The role of expertise in playful learning activities: A design-based self-study within teacher education aimed at the development of tabletop role-playing games

Abstract

Some playful learning (PL) approaches may underestimate the importance of students' prior expertise in specific kinds of play. This study examined the implications of expertise in a PL environment wherein tabletop role-playing games (TRPGs) served as learning tools. Through a design-based project in which participants designed and played TRPGs, we investigated how student teachers’ TRPG expertise affected learning processes and outcomes. The findings indicate that the TRPG novices played, designed and learned through TRPGs, although learning potentials were reduced due to their lack of experience. Therefore, an organisational educational change emphasising play, training and peer learning is suggested.