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Conversations between the PC (player character) and NPCs (non-player characters) in conventional games are usually sequence-based. The NPC talks to a certain point before pending the player's input, sometimes consisting of several prepared actions displayed on the screen in order to advance the conversation. While this method does provide the ability to converse within video games, our study shows it lacks the immersiveness that asynchronously based dialogue provides in some scenarios. Interruptions occur in real-life conversations and may add to a more convincing interaction. In this paper, we present a novel dialogue system that incorporates interruptions alongside emotion, making it possible for different participants involved in the conversation to interrupt and speak over each other while also having lasting consequences. This approach improves conversational players' experience by increasing character believability and engagement. For illustration purposes, interruption was integrated into a text-based game encompassing two variations of the same scenario. The study involved playing both variations of the same game, one being a traditional sequence-based conversation while the other had a fluent dialogue which supports interruption both from the PC and NPCs. Eight students previously familiar with video game dialogues played both variations, half starting with the other version. Each test ended with a survey followed by an interview talking about the answers. Each test took 30-40 min.

The potential of L-systems is explored byprocedurally generating patterns for use as video game content.By procedurally generating content for video games, thedevelopment costs of game development can be significantlyreduced. An artifact in the form of a tower defense game isdeveloped and tested to evaluate the generation algorithm. Thealgorithm was successful in generating a wide range of pattern anduser feedback indicates a high level of perceived variation. Thealgorithm is highly customizable and could have applications invarious game content such as particle systems or weapons

Det finns många olika sätt att genomföra inlärningsaktiviteter i det moderna utbildningssystemet som det nu finns i skolorna. Men i en tid som snabbt digitaliseras har utbildningssystemet inte lyckats fånga eller lyckas med att implementera digitaliseringen på ett meningsfullt och effektivt sätt. Denna oförmåga att digitalisera har blivit alltmer utbredd för varje år som passerar med en minskning i matematisk prestanda hos studenterna, vilket tydligt framgår av det senaste resultaten som PISA utför varje år [1]. Utifrån dessa här upplysningar utarbetade den svenska regeringen ett finansierat forskningsprojekt för att förstå och undersöka orsakerna till detta fall i matematisk prestanda hos de testade studenterna. Men denna studie kommer inte att fokusera på PISA-resultatet. I den här undersökningen undersöker vi huruvida pedagogiska spel kan vara ett svar för att negera eller stoppa dessa fall i matematiska prestanda hos studenterna. Syftet med denna studie är att skapa ett pedagogiskt spel som är centrerat på att lösa matematiska problem på ett nytt sätt, som oftast inte ses i pedagogiska spel, detta genom att implementera designalternativ som oftast ses i högutvecklade videospel. Resultaten av denna studie visar att det finns några bevis som bekräftar att mer högutvecklade spel kan vara ett bra sätt att lära sig och eventuellt kanske nästa steg i skolsystemets utveckling, men resultatet visar också att den pedagogiska delen av spelet måste verkligen vara flexibelt och utmanande nog för att få spelaren eller studenten att komma tillbaka till spelet och lära sig mer. / There are many different ways to implement learning activities in the modern educational system as seen in schools nowadays. But in an era that is rapidly being digitized, the educational system has not really managed to catch up or succeed in implementing these digitalization’s in a meaningful and effective way. This inability to digitize has been growing more prevalent by each passing year with droppings in mathematical performance as shown in the latest result for the tests carried out by PISA [1]. Out of this enlightenment the Swedish government set out funding research projects in order to understand and examine the reasons behind this drop. But this study will not be focusing on the PISA result. In this study, we investigate whether educational games could be an answer to negate or halt these dropping in performance.The aim of this study is to create an educational game centered on solving mathematical problems in a new way not often seen in educational games, by implementing design choices mostly seen in highly developed video games. The results of this study show that there is some evidence that confirms that more highly developed games could be a good way of learning and possibly also the next evolution in the educational system seen in schools, however the result also show that the educational part of the game really has to be flexible and challenging enough for the player or student in order to have them coming back to the game and learn more.