abstract: Several music players have evolved in multi-dimensional and surround sound systems. The audio players are implemented as software applications for different audio hardware systems. Digital formats and wireless networks allow for audio content to be readily accessible on smart networked devices. Therefore, different audio output platforms ranging from multispeaker high-end surround systems to single unit Bluetooth speakers have been developed. A large body of research has been carried out in audio processing, beamforming, sound fields etc. and new formats are developed to create realistic audio experiences. An emerging trend is seen towards high definition AV systems, virtual reality gears as well as gaming applications with multidimensional audio. Next generation media technology is concentrating around Virtual reality experience and devices. It has applications not only in gaming but all other fields including medical, entertainment, engineering, and education. All such systems also require realistic audio corresponding with the visuals. In the project presented in this thesis, a new portable audio hardware system is designed and developed along with a dedicated mobile android application to render immersive surround sound experiences with real-time audio effects. The tablet and mobile phone allow the user to control or “play” with sound directionality and implement various audio effects including sound rotation, spatialization, and other immersive experiences. The thesis describes the hardware and software design, provides the theory of the sound effects, and presents demonstrations of the sound application that was created. / Dissertation/Thesis / Masters Thesis Electrical Engineering 2016

Time Difference Of Arrival (TDOA) based position tracking technique is one of the pinnacles of sports tracking technology. Using radio frequency com-munication, advanced filtering techniques and various computation methods, the position of a moving player in a virtually created sports arena can be iden-tified using MATLAB. It can also be related to player’s movement in real-time. For football in particular, this acts as a powerful tool for coaches to enhanceteam performance. Football clubs can use the player tracking data to boosttheir own team strengths and gain insight into their competing teams as well. This method helps to improve the success rate of Athletes and clubs by analyz-ing the results, which helps in crafting their tactical and strategic approach to game play. The algorithm can also be used to enhance the viewing experienceof audience in the stadium, as well as broadcast.In this thesis work, a typical football field scenario is assumed and an arrayof base stations (BS) are installed along perimeter of the field equidistantly.The player is attached with a radio transmitter which emits radio frequencythroughout the assigned game time. Using the concept of TDOA, the position estimates of the player are generated and the transmitter is tracked contin-uously by the BS. The position estimates are then fed to the Kalman filter, which filters and smoothens the position estimates of the player between the sample points considered. Different paths of the player as straight line, circu-lar, zig-zag paths in the field are animated and the positions of the player are tracked. Based on the error rate of the player’s estimated position, the perfor-mance of the Kalman filter is evaluated. The Kalman filter’s performance is analyzed by varying the number of sample points.

Fundação Carlos Chagas Filho de Amparo a Pesquisa do Estado do Rio de Janeiro / A proposta deste estudo foi construir uma cartografia dos modos de fazer psicologia em centros de treinamento (CTs) de categorias de base, bem como das relações da psicologia do esporte com outros saberes/poderes e de seus possíveis efeitos na formação do jogador de futebol, tendo por campo empírico o cotidiano de alguns clubes de Belo Horizonte e do Rio de Janeiro. Em aliança com os pensamentos de Félix Guattari e Gilles Deleuze, apropriamo-nos dos escritos destes e de outros pesquisadores da Análise Institucional como interlocutores nesta cartografia; igualmente, das contribuições de Michel Foucault sobre sociedade disciplinar e biopoder. Estudos antropológicos e sócio-históricos também nos ajudaram a compreender como se constrói a noção/prática de formação no futebol brasileiro contemporâneo. Colaboraram ainda nessa composição