Abstract
The goal of this study is to develop a template for turning traditional stories into role-playing games for the high school curriculum. By developing three sample games based on Greek mythology, Arthurian legends, and a widespread folktale type, I explored the process of creating games that fit the limits of secondary classrooms, and can be used to address specific educational standards. The sample games have been tested with groups of high school and college students, and the results of the testing sessions have been evaluated in a narrative case study format. Feedback from the testing sessions has been incorporated in the template. By exploring tabletop role-playing as a form of emergent interactive storytelling, a connection has been created between traditional storytelling and popular culture, with the hope of reaching out to new audiences and introducing stronger interactive elements into storytelling in secondary education.
Recommended Citation
Zalka, Csenge Virág
(2018)
"Adventures in the Classroom: Creating Traditional Story-Based Role-Playing Games for the High School Curriculum,"
Storytelling, Self, Society: Vol. 12:
Iss.
2, Article 4.
Available at:
https://digitalcommons.wayne.edu/storytelling/vol12/iss2/4