shtml\">constructivist learning theories\u003c/a> that maintain that students learn better by \u003cem>doing\u003c/em> rather than as passive recipients of information. Dungeon Masters only design for experience, and educators who want to do the same can tap into their extensive resource toolbox for ideas and inspiration. There are virtually endless \u003ca href=\"https://en.wikipedia.org/wiki/Dungeon_Master%27s_Guide\">guides\u003c/a>, \u003ca href=\"https://en.wikipedia.org/wiki/Dungeon_Master%27s_Design_Kit\">manuals\u003c/a>, \u003ca href=\"http://www.dndadventure.com/dnda_dm_resources.html\">sheets and tables\u003c/a>, \u003ca href=\"https://geekdad.com/2016/02/easy-dungeon-master-preparation/\">blogs\u003c/a>, \u003ca href=\"https://geekandsundry.com/7-helpful-apps-for-dungeon-masters/\">apps\u003c/a>, \u003ca href=\"http://themagictreerpg.blogspot.com/2008/10/gms-ten-commandments.html\">commandments\u003c/a>, \u003ca href=\"http://themagictreerpg.blogspot.com/2008/10/gms-ten-commandments.html\">websites\u003c/a> and even a \u003ca href=\"http://dnd.wizards.com/articles/features/dm-support-group\">support group\u003c/a> to help DMs produce exciting experiences.\u003c/p>\n\u003cp>University of Connecticut assistant professor \u003ca href=\"https://education.uconn.edu/person/stephen-slota/\">Stephen Slota\u003c/a> encourages teachers to not only pick and glean from DMs, but from the wider design universe at large, whether video games, gardening or architecture. “Don’t reinvent the wheel,” said Slota. “If a design strategy exists and has been used in another realm but not yours, repurpose it - with appropriate attribution, of course. No one will worry that it’s been done before as long as the design works.”\u003c/p>\n\u003ch2>2. WRAP IT IN A STORY\u003c/h2>\n\u003cp>Stories shape our self-perception, help us organize knowledge and make sense of a chaotic world. From the tribal campfire to Netflix binges, stories and storytelling are intimately bound with human culture and society. A story’s narrative patterns and ability to arouse emotions make them ideal memory aids, which is why \u003ca href=\"https://www.nyu.edu/faculty/teaching-and-learning-resources/strategies-for-teaching-with-tech/storytelling-teching-and-learning.html\">stories and learning have been intertwined\u003c/a> throughout human history.\u003c/p>\n\u003cp>A Dungeon Master conjures a living world through narratives, and teachers who follow suit can also make learning more meaningful and memorable. When using \u003cem>D&D\u003c/em> or other RPGs \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">in their classes\u003c/a>, or investing courses with \u003ca href=\"https://www.kqed.org/mindshift/51787/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write\">thematic narratives\u003c/a>, teachers should not only seek to \u003ca href=\"https://www.edutopia.org/blog/storytelling-in-the-classroom-matters-matthew-friday\">leverage the power of story\u003c/a>, but can also recruit students in the storytelling process.\u003c/p>\n\u003cp>Famed Dungeon Master Matthew Mercer explains, the DM’s job is not just to tell a good story, but to lead a collaborative storytelling experience. “A Dungeon Master creates and directs a story for your friends to live and play in, and working with their ideas, collaborates with them in real time to write the next chapter together,” said Mercer, the star of \u003ca href=\"https://critrole.com/shows/critical-role/\">Critical Role\u003c/a>, which streams celebrity D&D campaigns. “Consider narratives that emphasize relationship and enable them to put their skills and teamwork together to surmount a challenge and really appreciate each other.”\u003c/p>\n\u003cp>But where do these stories come from? What if the creative well is dry?\u003c/p>\n\u003cp>“Steal relentlessly,” advises \u003ca href=\"https://kotaku.com/how-to-be-a-great-dungeon-master-1766262559\">Kotaku’s\u003c/a> Tim Colwill. “Steal from TV and movies. Steal from books and comics. Steal from another D&D game you watched on Twitch. I am deadly serious and it will make you a better Dungeon Master [and teacher] if you do this.”\u003c/p>\n\u003ch2>\u003cstrong>3. OFFER CHOICE\u003c/strong>\u003c/h2>\n\u003cp>Like classrooms, games operate with rules and constraints but, within those boundaries, they afford players interactivity and choice. In fact, \u003cem>The Guardian\u003c/em>’s Keith Stuart \u003ca href=\"https://www.theguardian.com/technology/2015/oct/16/video-games-power-agency-control\">argues that choice\u003c/a> may be the single biggest factor producing enjoyment in video games. We like to feel like masters of our destiny, and meaningful choices produce a sense of control that increases the likelihood of becoming invested in an experience. The absence of choice, however, can lead to the opposite.\u003c/p>\n\u003cp>“When a DM is the only one who makes decisions, we call it railroading and it’s no fun for anyone but the DM. Games are about meaningful choices,” said Scott Price at the \u003cspan class=\"s1\">Connected Learning Summit in 2018 when he was the director of product at BrainPOP. He said it's important to \u003c/span>include agency when designing a compelling experience.\u003cspan class=\"s1\"> “Good role-playing game experiences are player-driven, individualized, adaptive, meaningful and contextualized,” he said and stressed that the qualities that make a successful game also make a great class.\u003c/span>\u003c/p>\n\u003cp>It’s not a revelation that students are engaged by choice, as it’s the magic ingredient in approaches like inquiry-based learning, project-based learning, passion projects, genius hours and learning pathways. However, to offer choice, educators must be willing to give up some control.\u003c/p>\n\u003cp>“When I finally started and let go of control and many of the anticipated outcomes, I quickly realized how the students can really drive the learning in a powerful and fun way,\" said Steve Isaacs, who offers his middle-school game design students branching quests that allow them to choose \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">personal learning paths\u003c/a>. \"Giving choice allowed me to step back and support students rather than ‘teach’.”\u003c/p>\n\u003cp>When choices and options are built into the curriculum, whether in homework, assignments, classroom roles, or even assessment, students can enjoy a more personalized and meaningful learning experience.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/2PEt5RdNHNw'\n title='//www.youtube.com/embed/2PEt5RdNHNw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>\u003cstrong>4. REWARD RISK AND NORMALIZE FAILURE \u003c/strong>\u003c/h2>\n\u003cp>For a while now, the edusphere has been buzzing about the importance of inviting risks and embracing failure. In reality, many schools are competitive systems that rewards success and, especially when grades and standardized tests are involved, leave little allowance for meaningful failure.\u003c/p>\n\u003cp>Many games let players safely fail and try again, and encourage progression through risk-taking and iterative cycles of trial and error. Gamers naturally apply and practice a \u003ca href=\"http://nytimesineducation.com/spotlight/facing-failure-and-breeding-success/\">growth mindset\u003c/a> because they must constantly adjust their play tactics in response to mistakes and setbacks.\u003c/p>\n\u003cp>Using games and making classes more game-like can help educators genuinely embrace risk and failure. Michael Matera, for example, found that using\u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\"> RPG elements\u003c/a> cultivates a forgiving classroom culture that embraces risk-taking.\u003c/p>\n\u003cp>“I am constantly amazed at how they thrive in my risk-rich classroom environment. As these are not graded in the traditional sense students can take a risk, tackle new challenges and grow as a learners,” said Matera.“When we are empowered as learners, as gamers, we win. Maybe not the game, but the war over wisdom. We learn from our failures, and when we are empowered, are able to pick ourselves up to learn even more.”\u003c/p>\n\u003cp>It’s also important to remember that game designers don’t build risk and failure into their games to edify and educate - they just know that overcoming adversity can be a lot of fun. A prize is all the more valuable for the obstacles surpassed to attain it, so a good DM aims for the Goldilocks sweet spot between too hard and too easy, where advancement is possible but challenging. This design principle coincides with Vygotsky’s \u003ca href=\"https://www.simplypsychology.org/Zone-of-Proximal-Development.html\">zone of proximal development\u003c/a>, thus synthesizing best practices for entertainment and learning.\u003c/p>\n\u003cp>But it’s not just the students who should take risks. Using a game in a class or, even more daunting, turning a class into a game also involves risk for the instructor. What if it’s boring? What if it doesn’t work? What if they hate it? It takes moxie, but educators can grow from silencing the voices of doubt and model risk taking for their students.\u003c/p>\n\u003cp>“Just know that the students often love you and are very willing to try new things,” said Roman. “Sometimes it won’t work or you’ll have days where it seems difficult due to timing and preparedness. They’ll see that you’re putting in effort into something new and they appreciate that regardless of the outcome.”\u003c/p>\n\u003ch2>\u003cstrong>5. PROVOKE EMOTIONS\u003c/strong>\u003c/h2>\n\u003cp>The \u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">social and emotional benefits\u003c/a> of playing \u003cem>Dungeons & Dragons\u003c/em> were addressed in an earlier installment in this series, but games can also produce memorable emotional moments within the safety of the magic circle of play.\u003c/p>\n\u003cp>Trent Hergenrader, a professor at the Rochester Institute of Technology, describes how RPGs produce powerful emotions in his creative writing classes.\u003c/p>\n\u003cp>“We reach a momentous point in the story that requires a dice roll. Every time, the room goes quiet as the player shakes the dice in their hands and then release them, clattering on the table. I swear, the whole room sucks in a breath as we all lean in to see the result and, success or failure, there’s an explosion of hooting, hollering, laughing, groaning. In those moments, no one in that room would want to be anywhere else in the world, it’s that good. And of course that energy then translates into their work,” said Hergenrader.\u003c/p>\n\u003cp>Cheers, laughter, anticipation and surprise can all help in the absorption of knowledge and may be essential ingredients to create an experience that students will never forget.\u003c/p>\n\u003ch2>\u003cstrong>The Benevolent Subversions of the Chaotic Good\u003c/strong>\u003c/h2>\n\u003cp>The educators who have experimented with \u003cem>D&D\u003c/em> in their practice are also players who have experienced the force of shaping and reshaping stories. Whether deliberately or inadvertently, they use the power learned in the realms of fantasy to hack an all too real educational narrative. In \u003cem>Dungeons & Dragons\u003c/em> parlance, their race is Human, their class is Pedagog, and their moral alignment is clearly Chaotic Good, whose description in the \u003ca href=\"http://dnd.wizards.com/products/tabletop-games/rpg-products/rpg_playershandbook\">\u003cem>Player’s Handbook\u003c/em>\u003c/a> is eerily suitable:\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>A chaotic good character does what is necessary to bring about change for the better, disdains bureaucratic organizations that get in the way of social improvement, and places a high value on personal freedom, not only for oneself, but for others as well.\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>Dungeons & Dragons \u003c/em>is a salient example of an imaginative and timely intervention, but sword-and-sorcery is not for everybody. The plasticity of RPG systems allows for the implementation of any theme or setting, and students can be recruited to help design the games around a specific topic. Also, teachers are not only using RPGs in their classes, but turning their \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">classes into role-playing games\u003c/a> which further challenges the status quo of our education system.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ultimately, whether using games, RPGs, or any other initiatives, teachers have an unprecedented opportunity to exercise and model creativity, passion, problem-solving and courage to re-author their personal and institutional narratives. Armed with these mildly subversive but benevolent grassroots interventions they can rewrite the story of student, teacher and school as a legendary epic for the ages, and perhaps save the world along the way.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53553/five-best-practices-teachers-can-learn-from-dungeon-masters","authors":["11107"],"categories":["mindshift_193"],"tags":["mindshift_21211","mindshift_20784","mindshift_1040","mindshift_20790","mindshift_20774","mindshift_943","mindshift_21166","mindshift_20931"],"featImg":"mindshift_55281","label":"mindshift"},"mindshift_51784":{"type":"posts","id":"mindshift_51784","meta":{"index":"posts_1591205157","site":"mindshift","id":"51784","score":null,"sort":[1557731110000]},"guestAuthors":[],"slug":"how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills","title":"How Dungeons & Dragons Can Help Kids Develop Social-Emotional Learning Skills","publishDate":1557731110,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>For many of the kids who arrive at \u003ca href=\"http://www.lihighschool.org/\">LiHigh School\u003c/a> in Vermont, it’s their last chance at school. They have serious behavioral challenges that are difficult to address in traditional settings. LiHigh is a \u003ca href=\"https://www.kqed.org/mindshift/40184/can-self-directed-learning-work-for-underprivileged-children\">democratic school\u003c/a> and emphasizes a therapeutic approach to student learning. It also uses a variety of personal learning strategies to develop curriculum around the students’ passions and interests, including the tabletop role-playing game (RPG), \u003cem>Dungeons & Dragons\u003c/em>. A few years ago one of Kyle Callahan’s students with autism asked if the game could be played in class, and it has since become a cornerstone of the school’s program.\u003c/p>\n\u003cp>“Without a doubt, \u003cem>D&D \u003c/em>has been one of the most successful classes we’ve offered at LiHigh School,\" said Callahan. \"Students love it; staff love it; and it genuinely helps the students achieve their social-emotional goals.”\u003c/p>\n\u003cp>\u003cstrong>Join the Party\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Dungeons & Dragons\u003c/em> is a fundamentally social experience. A team of adventurers, known as a party, are immersed in a pseudo-medieval world of sword-and-sorcery run by the Dungeon Master (“DM” for short), who narrates setting and events and adapts the emerging game to the players’ free actions and decisions. The world of the game is orally constructed and conjured in the imagination with the help of rule books, reference guides, charts, multifaceted dice and maps.\u003c/p>\n\u003cp>Rather than compete, players work together to coordinate their complementary skill sets to problem-solve and overcome diverse challenges. Their co-dependence translates into a sense of belonging and genuine social cohesion.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=2PEt5RdNHNw\u003c/p>\n\u003cp>\"Cooperative games are on the rise right now as I think people are tired of strict competition in every game they play. \u003cem>D&D\u003c/em> is the original cooperative game,” said Dr. Ian Slater, who teaches at York University in Toronto and runs Black Dragon Games, a company that trains novice players and organizes \u003cem>Dungeons & Dragon\u003c/em> campaigns for schools and private events.\u003c/p>\n\u003cp>“\u003cem>D&D\u003c/em> is a class-based system in the sense that your set of usable in-game skills is determined entirely by your class. Since the classes are based on archetypes (e.g. the knight, the wizard, the thief and the priest), the skills vary. As adventuring occurs in a dangerous and dynamic environment where all those skills are needed, for the most part, if you don’t cooperate you die,” said Slater.\u003c/p>\n\u003cp>Callahan claims that while his students play, they collaborate with their classmates, are relieved of loneliness and are granted a safe haven from difficult home lives.\u003c/p>\n\u003cp>“They develop real relationships with the players at the table, and while they can still get annoyed or frustrated with one another to the point where their disorders will sometimes come out, more often than not, they connect with and support one another, sometimes with a kind word and other times with a perfectly placed fireball,” said Callahan.\u003c/p>\n\u003cp>In addition to encouraging students to work together and form social bonds, Callahan and other educators who use \u003cem>Dungeons & Dragons\u003c/em> and similar role-playing games claim that their students acquire and practice a broad range of social and emotional skills.\u003c/p>\n\u003cp>But how does battling a spike-hurling Manticore with an enchanted two-handed axe contribute to a person’s emotional well-being?\u003c/p>\n\u003cfigure id=\"attachment_53558\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-53558 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/DnD-Sarah-Roman-e1557527352420.png\" alt=\"\" width=\"1920\" height=\"1328\">\u003cfigcaption class=\"wp-caption-text\">Sarah Roman's students at Raritan High School learn how to play Dungeons & Dragons. (Courtesy of Sarah Roman) \u003ccite>(Courtesy of Sarah Roman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Real-World Fantasy\u003c/strong>\u003c/p>\n\u003cp>Social-emotional learning (SEL) has become a hot topic in education discourse as \u003ca href=\"https://casel.org/impact/\">a growing body of evidence\u003c/a> finds that self-confidence, self-control, social and self-awareness, empathy and a sense of well-being are predictive of academic success. More importantly, the cultivation of these qualities generally leads to happier and more fulfilling lives. If this is the case, then the traditional educational emphasis on academics to the neglect of SEL seems to be a clear case of placing the cart squarely ahead of the horse.