os debates metodológico-epistemológicos sobre História Oral, procedimento que funcionou como um dispositivo ético-político durante todo o processo de investigação. Neste sentido, mediante entrevistas de história oral temática, buscou-se conhecer o trabalho de quatro psicólogos do esporte atuantes em categorias de base na atualidade. Complementarmente, observações em centros de treinamento foram realizadas. Nesse percurso, apreendemos nuances da instrumentalização do corpo-atleta que remetem ao processo histórico de construção dos atuais modos de formação do jogador de futebol no Brasil. Pistas sobre os primeiros trabalhos de Psicologia do Esporte de que se tem notícia integram tal processo, e apontam a uma psicologia que também se instrumentalizava, tendo os testes psicométricos como principal recurso. Em uma trajetória na qual forças mais, e menos flexíveis produzem efeitos políticos, vê-se o aspirante a jogador de futebol transformar-se em um atleta que funciona como jogador-peça, jogador-produto, ou mesmo jogador-empresa, a fim de realizar o almejado e muitas vezes inquestionável sonho de ser mundialmente conhecido e aclamado. No espaço dos CTs, disciplina e biopoder se articulam em dispositivos em prol da manutenção de uma produção em moldes capitalísticos. Das modulações das práticas neoliberais surge ainda a figura do empresário para gerenciar a vida dos jogadores e garantir que sejam produtos valorizados no mercado global de boleiros. Embora ainda hoje os testes e os perfis psicológicos sejam instrumentos hegemônicos na psicologia esportiva, as práticas desta última são tão diversas quanto os modos de subjetivação existentes e implicam efeitos às vezes mais, às vezes menos adaptados à promoção do rendimento esportivo e à constituição do atleta empreendedor-de-si mesmo. / The purpose of this study was to construct a cartography about the ways of doing psychology in youth soccer training centers (TCs), and also about relationships between sport psychology and other knowledges/powers and their possible effects on the formation of soccer players, having as an empirical field the daily life of some clubs of Belo Horizonte and Rio de Janeiro. In accordance with the thought of Gilles Deleuze and Felix Guattari, we take the writings of these and other researchers of Institutional Analysis as interlocutors in this cartography; we did the same with the contribution of Michel Foucault about disciplinary society and biopower. Anthropological and social-historic studies also helped us in understanding how the idea / practical of formation is being built in contemporary Brazilian soccer. Oral History methodological and epistemological debates also cooperated in that composition, and this was a procedure that worked as an ethical-political device throughout the research process. In this sense, with thematic oral history interviews, the aim was to get to know the work of four sport psychologists who are active in youth soccer. In addition, observatins were conducted in training centers. Along the way, nuances about the instrumentalization of the body-athlete which refer to the historical process of the construction of current modes of training soccer players in Brazil have been apprehend. Clues about the first works in Sport Psychology which are known to us integrate this process and point to a psychology that had been also instrumentalized, having the psychometric tests as its main resource. In a trajectory in which forces - sometimes more, sometimes less flexible produce political effects, the aspiring soccer player becomes an athlete who works as a piece- player, a product-player, or even an enterprise-player in order to realize the desired, and often unquestioned, dream of being a world-renowned and acclaimed soccer player. At TCs spaces, discipline and biopower are articulated as devices for the maintenance of production in the capitalistic framework. From the modulations of neoliberal practices the entrepreneur also appears, to manage players? lives and ensure that they become high-valued products in the global marketplace of footballers. Although the tests and psychological profiling tools are still hegemonic in the practice of sport psychology, those practices are as diverse as the existing modes of subjectivation and imply effects - sometimes more, sometimes less adapted to the promotion of sport performance and to the establishment of the athlete entrepreneur-of-itself.

