Board Game Academics, March 2025
Published in Vol 2.
DOI: https://doi.org/10.70380/ldbhu2mqi
Sean Milligan, David Runge, and Andrew Buchmann
SUNY Oswego
INTRODUCTION
The State University of New York (SUNY) at Oswego utilizes Academic Success Advisors serving first-year students. In the case of Academic Probation (AP), advisors continue to work with students beyond their first year. The authors of this paper are advisors at SUNY Oswego who teach EDU 104, a 1-credit quarter course in academic success designed for students on AP. In response to an observed need for innovative approaches to supporting student success, we proposed the modification of the existing EDU 104 course to incorporate Tabletop Game (TTG) practices as a pedagogical tool. Elements of Dungeons & Dragons (D&D) were used in both in-class activities as well as assignments. Students tackled various D&D-inspired scenarios and participated in D&D gameplay during class. Gamified elements such as experience points, feats, levels, and quests were implemented in order to incentivize active participation and engagement. By integrating gaming and gamification into EDU 104, we seek to foster student engagement, create an immersive and collaborative learning environment, and facilitate holistic learning experiences. It is our goal for our students to develop essential skills for academic success and also develop the metacognitive awareness crucial for long-term success. By leveraging the inherent appeal of TTG, we aim to create a supportive and inclusive learning community, empowering students to overcome challenges and develop a growth mindset. Our approach is novel in applying gamification and game-based learning to a course for students on AP, taught by advisors. These strategies present exciting opportunities for reimagining intervention strategies for AP students.
BACKGROUND AND CONTEXT OF EDU 104 AT SUNY OSWEGO
The authors of this paper are Academic Success Advisors at the State University of New York (SUNY) at Oswego. Academic Success Advisors at SUNY Oswego staff an Advisement Center that specializes in supporting first-year and transfer students. In general, advisors develop professional relationships with students lasting at least one year. Typically, students will then be transferred to a faculty advisor from their major at the end of their first year. However, in the case of students on Academic Probation (AP), they will continue to work with their first-year advisor as their AP advisor beyond the first year.
Students at SUNY Oswego are placed on Academic Probation if they have an unsuccessful semester, defined as having earned a semester GPA below 2.0 or earning under 12 credits for the semester as a full-time student (“University Standards and Policies,” 2024). Students might find themselves earning less than 12 credits if they fail or withdraw from a course, for example. AP students are required to meet with their AP advisor and create a success plan to help them return to good academic standing. AP students can be considered either on or off-plan depending on whether they complete each item on their plan, which may have implications for academic disqualification (“University Standards and Policies”). Success plans are tailored to each student’s needs and circumstances but typically include requirements such as regular meetings with their AP advisor, attending academic success workshops or tutoring, participating in an Academic Success Conference offered at the beginning of each semester, or successful completion of EDU 104 – Strategic Instruction in the Disciplines.
EDU 104 is a 1-credit, quarter-length academic success course designed to provide students with the skills and knowledge necessary to return to good standing and reach their potential as a college student. Ideally, EDU 104 serves as an interventional tool that is more intensive than attending a one-off workshop or tutoring session because students receive multiple weeks of support in a small classroom environment.
EDU 104 has the following learning objectives: (i) students will be able to identify and understand how to utilize campus resources for a variety of purposes, (ii) students will have knowledge of cognitive-based learning and develop a personalized set of strategies to assist with current and future coursework, and (iii) students will implement and reassess personalized learning strategies to achieve academic and personal goals. Instructors typically cover topics like goal-setting, mindset, learning from failure, time management, organization, effective learning strategies, habit formation, wellness, coping with stress, professional etiquette and communication, improved research methods, and identification of campus resources.
EDU 104 is taught by Academic Success Advisors, which helps to ensure that the instructor is familiar with both the AP process and the needs of students on AP. Advisors are the ones responsible for working with students to create their success plans and to take EDU 104 in the first place. Additionally, advisors meet with their AP advisees regularly for progress check-ins throughout the semester, weigh in on academic disqualification hearings, and generally observe the various factors that go into a student finding themselves on AP. Therefore, Academic Success Advisors at SUNY Oswego are uniquely qualified to lead instruction in a course like EDU 104 due to their daily experience working with students on AP.
While the experience of advisors teaching EDU 104 is generally positive, there have been several observed challenges and opportunities for improvement. Students are often unengaged, as evidenced by recent attendance data. In the spring 2024 semester, two sections of EDU 104 saw students were, on average, absent for 20% of all class meetings, while a third section saw improved but still significant absences, with students missing 12% of all class meetings. Anecdotally, instructors have observed students to be frequently late to class, on their phones, wearing headphones and earbuds, chatting during class, and other behaviors that contribute to a negative classroom experience. Certainly, these issues are not new to instructors, nor are they necessarily unique to the AP population. Indeed, many of these behaviors can be mitigated by a variety of pedagogical techniques and classroom policies. However, advisor-instructors have reported that the occurrence of these counterproductive behaviors is alarmingly high in both students in EDU 104 as well as in the AP population in general. Indeed, students often find themselves struggling in class due to this basic lack of engagement, which ultimately results in high absenteeism and failure to meet course learning objectives.
Furthermore, students in EDU have been observed to receive poor final grades in the course, which may indicate struggles with the material and unsatisfactory performance in regard to the learning objectives, with failure rates of 20-40% occurring in some semesters.
BENEFITS OF GAMIFICATION AND GAME-BASED LEARNING IN HIGHER EDUCATION
Gamification has become an increasingly popular trend in education, including higher education (Sera et al.155). This is perhaps unsurprising as gamification and game-based learning seem to offer many advantages to educators and students alike. Chief among these advantages are increased engagement and agency for learners. Research has found, for example, that gamification is effective in engaging students who were otherwise identified as “bashful” or “distracted” (Song et al. 3725). Others argue that gamification results in increased motivation (Gonzalo-Iglesia et al. 59-60; Groening and Binnewies 161; Javier Sotos-Martínez et al. 7; Sailer and Sailer 78; Tanimoto 101).
For Alsawaier, who examines gamification’s impact on both motivation and engagement, it all comes down to fun: “Gamification borrows from video games the element of fun not only to gain the learners’ engagement but also to positively increase their motivation” (64). It almost seems like common sense that borrowing the “fun” components of video games, those aspects of games that are perceived to be pleasurable and to keep players coming back for “just one more turn,” and integrating those elements of fun and play into the classroom environment would result in greater engagement. Still, it is heartening to see that the research supports this assertion. We need not rely solely on common sense but rather on evidence-based practice, and indeed, a surplus of research has demonstrated the effectiveness of tabletop gaming when it comes to motivating learners (Bayeck 422; Song et al. 3725; Sailer and Sailer 78). Indeed, Bayeck goes on to argue that “Board games are certainly spaces that enhance social interactions given that they facilitate the development of complex social skills among players” (423). Importantly, however, one should note that there is some research that finds the opposite–that gamification can actually dampen intrinsic motivation (Hanus and Fox 158-159). While much of the existing research seems to promote gamification, it is important to consider the literature from a holistic perspective in order to ensure our practices are evidence-based.
