World of Warcraft is one of the largest role playing game that exists right now. It is a role playing game because players take a role. Another example is Dungenouns and Dragons. These are influences, but let’s start with a higher ed curriculum.
Some Role Playing Games already in Higher Ed Curriculum
- In “Model UN” to take a role of a dipomat in a model government. Mock Trials, Government role playing happen a good bit in the curriculum
- Another type, the negotiation game, is used quite a bit in law courses. The goal is to take a role and negotiate.
- The third form is the psyodrama. The goal is to create an emotional situation. Often this looks liek a simple reenactment.
- Participants take on a role (Status and Responsibility)
- Roles are played consistent in a shared context
- Guided by rules. These are defined by the domain being explored.
- In-game and out-of-game boundaries are protected. (Huizinga’s magic circle)
- Consequence: Action P leads to Result Q. One of the errors is not allowing the players to actually change the system.
- Mirroring: If Person P does something to person Q, person Q responds and that effects person P. The main mistake is not having it. Instead of waiting for the debrief, give an in-game reasonable response.
- Social Context: Every person exists within a social context. These are all the details that have “grown up out of practice” within the context. Biggest problem is not having one that is shared and amply defined.
- Freedom. For example, they can climb on a table and screem and suffer the consequences. They cannot however change the facts.
Elements that benefit from the application of these four lenses
- PC’s: For example, when looking at consequence, if the players role does not logically have the power to create changes, they should be done by the facilitator.
- PC Relationships
- Critical Path