\u003c/p>\n\u003cp>Brian Foglia is the founder of \u003ca href=\"http://www.southjerseysudburyschool.org/\">South Jersey Sudbury School\u003c/a>, which pursues a vision of fostering a non-hierarchical educational community where students design their own curriculum and learn through exploration and play. The school’s student-centered philosophy emphasizes conflict resolution, empathy, self-regulation and open interpersonal communication. Foglia found that including \u003cem>Dungeons & Dragons\u003c/em> in the curriculum has fit well with the school’s emphasis on SEL.\u003c/p>\n\u003cp>“The ability to imagine, design and role-play a character who has a background from an imaginary universe with its own rule context is immensely sophisticated,\" said Foglia. \"Practicing this confers many emotional benefits, including increased empathy skills, negotiation, problem-solving, teamwork and social maneuvering. These are all immensely valuable skills in the adult world, as well as for children.\"\u003c/p>\n\u003cp>https://twitter.com/VoiceOfOBrien/status/1037363232569057282\u003c/p>\n\u003cp>Despite its outward appearance as a frivolous escape from reality, the fantasy genre has profound metaphorical correspondences to the real world. Tolkien’s influential \u003cem>Lord of the Rings\u003c/em>, for example, has been interpreted as symbolically capturing the \u003ca href=\"http://www.bbc.co.uk/guides/zgr9kqt\">horrors he experienced as a soldier in World War I\u003c/a>, as an \u003ca href=\"http://www.theimaginativeconservative.org/2016/05/lord-of-the-rings-allegory.html\">allegory of power\u003c/a>, and as an \u003ca href=\"https://www.telegraph.co.uk/culture/film/film-news/9737923/The-Hobbits-Andy-Serkis-Gollum-is-based-on-addiction.html\">exploration of addiction\u003c/a>. The enchanted settings are veiled representations of universal human experiences and emotional truths.\u003c/p>\n\u003cp>Paradoxically, for kids, the fantasy genre can be both an escape from reality while simultaneously providing an indirect commentary on everyday life. Bullies become dragons, malevolent gods are the feared adults in their lives, and a labyrinthine dungeon filled with puzzles and ghouls become a metaphor for school The fantasy world is sufficiently removed from reality that kids are empowered to tackle difficult subjects at a safe emotional distance. Confronting these challenges, even within the symbolic realm of sword-and-sorcery, may help provide scaffolding to improve emotional awareness and help players operate more confidently in the real world.\u003c/p>\n\u003cp>“I have seen the quietest student in class become the biggest voice at the gaming table. It is heartwarming to watch these students’ confidence grow to such a degree from a game, and a great triumph to see them carry that over into the classroom,” said Houston-area teacher \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">Kade Wells\u003c/a>.\u003c/p>\n\u003cp>A cursory Google search yields pages of stories from adults who credit \u003cem>D&D\u003c/em> for making them more \u003ca href=\"https://ideas.ted.com/how-playing-dungeons-dragons-has-helped-me-be-more-connected-creative-and-compassionate/\">caring and compassionate\u003c/a>, \u003ca href=\"https://thewalrus.ca/send-the-barbarian-in-first/\">better parents\u003c/a>, and even \u003ca href=\"https://www.huffingtonpost.com/levi-a-miles/how-dungeons-dragons-saved-life_b_4735303.html\">saving their lives\u003c/a>. In almost every case, they attribute their best social and emotional qualities to an adolescence spent role-playing with friends in a parallel universe woven by their collective imagination.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=M8Pis2bqcIY\u003c/p>\n\u003cp>\u003cstrong>The Transformative Power of Role-Play\u003c/strong>\u003c/p>\n\u003cp>Assuming a role and experimenting with alternate views, identities and perspectives lies at the heart of how games like \u003cem>Dungeons & Dragons\u003c/em> have the potential to foster SEL skills, including empathy and self-awareness.\u003c/p>\n\u003cp>“Good players must act not according to one’s own disposition but to that of the character, whose experiences are almost certainly totally different,” said Foglia.\u003c/p>\n\u003cp>The characters may be fictional, but playing them requires a cognitive and emotional investment that is rooted in the player’s real psychological life. Students can try on different ways of being, and safely push boundaries that may normally limit them in their day-to-day life.\u003c/p>\n\u003cp>“In a real sense you 'become' the character you play,\" said Slater. \"When your character is threatened with death it gives \u003cem>you\u003c/em> a jolt. In almost every adventure I’ve run someone has died, and you can see the excitement pass through the room. Things get real, real fast.\" Unlike most video games, a character’s death in \u003cem>D&D\u003c/em> is permanent, so the stakes are high.\u003c/p>\n\u003cp>Sarah Roman is a New Jersey public high school teacher who used \u003cem>Dungeon & Dragons\u003c/em> in her English classes and co-founded \u003ca href=\"https://teachingwithdnd.com/\">Teaching with \u003c/a>\u003ca href=\"https://teachingwithdnd.com/\">\u003cem>Dungeons & Dragons\u003c/em>\u003c/a> with Wells. Since incorporating \u003cem>D&D\u003c/em>, she found her students were more willing to help each other, they communicated more diplomatically, and it even brought some of her quieter kids out of their shell. She recalls parents contacting her in gratitude for the changes they had noticed in their children.\u003c/p>\n\u003cp>“\u003cem>D&D\u003c/em> really forces students to become someone else for a little while. We’ve been seeing the role-playing aspect become heavily used in mental health groups, and therapists have been employing role-play as a way to promote empathy, social skills, and resilience. In that vein, we have to remember that teachers also play the role of the therapist from time to time,” said Roman.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=C9zZIZW0gU0\u003c/p>\n\u003cp>Therapy groups like \u003ca href=\"http://gametogrow.org/\">Game to Grow\u003c/a>, \u003ca href=\"http://rpgtherapy.com/wp/\">RPG Therapeutics\u003c/a>, \u003ca href=\"http://www.takethis.org/\">Take This\u003c/a> and the \u003ca href=\"http://www.thebodhanagroup.org/\">Bodhana Group\u003c/a> recognize the benefits of using role-play as a viable course of treatment. They use \u003cem>D&D\u003c/em> and other games to treat a variety of conditions, provide social-emotional support for teens and children, and even help them contend with gender.\u003c/p>\n\u003cp>“I’ve known at least two gamers that regularly played different gender characters, e.g., a male playing a female character,” said Slater. “\u003cem>D&D\u003c/em> allows you to adopt a role, and that can be a powerful tool for self-exploration.”\u003c/p>\n\u003cp>Narrative therapy is another relevant therapeutic approach that encourages patients to rewrite the stories of their lives, a concept related to Maria Laura Ruggiero’s idea of \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">hacking personal narratives\u003c/a>. \u003ca href=\"https://www.nytimes.com/2008/04/28/us/28white.html\">Michael White\u003c/a>, a narrative therapy pioneer, discusses the approach in his 2007 book \u003ca href=\"https://www.amazon.com/Narrative-Practice-Norton-Professional-Hardcover/dp/0393705161\">\u003cem>Maps of Narrative Practice\u003c/em>\u003c/a>: “Effective therapy engages people in the re-authoring of life's compelling plights in ways that arouse curiosity about human possibility and invoke the play of imagination. It opens space for varying perspectives while assisting people to participate fuller and with a stronger voice of authorship in constructing the stories of their lives.”\u003c/p>\n\u003cp>As an active exercise in role-play and collaborative storytelling, \u003cem>Dungeons & Dragons\u003c/em> merges elements of both therapeutic approaches. Players experiment with different identities, and simultaneously enact the skills to reimagine their personal narratives. Furthermore, these ingredients blend within a magic circle of play, an essential element for learning and development championed by celebrated developmental psychologists Jean Piaget and Lev Vygotsky.\u003c/p>\n\u003cp>“Psychological studies are clear that play is the primary means by which humans (and all other mammals) acquire the life skills they need to succeed. Intrinsic motivation preserves and reinforces an ideal brain state for learning, processing, and retaining information. Children naturally want to play-practice those skills which are most valuable to human adults,” said Foglia.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Like so many struggling students, \u003cem>Dungeons & Dragons\u003c/em>’ potential as an educational tool has been limited by how it has been labeled. When seen in a broader light, it emerges as an engaging and dynamic learning artifact that enlists the imagination, role-play, socialization, collaboration and storytelling, all of which act as powerful social-emotional catalysts that can help a child shed their own labels, and learn to tell new stories about themselves.\u003c/p>\n\n","blocks":[],"excerpt":"Playing a cooperative role-playing game like Dungeons & Dragons can have the added benefit of helping kids develop social emotional skills. ","status":"publish","parent":0,"modified":1557731229,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1861},"headData":{"title":"How Dungeons & Dragons Can Help Kids Develop Social-Emotional Learning Skills | KQED","description":"Playing a cooperative role-playing game like Dungeons & Dragons can have the added benefit of helping kids develop social emotional skills. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51784 https://ww2.kqed.org/mindshift/?p=51784","disqusUrl":"https://ww2.kqed.org/mindshift/2019/05/13/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills/","disqusTitle":"How Dungeons & Dragons Can Help Kids Develop Social-Emotional Learning Skills","path":"/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>For many of the kids who arrive at \u003ca href=\"http://www.lihighschool.org/\">LiHigh School\u003c/a> in Vermont, it’s their last chance at school. They have serious behavioral challenges that are difficult to address in traditional settings. LiHigh is a \u003ca href=\"https://www.kqed.org/mindshift/40184/can-self-directed-learning-work-for-underprivileged-children\">democratic school\u003c/a> and emphasizes a therapeutic approach to student learning. It also uses a variety of personal learning strategies to develop curriculum around the students’ passions and interests, including the tabletop role-playing game (RPG), \u003cem>Dungeons & Dragons\u003c/em>. A few years ago one of Kyle Callahan’s students with autism asked if the game could be played in class, and it has since become a cornerstone of the school’s program.\u003c/p>\n\u003cp>“Without a doubt, \u003cem>D&D \u003c/em>has been one of the most successful classes we’ve offered at LiHigh School,\" said Callahan. \"Students love it; staff love it; and it genuinely helps the students achieve their social-emotional goals.”\u003c/p>\n\u003cp>\u003cstrong>Join the Party\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Dungeons & Dragons\u003c/em> is a fundamentally social experience. A team of adventurers, known as a party, are immersed in a pseudo-medieval world of sword-and-sorcery run by the Dungeon Master (“DM” for short), who narrates setting and events and adapts the emerging game to the players’ free actions and decisions. The world of the game is orally constructed and conjured in the imagination with the help of rule books, reference guides, charts, multifaceted dice and maps.\u003c/p>\n\u003cp>Rather than compete, players work together to coordinate their complementary skill sets to problem-solve and overcome diverse challenges. Their co-dependence translates into a sense of belonging and genuine social cohesion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/2PEt5RdNHNw'\n title='//www.youtube.com/embed/2PEt5RdNHNw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\"Cooperative games are on the rise right now as I think people are tired of strict competition in every game they play. \u003cem>D&D\u003c/em> is the original cooperative game,” said Dr. Ian Slater, who teaches at York University in Toronto and runs Black Dragon Games, a company that trains novice players and organizes \u003cem>Dungeons & Dragon\u003c/em> campaigns for schools and private events.\u003c/p>\n\u003cp>“\u003cem>D&D\u003c/em> is a class-based system in the sense that your set of usable in-game skills is determined entirely by your class. Since the classes are based on archetypes (e.g. the knight, the wizard, the thief and the priest), the skills vary. As adventuring occurs in a dangerous and dynamic environment where all those skills are needed, for the most part, if you don’t cooperate you die,” said Slater.\u003c/p>\n\u003cp>Callahan claims that while his students play, they collaborate with their classmates, are relieved of loneliness and are granted a safe haven from difficult home lives.\u003c/p>\n\u003cp>“They develop real relationships with the players at the table, and while they can still get annoyed or frustrated with one another to the point where their disorders will sometimes come out, more often than not, they connect with and support one another, sometimes with a kind word and other times with a perfectly placed fireball,” said Callahan.\u003c/p>\n\u003cp>In addition to encouraging students to work together and form social bonds, Callahan and other educators who use \u003cem>Dungeons & Dragons\u003c/em> and similar role-playing games claim that their students acquire and practice a broad range of social and emotional skills.\u003c/p>\n\u003cp>But how does battling a spike-hurling Manticore with an enchanted two-handed axe contribute to a person’s emotional well-being?\u003c/p>\n\u003cfigure id=\"attachment_53558\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-53558 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/DnD-Sarah-Roman-e1557527352420.png\" alt=\"\" width=\"1920\" height=\"1328\">\u003cfigcaption class=\"wp-caption-text\">Sarah Roman's students at Raritan High School learn how to play Dungeons & Dragons. (Courtesy of Sarah Roman) \u003ccite>(Courtesy of Sarah Roman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Real-World Fantasy\u003c/strong>\u003c/p>\n\u003cp>Social-emotional learning (SEL) has become a hot topic in education discourse as \u003ca href=\"https://casel.org/impact/\">a growing body of evidence\u003c/a> finds that self-confidence, self-control, social and self-awareness, empathy and a sense of well-being are predictive of academic success. More importantly, the cultivation of these qualities generally leads to happier and more fulfilling lives. If this is the case, then the traditional educational emphasis on academics to the neglect of SEL seems to be a clear case of placing the cart squarely ahead of the horse.\u003c/p>\n\u003cp>Brian Foglia is the founder of \u003ca href=\"http://www.southjerseysudburyschool.org/\">South Jersey Sudbury School\u003c/a>, which pursues a vision of fostering a non-hierarchical educational community where students design their own curriculum and learn through exploration and play. The school’s student-centered philosophy emphasizes conflict resolution, empathy, self-regulation and open interpersonal communication. Foglia found that including \u003cem>Dungeons & Dragons\u003c/em> in the curriculum has fit well with the school’s emphasis on SEL.\u003c/p>\n\u003cp>“The ability to imagine, design and role-play a character who has a background from an imaginary universe with its own rule context is immensely sophisticated,\" said Foglia. \"Practicing this confers many emotional benefits, including increased empathy skills, negotiation, problem-solving, teamwork and social maneuvering. These are all immensely valuable skills in the adult world, as well as for children.\"\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1037363232569057282"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Despite its outward appearance as a frivolous escape from reality, the fantasy genre has profound metaphorical correspondences to the real world. Tolkien’s influential \u003cem>Lord of the Rings\u003c/em>, for example, has been interpreted as symbolically capturing the \u003ca href=\"http://www.bbc.co.uk/guides/zgr9kqt\">horrors he experienced as a soldier in World War I\u003c/a>, as an \u003ca href=\"http://www.theimaginativeconservative.org/2016/05/lord-of-the-rings-allegory.html\">allegory of power\u003c/a>, and as an \u003ca href=\"https://www.telegraph.co.uk/culture/film/film-news/9737923/The-Hobbits-Andy-Serkis-Gollum-is-based-on-addiction.html\">exploration of addiction\u003c/a>. The enchanted settings are veiled representations of universal human experiences and emotional truths.\u003c/p>\n\u003cp>Paradoxically, for kids, the fantasy genre can be both an escape from reality while simultaneously providing an indirect commentary on everyday life. Bullies become dragons, malevolent gods are the feared adults in their lives, and a labyrinthine dungeon filled with puzzles and ghouls become a metaphor for school The fantasy world is sufficiently removed from reality that kids are empowered to tackle difficult subjects at a safe emotional distance. Confronting these challenges, even within the symbolic realm of sword-and-sorcery, may help provide scaffolding to improve emotional awareness and help players operate more confidently in the real world.\u003c/p>\n\u003cp>“I have seen the quietest student in class become the biggest voice at the gaming table. It is heartwarming to watch these students’ confidence grow to such a degree from a game, and a great triumph to see them carry that over into the classroom,” said Houston-area teacher \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">Kade Wells\u003c/a>.\u003c/p>\n\u003cp>A cursory Google search yields pages of stories from adults who credit \u003cem>D&D\u003c/em> for making them more \u003ca href=\"https://ideas.ted.com/how-playing-dungeons-dragons-has-helped-me-be-more-connected-creative-and-compassionate/\">caring and compassionate\u003c/a>, \u003ca href=\"https://thewalrus.ca/send-the-barbarian-in-first/\">better parents\u003c/a>, and even \u003ca href=\"https://www.huffingtonpost.com/levi-a-miles/how-dungeons-dragons-saved-life_b_4735303.html\">saving their lives\u003c/a>. In almost every case, they attribute their best social and emotional qualities to an adolescence spent role-playing with friends in a parallel universe woven by their collective imagination.