Article,
The role of expertise in playful learning activities: A design-based self-study within teacher education aimed at the development of tabletop role-playing games
Affiliations
- [1] Univ Coll Absalon, Ctr Pedag, Slagelsevej 7, DK-4180 Soro, Denmark [NORA names: University College Absalon; College; Denmark; Europe, EU; Nordic; OECD];
- [2] VIA Univ Coll, Horsens, Denmark [NORA names: VIA University College; College; Denmark; Europe, EU; Nordic; OECD];
- [3] UCL Univ Coll, Svendborg, Denmark [NORA names: UCL University College; College; Denmark; Europe, EU; Nordic; OECD];
- [4] Design Sch Kolding, Kolding, Denmark [NORA names: Design School Kolding; Artistic Higher Education Institutions; Denmark; Europe, EU; Nordic; OECD]
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. (c) 2023 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).