Lien vers les deux numéros ici (6: Role-Playing and Simulation in Education; 7: Living Games 2016).
Atwater, B. (2016). We Need to Talk: A Literature Review of Debrief. International Journal of Role-Playing, (6), 7‑11.
This literature review consults the diverse academic definitions of debriefing to give context to larp debriefs. Simulation learning and psychological debriefing are explored to show lessons and precedents.
Blackstock, R. (2016). Origin Stories: The Phenomenological Relationship Between Players and their Characters. International Journal of Role-Playing, (7), 5‑9.
Using a phenomenological research model, this study explored the question « How is consciously embodied persona experienced through live action role-play? »
Bowman, S. L., & Standiford, A. (2016). Enhancing Healthcare Simulations and Beyond: Immersion Theory and Practice. International Journal of Role-Playing, (6), 12‑19.
This paper applies six major categories of immersion theory to health care simulation: immersion into activity, game, environment, narrative, character, and community.
Cox, J. (2016). Arts-Based Inquiry with Art Educators through American Freeform. International Journal of Role-Playing, (6), 27‑31.
Summarizing dissertation research, this article focuses on the creation of a community of play formed with professional and pre-service art educators by using a series of American freeform games.
de los Angeles, G. (2016). Scaffolding Role-Playing: An Analysis of Interactions with Non Role-players of All Ages. International Journal of Role-Playing, (6), 20‑26.
This article explores the relationship between nature and culture during a series of scaffolded larp activities designed as part of a STEAM summer program for indigenous youth.
Harviainen, J. T. (2016). Physical Presence in Simulation: A Scratch at the Surface of Complexity. International Journal of Role-Playing, (6), 32‑38.
This article examines the impact of physical presence on simulation and educational gaming. This meta-review of existing research reveals central issues involved in deploying physical simulations.
Hellstrom, M. (2016). Playing Political Science: Leveraging Game Design in the Post-Secondary Classroom. International Journal of Role-Playing, (6), 39‑45.
This paper describes the first implementation of gamification and game-based learning in a Political Science classroom at the post-secondary level based upon Sheldon and Bartle.
Hutchings, T., & Giardino, J. (2016). Foucault’s Heterotopias as Play Spaces. International Journal of Role-Playing, (7), 10‑14.
This article summarizes Foucault’s six principles of heterotopias, explores what might make a play space a heterotopia, and reflects on the dangerous waters about heterotopias that require sensitivity and respect from game designers and players.
Jordan, J. T. (2016). Simulation and Character Ownership in Secondary Dramatic Literature Education. International Journal of Role-Playing, 46‑50(6), 46‑50.
This case study examines the effectiveness of incorporating role-playing techniques into a high school classroom in order to improve student’s mastery of the themes and structure of an American play.
Leonard, D. J. (2016). Conflict and Change: Testing a Life-Cycle Derived Model of Larp Group Dynamics. International Journal of Role-Playing, (7), 15‑22.
Analyzing data from the Larp Census 2014, this article examines three challenges larps face that are anticipated by our unique integration of role-play studies with small groups research.
Long, T. (2016). Character Creation Diversity in Gaming Art. International Journal of Role-Playing, (7), 23‑29.
This project examines the artwork in Dungeons & Dragons Players Handbooks for each edition of the game using content analysis. The author explores whether or not racial minorities are adequately represented in these books.
MacLean, G. (2016). One Way to Create Educational Games. International Journal of Role-Playing, (6), 51‑54.
Improv games, which are used to train actors in how to do improvisational theatre, may be used to train other professions as well. The games assist in the development of simple skills and also give context for the skills’ use.
Steele, S. H. (2016). The Reality Code: Interpreting Aggregate Larp Rules as Code that Runs on Humans. International Journal of Role-Playing, (7), 30‑35.
Aggregate larp rules are a type of code that runs on humans. The study of larp code provides a framework to approach « real world » reified power structures such as « gender, » « race, » and « capital. »
Torner, E. (2016). Teaching German Literature Through Larp: A Proposition. International Journal of Role-Playing, (6), 55‑59.
Games can be used to interpret literature in comparable ways to an analytic essay. This article discusses two nano-games based on German literature developed by University of Cincinnati students.
White, W. J. (2016). Actual Play at the Forge: A Rhetorical Approach. International Journal of Role-Playing, (7), 36‑39.
This paper takes a rhetorical perspective to examine an « actual play » (AP) discussion thread from indie-rpgs.com, or « the Forge, » an influential and controversial online forum for tabletop role-playing game (TRPG) design.