By Cristo Leon, Ph.D., last reviewed March 06, 2025.
Introduction
Developing a strong research question is critical in any academic or scientific study. A well-structured research question ensures clarity, focus, and a clear path for inquiry. However, many researchers, especially those new to academic writing, struggle to narrow broad interests into specific, researchable questions.
This is where the General-Particular-Specific (GPS) Model becomes a valuable tool. Initially developed by Cristo León in collaboration with Collaborative for Leadership, Education, and Assessment Research (2022), the GPS model provides a structured framework for gradually refining research topics into well-defined questions. The model has been applied successfully in universities across the United States, Mexico, and Latin America to improve research communication and organization.
In this blog post, we will explore using the GPS Model to develop a research question for an academic paper, using an example from Tabletop Role-Playing Games (TTRPGs).
Breaking Down a Research Topic Using the GPS Model
The GPS model follows a logical step-by-step approach, moving from a broad research area to a focused research question. Below is a practical example illustrating how the GPS model can be applied to TTRPG research (see Table 1):
Tabla1.- GPS model for creating research questions
| GPS Model | Action | Topic | Question |
| General Area | Identify Your Area of Interest | I am interested in Tabletop Role-Playing Games (TTRPG) | What is TTRPG? |
| Particular Area | Focus on a phenomenon | I am interested in TTRPG praxis | What is its praxis? |
| Specific Audience (Focus Group) | I am interested in the TTRPG praxis of Dungeon Masters (DMs) | What is the praxis of DMs? | |
| Location (Geographical Focus) | I am interested in the TTRPG praxis of Dungeon Masters (DMs) in Latin America. | What role do DMs play in LATAM? | |
| Specific Area | Define a Sub-topic | Issues: Define three areas of interest | Evaluation, assessment, and instruments |
| Pinpoint a critical issue | Select one issue | What are the factors for DMs? | |
| Research Question | Refine the question | Write the research question | What are the factors affecting the praxis of DMs in LATAM, and how can we evaluate them? |
Step-by-Step Guide to Using the GPS Model for Research Questions
1. Start with a General Area
The first step is identifying a broad research area that interests you. In this case, the researcher is interested in Tabletop Role-Playing Games (TTRPGs).
- Example: What is TTRPG?
At this stage, the question is too broad and not researchable. However, it serves as a starting point to explore a more specific aspect of the field. It also facilitates identifying if the paper will be exploratory; in this case, there is no consensus about TTRPGs. Therefore, we can locate some operational definitions.
2. Define a Particular Area
Next, you should narrow the focus by identifying a specific phenomenon within the general area. In this case, the researcher is interested in TTRPG praxis, meaning the actual practice, techniques, and methodologies used in playing these games.
- Example: What is TTRPG praxis?
By focusing on praxis, the research takes a more defined direction but is still broad.
3. Specify an Audience or Focus Group
It is essential to determine the study’s applicability to make it more focused. Here, the researcher is interested in the praxis of Dungeon Masters (DMs)—the individuals who guide the game and create narratives.
- Example: What is the praxis of DMs?
This step helps narrow the research toward a particular community or role within the TTRPG ecosystem. If necessary, the paper could include a discussion of the roles, such as players, DMs, etc.
4. Establish a Geographical Focus (if applicable)
Adding a geographical focus can further refine whether the research involves regional or cultural variations. For this example, the researcher focuses on Dungeon Masters in Latin America (LATAM).
- Example: What role do DMs play in LATAM?
This step benefits comparative studies, cultural analysis, or region-specific research.
5. Define a Sub-topic and Identify Critical Issues
Now that the research has a specific focus (DMs in LATAM), the next step is to determine specific issues that will be examined. The researcher selects three key areas: i) Evaluation, ii) assessment, and iii) Instruments (for analyzing the praxis of DMs). The next step is to select a critical issue: The researcher decides to explore factors influencing the praxis of DMs.
- Example: What are the factors for DMs?
The research question is almost ready at this stage, but it still needs refinement to be clearer and more specific.
