This thesis explores the use of serious games from an instructor perspective. More specifically, it aims to study the roles of instructors and how they can be facilitated within an instructor-led game-based training environment. Research within the field of serious games has mostly focused on the learners' perspective, but little attention has been paid to what the instructors do and what challenges that entails. In this thesis, I argue that serious games, as artefacts used for learning and training, cannot fully replace the instructors' tasks, but must rather be designed to facilitate the various activities of the instructors. Thus, instructors form an important target audience in serious game development – not just as subject matter experts, but also as users and players of the game – with a different set of needs than the learners. Moreover, serious gaming (the actualisation of a serious game) involves more than in-game activities, it also involves actions and events that occur off-game. These activities must also be considered when designing and utilising games for learning and training. Using a qualitative approach, instructor-led serious gaming has been explored from a range of contexts, from rehabilitation to incident commander training and military training. Several different instructor roles have been identified and characterised, including in-game facilitator, puckster, debriefer, technical support and subject matter expert. Based on empirical and theoretical material, a framework for instructor-led serious gaming has been developed. It involves best practices in different phases of game-based training, such as scenario authoring, coaching-by-gaming, assessing in-game and off-game performance, giving feedback, and conducting a debriefing or after-action review. Furthermore, specific needs and challenges for instructors have been identified and reformulated into guidelines for instructor-led serious gaming. The guidelines highlight the importance of usability and visualisation, as well as the need for carefully designed support tools for instructors' situation awareness, assessment and debriefing. Lastly, a number of success factors pertaining to both the development and actualisation of serious games are presented. Since serious games aim to be both productive and engaging, it is advantageous to work with interdisciplinary teams when developing serious games. This includes subject matter experts well versed in serious gaming practices. Furthermore, a successful serious game should adhere to sound pedagogical theories, be easy to use and maintain, and include system support for instructors' tasks. Successful serious gaming practices also involve having an organisational culture that fosters knowledge sharing among practitioners. / Denna avhandling undersöker användningen av serious games från ett instruktörsperspektiv. Mer specifikt är syftet att studera instruktörernas roller och hur de kan underlättas inom en lärarledd spelbaserad träningsmiljö. Forskning inom området serious games har mestadels fokuserat på elevernas perspektiv, medan ringa uppmärksamhet har ägnats åt vad instruktörerna gör och vilka utmaningar det innebär. I avhandlingen argumenterar jag att serious games, i egenskap av artefakter som används för lärande och utbildning, inte helt kan ersätta instruktörernas uppgifter, utan måste i stället utformas för att underlätta instruktörernas olika sysslor. Således utgör instruktörer en viktig målgrupp i utveckling av serious games – inte bara som ämnesexperter, utan även som användare och spelare – med en annan uppsättning av behov än eleverna. Dessutom innebär serious gaming (dvs. användandet av ett serious game) förutom de aktiviter som utförs i spelet, även handlingar och händelser som förekommer utanför spelet. Dessa aktiviteter måste också beaktas när man utformar och använder spel för lärande och träning. Serious gaming har, utifrån en kvalitativ ansats, undersökts i en rad olika sammanhang, från rehabilitering till utbildning av räddningsledare och militär utbildning. Flera olika lärarroller har identifierats och karakteriserats, bland annat facilitator i spelet, puckster (skötare av AI-enheter), utvärderare, teknisk support och ämnesexpert. Ett ramverk för lärarledd serious gaming har utvecklats baserat på empiriskt och teoretiskt material. Det omfattar en beskrivning av bästa praxis i olika faser av spelbaserad träning, såsom scenarioskapande, coachning genom spelande, bedömning av prestation i och utanför spelet, återkoppling, samt sammanfattande utvärdering. Vidare har särskilda behov och utmaningar för instruktörer identifierats och omformulerats som riktlinjer för lärarledd serious gaming. Riktlinjerna belyser vikten av användbarhet och visualisering, liksom behovet av omsorgsfullt utformade stödverktyg för instruktörernas situationsmedvetenhet, utvärdering och avrapportering. Slutligen presenteras ett antal framgångsfaktorer avseende både utveckling och utförande av serious games. Eftersom serious games syftar till att vara både produktiva och engagerande, är det fördelaktigt att utveckling av dessa utförs av tvärdisciplinära team. Detta inkluderar ämnesexperter väl bevandrade i serious gaming. Vidare bör ett framgångsrikt serious game hålla sig till välgrundade pedagogiska teorier, vara lätt att använda och underhålla, samt innehålla systemstöd för instruktörernas uppgifter. Framgångsrik serious gaming-praxis innebär också att ha en organisationskultur som främjar kunskapsutbyte mellan instruktörer.

