Edu-Larp as Revision of Subject-Matter Knowledge

Abstract

The paper presents theoretical foundations of the author's approach to the design of edu-larps. It is deliberately steering away from cross-disciplinary teaching, artistic education or soft skills training in order to advocate larps tailored to single school subjects, focused on integration and consolidation of curricular knowledge. Putting larp in the context of applied drama, or Drama in Education, the text argues that well-designed edu-larp is likely to be accepted by the average teacher, not just by dedicated and trained drama educators. The concept of print-and-play “larp for dummies” downplays the importance of preparation, acting and immersion, while emphasising the game-like structure of goals and conflicts: gameplay set to work alongside role-play. Therefore, the ideas and tools borrowed from video games and board games design can be useful in the creation of edu-role plays, breeding a form which might be called 'gamified drama'. The recommended function for edu-larps is final revision of a large textbook unit, an idea discussed on the example of high-school history classes. The suggested model for classrom larp is a negotiation game between conflicted but cooperating factions, divided into three stages: a) preparation of all factions separately; b) informal meeting of all factions shortly before the official talks; c) official negotiation session which is supposed to bring forward all major (textbook-based!) issues for public debate. The paper ends with a section on troubleshooting, i.e. an overview of risk factors frequently pointed in the discussion of game-based learning, with ideas of how to eliminate or minimise the risks through careful design. Referenced sources come from the fields of edu-larp, edu-drama, game-based learning, and general educational theory.