Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-09-22T19:22:04Z No. of bitstreams: 1 janainadeoliveiranunesribeiro.pdf: 5739182 bytes, checksum: 12376fbb4655a2a90616e96e24f25f04 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-09-27T13:41:52Z (GMT) No. of bitstreams: 1 janainadeoliveiranunesribeiro.pdf: 5739182 bytes, checksum: 12376fbb4655a2a90616e96e24f25f04 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-09-27T13:42:07Z (GMT) No. of bitstreams: 1 janainadeoliveiranunesribeiro.pdf: 5739182 bytes, checksum: 12376fbb4655a2a90616e96e24f25f04 (MD5) / Made available in DSpace on 2017-09-27T13:42:07Z (GMT). No. of bitstreams: 1 janainadeoliveiranunesribeiro.pdf: 5739182 bytes, checksum: 12376fbb4655a2a90616e96e24f25f04 (MD5) Previous issue date: 2016-08-09 / Com base na perspectiva histórico-cultural, essa pesquisa busca compreender os sentidos construídos pelos sujeitos jogadores a partir da interação com newsgames, buscando identificar as aprendizagens, formações de conceitos e construções de conhecimento. Newsgames são jogos digitais cujas narrativas são baseadas em fatos ou eventos noticiosos, geralmente produzidos por empresas de mídia ou desenvolvedores independentes. Para as empresas, o formato vem se constituindo como uma plataforma multimídia envolvendo jornalismo e entretenimento a fim de atrair jovens leitores, mas, por outro lado, pode ser entendido como um espaço sígnico para a formação de opinião, tendo em vista que os argumentos são apresentados com uma narrativa digital em um ambiente de simulação, explorando a retórica procedimental própria dos jogos digitais. Entendo os newsgames como instrumentos simbólicos que possibilitam maior envolvimento dos sujeitos jogadores com o conhecimento de mundo por trás das notícias, podendo contribuir de forma mais efetiva para a formação cidadã e para a aprendizagem. Por querer trabalhar na interface entre as áreas de comunicação e educação, convidei para participar do trabalho de campo estudantes de jornalismo e licenciatura em história, pois, a maioria dos newsgames escolhidos tratam de temáticas do campo da história, como a Revolta Farroupilha, a Segunda Guerra Mundial e a queda do Muro de Berlim. Minha intenção era ver como estudantes dessas duas áreas poderiam interagir entre si e enriquecer as discussões dialógicas com suas visões de comunicadores e professores em formação, pensando nos modos de produção e significação dos jogos, bem como nas possibilidades de usos pedagógicos dos mesmos. Ao questionar que tipo de conhecimento poderia ser construído por meio da interação dos sujeitos com os newsgames e entre si, encontrei em Vigotski (2009) argumentos para compreender os conceitos espontâneos ou cotidianos (que se referem aos conhecimentos mais elementares relacionados ao dia a dia) e os conhecimentos científicos (que se desenvolvem com as funções mentais superiores como linguagem, memória, atenção, sensação, percepção, emoção e sentimento). Entre os resultados encontrados, destaco que sempre é possível aprender alguma coisa com jogos, mas que a aprendizagem a partir da interação com os newsgames, bem como com outros tipos de jogos digitais, pode ser potencializada em discussões dialógicas pós-jogo. Se nessas discussões os sujeitos jogadores forem instigados a refletir por si sós sobre as possíveis aprendizagens, buscando nas indexações de memória e interações pessoais construir e compartilhar conhecimentos por meio de trocas dialógicas, é possível ainda ir além das construções de conhecimento cotidianos, desenvolvendo também construções conceituais, abstrações e generalizações próprias do conhecimento científico. / Based on historic-cultural perspective, this research intent to comprehend the meanings constructed by the players from the interaction with the newsgames, seeking to identify the learnings, conceptual trainings and the knowledge constructions. Newsgames are digital games whose stories are based on facts or news events, generally produced by media enterprises or independent developers. For companies, the format ha been constituted as a multimedia platform involving journalism and entertainment to attract young readers, but, from another perspective, it can be interpreted as a signic space of framing opinion, considering that the arguments are presented as a digital narrative in an simulation environment, exploring the procedural rhetoric of the digital games. I see the newsgames as symbolic instruments that enable a bigger involvement of the players with the world knowledge behind the news, being able to contribute in a more effective way to the citizenship formation and to the learning. As I intend to work at the interface of communication and education, I have invited to participate in the field work graduation students of journalism and history, because the majority of the chosen newsgames are dealing with thematics that include the field of history, as the Farroupilha Insurrection, the Second World War and the fall of the Berlin Wall. My intention was to identify how the students of these two areas could interact with themselves and to enrich the dialogic discussion with their views of communicators and teachers in training, thinking in the methods of production and of signification of the games, as well as in the possibilities of the pedagogic usage of them. By questioning which type of knowledge could be constructed by the interaction of the subjects with the newsgames and between themselves, I have found in Vigotsky (2009) arguments to comprehend the spontaneous concepts (which refer to the most elementary concepts that are related to the day to day life) and the scientific concepts (that are developed with the higher mental functions, such as the language, memory, attention, sensation, perception, emotion and feeling). Of the results, I highlight that you can always learn something from games, but that learning from the interaction with the newsgames, as well as with other kinds of digital games, can be enhanced with the post-game dialogic discussion. If in these discussions the players are instigated to reflect for themselves about the possible learnings, searching the indexes of memory and the personal interactions to build and to share knowledge through dialogic interchanges, you can still go beyond the daily knowledge construction, also developing the buildings conceptual, abstractions and generalizations own scientific knowledge.