This dissertation examines how gender is expressed and performed in the virtual gaming community of World of Warcraft. Players were approached through the medium of the game and through various on-line bulletin boards to answer surveys and open-ended interview questions about their experiences as a female player or with female players in this virtual society. In addition to answering questions, this project involved participant observations within several different types of realms or servers in World of Warcraft in order to gain a better understanding of community dynamics. The premise for this research is working through an idealistic notion that virtual communities might break down gender lines through allowing members to pick their gender or doing away with biological differences in gender altogether. This research hopes to dissect this idea and, furthermore, fill an important gap in existing sociological studies about virtual societies and games by making the argument that gender stereotypes carry over from the physical world into virtual spaces and, consequently, affect the vabried interactions of players within this virtual community as well as the gender performance of female players, in particular. Observations and game design suggests that many of the aesthetic principles of the female avatars available in World of Warcraft cater to attracting heterosexual male players. Clothing and armor is revealing and female avatars are highly sexualized not just through appearance, but through programmed behaviors in the game. This research examines the effects of such pre-conditioned parameters on the population of this top ranked game.

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This thesis critically interrogates the role of local context in the adoption and interpretation of video technology and gaming practices in the little studied locale of India. Video gaming is a recent phenomenon in India which has been rapidly increasing in popularity, yet it has gained little academic attention in digital gaming research. The project seeks to understand the emergence of practices of consumption of video games in India from the point of view of Indians themselves through the exploration of how Indian video gamers situate, interpret and negotiate the practice of video game play. In his book Video Gamers (2012), Gary Crawford makes a case for analysing game play as a practice, situated within everyday experiences and social networks. Crawford identifies two deficiencies in gaming studies: the dominance of a Western-centric viewpoint and the disregard for player context. This research addresses these shortcomings in two ways. First, through situating the field research in Chandigarh. Second, by employing a mixed methods qualitative approach - observations, interviews, focus groups, field notes, pictures and video recordings – to elicit the detail of the gamers' cultural context. Situating these practices within the broader social, historical, geographical and cultural milieu allows for the conceptualisation of contextual factors in terms of their influence on the adoption and interpretation of the global gaming practice in a local setting. These methods allow for the examination of, first, multiple culturally embedded factors and, second, the players' processes of sense making applied to video gaming. Each method makes the social world of the gamers visible in different ways. Fieldwork predominantly took place in video gaming parlours. Investigating game players in the space of the video gaming parlour enabled a more honed understanding of how the practice of video gaming was ‘glocalised’ within particular social, geographical and cultural contexts. A smaller second study was conducted in Manchester, to collect data in a setting that is culturally different from India. This contrasting data provided greater sensitivity to cultural factors in India which might have otherwise been overlooked or which had been obscured. The research draws theoretically upon Bourdieu’s theories of social field, habitus, and capital, combining these with Goffman’s notions of dramaturgy and framing, and Robertson’s concept of glocalisation. These concepts provided a theoretical framework that enabled a interrogation of the data to reveal the sociocultural processes embedded in the gaming parlours, and the individual’s creative engagements with video game products themselves. The methodological and theoretical framework, then, were complementary, offering both an experiential and contextual approach. This study found that video gamers interpret and make sense of the practice of video gaming through their contextual situation, and that they will both consciously and unconsciously attempt to glocalise the practice of video gaming so that it becomes culturally more acceptable.

