In 2018, the Swedish Parliament decided to make the UN Convention on the Rights of the Child acivil law, which will be implemented in the year 2020. The consequences of the decision are notunproblematic. The public debate, as well as research, shows that parents have a problem seeing howtheir style of parenting could correlate with the Convention’s legal text. The parents expresshopelessness towards the notion of child upbringing.This thesis is an exploratory pilot study aiming to prepare and generate new knowledge for a projectcommissioned by Save the Children with the goal to develop a game to decrease the knowledge gapbetween parents and children regarding what the Convention means for their relationship. The thesisalso asks the question: how can a game, played by parents and children meant to teach them about softvalues in accordance with the Convention look like.Beyond traditional qualitative research methods, this thesis used Research through Design anddeveloped a presumptive prototype for the project in order to explore the research subject. Findingsshowed that the games narrative and the power to change the narrative through player choices play anessential part in the participant’s ability to immerse in the game, and that this interactive narrative isclosely connected with the ability to learn. The thesis also shows designer directions to consider whendeveloping a game meant to teach the players about soft values.

Hur populära rollspel är har ökat kraftigt under en tid då digitaliseringen av rollspel är mycket vanligare än någonsin tidigare. Fler spelare upplever rollspel på ett sätt de inte var originellt utvecklade för. Detta digitala medium kan påverka deras upplevelse av rollspel kraftigt, och i sin tur ändra hur spelare upplever de sociala aspekterna av rollspel. Studiens mål är att undersöka vad för sorts påverkan digitalisering har på den sociala upplevelsen av att spela rollspel, på grund av att mer spelare påverkas av digitalisering än någonsin tidigare, vilket i sin tur påverkas av den generellt ökande populariteten av rollspel. Akademisk litteratur när det gäller spelupplevelser inom detta område är också väldigt få, så studien siktar på att motverka detta också. Frågeställningen som utvecklades från studiens problem var “Vad är deltagarnas erfarenheter och upplevelser av de sociala aspekterna av digitala rollspel?”. En kvalitativ fallstudie genomfördes med en litteraturundersökning angående generella tankar kring digitalisering och att spela online, tagna från onlineforum Detta följdes av semistrukturerade intervjuer med tio rollspelare, som sedan analyserades via en tematisk analys. Det första steget för att besvara frågeställningen var att ta reda på mer information kring vilka delar av onlinespel som ansågs vara mer viktiga av spelarna, vilket i sin tur innebär att intervjun kan bli bättre strukturerad för att samla in mer relevant information. Detta gjordes genom litteraturundersökningen. Genomföringen av intervjun var det andra steget, vilket siktade på att samla så mycket information som möjligt angående spelarnas tankar, känslor, upplevelser och liknande när det kom till digital rollspelning. Det tredje steget var att genomföra de tematiska analyserna på anteckningar om intervjuerna, och tre teman skapades: Det Praktiska med att Spela Online, Rollspelning och Spelvärlden. De följande slutsatserna kunde dras från studien: Digital rollspelning har mycket att ge när det kommer till tillgänglighet, då spelare fann det mycket enklare att komma in i spelet, förbereda sessioner samt att organisera tider för när man faktiskt spelar tillsammans när en session kördes online. Trots detta sa spelare även att själva spelupplevelsen, speciellt när det kom till socialisering eller inlevelse, försämrades online jämfört med att spela på plats. Baserat på dessa slutsatser, så kan det sägas att digitaliseringen av rollspel har mycket att ge när det kommer till social tillgänglighet, men generellt försämrar den sociala upplevelsen jämfört med att spela på plats. En generell positiv eller negativ slutsats kan ej dras från detta, då det är upp till vad spelarna värderar mer inom sina rollspelsupplevelser som bestämmer vare sig digitalisering är en bra eller dålig sak för rollspel. / The popularity of roleplaying games has dramatically increased during a time when digitalisation of the medium is more common than ever before. More and more players are experiencing roleplaying games in a way that they were not originally designed for. This digital medium could affect their experience of the game significantly, and impact how players experience the social aspects of roleplaying games. This study aims to research what form of impact digitalisation has on the social experience of roleplaying games, due to more and more players being affected by digitalisation than ever before, thanks to the overall growing popularity of the hobby. Academic literature on experiences of play within this field is also sparse, so the study aims to expand that as well. The research question developed from this study’s problem was “What were the participant's experiences of the social aspects of digital roleplaying games”. A qualitative case study was conducted through a literature overview regarding general thoughts about digitalisation and online play, taken from online forum posts. This was followed by a semistructured interview with 10 Tabletop Roleplaying-Game (TTRPG) players, which was later analysed via thematic analysis. The first step to answer the research question was to find out more information about what aspects regarding online play people regarded to be more important and significant, in order to better structure the interview to obtain more relevant information. This was done via the literature overview. Conducting an interview was the second step, which aimed to collect as much information about the players' thoughts, feelings, and experiences surrounding digital roleplaying. The third and final step was conducting a thematic analysis of the interview notes, in which three main themes were created: The Convenience of Playing Online, The Role-Playing experience, and the Game World. The following conclusions were drawn from the study: Digital roleplaying has a lot to offer when it comes to accessibility and organisation, as players found it drastically easier to get into the game, prepare sessions, as well as organise times for when to play together when conducting a session online. However, players also stated that the actual experience of play, especially when it came to socialising and immersing themselves, was much worse when playing digitally compared to in person. Based on these conclusions, it can be stated that the digitalisation of roleplaying games has a lot to offer when it comes to social accessibility, but it does dampen the overall social experience compared to an in-person play session. Overall, generally positive or negative conclusions can’t be drawn, and it is up to what players value more in their roleplaying experiences that determine whether digitised play is a good or a bad thing.