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/M8Pis2bqcIY'\n title='//www.youtube.com/embed/M8Pis2bqcIY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>The Transformative Power of Role-Play\u003c/strong>\u003c/p>\n\u003cp>Assuming a role and experimenting with alternate views, identities and perspectives lies at the heart of how games like \u003cem>Dungeons & Dragons\u003c/em> have the potential to foster SEL skills, including empathy and self-awareness.\u003c/p>\n\u003cp>“Good players must act not according to one’s own disposition but to that of the character, whose experiences are almost certainly totally different,” said Foglia.\u003c/p>\n\u003cp>The characters may be fictional, but playing them requires a cognitive and emotional investment that is rooted in the player’s real psychological life. Students can try on different ways of being, and safely push boundaries that may normally limit them in their day-to-day life.\u003c/p>\n\u003cp>“In a real sense you 'become' the character you play,\" said Slater. \"When your character is threatened with death it gives \u003cem>you\u003c/em> a jolt. In almost every adventure I’ve run someone has died, and you can see the excitement pass through the room. Things get real, real fast.\" Unlike most video games, a character’s death in \u003cem>D&D\u003c/em> is permanent, so the stakes are high.\u003c/p>\n\u003cp>Sarah Roman is a New Jersey public high school teacher who used \u003cem>Dungeon & Dragons\u003c/em> in her English classes and co-founded \u003ca href=\"https://teachingwithdnd.com/\">Teaching with \u003c/a>\u003ca href=\"https://teachingwithdnd.com/\">\u003cem>Dungeons & Dragons\u003c/em>\u003c/a> with Wells. Since incorporating \u003cem>D&D\u003c/em>, she found her students were more willing to help each other, they communicated more diplomatically, and it even brought some of her quieter kids out of their shell. She recalls parents contacting her in gratitude for the changes they had noticed in their children.\u003c/p>\n\u003cp>“\u003cem>D&D\u003c/em> really forces students to become someone else for a little while. We’ve been seeing the role-playing aspect become heavily used in mental health groups, and therapists have been employing role-play as a way to promote empathy, social skills, and resilience. In that vein, we have to remember that teachers also play the role of the therapist from time to time,” said Roman.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/C9zZIZW0gU0'\n title='//www.youtube.com/embed/C9zZIZW0gU0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Therapy groups like \u003ca href=\"http://gametogrow.org/\">Game to Grow\u003c/a>, \u003ca href=\"http://rpgtherapy.com/wp/\">RPG Therapeutics\u003c/a>, \u003ca href=\"http://www.takethis.org/\">Take This\u003c/a> and the \u003ca href=\"http://www.thebodhanagroup.org/\">Bodhana Group\u003c/a> recognize the benefits of using role-play as a viable course of treatment. They use \u003cem>D&D\u003c/em> and other games to treat a variety of conditions, provide social-emotional support for teens and children, and even help them contend with gender.\u003c/p>\n\u003cp>“I’ve known at least two gamers that regularly played different gender characters, e.g., a male playing a female character,” said Slater. “\u003cem>D&D\u003c/em> allows you to adopt a role, and that can be a powerful tool for self-exploration.”\u003c/p>\n\u003cp>Narrative therapy is another relevant therapeutic approach that encourages patients to rewrite the stories of their lives, a concept related to Maria Laura Ruggiero’s idea of \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">hacking personal narratives\u003c/a>. \u003ca href=\"https://www.nytimes.com/2008/04/28/us/28white.html\">Michael White\u003c/a>, a narrative therapy pioneer, discusses the approach in his 2007 book \u003ca href=\"https://www.amazon.com/Narrative-Practice-Norton-Professional-Hardcover/dp/0393705161\">\u003cem>Maps of Narrative Practice\u003c/em>\u003c/a>: “Effective therapy engages people in the re-authoring of life's compelling plights in ways that arouse curiosity about human possibility and invoke the play of imagination. It opens space for varying perspectives while assisting people to participate fuller and with a stronger voice of authorship in constructing the stories of their lives.”\u003c/p>\n\u003cp>As an active exercise in role-play and collaborative storytelling, \u003cem>Dungeons & Dragons\u003c/em> merges elements of both therapeutic approaches. Players experiment with different identities, and simultaneously enact the skills to reimagine their personal narratives. Furthermore, these ingredients blend within a magic circle of play, an essential element for learning and development championed by celebrated developmental psychologists Jean Piaget and Lev Vygotsky.\u003c/p>\n\u003cp>“Psychological studies are clear that play is the primary means by which humans (and all other mammals) acquire the life skills they need to succeed. Intrinsic motivation preserves and reinforces an ideal brain state for learning, processing, and retaining information. Children naturally want to play-practice those skills which are most valuable to human adults,” said Foglia.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Like so many struggling students, \u003cem>Dungeons & Dragons\u003c/em>’ potential as an educational tool has been limited by how it has been labeled. When seen in a broader light, it emerges as an engaging and dynamic learning artifact that enlists the imagination, role-play, socialization, collaboration and storytelling, all of which act as powerful social-emotional catalysts that can help a child shed their own labels, and learn to tell new stories about themselves.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills","authors":["11107"],"categories":["mindshift_193"],"tags":["mindshift_21211","mindshift_20784","mindshift_1040","mindshift_20865","mindshift_20774","mindshift_943","mindshift_20931"],"featImg":"mindshift_53649","label":"mindshift"},"mindshift_53071":{"type":"posts","id":"mindshift_53071","meta":{"index":"posts_1591205157","site":"mindshift","id":"53071","score":null,"sort":[1550650107000]},"guestAuthors":[],"slug":"how-schools-spark-excitement-for-learning-with-role-playing-games","title":"How Schools Spark Excitement for Learning with Role Playing and Games","publishDate":1550650107,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Michael Matera’s students don’t merely learn about medieval Europe, they live it. Albeit, with a few monsters and enchanted items thrown in the mix.\u003c/p>\n\u003cp>The Milwaukee teacher’s Grade 6 history class is an ongoing role-playing game called \u003ca href=\"http://realmofnobles.com/\">Realm of Nobles\u003c/a>, where students join guilds, earn achievements, make trades and wage the occasional epic battle in an imaginary medieval kingdom. Matera has played the game for years, and maintains that the fusion of history, fantasy, narrative and role-play is an effective formula to engage students in learning.\u003c/p>\n\u003cp>“The excitement and the pride in their accomplishments are all through the roof. I love seeing kids gaining real-world skills, taking risks and learning from defeat in this gamified class,” said Matera, who wrote \u003cem>\u003ca href=\"https://www.amazon.com/Explore-Like-Pirate-Gamification-Game-Inspired/dp/0986155500\">Explore Like a Pirate: Gamification and Game-Inspired Course Design to Engage, Enrich and Elevate Your Learners\u003c/a>,\u003c/em> a manual for teachers who aspire to design their classes as games.\u003c/p>\n\u003cp>A growing number of educators like Matera are remodeling their classes by fusing game elements to their instructional environments. But, does switching grades for experience points and homework for quests amount only to cosmetic surgery? Is school merely being “reskinned” with a new paint job without fundamentally altering the age-old classroom rituals?\u003c/p>\n\u003cp>\u003cstrong>The Rise of the EduLARP\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The use of simulations and role-play in education is not a recent development. Model United Nations, historical re-enactments, mock trials and other types of dramatic simulations have been in the teacher toolbox for decades. What is new, however, is that the simulation is packaged as a game and sustained for an extended period, often spanning the entire school year.\u003c/p>\n\u003cp>This particular union of role-play, narrative, and game owes no small debt to \u003cem>Dungeons & Dragons\u003c/em>, the classic role-playing game (RPG) that is enjoying a \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">recent resurgence\u003c/a>. \u003cem>D&D\u003c/em> pioneered and popularized an array of RPG conventions that are now video game and tabletop staples, like experience points (XP), levels, loot, character classes and boss fights.\u003c/p>\n\u003cp>In the mid-'70s some eager \u003cem>D&D\u003c/em> fans donned armor, weapons, gowns and cloaks, and transplanted RPG elements to the real world in the form of live-action role-play, or LARPs. Players stay in character as they interact and battle in elaborate adventures set in real-life forests and fields that evoke medieval fantasy. The popularity of LARPs in Scandinavia inspired a pair of Danish educators to open the \u003ca href=\"https://osterskov.dk/in-english/\">Østerskov School\u003c/a> that teaches with \u003ca href=\"https://nordiclarp.org/2015/03/04/learning-by-playing-larp-as-a-teaching-method/\">edularps\u003c/a>. Today, edularps are found in schools in Sweden, Finland and Denmark, and even some \u003ca href=\"http://www.lihighschool.org/2018/07/25/larping-with-lihigh/\">U.S. schools\u003c/a> have jumped into the fray.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=OrltkfHwZ70\u003c/p>\n\u003cp>Sanne Harder, a game designer and educator who worked at the Østerskov School, thinks that edularps are not only a fun way to learn, but also a better way to learn.\u003c/p>\n\u003cp>“When I choose to use role-play as a means of teaching, it is because it is an excellent way of organizing teaching, not because the hobby appeals to its fans,” wrote Harder. “In the 21st century, being a teacher is not about teaching pupils facts, it is about helping them internalize knowledge, skills, and competencies.”\u003c/p>\n\u003cp>Sarah Lynne Bowman and Anne Standiford conducted a \u003ca href=\"http://ijrp.subcultures.nl/wp-content/uploads/2016/12/IJRP-5-Bowman-and-Standiford.pdf\">2016 mixed methods study\u003c/a> of edularps at an L.A. charter school and found that they encouraged “greater motivation, engagement, interaction with peers, collaboration, and comprehension of material,” which is promising, but the area is new and the research nascent.\u003c/p>\n\u003cp>\u003cstrong>Choosing a Road to Victory\u003c/strong>\u003c/p>\n\u003cp>Edularps, and other class-as-game variants like alternate reality games (ARGs), pervasive games and gamified class, are popping up in \u003ca href=\"https://www.kqed.org/mindshift/37884/how-students-can-channel-the-odyssey-into-an-alternate-reality-epic\">schools\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/40025/how-games-can-be-used-to-teach-college-level-chinese\">universities\u003c/a> and even \u003ca href=\"https://www.kqed.org/mindshift/47914/how-a-sword-and-sorcery-camp-uses-immersive-role-play-to-teach-steam\">camps\u003c/a> across North America. While the sword-and-sorcery motif remains prevalent, some educators have diversified into themes and settings that better fit their learning goals.\u003c/p>\n\u003cp>While still a high school science teacher, University of Connecticut assistant professor Stephen Slota designed a unit-length game to teach human reproduction and sexually transmitted diseases. “The students worked in teams of three to control a character avatar in a fictitious village, and their goal was to engage in an epidemiological study of the area by investigating locales and speaking to non-player characters as enacted by the instructor,” said Slota, who edited \u003ca href=\"https://www.amazon.com/Exploding-Castle-Psychological-Perspectives-Contemporary/dp/1681239353\">\u003cem>Exploding the Castle: Rethinking How Video Games & Game Mechanics Can Shape The Future Of Education\u003c/em>\u003c/a>, a collection of game-based learning essays.\u003c/p>\n\u003cp>Slota has since developed half a dozen class-as-games for subjects as far-flung as education technology, Latin, psychology and biology. Matera also sets one of his games during the Cold War, and the edularps at the Østerskov School involve a wide range of themes and settings.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=gGbltSuAcqE\u003c/p>\n\u003cp>The games tend to be flexible and students are able to alter the unfolding experience through the choices they make. This freedom to shape their circumstances and the accompanying sense of agency is a big part of what engages them in learning.\u003c/p>\n\u003cp>“I’ve found — both anecdotally and in my research — that freedom to push and pull at the game’s narrative and ruleset provides students with a sense of greater personal ownership, and therefore greater depth of knowledge about content than usually accompanies schoolwork,” said Slota.\u003c/p>\n\u003cp>Matera also stresses the importance of student agency, and feels that it marks a significant departure from typical classroom dynamics.\u003c/p>\n\u003cp>“Games have clear objects, but no one set path to that victory. This is where strategy comes into play. An RPG, as with many well-designed games, allows for the players to create their own path to victory,” said Matera. “This level of customization and personalization feels different than traditional school because it is different. Students have an opportunity to create their own experience within the game. They earn badges, items and power-ups that allow them to have a unique game characters. This leads to endless strategies, trades and allegiances to help successfully make it through the Realm.”\u003c/p>\n\u003cp>Houston-area teacher Kade Wells also personalizes his class by using a \u003cem>D&D\u003c/em>-style character class system. He gives his students a basic personality test and, based on the results, assigns them one of four roles designed to support classroom management.\u003c/p>\n\u003cp>“\u003cem>Protectors\u003c/em> keep the peace and manage group outbursts; \u003cem>Initiators\u003c/em> get things ready and help to get materials, sharpen pencils and put things away; \u003cem>Diplomats\u003c/em> help group members and facilitate all processes and are ultimately responsible for the group’s behavior; \u003cem>Sages\u003c/em> keep the records, help with attendance, make sure that things are orderly and accounted for,” said Wells, who has found the class system empowers his students to self-regulate and take greater ownership of their environment.\u003c/p>\n\u003cp>\u003cstrong>There’s an App for That\u003c/strong>\u003c/p>\n\u003cp>Matera, Slota and Wells design their games from scratch, cannibalizing a pastiche of web applications, pen-and-paper elements, learning management systems, Google apps, spreadsheets and any other available tools that they can bend to their playful purposes. But teachers who don’t have the time, confidence or knowledge to dive into the DIY approach can turn to commercial software designed to help educators run their classes as games.\u003c/p>\n\u003cp>Rezzly’s \u003ca href=\"https://portal.3dgamelab.org/users/sign_in\">3D GameLab\u003c/a>, the University of Michigan’s \u003ca href=\"https://www.gradecraft.com/\">GradeCraft\u003c/a>, NEXED’s \u003ca href=\"https://answerables.com/\">Answerables\u003c/a> and \u003ca href=\"https://www.classcraft.com/gamification/\">Classcraft\u003c/a> are gameful learning management systems that have tapped into the class-as-game zeitgeist to help educators keep track of quests, levels, experience points, badges and other game features.\u003c/p>\n\u003cp>“They will do anything for XP [experience points] and GP [gold pieces] to level up their avatar,” said Carrie Casey, a Wisconsin middle-school science teacher who uses Classcraft. “I have seen some of my students who will not hand in work — work hard to get their work in for me so they get XP and do not disappoint their team.”\u003c/p>\n\u003cp>It has also helped Casey reach some challenging students: “I have connected to them through gaming where no other teacher has connected to them that year.”\u003c/p>\n\u003cp>Canadian teacher Justin Matheson says that his Grade 6 students loved the sword-and-sorcery motif, and he credits Classcraft’s video game qualities for fostering perseverance. “With video games, people get to a point where things become increasingly difficult and they experience repeated failure. Then, you are encouraged to try again and again, and to seek help through outside resources to find success. This is the most notable benefit that I have seen in my class. My students see difficulties as speed bumps instead of roadblocks.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Grafting \u003cem>Dungeons & Dragons\u003c/em>-style RPG elements to classrooms can have an effect that delves much deeper than mere optics. Games and classes are both systems that operate with rules. When the rules that typically govern the class are hacked by the rules of the game, a fundamental shift can take place. Games offer a valuable palette of functions and features that can be creatively repurposed to rewrite some of education’s more problematic operations. Educators who are not satisfied with business as usual can tap into the power of play and design the change they want to see.\u003c/p>\n\n","blocks":[],"excerpt":"Game savvy teachers are giving kids the ability to play in teams and set out for conquests through role-playing games. Through the gameplay, kids create meaningful learning experiences with another, both socially and academically. ","status":"publish","parent":0,"modified":1550650426,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1553},"headData":{"title":"How Schools Spark Excitement for Learning with Role Playing and Games | KQED","description":"Game savvy teachers are giving kids the ability to play in teams and set out for conquests through role-playing games. Through the gameplay, kids create meaningful learning experiences with another, both socially and academically. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53071 https://ww2.kqed.org/mindshift/?p=53071","disqusUrl":"https://ww2.kqed.org/mindshift/2019/02/20/how-schools-spark-excitement-for-learning-with-role-playing-games/","disqusTitle":"How Schools Spark Excitement for Learning with Role Playing and Games","path":"/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Michael Matera’s students don’t merely learn about medieval Europe, they live it. Albeit, with a few monsters and enchanted items thrown in the mix.