Gaming the Systems: Critical Analysis through Tabletop Roleplaying Games in Humanities Classrooms

In its very designation, “role play” contains a productive tension: the expectations bound up in roles and the liberating potentiality of play. It comes as no surprise, then, that role play has found expression in the worlds of business, therapy, education, and even the military. Table-top games exist as our culture’s most familiar form of role play but among its least theorized. In this paper, I examine the rich potential of table-top role-playing games in humanities classrooms as a means to fuel cultural critique, critical analysis, class discussion, and self-reflection. My paper lays out a theoretical structure for analyzing games as multi-dimensional texts and a practical guide for bringing them into the classroom. In particular, I look at two free-to-access and permissively concise game systems which can easily fit into an open week of coursework. The games, “Lasers and Feelings” and “The Deep Forest,” depart from the cultural expectations of “Dungeons & Dragons” to rethink, adapt, and challenge our understanding of issues ranging from the formulation of the rational, Western subject to the politics of post-colonialism. I supplement conventional process-oriented pedagogy with Ian Bogost’s “Persuasive Games” and C. Thai Nguyen’s “Games: Agency as Art,” to establish a robust groundwork for students to analyze and critique how game design decisions make arguments about the world. Furthermore, in playing the games in the classroom and debriefing afterwards, students identify their internal systems that reflect and inform their own assumptions about the world.