Abstract
Some playful learning (PL) approaches may underestimate the importance of students' prior expertise in specific kinds of play. This study examined the implications of expertise in a PL environment wherein tabletop role-playing games (TRPGs) served as learning tools. Through a design-based project in which participants designed and played TRPGs, we investigated how student teachers’ TRPG expertise affected learning processes and outcomes. The findings indicate that the TRPG novices played, designed and learned through TRPGs, although learning potentials were reduced due to their lack of experience. Therefore, an organisational educational change emphasising play, training and peer learning is suggested.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
