Remixing dungeons and dragons: A playful approach to student self-reflection

Samantha Clarke, Sylvester Arnab, Luca Morini, Lauren Heywood

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Abstract

    A learner’s capability to critically reflect on an ongoing or newly accomplished learning experience, shapes their own proficiency to further connect previous knowledge to build on and construct rich meaning from new assignments (Zimmerman, 2002). These meaningful insights are essential for learners, allowing them to consider knowledge learned and apply relevant skills into different contexts and settings at a later date. Self-reflection allows students to develop their metacognition skills and work towards a practice that encourages continuous learning. Dungeons and Dragons (D&D), a table-top roleplaying games system developed by Gygax and Arneson (1974), utilises a host of game mechanics such as, but not limited to: character creation, customisation, skills development, leveling over time, story-telling and a game-masters feedback. Many of the game mechanics in D&D, require the player to self-reflect on behalf of their character and continually assess how they wish their character to develop for future game sessions. Coupled with interactive feedback (visual/ written/ auditory/ narrative-development) that is provided throughout each game session from a game master who leads the players through a pre-developed story, the basis of the mechanics provides some similarities to a facilitator leading learners through an assignment. By remixing D&D with Self-Reflection and formative assessment principles, the authors present a playful example of how roleplaying games can be used as a basis to develop lifelong learning skills. This paper presents the design, method and mid-pilot feedback of the Remixed D&D: Reflection and Assessment system. The authors present a discussion of the next stage of the pilot trials and present their considerations of future work.

    Original languageEnglish
    Title of host publicationProceedings of the 12th European Conference on Game-Based Learning, ECGBL 2018
    EditorsMelanie Ciussi
    PublisherDechema e.V.
    Pages872-875
    Number of pages4
    Volume2018-October
    ISBN (Electronic)9781912764006
    ISBN (Print)9781911218999
    Publication statusPublished - 1 Sep 2018
    Event12th European Conference on Game Based Learning, ECGBL 2018 - Skema Business School, Sophia Antipolis, France
    Duration: 4 Oct 20185 Oct 2018
    Conference number: 12
    https://www.academic-conferences.org/conferences/ecgbl/ecgbl-keynote-speaker-outlines/
    https://www.academic-conferences.org/conferences/ecgbl/

    Conference

    Conference12th European Conference on Game Based Learning, ECGBL 2018
    Abbreviated titleECGBL
    CountryFrance
    CitySophia Antipolis
    Period4/10/185/10/18
    Internet address

    Fingerprint

    reflexivity
    mechanic
    Mechanics
    Students
    Feedback
    levelling
    student
    lifelong learning
    learning
    narrative
    experience

    Keywords

    • Dungeons & Dragons
    • Formative assessment
    • Gamification
    • Role-play
    • Self-reflection

    ASJC Scopus subject areas

    • Artificial Intelligence
    • Computer Graphics and Computer-Aided Design
    • Computer Networks and Communications
    • Human-Computer Interaction
    • Software
    • Control and Systems Engineering
    • Education

    Cite this

    Clarke, S., Arnab, S., Morini, L., & Heywood, L. (2018). Remixing dungeons and dragons: A playful approach to student self-reflection. In M. Ciussi (Ed.), Proceedings of the 12th European Conference on Game-Based Learning, ECGBL 2018 (Vol. 2018-October, pp. 872-875). Dechema e.V..

    Remixing dungeons and dragons : A playful approach to student self-reflection. / Clarke, Samantha; Arnab, Sylvester; Morini, Luca; Heywood, Lauren.

    Proceedings of the 12th European Conference on Game-Based Learning, ECGBL 2018. ed. / Melanie Ciussi. Vol. 2018-October Dechema e.V., 2018. p. 872-875.