Gambling is a complicated topic not only because of its addictive features but it requires knowledge of medical, social and economic field. The current public discussion about new gambling law is moreover disturbed by false arguments and manipulations coming from activists. In the first part of this thesis I focused on paper (PCP, 2014): Socio-economic costs of gambling in Czech Republic, which is considered to be a cornerstone of new gambling law. I reviewed its way of data transfering and its presumptions and found out that the original amount of the costs were overvalued by 120 %. I also analysed the impacts of proposed measures, which have been prepared by the Treasury, the main regulator of gambling market. Measures are presented as harm reducing, but they will subvert the industry instead. In the third section I consider the threats and costs of electronic gaming machines prohibition, which had been introduced in some municipalities. The data analysis as well as field research did not validate the positive effects of EGM ban presented by anti-gambling activists. In final chapter I'm following less common approach to gambling not as a threat but as an opportunity and trying to evaluate the potential of gamblers from Germany and Austria, who are the frequent visitors of casinos at the czech side of the borders.

This diploma thesis aims to analyse virtual gaming community and it's problems in case of community belonging to EU server of the game called World of Tanks. To solve these problems, Soft System Methodology by P. Checkland, is used. The thesis includes analysis of significance of gaming communities for the gaming industry as a whole. Gaming community is then defined as a soft system. There are 3 problems analysed in the practical part of the thesis using newer version of SSM. One iteration of learning cycle of this methodology is used to solve every single one of the presented problems. Problems are chosen by players using questionnaire. At the end, application of the SSM is evaluated for the domain of gaming communities in general and problems with its application are presented.

I denna uppsats studeras Steams forum där fyra olika spel-communities jämförs med varandra. Det som skiljer dessa spel från varandra är att två av dem är open source och de två andra är inte det. Open source innebär att det går att modifiera spelet utifrån egna preferenser med tillåtelse från spelutvecklaren. Syftet med denna uppsatsen är att mäta engagemang på steams forum genom att analysera forumtrådar. Med hjälp av en kvantitativ innehållsanalys så kan vi ställa spelen mot varandra och jämföra data. De samtliga spelen som analyseras är populära och har en aktiv spelarbas (Steam, 2017), men engagemanget på forumen skiljer sig och kan open source vara en påverkande faktor? Studien tar förutom teorin om open source upp teorier som engagemang, online community, modding och user generated content. Dessa teorier tas upp i studien för att förklara vad som engagerar användare på online forum och om open source är en bidragande faktor till ett större engagemang på steams forum. Analysdelen i studien går till på så vis att man med hjälp av en kvantitativ innehållsanalys analyserar Steams forum utifrån variabler som bestäms innan analysen utförs. Undersökningen resulterade i att det gick att se att spel som är open source har en mer engagerad community på Steams forum. Detta diskuteras vidare i analys- och diskussionsdelen utifrån den tidigare forskning och teori som presenteras teoretiska ramverket. Förutom engagemang så diskuteras även modding betydelse för användarna och exploatering utifrån ett företagsperspektiv. / In this paper, the focus will be on Steam’s forum where four games will be compared to each other. The main difference between the games is that, two of the game is open source and the two other are not. Open source means that it’s possible to modify the game from a person's own preferences with permission from the gaming company to do so. The purpose of this paper is to measure the engagement on Steam's forum by analyzing forum threads. With the help of a quantitative content analysis, the games can be compared to each other and the data as well. The games that are being studied, does all have active players (Steam, 2017), but the engagement is not the same in all gaming-communities. Can open source possibly be an influential factor to how much people engage in different forums? Besides the theory of open source, this paper includes theories about engagement, online community, modding and user generated content. These theories is included in order to explain what possibly can affect users to be more engaged in different communities, and if open source is an influential factor to greater engagement in gaming-communities. The analysis is conducted with the help of a quantitative content analysis that’s based on variables regarding Steam’s forum. The result of the analysis indicated that Steam gaming-communities based around open source games, does have more engaged users. The results are later on discussed in the analysis part, with the help of different theories and research on the subject. Aside from engagement we also discuss the meaning of modding from a user and company perspective.