\u003c/p>\n\u003cp>The Milwaukee teacher’s Grade 6 history class is an ongoing role-playing game called \u003ca href=\"http://realmofnobles.com/\">Realm of Nobles\u003c/a>, where students join guilds, earn achievements, make trades and wage the occasional epic battle in an imaginary medieval kingdom. Matera has played the game for years, and maintains that the fusion of history, fantasy, narrative and role-play is an effective formula to engage students in learning.\u003c/p>\n\u003cp>“The excitement and the pride in their accomplishments are all through the roof. I love seeing kids gaining real-world skills, taking risks and learning from defeat in this gamified class,” said Matera, who wrote \u003cem>\u003ca href=\"https://www.amazon.com/Explore-Like-Pirate-Gamification-Game-Inspired/dp/0986155500\">Explore Like a Pirate: Gamification and Game-Inspired Course Design to Engage, Enrich and Elevate Your Learners\u003c/a>,\u003c/em> a manual for teachers who aspire to design their classes as games.\u003c/p>\n\u003cp>A growing number of educators like Matera are remodeling their classes by fusing game elements to their instructional environments. But, does switching grades for experience points and homework for quests amount only to cosmetic surgery? Is school merely being “reskinned” with a new paint job without fundamentally altering the age-old classroom rituals?\u003c/p>\n\u003cp>\u003cstrong>The Rise of the EduLARP\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The use of simulations and role-play in education is not a recent development. Model United Nations, historical re-enactments, mock trials and other types of dramatic simulations have been in the teacher toolbox for decades. What is new, however, is that the simulation is packaged as a game and sustained for an extended period, often spanning the entire school year.\u003c/p>\n\u003cp>This particular union of role-play, narrative, and game owes no small debt to \u003cem>Dungeons & Dragons\u003c/em>, the classic role-playing game (RPG) that is enjoying a \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">recent resurgence\u003c/a>. \u003cem>D&D\u003c/em> pioneered and popularized an array of RPG conventions that are now video game and tabletop staples, like experience points (XP), levels, loot, character classes and boss fights.\u003c/p>\n\u003cp>In the mid-'70s some eager \u003cem>D&D\u003c/em> fans donned armor, weapons, gowns and cloaks, and transplanted RPG elements to the real world in the form of live-action role-play, or LARPs. Players stay in character as they interact and battle in elaborate adventures set in real-life forests and fields that evoke medieval fantasy. The popularity of LARPs in Scandinavia inspired a pair of Danish educators to open the \u003ca href=\"https://osterskov.dk/in-english/\">Østerskov School\u003c/a> that teaches with \u003ca href=\"https://nordiclarp.org/2015/03/04/learning-by-playing-larp-as-a-teaching-method/\">edularps\u003c/a>. Today, edularps are found in schools in Sweden, Finland and Denmark, and even some \u003ca href=\"http://www.lihighschool.org/2018/07/25/larping-with-lihigh/\">U.S. schools\u003c/a> have jumped into the fray.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/OrltkfHwZ70'\n title='//www.youtube.com/embed/OrltkfHwZ70'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Sanne Harder, a game designer and educator who worked at the Østerskov School, thinks that edularps are not only a fun way to learn, but also a better way to learn.\u003c/p>\n\u003cp>“When I choose to use role-play as a means of teaching, it is because it is an excellent way of organizing teaching, not because the hobby appeals to its fans,” wrote Harder. “In the 21st century, being a teacher is not about teaching pupils facts, it is about helping them internalize knowledge, skills, and competencies.”\u003c/p>\n\u003cp>Sarah Lynne Bowman and Anne Standiford conducted a \u003ca href=\"http://ijrp.subcultures.nl/wp-content/uploads/2016/12/IJRP-5-Bowman-and-Standiford.pdf\">2016 mixed methods study\u003c/a> of edularps at an L.A. charter school and found that they encouraged “greater motivation, engagement, interaction with peers, collaboration, and comprehension of material,” which is promising, but the area is new and the research nascent.\u003c/p>\n\u003cp>\u003cstrong>Choosing a Road to Victory\u003c/strong>\u003c/p>\n\u003cp>Edularps, and other class-as-game variants like alternate reality games (ARGs), pervasive games and gamified class, are popping up in \u003ca href=\"https://www.kqed.org/mindshift/37884/how-students-can-channel-the-odyssey-into-an-alternate-reality-epic\">schools\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/40025/how-games-can-be-used-to-teach-college-level-chinese\">universities\u003c/a> and even \u003ca href=\"https://www.kqed.org/mindshift/47914/how-a-sword-and-sorcery-camp-uses-immersive-role-play-to-teach-steam\">camps\u003c/a> across North America. While the sword-and-sorcery motif remains prevalent, some educators have diversified into themes and settings that better fit their learning goals.\u003c/p>\n\u003cp>While still a high school science teacher, University of Connecticut assistant professor Stephen Slota designed a unit-length game to teach human reproduction and sexually transmitted diseases. “The students worked in teams of three to control a character avatar in a fictitious village, and their goal was to engage in an epidemiological study of the area by investigating locales and speaking to non-player characters as enacted by the instructor,” said Slota, who edited \u003ca href=\"https://www.amazon.com/Exploding-Castle-Psychological-Perspectives-Contemporary/dp/1681239353\">\u003cem>Exploding the Castle: Rethinking How Video Games & Game Mechanics Can Shape The Future Of Education\u003c/em>\u003c/a>, a collection of game-based learning essays.\u003c/p>\n\u003cp>Slota has since developed half a dozen class-as-games for subjects as far-flung as education technology, Latin, psychology and biology. Matera also sets one of his games during the Cold War, and the edularps at the Østerskov School involve a wide range of themes and settings.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/gGbltSuAcqE'\n title='//www.youtube.com/embed/gGbltSuAcqE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>The games tend to be flexible and students are able to alter the unfolding experience through the choices they make. This freedom to shape their circumstances and the accompanying sense of agency is a big part of what engages them in learning.\u003c/p>\n\u003cp>“I’ve found — both anecdotally and in my research — that freedom to push and pull at the game’s narrative and ruleset provides students with a sense of greater personal ownership, and therefore greater depth of knowledge about content than usually accompanies schoolwork,” said Slota.\u003c/p>\n\u003cp>Matera also stresses the importance of student agency, and feels that it marks a significant departure from typical classroom dynamics.\u003c/p>\n\u003cp>“Games have clear objects, but no one set path to that victory. This is where strategy comes into play. An RPG, as with many well-designed games, allows for the players to create their own path to victory,” said Matera. “This level of customization and personalization feels different than traditional school because it is different. Students have an opportunity to create their own experience within the game. They earn badges, items and power-ups that allow them to have a unique game characters. This leads to endless strategies, trades and allegiances to help successfully make it through the Realm.”\u003c/p>\n\u003cp>Houston-area teacher Kade Wells also personalizes his class by using a \u003cem>D&D\u003c/em>-style character class system. He gives his students a basic personality test and, based on the results, assigns them one of four roles designed to support classroom management.\u003c/p>\n\u003cp>“\u003cem>Protectors\u003c/em> keep the peace and manage group outbursts; \u003cem>Initiators\u003c/em> get things ready and help to get materials, sharpen pencils and put things away; \u003cem>Diplomats\u003c/em> help group members and facilitate all processes and are ultimately responsible for the group’s behavior; \u003cem>Sages\u003c/em> keep the records, help with attendance, make sure that things are orderly and accounted for,” said Wells, who has found the class system empowers his students to self-regulate and take greater ownership of their environment.\u003c/p>\n\u003cp>\u003cstrong>There’s an App for That\u003c/strong>\u003c/p>\n\u003cp>Matera, Slota and Wells design their games from scratch, cannibalizing a pastiche of web applications, pen-and-paper elements, learning management systems, Google apps, spreadsheets and any other available tools that they can bend to their playful purposes. But teachers who don’t have the time, confidence or knowledge to dive into the DIY approach can turn to commercial software designed to help educators run their classes as games.\u003c/p>\n\u003cp>Rezzly’s \u003ca href=\"https://portal.3dgamelab.org/users/sign_in\">3D GameLab\u003c/a>, the University of Michigan’s \u003ca href=\"https://www.gradecraft.com/\">GradeCraft\u003c/a>, NEXED’s \u003ca href=\"https://answerables.com/\">Answerables\u003c/a> and \u003ca href=\"https://www.classcraft.com/gamification/\">Classcraft\u003c/a> are gameful learning management systems that have tapped into the class-as-game zeitgeist to help educators keep track of quests, levels, experience points, badges and other game features.\u003c/p>\n\u003cp>“They will do anything for XP [experience points] and GP [gold pieces] to level up their avatar,” said Carrie Casey, a Wisconsin middle-school science teacher who uses Classcraft. “I have seen some of my students who will not hand in work — work hard to get their work in for me so they get XP and do not disappoint their team.”\u003c/p>\n\u003cp>It has also helped Casey reach some challenging students: “I have connected to them through gaming where no other teacher has connected to them that year.”\u003c/p>\n\u003cp>Canadian teacher Justin Matheson says that his Grade 6 students loved the sword-and-sorcery motif, and he credits Classcraft’s video game qualities for fostering perseverance. “With video games, people get to a point where things become increasingly difficult and they experience repeated failure. Then, you are encouraged to try again and again, and to seek help through outside resources to find success. This is the most notable benefit that I have seen in my class. My students see difficulties as speed bumps instead of roadblocks.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Grafting \u003cem>Dungeons & Dragons\u003c/em>-style RPG elements to classrooms can have an effect that delves much deeper than mere optics. Games and classes are both systems that operate with rules. When the rules that typically govern the class are hacked by the rules of the game, a fundamental shift can take place. Games offer a valuable palette of functions and features that can be creatively repurposed to rewrite some of education’s more problematic operations. Educators who are not satisfied with business as usual can tap into the power of play and design the change they want to see.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games","authors":["11107"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20711","mindshift_20784","mindshift_1040","mindshift_548","mindshift_478","mindshift_21084","mindshift_20774","mindshift_943","mindshift_20931"],"featImg":"mindshift_53085","label":"mindshift"},"mindshift_51787":{"type":"posts","id":"mindshift_51787","meta":{"index":"posts_1591205157","site":"mindshift","id":"51787","score":null,"sort":[1539066703000]},"guestAuthors":[],"slug":"leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write","title":"Leveraging the Lore of 'Dungeons & Dragons' to Motivate Students to Read and Write ","publishDate":1539066703,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Some parents and teachers despair as they witness the \u003ca href=\"https://www.newyorker.com/culture/cultural-comment/books-smell-like-old-people-the-decline-of-teen-reading\">erosion of sustained reading\u003c/a>, particularly fiction, with today’s screen-obsessed youth. Whether this genuinely heralds an intellectual Armageddon, or merely marks \u003ca href=\"https://link.springer.com/chapter/10.1057/9781137429704_12\">a benign transition into a new phase\u003c/a> of the life of the mind, remains to be seen. Whatever the future holds, those who wage a pitched battle under the standard of literacy may find a valuable ally in an \u003ca href=\"http://www.bbc.com/news/magazine-26328105\">old nemesis\u003c/a>.\u003c/p>\n\u003cp>“\u003cem>Dungeons & Dragons\u003c/em> is a gateway drug to reading,” said York University professor Ian Slater, who runs \u003ca href=\"http://www.blackdragongames.ca/\">\u003cem>Dungeons & Dragons\u003c/em>\u003c/a>\u003ca href=\"http://www.blackdragongames.ca/\"> campaigns for schools and events\u003c/a>. “Children who do not read regularly or read for pleasure will start reading the gaming books almost as soon as they sit down, and they carry that outside of the game.”\u003c/p>\n\u003cp>Worldbuilding is no small task, and there are literally thousands of physical and online pages dedicated to the nuances and minutia of bringing the encyclopedic \u003cem>Dungeons & Dragons \u003c/em>universe to life. Once kids are bitten by the bug, they spend hours pouring over the reference guides, web pages and forums, and some even turn to fantasy novels. They often don’t realize that an unintended consequence of their game play is that they become better readers and writers. This, however, has not been lost on many parents and educators.\u003c/p>\n\u003cfigure id=\"attachment_52303\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-52303 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1200x675.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-520x293.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86.jpg 1248w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Game pieces \u003ccite>(Courtesy of Sarah Roman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>The Magic of Motivation\u003c/strong>\u003c/p>\n\u003cp>“The most impactful thing about using \u003cem>D&D\u003c/em> as a literacy tool is that the information has to be synthesized, meaning they have to glean out of the reading what is necessary to make a character act in the imaginary world,\" said Texas teacher Kade Wells, who uses \u003cem>Dungeons & Dragons\u003c/em> with his students. \"Kids read the information intrinsically because the success (and power) of their character is directly linked to what they can find in a book. No child wants an ineffective character.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students who play are intrinsically motivated to exercise a host of complex and interwoven literacy skills, which they may be more reluctant to practice without the incentive of the game. Alexandra Carter, who incorporated a modified version of \u003cem>Dungeons & Dragons\u003c/em> with a primary class, reported her students were similarly incentivized.\u003c/p>\n\u003cp>“Students willingly used and further developed their reading and writing skills while creating stories, narratives and presentations for the project,” wrote Carter in a \u003ca href=\"https://www.researchgate.net/publication/290614869_Using_Dungeons_and_Dragons_to_Integrate_Curricula_in_an_Elementary_Classroom\">paper\u003c/a> describing her use of \u003cem>D&D\u003c/em> in a Grade 3 classroom. “The students struggling in these areas academically enthusiastically poured through books and took careful notes. They felt invested in what they were doing and were excited about the goal-oriented work they were producing. One student reflected on his progress in reading and said that he ‘felt like he was actually reading for something,’ rather than ‘having to read.’ ”\u003c/p>\n\u003cp>In these cases, kids are inspired to read to better participate and perform in the game, but New Jersey educator Sarah Roman used the game as a lure to immerse her students in the classics.\u003c/p>\n\u003cfigure id=\"attachment_52305\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52305\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg\" alt=\"\" width=\"640\" height=\"960\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1180x1770.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-960x1440.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-240x360.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-375x563.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-520x780.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k.jpg 1365w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Sarah Roman teaching students how to play. \u003ccite>(New Jersey Education Association)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A high school English teacher, Roman adapted \u003cem>D&D\u003c/em> for her senior Honors and AP literature classes to actively engage her students with the course readings. She designed a yearlong campaign that featured characters, setting and events from classics like \u003cem>Beowulf\u003c/em> and \u003cem>Macbeth\u003c/em>.\u003c/p>\n\u003cp>“I saw a big jump in the willingness to read,” said Roman. “They knew that I had crafted my campaigns around the details in the texts, so if they were to be successful, they would have to actively know that material and be able to synthesize it.”\u003c/p>\n\u003cp>In an ingenious ploy characteristic of an experienced \u003cem>D&D\u003c/em> player, Roman set up her class so that the game and the books on the reading list mutually informed each other. Students were motivated to read \u003cem>The Canterbury Tales\u003c/em> because it improved their performance in the game, and success in the game reinforced a greater understanding of Chaucer’s work.\u003c/p>\n\u003cp>Her unorthodox approach led to a marked improvement in more traditional modes of assessment. “I fundamentally saw a positive change in how the students are learning the works through their analytical essays and more practical assignments,” wrote Roman in \u003ca href=\"https://medium.com/@dndlearning/d-d-in-the-classroom-making-old-worlds-new-3a9ee4241d7d\">her blog\u003c/a>. Roman’s integration of \u003cem>D&D\u003c/em> in her class is not only creative and engaging for her students, but it meets mandated \u003ca href=\"https://medium.com/@dndlearning/d-d-and-education-the-rumblings-of-research-with-character-creation-487dc6f76ff\">curricular standards\u003c/a>, which illustrates that a resourceful educator can break with traditional methods of delivering course material to teach in a more engaging manner and still fulfill the curricular mandates.