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Clarke, S, Arnab, S, Morini, L & Heywood, L 2018, Remixing dungeons and dragons: A playful approach to student self-reflection. in M Ciussi (ed.), Proceedings of the 12th European Conference on Game-Based Learning, ECGBL 2018. vol. 2018-October, Dechema e.V., pp. 872-875, 12th European Conference on Game Based Learning, ECGBL 2018, Sophia Antipolis, France, 4/10/18.
    Clarke S, Arnab S, Morini L, Heywood L. Remixing dungeons and dragons: A playful approach to student self-reflection. In Ciussi M, editor, Proceedings of the 12th European Conference on Game-Based Learning, ECGBL 2018. Vol. 2018-October. Dechema e.V. 2018. p. 872-875
    Clarke, Samantha ; Arnab, Sylvester ; Morini, Luca ; Heywood, Lauren. / Remixing dungeons and dragons : A playful approach to student self-reflection. Proceedings of the 12th European Conference on Game-Based Learning, ECGBL 2018. editor / Melanie Ciussi. Vol. 2018-October Dechema e.V., 2018. pp. 872-875
    @inbook{e51bf898577c4b9c8960571a66876c4c,
    title = "Remixing dungeons and dragons: A playful approach to student self-reflection",
    abstract = "A learner’s capability to critically reflect on an ongoing or newly accomplished learning experience, shapes their own proficiency to further connect previous knowledge to build on and construct rich meaning from new assignments (Zimmerman, 2002). These meaningful insights are essential for learners, allowing them to consider knowledge learned and apply relevant skills into different contexts and settings at a later date. Self-reflection allows students to develop their metacognition skills and work towards a practice that encourages continuous learning. Dungeons and Dragons (D&D), a table-top roleplaying games system developed by Gygax and Arneson (1974), utilises a host of game mechanics such as, but not limited to: character creation, customisation, skills development, leveling over time, story-telling and a game-masters feedback. Many of the game mechanics in D&D, require the player to self-reflect on behalf of their character and continually assess how they wish their character to develop for future game sessions. Coupled with interactive feedback (visual/ written/ auditory/ narrative-development) that is provided throughout each game session from a game master who leads the players through a pre-developed story, the basis of the mechanics provides some similarities to a facilitator leading learners through an assignment. By remixing D&D with Self-Reflection and formative assessment principles, the authors present a playful example of how roleplaying games can be used as a basis to develop lifelong learning skills. This paper presents the design, method and mid-pilot feedback of the Remixed D&D: Reflection and Assessment system. The authors present a discussion of the next stage of the pilot trials and present their considerations of future work.",
    keywords = "Dungeons & Dragons, Formative assessment, Gamification, Role-play, Self-reflection",
    author = "Samantha Clarke and Sylvester Arnab and Luca Morini and Lauren Heywood",
    year = "2018",
    month = "9",
    day = "1",
    language = "English",
    isbn = "9781911218999",
    volume = "2018-October",
    pages = "872--875",
    editor = "Melanie Ciussi",
    booktitle = "Proceedings of the 12th European Conference on Game-Based Learning, ECGBL 2018",
    publisher = "Dechema e.V.",

    }

    TY - CHAP

    T1 - Remixing dungeons and dragons

    T2 - A playful approach to student self-reflection

    AU - Clarke, Samantha

    AU - Arnab, Sylvester

    AU - Morini, Luca

    AU - Heywood, Lauren

    PY - 2018/9/1

    Y1 - 2018/9/1

    N2 - A learner’s capability to critically reflect on an ongoing or newly accomplished learning experience, shapes their own proficiency to further connect previous knowledge to build on and construct rich meaning from new assignments (Zimmerman, 2002). These meaningful insights are essential for learners, allowing them to consider knowledge learned and apply relevant skills into different contexts and settings at a later date. Self-reflection allows students to develop their metacognition skills and work towards a practice that encourages continuous learning. Dungeons and Dragons (D&D), a table-top roleplaying games system developed by Gygax and Arneson (1974), utilises a host of game mechanics such as, but not limited to: character creation, customisation, skills development, leveling over time, story-telling and a game-masters feedback. Many of the game mechanics in D&D, require the player to self-reflect on behalf of their character and continually assess how they wish their character to develop for future game sessions. Coupled with interactive feedback (visual/ written/ auditory/ narrative-development) that is provided throughout each game session from a game master who leads the players through a pre-developed story, the basis of the mechanics provides some similarities to a facilitator leading learners through an assignment. By remixing D&D with Self-Reflection and formative assessment principles, the authors present a playful example of how roleplaying games can be used as a basis to develop lifelong learning skills. This paper presents the design, method and mid-pilot feedback of the Remixed D&D: Reflection and Assessment system. The authors present a discussion of the next stage of the pilot trials and present their considerations of future work.

    AB - A learner’s capability to critically reflect on an ongoing or newly accomplished learning experience, shapes their own proficiency to further connect previous knowledge to build on and construct rich meaning from new assignments (Zimmerman, 2002). These meaningful insights are essential for learners, allowing them to consider knowledge learned and apply relevant skills into different contexts and settings at a later date. Self-reflection allows students to develop their metacognition skills and work towards a practice that encourages continuous learning. Dungeons and Dragons (D&D), a table-top roleplaying games system developed by Gygax and Arneson (1974), utilises a host of game mechanics such as, but not limited to: character creation, customisation, skills development, leveling over time, story-telling and a game-masters feedback. Many of the game mechanics in D&D, require the player to self-reflect on behalf of their character and continually assess how they wish their character to develop for future game sessions. Coupled with interactive feedback (visual/ written/ auditory/ narrative-development) that is provided throughout each game session from a game master who leads the players through a pre-developed story, the basis of the mechanics provides some similarities to a facilitator leading learners through an assignment. By remixing D&D with Self-Reflection and formative assessment principles, the authors present a playful example of how roleplaying games can be used as a basis to develop lifelong learning skills. This paper presents the design, method and mid-pilot feedback of the Remixed D&D: Reflection and Assessment system. The authors present a discussion of the next stage of the pilot trials and present their considerations of future work.

    KW - Dungeons & Dragons

    KW - Formative assessment

    KW - Gamification

    KW - Role-play

    KW - Self-reflection

    UR - http://www.scopus.com/inward/record.url?scp=85058968118&partnerID=8YFLogxK

    M3 - Chapter

    SN - 9781911218999

    VL - 2018-October

    SP - 872

    EP - 875

    BT - Proceedings of the 12th European Conference on Game-Based Learning, ECGBL 2018

    A2 - Ciussi, Melanie

    PB - Dechema e.V.

    ER -