Increased engagement is not the only benefit of gamification. As mentioned, game-based learning and gamification can also lead to a greater sense of agency in learners. In part, this is due to the fact that “Game mechanics . . . give the learner the freedom of choice” (Sera et al. 156). Particularly valuable when it comes to fostering agency are the collaborative storytelling aspects of tabletop role-playing games like D&D. These types of TTGs allow for nearly every aspect of the gameplay experience to exhibit player agency, from character creation to decision-making and story direction. The characters created by players act as avatars that interact with the game world according to the players’ wishes. Indeed, the very nature of a narrative-based RPG lies in this taking-on of a “role in a story” (Youakim 10). The imaginative, shared play seen in a tabletop RPG results in a “pretensive shared reality” among players which sees “agency as a necessary component” (Kapitany et al. 6). Kapitany et al. go on to explain that “some individuals and groups [engaged in play or a pretensive shared reality] engage in profound explorations of agency and concepts associated with expression of identity and morality” (6). Further, Youakim tells us that RPGs are “spaces where narrative can occur – spaces ripe with narrative possibility” (10). Montanarini echoes this, claiming that “The freedom we are given when we play allows us to explore our relationships with another, witness their relationships with others and examine our own values” (139). RPGs allow for narrative creation, decision-making, and the exploration of social relationships, all of which create a space ripe with opportunities for freedom and the expression of individual agency.
Another important element of the RPG beyond taking on a role is the fact that the stories or narratives are procedurally generated: “By being procedural, the importance of the game lies in the process of creating it” (Youakim 11). The author goes on to explain that students being “a part of the process” of generating the story “gives them agency: the power to do” (Youakim 11). Being able to choose which path to take, which door to approach, how to tackle various obstacles and puzzles, and how to defeat a difficult opponent all contribute to the player (or student) having a strong sense of agency.
Greater engagement and agency are not the only benefits of gamification or game-based learning. There is some evidence that conveying material via the use of board games in the classroom results in both increased short and long-term knowledge retention when compared to traditional lecture-based classes or otherwise non-gamified classroom activities (Karbownik et al. 6; Murillo-Zamorano et al. 13; Sanchez et al.144). For example, Karbownik et al. measured long-term knowledge retention in pharmacology students via examination test scores and found that a group using board games as a learning mechanism showed “significantly higher” scores compared to the control group (6). Additionally, research shows benefits in the case of both board and video game utilization in the classroom on various aspects of cognition, including fluid intelligence, perception, learning, and verbal working memory (Bartolucci et al. 10; Erdogan et al. 103; Martinez et al. 4). Others have found that “the gaming experience becomes a way to ‘immerse’ oneself in [complex scientific] concepts” (Chiarello and Castellano 10). While every action or activity a person engages in requires some level of cognition, certain actions are more active and involve deeper, more complex forms of cognition; role-playing, as one does in a game of D&D, is one of these more complex cognitive activities (Kapitany 10). As further supported by Ewalt, “Games like Dungeons & Dragons require and encourage study; you have to learn the rules, of course, but you also must learn real-world skills in order to understand them — particularly math, statistics, and vocabulary.” (Ewalt 124)
Furthermore, it is possible that the use of RPGs in the classroom, due to their associated creation and control of various fictional characters, could help students to better understand their own identity (Coe 2857; Youakim 13). For instance, TTG players can utilize the different personality characteristics and quirks of their in-game characters as a means for identity exploration or experimentation in the safe environment of the gamespace (Coe 2857). This experimentation takes place both in individual decision-making in the game as well as participation in the group storytelling and decision-making processes (Coe 2857). Youakim argues that RPGs go even further than helping to develop a simple understanding of identity but also “[give] students a chance to . . . better relate their identity to others, and better see themselves as capable human beings” (13). Though this may be a more contentious point that one could reasonably disagree with, Youakim claims that “No matter how hard you try, some of your characters’ aspects when role-playing are going to reflect you as a person” (13). Whether it is true that one’s RPG character must reflect the person or whether role-playing is more akin to acting or masquerading is outside the scope of the present paper. Regardless, it is clear that RPGs like D&D offer intriguing possibilities for identity development and growth.
Despite its potential benefits and recent popularity, however, gamification has seen a comparatively smaller body of research into its effectiveness in higher education. As O’Connor and Cardona indicate, “the discussion regarding its [gamification’s] efficacy has focused on K-12 education” (83). Still, gamification is seeing a growing interest in higher education, and TTGs like D&D have long held the interest of educators. Ewalt notes that “During D&D’s heyday, Gygax [one of the original D&D creators] was invited to speak at teacher’s conventions, and many schools launched extracurricular D&D clubs” (Ewalt 126). Wizards of the Coast, D&D’s publisher, has released and provided educators with various materials with focused lesson plans and teaching kits for elementary and secondary level education, but none specifically geared toward higher education. Indeed, Wizards of the Coast offers an ‘educator license’ to provide access to certain otherwise paid materials for free to those with valid educational credentials to help support their use of D&D modules in a classroom environment (“Educator Resources” 2024).
There is little reason to expect gamification and game-based learning’s effectiveness to be limited to the K-12 level. Many of the principles behind gamification, such as increased engagement and agency, are just as relevant (perhaps even more so) to college students. College students are concurrently navigating a new environment and new degrees of independence. Therefore, the practice of gamification, with its benefits regarding agency, engagement, and the exploration of various identities through the fictional characters and narrative creation of Dungeons and Dragons, seems particularly useful for these learners. Also, some research at the college level does exist. O’Connor and Cardona found, for example, improved motivation, exam scores, and sense of autonomy, and that students desire more gamified course offerings (83). As the authors explain, “Gamification appears to be at least as effective as traditional teaching methods, with the added benefit of greater student control and satisfaction throughout the course” (O’Connor and Cardona 88). So it is not the case that there exists no research at all into gamification in higher education; just less when compared to the K-12 level. Viewed through an optimistic lens, the relative scarcity of existing literature on gamification in higher education provides an opportunity to explore these implications.
COURSE DESIGN
In attempting to redesign the EDU 104 course to provide for greater student engagement outcomes and promote learning, course instructors designed a framework in which D&D (5th edition ruleset, 2014 edition) was incorporated into the class structure (“Basic Rules”), using some modifications and adjustments to tailor this to a novice classroom setting with limited time to learn game mechanics. In a class setting meeting twice weekly for one-hour periods, one class session each week would be dedicated to delivering course content, and the other class session would involve participating in a live game of D&D. Each weekly gameplay session features ideas or themes that tie into the course content delivered earlier in the week. Understanding that gamification and game-based learning may present as a challenge or deterrent to some students who are unfamiliar with or uncertain about such a different way of learning, while also acknowledging the necessity of academic probation requirements, course instructors explained to prospective students how the course would run prior to enrollment. This typically entailed either a meeting, email, or discussion with the course instructor to ensure knowledge of the class design. Students were provided with the opportunity to instead enroll in a traditional, non-gamified section of EDU 104 if they had concerns about these elements. The instructors also had previous familiarity with the course content, having taught non-gamified sections of EDU 104 in the past, allowing for an easier transition to instruction and implementation into the classroom setting.
Multiple game systems were reviewed when determining which system would best suit the needs of the course. D&D was selected primarily for the immersive play style in which students embody their characters and decide on courses of action, both individually and collaboratively as a group. Additionally, D&D gameplay allows players to receive immediate feedback, as the benefits and consequences of their actions are presented promptly. Furthermore, 5th edition D&D is a relatively simple and adaptable system that foregoes some of the more complex and nuanced aspects of other rulesets in favor of more forgiving and approachable mechanics (Youakim 5).
Perhaps most importantly, D&D, as the progenitor of the fantasy RPG, allows struggling students to envision multiple possible futures, including futures where success is realistic, and to develop a growth mindset. Youakim explains the potential of the fantasy genre:
Fantasy embraces the flexibility of RPGs. In the world of the fantastic, anything is possible. All genres include some modicum of extended possibility; magic, however, can remain unexplained and still be satisfying. Of course, there are magic systems that are very scientific and rigid because some people like things explained. That is still a possibility in fantasy. When it comes down to it, though, the ability to make anything happen is invaluable for enabling the players of the game – in this case, students (5)
The very nature of the fantastic gets at the heart of what we hope to accomplish in this course. Fantasy allows for a world of greater possibilities, for players to feel empowered and enabled, and for players to thus develop and maintain a strong sense of agency—all things we see as valuable outcomes of EDU 104.
