Theory and Practice in Playing for Transformation
Synopsis
We often talk about the importance of design and implementation to the player experience, but often in a hypothetical way, i.e., what we think players will experience when we design. This chapter asks deeper questions based on theoretical, praxis-based, and evidence-based work drawn from substantive play experiences. What comprises a role-playing experience? What do we know about player psychology and motivation? What skills do players need to engage effectively in games? What skills are helpful when playing for transformation? How can players effectively steer toward transformative goals?
This chapter is geared not only at designers and organizers, but as players as well. While some designers and organizers prefer those roles to playing itself, we think understanding how play actually works is critical to these processes. Furthermore, as we discussed in Chapter 6, many organizers play narrative roles in the fiction of the game, so they experience play on a phenomenological level themselves and/or observe it up close.
Importantly, this chapter will present a variety of different theories, principles, and practices, which may align with your understanding of the play experience or contradict it. The goal here is not to posit one theory or framework as superior to others, but rather to offer you options for how to play based upon your transformative goals, as well as interpretive frameworks to better understand what is happening inside and outside the magic circle for your players. As with many of the suggestions in this book, you can take what works best for you and leave the rest, but having a passing familiarity with these concepts will help you better engage with various communities related to transformative role-playing games. For more on the experience of play, see What Do We Do When We Play? (Saitta, Koljonen, Särkijärvi, Grove, Männistö, and Makkonen eds. 2020).
This chapter begins with exploring theories related to the phenomenon of play, especially with relation to personal, interpersonal, and social development. We then transition to providing more practical recommendations for developing skills in transformative play.
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