vendredi 21 avril 2017

De l’expérience ludique aux compétences humaines : le potentiel formatif des jeux de rôles ludiques [chapter]

Daniau, S. (2015). De l’expérience ludique aux compétences humaines : le potentiel formatif des jeux de rôles ludiques. Dans L. Mermet et N. Zaccaï-Reyners (dir.), Au prisme du jeu: concepts, pratiques, perspectives (p. 137‑153). Paris : Hermann. 

The trans-formative role-playing game is a concept explaining, from a role-playing game experience and through an important self-reflection debriefing, how to offer the opportunity to transfer emerging learnings from the game to the real life of the players (active listening, critical thinking, detachment, oral expression, creativity,...).
This self-reflection debriefing is facilitated by the gamemaster. It takes place after the game for at least 30% of the game time. It is collective but also can be individual. It is structured: fisrt, a return on the game played; then some contextualization and search for sense and meaning of what happened; finally, multiple points of view are shared and they offer the opportunity of transforming the way of thinking of the players.
Without this debriefing, there is a risk that the game experience stay at the table (at the levels of the character and the player). Thanks to this debriefing, it's offer an opportunity of transformation (at the levels of the person and the human).

This chapter precedes the article published in Simulation & Gaming and commented on this blog.

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Idea read : Winnicot (1971) has said that people suffering from depression, paranoia and schizophrenia are facing difficulties to immerse an imaginary character in a fictional world. [Winnicot Donald W. (1971), Playing and Reality, London: Tavistock].
My comment: need to check.

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