Benevolent Transgressive Play in Dungeons & Dragons [D&D]

Author:

Sidhu Premeet1ORCID,Carter Marcus1

Affiliation:

1. The University of Sydney, Australia

Abstract

Background Research into transgressive play experiences in games has grown in recent years. In this article, we explore the potential for transgressive play to be constructive in multiplayer settings—something we conceptualize as “benevolent transgression.” Aim This article describes the presence and appeal of benevolent transgressive play experiences in the tabletop role-playing game Dungeons & Dragons [D&D]. Research Methods In 2021, amid the COVID-19 pandemic, we conducted focus group discussions (3 groups, 14 participants, aged 24–55) and an online survey (354 participants, aged 18–63) with current D&D players to better understand what play experiences were meaningful and appealing for them—in consideration of the game’s contemporary resurgence. Key Finding and Discussion Our qualitative analysis focuses on participant responses that described the presence and appeal of transgressive play that knowingly challenges player boundaries or game boundaries, what we term benevolent transgression. We propose two key factors that we believe enable it—1) player agency and 2) collaborative negotiation—and briefly discuss benevolent transgression in consideration of game-based learning [GBL].

Funder

NSW Department of Education and Training

NSW Education Waratah Scholarship and Australian Government

Publisher

SAGE Publications

Subject

Computer Science Applications,General Social Sciences

Reference77 articles.

1. Aarseth E. (2007). I Fought the Law: Transgressive Play and The Implied Player. In Proceedings of DiGRA 2007 Conference (pp. 130–133). Retrieved from http://www.digra.org/wp-content/uploads/digital-library/07313.03489.pdf

2. Online Focus Groups

3. A taxonomy of griefer type by motivation in massively multiplayer online role-playing games

4. Comparison of Individual and Collaborative Game-Based Learning Using Tablet In Improving Students’ Knowledge In Primary Classroom Environment

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