Cette thèse relève de la didactique de l’anglais. Il s’agit d’une étude exploratoire des représentations et attitudes de 170 lycéens, relative à l’introduction et l’utilisation du baladeur MP3 en cours d’anglais. Notre démarche d’investigation a reposé sur une approche systémique de la situation d’apprentissage. Afin de mettre au jour l’attitude des apprenants, nous avons utilisé des questionnaires. Nos résultats ont mis en évidence l’absence d’unanimité dans l’acceptation du baladeur MP3 en cours d’anglais. Une utilisation régulière du baladeur MP3 dans la vie quotidienne ne prédispose pas à son appropriation dans un contexte scolaire. Le baladeur MP3 n’est pas un objet réel – c’est un artefact qui se reconstruit selon les usages. Notre étude a également montré que les représentations de l’objet technologique chez les apprenants dépendaient de leurs représentations des autres éléments de la situation d’apprentissage. / This PhD thesis concerns the learning/teaching of the English language. It consists in an exploratory study of 170 high school students’ beliefs and attitudes as regards the introduction and use of an MP3 player in English classes. Our investigation was based on a systemic approach of the learning context. In order to expose the learners’ attitude, we used questionnaires. Our results highlighted the absence of consensus in the acceptation of the MP3 player in English classes. A frequent use of the MP3 player in the daily life does not involve its appropriation in a school context. The MP3 player is not a real object – it is an artefact that is reconstructed according to the uses. Our study also showed that the learners’ beliefs of the technological object depended on their beliefs of the other elements belonging to the learning context.

O presente texto pretende apresentar a investigação, a partir de referenciais práticos e teóricos, sobre as possibilidades, caminhos e princípios da construção de uma Pedagogia do Palhaço, que venho desenvolvendo, desde 2000 - proposta educativa que tem como principais concepções e propostas pedagógicas as técnicas do ator-criador, do arteiro, do atuador, do artivista e do educador para a paz, que se constitui a partir dos elementos da Arte do palhaço, como o riso (enquanto deflagrador do pensamento sério), o corpo jogador, a transgressão e a inversão, na relação com a Educação, na interface com as Ciências Sociais e com as Artes, e em conformidade com minhas próprias experiências enquanto ator, palhaço, jogador de capoeira, contador/colecionador de histórias e educador. A partir da pesquisa qualitativa, através do levantamento e do estudo bibliográfico, assim como, através do método autobiográfico, selecionei materiais escritos e iconográficos sobre minha trajetória profissional e docente, problematizando-os e colocando-os sob perspectiva para a consolidação desta Pedagogia, que se aproprie do riso, do jogo e do corpo do palhaço como estratégias dialógicas; a pensar uma práxis provocadora pedagógica que caiba nos corpos dos/as profissionais que trabalham com a educação de crianças e de jovens. / This paper aims to present the research, based on practical and theoretical references, on the possibilities, ways and principles of the constrution of a Clown Pedagogy, I have been developing since 2000 educational proposal whose main pedagogical conceptions and proposal are the actor-creators techniques, the mischievous, the actuating, the artivista and the educator for peace, created from the Clown arts elements such as laughter (as precipitant of serious thought), the body player, transgression and inversion, in relation to Education, the interface with the Social Sciences and the Arts, and in accordance with my own experiences as an actor, clown, capoeira player, Story Teller/ Collector of stories and educator. Starting from the qualitative research through the survey and bibliographical study, as well as through the autobiographical method, I have selected written and iconographic material about my professional career and teaching, questioning them and putting them in perspective for the consolidation of this pedagogy which appropriates laugh, play and clown body as dialogical strategies; to think a pedagogical provocative práxis that fits in bodies of the professionals working with the education of children and youth.

