How is Learning in Edu-Larp as a Method Described and Seen by Practitioners?

Abstract

This study explores how experienced practitioners of educational live-action role-playing (edu-larp) describe and understand the method as a tool for learning. While previous research has emphasized design, theory, and student experiences, this paper centres practitioner perspectives, aiming to highlight their discourse on the educational value of edu-larp. Using semi-structured interviews with ten practitioners from diverse international backgrounds, the author applies critical discourse analysis to identify themes in how learning is perceived to occur through edu-larp. The themes are organized into three main categories: what is learned, how learning occurs, and why the method is used. By analysing the themes in order of size, the core themes are specified. These include motivation, power distribution, playfulness, and social competencies. The themes are also explored in related research, which turned out to strengthen the position of the core themes. Through the strong emphasis on the “why” of using the method, the discourse illustrates a climate where practitioners need to justify the use of the method to external stakeholders. Finally, the findings are related to the wider educational discourse, where they tend to align with constructivist educational theory. This work contributes to the field by amplifying practitioner voices and situating edu-larp within broader pedagogical frameworks.