6. Refine the Research Question
Finally, the research question should be structured clearly, concisely, and researchable. After refining, the final research question becomes:
- Final Research Question: What factors affect the praxis of DMs in LATAM, and how can we evaluate them?
Now, the question is well-defined, is researchable, and aligned with the original research interest.
Why Use the GPS Model?
The GPS Model offers several benefits for structuring research:
✅ Provides a clear framework – Helps researchers organize their ideas step by step.
✅ Avoids overly broad research questions – Ensures the research remains specific and focused.
✅ Enhances academic communication – It makes writing research proposals, abstracts, and academic papers easier.
✅ Facilitates interdisciplinary research – The model can be applied to various fields, including STEM, social sciences, and humanities.
Using the GPS model, researchers can systematically develop strong research questions, ensuring their studies are well-structured, coherent, and meaningful.
Dialog Scene
Here is a simple dialogue using role-playing to explain the GPS model for crafting research questions:
Setting: A Polytechnic Institution, Director of Research’s office
Characters:
• Dr. A.: Director of Research
• Dr. B.: History Faculty
(Scene opens with Dr. B. sitting across from Dr. A.)
Dr. A.: Thank you for coming in, Dr. B. I wanted to discuss strategies for enhancing research proposals, particularly for tenure-track faculty. We need to foster more innovative and impactful research.
Dr. B.: I agree. Securing funding and producing meaningful research is crucial. I’m open to suggestions.
Dr. A.: I’ve been exploring the GPS (General-Particular-Specific) Model… developed by Cristo León. It’s a structured framework that helps refine broad research interests into well-defined, researchable questions. I think it could be particularly beneficial for your work in history, Dr. B.
Dr. B.: GPS model? I haven’t heard of it. How does it work?
Dr. A.: It’s a step-by-step approach…:
• Start with a General Area: First, identify a broad area of interest within your field. For you, that might be, say, «Industrialization and Society».
• Define a Particular Area: Narrow the focus to a specific phenomenon. Perhaps «The Impact of Industrialization on Labor Practices»….
• Establish a Geographical Focus (if applicable): Refine further by adding a geographical element, like «Labor Practices in 19th Century Manchester».
• Define a Subtopic and Identify Critical Issues: Determine specific issues, such as «Child Labor Laws and Enforcement in Manchester Factories.»
• Refine the Research Question: Structure a clear, concise, and researchable question: «How did the enforcement of child labor laws in 19th-century Manchester factories affect overall labor practices and social reform movements?»
Dr. B.: That sounds like a useful way to structure things. I often find myself with very broad ideas that are difficult to turn into concrete research projects. So the goal is to not be too broad.
Dr. A.: Exactly. It helps avoid overly broad research questions and ensures the research remains specific and focused…. This model has been used across universities in the United States, Mexico, and Latin America, showing its adaptability.
Dr. B.: How does this align with the goals of larger funding bodies like the NSF?
Dr. A.: It aligns very well. Consider the NSF’s GERMINATION program…. It aims to cultivate pedagogical frameworks that enable STEM researchers to formulate research questions with potentially transformative outcomes. Although GERMINATION is engineering-focused, the principles apply across disciplines. The NSF seeks research that addresses critical societal challenges. Using the GPS model can help you develop research proposals that meet NSF’s criteria for Intellectual Merit and Broader Impacts, and any discipline can incorporate it.
Dr. B.: So, by using the GPS model, I can better frame my historical research to address current societal needs?
Dr. A.: Precisely. For instance, your work on industrialization could inform current debates on labor rights, economic inequality, or the impact of technological change. The GPS model can help you connect historical trends to contemporary issues, which is what these funding programs often look for.
Dr. B.: That makes sense. I’m also thinking about the importance of interdisciplinary research. How does the GPS model facilitate that?
Dr. A.: It can be applied to various fields, including STEM, social sciences, and humanities. Also, GERMINATION proposals value including social science expertise to guide project implementation.