Um dos desafios da Inteligência Artificial aplicada em jogos é o aprendizado de comportamento, em que o objetivo é utilizar estatísticas obtidas da interação entre jogador e jogo de modo a reconhecer características particulares de um jogador ou monitorar a evolução de seu comportamento no decorrer do tempo. A maior parte dos trabalhos na área emprega modelos previamente aprendidos, por meio da utilização de algoritmos de Aprendizado de Máquina. Entretanto, são poucos os trabalhos que consideram que o comportamento de um jogador pode evoluir no tempo e que, portanto, reconhecer quando essas mudanças ocorrem é o primeiro passo para produzir jogos que se adaptam automaticamente às capacidades do jogador. Para detectar variações comportamentais em um jogador, são necessários algoritmos que processem dados de modo incremental. Esse pré-requisito motiva o estudo de algoritmos para detecção de mudanças da área de Mineração em Fluxos Contínuos de Dados. Entretanto, algumas das características dos algoritmos disponíveis na literatura inviabilizam sua aplicação direta ao problema de detecção de mudança em jogos. Visando contornar essas dificuldades, esta tese propõe duas novas abordagens para detecção de mudanças de comportamento. A primeira abordagem é baseada em um algoritmo incremental de agrupamento e detecção de novidades que é independente do número e formato dos grupos presentes nos dados e que utiliza um mecanismo de janela deslizante para detecção de mudanças de comportamento. A segunda abordagem, por outro lado, é baseada na comparação de janelas de tempo consecutivas utilizando espectrogramas gerados a partir dos dados contidos em cada janela. Os resultados experimentais utilizando simulações e dados de jogos comerciais indicam a aplicabilidade dos algoritmos propostos na tarefa de detecção de mudanças de comportamento de um jogador, assim como mostram sua vantagem em relação a outros algoritmos para detecção de mudança disponíveis na literatura / One of the challenges of Artificial Intelligence applied to games is behavior learning, where the objective is to use statistics derived from the interaction between the player and the game environment in order to recognize particular player characteristics or to monitor the evolution of a players behavior along time. The majority of work developed in this area applies models that were previously learned through the use of Machine Learning techniques. However, only a few pieces of work consider that the players behavior can evolve over time and, therefore, recognizing when behavior changes happen is the first step towards the production of games that adapt to the players needs. In order to detect changes in the behavior of a player, incremental algorithms are necessary, what motivates the study of change detection algorithms from the area of Data Stream Mining. However, some of the characteristics of the algorithms available in the literature make their application to the task of change detection in games unfeasible. To overcome these difficulties, this work proposes two new approaches for change detection. The first approach is based on an incremental clustering and novelty detection algorithm which is independent of the number and format of clusters and uses a mechanism for change detection based on sliding windows. The second approach, on the other hand, is based on the comparison of consecutive time windows using spectrograms created from the data inside each window. Experimental results using simulations and data from commercial games indicate the applicability of the proposed algorithms in the task of detecting a players changing behavior, as well as present their advantage when compared to other change detection algorithms available in the literature

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This Final Conclusion Work Dissertation comes from a design that seeks to value the fable process in the teaching of literature through intertextuality and literary text fruition. Our goal turns to the development of a literary reading book facing the interpretation of literary texts through the look of subjective reading, considering the creativity of the player at the reception process. For this, theoretical studies have been developed that make reference to the senses of the literary reading focused on the practice of subjectivity that involves a sensitive response and creative to literary reading based on A. Rouxel and in studies of some methodological approaches to literary text teaching of Brazilian researchers: R.Cosson and W.Cherry. We also explored the concepts developer player U. Eco, as a cooperative movement of the reader to construct directions. Finally, as methodological procedures and instruments, both were adopted as bibliographic perspective on qualitative from a proposal for literary workshops held in a public school in the city of Euclides da Cunha - Bahia, of a seventh class of elementary school II. After various stages of this research, it was proposed a literary reading notebook: the fable of the reader as a teaching materials built with the intention