The Research:
RPG Camp relies on peer-reviewed social science to guide our programs and curriculum. Below are just a few of the many studies whose findings support our mission.
Roleplay game are capable of promoting learning aligned with four foundational learning theories: behaviorism, cognitivism, constructivism, and the sociocultural approach. -Hammer et. al., 2018
RPGs fit well into a pedagogy of literacy development. -Campbell & Madsen, 2021
Group roleplaying experiences enhance creativity through narrative engagement. -Cover, 2010; Yi, Hao, Yang, & Liu, 2017
Roleplay Games promote feelings of psychological safety for participants. -Bowman & Lieberoth, 2018; Lasley, 2022
Playing RPGs for just three hours led to significant increases in empathy and decreases in bullying and aggressive behavior. -Bagès, Hoareau, & Guerrien, 2021
Gamemastering helps players develop group facilitation skills, which are valuable in schools, organizations, teams, and families. -Bowman, 2010; Daniau 2016; Garcia, 2016
References
Bagès, C., Hoareau, N., & Guerrien, A. (2021). Play to Reduce Bullying! Role-Playing Games Are a Useful Tool for Therapists and Teachers. Journal of Research in Childhood Education, 35(4), 631–641. https://doi.org/10.1080/02568543.2020.1810834
Bowman, S. L. (2010). The functions of role-playing games: How participants create community, solve problems and explore identity. McFarland & Co.
Bowman, S. L., & Lieberoth, A. (2018). Psychology and Role-Playing Games. In J. Zagal & S. Deterding (Eds.), Role-Playing Game Studies: A Transmedia Approach (pp. 245–264). Routledge.
Campbell, H., & Madsen, A. (2021). Nothing like a good fiasco! Exploring the potential of tabletop role-playing games (TRPGs) as literacy experiences. Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures et chercheurs en éducation, 12(2), 98-105.
Cover, J. G. (2010). The creation of narrative in tabletop role-playing games. McFarland & Co. Publishers.
Daniau, S. (2016). The Transformative Potential of Role-Playing Games—: From Play Skills to Human Skills. Simulation & Gaming, 47(4), 423–444.
Garcia, A. (2016). Teacher as Dungeon Master. In A. Byers & F. Crocco (Eds.), The Role-playing society: Essays on the cultural influence of RPGs (pp. 164–183). McFarland & Company.
Hammer, J., To, A., Schrier, K., Bowman, S. L., & Kaufman, G. (2018). Learning and role-playing games. In Role-playing game studies (pp. 283-299). Routledge.
Lasley, J. (2022). Role-playing games in leadership learning. New Directions for Student Leadership, 2022(174), 73–87.
Yi, H., Hao, P., Yang, B., & Liu, W. (2017). How Leaders’ Transparent Behavior Influences Employee Creativity: The Mediating Roles of Psychological Safety and Ability to Focus Attention. Journal of Leadership & Organizational Studies, 24(3), 335–344.