A principal goal of this style of instruction is for the students to be able to draw parallels between theory and practice, as well as provide a memorable experience that would help with greater retention of knowledge and skills, such as effective learning strategies and study habits, note taking methods, mindset development, time management, and the importance of wellness. D&D allows for the application of strategies and ideas in a low-risk setting (as opposed to actually attempting skills in another graded course or lesson) where they receive instantaneous feedback on how their attempt to use a mechanic played out.
In preparation for the first gameplay session, students were taught basic game mechanics and a simplified ruleset in class, and assigned course content and assignments to help them learn the game. One class session was dedicated to reviewing basic terminology and gameflow. We felt it was important, especially with the time constraints of EDU 104 being a quarter course rather than a full semester course, to eschew some of the more arcane and cumbersome rules in order to keep the focus on course learning objectives rather than learning the rules of a tabletop game. Our students were not required to track their characters’ equipment carrying capacity, their need to eat and drink to survive, and other similarly fiddly rules. Thankfully, D&D 5e is particularly suited to this kind of customization and simplification.
SYLLABUS AND COURSE STRUCTURE
In designing the syllabus, grade scheme, and assignments for the course, the D&D theme was further represented. Opportunities to gain extra assistance could be earned in the form of “perks.” For example, students could earn the “Time Stop” perk, a D&D-themed spell that allows for an extension on an assignment. Earnable perks serve to encourage those behaviors we wish to see in students, such as the avoidance of procrastination. If students wanted to earn perks like “Time Stop,” they could complete assignments early to earn that perk. Although Alsawaier cautions that the impact of a rewards-based system has diminishing returns with highly motivated students, the author does tell us that “rewards reinforce desirable learning behaviors” (68). EDU 104’s AP students often encounter challenges in regard to maintaining motivation. Consequently, we believe that EDU 104 is a case where rewards can provide situational benefits.
Course assignments were also rethemed as “quests,” with distinctions made between main quests and side quests. Main quests, just like in a video or tabletop game, are mandatory for students to complete. In contrast, side quests are optional. Students are able to earn a sufficient number of points to pass the course exclusively with main quests, but a better grade can be earned through the completion of side quests. Many types of side quests were presented to students, including traditional papers, poster projects, presentations, and more. This allows students to possess a greater degree of agency in determining how they showcase their learning. Finally, grade markings were relabeled as experience points with corresponding letter grades. This ensured that tabletop gaming was present as a unifying theme throughout all aspects of the course.
GAMEPLAY
Using the D&D game system rules and mechanics, a customized (colloquially known as homebrew) gameplay arc of five sessions was constructed for students to experience in EDU 104. The campaign was set in a fictionalized version of the university and the surrounding area, including a starting outpost that mirrored the campus, a central figure that represented an important campus administrator, and terrain environments named or themed towards geographic regions in the immediate area of the institution. Over the course of these five sessions, gameplay scenarios mirrored course content taught: resource acquisition, success and failures (mindsets), learning strategies, wellness, and a final cumulative session that reviewed previous topics. [See Appendix A for adventure outlines].
Specific gameplay sessions, as they relate to their corresponding lessons, were as follows:
Figure 1: Instruction-Gameplay Connections
Students used characters and character sheets (the specific details of a character and their abilities) from D&D Beyond, a digital platform from Wizards of the Coast, the parent company of Dungeons & Dragons. Students were also provided with free gameplay dice to ensure that as many barriers to participation as possible were removed.
Gameplay for the weekly session encompassed a wide variety of D&D tools and resources to provide an immersive experience. Play featured both “theater of the mind” style gameplay, as well as game board grids and representative character tokens. Instructors further used background music to enhance the weekly experience and help students feel invested in the gameplay. As students played through scenarios designed for the course, they would narrate their actions, roll to resolve challenges, and apply appropriate scores and modifiers from their character sheets.
Each week four students took on the role of the active gameplay participants, filling the archetypal roles of ‘fighter,’ ‘cleric,’ ‘wizard,’ and ‘rogue.’ Looking for participants, we first asked for student volunteers for each session before manually selecting students to play. Ideally, the class would feature a rotating group of students so that each student had the opportunity to play and participate.
With the limitation of needing to keep the active playing party small, a segment of students each week were also designated as “observers.” These students watch the active playing party and respond to prompts or feedback, identifying either their reflections on the actions taking place at the game table or applying concepts and ideas from the session to the lesson that was taught. For example, one prompt asked students to think about the mindset of the fictional characters on display, identify instances where the character exhibited a fixed or growth mindset, and compare and contrast the characters’ mindsets with their own as a student. A fishbowl model was used for gameplay sessions in which the players and game table were situated centrally in the classroom while the rest of the class was arranged around the perimeter of the classroom, able to observe and take notes while answering reflection questions or occasionally participating verbally.
In specific weeks, student observers also were able to participate more actively. Session 3, where students completed miscellaneous puzzles, allowed the instructors to print out additional puzzle examples for the observers to complete as well. This allowed observers to, in essence, become secondary participants. Active players were also able to consult with the observers when they were stuck, done thematically in game but also allowing us to demonstrate educational principles of collaboration and seeking help and support when needed. In further weeks, observers were also permitted to ‘play the monster,’ as the DM allowed observers to step into the temporary role of DM by rolling dice for NPCs (non-player characters) and making in-game decisions for them. The collective goal of all of these actions was to try to further incorporate those who were not active players to avoid disengagement.
The course instructor for this class is one of the authors of this paper. To facilitate gameplay, the co-authors of this paper collectively were involved each week on gameplay session days. This is in contrast to non-gameplay days, where only the course instructor was present in the room. Students were informed as to who the additional instructors were at the start of the course term as the instructors each introduced themselves and discussed their roles with the class. On gameplay days, one author would facilitate the gameplay, serving as the dungeon master or game master. The other authors served as observers, taking notes and assisting students in interpreting various rules and mechanics of the game. The authors rotated who took on what role at various points in time during the campaign.
The principal aim of this course redesign has been to improve engagement through game-based learning. One of the key metrics we examined as a measure for engagement and course participation was attendance. This metric was chosen as the foundational element of engagement, because students cannot be truly engaged if they are not, at a bare minimum, present in class. Additionally, attendance rates in EDU 104 have historically been poor.
RESULTS
CLASSROOM OBSERVATIONS
By its nature, EDU 104 is comprised of students who struggle academically. This frequently correlates with reduced class engagement and attendance. In administering this course, we initially observed that the first two gameplay sessions of the course required the instructors to call upon participants to play, with a lack of volunteers. Players in the first gameplay session were very hesitant and quiet. Starting in gameplay session 3, our four-player party had two volunteers actively requesting to play, and by gameplay session 4, the entire party consisted of students who had requested to play rather than being called on to play. This demonstrates improved engagement and an increased desire to participate in the course once initial barriers of uncertainty and hesitation were overcome. In allowing this, however, we noted that some students participated more frequently, and others became more regular ‘student observers.’ Throughout the course, eventually, all but one student served as an active player in the campaign. The student who did not serve as an active player was frequently tardy or absent and thus missed significant portions of gameplay, which is the reason for their lack of participation.
The style of gameplay also changed over time as students developed connections in the course with one another, began to understand game mechanics, and were more invested in the game outcome. Whereas the initial sessions required more instructor input to prompt participation, later sessions (particularly in gameplay sessions 3 and 4) found the students proactively asking if they could take certain actions. This initiative-taking correlates positively with active engagement and participation in the class. Further, in the final gameplay session, the party was more animated compared to previous weeks. They engaged with one another regarding both in-game strategy and as amiable classmates.