to provide the opportunity for contact with the literary text through activities in which the student is able to analyze, compare, combine, make inferences, and mainly extrapolations, linking these intellectual operations to the physical action and social practice, on the products. Methodologically this thesis into three chapters: in the first is in the debate on A. Rouxel reading methods, W.Cherry and C. Gomes, V.Aguiar, M. Bordini and R.Cosson; as the second chapter, was discussed collaboration and player training, the prospect of U. Eco and A.Rouxel; in the last chapter we took into consideration the topics of the action research methodology used in research and the results obtained in the investigation. / Esta dissertação do TCF (Trabalho de Conclusão Final) parte de uma concepção que busca valorizar o processo de fabulação no ensino de literatura por meio da intertextualidade e da fruição do texto literário. O nosso objetivo se volta para a elaboração de um caderno de leitura voltado para a interpretação de textos literários pelo olhar da leitura subjetiva, considerando a criatividade do leitor no processo da recepção. Para isso, foram desenvolvidos estudos teóricos que fazem referência aos sentidos da leitura literária voltada à prática da subjetividade que envolve uma resposta sensível e criativa à leitura literária fundamentada em A. Rouxel e nos estudos de algumas abordagens metodológicas de ensino do texto literário dos pesquisadores brasileiros: R. Cosson e W. Cereja. Exploramos também os conceitos de leitor colaborador de U. Eco, como um movimento cooperativo do leitor para a construção de sentidos. Por fim, como procedimentos e instrumentos metodológicos, foram adotados tanto a perspectiva bibliográfica quanto à qualitativa em uma proposta de oficinas literárias realizada em uma escola pública municipal na cidade de Euclides da Cunha - Bahia, numa turma do sétimo ano do ensino fundamental II. Após as diversas etapas desta pesquisa, propôs-se o Caderno de leitura literária: a fabulação do leitor como um material didático construído com a intenção de oportunizar o contato com o texto literário por meio de atividades nas quais o discente seja capaz de analisar, comparar, combinar, efetuar inferências, e principalmente, extrapolações, vinculando essas operações intelectuais à ação física e à pratica social, nos produtos criados. Metodologicamente, dividiu-se esta dissertação em três capítulos: no primeiro consta o debate sobre os métodos de leitura de A. Rouxel, W. Cereja e C. Gomes, V. Aguiar, M. Bordini e R. Cosson; quanto ao segundo capítulo, foi abordada a formação do leitor, pela perspectiva de U. Eco e A. Rouxel; no último capítulo levaram-se em consideração os tópicos da metodologia da pesquisa-ação adotada na investigação e os resultados obtidos na investigação.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Face the deficit manifestations in literary reading associated with the narrowing and "erase" the place of the literary text in elementary school. Developed an action research through didactic sequence, favoring the use of daily reading as a tool with potential for intervention and data collection. The pilot application was with 9th grade students in a school of public municipal system (Banzaê-BA). Therefore, objective with this report to present and analyze the read daily paper in the literary text apprehension process (recording and sharing). It emphasizes that the practice diarist, adopted here, only materializes fully in their socialization, whose reading circle is an effective community of readers (the class). For the purpose of teaching literature, must not be confused with the daily reading the diary - Private genre in which the holder, individual space, records intimate revelations and personal feelings. Daily reading is part of the educational sphere. It is a public genre with diary elements. We can define it then as a text written in the first person singular, from pre-established by the teacher instructions. In it, the reader, as we read, reflectively dialogues with the text read, can evoke his repertoire readings and experiences. Primarily, the survey drew on theoretical assumptions Machado (1998), Buzzo (2010), Lejeune (2008) Cosson (2014b), Fish (1992), Compagnon (1999) Rouxel (2013) and Langlade (2013) . We analyzed four inputs of the students, after reading two short stories "The Head", Luiz Vilela (2006) and "To win the game," Rubem Fonseca (2002). These, according reread instrumentation for reinterpretation via crossing with other languages (music and film), presentation of data / images of the authors and contact with literary criticism. The productions of the students had as an analytical criterion the four items of pre-established teaching guidance for the preparation of records (first and third records), as well as criteria related to reinterpretation (second and fourth records). The results showed a more protagonist student-reader who is responsible for the construction of meanings of the texts read. They pointed out, along with the formal data and literary text content, the