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

Detta kandidatarbete undersöker de egenskaper det fysiska ljudlandskapet kan bidra med för att forma en virtuell värld. Med begrepp och teorier från omfattande studier inom fenomenet soundscape, undersöker vi hur detta kan appliceras i ett digitalt spel. Genom audiell analys av vår vardagliga miljö i en liten svensk stad, kan vi fördjupa kunskapen om hur ljudlandskapet är uppbyggt och kan appliceras i ett digitalt medie. Med ljudläggningen av ett digitalt spel kan vi testa att applicera funktioner och begrepp hämtade från det fysiska ljudlandskapet. / This bachelor thesis examines what the physical properties of the soundscape can contribute to form a virtual world. With concepts and theories from studies of soundscape, we examine how this can be applied in a digital game. Through a sound analysis of our everyday environment in a small Swedish town, we can improve our knowledge of how the soundscape is constructed and can be applied in a digital media. In the process of designing sounds to a digital game, we can test and apply the functions and concepts extracted from the physical soundscape.

The focus of this thesis is to study the way that adaptive audio can be used in digital games and how it can be used to portray different moods to the listener, how games can reflect different feelings and how quickly those feelings can change. Games audio environment is significant to be able to adapt to the ever changing narrative of the game. The purpose is to gain insight in how immersion in digital games can be improved with the use of adaptive audio ­ to study if there’s an easy way to implement a system where audio can be mixed and adjusted in real­time to mirror the events in the game and project accurate feelings. To study this we will create a parameter based system in the sound engine of the game we will make during the production phase, with different parameters based on a number of different factors . Keywords: Adaptive Audio, Parameter System, Mood Music, Digital Games, Game Production Syftet med detta kandidatarbete är att studera hur adaptiva ljud kan användas i digitala spel, hur de kan användas för att beskriva olika stämningar till lyssnaren, och hur spel kan spegla olika känslor och hur snabbt dessa känslor kan förändras. Det är viktigt att ett spels ljudmiljö kan anpassa sig till den ständigt föränderliga berättelsen i spelet. Syftet är att få en inblick i hur immersion i digitala spel kan förbättras med användning av adaptiva ljud ­ att studera om det finns ett enkelt sätt att implementera ett system där ljudet kan mixas och anpassas i realtid för att spegla händelserna i spelet och återskapa äkta känslor. För att undersöka detta kommer vi skapa ett parameterbaserat system i ljudmotorn till spelet som vi kommer göra under produktionsfasen, med olika parameterar som är baserade på ett antal olika faktorer. Nyckelord: Adaptivt Ljud, Parametersystem, Stämningsmusik, Digitala Spel, Spelproduktion. / Ett arbete som tar upp hur man kan få immersionen i digitala spel att förbättras med användning av adaptivt ljud och musik för att spegla narrativet. / Pontus Stensgaard: 0769123182 pontus.stensgaard@gmail.com