We also observed that students came ready to play the game fully equipped with their provided dice. Students were never reminded to bring their dice, yet at no point did students who played the game need to ask to borrow equipment or necessary materials—they were instead always ready. Considering that the typical EDU 104 student often struggles with preparedness in terms of class materials, such as writing utensils and paper, the fact that students were always prepared for gameplay with their dice—without reminders, no less—is remarkable.
Attendance
Ultimately, the goal of this research was to see an increase in class attendance. Since Sp1 and T1 were taught by the same instructor, we decided to directly compare the two sections. In Spring 2024’s non-gamified sections (Sp1, Sp2, Sp3), the average attendance rate was 84.3, with an average of 2.5 absences per class. At the conclusion of the gamified course in the Fall 2024 semester (T1), the average attendance rate for the class was 88%, with an average number of absences of 1.5 per class. This represents a 4% increase in the average attendance rate when compared to the three sections of EDU 104 taught in the spring. Of those students with absences, only two had missed three or more class meetings. The majority of students with absences had missed no more than two class meetings.
Figure 2: Attendance
Indeed, T1, the gamified Fall 2024 course, saw perfect 100% attendance rates through the first two and a half weeks of the quarter, equivalent to seeing perfect attendance for over one-third of the entire quarter. This is in contrast to Sp1, one of the non-gamified spring sections in which perfect attendance was seen for only the first two class periods of the quarter. Therefore, we can conclude that students were more likely to have the opportunity to be engaged by meeting the basic requirement of being present in class than in the previous iterations of EDU 104 taught by Academic Success Advisors.
DISCUSSION AND CHALLENGES
These results are unsurprising as a surplus of research has demonstrated the effectiveness of tabletop gaming when it comes to motivating learners (Bayeck 422; Song et al. 3725; Sailer and Sailer 78). There is some research that finds the opposite—that gamification can actually dampen intrinsic motivation (Hanus and Fox 158-159). While much of the existing research seems to promote gamification, it is important to consider the literature from a holistic perspective in order to ensure our practices are evidence-based.
Planning and implementation of the course was not without challenges, however. While we did see improved engagement and excitement among students playing the game, there were observed instances of unengaged behavior. This was especially true for the non-players on gameplay days. There were typically four different ways we attempted to encourage participation in non-players on gameplay days. First, they would be tasked with a written reflection assignment to be turned in at the end of class. Second, they might be asked to help the gameplay group out in difficult moments. Third, if the gameplay involved a puzzle, non-players would be grouped up and given copies of the same puzzles to attempt to solve them. Fourth, non-players would sometimes be tasked with taking control of one of our enemy “monster” NPCs and directing their attacks during combat scenarios. However, rather than being attentive to what was happening at the gameplay table, several students were observed to be on their cell phones or laptops while their peers were playing through the session. This was a repeating pattern of behavior throughout the entire quarter, including the last session, which incorporated some participation from the observers by rolling dice during combat for the NPCs. Observers would roll their dice and immediately return to their electronic devices. Certainly, as in any class, there are a variety of ways an instructor can attempt to mitigate distractions and phone usage. Still, it is worth pointing out that this was a challenge with our fishbowl-style gameplay structure.
One of the biggest challenges facing instructors looking to implement gamification and game-based learning in their courses is the sheer amount of time required to plan, organize, and prep the course. Our model required the creation of several new assignments; indeed, many more assignments than would have been necessary in a non-gamified course. This enabled us to offer students a choice of assignments or “side quests” to complete in order to earn experience points, but it greatly increased the time and effort required to prepare the course before the start of the semester. A great deal of planning had to be put into many other elements of the class, including the implementation of the perks system. Finally, a significant portion of our time was spent writing gameplay adventure scenarios which balanced fun with the infusion of course concepts and learning objectives.
The idea of entirely revamping a class like this can understandably be daunting to educators. It is true that any endeavor in which you retheme and restructure a class to this extent will be time-intensive. However, there are things that instructors can do to lessen the burden on themselves. One recommendation is using Artificial Intelligence (AI) like ChatGPT as a brainstorming tool or to assist in the creation of adventure scenarios. AI has been used to generate topics and other class components before, with students reporting that the AI-generated course content was organized and comprehensible (Davis and Lee 4-6). Though not without its limits, tools like ChatGPT can offer benefits in terms of time-saving and a reduced workload for instructors (Davis and Lee 11; Hinman 42-43). Although we did not use ChatGPT to generate entire lessons or even adventure scenarios, we did use it as a sounding board or brainstorming apparatus at multiple points. An instructor teaching a class like EDU 104 can engineer a prompt asking ChatGPT to integrate a lesson on topics such as wellness, time management, or effective learning strategies into a D&D scenario, and within seconds, the AI will produce effective suggestions. This can be useful in overcoming the creative writer’s block that one may encounter when writing a fantasy storyline. Embracing the emergency of technology like AI can help instructors reduce the increased workload of an undertaking like gamification that might otherwise dissuade them from such a venture.
CONCLUSION
Overall, our results are encouraging. Looking at a population of students on academic probation, we saw average attendance rates increase. We can report on a host of anecdotal observations showing increased engagement, excitement, preparedness, and enthusiasm for both Dungeons & Dragons and the class material. Of particular note was the energy that students brought into the course. Indeed, over time we went from mandating who was at the play table to volunteers eagerly participating, excited to play the game and interact with their peers. We were able to meet learning objectives while implementing both gamification and game-based learning, and we hope that our model can be used as a case study for other educators interested in implementing similar elements into their courses. Gamification offers a variety of benefits for student engagement and agency, and while the bulk of existing research has focused on gamification at the K-12 level, there is a growing body of research examining the higher education classroom through the lens of gamification.
While our model of gamification in EDU 104 has proven valuable to students, it was not without challenges and areas for improvement. Gamification should be considered with a critical eye in terms of both its advantages and potential pitfalls. Educators should be aware that implementing these new elements into an existing course requires an immense time commitment and workload increase, poses questions about equity in terms of students’ pre-existing exposure to and knowledge of RPGs and other forms of gaming, and more. However, these challenges are not insurmountable. As mentioned previously, possible solutions to issues like these include using AI like ChatGPT as a brainstorming and creative tool and simplifying rulesets to ensure the emphasis remains on learning rather than rulebook-accurate gameplay.
Finally, several opportunities exist for modifications to the way EDU 104 operates and for future research. Firstly, our findings are limited by measuring engagement solely by attendance and anecdotal observations. While we maintain that attendance is the key foundational measure of the type of engagement we were interested in improving, additional quantitative measures can be applied to future research into the gamification of EDU 104 and other classes. Also, these have been our observations of gamification and game-based learning as applied to a single section of EDU 104. In future semesters, additional sections will be offered to students, and some of these sections operate under different modalities (such as asynchronous online). Future research should explore the feasibility and effectiveness of implementing gamification in such modalities. In the initial design of this course, we did model some potential adaptations for an asynchronous course, perhaps in line with the play-by-post style of D&D campaigns. One other note is that the fishbowl structure is only one possible avenue for conducting gameplay. The fishbowl offers advantages and disadvantages and is not the only way to incorporate gameplay into class. Other structures might be explored to determine whether there are better ways to engage and involve students in the “observer” group.
Broadly speaking, however, gamification and game-based learning have proven to be effective tools for improving engagement as measured by average attendance rates and our observations. A final thought to return to, drawing on the work of Youakim, is the idea of the fantasy genre offering worlds of limitless possibilities to players and students alike. While nearly any tabletop RPG system could be used in a classroom setting, there is something appealing about the fantasy world of Dungeons & Dragons for this reason. Fantasy offers a world where magic and monsters exist, and D&D, in particular, adds to the fantasy genre the ability to improve the skills and abilities of the player’s characters. As Academic Success Advisors who work with first-year students, including those who find themselves on academic probation and even facing academic disqualification, we know that students on AP often report feeling overwhelmed, discouraged, and lacking in both motivation and a sense of purpose. For any college student, whether they are on AP or not, meaning-making is an integral part of the undergraduate journey. If the fantasy genre, as represented in fiction and gaming, can serve as a key to unlocking students’ ability to see their full potential, develop a growth mindset, and develop a sense of confidence, agency, and purpose, it is our duty as educators to at least consider the use of this tool as part of our repertoire to better serve our students.