subjective intervention of readers linked to construction and / or identity-building (s). The students records also showed gaps, problems whose teaching intervention is imperative by proposing solutions and / or reflections on the understanding of the listed phenomena. Finally, we inferred that there was in the process of reading the students a combination of personal and social levels. / Face a manifestações deficitárias em leitura literária associadas ao estreitamento e apagamento do lugar do texto literário no ensino fundamental. Desenvolveu-se uma pesquisa-ação por meio de sequência didática, privilegiando-se a utilização do diário de leitura enquanto instrumento com potencialidades para intervenção e coleta de dados. A aplicação piloto ocorreu com alunos do 9ºano em uma escola da rede pública municipal (Banzaê-BA). Diante disso, objetiva-se com este relatório apresentar e analisar o papel do diário de leitura no processo de apreensão do texto literário (registro e compartilhamento). Enfatiza-se que a prática diarista, aqui adotada, só se concretiza plenamente na sua socialização, cujo círculo de leitura constitui uma efetiva comunidade de leitores (a classe). Para o propósito do ensino da literatura, não se pode confundir o diário de leitura com o diário íntimo - gênero privado em que o produtor, no espaço individual, registra revelações íntimas e sentimentos pessoais. O diário de leitura faz parte da esfera educacional. É um gênero público com elementos do diário íntimo. Podemos defini-lo, então, como um texto escrito em primeira pessoa do singular, a partir de instruções pré-estabelecidas pelo docente. Nele, o leitor, à medida em que lê, dialoga de forma reflexiva com o texto lido, podendo evocar seu repertório de leituras e vivências. Precipuamente, a pesquisa valeu-se de pressupostos teóricos de Machado (1998), Buzzo (2010), Lejeune (2008), Cosson (2014b), Fish (1992), Compagnon (1999), Rouxel (2013) e Langlade (2013). Analisou-se quatro entradas dos alunos, após leitura de dois contos A cabeça , de Luiz Vilela (2006) e Ganhar o jogo , de Rubem Fonseca (2002). Estes, relidos consoante instrumentalização para reinterpretação via cruzamento com outras linguagens (música e cinema), apresentação de dados/imagens dos autores e contato com textos de crítica literária. As produções dos alunos tiveram como critério analítico os quatro itens de orientação docente pré-estabelecidos para a elaboração dos registros (primeira e terceira entrada), assim como critérios vinculados à reinterpretação (segunda e quarta entradas). Os resultados evidenciaram um aluno-leitor mais protagonista que se responsabiliza pela construção dos sentidos dos textos lidos. Apontaram, junto aos dados formais e de conteúdo do texto literário, a intervenção subjetiva dos leitores vinculada à construção e/ou reforço de identidade (s). Os registros discentes, também, apresentaram lacunas, problemas, cuja intervenção docente se faz imperativo por meio da proposição de soluções e/ou reflexões na compreensão dos fenômenos arrolados. Por fim, depreendemos que houve no processo de leitura dos alunos a conjugação das instâncias pessoal e social.

Context. Digital games are an important application of software due to its growing popularity in society. As digital games are introduced in a growing number of homes we see a rapidly extending user base ranging from young to elderly. Since digital games now have reached beyond the early adopters and now engage a range of users that are more unfamiliar with the context of digital games and thus less trained and schooled in the clichés of digital games, the importance of previous knowledge in the digital games area are entering a sort of common knowledge to interpret and make meaning of society. Objectives. The thesis cover two related aspects of basic digital game competences; firstly a theoretical review of the topic that secondly is followed by a study where we investigate how experienced players learn to play a digital game together and which types of activities they utilize in order to do so. Methods. This thesis consists of two parts with different methods; a review of the term and concept of game literacy as well as a case study performed as an interaction analysis of players engaging with a new digital game. For the second part the interaction analysis was conducted in three phases 1) recording of players and notes of timestamps of interesting situations, 2) actual interaction analysis and transcribing and 3) review. To be able to show a modus operandi for the players’ interaction and learning situations, a single pair of players were selected, and therefore also allowed for a chronological presentation of the play session and learning situations. Results. In the first part of the thesis we present our results concerning that the use of the term game literacy is not consistent throughout the discourse, but rather two different viewpoints. Furthermore we suggest a taxonomy that allow for a more continuous view of game literacy knowledge than previously presented. Secondly we show that competences from previous games