Syftet med studien var att undersöka om digitala spel skapade för underhållning kan erbjuda spelaren färdighetsträning inom området taluppfattning i ämnet matematik. Studien genomfördes på 11 spel som valdes med hjälp av barn i årskurs 4–6 och ramverket baseras på McIntosh tolkning av vad taluppfattning innebär och sex aspekter framarbetades. Ett kodningsschema användes för att undersöka om spelen omfattar situationer som innehåller taluppfattning samt hur spelaren kan använda sig av taluppfattning i dessa situationer. Studien visar att möjligheterna för färdighetsträning finns i spelen men vissa spel särskiljer sig då de erbjuder mer komplexa beräkningssituationer än de andra spelen. Aspekten representationer för olika tal skilde sig från de andra då alla analysenheter inte omfattar denna aspekt. Resultatet av studien innebär att lärare kan använda sig av dessa spel och själva analysera spel för att använda dem i matematiska lärandesituationer. / The purpose of this study was to examine if digital games made for entertainment can offer the player skill training in the area of number sense in mathematics. The study took place on 11 games chosen after talking to student in class 4–6 and the framework was based on McIntosh interputation of number sense and six aspects was created. A coding scheme was used to examine if the games included situations where number sense could be used and how the player could practice their number sense in these situations. The study shows that the possibilities for practice is in the games but some games differentiate from others by offering the player more complex calculating situations than the other games. The aspect of multiple representations for numbers was separated from the others because all analyzed situations did not contain this aspect. The result of the study shows that teachers can use these games and themselves analyze other games to use in mathematic learning situations.

Abstract The aim of the study was to describe and explain the problematic gaming behavior and the relationship between the digital gaming behavior (gaming time, medium, genres and motives), health (psychological, social and physical) and problematic gaming behavior among young people aged from 13 to 24 years. Information received can be used for developing practices to identify individuals with problematic gaming behavior, promote their lifestyle change and subsequently to increase knowledge of the nature of the condition within healthcare education. In this study, digital games means electronic games that can be played through console, computer, network and mobile devices. In the first sub-study, a systematic literature review with synthesis from previous empirical studies (n = 50) about the health outcomes related to problematic gaming behavior was conducted. In the second sub-study, cross-sectional and national survey design with a randomly selected sample (N = 3 000) was used to identify problematic gaming behavior and to examine its associations with the digital gaming behavior (gaming time, genres and motives) and health (psychological, social and physical) among Finnish adolescents and young adults (n = 293). In the third sub-study, a descriptive, regional cross-sectional study was conducted to examine adolescents’ (n = 560) digital gaming behavior and its relationship to problematic gaming behavior symptoms. The data from empirical studies two and three were collected by using an internet-based survey. Statistical methods were used to analyse the data. The findings of the systematic review and empirical study showed that problematic gaming behavior was especially related to adverse psychosocial health outcomes, namely, anxiety, depression and a preference for online social interaction. Problematic gaming behavior was also linked to the use of a cluster of games-characterized features of role playing, action, progression and strategy. Moreover, the gaming motives, such as entertainment achievement, social and escapism, correlated significantly to problematic gaming behavior. Among the sample of adolescents, the blended family structure might predict problematic gaming behavior symptoms. The study significantly added understanding of gaming and health characteristics in the role of problematic gaming behavior among young people. The findings may help to advance in the areas of screening and counselling for PGB. / Tiivistelmä Tutkimuksen tarkoituksena oli kuvata ja selittää 13–24-vuotiaiden nuorten ongelmallisen digipelaamiskäyttäytymisen yhteyksiä psyykkiseen, sosiaaliseen ja fyysiseen terveyteen. Tutkimuksen tavoitteena oli tuottaa uutta tietoa ongelmallisesta digipelaamisesta, helpottaa ilmiön tunnistamista ja edistää terveyskasvatusta. Digipeleillä tarkoitetaan tässä tutkimuksessa tietokone-, konsoli-, verkko- ja mobiililaitteilla pelattavia pelejä. Ensimmäisessä osatutkimuksessa arvioitiin ja tiivistettiin systemaattisen kirjallisuuskatsauksen avulla tämän hetkinen tutkimustieto (n = 50) ongelmallisen digipelaamisen ja terveyden välisistä yhteyksistä. Toisessa osatutkimuksessa tutkittiin ositettuna satunnaisotantana (N = 3 000) kerätyn aineiston avulla suomalaisten nuorten (n = 293) digipelaamista, ongelmallisen digipelaamisen esiintyvyyttä sekä ongelmallisen digipelaamisen yhteyksiä nuorten pelaamiskäyttäytymiseen ja terveyteen. Kolmannessa osatutkimuksessa kuvattiin alueellisen poikkileikkaustutkimuksen avulla nuorten (n = 560) digipelaamiskäyttäytymistä ja sen yhteyksiä ongelmalliseen digipelaamiseen. Empiiristen osatutkimusten aineisto kerättiin verkkopohjaisen kyselyn avulla, ja saatu aineisto analysoitiin tilastollisilla menetelmillä. Katsauksen ja empiirisen tutkimuksen tulokset osoittivat, että ongelmallinen digipelaaminen oli erityisesti yhteydessä psykologisiin ja sosiaalisiin oireisiin, kuten masennukseen ja ahdistukseen, sekä korostuneeseen mieltymykseen olla vuorovaikutuksessa verkkoympäristön välityksellä. Ongelmallisen digipelaamisen riski-ryhmään kuuluneet henkilöt suosivat digipelityyppejä, jotka sisälsivät rooli-, toiminta- ja strategiapelaamisen ominaisuuksia. Digipelaamisen motiiveista edistymispyrkimys, sosiaalisuus ja todellisuuspako olivat yhteydessä ongelmalliseen digipelaamiseen. Nuorilla uusioperhetilanne saattoi lisätä ongelmallisen pelaa-misen oireita. Tutkimus lisäsi tietoperustaa nuorten ongelmallisesta digipelaamisesta, pelaamiskäyttäytymisestä ja terveysominaisuuksien merkityksestä. Tuloksia voidaan hyödyntää ongelmallisen digipelaamisen seulonnan ja ilmiöön liittyvän ohjauksen kehittämisessä.