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APPENDIX A
ADVENTURE SESSIONS
The Adventure Begins: Welcome to Oswego
As adventurers visit the Wildlands of Oswego, they have returned to this outpost to strengthen their skills and prepare for adventure. Our travelers are all adventurers who have been here before, but for whom prior experiences have resulted in challenges and setbacks. They have been recalled to the town, to train and set forth on another journey, to prove their mettle and demonstrate their many talents.
This adventure/lesson will encourage players to explore different resources in The Oswego Wildlands, the main setting for this campaign. In this session, players will need to navigate through different skill checks at resource stops to encourage the locals to share information to prepare them for the battle ahead.
To successfully complete this adventure, players will need to visit at least 3 of the 5 resources and collect a badge of knowledge to prove they are prepared for the journey ahead. Refer to the Oswego Wildlands map while traversing to see each point of interest.
1: The Culkin Tower
Towering across the Oswego Wildlands is an 8 story gray behemoth, known as the Culkin Tower. The central point of authority and power on campus, adventurers traveling here can gain quick access and connections to most other campus resources.
Adventurers wishing to enter the tower must pass a DC 5 (perception) check to ascertain how to enter in. If successful, adventurers can make a DC 5 (athletics/acrobatics) check to push the doors open or dive into the revolving doors. Entering into the first floor, adventurers will find a navigation board that will help them to navigate to any floor or resource. Visiting the resource may lead to a temporary perk or benefit for the adventurer. Adventurers may have only one benefit at a time. Potential resources to visit include:
Culkin Tower Table
| Resource | Benefit |
| Lord Masters of the Domicile (ResLife) | +1 to constitution for remainder of session |
| The Keeps of the Roll (Registrar) | +1 to wisdom for remainder of session |
| Exchequer (Student Accounts) | +1 to intelligence for remainder of session |
| The Wildlands Watch (Dean of students) | One free re-roll for remainder of session |
| The Governor’s Council (President/Vice President offices) | +1 to charisma for remainder of session |
Earning a Knowledge Badge
To earn a knowledge badge, the characters must visit two resources which they are beseeching help and support from. Upon entering into the office, make a DC 5 Wisdom Saving throw. A successful save and the characters can continue. On a failed save, the character is frightened, concerned about how the authority will perceive them, and needs to wait 1d4 minutes before returning, or alternatively choose another location first.
Once successfully having entered into an office, the character will speak with the officer in charge of the resource. Doing so, they will request aid based on what they need. Make a DC 10 persuasion check. This can be rolled with advantage if another character helps or makes a persuasive argument in favor. On a successful roll, the office will award the character with an Amulet of Support, which will grant one benefit as noted in the benefits column of the Culkin Tower Table. They will also then reward one Knowledge Badge. On a failed check, they will encourage the character to visit another office in the tower to see if they can help them instead, or tell them to take advantage of another resource first before carrying on. Once having done so, the character can return for a DC 5 persuasion check to then earn their rewards.
2: The Penfield Archives
Approaching a sturdy looking 3 story square building, adventures can choose to enter in through multiple entrances. Entering in, adventurers can venture to the left if they need to take a short rest in the room of study and silence. Characters can also travel right to enter the Lake Effect Apothecary, where they can purchase beverages to help fortify them for the journey ahead.
| Item | Effect | Cost |
| Elixir of Awakening | Advantage on Perception checks | 1 sp |
| Potion of calming | Advantage on constitution saving throws | 1 sp |
| Scone of Sustenance | Add +5 temp hp | 1 sp |
Moving forward, the characters are stopped by a Human Archivist (Neutral), who will ask them what their purpose is with their visit. Players can be truthful with their intention, in which the Archivist will gladly direct them to the appropriate resource. Players utilizing the archivist can lower any DC check to find or obtain resources in the archives, as they have expert knowledge assisting them. Players will also see many resource terminals throughout the library, special tools that can help an individual to quickly access knowledge and information through the correct sequence of inquiries and phrase inputs.
Earning a Knowledge Badge
Players can earn a knowledge badge through one of two ways in the archives
- Successfully find the Bureau of Learning Resources, located on the first floor of the Archives. To find this, adventurers can make a DC 10 (investigation) check to search for the entry door (DC 5 if the archivist helped them). If successful, they make their way over there, where they enter into a period of learning and studying to prepare for the adventure ahead. Award 1 knowledge badge.
- If they are unsuccessful, adventurers may repeat the investigation check by asking an archivist for assistance. The new DC is 5. Alternatively, they can ask one of their companions to help or assist them, and the companion can make the check with advantage, DC 10.
- Find a book of valued knowledge. As adventurers prepare to go on their journey, they will need to study and prepare for the actions ahead. To do so, they may wish to read and study from source material that can help in their growth. Players can make a DC 10 perception check to see if they can successfully locate a signpost that will guide them to the correct area of the library. Upon finding the area, the DC to find a book of valued knowledge can be affected as such:
- With no assistance, the player can attempt to find the book on their own with a DC 20 investigation check.
- Players can use a resource terminal to search for a specific location to look. The DC is now 10.
- Players can also ask an archivist for assistance in identifying where the book is. Doing so will lower the DC to 5.
Successfully acquiring the book will reveal a hidden badge of knowledge in it once opened.
3: Mary Walker Healing Outpost
On the northern edges of the wildlands, a small and unassuming outpost provides comfort and care to weary travelers. Adventures who enter into here can make a DC 10 persuasion check with an Elven (neutral) Outpost worker to ask for care and support. If successful, the worker will bring them to a Gnomish Healer of Body and Mind.
Earning a Knowledge Badge
To acquire the badge of knowledge, the adventurer must share with the Healer three things about the upcoming adventure that are distracting or challenging to them. Upon hearing these, the Healer will cast a powerful Mind Blank spell, which will protect and ward the character from any stresses and exhaustions associated with these worries. For seeking help and enlightenment, they will award a knowledge badge.
4: The Grand Marano Concourse
Situated in the center of the wildlands is a massive structure that stretches on as far as the eyes can see. People bustle in and out, coming and going for business or just using the elegant concourse simply as a through route. As adventurers enter in, they can make a DC 10 Perception check to see if they can find any navigation signage that would help them to navigate this large concourse. Otherwise, players can stop to chat with the locals to also ask for support and assistance in identifying resources with a DC 10 Persuasion check. If either of those fail, a DC 10 history check can also be performed to see if the adventurers recall the location from their prior journeys though this, as this is a common place to travel.
Earning a Knowledge Badge
Having successfully been able to navigate the labyrinth, adventurers can make their way to one of three vendors, who can provide them with the ability to successfully obtain their Knowledge Badge.
The Careerist’s Guild – Players can visit the Careerists’ Guild, where they can seek to train and study under a knowledgeable expert who can give them the skills they need to prepare not just for the road ahead, but the road ahead of the road ahead. Characters can reveal three goals they hope to accomplish at the end of their journey. If they do so, they gain +1 to intelligence until the end of the session, and earn the Knowledge Badge.
Advisor’s Emporium – For wayward souls who are lost and confused, or just don’t know where else to go, the Advisor’s Emporium is a collective of seers and soothsayers who can help plan ahead for the future and give the character knowledge of what to do and how to do it. The characters must reveal to the seer three questions they have been looking for help with. With a successful DC 10 persuasion check, the seer will give them the answers, and reward them with a knowledge badge. Failing the check, the seer will request one additional question, to ensure that the character is fully committed before awarding the badge. The character will also earn a +1 wisdom bonus until the end of the session.
