Rollspel som pedagogiskt verktyg i fritidshemmet, En studie om möjligheter och utmaningar.

Abstract

This thesis examines how role-playing games can be used as an educational tool in after-school programs and identifies the challenges and opportunities perceived by both students and teachers. The study is based on qualitative methods, with interviews with after-school teachers and children in after-school programs with their observations of role-playing activities in a municipality. The results show that role-playing games promote social development, creative thinking, problem-solving, and language development. Students reported increased motivation and engagement, while teachers observed improved relationships and an inclusive environment where students could explore different roles and perspectives. The research links these findings to previous studies that highlight the potential of role-playing games to develop empathy, collaboration skills, and critical thinking (Daniau, 2016; Trespalacios et al., 2011; Suryani et al., 2020). Furthermore, our findings support the curriculum goals of student influence and situational learning, emphasizing the importance of students' own initiatives and responsibility in educational activities (Lgr22, 2022). The study also identifies challenges, such as teachers' uncertainty about introducing and leading role-playing games due to a lack of expertise. Despite these challenges, the results indicate that role-playing games can be a powerful tool for promoting students' learning and personal development in after-school programs, especially when activities are tailored to the students' interests and needs. In conclusion, the study recommends that after-school programs consider integrating role-playing games as part of their daily activities to further enhance students' social and cognitive skills, in line with the curriculum guideline.