[pt] O Transtorno do Espectro Autista (TEA) é um distúrbio do neurodesenvolvimento caracterizado por prejuízos sociais, comportamentais e de comunicação. Um dos modelos que tentam explicar tais sintomas é o da neuropsicologia, que propõe déficit em Funções Executivas (FEs), destacando o componente de flexibilidade cognitiva. O constructo de flexibilidade cognitiva é amplo, porém é comum estar relacionado à capacidade de alternar foco atencional e pensamento, e a capacidade de adaptação às mudanças no ambiente, estando, dessa forma, na base dos sintomas de comportamento repetitivo e estereotipado no TEA. A flexibilidade cognitiva também aparece correlacionada com Teoria de Mente (ToM) e atenção compartilhada, estando, também, em algum nível associada ao funcionamento social. A literatura afirma que FEs podem melhorar com treinamento. Existem diversos modelos de intervenção para o TEA e, entre eles, a reabilitação neuropsicológica tem sido foco de estudo. A reabilitação neuropsicológica é um modelo potente para remediar e desenvolver habilidades cognitivas que se mostram prejudicadas em alguns diagnósticos infantis como TEA. Existe uma escassez de ferramentas que atuem no campo da reabilitação neuropsicológica que atenda tanto à necessidade de desenvolvimento de flexibilidade cognitiva quanto a de promover mudanças ecológicas, ou seja, instrumento que potencialize a generalização da aprendizagem para situações de vida diária. No entanto, existem tentativas nessa área e uma ferramenta comum utilizada na reabilitação infantil envolve atividade lúdica. Para atender a estas necessidades o objetivo deste trabalho foi desenvolver uma ferramenta para estimulação de flexibilidade cognitiva em crianças com TEA leve e verbais, entre 9 e 12 anos. A ferramenta desenvolvida foi um jogo de Role- Playing Game (RPG). O jogo de RPG envolve a encenação de uma história, onde os participantes devem encenar papéis, considerando as características de seus personagens. Ao longo do jogo eles se deparam com desafios, que são situações problemas que devem resolver de forma compartilhada. A dinâmica deste jogo oferece um contexto favorável a prática e experiência de comportamentos flexíveis e atende ao constructo de flexibilidade cognitiva. Para o desenvolvimento do jogo foram realizadas diversas etapas para chegar ao modelo final que foi testado em um grupo piloto para posterior revisão e adequação. O modelo final passou por uma avaliação de concordância por juízes especialista que apresentou resultado de 100 por cento para todos os itens avaliados. Este resultado confirmou a hipótese que o jogo de RPG, chamado, Fábulas e Fantasias estimula flexibilidade cognitiva, estando apto a ser usado no grupo proposto. O jogo de RPG Fábulas e Fantasias estimula flexibilidade cognitiva por meio do treino cognitivo, oferecendo oportunidade e suporte adequado para que esta habilidade seja experimentada e praticada, com a integração de estratégias metacognitivas e de instrução. Uma limitação do presente trabalho foi à ausência da realização do estudo de eficácia da ferramenta, e este objetivo compõe as perspectivas futuras. / [en] Autistic Spectrum Disorder (ASD) is a neurodevelopmental disorder mitigated by social, behavioral and communication impairments. One of the models that try to explain such symptoms is that of neuropsychology, which offers deficits in Executive Functions (EFs), highlighting the component of cognitive flexibility. The cognitive flexibility construct is broad, however it is common to be related to the ability to alternate attentional focus and thinking, and the ability to adapt to changes in the environment. Thus, linking on the basis of symptoms of repetitive and stereotyped behavior in the ASD. Cognitive flexibility also appears to be correlated with Theory of Mind (ToM) and shared attention, too, at a level associated with social functioning. Literature states that FEs can improve with training. There are several intervention models for ASD, among them neuropsychological rehabilitation has been the focus of the study. Neuropsychological rehabilitation is a powerful model to remedy and develop cognitive skills that are impaired in some childhood diagnoses such as ASD. There is a scarcity of tools that work in the field of neuropsychological rehabilitation that meet both the need to develop cognitive flexibility and ecological changes, that is, an instrument that enhances the generalization of learning to situations of daily life. However, in this area there are and a common tool used in child rehabilitation involves playful activity. To meet these needs, the objective of this work is to develop a tool for stimulating cognitive flexibility in children with mild and verbal ASD, between 9 and 12 years old. The tool developed was a Role-Playing Game (RPG). The role-playing game involves a re-enactment of a story, where participants must enact roles, considering the characteristics of their characters. Throughout the game, they are faced with challenges, which are problem situations that they must solve in a shared way. The dynamic game offers a favorable context for this flexible behavior practice and experience and meets the cognitive flexibility construct. For the development of the game, several steps were taken to reach the final model, which was tested in a pilot group for later review and adaptation. The final model underwent an agreement assessment by expert judges who presented a 100 percent result for all items obtained. This result confirmed the hypothesis that the role-playing game, called Fables and Fantasies, estimated cognitive flexibility, fit to be used in the proposed group. The Fables and Fantasies RPG game stimulates cognitive flexibility through cognitive training, offering the opportunity and adequate support for this skill to be tried and practiced, with the integration of metacognitive and instructional. of the tool, and this objective composes the future perspectives.

