Dungeons & Dragons

Games are one of the most promising avenues worth considering as technology and culture continue to disrupt education

Together with a fellow learning scientist, I investigated how much deep learning takes place through games like Dungeons & Dragons, and what this means for future curriculum design.

Introduction

With a player base of over 50 million, D&D is the most popular role-playing game in the world. Modern research suggests quite the opposite of stereotypes that it is the domain of nerds, social outcasts, and even satanic worshippers - due to repeated exposure and practice in-game with collaborating and negotiating skills, it actually produces individuals who are better able to adapt to social situations than their peers.

Games as rich learning sites

As part of this project, we apply specific learning theories (or "lenses") and conduct rigorous scientific research to take a closer look at the game. The goal is to determine the extent to which such environments (or "sites") contribute to meaningful learning and cognitive development, especially when it comes to developing socio-emotional intelligence and other critical 21st-century life skills.

Background

Developed by Gary Gygax and Dave Arneson in 1974, Dungeons & Dragons was a departure from traditional wargaming styles. Players assumed the roles of self-constructed characters within a fantasy setting where they could quest for treasure, fight deadly foes, engage in court intrigue, and much more, instead of military formations and battlefield tactics.

Project kickoff

Traditionally, D&D is played in person, but Covid restrictions and precautions have shifted most games online. In order to find a group willing to be observed, we contacted several online groups.

Determining our researcher stances

Gold's typology of researcher roles in qualitative ethnographic research originally suggested that we take the position of complete observers, since this would minimize and simplify the research The process controlled certain participant biases, but groups were reluctant to allow outsiders into their private spaces.

I was allowed to remain silent as an observer only after I agreed to join the game as a participant.

Our site of observation

Besides Covid restrictions, our group members were geographically dispersed throughout the US. Thus, we met virtually via Discord, a communication app.

Summary of Participants

Six players participated in the observation: a narrator known as the Dungeon Master (or DM) and five players. Their names are listed below, followed by their characters.

• kyle (male, experienced) = ymir (goliath fighter)
• evan (male, experienced) = edramir (aasimar cleric)
• donald (male, novice) = alphen (tiefling sorcerer)
• ali (female, novice) = eva (wood elf ranger)
• iron (male, novice, participant-as-observer) = asaydal (half-elf bard)
• autumn (female, experienced) = dm & all non-playable characters

Having established our learning site, how would we organize our observations?

Methods

Applying learning theories

By applying specific learning theories to a situation, we can identify and analyze elements and processes behind a learning environment. It is also possible for the researcher to choose a theory based on their own hypothesis about which lens they think best explains the phenomena being investigated.

Cognitive Constructivism (Jean Piaget)

As a former competitive card game player, I was primarily interested in the internal egocentric process behind knowledge construction.

Applying Scientific Rigor

In our experience as gamers, games can do more than entertain. We were therefore motivated by a desire to help contribute to the growing body of literature on the innumerable learning benefits of games for learning. And so in order for our work to be accepted as both credible and reproducible, we applied the tenets of strict scientific rigor to our research.

Research Methodology

We used the Grounded Theory Approach (Glaser & Strauss, 1967) to ensure that our claims were supported by evidence. As a result of this approach, we were able to ensure that our claims would be developed only after the data had been collected and analyzed (thereby "grounding" the theory in the data), and then turn to the existing literature in order to find support for and legitimize them.

Data Collection

field notes. Initial notes were taken by hand or by typing (in real-time), but this proved ineffective.

recordings. On our second site visit, we made audio recordings, which were much more effective. By the third visit, we were able to record video.

transcriptions. Through simple searches of the text, we were able to find specific data very quickly using a speech-to-text transcriber called otter.ai.

interviews. As a result of informal interviews with the group's DM (and de facto leader), we were able to gather information that would otherwise have been difficult to obtain.

Data Analysis

It was difficult to analyze our data because it was in several different formats (handwritten notes, audio recordings, transcriptions, etc.). Using affinity mapping, we were finally able to centralize and visualize all of our data.

Findings

D&D is a complex game, and it requires a high level of skill to play. Nevertheless, it has gained a large and loyal following. The elements of D&D can roughly be divided into two categories: gameplay and role-playing. The former pertains to exploration and combat, and it is essential for advancing the story. This knowledge is reinforced by the scaffolding provided by the DM and other experienced players. The latter is based on the creation of character sheets and self-narratives, which we believe encourage metacognition in the players.

Conceptual Framework

The following conceptual framework, illustrated in Figure 8, was created to help me summarize and visually express the results of my research:

The learner is at the center of this constructivist framework. He/she may have prior knowledge of D&D. It could be another RPG, or some knowledge of the story. Or he/she might not know anything about games. Either way, this prior knowledge will be reconstructed through the steps outlined in the next section.

During the game, players acquire a variety of declarative knowledge. Playing the game, for example, can involve the abilities you can use or the names of your weapons. Role-playing involves creating a character sheet and selecting a role or character. Knowledge in this state is inert and requires context in order to be put into practice.

The player then acquires procedural knowledge. The DM sets up the scaffolding in the game to accomplish this. In gaming, they are encouraged to know when to roll the dice, and in roleplay, they are told to tell the story of their character as the game unfolds. As a result of this process, the player gradually learns how to play the game and how to roleplay.

Eventually, players will use their own judgment to apply what they've learned. In some cases, this may not work. This is the realm of conditional knowledge. Remember that in Table 2, the Bard asked, "Can I use this spell to send my opponent to suicide?" The DM and other players responded that it was not possible. Through such exchanges, players learn how to use their procedural knowledge in context.

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