Role Playing Game (RPG) has been very popular since the millennials boomed it from the cyber world to the meat space, talking it out in the gamers nook and in social media. Online games like Defense of the Ancient and Mobile Legends are two of the most addictive game in the country and around the world. These games brought people together to work cooperatively in a strategic intervention with an aim to win and survive --- a comprehensive goal related to the hunger games.
This research study aims to present a well-defined walkthrough of an RPG class principles and theories to students who literally are the biologial participants in a series of real life outputs and school activities. This integration in their learning is widely connected to anything the participants does which will let them be benefited or be in a disadvantage.
To note, RPG classes are thus quantitatively as effective as formal lectures, are well accepted by students, and may serve as educational tools, giving students the chance to learn actively and potentially retain the acquired knowledge more efficiently,
Randi (2013). Hence, the method will cater the millennial needs and preferences in terms of learning and coping up mechanisms. Like in RPG games, the students learnings will be up to them, building their own levels up, making their own strategies and finding their strengths and weaknesses depending on the situation.
As it says, the methodology ventures about role playing. The students will choose their own roles in to what they like and what they want to develop all through out the semester.
Randi stressed out in his research theories that RPG is a game in which a teacher gives a series of rules and scenarios that is enacted by the players who are given roles as the various pieces of background information. Challenges related to the scenarios are then presented and must be addressed by all participants. Each player represents a character in the story and is attributed (quantitatively-defined) skills. These skills are tested during the game to decide if the character succeeds in his or her attempt to perform a task that solves the problem or overcomes the challenge. The skill is usually tested against some kind of quantifiable decision-making system. The other rules introduce randomness into the game, create suspense and provoke playfulness among the players. This is the main difference between role-play, which refers to the playing of roles in a theatrical play, and RPG, that introduces clear rules according to which the players must decide how to act.
One of the most interesting and significant aspects of the RPG is that the whole team must win together: there are no losers in this kind of cooperative game, ensuring that nobody is excluded or feels excluded.
One of the main purpose of this methodology is to build cooperation within the group through coopeartive learning. Slavin (2013) presented that there is no doubt that collaborative or cooperative learning is a great way of building and teaching students. Students learn in groups in a much better way that they do it individually. Cooperative learning is not relatively new but it traces its history back to early 18th century. Cooperative learning not only encourages students on learning the group's tasks and activities but also helps them in building a social personality in them. The instructor of the group is a very important personality or entity that directs the movements of groups. Cooperative learning encourages these students and molds them to work in a professional environment.
As interaction between each participant progresses, the role playing game becomes realistic. In sociology, interactionism is a theoretical perspective that derives social processes (such as conflict, cooperation, identity formation) from human interaction. It is the study of how individuals shape society and are shaped by society through meaning that arises in interactions. But the interaction is solely based in room to room and student to instructor development.
Testing the RPG methodology in class, interactionism and cooperative learning to Senior High School students from Proverbs Ville Academy, the particpants, grouped either in teams of two's or three's, are given with different archetypes to choose from . Each participant should carefully decide to what role should he /she function as and to what capability will such role be useful in his/her progress in outputs and activities. They have to work together, or it is game over for them and will put them in the verge of failure.