Försvarsmaktens budget blir allt mindre, detta innebär att man inte kan öva i samma omfattning med riktig ammunition och fordon. Intresset för digitala krigsspel och simulationer har därmed ökat. Men för att använda sig av spel i utbildning måste man veta hur man skall använda dem. Syftet med uppsatsen har således varit att undersöka om man kan använda sig av digitala krigsspel i sig självt som en bärare för lärande. Kan deltagarna lära sig taktik genom att bara spela ett spel? Det finns flera olika synsätt som stöder alternativt motbevisar om hur lärande sker då man använder sig av spel för lärande. Uppsatsen kommer att fokusera på två av dessa teorier, Ett experiment genomfördes för att undersöka om spelet i sig kunde öka kvalitén på de taktiska planerna som togs fram. Experimentet gick ut på att två grupper fick ta fram en taktisk plan på plutons nivå, en av grupperna fick även genomföra ett digitalt krigsspel på ett liknande scenario innan. Resultatet av bedömningen av planerna resulterade inte i någon signifikant skillnad mellan grupperna. Vad man däremot kunde se var att spelet hade en annan inverkan på deltagarna. / The Swedish Armed Forces’ budget is getting smaller, that means a lot less practice with real ammunitions and vehicles. Because of this, the interest for digital war games and simulations has increased.  But to use games in education you need to know how you are going to implement them. The purpose with this paper has been to examine the possibility of only using a digital war game for learning. Will the participants learn tactics by just playing a game? The impact this could have is that learners could bring the game home and train whenever they wanted to. There are several views that support and reject the idea of using gamebased learning. This paper will focus on describing two of these theories.  An experiment was done to examine if the digital game itself could increase the quality of the tactical plans that the participants had made. The experiment had two groups which had an assignment to make a tactical plan on a platoon level, one of the groups also got to play a digital war game before they made the tactical plan. The assessment of the plans was made by a tactical teacher at the Defense Collage and the results of the assessment did not give any results that showed any significant difference from the groups. The game itself did not have any impact on the quality of the plan. But there were indications that the game might have had other impact on its participants.

O aumento no número de dispositivos móveis de alto desempenho e a disponibilidade de conexões sem fio permitiram o desenvolvimento de interfaces que são compartilhadas entre diversos dispositivos; tais interfaces são chamadas de Interfaces Distribuídas de Usuários. Esta pesquisa foca no desenvolvimento de um arcabouço que visa simplificar o desenvolvimento de jogos digitais que utilizem interfaces distribuídas, assim como analisar o atual estado da arte de outras tecnologias e arcabouços. É proposto um estudo de aceitação, utilizando parâmetros quantitativos e qualitativos, afim de comprovar as características necessárias para uma experiência fluída para o usuário. Tal tarefa é analisada através da criação de um jogo protótipo onde diversos jogadores podem jogar juntos e compartilhar informações entre diversos dispositivos. / The increasing number of high-end mobile devices and increased connection availability have allowed on the development of interfaces that can be shared between multiple devices; such interfaces are called Distributed User Interfaces. This research aims the development of a framework to simplify the development of games using distributed interfaces, as well as to assay the current state-of-art of technologies and frameworks. We propose a study of the acceptance, using both qualitative and quantitative parameters, in order to verify compliance with the necessary characteristics for a fluid user experience. This is accomplished through the creation of a prototype game in which several players can play together and share information through many devices.

