WHO SEES WHAT? Perceived learning areas after participating in an edularp

Abstract

Purpose: To find out if there is a difference in what is perceived about learning depending on your relation to edularp. Theory: Hammer at al’s (2018) model of educational features of role-playing. The model consists of five main features that each has a number of sub parts. The five main features are Portraying a character, Manipulation a fictional world, Altered sense of reality, Shared imagination, and Making RPGs. The feature Making RPGs is not used since it is not relevant for this study. Method: Using a pre-existing quantitive survey and making qualitative interviews with edularp participants. The four interviewees have different relations to edularp. Two are student participants, one is a teacher and one is a designer. The data are analysed with Hammer at al’s (2018) model to see what features each participant see and if they see anything that is not covered by the model. Result: In the end there does not seem to be any clear differences in perceptions about learning from edularps regardless if you are a student, a teacher or a designer. What seems to affect most is more connected to how immersed you are in the larp rather than what relationship you have to it. There do seem to be a difference between what parts that were easy or hard to perceive. When applying Hammer et al's (2018) key features about learning through RPGs and edularps to the experience of participants we can see that some learning features in edularps are easier perceived than others. Two areas were found that after further research might be relevant to ad to Hammer at al’s (2018) model, Agency and Personal growth.