\u003c/p>\n\u003cfigure id=\"attachment_52299\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-52299\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/IMG-2045-1020x1020.jpg\" alt=\"\" width=\"1920\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-1200x1200.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-150x150.jpg 150w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Building a world (Courtesy of Sarah Roman)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>An Apprentice in Worldbuilding\u003c/strong>\u003c/p>\n\u003cp>Best-selling authors like \u003ca href=\"https://www.theatlantic.com/entertainment/archive/2013/01/growing-up-in-the-caves-of-chaos/267107/\">Ta-Nehisi Coates\u003c/a> and Cory Doctorow, comedian \u003ca href=\"https://www.reddit.com/r/DnD/comments/4zn6hi/anderson_cooper_and_stephen_colbert_nerd_out/\">Stephen Colbert\u003c/a> and \u003cem>Game of Thrones\u003c/em> mastermind George R. R. Martin all played \u003cem>Dungeons & Dragons\u003c/em>. It’s not surprising that burgeoning writers would be drawn to a storytelling game, and it presumably contributed to the development of their craft.\u003c/p>\n\u003cp>Sci-fi writer and professor Trent Hergenrader also credits his youthful fascination with tabletop role-playing games as a wellspring for his creative output. Today, Hergenrader also teaches English and creative writing at the Rochester Institute of Technology, where he uses role-playing games (RPGs) like \u003cem>Dungeons & Dragons\u003c/em> as the primary tool to instruct his students on how to write fiction.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=M8Pis2bqcIY\u003c/p>\n\u003cp>“I began using tabletop RPGs to steer students away from writing stories that had some cliched deep meaning and instead get them thinking about getting into a character’s head. The idea was that spending time on character creation exercises would help them develop well-rounded characters, and that plot would emerge from the decisions their characters make during their RPG sessions,” said Hergenrader. ”The \u003cem>Player’s Handbook\u003c/em> walks players through developing their characters’ family histories, personality traits, and even phobias and personal shortcomings.”\u003c/p>\n\u003cp>Players are essentially co-authors who regulate each other for plausibility, and their ongoing interactions contribute to deep and nuanced character development. As the narrative ringleader, the Dungeon Master is responsible for spinning a rich and engaging story that, when done well, has all the twists and turns of a page-turning novel. The game fuses literacy and orality in a unique interactive storytelling exercise, which may better develop creative writing skills than simply reading or writing in isolation.\u003c/p>\n\u003cfigure id=\"attachment_52307\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-52307\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1020x680.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1180x786.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-520x347.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Roman's students learning how to play. \u003ccite>(New Jersey Education Assocation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Playing D&D is a completely different experience of story than reading and analyzing a novel, short story or play,\" said Brian Foglia, who infuses \u003cem>Dungeons & Dragons\u003c/em> in the curriculum at the South Jersey Sudbury School, which he founded. \"It gives the students a better sense of character agency, as well as a felt sense for plot. It also opens a whole world of imagination for them, one that doesn’t ask them to be passive recipients of words on a page or pictures on a screen.”\u003c/p>\n\u003cp>Fiction is a transportation to another time and place, and Hergenrader uses the worldbuilding aspect of RPGs by having his students work together to flesh out the details of their setting, whether historical, contemporary or fantastical.\u003c/p>\n\u003cp>“The act of creating a world with others really highlighted the way writers attempt to represent people, places and things in their fiction, which in turn reveals these writers’ assumptions about how our shared reality works,\" said Hergenrader. \"The act of worldbuilding then becomes a stage for debating the role of government, economic systems, issues of equality along the lines of race, class, gender, and more. The RPG rule system we use helps give the world structure and consistency, but the writers have near-complete freedom when it comes to developing the world further.”\u003c/p>\n\u003cp>Kade Wells also used RPG conventions to structure a collaborative creative writing assignment with his Grade 9 English students. Wells acted as DM and led his students in the creation of “Radioactive,” an elaborate story set in a nuclear holocaust.\u003c/p>\n\u003cp>“We had to generate all kinds of things in the world: politics, survivor groups, locations, sicknesses, even monsters,” said Wells. “This creation forced a great deal of cross-curricular research for them, which they did gladly and naturally, looking things up to fill in the gaps in their knowledge.”\u003c/p>\n\u003cp>Like Hergenrader with his college students, Wells used RPG character creation techniques to encourage his students to develop rich and nuanced personas to populate the fallen world.\u003c/p>\n\u003cp>“Even the lowest writers wrote vigorously on their character stories in the “Radioactive” world. I watched as struggling writers fought through their lack of mechanical know-how, to get to the expression of their ideas in writing. In short, they were proud of their ideas, therefore willing to write them down, no matter how hard,” said Wells.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>By leveraging the playful and dynamic features of an RPG, educators empower reluctant readers and writers to participate in the art of storytelling. This not only imbues them with the skills for analysis and invention, but also equips them with the technical and imaginative resources to write and rewrite the stories of their own lives.\u003c/p>\n\n","blocks":[],"excerpt":"By leveraging the playful and dynamic features of role-playing games like \"Dungeons & Dragons,\" educators empower reluctant students to participate in the art of storytelling, tapping into their motivation to read and write. ","status":"publish","parent":0,"modified":1539869725,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1562},"headData":{"title":"Leveraging the Lore of 'Dungeons & Dragons' to Motivate Students to Read and Write | KQED","description":"By leveraging the playful and dynamic features of role-playing games like "Dungeons & Dragons," educators empower reluctant students to participate in the art of storytelling, tapping into their motivation to read and write. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51787 https://ww2.kqed.org/mindshift/?p=51787","disqusUrl":"https://ww2.kqed.org/mindshift/2018/10/08/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write/","disqusTitle":"Leveraging the Lore of 'Dungeons & Dragons' to Motivate Students to Read and Write ","path":"/mindshift/51787/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Some parents and teachers despair as they witness the \u003ca href=\"https://www.newyorker.com/culture/cultural-comment/books-smell-like-old-people-the-decline-of-teen-reading\">erosion of sustained reading\u003c/a>, particularly fiction, with today’s screen-obsessed youth. Whether this genuinely heralds an intellectual Armageddon, or merely marks \u003ca href=\"https://link.springer.com/chapter/10.1057/9781137429704_12\">a benign transition into a new phase\u003c/a> of the life of the mind, remains to be seen. Whatever the future holds, those who wage a pitched battle under the standard of literacy may find a valuable ally in an \u003ca href=\"http://www.bbc.com/news/magazine-26328105\">old nemesis\u003c/a>.\u003c/p>\n\u003cp>“\u003cem>Dungeons & Dragons\u003c/em> is a gateway drug to reading,” said York University professor Ian Slater, who runs \u003ca href=\"http://www.blackdragongames.ca/\">\u003cem>Dungeons & Dragons\u003c/em>\u003c/a>\u003ca href=\"http://www.blackdragongames.ca/\"> campaigns for schools and events\u003c/a>. “Children who do not read regularly or read for pleasure will start reading the gaming books almost as soon as they sit down, and they carry that outside of the game.”\u003c/p>\n\u003cp>Worldbuilding is no small task, and there are literally thousands of physical and online pages dedicated to the nuances and minutia of bringing the encyclopedic \u003cem>Dungeons & Dragons \u003c/em>universe to life. Once kids are bitten by the bug, they spend hours pouring over the reference guides, web pages and forums, and some even turn to fantasy novels. They often don’t realize that an unintended consequence of their game play is that they become better readers and writers. This, however, has not been lost on many parents and educators.\u003c/p>\n\u003cfigure id=\"attachment_52303\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-52303 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1200x675.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-520x293.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86.jpg 1248w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Game pieces \u003ccite>(Courtesy of Sarah Roman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>The Magic of Motivation\u003c/strong>\u003c/p>\n\u003cp>“The most impactful thing about using \u003cem>D&D\u003c/em> as a literacy tool is that the information has to be synthesized, meaning they have to glean out of the reading what is necessary to make a character act in the imaginary world,\" said Texas teacher Kade Wells, who uses \u003cem>Dungeons & Dragons\u003c/em> with his students. \"Kids read the information intrinsically because the success (and power) of their character is directly linked to what they can find in a book. No child wants an ineffective character.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students who play are intrinsically motivated to exercise a host of complex and interwoven literacy skills, which they may be more reluctant to practice without the incentive of the game. Alexandra Carter, who incorporated a modified version of \u003cem>Dungeons & Dragons\u003c/em> with a primary class, reported her students were similarly incentivized.\u003c/p>\n\u003cp>“Students willingly used and further developed their reading and writing skills while creating stories, narratives and presentations for the project,” wrote Carter in a \u003ca href=\"https://www.researchgate.net/publication/290614869_Using_Dungeons_and_Dragons_to_Integrate_Curricula_in_an_Elementary_Classroom\">paper\u003c/a> describing her use of \u003cem>D&D\u003c/em> in a Grade 3 classroom. “The students struggling in these areas academically enthusiastically poured through books and took careful notes. They felt invested in what they were doing and were excited about the goal-oriented work they were producing. One student reflected on his progress in reading and said that he ‘felt like he was actually reading for something,’ rather than ‘having to read.’ ”\u003c/p>\n\u003cp>In these cases, kids are inspired to read to better participate and perform in the game, but New Jersey educator Sarah Roman used the game as a lure to immerse her students in the classics.\u003c/p>\n\u003cfigure id=\"attachment_52305\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52305\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg\" alt=\"\" width=\"640\" height=\"960\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1180x1770.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-960x1440.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-240x360.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-375x563.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-520x780.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k.jpg 1365w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Sarah Roman teaching students how to play. \u003ccite>(New Jersey Education Association)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A high school English teacher, Roman adapted \u003cem>D&D\u003c/em> for her senior Honors and AP literature classes to actively engage her students with the course readings. She designed a yearlong campaign that featured characters, setting and events from classics like \u003cem>Beowulf\u003c/em> and \u003cem>Macbeth\u003c/em>.\u003c/p>\n\u003cp>“I saw a big jump in the willingness to read,” said Roman. “They knew that I had crafted my campaigns around the details in the texts, so if they were to be successful, they would have to actively know that material and be able to synthesize it.”\u003c/p>\n\u003cp>In an ingenious ploy characteristic of an experienced \u003cem>D&D\u003c/em> player, Roman set up her class so that the game and the books on the reading list mutually informed each other. Students were motivated to read \u003cem>The Canterbury Tales\u003c/em> because it improved their performance in the game, and success in the game reinforced a greater understanding of Chaucer’s work.\u003c/p>\n\u003cp>Her unorthodox approach led to a marked improvement in more traditional modes of assessment. “I fundamentally saw a positive change in how the students are learning the works through their analytical essays and more practical assignments,” wrote Roman in \u003ca href=\"https://medium.com/@dndlearning/d-d-in-the-classroom-making-old-worlds-new-3a9ee4241d7d\">her blog\u003c/a>. Roman’s integration of \u003cem>D&D\u003c/em> in her class is not only creative and engaging for her students, but it meets mandated \u003ca href=\"https://medium.com/@dndlearning/d-d-and-education-the-rumblings-of-research-with-character-creation-487dc6f76ff\">curricular standards\u003c/a>, which illustrates that a resourceful educator can break with traditional methods of delivering course material to teach in a more engaging manner and still fulfill the curricular mandates.\u003c/p>\n\u003cfigure id=\"attachment_52299\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-52299\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/IMG-2045-1020x1020.jpg\" alt=\"\" width=\"1920\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-1200x1200.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-150x150.jpg 150w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Building a world (Courtesy of Sarah Roman)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>An Apprentice in Worldbuilding\u003c/strong>\u003c/p>\n\u003cp>Best-selling authors like \u003ca href=\"https://www.theatlantic.com/entertainment/archive/2013/01/growing-up-in-the-caves-of-chaos/267107/\">Ta-Nehisi Coates\u003c/a> and Cory Doctorow, comedian \u003ca href=\"https://www.reddit.com/r/DnD/comments/4zn6hi/anderson_cooper_and_stephen_colbert_nerd_out/\">Stephen Colbert\u003c/a> and \u003cem>Game of Thrones\u003c/em> mastermind George R. R. Martin all played \u003cem>Dungeons & Dragons\u003c/em>. It’s not surprising that burgeoning writers would be drawn to a storytelling game, and it presumably contributed to the development of their craft.\u003c/p>\n\u003cp>Sci-fi writer and professor Trent Hergenrader also credits his youthful fascination with tabletop role-playing games as a wellspring for his creative output. Today, Hergenrader also teaches English and creative writing at the Rochester Institute of Technology, where he uses role-playing games (RPGs) like \u003cem>Dungeons & Dragons\u003c/em> as the primary tool to instruct his students on how to write fiction.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/M8Pis2bqcIY'\n title='//www.youtube.com/embed/M8Pis2bqcIY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>“I began using tabletop RPGs to steer students away from writing stories that had some cliched deep meaning and instead get them thinking about getting into a character’s head. The idea was that spending time on character creation exercises would help them develop well-rounded characters, and that plot would emerge from the decisions their characters make during their RPG sessions,” said Hergenrader. ”The \u003cem>Player’s Handbook\u003c/em> walks players through developing their characters’ family histories, personality traits, and even phobias and personal shortcomings.”\u003c/p>\n\u003cp>Players are essentially co-authors who regulate each other for plausibility, and their ongoing interactions contribute to deep and nuanced character development. As the narrative ringleader, the Dungeon Master is responsible for spinning a rich and engaging story that, when done well, has all the twists and turns of a page-turning novel. The game fuses literacy and orality in a unique interactive storytelling exercise, which may better develop creative writing skills than simply reading or writing in isolation.\u003c/p>\n\u003cfigure id=\"attachment_52307\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-52307\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1020x680.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1180x786.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-520x347.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Roman's students learning how to play. \u003ccite>(New Jersey Education Assocation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Playing D&D is a completely different experience of story than reading and analyzing a novel, short story or play,\" said Brian Foglia, who infuses \u003cem>Dungeons & Dragons\u003c/em> in the curriculum at the South Jersey Sudbury School, which he founded. \"It gives the students a better sense of character agency, as well as a felt sense for plot. It also opens a whole world of imagination for them, one that doesn’t ask them to be passive recipients of words on a page or pictures on a screen.”\u003c/p>\n\u003cp>Fiction is a transportation to another time and place, and Hergenrader uses the worldbuilding aspect of RPGs by having his students work together to flesh out the details of their setting, whether historical, contemporary or fantastical.\u003c/p>\n\u003cp>“The act of creating a world with others really highlighted the way writers attempt to represent people, places and things in their fiction, which in turn reveals these writers’ assumptions about how our shared reality works,\" said Hergenrader. \"The act of worldbuilding then becomes a stage for debating the role of government, economic systems, issues of equality along the lines of race, class, gender, and more. The RPG rule system we use helps give the world structure and consistency, but the writers have near-complete freedom when it comes to developing the world further.”