I detta kandidatarbete undersöker jag hur man med hjälp av virtuell verklighet (VR) kan skapa en fabriksmiljö för att bidra till ökad medvetenhet och säkerhetstänk i fabriken.  Undersökningen baseras på en utmaning från Volvo med deras egen fabrik i fokus där dem velat ha en säkerhetsutbildning för deras gångtrafikanter i fabriken. Med hjälp av designperspektivet design thinking har Volvo fått vara delaktiga genom hela processen där vi kunnat skapa en produkt åt dem tillsammans. Undersökningens frågeställning är “Hur kan man med hjälp av Virtual Reality skapa upplevelsen av fabriksmiljö för att bidra till ökad medvetenhet och säkerhetstänk i fabriken?” där jag valt att gestalta detta i ett spel integrerat med VR. Med hjälp av de valda metoderna för designprocessen kunde jag sätta mig in i Volvos problem och skapa en fabrik som efterliknar deras så mycket som möjligt. Volvo själva fick ta del av skapandet genom bilder och videor för att ge feedback om miljön, samt hur realistisk upplevelsen kändes jämfört med deras egen fabrik. För att gestaltningen skulle testas och godkännas av Volvo involverades dem konstant i arbetet. Undersökningen resulterade i ett VR spel med en kort säkerhetsutbildning om fabrikens miljö och vissa faror som kan komma att ske i den. Eftersom ökad medvetenhet och säkerhetstänk hos personer inom arbetet inte kan mätas direkt har frågeställningen kunnat blivit besvarad efter endast ett fåtal test. De personer från Volvo som har testat det gav positiv respons och nya tankar och idéer kring tekniska utbildningar inom säkerhet som dessa har väckts hos många. / In this bachelor thesis I’m examining how to create a factory environment with virtual reality (VR) to contribute to increased awareness and safety mindset in the factory. The examination is based on a challenge from Volvo with their own factory in focus where they wanted to have a safety training for their pedestrians in the factory. With help from the design perspective design thinking, Volvo has been involved through the whole process where we could create a product for them together. The survey question is ”How can you with help from Virtual Reality create the experience of a factory environment to contribute to increased awareness and safety mindset in the factory?” where I chose to shape this into a game integrated with VR. With help from the selected methods for the design process I could put myself into Volvo’s problem and create a factory that resembles theirs as much as possible. Volvo took part of the creation themselves through pictures and videos to provide feedback on the environment and how realistic the experience felt compared to their own factory. For the design to be tested and approved by Volvo, they were constantly involved in the project. The examination resulted in a VR game with a short safety training about the environment of the factory and some dangers that may occur in it. Because increased awareness and safety thinking in people within the work can not be measured directly, the survey question has been answered after only a few tests. The people at Volvo who have tested it gave positive results and new thoughts and ideas about technical training in security, such as these, have been awakened by many.

The reflective game design theory outlined by Rilla Khaled (2018) argues for designing disruptive experiences to promote reflection within the player. We decided to design and produce a game based on her theory to then engage with Khaled’s theory critically. We define the act of making a game as a three-step process consisting of ideation (influenced by Khaled’s theory), articulation of the design based on a framework (SGDA Framework by Mitgutsch & Alvarado, 2012), and finally the implementation of it (based on principles outlined by Swink, 2009 and Boyer, 2010). We make a theoretical argument for our design decisions, test the game in a user study, and then discuss the successes and shortcomings of our design. To conclude we tie our discoveries to the steps taken in the application of theory into practice. We discover that the best design intentions often cannot reach the player because their interaction with the game is hindered by un-polished implementation. We identify further gaps between theory and practice and are stating what designers should watch out for when making reflective games. / I Rilla Khaled´s (2018) teori Reflective game design theory, argumenterar hon för fördelen med att skapa omvälvande upplevelser i syfte att uppmana spelaren till reflektion. Vi beslöt oss för att designa och utveckla ett spel baserat på hennes teori, för att sedan undersöka och utvärdera teorin. Vi definierar spelutvecklande som en process i tre steg, bestående av ”ideation” (grundat ur Khaleds teori), artikulering av designen baserat på ett ramverk s.k. ”SGDA Framework” ( Mitgutsch & Alvarado, 2012), och slutligen realisering (grundat på principer framtagna av Boyer, 2010 och Swink, 2009). Vi argumenterar för besluten som ligger bakom vår design, utför praktiska test av spelet i en användarstudie och diskuterar sedan framgångar samt eventuell tillkortakommanden med vår design. Slutsatsen består av en redogörelse för hur våra upptäckter står i förhållande till applikationen av teori till praktik. Vi upptäckte att genomtänkta och välmotiverade beslut inom spelutveckling inte alltid når spelaren, då interaktionen mellan spelare och spel hindras av tillkortakommanden i hur dessa beslut tillämpats. Vi identifierade ytterligare klyftor mellan teori och realisering, och konstaterar vad spelutvecklare bör vara uppmärksamma på under utveckling av s.k. ”reflective games”.