Abstract

In a rapidly changing environment, innovative teaching methods that engage students and enhance social interaction and critical thinking are required. This study presents the drama-based technique EduLARP, which hitherto is rarely used in formal secondary education in Germany. It outlines the course and the design-mechanics of this educational tool, as well as possible effects and difficulties. The qualitative design of the study is grounded upon presentations of 16 international EduLARP experts, which are structured by Qualitative Content Analysis and supplemented by participatory observation protocols as well as surveys of a pilot study, the latter providing the learner’s perspective. Further, a quantitative survey shows how the potential and the obstacles of EduLARP are perceived by pedagogues. EduLARP follows the three-step scheme of Introduction – Play – Debrief & Reflection, with the playing-phase being long and lacking an audience as well as pre-written lines. It can be performed within formal education and, if applied repeatedly, it may train performative skills and lead to the increase of self-esteem. With a didactically relevant game design, curricular learning objectives can also be achieved. However, an EduLARP should in principle guarantee voluntary participation. In order to avoid negative gaming experiences, the game must be developed according to didactically relevant and technically effective aspects and be led by a qualified game facilitators.