Role-Play

Revision F, As presented at National Annual ATRA Conference by RPG Research & RPG Therapeutics. Diagram Summary & Relationship to Role-playing Game Interaction Patterns and RPG Formats according to the Hawkes-Robinson RPG Model at http://www.rpgtheories.com & http://www.model.com
RPG = Role-playing Game
ERPG = Electronic RPG
CRPG = Computer-based RPG
LRPG = Live-action Role-Playing Game
Larp = Live-action role-play
HRPG = Hybrid RPG
ARPG = Audio RPG
ORPG = Online RPG
MERPG = Multiplayer ERPG
MCRPG = Multiplayer CRPG
MORPG = Multiplayer Online RPG
MMORPG = Massively Multiplayer ORPG
SABM = Solo Adventure Books / Modules
SCRPG = Solo CRPG
TRPG = Tabletop RPG
CCG/TCG = Collectiable/Tradeable Card Game
PvP = Player vs. Player
GvG = Group vs. Group
GvP = Group vs. Player
PBP = Play By Post

A brief background summary of research information about the effects of role-playing gaming upon participants, including their use as an intervention modality to achieve therapeutic and educational goals for various populations, including: Autism spectrum (ASD/PDD), at-risk youth, brain injury (stroke, traumatic brain injury (TBI), etc.), the Deaf community, ADHD, depression, and social phobias.
While the focus is primarily on tabletop & live-action RPGs, all formats of role-playing gaming are discussed, including Choose Your Own Adventure (CYOA) books, offline and online computer-based RPG, live-action role-playing (LARP), and tabletop RPG.
Briefly provide historical information and examples of each game format in a typical recreation setting, then proceeds with the existing research using RPG for various educational and therapeutic interventions from other disciplines (psychiatry, psychology, education, sociology, cognitive, behavioral, etc.), then illustrates how TR methodologies are ideal for optimizing these activities as an intervention modality for many populations in group and individual settings to achieve client therapeutic & educational goals.
This paper focuses on a more hands-on practical application of RPGs for education and therapy, rather than a more abstract theoretical discussion, though these theories are referenced for the reader to read elsewhere in more depth.

The present paper reports on a study that was carried out to compare the effectiveness of three instructional techniques, namely dialogues, focused tasks, and games on teaching grammar. The participants were 48 pre-intermediate EFL students that formed three experimental groups. A posttest consisting of 20 productive items was administered at the end of the treatment period which lasted for four sessions. The results revealed no statistically significant difference between the three groups. This suggests that the three instructional techniques had relatively the same effect on the accurate grammatical production of the learners.

This study aimed at evaluating the effectiveness of the role-play as the teaching and formative assessment strategy for the undergraduate English major students from the Riyadh region of Saudi Arabia. To find the effectiveness and the impact of role-play as a teaching strategy, a quasi-experimental method was employed by using a pretest-posttest design wherein the pre and posttest results of 70 EFL students from experimental and the control groups were compared. The experimental group was taught some new areas of grammar, functions and vocabulary using role-play; simultaneously, the control group was taught the same items using the traditional method of teaching. The pretest revealed no significant difference in the knowledge level of the students between the two groups. On the other hand, the posttest results showed that there was a significant difference in the knowledge level of the students in favour of the experimental group. Further, a structured questionnaire was used to understand the perspective of the teachers on the efficacy of role-play in the assessment of students in the English language classes. A sample size of 20 teachers was used where it was found that role-play had a significant impact on the formative assessment. The findings of the study suggested role-play as an effective technique for the undergraduate English-major students in Saudi Arabia to solve the classroom interpersonal troubles, and it would help the students to imbibe the human-relation along with increasing their proficiency in the English language.

Leaderless Group Discussion (LGD) merupakan salah satu uji kompetensi dalam bentuk pertukaran ide, pendapat, informasi, ataupun pemecahan kasus mengenai sejumlah topik atau isu yang dilakukan oleh anggota dalam suatu diskusi atau interaksi kelompok seperti Focus Group Discussion (FGD). Namun dalam LGD tidak disertai dengan pemimpin atau pemandu diskusi. LGD adalah suatu metode yang sangat efektif untuk mengatur penempatan calon

The naming and naming right are two concepts that one
can count to the creative tasks of humanity. How this is comparable
in the European tradition with biblical narratives, the author is trying
it to present through some narrations and illustrations. The cultural
heritage of Europe spans an arc on the benefits of the right of naming
through the roll-up to the misuse of names by the state and religious
institutions through history.

Namengebung und Namensrecht sind zwei
Begriffe, die man zur schöpferischen Aufgabe der Menschheit
zählen kann. Wie diese mit der europäischen Tradition und
biblischen Erzählungen vergleichbar sind, versucht dieser Beitrag
an Hand einiger Erzählungen und Abbildungen zu schildern. Das
kulturelle Erbe Europas umschließt die Benefizien des
Namensrechts genauso wie das historische Rollenspiel beim
Namensmissbrauch durch staatliche und religiöse Institutionen.