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Mapping Role-Playing Games in Ibero-America: An Educational Review

Author

Listed:
  • Mario Grande-de-Prado

    (Department of General and Specific Didactics and Educational Theory, University of León, León 24071, Spain)

  • Roberto Baelo

    (Department of General and Specific Didactics and Educational Theory, University of León, León 24071, Spain)

  • Sheila García-Martín

    (Department of General and Specific Didactics and Educational Theory, University of León, León 24071, Spain)

  • Víctor Abella-García

    (Department of Educational Sciences, University of Burgos, Burgos 09001, Spain)

Abstract

Role-playing games (RPGs) have a controversial public image in several countries, including Spain. These fears lack a scientific basis, as role-playing games may be useful in education. Educational trends such as gamification are helping to change this perspective, incorporating elements of RPGs in applications like learning management systems (LMS), e.g., Classcraft. Given the increased research interest in this topic, this paper presents a systematic literature review (SLR) report on the state-of-the-art related to RPGs in an Ibero-American education research context. In the study, a comprehensive search is carried out for the most relevant research papers indexed in Latindex, founded through the virtual repository Dialnet for papers between 2010 and 2019 in the field of education. The search chain was ‘role-playing games’, erasing those topics not related. Results show that there are several relevant references, even though they do not seem to have had a great impact. It can be concluded that there is an interest in RPGs in education, especially in Spain, but their potential is still to be developed.

Suggested Citation

  • Mario Grande-de-Prado & Roberto Baelo & Sheila García-Martín & Víctor Abella-García, 2020. "Mapping Role-Playing Games in Ibero-America: An Educational Review," Sustainability, MDPI, vol. 12(16), pages 1-12, August.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:16:p:6298-:d:394703
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    References listed on IDEAS

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    1. Silvia Sipone & Victor Abella-García & Rosa Barreda & Marta Rojo, 2019. "Learning about Sustainable Mobility in Primary Schools from a Playful Perspective: A Focus Group Approach," Sustainability, MDPI, vol. 11(8), pages 1-15, April.
    2. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
    3. José-María Campillo-Ferrer & Pedro Miralles-Martínez & Raquel Sánchez-Ibáñez, 2020. "Gamification in Higher Education: Impact on Student Motivation and the Acquisition of Social and Civic Key Competencies," Sustainability, MDPI, vol. 12(12), pages 1-13, June.
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