Getting Inspired: A Qualitative Study on the Use of the Inspirisles Role-Playing Game to Teach Middle Schoolers American Sign Language

Abstract

Background

The purpose of this study was to determine the effectiveness of a role-playing game (RPG) as a pedagogical tool for teaching beginning American Sign Language (ASL) to middle school students in a classroom setting.

Methods

In this qualitative study, n = 40 students participated in a 50-minute class centered on the ASL role-playing game, Inspirisles, for 45 days. To collect data on the student experience of the Inspirisles class, a post-process focus group was conducted with an external moderator and students (n =18) who chose to participate. Student responses were coded using applied thematic analysis.

Results

Students reported learning 50 to 100 words in American Sign Language, including numbers and the fingerspelling alphabet. Beyond language acquisition, they reported three main themes: a change in learning dispositions, positive social-emotional growth, and identification of important factors for success in continuing classes.

Conclusion

Students in the Inspirisles-based ASL class showed progress in learning ASL, with additional considerations for prosocial group learning in the classroom setting. However, further research is needed to see if this pedagogy is a viable option for long-term learning of ASL in the classroom setting.