The Use of Tabletop Role-Playing Games as Adaptive Leadership Pedagogy in a Simulated Classroom Environment

This dissertation observed and analyzed the experiences of five higher education students participating in a modified tabletop role-playing game (TRPG) intentionally modified for teaching adaptive leadership concepts. The study observed participants' capacity to learn the adaptive leadership concepts taught throughout the game and the ways in which participants exhibited such learning. Further, it inquired about the influence of participants' experiences with the game on their ability to identify adaptive leadership concepts outside the game. The study followed a qualitative exploratory single-case study approach. The combination of teaching strategies selected in the study aimed to construct a case that simulates what using a TRPG as a leadership pedagogical tool in a leadership undergraduate course could look like. The participants' campaign and their interactions served as the case being observed. Data collection consisted of the recorded gameplay sessions, post-game debrief sessions, rubrics recording participants meeting the game's learning objectives, analytical memos collected throughout the study, participant interviews, written reflections, and in-game assessments. The findings suggest that TRPGs can serve as adaptive leadership pedagogical tools as long as they are supported by other leadership teaching strategies, essentially acting as a space where learners can engage with the educational content and experience applying it. The study also suggests that the type of learning participants experienced was cognitive rather than embodied and that game elements such as engaging nature, co-constructed narrative, NPC interactions, guided reflection, and in-game assessments were crucial in fostering participant interaction with the game's adaptive leadership concepts. Overall, this study provides valuable insights into the potential of role-playing games as instructional tools in a traditional educational setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]