No description available.

Call number: LD2668 .T4 1982 M93 / Master of Science

The intention of this study is to examine the rooms affordance of opportunity to play and the material used in the game, seen from a child's perspective. I used literature, previous research, photographs and qualitative interviews to get the right results. The choice of pre-school and department were made on the basis of acquaintance with both pre-school, department, children and staff in order to obtain as open discussion as possible with the children. The results show that the different rooms of preschool children offered a limited opportunity offer to play indoors and that you could not play in all the rooms, seen from a child's perspective. The material's offer had great significance for what the children played and which room they felt was the most fun to play in. The place that attracted most of the children to play was the room as the children called for the playroom. Something that I discussed in the study is how to provide children with a better chance offer to play for the children involved in the design of the indoor environment at preschool. / Syftet med undersökning var att undersöka förskolerummens möjlighetserbjudande till lek och vilket material som används i leken, sett ur barns perspektiv. Jag använde mig av litteratur, tidigare forskning, fotografier och kvalitativa intervjuer för att få fram mitt resultat. Valet av förskola och avdelning gjordes utifrån bekantskap med både förskola, avdelning, barn och personal för att kunna få fram så öppna samtal som möjligt med barnen. Resultatet visar att de olika rummen på förskolan erbjöd barnen ett begränsat möjlighetserbjudande till lek inomhus och att man inte fick leka i alla rummen, sett ur barnens perspektiv. Materialets erbjudande och tillgänglighet hade stor betydelse för vad barnen lekte och vilket rum de ansåg var roligast att leka i. Det rum som lockade de flesta barnen till lek var rummet som barnen kallade för lekrummet. Något som jag diskuterar i undersökningen är hur man skulle kunna erbjuda barnen ett bättre möjlighetserbjudande till lek om barnen involverades mer i utformningen av inomhusmiljön på förskolan.

