Education and Analog Role-Playing Games

Susan Haarman, Ph.D., is Associate Director at Loyola University Chicago’s Center for Engaged Learning, Teaching, and Scholarship. She facilitates the university’s service-learning program and publishes on community-based learning. Her real love is her research on the capacity of tabletop role-playing games as formative tools for civic identity and imagination. She serves on the editorial board of the International Journal of Role-Playing and is also a professional improviser and a licensed therapist.

• Introduction, Part I - Wisdom Check: Pedagogy and Theory, Chapter 1 - Teaching Rolls: The Practice of Teaching and Game Mastering Through the Lens of John Dewey, Chapter 2 - We Are Playing in a Material World: Thinking and Learning Through the Physical Objects of Tabletop Role-playing Games, Chapter 3 - From Diverse Roots to Dual Classing: Crystallizing The Role of Tabletop Role-playing Games in Education, With Examples from Corporate Learning & Development, Chapter 4 - Edu-larp: The Promises and Pitfalls of the Method, Part II - A Place at the Table: Inclusive and Transformative Learning through Tabletop Role-playing Game, Chapter 5 - Storyworlding Together: Tabletop Role-playing Games as Inclusive Becoming, Chapter 6 - Transforming Crisis into Growth: Neurodivergence, Bleed, and Care Ethics in Tabletop Role-playing Games, Chapter 7 - Collaboration and Empowerment for an Inclusive Environment: Social Constructivism in the Composition Classroom and Tabletop Roleplaying Games, Part III - Proficiency Bonus: Disciplinary Challenges and Opportunities, Chapter 8 - Historiography and History Role-Playing Games: The Past Is What We Play It, Chapter 9 - Edu-larp and Positive Psychology: Theory, Practice, and Case Study, Chapter 10 - Playing a Role in Democracy: Political Live Action Role-playing Games, Activism, and Deliberation, Chapter 11 - Mapping the Design Terrain between Live Action Role-playing Games and Deliberative Events for Democratic Skill Development