Consent Using Analog Role-Playing in the Classroom: Strategies for Safe and Engaging Learning Experiences
DOI:
https://doi.org/10.33063/ijrp.vi16.651Keywords:
consent, analog role-playing games, best practices, risk management, educational innovation, game design, SpainAbstract
This article explores the critical integration of analog role-playing games (RPGs) in educational settings, focusing on the intricate dynamics of consent and power, and culminates with a proposal based on risk management to deal with these dynamics. It highlights the significant focus on consent culture within RPG communities and the specific challenges this presents for educators employing RPGs as instructional tools. The study introduces a theoretical framework that adapts Goffman’s frame analysis—person, player, and character—to the educational context to analyze power relationships and interactions among participants. It details a structured five-stage process for implementing RPGs in classrooms, designed to optimize educational outcomes while effectively managing consent issues. Additionally, the article discusses necessary context analysis for educators to facilitate practical application of risk management strategies in four steps, integrating established role-playing consent tools and scenarios to proactively address potential consent-related challenges. This comprehensive framework aims to empower educators to navigate the complexities of consent and power within RPGs, ensuring a safe and engaging learning environment for all participants.
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