RPG's and Academic Performance - or My hours spent playing Traveller are vindicated!

How Tabletop Role Playing Games Affect Student Academic Performance Author: Johansen Quijano Cruz

Making Learning Fun...putting the Fun back into learning through the use of RPGs.

The premise of this article is that Role Playing Games (RPGs) such as D&D have been around since the mid-70s but they have not had many studies nor been used in such functions as ESL.   This article is about one such study wherein Caribbean Spanish-speakers utilize RPGs in order to facilitate the learning of a foreign language, specifically English.  The author states clearly in the Hypotheses and Study Questions section, (pg 6)

The main hypothesis of this study is that student exposure to tabletop role playing games results in a higher academic performance in part of the students.

The data collection and method of analysis is obtained through standard scientific method.  With that in mind the author uses data from two groups of 5 students each whom are exposed to traditional curriculum in English 101.  The control group has a period of SSR (Sustained Silent Reading) to bolster the curricula.  The experimental group utilizes the same time-period in the form of an RPG.  The final test is a question from each of those two periods.  The control group is asked questions regarding their reading, whereas the RPG group is asked quesitons regarding their RPG.  The formula utilized is basically a percentage delta between a base amount of knowledge gained, quantified through the use of test results, and the base knowledge.  The study takes a test at the beginning of the study for the base, then at the end of the stimulus educational modality utilized.  Finally the two are compared to determine which has a greater delta:  traditional study or RPG study.

The data found shows an increase from RPG studying vs traditional study.  The testing shows a greater delta between the two favoring RPG studying.  This is supported by the increased interactivity and enjoyment factor in RPG studying.  The testing shows an average increase delta approximately twice that of the traditional curricula group.  Another interesting data point is the RPG group started with a base knowledge below the traditional group, however finished with a delta far greater.

I have one major concern and that is the small number of the studies.  I understand that 5 is a better group to manage, and there could have been other factors, but that amount is relatively low and I would like to see a larger study performed as a follow up.

The result should come as little surprise to anyone that has studied gamification.  We could talk about neural pathways and pleasure centers and reward theory, but it is a fairly well-accepted norm that most people learn better when they are enjoying the material, or even just enjoying themselves.  Therefore utilizing RPGs as another tool in the educators tool-box is supported in this article.  There is another element of note - RPGs are merely a codification of existing games that virtually all children, cross-culturally, participate.  Again, we can talk about modelling and other such activities, the benefits and the need for them as a learning tool, but it’s important to note that these “games,” classic “let’s pretend” type games have been in use far longer than RPGs, standard curricula or really most of our society’s history.  Utilizing a tool that closely mimics an existing social modality is just efficient use of societal norms.
Scholarly Critique #5