Accessibility Associates – For those characters who believe that their journey ahead may face challenges, and want support and assistance to make sure they can take advantage of every opportunity to be on equal footing with their peers, Accessibility Associates can help analyze and outfit the adventurer with the tools and resources they need. They can also provide sound guidance and advice for future negotiations with others in the Oswego Wildlands that the adventurer can rely on. To earn a knowledge badge here, the adventurer must meet with an associate and describe the support and assistance they are looking for. Make a DC 10 Arcana check. If successful, the adventurer will identify a new sense of confidence and strength within them granted by the associate. If the check fails, the adventurer can ask the Associate with a DC 5 persuasion check to explain how it worked. Upon completion, a knowledge badge will be awarded. The adventurer will also earn one re-roll on a failed saving throw.
5: The Old Sheldon Memorial
Standing high atop the plateau of the Oswego Wildlands is an older building, one which housed learned scholars of the past. Today, it still welcomes those adventurers who come to train and grow and in the Oswego Wildlands. This Memorial Building is complete with a mighty bronzed statue of Lord Commander E.A. Sheldon out front, who established the first training ground for young adventurers preparing to set foot into the wildlands.
Inside the Memorial lie several knowledge services, including the Monetary Support Unit. The Monetary Support Unit can confer with adventurers before they begin their journey, making sure they will have enough resources and finances to get them to the end of their quest.
Earning a Knowledge Badge
To earn a knowledge badge from the Monetary Support Unit, players roll 5 contested rolls, using their persuasion modifier vs. the unit’s insight check. If the player succeeds on 2 of the 5 rolls, they have successfully convinced the unit of their need for aid and support, and they will be provided support. They receive the knowledge badge, and 10sp as well to help outfit them for the journey ahead.
If the check is failed, the unit may encourage the character to visit with the Exchequer in the Culkin Tower to confirm they are eligible for support. If they do visit the exchequer with this news, a DC 5 persuasion attempt will authorize the exchequer to act on behalf of the Monetary Support Unit. The player will receive 5sp and the knowledge badge.
Week 2: Goal Setting – Lessons in Combat
This session will focus on combat, teaching the players the general nature of how to conduct themselves and what is available to them. Beyond that, it will tie into concepts of goal setting – assisting the players in setting goals that are realistic and attainable, represented by progressively harder combat actions.
Goblin monster from this session is sourced from the 2014 basic rules. Other monsters are ‘homebrew’ creations, custom built using a statblock generator (“D&d 5e Statblock Generator).
Venturing out beyond the Oswego outpost
Before heading out of town, one of the Advising Seers meets up with you, wanting to test your skills and ability to set your goals and measure tasks. They lead you past Mary Walker, where you are lead to a clear landing area on the shores of Lake On’daryo.
Before you are three training circles. The adviser says:
Now, you must practice setting your sights on the right targets. By understanding what you can accomplish, and what you need to train and build for, you can better focus your mind. Before you are three tasks. Each are representative of a mission – one to which you can easily accomplish, one which will require some work, but is doable, and one which for now may be beyond your grasp. Attempt them all. And then, reflect on what this means for you.
The party will then enter three combat encounters. If the party is defeated in any of them, or if an individual is reduced to 0 hp, they are ‘unconscious’, but are not lethally harmed. At the end of each turn, a local healer from Mary Walker comes by and casts Heal. This version also restores any used spell casting slots.
Challenge 1 (for a party at level 2)
Before combat begins, ask the party to set their goals – one or two tasks they wish to accomplish in the battle ahead. It may be to defend against an attack, cast a spell, land a hit, or perform some other action. Encourage the players to limit this to one or two simple to do things.
4 Goblin creatures which the party must attempt to defeat. The Goblins will spread their attacks out, and rather than a +4 to hit have an unmodified roll, to indicate the easy challenge. Any critical hits on the characters should be treated as regular attacks instead.
Having been successful in the first encounter, the DM should ask each participating adventurer in turn how that felt, and if they were confident. What lead them to feeling confident.
Challenge 2
Having been successful in the first battle, the advisor acknowledges their work. As DM, you should congratulate them, and tell them to prepare for the next task. It will be more difficult, but you can still do it.
If the party successfully defeats the Adventurer, congratulate them and acknowledge their hard fought victory. Ask them what was different about that fight than the last.
If the party falls in defeat, ask them what went wrong. Note that sometimes, even when they are fully prepared for a battle, trips and stumbles may occur, or we may become overconfident. Ask them what they learned, and award inspiration for any of them that give strong responses.
Challenge 3
If the party was defeated in the prior challenge, then Challenge 3 may not be fully appropriate for them. As DM, note that you had another battle lined up for them, but that perhaps they should take time to recover first.
If they were successful, challenge them to an even harder task. Ask what their new goals will be, and prepare them for a tough fight. When the fight begins, urge forth the shadow caster, a small and diminutive figure, who symbolizes that sometimes we can underestimate how difficulty something can be.
Make sure to note for the party that in time, they will be prepared for a challenge of this nature. Some challenges can catch us off guard, or we can bite off more than we can chew. Ask them how they understand when they’ve met their limit, and when they know to push harder.
Ending the challenges
At the conclusion of 2 or 3 challenges, prepare to send the party off on their quest. Read them the following:
Now, you set forward on your journey. To redeem and reclaim yourselves, and to reveal what has been there all along. That inside each of you are mighty and confident warriors, who can rise to the occasion. That even though you may stumble or get lost, that your journey is not at it’s end, but that a glorious road awaits you.
As you bid them farewell, tell them that next time, they will step out beyond the Oswego Wildlands and face their next test – as they traverse the unpaved lands ahead.
Week 3: Running out of time
**Puzzles from this session were adapted from Tasha’s Cauldron of Everything, a D&D 5E official sourcebook.
The adventurers continue on the journey given to them. They soon arrive at a mysterious door deep in the heart of the dark forest. Before them stands a tower. Read the following text
“In these walls lie trials three
solve each puzzle, carefully
finish in time, tarry not
else time itself will have you caught”
As you open the door, you step into a large room. As the door closes behind you, darkness envelops the room, only to be washed away as torches light along the walls suddenly, revealing a single metal box in the middle of the room. Towards the top of the room lies a curved dome, which leads up to an oculus overseeing the room.
A DC 15 Perception check reveals a starry sky above. Players will recall that as they entered into the room, it was still fully daytime out.
1: The Skeleton Key
As players move forward into the torch lit room, they come closer to the metal box. Read the following to the players:
You come upon a sinister metal box with an iron lock built into each of its four sides. Each lock sports a keyhole with a sculpted image above it. Four iron keys hang from hooks on a nearby wall, and each key has a different number of teeth. Above the keys, the following verse has been etched into the wall:
“The spells on these locks are all the same.
Though each possesses a unique name.
Count on your answer to unlock the way,
But use the wrong key to your dismay.”
All four locks must be opened before the box’s contents (whatever they might be) can be accessed.
Show the players puzzle handout 2 when their characters examine the keys. Each key has a different number of teeth: six, five, four, and three, respectively.
Each lock has a creature molded in iron above it: a bat, snake, spider, or wolf, respectively. These locks can’t be picked. If anything other than the correct key is placed inside a lock, 1 minute is deducted from the clock in the room that ominously counts down the time.
Solution
Once the characters identify the creature depicted above each lock, they should count the letters in each creature’s name. The number of letters in a creature’s name corresponds to the number of teeth on the correct key, as shown in the skeleton keys solution table.
| Lock | Key |
| Bat | Three Teeth |
| Snake | Five Teeth |
| Spider | Six Teeth |
| Wolf | Four Teeth |
Hints
Any character has the option of making these ability checks to receive a hint
Intelligence (Nature) DC 10: The character knows that “natural” knowledge about bats, snakes, spiders, and wolves in general won’t help here.