Denna uppsats syftar till att utveckla en förståelse för hur stråkinstrumentundervisning kan bedrivas då syftet är att lära ut en ergonomisk riktig spelteknik som förebygger hälsoproblem. Fokus i studien har varit på nybörjarundervisning samt HUR elever spelar. Studien har genomförts med hjälp av kvalitativ metod. Sex ergonomiskt kunniga och intresserade musiker och pedagoger har intervjuats. Deras specialområden är musikerergonom, sjukgymnast, kontrabasist, forskare, alexandertekniklärare och cellopedagog. Den kunskapsöversikt som presenteras i uppsatsen handlar om förhindrande av musikrelaterade hälsoproblem, utveckling av en fri spelteknik samt några pedagogiska konsekvenser utifrån fallstudier som gjorts på barn. Alexanderteknik, som bland annat handlar om effektiv muskelanvändning och ändring av felaktiga vanor, utgör den teoretiska utgångspunkten för studien. Resultatet visar bland annat att stråkinstrumentundervisning på ergonomisk grund ska utgå från läraren och dennes interaktion med eleven och kräver att läraren har kunskap och medvetenhet om ämnet ergonomi. Vidare visar resultatet på betydelsen av att i undervisningen prioritera kvalitet framför kvantitet, att anpassa undervisningen efter elevens olika muskulära och psykiska förutsättningar och att se eleven i ett helhetsperspektiv. Exempel på viktiga moment i tillvägagångssätt för stråkundervisning på ergonomisk grund handlar om att bevaka elevens lust och ha en sund balans i progressionen. / The purpose of this study is to develop an understanding in how teaching strings can emphasize an ergonomic way of playing, thus preventing health problems. Focus has been how to teach beginners as well as HOW to play. The study has been carried out with a qualitative method. Six musicians and teachers with ergonomics as a special field have been interviewed. They are a physiotherapist, a double bassist, a researcher, a teacher in Alexander Technique and a teacher in cello. The findings of the study deal with the prevention of musician-related injuries, developing a free playing technique, and educational consequences from a few case studies of children. The Alexander Technique, which among other aspects, deals with the effective use of muscles and changing wrong habits, is the theoretical starting point of the study. The result indicates, among other things, evidence that teaching strings in an ergonomic perspective should start with the teacher and his/her interaction with the pupil, and requires that the teacher possesses a knowledge and awareness of ergonomics. Furthermore, the result gives evidence of the importance in giving priority to quality instead of quantity, adjusting the teaching to the pupil’s different physical and psychical conditions and also viewing the pupil in a comprehensive perspective. Checking the pupil’s mindset and having a good balance of the progression, are examples of important elements in teaching strings.

Syftet med det här arbetet är att undersöka förstaklasslärares uppfattningar om hur motorisk träning hanteras i skolan och vad träningen kan leda till. Av intresse är också att undersöka vilken roll musiken kan spela i den motoriska träningen. Arbetet baseras på en kvalitativ undersökning i form av intervjuer med fem verksamma pedagoger inom grundskolans verksamhet. I bakgrundslitteraturen beskrivs den motoriska utvecklingen, problem som kan uppstå vid brister i motoriken, forskning om motorisk träning samt musikens roll vid motorisk träning. Den valda litteraturen visar på en splittrad syn när det gäller motorikträningens betydelse för barns lärande. Resultaten av intervjuundersökningen visar däremot att pedagogerna ser kopplingar mellan motorik och lärande, men också att det hela är mycket komplext. Kopplingen mellan motorik och lärande uppfattas i huvudsak gå via social utveckling, hjärnans utveckling samt leken med mera. Arbetet belyser att det finns likheter i pedagogernas uppfattningar, men olikheter i hur de arbetar. Den motoriska träningen kan se ut på olika sätt, men stor vikt läggs på lekens betydelse. / The purpose of this work is to investigate the class teacher’s perception of how motor training is carried out in school, and what the training can lead to. The aim is also to examine what role music can play in motor training. The work is based on a qualitative study in the form of interviews with five teachers active at the primary school stage. In the background literature, motor development is described, problems that can arise from lack of motor skills, research in motor training and the role of music in training motor skills. The selected literature shows a divided view about the significance of motor training in a child’s learning process. The results of the interview analysis show however, that the teachers see connections between motor function and learning, but also that this is a very complex matter. The connection between motor function and learning can be seen in social development, development of the brain, playing, and more. The work illustrates that there are similarities in the opinions of teachers, but differences in the way they work. The motor training can be done in different ways, but great importance is attached to playing.

