TABLETOP ROLE-PLAYING GAMES AND THEIR POSSIBLE USE IN EDUCATION FOR SUSTAINABLE DEVELOPMENT AN EXPLORATION OF ETHICAL LEARNING AND ROLE-PLAY

Abstract

Aim: This research aims at exploring the possible use of Tabletop Role-playing Games (TRPG) in ESD research and practice. The scope of this thesis is narrowed to specifically examine the opportunities that a TRPG can provide for young people to experiment with and creatively explore ethical problems relating to sustainability. Theory: This thesis employs a combination of two theoretical frameworks by Garrison et al (2014) and Kronlid and Öhman (2013). The former was used to identify educative moments that occurred during gameplay while the latter was utilized in a value-oriented comparative analysis of the game sessions and subsequent reflections. Method: Two groups of four to five young people aged 14-16 played a popular TRPG over four gaming sessions lasting two to four hours. During the recorded game sessions, the players were led through two scenarios relating to real world sustainability problems. Following the game sessions, students were interviewed as a semi-structured reflection. Both the transcripts from gameplay and the interviews were analyzed using the theoretical frameworks stated above. Results: From each group, several educative moments were identified both from the planned scenarios as well as unplanned events that occurred as a result of players’ choices in the game. These educative moments were clarified in the interviews and further insights on the game as well as the group ethical decision making process were gained. There are numerous questions that arose from the results which could lead to future research in this area. It is hoped that the results at least demonstrated the potential for further practice with and research into TRPGs in ESD; opening up doors into an exciting field of educational work and play.