Surveying the Perspectives of Middle and High School Educators Who Use Role-playing Games as Pedagogy

Abstract

This qualitative study analyzes interviews from 11 educators who use TTRPGs as pedagogy to identify common perspectives about what benefits these games bring to their classrooms. Findings across settings include practitioner reports of increased engagement, new social connections, the development of affinity groups, and a lowering of perceived social stakes for students in the setting. Additionally, teachers described a change in student attitudes about success in the classroom from an individualistic to collectivist stance. These findings are then examined through Gary Alan Fine’s TTRPG Frame Theory. Also noted is the lack of connection between the current work of RPG scholars and the work of these practitioners.