Overview: Player Immersion, Motivation, Identity, and Spiritual Development
Unit 6 Overview
In Unit 6, we will explore theories of immersion, motivation, and player relationship to character from the role-playing game discourse. Role-playing, like many other forms of embodied play, can be considered an altered state of consciousness. While it shares commonalities with other modalities such as acting, improv, etc., the role-playing game activity is unique as a phenomenological state due to the many activities, thought processes, and emotions players juggle during play.
Thus, although much can be learned about these states by studying adjacent states of consciousness, reading theory in the role-playing game discourse can provide exceptional insight into the complexities of the play experience, as well as how various game activities can differ in terms of what types of attention they require. i.e. immersion. From this perspective, players can also learn to articulate and express their creative agendas, meaning the types of role-playing activities they most prefer. These creative agendas are indicative of motivation, i.e. what motivates players to seek out certain types of activities or groups.
Although these concepts have overlap, please note that while immersion is a neutral state, describing “what happens” when a player is engaged in an attentive state on a facet of the game, motivation is a play preference, i.e. a facet of the game that players find particularly engaging.
Finally, analyzing these states give us insight into the relationship between players and their characters — not only the relative similarities and differences between self-concept and character-concept, but also degree of perceived closeness or distance to the character to one’s daily self during play. In other words, they can develop their identity through play, and even explore spiritual development.
While this Unit focuses mostly on the theoretical side of play experience, consider the ramifications these concepts have on design and implementation. Also, reflect upon your own experiences of play and facilitation with regard to these theories. How would you self-define if using this terminology to describe your engagement?
In this Unit, we will cover:
- Immersion
- Motivation
- Relationship to Character
- Identity Development
- Spiritual Development
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Note: Some of the materials below may not be available outside of this course. We are providing them as part of your education within this course. Do not distribute PDFs.
Required materials:
- Simon Brind, Halfdan Keller Justesen, Sarah Lynne Bowman, Alessandro Giovannucci, Felipe García-Soriano, and Kjell Hedgard Hugaas. 2026. “Chapter 3: Production and Logistics for Transformative Role-playing Games.” In Implementing Transformative Role-playing Games, edited by Sarah Lynne Bowman, Simon Brind, and Kjell Hedgard Hugaas, pp. 116-190. Acta Universitatis Upsaliensis. Transformative Play Research 2. Uppsala University Publications.
- Bowman, Sarah Lynne, Kjell Hedgard Hugaas, Guus Quinten van Tilborg, Simon Brind, Alessandro Giovannucci, Nikola Sekulic, and Josephine Rydberg. 2026. “Chapter 6: Theory and Practice in Playing for Transformation.” In Implementing Transformative Role-playing Games, edited by Sarah Lynne Bowman, Simon Brind, and Kjell Hedgard Hugaas, pp. 308-390. Acta Universitatis Upsaliensis. Transformative Play Research 2. Uppsala University Publications.
Recommended materials:
Player Motivation:
Readings:
- Bienia, Rafael. 2012. “Why Do Players Larp? Motivations for Larping in Germany.” In Wyrd Con Companion Book 2012, edited by Sarah Lynne Bowman and Aaron Vanek, 97-103. Los Angeles: Wyrd Con.
- Bøckman, Petter. 2003. “The Three Way Model Revision of the Threefold Model.” In As Larp Grows Up, edited by Morten Gade, Line Thorup, and Mikkel Sander, 12-16. Denmark: Projektgruppen KP03.
- Edwards, Ron. 2001. “GNS and Other Matters of Role-Playing Theory, Chapter 2.” The Forge, October 14.
- Kim, John. 2003. “The Threefold Model FAQ.” Darkshire.net, February 14.
- McDiarmid, Rob. 2011. “Analyzing Player Motives to Inform Larp Design.” In Branches of Play: The 2011 WyrdCon Academic Companion, edited byAmber Eagar. Los Angeles, CA: Wyrd Con.
Identity, Players, and their Characters
Readings:
- Blackstock, Ryan. 2016. “Origin Stories: The Phenomenological Relationship between Players and their Characters.” International Journal of Role-Playing 7: 5-9.
- Bowman, Sarah Lynne. 2010. “7: Character Evolution and Types of Identity Alteration.” In The Functions of Role-playing Games: How Participants Create Community, Solve Problems, and Explore Identity, 155-178. Jefferson, NC: McFarland & Company, Inc.
- Bowman, Sarah Lynne. 2015. “Connecting Role-Playing, Stage Acting, and Improvisation.” Analog Game Studies, May 11.
Videos:
- Tannenbaum, Theresa Jean. 2022. “Restorying Trans Game Studies — Theresa Jean Tanenbaum.” Transformative Play Initiative. YouTube, Nov. 29.