Wisdom (Perception) DC 10: The character realizes that the keys’ skull-shaped heads are all the same and probably have no bearing on the puzzle’s solution.
Upon successfully unlocking the box, a bright light emerges, fully illuminating the room in bright light. The characters hear a rumbling of dust and stone, as a hidden door is revealed beyond magically shifting bricks against the wall. The characters proceed through the door, to enter the next room.
2: Four by Four
Upon entering into the next room, read the following:
You enter a dimly lit chamber, smaller than the last. It is square and compact, and covered in cobwebs, with a stale and damp air sitting thick in the room. Sitting above the room is still a clock, with the time reflecting the same time as in the last room, counting down backwards from an hour, the dreadful ticks echoing through the chamber.
In the center of the room you notice a pule of objects. Nine dwarf skulls rest near a four-foot-square set of tiles in the floor, and carved into a nearby stone altar is the following inscription:
Brave warriors met their demise foretold.
Their secret kept shall yet unfold.
If crowns placed correctly on the shrine,
Celestial beds for four of nine.
Player Resource:
Players must move the skulls to the appropriate location to correctly solve the puzzle. They will consult with the DM when they believe they have a correct solution. For each incorrect guess (as a whole), 1 minute is deducted from the time.
Solution:
The numbers labeling each row and column denote how many skulls belong within. Characters must place the skulls so that the correct number of skulls appear both in the rows and column, while still covering four of the stars. This puzzle has multiple possible solutions, with one example below.
Final option:
Members Only Puzzle, Exact Change Puzzle, Eye of the Beholder
Week 4: Wellness – The 6 trials
This session will focus on wellness, by presenting a series of trials that encourage the adventurers to make good decision making choices.The adventurers will be required to face a series of trials, monologuing along the way to reflect upon their experiences.
The Adventurers Trials
As the adventurers step beyond the doorway into the dungeon, the door slams shut behind them, and they are thrust into darkness.
I’ve been waiting for you. Do you truly believe that your training, your growth, is enough to succeed in the challenge ahead? Or are you doomed for failure? Before you lay a series of challenges, meant to test your fortitude, willpower, and purpose. If you survive theses tests, perhaps at the end you will find what you have been looking for.
As the voice finishes speaking, sconces on the wall illuminate with fire, revealing a door ahead of the adventurers. There seems to be only one way forward.
Physical Challenge
As they venture through the first door, they see a long and narrow bridge ahead of them. As they look closer, they see swinging axes, pendulums going back and forth across the walls. In front of them they see a podium, etched with the words:
“Through halls of stone, the ground does quake,
Where platforms fall and bladed walls wake.
Leap, dodge, and run with strength and might,
To prove your body endures the fight.”
Player characters must succeed on a DC 15 acrobatics, or DC 13 athletics check to make it through the perils. Any who fail must survive a DC 14 CON save or take 2 points of damage.
At the end of this trial. The voice reemerges
So it seems you have passed your first test. The journey ahead is long, and if you are to survive through the ordeals, it will be important to nourish your body as much as your mind and spirit.
As the voice ends, another door appears, as the chamber behind them grows dark again. There is only one way forward.
Emotional Challenge
As they step through this door, they see a single lonely mirror spotlighted in the center of the room. Next to the entry of the doorway, another pedestal with another poem.
“A mirror stands, yet shows no face,
But fears within that each must brace.
With courage found, stare deep and true,
Conquer the doubt that resides in you.”
As a player character approaches, they see themselves reflected. In the mirror, the reflection of themselves asks a simple question — what is your greatest fear?
Player characters can automatically succeed in this challenge by answering honestly, in the context of the class. Those who deceive themselves pass a DC 15 Charisma save, or suffer 2 points of psychic damage.
After the last character has gone, the voice appears again. Being honest about struggles and challenges is important. Knowing when to ask for help, where to grow, and what to avoid for the future is crucial for your mission ahead.
Occupational Challenge
As another door appears, the characters step into a workshop. They see lots of tinkering items in front of them, gadgets and gears, keys, spring, and small other gizmos. Ahead of them is a door with a intricate looking lock. They see yet another pedestal, with the following message etched into it.
“In gears and wheels, a balance lies,
Fix what’s broken, be swift and wise.
With hands of skill and focus sharp,
Repair the craft, ignite the spark.”
Characters can make a DC 15 investigation check to find the proper set of tools. Another character can make a DC 15 sleightb of hand check to assemble the tools together. A third character can then make a DC 15 athletics check to jam the stuck key into the hole. Working together, they’ll identify that different skills and classes are needed to complete the task. After success is found, the voice once again appears.
It is important to have the right skills and tools for the job. If you feel that your skill set, that your abilities don’t align with your passions and knowledge, perhaps re-consider what you are doing.
Spiritual Challenge
As they enter into the next room, they see four circle on the ground, each surrounded by a dim blue flame, barely flickering. Another pedestal provides them with a riddle as they enter.
“A flame divine, with heat so pure,
To test your soul, and make hearts sure.
Step forth with faith, in spirit or creed,
Only trust will guide your lead.”
The characters immediately get the sense that they will need to stand inside of the flame, to test their purpose and resolve. When they step in, the flames erupt and turn red around them. They hear a simple voice. Ask one question — why are you here?
Characters need to respond from their out of game perspective, with what their motivations are for being a student. Characters who answer honestly and openly will see the flames fade back down, and their circle will light up. Those who answer dishonestly, or without sufficient explanation or passion will need to pass a CON save DC 10, or suffer 2 points of fire damage. The flames will not dissipate until they answer honestly. Subsequent answers will result in +5 to CON save DC each round.
After all characters have succeeded, they will see the door open in front of them, and the voice returns.
The flames of your passions burn true. Do not turn and hide away from those — rather, use those to excite and motivate and encourage you.
Intellectual Challenge
As the party enters the next room, they see a wall that seems to be turning and rotating on its own. As they wait, they see a break in the wall, a door panel, that they can jump into. A DC 10 acrobatics check allows them to get into the labyrinth.
Once it, they see the following etched into the floor:
“A maze of thought, illusions twist,
Where wisdom walks through logic’s mist.
Find the path with sharpest mind,
The key is there for those who find.”
The characters will need to use their intellect and their willingness to always learn and grow to solve the puzzle.
As characters walk along, they can make a DC 10 investigation check to notice the path most trodden, indicating the correct way to go. If they do not notice this quickly, they must make a DC 5 intelligence check to avoid getting lost and confused.
After successfully identifying the correct way to go, they make it through the spinning labyrinth. One last DC 10 acrobatics check, and they can jump out to the other end. They hear a voice once again.
You used your knowledge and your brain. Learning and growing is always necessary. Be curious, ask questions and never stagnate.
Another door appears, leading to one last challenge.
Social Challenge
As they step into the next room, three ghostly apparitions stand before them. They see a pedestal, in the shape of a dais in front of them. The apparitions beckon them to stand before it. Standing at the pedestal, the characters can read the following:
“A council waits with words to weave,
Your wit and charm you must believe.
Speak truth or lies, but earn their grace,
For words are strength within this place.”
The apparitions then begin to speak. They encourage the adventurers to stay with them, to abandon their quest. They’ve food and wide, games, fun. Anything but the required task. Instead, they could be distracted in this social life forever.
Characters must first resist a DC 10 wisdom save, to prevent temptation. Fellow characters can provide advantage with comforting words.
Once saved, the characters must explain to the apparitions why they must carry on and cannot join them. They can intimidate (DC 15), persuade (DC 10), or deceive (DC 13) to convince the apparitions to leave.