\u003c/p>\n\u003cp>Kade Wells also used RPG conventions to structure a collaborative creative writing assignment with his Grade 9 English students. Wells acted as DM and led his students in the creation of “Radioactive,” an elaborate story set in a nuclear holocaust.\u003c/p>\n\u003cp>“We had to generate all kinds of things in the world: politics, survivor groups, locations, sicknesses, even monsters,” said Wells. “This creation forced a great deal of cross-curricular research for them, which they did gladly and naturally, looking things up to fill in the gaps in their knowledge.”\u003c/p>\n\u003cp>Like Hergenrader with his college students, Wells used RPG character creation techniques to encourage his students to develop rich and nuanced personas to populate the fallen world.\u003c/p>\n\u003cp>“Even the lowest writers wrote vigorously on their character stories in the “Radioactive” world. I watched as struggling writers fought through their lack of mechanical know-how, to get to the expression of their ideas in writing. In short, they were proud of their ideas, therefore willing to write them down, no matter how hard,” said Wells.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>By leveraging the playful and dynamic features of an RPG, educators empower reluctant readers and writers to participate in the art of storytelling. This not only imbues them with the skills for analysis and invention, but also equips them with the technical and imaginative resources to write and rewrite the stories of their own lives.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51787/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write","authors":["11107"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_21211","mindshift_20784","mindshift_1040","mindshift_20985","mindshift_550","mindshift_20774","mindshift_20931","mindshift_851"],"featImg":"mindshift_52306","label":"mindshift"},"mindshift_51781":{"type":"posts","id":"mindshift_51781","meta":{"index":"posts_1591205157","site":"mindshift","id":"51781","score":null,"sort":[1536127745000]},"guestAuthors":[],"slug":"hacking-the-education-narrative-with-dungeons-dragons","title":"Hacking the Education Narrative with Dungeons & Dragons","publishDate":1536127745,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A timid ninth-grade student cautiously approaches the table with downcast eyes, picks up the oddly shaped dice, shakes them awkwardly and rolls. Cheers erupt from her fellow players and she is transported to a distant shore where she becomes a formidable Amazon warrior, shipwrecked with a party of companions. They’re exhausted and about to turn in at their makeshift camp when the night air is pierced by the shrieks of ambushing raiders. The fierce warrior uses her newfound strength to drive them back into the surf while her friends hoot and holler encouragements. In the months that follow, her confidence grows with every setback and triumph until she overcomes her greatest adversary: school.\u003c/p>\n\u003cp>Kade Wells, a Houston-area teacher and occasional wizard, loves to tell this story when describing the remarkable transformations he has witnessed since introducing \u003cem>Dungeons & Dragons\u003c/em> to his students.\u003c/p>\n\u003cp>“She was the sweetest girl,\" said Wells, but had several struggles academically. After warming up to the game, her social and emotional growth \"happened almost instantly, and her reading improved almost overnight. Her teachers came to me shortly after, exulting that she was asking and answering questions and had become a leader in all of her classes.”\u003c/p>\n\u003cp>Wells is one of a growing cadre of teachers, professors and therapists who are using the iconic tabletop role-playing game (RPG) and others like it as tools for teaching, learning and social-emotional development. And many report that the potent alchemical elixir of role-play, learning and storytelling has, in many cases, been transformational.\u003c/p>\n\u003cp>But \u003cem>Dungeons & Dragons\u003c/em>? Really?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Really. In a reversal of fortune that seems lifted from fantasy, the once stigmatized refuge of the antisocial is now the new social, and it has returned from exile with a vengeance. No longer played in the shameful obscurity of closed dorms and basements, \u003cem>Dungeons & Dragons\u003c/em> groups are claiming public spaces, and campaigns are \u003ca href=\"https://www.theverge.com/2017/11/16/16666344/dungeons-and-dragons-twitch-roleplay-rpgs-critical-role-streaming-gaming\">proudly streamed\u003c/a> on Twitch, YouTube and featured in dozens of popular podcasts. And, perhaps most remarkably, the fear that immersive role-play might damage vulnerable adolescents has been replaced with the radical notion that D&D might actually be saving lives and, according to educator and filmmaker Maria Laura Ruggiero, even the world.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=2PEt5RdNHNw\u003c/p>\n\u003cp>\u003cstrong>The Return of the King\u003c/strong>\u003c/p>\n\u003cp>Despite its early commercial success in the late '70s and early '80s, \u003cem>Dungeons & Dragons \u003c/em>occupied a dubious place in the popular imagination. It was widely ridiculed as escapist fantasy for socially awkward adolescents, and sparked a few eruptions of the \u003ca href=\"https://www.nytimes.com/2016/04/18/us/when-dungeons-dragons-set-off-a-moral-panic.html\">moral panic\u003c/a> that seems to greet all new cultural phenomena that captivate our youth. It reached its zenith when it was memorably featured in the opening scene of Steven Spielberg’s beloved \u003cem>E.T. the Extra-Terrestrial\u003c/em>, marking the start of a slow decline until 1997 when, faced with bankruptcy, the original publisher sold the game to the franchise’s current owner, Wizards of the Coast.\u003c/p>\n\u003cp>Meanwhile, in the decades that \u003cem>D&D\u003c/em> receded, the spell it cast on popular culture seemed to spread inversely to its decline. Its influence enchanted every corner of the entertainment industry and, in the process, conjured the conditions for its own resurrection.\u003c/p>\n\u003cp>“RPGs are a very flexible form and, as the popularity of computer games exploded in the last decades, the digital RPG has been right there enjoying the ride,\" said Trent Hergenrader, a professor from the Rochester Institute of Technology who uses role-playing games like \u003cem>Dungeons & Dragons\u003c/em> to teach creative writing. \"Game series like \u003cem>Final Fantasy¸ Mass Effect, Dragon Age\u003c/em>, \u003cem>Fallout \u003c/em>and \u003cem>Elder Scrolls\u003c/em> have enormous followings, and it’s no secret that they grow out of \u003cem>D&D\u003c/em> and other tabletop RPGs.”\u003c/p>\n\u003cp>Besides video games, \u003cem>D&D\u003c/em>’s sword and sorcery ethos pervades hundreds of novels, board games, films and TV shows, including global media behemoths like \u003cem>Game of Thrones\u003c/em> and \u003cem>Harry Potter\u003c/em>. It was also a major plot element in the Netflix nostalgic megahit \u003ca href=\"https://screenrant.com/stranger-things-2-dungeons-dragons-references-explained/\">\u003cem>Stranger Things\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>But its tendrils run much deeper than influencing the fantasy genre.\u003c/p>\n\u003cp>Born in a time where entertainment was largely passive and spectatorial, \u003cem>Dungeons & Dragons\u003c/em> was a bellwether for our current modes of interactive and participatory culture. Many of the geeky kids who played at collaborative and interactive storytelling while earning loot, levels and experience points have gone on to shape the modern world. Its legacy directly or indirectly accounts for social media profiles, video games, interactive theater, loyalty points, the gamification of anything, and the burgeoning array of board game cafes and escape rooms that are cropping up in cities around the world.\u003c/p>\n\u003cp>“The first \u003cem>D&D\u003c/em> generation has grown up,” said Hergenrader. “We’re writers, publishers, professors, artists and journalists now. We’re old enough to be nostalgic for our youth. As a 40-something child of the '80s myself, I can look back at my time playing tabletop RPGs, and understand how important they were for my budding imagination. Far from being an embarrassing hobby, playing RPGs turns out to be one of \u003cem>the\u003c/em> formative experiences for many of my generation.”\u003c/p>\n\u003cp>\u003cem>D&D\u003c/em> may have anticipated the interactivity of the digital age but, in a twist of irony, York University professor and professional \u003ca href=\"http://www.blackdragongames.ca/\">Dungeon Master for hire\u003c/a> Ian Slater partially credits the games resurgence to a growing desire to socialize away from screens.\u003c/p>\n\u003cp>“Between our phones and our computers we do so many things on screen, and although we don’t want to give it up, there is something refreshing and kind of subversive about playing a pen and paper tabletop game,” said Slater.\u003c/p>\n\u003cp>The explosive return of \u003cem>Dungeons & Dragons\u003c/em> speaks to its relevance in a society now willing to embrace what it was once so eager to cast away, which is one of many paradoxes raised by its resurgence: It’s both old and new; it offers digital interactivity in an analog format; it is steeped in fantasy, but has (as will be seen) real-world impact; it was reviled for being antisocial and is now celebrated for its sociability; it was once accused of being immoral, and is now used for moral instruction.\u003c/p>\n\u003cp>\u003cstrong>Hacking the Education Narrative\u003c/strong>\u003c/p>\n\u003cp>Maria Laura Ruggiero is an award-winning filmmaker, narrative designer and self-styled storyhacker who believes that \u003cem>Dungeons & Dragons\u003c/em> can save the world, her topic in a recent \u003ca href=\"https://schedule.sxswedu.com/2018/events/PP76787\">session at SXSW EDU\u003c/a>. It sounds like a stretch, but she backs up her provocative claim with some persuasive logic.\u003c/p>\n\u003cp>Stories and narratives not only shape individual identity, but also set the template for culture and society. “Understanding that the world is made of stories, and we are nothing but the stories we tell ourselves, can be a very powerful experience,” said Ruggiero.\u003c/p>\n\u003cp>She believes that “hacking” social and personal narratives with new and improved stories can imaginatively re-envision reality to produce a better self and, by extension, a better world. As a collaborative, dynamic storytelling system that demands sustained role-play, \u003cem>Dungeons & Dragons\u003c/em> acts as a sort of crucible to deconstruct and recast new identities and new worlds.\u003c/p>\n\u003cp>“\u003cem>D&D\u003c/em> gives us a powerful tool to explore new realities and how those realities are built: through action, choices, community, negotiation, resilience and responsibility,\" said Ruggiero. \"It’s not a novelty that stories change the world, but by exercising all those characteristics in a game, it becomes an obvious lesson: If you want to make any change, change the narrative first. Changing your own narrative as a character affects not only you, but your group. Group narratives affect community narratives and it all becomes an empowering cycle that is key for humanity.”\u003c/p>\n\u003cp>This plays into a theoretical strain in the humanities, known as the “\u003ca href=\"https://www.sunypress.edu/pdf/60665.pdf\">narrative turn,\u003c/a>” which frames most human knowledge production, including science, as an amplification of the fundamental human impulse to make sense of and organize the world with stories. In preliterate societies, stories contained collective histories and memories, defined cultural identity, instructed on social norms and morality, explained where the world originated and how it works and, of course, they entertained. Today, these functions have extended to a variety of institutions and technologies, all of which can still be understood in a narrative context.\u003c/p>\n\u003cp>Consequently, education is a dominant and influential narrative with an often predictable plotline and a broad but familiar cast of characters, including bullies, jocks, dropouts, keeners, inspiring teachers and bad teachers, to name a few. Of course there is much to celebrate but, in too many cases, the education story is about pain, injustice, exclusion, coercion, insecurity and unhealthy competition. And it’s a story that fails many of our youth and ultimately society.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Educators like Kade Wells who have hacked the education narrative with \u003cem>D&D\u003c/em> anecdotally report significant emotional and cognitive transformations in the lives of their students. In a research paper on his experience, Wells echoes Ruggiero when he writes: “My \u003cem>D&D\u003c/em> kids are changed forever and they, in turn, will change others with what they have learned. From what I, and others just like me are witnessing, these strategies need to be a primary focus for the future of teaching.”\u003c/p>\n\n","blocks":[],"excerpt":"Teachers who are using tabletop role-playing game Dungeons & Dragons at school are discovering the social-emotional and academic benefits of this kind of play. ","status":"publish","parent":0,"modified":1536210947,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1564},"headData":{"title":"Hacking the Education Narrative with Dungeons & Dragons | KQED","description":"Teachers who are using tabletop role-playing game Dungeons & Dragons at school are discovering the social-emotional and academic benefits of this kind of play. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51781 https://ww2.kqed.org/mindshift/?p=51781","disqusUrl":"https://ww2.kqed.org/mindshift/2018/09/04/hacking-the-education-narrative-with-dungeons-dragons/","disqusTitle":"Hacking the Education Narrative with Dungeons & Dragons","path":"/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A timid ninth-grade student cautiously approaches the table with downcast eyes, picks up the oddly shaped dice, shakes them awkwardly and rolls. Cheers erupt from her fellow players and she is transported to a distant shore where she becomes a formidable Amazon warrior, shipwrecked with a party of companions. They’re exhausted and about to turn in at their makeshift camp when the night air is pierced by the shrieks of ambushing raiders. The fierce warrior uses her newfound strength to drive them back into the surf while her friends hoot and holler encouragements. In the months that follow, her confidence grows with every setback and triumph until she overcomes her greatest adversary: school.\u003c/p>\n\u003cp>Kade Wells, a Houston-area teacher and occasional wizard, loves to tell this story when describing the remarkable transformations he has witnessed since introducing \u003cem>Dungeons & Dragons\u003c/em> to his students.\u003c/p>\n\u003cp>“She was the sweetest girl,\" said Wells, but had several struggles academically. After warming up to the game, her social and emotional growth \"happened almost instantly, and her reading improved almost overnight. Her teachers came to me shortly after, exulting that she was asking and answering questions and had become a leader in all of her classes.”\u003c/p>\n\u003cp>Wells is one of a growing cadre of teachers, professors and therapists who are using the iconic tabletop role-playing game (RPG) and others like it as tools for teaching, learning and social-emotional development. And many report that the potent alchemical elixir of role-play, learning and storytelling has, in many cases, been transformational.\u003c/p>\n\u003cp>But \u003cem>Dungeons & Dragons\u003c/em>? Really?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Really. In a reversal of fortune that seems lifted from fantasy, the once stigmatized refuge of the antisocial is now the new social, and it has returned from exile with a vengeance. No longer played in the shameful obscurity of closed dorms and basements, \u003cem>Dungeons & Dragons\u003c/em> groups are claiming public spaces, and campaigns are \u003ca href=\"https://www.theverge.com/2017/11/16/16666344/dungeons-and-dragons-twitch-roleplay-rpgs-critical-role-streaming-gaming\">proudly streamed\u003c/a> on Twitch, YouTube and featured in dozens of popular podcasts. And, perhaps most remarkably, the fear that immersive role-play might damage vulnerable adolescents has been replaced with the radical notion that D&D might actually be saving lives and, according to educator and filmmaker Maria Laura Ruggiero, even the world.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/2PEt5RdNHNw'\n title='//www.youtube.com/embed/2PEt5RdNHNw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>The Return of the King\u003c/strong>\u003c/p>\n\u003cp>Despite its early commercial success in the late '70s and early '80s, \u003cem>Dungeons & Dragons \u003c/em>occupied a dubious place in the popular imagination. It was widely ridiculed as escapist fantasy for socially awkward adolescents, and sparked a few eruptions of the \u003ca href=\"https://www.nytimes.com/2016/04/18/us/when-dungeons-dragons-set-off-a-moral-panic.html\">moral panic\u003c/a> that seems to greet all new cultural phenomena that captivate our youth. It reached its zenith when it was memorably featured in the opening scene of Steven Spielberg’s beloved \u003cem>E.T. the Extra-Terrestrial\u003c/em>, marking the start of a slow decline until 1997 when, faced with bankruptcy, the original publisher sold the game to the franchise’s current owner, Wizards of the Coast.\u003c/p>\n\u003cp>Meanwhile, in the decades that \u003cem>D&D\u003c/em> receded, the spell it cast on popular culture seemed to spread inversely to its decline. Its influence enchanted every corner of the entertainment industry and, in the process, conjured the conditions for its own resurrection.\u003c/p>\n\u003cp>“RPGs are a very flexible form and, as the popularity of computer games exploded in the last decades, the digital RPG has been right there enjoying the ride,\" said Trent Hergenrader, a professor from the Rochester Institute of Technology who uses role-playing games like \u003cem>Dungeons & Dragons\u003c/em> to teach creative writing. \"Game series like \u003cem>Final Fantasy¸ Mass Effect, Dragon Age\u003c/em>, \u003cem>Fallout \u003c/em>and \u003cem>Elder Scrolls\u003c/em> have enormous followings, and it’s no secret that they grow out of \u003cem>D&D\u003c/em> and other tabletop RPGs.”