The thesis provides a comprehensive overview of the working of betting companies and characterizes the Czech lottery and gambling market. It analyzes the main reasons why the economics of sport deals with the economics of gambling. Special attention is paid to the bookmakers market. Furthermore, it analyzes the domestic and European legislation concerning with betting. It is explained the way of collecting of lottery an gambling levies and taxes.

Este trabalho tem por objetivo a reflexão sobre uma alternativa de ensino e aprendizagem de Língua Portuguesa no Fundamental II cujo foco esteja no desenvolvimento efetivo das habilidades de leitura, oralidade e escrita por meio de atividades lúdicas. Para tanto, pautou-se pela experiência bem sucedida com esse tipo de recurso no ensino e aprendizagem de Língua Inglesa, notadamente em cursos de idiomas, cuja orientação metodológica é a Abordagem Comunicativa, e, em especial, o Task-based Language Teaching. O conceito de jogo aqui empregado provém das obras de Huizinga (2004), Wittgenstein (1975) e Brougère (1995, 1999), enquanto a relação entre jogo e Educação foi discutida tendo em vista as considerações de Kishimoto (1992, 1994, 1998, 2001, 2007), Brougère (1995, 1999) e Macedo, Petty e Passos (2005), e entre jogo e língua estrangeira, por Crookall e Oxford (1990) e Bullards (1990). Discutiu-se as abordagens e metodologias mais difundidas no Brasil (FERRO, 1998; RODRIGUES, 2005; BERGO E GOMES, 1985) com a finalidade de se contextualizar a utilização do jogo no Task-based Language Teaching (ELLIS, 2003). A análise do que se compreende como tarefa central do ensino e aprendizagem de Língua Portuguesa privilegiou quatro pontos de vista distintos: o da tradição escolar, dos resultados das avaliações do ensino Fundamental, da perspectiva oficial (PCN) e dos estudos lingüísticos voltados à Educação. Partindo desse referencial teórico, realizou-se em duas etapas uma pesquisa de cunho etnográfico. A Primeira Entrada em Campo consistiu na observação de aulas de Língua Portuguesa e de Língua Inglesa extracurricular em um colégio particular em São Paulo. Objetivou-se verificar como tem sido a prática efetiva nessas disciplinas com relação ao uso de jogos em sala de aula, concluindo-se que 60% do tempo das aulas observadas de Língua Inglesa foram ocupados por atividades lúdicas, enquanto, a rigor, nenhuma atividade desse caráter ocorreu na de Língua Portuguesa. Na Segunda Entrada em Campo realizou-se um minicurso de leitura, oralidade e escrita, ministrado pela pesquisadora a alunos da rede pública de ensino, no qual verificou-se as possibilidades reais de sucesso de uma metodologia de Língua Portuguesa cuja prática considerasse as atividades lúdicas como uma alternativa ao excesso de atividades metalingüísticas revelados por estudos de Neves (2003) e Semeghini- Siqueira (1998, 2006a). O referencial metodológico para a elaboração das aulas do minicurso pautou-se pelos conceitos de Avaliação Diagnóstica e Formativa (SEMEGHINI-SIQUEIRA, 1997, 2002) e Seqüência Didática (SCHNEUWLY; DOLZ; NOVERRAZ, 2007) como forma de estruturação para atividades lingüísticas e epilingüísticas (SEMGHINI-SIQUEIRA, 1977, 1997, 2001, 2005, 2006b, 2006c; FRANCHI, 1991; GERALDI, 1985, 1991, 2002; TRAVAGLIA, 1996; POSSENTI, 1996), organizadas em torno do gênero textual entrevista. A inserção de atividades lúdicas que privilegiaram diversas habilidades e diferentes formas de abordagem da língua resultou em um aprendizado mais significativo e eficiente do que aquele observado em aulas de Língua Portuguesa cujas atividades restringem-se apenas às metalingüísticas. / This dissertation aims at reflecting upon an alternative to Portuguese learning and teaching in Middle school1 in which the focus is the development of the proficiency in reading, writing and speaking by means of game-like activities. Therefore, it bears resemblance to the highly successful experience conducted by English courses in line with the Communicative Approach, specially, those of Task-based Language Teaching orientation. The concept of game hereafter presented comes from the works of Huizinga (2004), Wittgenstein (1975) and Brougère (1995, 1999), meanwhile the relationship between games and education relies upon the considerations of Kishimoto (1992, 1994, 1998, 2001, 2007), Brougère (1995, 1999) and Macedo, Petty e Passos (2005); as for games and second language learning and teaching, by Crookall and Oxford (1990) and Bullards (1990). Approaches and methodologies with a greater importance in the Brazilian context (FERRO, 1998; RODRIGUES, 2005; BERGO E GOMES, 1985) were discussed in order to provide background information on the usage of games in Task-based Language Teaching (ELLIS, 2003). Four points of view were privileged to the analysis of the main reasons for learning and teaching Portuguese: the schooling tradition, the results of the evaluation conducted to measure the performance of the students enrolled on the Middle school, the official perspective (PCN) and the linguistic studies related to Education. Having this theoretical scope in mind, two different pieces of ethnographic research were conducted. The first one consisted of the observation of both Portuguese and English (extracurricular) classes at a private school in São Paulo, so that it would be possible to verify whether their delivery has really been taking into consideration the use of games or not. It was reached the conclusion that 60% of the time spent in the English classes observed were on game activities. On the other hand, none activity was observed during the Portuguese class. In the SECOND FIELD STUDY, there was a mini-course of reading, writing and speaking, taught by the researcher, in which students from a public school in São Paulo participated in. Its main objective was to access the real possibilities of success in teaching Portuguese by making use of game activities instead of the metalinguistic ones, pointed as the major resource for Portuguese classes by Neves (2003) and Semeghini-Siqueira (1998, 2006a). The methodological reference for the mini-course is based upon the concepts of \"Avaliação Diagnóstica e Formativa\" (SEMEGHINI-SIQUEIRA, 1997, 2002) and \"Seqüência Didática\" (SCHNEUWLY; DOLZ; NOVERRAZ, 2007) as a means of structuring the linguistic and epilinguistic activities (SEMGHINI-SIQUEIRA, 1977, 1997, 2001, 2005, 2006b, 2006c; FRANCHI, 1991; GERALDI, 1985, 1991, 2002; TRAVAGLIA, 1996; POSSENTI, 1996) around the interview genre. As a result, the game activities carried out in the Portuguese classes held by the mini-course proved to be very effective, therefore the learning was enriched by the variety of approaches as well as the range of skills involved in performing the tasks.

Denna studie har haft för avsikt att jämföra nyhetsartiklar inriktade på gaming och vidare undersöka vilka likheter eller skillnader som kunde identifieras i de olika texterna beroende på skribenternas genus. Detta tillämpades genom kvalitativa textanalyser och semiotiska bildanalyser på sex jämförelser av totalt 12 artiklar från hemsidorna MyoGaming och Fragbite. Genom att applicera Bourdieus fältteori, Halls teori encoding/decoding och Butlers feministiska teori på den analyserade empirin kunde flera skillnader och likheter identifieras.Huvudresultatet visade på skillnader som grundas i de rådande maktförhållandena inom det journalistiska fältet och gamingkulturen. De kvinnliga skribenterna påvisade mindre kunskap och kapital med ett undantag, skribenten Mårtensson. Vidare identifierades flera taktiker hos de kvinnliga skribenterna, varpå majoriteten av dessa i något mån försöker bekämpa maktstrukturerna som de finner sig i. / The purpose of this study was to compare news articles about gaming and further to investigate what differences and similarities could be identified in the different texts depending on the gender of the writer. This was done through qualitative text analysis and semiotic image analysis on six different comparisons of 12 articles from the news sites MyoGaming and Fragbite. By applying the theories of Bourdieu’s field theory, Halls theory encoding/decoding and Butlers feminist theory on the analyzed comparisons several differences and similarities could be identified. The main results showed differences based on the prevailing power conditions in the journalistic field and gamingculture. The female writers demonstrated less knowledge and capital with one exception, the writer Mårtensson. Furthermore, several tactics from the female writers were identified, with many of them trying to fight the power structures they find themselves in.