not always allow for a more efficient play performance due to the fact that different games have different cognitive schemas. Conclusions. We conclude that concepts like game literacy and “the player’s repertoire” where it is suggested that the player builds on previous knowledge to perform better within any game should be viewed with more criticism than previously. Previous experience of how a game function and the solution to solve problems in other games may not be fruitful at all. Players that utilize the same cognitive schemas they developed in other games could be hindered when trying to play a new game. Furthermore we conclude that the “reflective” learning style that other researchers (i.e. Gee) refer to, when playing games, is not the only one and that the players take some time to reach a reflecting level during play. / Dagens brukare av datorsystem bär med sig en annan förståelse och förmåga att använda datorsystem och programvara än tidigare. Denna annorlunda förståelse finns genom bruket av andra plattformar än traditionella PC med den s.k. skrivbordsmetaforen (t.ex. Windows eller Mac OS). Exempel på andra plattformar är iPhone, surfplattor, spelkonsoller etc. Eftersom denna typ av brukare är van vid andra former är det intressant hur dessa brukare lär sig använda datorsystem och programvara. Inom ramen för uppsatsen undersöks vilka lärsituationer erfarna användare går genom vid bruket av programvara för underhållning. Flertalet av brukarna i fallstudien faller tillbaka på kognitiva schema för att lösa problem de ställs inför. Många gånger är dessa kognitiva schema olämpliga för effektivt lösande av problemen. En liknelse för användningen av ett kognitivt schema är att brukaren går in på en lunchrestaurang med självservering men prompt förväntar sig en restaurang med hovmästare, kypare och meny. Vissa brukare går till och med så långt i liknelsen att de går ut ur (den bildliga) restaurangen och in i igen för att pröva om någon hovmästare märker dem denna gång. / +46733-461693

The purpose of this Grounded Theory study is to investigate the positive and negative effects of Game Analytics and how it may affect the Game Design process within the Game Development process. This is done by reviewing and observing available source material appertaining to Triple AAA Games Industry Experts regarding the topics of Game Analytics, Gameplay, Game Design as well as Game Development. The source material consists of publications, presentations, articles and lectures directly linked to the aforementioned areas in which will be used to reinforce the theory. Through the collected data the theory will emerge which will present the potential positive and negative aspects as well as issues regarding using Game Analytics to track the player’s behavior in order to directly affect and possibly alter the Game Design process. The results highlight the positive aspects of using Game Analytics in the Game Design process in which indicate that it is helpful for the Game Designer to utilize the player’s behavioral data captured from Gameplay. This acts as a powerful extension over the traditional design process. The negative aspects have indicated that Game Analytics is a new practice and is still met with prejudice as it requires a lot of knowledge to be able to be used right in the Game Design process. The theory indicates that Game Analytics is a step in the right direction as it enables the Game Designer to gain further understanding of their players with the end goal of creating a better Gameplay experience. / Syftet med denna Grounded Theory studie är att undersöka de positiva och negativa effekterna av spelanalys och hur det kan påverka speldesign processen inom spelutvecklings processen. Detta görs genom att granska och observera tillgängligt källmaterial som är relaterat till Triple AAA spelindustrin och experter inom spelbranschen med fokus på spelanalys, spelande, speldesign och spelutveckling. Källmaterialet består av publikationer, presentationer, artiklar och föreläsningar som är direkt kopplade till ovannämnda områden som kommer att användas för att förstärka teorin. Genom det insamlade källmaterialet kommer teorin att utvecklas som presenterar de potentiella positiva och negativa aspekter om att använda spelanalys för att spåra spelarens beteende för att direkt påverka och eventuellt förändra speldesign processen. Resultaten framhäver de positiva aspekterna av att använda spelanalys i speldesign processen som tyder på att det är fördelaktigt för speldesignern att utnyttja spelarens beteenderelaterade data tagna från spelet. Detta fungerar som en kraftfull förstärkning av speldesign processen jämfört med den traditionella design processen. De negativa aspekterna har indikerat att spelanalys är en ny praxis och fortfarande kräver en hel del kunskap för att kunna användas direkt i spelet designprocessen. Teorin indikerar att spelanalys på väg i rätt riktning eftersom det gör det möjligt för speldesigners att få djupare förståelse om hur sina spelare beter sig för att nå sitt slutmål vilket är att skapa en bättre spelupplevelse.