\u003c/p>\n\u003cp>Besides video games, \u003cem>D&D\u003c/em>’s sword and sorcery ethos pervades hundreds of novels, board games, films and TV shows, including global media behemoths like \u003cem>Game of Thrones\u003c/em> and \u003cem>Harry Potter\u003c/em>. It was also a major plot element in the Netflix nostalgic megahit \u003ca href=\"https://screenrant.com/stranger-things-2-dungeons-dragons-references-explained/\">\u003cem>Stranger Things\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>But its tendrils run much deeper than influencing the fantasy genre.\u003c/p>\n\u003cp>Born in a time where entertainment was largely passive and spectatorial, \u003cem>Dungeons & Dragons\u003c/em> was a bellwether for our current modes of interactive and participatory culture. Many of the geeky kids who played at collaborative and interactive storytelling while earning loot, levels and experience points have gone on to shape the modern world. Its legacy directly or indirectly accounts for social media profiles, video games, interactive theater, loyalty points, the gamification of anything, and the burgeoning array of board game cafes and escape rooms that are cropping up in cities around the world.\u003c/p>\n\u003cp>“The first \u003cem>D&D\u003c/em> generation has grown up,” said Hergenrader. “We’re writers, publishers, professors, artists and journalists now. We’re old enough to be nostalgic for our youth. As a 40-something child of the '80s myself, I can look back at my time playing tabletop RPGs, and understand how important they were for my budding imagination. Far from being an embarrassing hobby, playing RPGs turns out to be one of \u003cem>the\u003c/em> formative experiences for many of my generation.”\u003c/p>\n\u003cp>\u003cem>D&D\u003c/em> may have anticipated the interactivity of the digital age but, in a twist of irony, York University professor and professional \u003ca href=\"http://www.blackdragongames.ca/\">Dungeon Master for hire\u003c/a> Ian Slater partially credits the games resurgence to a growing desire to socialize away from screens.\u003c/p>\n\u003cp>“Between our phones and our computers we do so many things on screen, and although we don’t want to give it up, there is something refreshing and kind of subversive about playing a pen and paper tabletop game,” said Slater.\u003c/p>\n\u003cp>The explosive return of \u003cem>Dungeons & Dragons\u003c/em> speaks to its relevance in a society now willing to embrace what it was once so eager to cast away, which is one of many paradoxes raised by its resurgence: It’s both old and new; it offers digital interactivity in an analog format; it is steeped in fantasy, but has (as will be seen) real-world impact; it was reviled for being antisocial and is now celebrated for its sociability; it was once accused of being immoral, and is now used for moral instruction.\u003c/p>\n\u003cp>\u003cstrong>Hacking the Education Narrative\u003c/strong>\u003c/p>\n\u003cp>Maria Laura Ruggiero is an award-winning filmmaker, narrative designer and self-styled storyhacker who believes that \u003cem>Dungeons & Dragons\u003c/em> can save the world, her topic in a recent \u003ca href=\"https://schedule.sxswedu.com/2018/events/PP76787\">session at SXSW EDU\u003c/a>. It sounds like a stretch, but she backs up her provocative claim with some persuasive logic.\u003c/p>\n\u003cp>Stories and narratives not only shape individual identity, but also set the template for culture and society. “Understanding that the world is made of stories, and we are nothing but the stories we tell ourselves, can be a very powerful experience,” said Ruggiero.\u003c/p>\n\u003cp>She believes that “hacking” social and personal narratives with new and improved stories can imaginatively re-envision reality to produce a better self and, by extension, a better world. As a collaborative, dynamic storytelling system that demands sustained role-play, \u003cem>Dungeons & Dragons\u003c/em> acts as a sort of crucible to deconstruct and recast new identities and new worlds.\u003c/p>\n\u003cp>“\u003cem>D&D\u003c/em> gives us a powerful tool to explore new realities and how those realities are built: through action, choices, community, negotiation, resilience and responsibility,\" said Ruggiero. \"It’s not a novelty that stories change the world, but by exercising all those characteristics in a game, it becomes an obvious lesson: If you want to make any change, change the narrative first. Changing your own narrative as a character affects not only you, but your group. Group narratives affect community narratives and it all becomes an empowering cycle that is key for humanity.”\u003c/p>\n\u003cp>This plays into a theoretical strain in the humanities, known as the “\u003ca href=\"https://www.sunypress.edu/pdf/60665.pdf\">narrative turn,\u003c/a>” which frames most human knowledge production, including science, as an amplification of the fundamental human impulse to make sense of and organize the world with stories. In preliterate societies, stories contained collective histories and memories, defined cultural identity, instructed on social norms and morality, explained where the world originated and how it works and, of course, they entertained. Today, these functions have extended to a variety of institutions and technologies, all of which can still be understood in a narrative context.\u003c/p>\n\u003cp>Consequently, education is a dominant and influential narrative with an often predictable plotline and a broad but familiar cast of characters, including bullies, jocks, dropouts, keeners, inspiring teachers and bad teachers, to name a few. Of course there is much to celebrate but, in too many cases, the education story is about pain, injustice, exclusion, coercion, insecurity and unhealthy competition. And it’s a story that fails many of our youth and ultimately society.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Educators like Kade Wells who have hacked the education narrative with \u003cem>D&D\u003c/em> anecdotally report significant emotional and cognitive transformations in the lives of their students. In a research paper on his experience, Wells echoes Ruggiero when he writes: “My \u003cem>D&D\u003c/em> kids are changed forever and they, in turn, will change others with what they have learned. From what I, and others just like me are witnessing, these strategies need to be a primary focus for the future of teaching.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons","authors":["11107"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_21211","mindshift_20784","mindshift_1040","mindshift_498","mindshift_20774","mindshift_1011","mindshift_20931"],"featImg":"mindshift_52090","label":"mindshift"},"mindshift_42538":{"type":"posts","id":"mindshift_42538","meta":{"index":"posts_1591205157","site":"mindshift","id":"42538","score":null,"sort":[1445930164000]},"guestAuthors":[],"slug":"books-to-games-transforming-classic-novels-into-role-playing-adventures","title":"Books-to-Games: Transforming Classic Novels Into Role Playing Adventures","publishDate":1445930164,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Authors, editors and publishers spend months and years refining a book until it’s ready to be published. That publication date is part of the book’s copyright and marks the completion of the book. But what if a completed book was just the beginning of the story?\u003c/p>\n\u003cp>Through tabletop role-playing games, educators are beginning to tinker with traditional works of literature and, in the process, reimagine how writing and character development are taught. Take, for example, \"Fahrenheit 451\" by Ray Bradbury. Students in countless classrooms have read the classic 1953 tale of free speech, government censorship and critical thinking. Teachers have assigned book reports, worksheets and discussions. It’s an approach that’s used everywhere.\u003c/p>\n\u003cp>When \u003ca href=\"https://twitter.com/kipglazer\">Kip Glazer\u003c/a> taught English at Independence High School (Kern High School District) last year, she wanted to reimagine the traditional way of teaching \"Fahrenheit 451\" by turning the experience of developing English literacy skills into a game. She broke up elements within the book into game components: imagine a game board depicting various scenes (Guy Montag’s house, the fire station, the old woman’s house), characters within that book (Montag, Clarisse McClellan, Mildred Montag, Faber, etc.) and the things with which they interact (books, television screens, fire, medication). Then Glazer introduces new situations and characters, charging students to use the gamified book elements to create new narratives.\u003c/p>\n\u003cp>When the story’s elements are liberated from a linear text, students are able to apply their creativity and critical thinking skills to manipulate the story based on a deep understanding of the book. And, as with any game modification, students must understand the existing story thoroughly before they can start playing its elements.\u003c/p>\n\u003cp>“While they’re playing the game, students have to make decisions based on what the character would or would not do based on what’s in the book,” said Glazer. “They’re making arguments. They have to see it.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Dungeons and Dragons,\" released in 1974, is probably the best known tabletop role-playing game. Many players credit D&D for helping them develop skills they’ve applied to other areas of life, such as interpersonal relationships, the interpretation of rules and the development of creative endeavors. Comedian \u003ca href=\"http://pc.gamespy.com/pc/dungeons-dragons-online/537989p1.html\">Stephen Colbert \u003c/a>and actor \u003ca href=\"http://www.amazon.com/Thirty-Years-Adventure-Celebration-Retrospective/dp/0786934980\">Vin Diesel\u003c/a> are avid players. Pulitzer Prize-winning author Junot Díaz includes games in his acclaimed book, \"The Brief Wondrous Life of Oscar Wao.\" He told the \u003ca href=\"http://www.nytimes.com/2014/07/14/books/dungeons-dragons-has-influenced-a-generation-of-writers.html?_r=0\">New York Times\u003c/a> that playing D&D functioned as “a sort of storytelling apprenticeship.”\u003c/p>\n\u003cp>\u003cstrong>How Tabletop RPG Works in the Classroom\u003c/strong>\u003c/p>\n\u003cp>In Kip Glazer’s class, students must build up the foundation of understanding they will need to become creators of a side narrative. Students prepare by doing research. They read and reread the book, examine the context that inspired the story -- such as the Cold War in the case of \"Farenheit 451\" -- discuss their findings and write about them. Each story element is continually examined through daily writing assignments that push students to reflect on how the different narrative elements build a compelling story.\u003c/p>\n\u003cfigure id=\"attachment_42559\" class=\"wp-caption alignnone\" style=\"max-width: 2489px\">\u003cimg class=\"size-full wp-image-42559\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/10/Lucifer-Igneel.jpg\" alt=\"Lucifer Igneel, a character created by a student in Kip Glazer's class, during the tabletop role playing game unit of Farenheit 451. \" width=\"2489\" height=\"1734\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/10/Lucifer-Igneel.jpg 2489w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Lucifer-Igneel-400x279.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Lucifer-Igneel-800x557.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Lucifer-Igneel-1440x1003.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Lucifer-Igneel-1180x822.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Lucifer-Igneel-960x669.jpg 960w\" sizes=\"(max-width: 2489px) 100vw, 2489px\">\u003cfigcaption class=\"wp-caption-text\">Lucifer Igneel, a character created by a student in Kip Glazer's class, during the tabletop role playing game unit of Farenheit 451. \u003ccite>(Courtesy of Kip Glazer)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As a California public school teacher, Glazer has to fit each activity to meet Common Core State Standards. Role-playing games are certainly not traditional, but Glazer says the writing, critical thinking and analysis involved align perfectly with English Language Arts standards. Students are researching the historical period of the novel’s setting, making arguments about what a character would do and conveying details about the characters in writing.\u003c/p>\n\u003cp>Glazer said her students write about 2,700 words per week during the game. When they’re ready to add new characters and situations, those elements have to make sense within the world of the story. Students must figure out how the pieces interact with one another, strengthening their \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/16/social-and-emotional-benefits-of-video-games-metacognition-and-relationships/\">systems thinking and metacognitive skills\u003c/a> along the way.\u003c/p>\n\u003cp>One student created a character named Lucifer Igneel to add to his game based on \"Farenheit 451.\" Here is the student's description of the new character, as it relates to the book:\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>He has a Pickelhaube helmet and wears a long, black leather coat, with the bottoms of it tattered and burned itself. The coat has an insignia of a Chinese dragon surrounded by flames, which is why Montag has a salamander on his arm (Bradbury 4), showing that he is the under-leveled. Igneel, as well as his dark stature and evil spirit, ironically, he speaks in Biblical terms, which is where Captain Beatty obtains his choice of words and phrases from, such as, “You’ve been locked up here for years with a regular damned Tower of Babel” (Bradbury 35). No one knows where he disappeared to, but the crimes roaming around are told to be his doings.\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>“Role-playing and creating as an instructional process fits perfectly in literature education,” said Glazer. She has used games to teach poetry and plays as well, including the \"Importance of Being Earnest,\" by Oscar Wilde. One of Glazer’s favorite aspects of this teaching approach is that tabletop games require several players, introducing a social learning element to the assignment. Students work together to test assumptions about characters. They also play together in real life. And unlike digital role-playing games, tabletop games can be made with little to no money.\u003c/p>\n\u003cfigure id=\"attachment_42561\" class=\"wp-caption alignnone\" style=\"max-width: 1912px\">\u003cimg class=\"wp-image-42561 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/10/Glazer-Board.jpg\" alt='A game board created by Kip Glazer for the \"Farenheit 451\" unit taught via tabletop role playing games. ' width=\"1912\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board.jpg 1912w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-400x402.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-800x803.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-1440x1446.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-1180x1185.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-960x964.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-75x75.jpg 75w\" sizes=\"(max-width: 1912px) 100vw, 1912px\">\u003cfigcaption class=\"wp-caption-text\">A game board created by Kip Glazer's students for the \"Farenheit 451\" unit. Students learned about the story through tabletop role-playing games. \u003ccite>(Courtesy of Kip Glazer)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Glazer, who did not grow up playing RPGs, first got the idea to try them out in her class after seeing the work of \u003ca href=\"https://twitter.com/thergenrade\">Trent Hergenrader\u003c/a> at a \u003ca href=\"http://www.gameslearningsociety.org/\">Games Learning Society \u003c/a>conference. He uses RPGs to teach creative writing at the Rochester Institute of Technology, and before that, at the University of Wisconsin Milwaukee. Hergenrader has found that if he encourages his students to think of their writing as a game, with playing pieces that can be separated from one another, they feel more freedom to manipulate character, scene and story in surprising ways.\u003c/p>\n\u003cp>It’s a great creative writing device, but Hergenrader has also found that the process requires deep analysis of text and lends itself well to teaching literature. He has also taught a games version of J.R.R. Tolkien’s works and George R.R. Martin's \"\u003ca href=\"http://talesfromkingslanding.wikispaces.com\">A Song of Ice and Fire\u003c/a>.\"\u003c/p>\n\u003cp>“The experience turns out to be so profound in the classroom, you want everybody to do it,” Hergenrader said.\u003c/p>\n\u003cp>Glazer, Hergenrader and educators who use games in the class have all identified the ability of games to engage and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/09/surprising-insights-how-teachers-use-games-in-the-classroom/\">excite students\u003c/a> who may not have typically been interested in class. Dramatically changing the instruction style from what is “typical” often connects with disengaged learners and helps them to feel like a valued part of the class community, and thus more comfortable.\u003c/p>\n\u003cp>“By introducing this strategy, I was able to invite a lot of participation from students who otherwise would not have revealed themselves to be leaders,” said Glazer.\u003c/p>\n\u003cp>\u003cstrong>Taking on Roles In Real Life\u003c/strong>\u003c/p>\n\u003cp>As an undergraduate student at the University of Wisconsin Milwaukee, tabletop RPGs helped Kelsey Frohna branch out academically. She entered school as an avid reader, and planned on pursuing an English degree. Assignments up to that point had largely involved attending lectures, reading works of literature and writing analyses of the readings, activities that were largely solitary in nature.\u003c/p>\n\u003cp>Fronha describers herself as the shy, quiet student in class. When she enrolled in Hergenrader’s digital storytelling and role-playing class about four years ago, her experience of literature was turned upside down. The game they created and played was called “\u003ca href=\"http://hellwaukee.wikispaces.com/ENG+236+-+Digital+Storytelling+%26+Role-Playing\">Hellwaukee\u003c/a>,” set in post-apocalyptic Milwaukee. Frohna took on the role of a bear named Ursa. She and her teammates created post-apocalyptic Milwaukee by writing about the scenery, elements and characters. Hergenrader was the game master, introducing new situations that would complicate their worlds.