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Keep on the borderlands exploring the relationship between tabletop roleplaying game systems and narrative for pedagogical metadesign Richard B Short
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Short, Richard B., author.
- Language:
- English
- Subjects (All):
- Education.
- Pedagogy.
- Educational administration.
- Literature.
- 0515.
- 0401.
- 0456.
- 0514.
- Local Subjects:
- Education.
- Pedagogy.
- Educational administration.
- Literature.
- 0515.
- 0401.
- 0456.
- 0514.
- Genre:
- Academic theses
- Physical Description:
- 1 online resource (234 pages)
- Contained In:
- Dissertations Abstracts International 87-12A
- Place of Publication:
- Ann Arbor : ProQuest Dissertations and Theses, 2026
- Language Note:
- English
- Summary:
- This qualitative research study examined the practice of tabletop roleplaying games as a potential framework to advance critical and narrative literacies in student players. Informed by methods of practitioner inquiry, narrative inquiry, and constructionist game design, the author and several teen participants met at a local gaming store to implement a bespoke Dungeons and Dragons adventure. At the conclusion of play, participants composed written narrative accounts of their fantasy experience, shared these accounts with one another, and reflected on the process. Findings illuminated the complex discursive instantiations animating narratival understandings of play. They suggest that the collaborative, negotiated structuring analog TTRPG play demands is uniquely able to render the otherwise implicit natures of systems and storying explicit, recapitulating the systemic and narratival dynamics of sociality writ large. By recognizing how the stories they tell find shape, and influence one another's understandings, students can learn to tell different stories and engage in a more critical, reparative becoming. The study concludes by offering design principles intended to productively inform TTRPG metadesign for literacy classrooms
- Notes:
- Source: Dissertations Abstracts International, Volume: 87-12, Section: A.
- Advisors: Campano, H. Gerald Committee members: McLaughlin Cahill, Jennifer; Garcia, Antero
- Ed.D. University of Pennsylvania 2026
- Vendor supplied data
- Local Notes:
- School code: 0175
- ISBN:
- 9798252430577
- Access Restriction:
- Restricted for use by site license
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