Learning from Ludemes: An Inventory of Common Player Actions within Tabletop Role-Playing Games (TTRPGs) to Inform Principled Design of Game-Based Learning Experiences

Abstract

In this study, the authors investigate role-playing game design through the lens of instructional design practice to probe the ecosystem of tabletop role-playing games (TTRPGs) and their applied use for learning. A qualitative thematic analysis approach is used to systematically catalog and categorize all possible player actions, called ludemes, from the 5th Edition of Dungeons & Dragons (D&D). Through this analysis, the interplay of game mechanics, player actions, and rules of TTRPGs are explored, unveiling their potential to stimulate various psychological, environmental, and behavioral factors that positively influence learning processes. Specifically, this study’s analysis of a game’s ludemes (i.e., player actions) exposes the interrelationships, congruence, and combinations of actions with various learning processes. The identified categories of ludemes in the study pave the way toward a working vocabulary and framework for future research in the application of game-based learning and its potential to catalyze meaningful learning outcomes. From a global instructional standpoint, this study highlights the role of pedagogical affordances, such as collaborative storytelling and problem solving skills, theorizing how TTRPGs can promote cognitive, metacognitive, affective, social, and cultural learning. Toward these goals, the authors posit that role-playing, with its complex dynamics and compelling narratives, offers a robust and natural conduit for learning.