Dr. B.: This is very helpful, Dr. A. I’m eager to try this approach with my next research proposal.
Dr. A.: Excellent. Remember, the key is to be systematic and to ensure your research questions are not only innovative but also clearly articulated and logically sound.
(Scene ends.)
Final Thoughts
Developing a research question is a foundational step in any academic inquiry. The GPS model provides a structured, logical approach to refining broad research interests into precise, researchable questions. Whether working in STEM, education, social sciences, or TTRPG studies, this model can help you develop clear, focused, and impactful research questions.
If you are working on your thesis, dissertation, or research project, consider using the GPS Model to guide your thinking process. It will help you clarify your focus, ensure logical progression, and develop a strong foundation for your research.
🚀 Now it’s your turn! What research question are you working on? Try using the GPS Model and share your thoughts in the comments!
Additional Readings
If you are interested in exploring examples of the GPS in social innovation research.
Reflections on Communication, Collaboration, and Convergence, First Edition: Strategic Models for STEM Education and Research (Lipuma et al., 2023)
Reflexiones en Comunicación, Colaboración y Convergencia, Primera Edición: Modelos Estratégicos para Educación e Investigación STEM (Lipuma et al., 2025)
If you are interested in using the GPS for literature reviews.
Colaboración Interdisciplinaria: Tablero de Control para una Institución Politécnica R01 en los EE. UU. (León, 2024)
Collaborative Co-Design: Transforming Traditional Professional Development (León & Lipuma, 2024)
If you are interested in using the GPS for oral presentations.
Constructively Aligned Instructional Design for Oral Presentations (Lipuma et al., 2024)
Sources
León, C. (2024). Colaboración Interdisciplinaria: Tablero de Control para una Institución Politécnica R01 en los EE. UU. [Tesis] (CLDM_LDO) [PhD Thesis, IEU Universidad]. /Research/Academic Qualifications.
León, C., Gerónimo Ramos, P. del C., Borjas Mayorga, Y. M., & Guzmán Zarate, V. H. (2022). Modelo General Particular Específico (GPE): Una Herramienta Convergente para la Revisión Sistemática de la Literatura [Sección de eBook. Capítulo 14.]. In A. Carvalho de Oliveira & V. Carvalho Mocellin (Eds.), Ciências Socialmente Aplicáveis: Integrando Saberes e Abrindo Caminhos: Vol. VI (CLDM_LDO; 1st ed., pp. 173–183). Editora Artemis; /Research/Business & Management. https://www.editoraartemis.com.br/artigo/33002/
León, C., & Lipuma, J. (2024). Collaborative Co-Design: Transforming Traditional Professional Development [Peer-reviewed journal]. Revista de Gestão Social e Ambiental, 18(10), e06461–e06461. /Research/Education. https://doi.org/10.24857/rgsa.v18n10-089
Lipuma, J., León, C., & Guzmán Zarate, V. H. (with Wolf, J.). (2023). Reflections on Communication, Collaboration, and Convergence, First Edition: Strategic Models for STEM Education and Research [Softcover] (CLDM_LDO; 1ra Edición). Mito Editorial; /Research/Collaboration & Convergence. https://digitalcommons.njit.edu/stemresources/37/
Lipuma, J., León, C., & Guzmán Zarate, V. H. (with Wolf, J.). (2025). Reflexiones en Comunicación, Colaboración y Convergencia, Primera Edición: Modelos Estratégicos para Educación e Investigación STEM [Digital] (M. Van Houtte, J. Serret, & M. O. Cabobianco, Eds.; CLDM_LDO; 1ra Edición en Español). Mito Editorial; /Research/Collaboration & Convergence.
Lipuma, J., Yáñez León, C. E., Malpica Rosendo, J. E., & Luiz da Silva, C. (2024). Constructively Aligned Instructional Design for Oral Presentations [Peer-reviewed journal]. Revista de Gestão Social e Ambiental, 18(8), 1–20. /Research/Education. https://doi.org/10.24857/rgsa.v18n8-012