The Transformative Potential of Role-Playing Games—: From Play Skills to Human Skills

Abstract

Background. Several authors from different fields have already mentioned the educational potential of role-playing games (RPG). As tabletop role-playing games (TRPG) present some similarities with small adult groups in learning and personal development situations, what about their transformative potential? Aim. The purpose of this article is to describe the tabletop role-playing game’s emerging context, a few of its specificities and functions, to show links with several education, play and game, and personal development theories, and to raise awareness about its transformative potential. Methods. Three complementary approaches were used: a literature review (academics and role-players), action-researches through a transformative role-playing game (“TF-RPG” – a TRPG plus a debriefing), and data cross-analysis. Results. Participants are involved in the TF-RPG through four levels of reality, namely the character, player, person, and human being, which can be associated with four dimensions of learning: knowing, doing, being, and relating. The unveiling of links between the TF-RPG experience and their personal journey offers the participants various ways of learning and paths towards personal development. Conclusion. TRPGs are particularly effective to foster knowledge acquisition, develop role-play skills, strengthen team building, encourage collaborative creativity, and explore one’s personal development.