\u003c/p>\n\u003cp>Treating a story as a game created an opportunity for Frohna to become an active participant in the story. She found that manipulating characters pushed her understanding of the elements of a story, and made her think more creatively about environment and character attributes. At the core of role-playing games is a deeper examination of character. Students are building off an intimate knowledge of what the character \u003cem>would\u003c/em> do, based on everything she has gleaned about the world the character embodies.\u003c/p>\n\u003cp>Then there was the social element of learning with games. Many of the discussions about what a character would do happened in the classroom with peers. Students had to debate what was possible, and understanding the game system became a group activity. Frohna said she had spent much of her school life on her own, learning by herself, but creating a game in her class introduced her to how exciting collaboration could be.\u003c/p>\n\u003cp>“I never realized how many things you needed in a world. A role of the dice can give you good luck and bad luck.”\u003c/p>\n\u003cp>Unexpectedly, however, Frohna found a way to apply what she learned in the classroom to her real life. Frohna says the role-playing game came in handy when she found herself in a surprise situation at work.\u003c/p>\n\u003cp>One day at her Old Navy job, she found herself elevated to a managerial role after the absence of her manager. The shy student was hesitant at first, but then she reminded herself of what she learned through RPGs. “After playing games in Trent’s class, I could become someone different and I was able to take that into work.” She thought about her boss as a character and stepped into that role.\u003c/p>\n\u003cp>“I’m like, what would he do? I sort of put myself in his shoes,” Frohna said. She realized her boss is more outgoing and stands up for people, so she tried to embody those qualities, too.\u003c/p>\n\u003cp>Stepping into that role for the first time helped her gain the confidence to take on new roles in her life without thinking of that transition with so much intention, Frohna said.\u003c/p>\n\u003cp>The use of tabletop RPGs in the classroom is still rare, but teachers investing time and energy into turning traditional activities into games are seeing rewarding results. Students who had previously been uninterested in school are engaged, and the experience of making the game includes lessons applicable in students’ lives.\u003c/p>\n\u003cp>It’s still relatively rare to see role-playing games in the classroom, in part because of perceived social stigma, but Glazer says her high school students don’t see it that way.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“That has not been a challenge for me at all,” Glazer says of any reluctance to play RPGs in class. “That shows they’re really tired of their typical English class. As soon as I say, 'We’re going to create an RPG for this unit,' they say, ‘As long as you’re not reading to me, I’m totally cool with it.’ ”\u003c/p>\n\n","blocks":[],"excerpt":"Classic novels are being transformed into tabletop role-playing games in English classes, testing students' abilities to analyze characters and stories. ","status":"publish","parent":0,"modified":1446096413,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1918},"headData":{"title":"Books-to-Games: Transforming Classic Novels Into Role Playing Adventures | KQED","description":"Classic novels are being transformed into tabletop role-playing games in English classes, testing students' abilities to analyze characters and stories. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"42538 http://ww2.kqed.org/mindshift/?p=42538","disqusUrl":"https://ww2.kqed.org/mindshift/2015/10/27/books-to-games-transforming-classic-novels-into-role-playing-adventures/","disqusTitle":"Books-to-Games: Transforming Classic Novels Into Role Playing Adventures","path":"/mindshift/42538/books-to-games-transforming-classic-novels-into-role-playing-adventures","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Authors, editors and publishers spend months and years refining a book until it’s ready to be published. That publication date is part of the book’s copyright and marks the completion of the book. But what if a completed book was just the beginning of the story?\u003c/p>\n\u003cp>Through tabletop role-playing games, educators are beginning to tinker with traditional works of literature and, in the process, reimagine how writing and character development are taught. Take, for example, \"Fahrenheit 451\" by Ray Bradbury. Students in countless classrooms have read the classic 1953 tale of free speech, government censorship and critical thinking. Teachers have assigned book reports, worksheets and discussions. It’s an approach that’s used everywhere.\u003c/p>\n\u003cp>When \u003ca href=\"https://twitter.com/kipglazer\">Kip Glazer\u003c/a> taught English at Independence High School (Kern High School District) last year, she wanted to reimagine the traditional way of teaching \"Fahrenheit 451\" by turning the experience of developing English literacy skills into a game. She broke up elements within the book into game components: imagine a game board depicting various scenes (Guy Montag’s house, the fire station, the old woman’s house), characters within that book (Montag, Clarisse McClellan, Mildred Montag, Faber, etc.) and the things with which they interact (books, television screens, fire, medication). Then Glazer introduces new situations and characters, charging students to use the gamified book elements to create new narratives.\u003c/p>\n\u003cp>When the story’s elements are liberated from a linear text, students are able to apply their creativity and critical thinking skills to manipulate the story based on a deep understanding of the book. And, as with any game modification, students must understand the existing story thoroughly before they can start playing its elements.\u003c/p>\n\u003cp>“While they’re playing the game, students have to make decisions based on what the character would or would not do based on what’s in the book,” said Glazer. “They’re making arguments. They have to see it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Dungeons and Dragons,\" released in 1974, is probably the best known tabletop role-playing game. Many players credit D&D for helping them develop skills they’ve applied to other areas of life, such as interpersonal relationships, the interpretation of rules and the development of creative endeavors. Comedian \u003ca href=\"http://pc.gamespy.com/pc/dungeons-dragons-online/537989p1.html\">Stephen Colbert \u003c/a>and actor \u003ca href=\"http://www.amazon.com/Thirty-Years-Adventure-Celebration-Retrospective/dp/0786934980\">Vin Diesel\u003c/a> are avid players. Pulitzer Prize-winning author Junot Díaz includes games in his acclaimed book, \"The Brief Wondrous Life of Oscar Wao.\" He told the \u003ca href=\"http://www.nytimes.com/2014/07/14/books/dungeons-dragons-has-influenced-a-generation-of-writers.html?_r=0\">New York Times\u003c/a> that playing D&D functioned as “a sort of storytelling apprenticeship.”\u003c/p>\n\u003cp>\u003cstrong>How Tabletop RPG Works in the Classroom\u003c/strong>\u003c/p>\n\u003cp>In Kip Glazer’s class, students must build up the foundation of understanding they will need to become creators of a side narrative. Students prepare by doing research. They read and reread the book, examine the context that inspired the story -- such as the Cold War in the case of \"Farenheit 451\" -- discuss their findings and write about them. Each story element is continually examined through daily writing assignments that push students to reflect on how the different narrative elements build a compelling story.\u003c/p>\n\u003cfigure id=\"attachment_42559\" class=\"wp-caption alignnone\" style=\"max-width: 2489px\">\u003cimg class=\"size-full wp-image-42559\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/10/Lucifer-Igneel.jpg\" alt=\"Lucifer Igneel, a character created by a student in Kip Glazer's class, during the tabletop role playing game unit of Farenheit 451. \" width=\"2489\" height=\"1734\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/10/Lucifer-Igneel.jpg 2489w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Lucifer-Igneel-400x279.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Lucifer-Igneel-800x557.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Lucifer-Igneel-1440x1003.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Lucifer-Igneel-1180x822.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Lucifer-Igneel-960x669.jpg 960w\" sizes=\"(max-width: 2489px) 100vw, 2489px\">\u003cfigcaption class=\"wp-caption-text\">Lucifer Igneel, a character created by a student in Kip Glazer's class, during the tabletop role playing game unit of Farenheit 451. \u003ccite>(Courtesy of Kip Glazer)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As a California public school teacher, Glazer has to fit each activity to meet Common Core State Standards. Role-playing games are certainly not traditional, but Glazer says the writing, critical thinking and analysis involved align perfectly with English Language Arts standards. Students are researching the historical period of the novel’s setting, making arguments about what a character would do and conveying details about the characters in writing.\u003c/p>\n\u003cp>Glazer said her students write about 2,700 words per week during the game. When they’re ready to add new characters and situations, those elements have to make sense within the world of the story. Students must figure out how the pieces interact with one another, strengthening their \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/16/social-and-emotional-benefits-of-video-games-metacognition-and-relationships/\">systems thinking and metacognitive skills\u003c/a> along the way.\u003c/p>\n\u003cp>One student created a character named Lucifer Igneel to add to his game based on \"Farenheit 451.\" Here is the student's description of the new character, as it relates to the book:\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>He has a Pickelhaube helmet and wears a long, black leather coat, with the bottoms of it tattered and burned itself. The coat has an insignia of a Chinese dragon surrounded by flames, which is why Montag has a salamander on his arm (Bradbury 4), showing that he is the under-leveled. Igneel, as well as his dark stature and evil spirit, ironically, he speaks in Biblical terms, which is where Captain Beatty obtains his choice of words and phrases from, such as, “You’ve been locked up here for years with a regular damned Tower of Babel” (Bradbury 35). No one knows where he disappeared to, but the crimes roaming around are told to be his doings.\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>“Role-playing and creating as an instructional process fits perfectly in literature education,” said Glazer. She has used games to teach poetry and plays as well, including the \"Importance of Being Earnest,\" by Oscar Wilde. One of Glazer’s favorite aspects of this teaching approach is that tabletop games require several players, introducing a social learning element to the assignment. Students work together to test assumptions about characters. They also play together in real life. And unlike digital role-playing games, tabletop games can be made with little to no money.\u003c/p>\n\u003cfigure id=\"attachment_42561\" class=\"wp-caption alignnone\" style=\"max-width: 1912px\">\u003cimg class=\"wp-image-42561 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/10/Glazer-Board.jpg\" alt='A game board created by Kip Glazer for the \"Farenheit 451\" unit taught via tabletop role playing games. ' width=\"1912\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board.jpg 1912w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-400x402.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-800x803.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-1440x1446.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-1180x1185.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-960x964.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/Glazer-Board-75x75.jpg 75w\" sizes=\"(max-width: 1912px) 100vw, 1912px\">\u003cfigcaption class=\"wp-caption-text\">A game board created by Kip Glazer's students for the \"Farenheit 451\" unit. Students learned about the story through tabletop role-playing games. \u003ccite>(Courtesy of Kip Glazer)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Glazer, who did not grow up playing RPGs, first got the idea to try them out in her class after seeing the work of \u003ca href=\"https://twitter.com/thergenrade\">Trent Hergenrader\u003c/a> at a \u003ca href=\"http://www.gameslearningsociety.org/\">Games Learning Society \u003c/a>conference. He uses RPGs to teach creative writing at the Rochester Institute of Technology, and before that, at the University of Wisconsin Milwaukee. Hergenrader has found that if he encourages his students to think of their writing as a game, with playing pieces that can be separated from one another, they feel more freedom to manipulate character, scene and story in surprising ways.\u003c/p>\n\u003cp>It’s a great creative writing device, but Hergenrader has also found that the process requires deep analysis of text and lends itself well to teaching literature. He has also taught a games version of J.R.R. Tolkien’s works and George R.R. Martin's \"\u003ca href=\"http://talesfromkingslanding.wikispaces.com\">A Song of Ice and Fire\u003c/a>.\"\u003c/p>\n\u003cp>“The experience turns out to be so profound in the classroom, you want everybody to do it,” Hergenrader said.\u003c/p>\n\u003cp>Glazer, Hergenrader and educators who use games in the class have all identified the ability of games to engage and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/09/surprising-insights-how-teachers-use-games-in-the-classroom/\">excite students\u003c/a> who may not have typically been interested in class. Dramatically changing the instruction style from what is “typical” often connects with disengaged learners and helps them to feel like a valued part of the class community, and thus more comfortable.\u003c/p>\n\u003cp>“By introducing this strategy, I was able to invite a lot of participation from students who otherwise would not have revealed themselves to be leaders,” said Glazer.\u003c/p>\n\u003cp>\u003cstrong>Taking on Roles In Real Life\u003c/strong>\u003c/p>\n\u003cp>As an undergraduate student at the University of Wisconsin Milwaukee, tabletop RPGs helped Kelsey Frohna branch out academically. She entered school as an avid reader, and planned on pursuing an English degree. Assignments up to that point had largely involved attending lectures, reading works of literature and writing analyses of the readings, activities that were largely solitary in nature.\u003c/p>\n\u003cp>Fronha describers herself as the shy, quiet student in class. When she enrolled in Hergenrader’s digital storytelling and role-playing class about four years ago, her experience of literature was turned upside down. The game they created and played was called “\u003ca href=\"http://hellwaukee.wikispaces.com/ENG+236+-+Digital+Storytelling+%26+Role-Playing\">Hellwaukee\u003c/a>,” set in post-apocalyptic Milwaukee. Frohna took on the role of a bear named Ursa. She and her teammates created post-apocalyptic Milwaukee by writing about the scenery, elements and characters. Hergenrader was the game master, introducing new situations that would complicate their worlds.\u003c/p>\n\u003cp>Treating a story as a game created an opportunity for Frohna to become an active participant in the story. She found that manipulating characters pushed her understanding of the elements of a story, and made her think more creatively about environment and character attributes. At the core of role-playing games is a deeper examination of character. Students are building off an intimate knowledge of what the character \u003cem>would\u003c/em> do, based on everything she has gleaned about the world the character embodies.\u003c/p>\n\u003cp>Then there was the social element of learning with games. Many of the discussions about what a character would do happened in the classroom with peers. Students had to debate what was possible, and understanding the game system became a group activity. Frohna said she had spent much of her school life on her own, learning by herself, but creating a game in her class introduced her to how exciting collaboration could be.\u003c/p>\n\u003cp>“I never realized how many things you needed in a world. A role of the dice can give you good luck and bad luck.”\u003c/p>\n\u003cp>Unexpectedly, however, Frohna found a way to apply what she learned in the classroom to her real life. Frohna says the role-playing game came in handy when she found herself in a surprise situation at work.\u003c/p>\n\u003cp>One day at her Old Navy job, she found herself elevated to a managerial role after the absence of her manager. The shy student was hesitant at first, but then she reminded herself of what she learned through RPGs. “After playing games in Trent’s class, I could become someone different and I was able to take that into work.” She thought about her boss as a character and stepped into that role.\u003c/p>\n\u003cp>“I’m like, what would he do? I sort of put myself in his shoes,” Frohna said. She realized her boss is more outgoing and stands up for people, so she tried to embody those qualities, too.\u003c/p>\n\u003cp>Stepping into that role for the first time helped her gain the confidence to take on new roles in her life without thinking of that transition with so much intention, Frohna said.\u003c/p>\n\u003cp>The use of tabletop RPGs in the classroom is still rare, but teachers investing time and energy into turning traditional activities into games are seeing rewarding results. Students who had previously been uninterested in school are engaged, and the experience of making the game includes lessons applicable in students’ lives.\u003c/p>\n\u003cp>It’s still relatively rare to see role-playing games in the classroom, in part because of perceived social stigma, but Glazer says her high school students don’t see it that way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“That has not been a challenge for me at all,” Glazer says of any reluctance to play RPGs in class. “That shows they’re really tired of their typical English class. As soon as I say, 'We’re going to create an RPG for this unit,' they say, ‘As long as you’re not reading to me, I’m totally cool with it.’ ”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42538/books-to-games-transforming-classic-novels-into-role-playing-adventures","authors":["4596"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_548","mindshift_20774","mindshift_20931"],"featImg":"mindshift_42565","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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