sociological literature suggests that adult sports participation is occurring in a 'culture of risk' which glorifies pain, rationalises risk and promotes the practice of playing hurt (Messner, 1990; Nixon, 1992; Curry 1993; Pike, 2000; Roderick et aI, 2000, Safai, 2003; Howe, 2004; Young, 2004a; Liston et aI. 2006). Using this corpus of knowledge as a point of departure, this study directs attention towards young people's sporting risk encounters within the specific context of school sport. Guided by a process-sociological framework (Elias, 1978, 1991,2000 [1939]), it offers an insight into the ways in which young people interpret, experience and manage sporting risk and episodes of sporting pain and injury whilst at school. The research draws on data generated by 1,651 young people aged between ten and sixteen years old using a three-phase data collection programme. The programme incorporated self-report questionnaires, semi-structured interviews and group-based creative tasks and was conducted in six secondary schools located in "Churchill", a major English conurbation. The findings suggest that school sport worlds (re )produce two entwined, yet competing sets of beliefs, attitudes and practices related to sporting pain and injury and are best described as webs of risks and precaution and protectionism. Rather than adopting a more cautious approach to pain and injury the data indicates that this cluster of young people frequently play hurt, normalise injury and engage in forms of 'injury talk' that discredit episodes of sporting pain. In so doing, they may be placing their short and long-term physical, psychological, social and moral health in jeopardy. However, it is argued that this collection of sporting practices are highly valued by young people and are integral to the ways in which they assign and perform a range of dissecting and fluid embodied identities. Notwithstanding the potential for sporting risk encounters to engender damaging, disrupting and debilitating outcomes, the data also emphasises the potential for these experiences to act as important spaces in which young people are able to probe their bodily limits, develop corporeal knowledge and experience pleasurable emotions (Maguire, 199Ia). This thesis draws attention to the duality of sport and calls for a more reality-congruent approach to the sport-health-risk-youth nexus in the development of future (school) sport worlds.

Elevperspektivet på klassdebatter/rollspel som pedagogisk metod i skolan är ett område som är relativt outforskat. Syftet med den här studien är att utveckla kunskaper om elevers upplevelser av klassdebatter/rollspel. Studien genomförs ur ett sociokulturellt perspektiv, där samspel och kommunikation ses som en förutsättning för lärande. Empirin samlades in genom videodokumentation av elever då de genomförde debatter/rollspel. Därefter intervjuades enskilda elever i form av stimulated reflection, viket är en metod som ger intervjupersonen möjlighet att reflektera över det som sker i den videoinspelade debatten/rollspelet. Resultatet av studien, vilket tolkas genom en innehållsanalys, visar tydligt att eleverna är positiva till debatt/rollspel som pedagogiskt verktyg. Här ser de fördelar med att samlära och interagera för att utveckla lärandet och nå djupare kunskap. Att inta ett annat perspektiv i form av en roll upplevs som ett positivt redskap i bearbetningen av frågor och problem. Samtidigt visar resultatet att eleverna upplever olika begränsningar vilket hämmar både deras lärarande och möjligheten att visa sina kunskaper. Begränsningar som nämns är; en ojämn fördelning av talutrymmet, för stora grupper och gruppsammansättningen samt olika förutsättningar beroende på rollens karaktär. Slutsatsen blir att pedagogiska debatter/rollspel är ett bra verktyg för lärande men att det behöver utvecklas för att undanröja de begränsningar som finns, för att därigenom skapar ännu bättre förutsättningar för lärande och bedömning. / Summary: Student perspective on the class debates/role-playing as a teaching method in schools is an area that is relatively unexplored. The purpose of this study is to develop the knowledge of students' experiences of the class debates/role-playing. The study was conducted from a socio-cultural perspective, where interaction and communication are seen as a prerequisite for learning. The empirical data were collected through video documentation of students when they conducted debates/role-playing. Afterwards the students were interviewed individually in the form of stimulated reflection, which is a method that gives the interviewee the opportunity to reflect on what is happening in the videotaped debate/role-playing. The results of the study, which are interpreted through content analysis, clearly shows that students are positive for debate/role-playing as educational tools. Here they see the advantages to combine cooperative learning and interaction to develop their learning and achieve deeper knowledge. Taking a different perspective in the form of a role is perceived as a positive tool in the processing of issues and problems. At the same time, the results show that students experience different constraints which hamper both their learning and the opportunity to show their skills. Limitations that are mentioned; an uneven distribution of linguistic space for large groups and group composition and different conditions depending on the nature of the role. The conclusion is that educational debates/role-playing games are a great learning tool, but it needs to be developed to overcome the limitations that exist, thereby creating better conditions for learning and assessment.