Once all apparitions have left, they hear a voice once more.
You’ve done well to resist the siren song of temptation. It can be easy to let foolish errands distract from the task at hand. But you’ve done well. Come now, I am so close at this point. Your journey is almost at an end.
Last chamber
If time remains, the characters walk in to a large stone chamber, circular in style. A grate, dirty and filled with grime lays in the center. They see a large snarling wolf 40 feet out in front of them, snarling and guarding a caged door. Characters can make a DC 10 perception check to notice the President standing beyond the cages. Above the cages sit a small balcony, where a mysterious figure is watching over the proceedings. A shimmering force field hovers in front of them. The figure says.
“You have fallen into my trap. I’ve taken your president, along with any hopes you may have to learn, grow and accomplish your tasks. But fear not — before I defeat you, I’ll give you one last pleasure in life. Some time with my beloved puppy.
End of session
Week 5: The Final Adventure
This session will serve as the culminating adventure, meant to give students the sense of fulfillment and accomplishment of seeing their hard work pay off.
Monster stat blocks for the dire wolf and doppelganger come from the 5E basic rules, with minor modifications by the DM to adjust for player level and story progression
Finishing the Quest
As the DM, read:
You stand in the dark, dank, dungeon deep within the forest, having traversed many traps and puzzles but still searching for the missing President. You have come to a large, open chamber with a raised wooden platform in front of you. You see a figure that looks like the President of the Oswego Wildlands standing on this platform. However, something seems wrong. Rather than seeming scared or in need of rescue, the President towers above you menacingly, with a grin that seems to stretch unnaturally wide across his face. He asked you if you like puppies, and then with a puff of smoke had conjured a hulking, ferocious-looking wolf which now growls menacingly at the party.
Have the players (and yourself) roll for initiative.
Wolf Encounter Notes
The party may attempt an animal handling check, with a DC 12. On a succes, the wolf doesn’t attack and flees the dungeon. If the success is a 15 or higher, it trusts you more than the doppelganger, and joins yourside. On a failure, the wolf attacks.
As the DM, incorporate non player observers in this session. Allow them to roll attacks and select targets for the dire wolf, to improve classroom participation.
Upon defeat of the wolf, the Doppelganger comments:
No! My precious puppy. You’ll pay for that you meddling fools!
Have the player characters roll for initiative again.
Doppelganger Encounter notes
The observers in the party can once again choose to attack and roll to hit and for damage. Encourage them to roleplay the doppelganger
If the party is struggling to defeat the doppelganger, read the following:
Suddenly, you see ethereal and wispy flames seem to appear out of nowhere around you. They coalesce into a shape, revealing themselves to be the spirits you met in the prior adventure. Having proven your worth, they are here to help you.
The spirits take the form of a Level 1 fighter, see Character sheet, and select one or two observers to join in.
If the battle goes beyond 3 rounds, read the following
A loud banging noise is heard from a wooden door in the farthest corner of the room. With one last thundering boom, the door splinters open and out steps… the President of the Oswego Wildlands. His eyes wild, he takes in the scene before him.
“Take care, adventurers! It is not myself that you find yourself fighting. It is a fiend that takes the form of others to deceive and manipulate–a doppelganger! The monster ambushed me, locked me in the back room, and has been wearing my persona as his! I only just now managed to escape when I heard the commotion. I’ll join you in your battle!”
At this point, you can activate the Doppelgangers “read thoughts” ability. Narrate the following
You feel the monster you are fighting pry into your mind, sensing your deepest fears and darkest secrets. Yes, give in to your fear, the voice in your head whispers. You’ve been through so much, and you are beaten and bruised. Why do you choose to carry on? Wouldn’t it feel so much better to give up, and to rest?
After the defeat of the doppelganger, he lets out a loud wail, and collapses. Allow the characters a moment to share their perspectives or make comments. Following this, read the following to the players:
Finally, the monster is defeated, and as it sheds the false president’s skin, you see the doppelganger’s true form revealed–a pale, bluish-grey humanoid with scaly skin, crooked fangs, viscous long claws, and glowing yellow eyes.
The president thanks the players again, before you begin to feel a strong shake. It appears the dungeon itself is collapsing on you.
Escaping the Dungeon
You start to run back the way you came, to find your way out of the dungeon, with the real president in tow. Thankfully, the traps and puzzles you had to navigate to get to the president have now resolved themselves and are no longer a threat. However, you suddenly hear a hissing voice in your mind “You may have defeated me, but I shall have the last laugh! Behold, the last of my power!” A boom echoes through the halls of the dungeon. Suddenly, the walls and ceiling begin to shake, and stones and tiles begin to fall from the ceiling.
Narrate for the characters what the escape looks like. At miscellaneous points, call upon one or multiple of them to make a DC 12 acrobatics saving throw. Those failing should take 2d4 bludgeoning damage. A success will yield no damage. If a character falls to 0 hp as a result of this, ask what the party does to help them get out of there.
You run up a flight of stairs and navigate several more rooms, dodging the falling debris, when suddenly, an open doorway you previously came through begins to close–it is a stone doorway that descends from the top down through some unknown mechanism. It is slowly sliding down–make a mad dash to make it through and slide under the closing door in time!
As you approach the door, you see it closing. Have the characters make a DC 10 acrobatics to pirouette through the door gap. On a success, they successfully navigate the door. On a failure, the characters may attempts a DC 10 athletics or sleight of hand check to make their way through a now closed door. Provided advantage of another character creatively thinks of a way to assist.
If time remains, have them encounter 1d4 skeletons or zombies blocking the way for one last fight.
Conclusion
The party makes it back to the Oswego Wildlands outpost with the real president safe and intact. The President rewards them each with a pouch of gold coins and their choice of magical weapons and armor from his personal collection as thanks for saving him, and a celebration is thrown in your honor that night. I know, he tells you, that you’ve each had to overcome various trials and obstacles to rescue me. You had to practice time management to swiftly find the solution to puzzles, you had to solve riddles with your learning strategies. You’ve had to ensure your wellbeing as you navigated that wicked dungeon. You’ve had to work closely as a team. I am certain, from all the courage and resourcefulness you’ve demonstrated, that you’re ready for bigger and grander quests.
End of Session, and adventure. Thanks for playing!
Sean Milligan
Academic Success Advisor
Adjunct Instructor, English and Creative Writing
SUNY Oswego
Sean Thomas Milligan is an Academic Success Advisor and Adjunct Instructor in the English & Creative Writing department at the State University of New York at Oswego where he has taught courses in composition, literature, and pop cultural studies. Recently, he designed and taught a course for first-year students focused on comics and representations of illness and disability. He also teaches success courses for students on academic probation. His research interests include a wide variety of pop culture media such as comics, film, and tabletop and video games, as well as genres including science fiction, fantasy, and horror. Theoretical areas of interest include disability studies, fandom studies, and class, race, and gender in literature. Some of Sean’s recent publications include chapters on the Joker and Batman mythos in regards to disability and conspiracy theories and conspiratorial thinking in Marvel comics.
Andrew Buchmann
Senior Academic Success Advisor
SUNY Oswego
Andrew Buchmann is a Senior Academic Success Advisor in the Advisement Center at the State University of New York at Oswego, serving students from Communication Studies and Cinema and Screen Studies. Having earned both his B.A. and M.S from SUNY Oswego, Andrew is a lifelong learner dedicated to student success. In addition to advising a caseload of students, Andrew is the Starfish App Admin for the campus and the co-facilitator for the SUNY Early Alerts Community of Practice. Outside of his vocation, he enjoys all things Star Wars, LoL Esports, and adventures with his partner Leslie.
David Runge, M.S. Ed.
Academic Success Advisor
SUNY Oswego – Advisement Center