Made available in DSpace on 2014-06-12T18:29:15Z (GMT). No. of bitstreams: 2 arquivo1793_1.pdf: 2082963 bytes, checksum: 988b3f812a615ee35ddb7a1c14f9e4d9 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2011 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Os role-playing games são jogos que representam bem a dinamicidade da língua, devido à necessidade de adaptação constante, em função do contexto interacional (SZUNDY, 2005; PICCOLO, 2005; BROUGÈRE, 2010). Em se tomando por base a teoria do interacionismo sócio-discursivo (BRONCKART, 1999, 2006 e 2008), aliada à concepão de discurso de Bakhtin (1997 e 2007) e de cognição de Gardner (2003) e Marcuschi (2007), trabalhamos com os pressupostos de que a argumentação e o uso de determinados elementos linguísticos mecanismos de textualização e de responsabilização enunciativa são cruciais para a construção de sentidos nos RPGs; e quanto mais os participantes compartilharem conhecimentos entre si, ou forem capazes de assimilar o conhecimento do colega, maiores serão as chances de estabelecerem o encadeamento necessário para a construção de sentidos nos RPGs. Para tanto, selecionamos para o corpus duas partidas de role-playing games, na modalidade de mesa, de cerca de duas horas cada, jogadas por dois grupos: avançado e iniciante (recém-formado). Além disso, também foi aplicado um questionário sócio-cultural e houve comentários voluntários sobre a diferenciação entre RPG de mesa e RPG live action, e sobre a participação da mulher em partidas. O objetivo do trabalho, em consonância com os pressupostos, foi (a) analisar a arquitetura textual, com base no uso de mecanismos de textualização e de responsabilização enunciativa específicos no discurso em jogos de RPGs, e na presença de argumentatividade; e (b) analisar a influência do background do participante para a construção do enredo, especialmente quanto à transposição de conhecimentos específicos (de mundo, de outras áreas, etc), contrapondo dois grupos distintos (iniciante e avançado). A partir da apreciação do corpus, foram delimitados movimentos interacionais típicos da estrutura narrativa dos jogos de RPG; aspectos linguísticos relativos à categorização do discurso, separação do âmbito de realização das ações em partidas de RPG e elementos linguísticos; e aspectos sócio-históricos, presentes em elementos sócio-interativos, que contribuíram não só para a construção de sentidos, como também para a manutenção da interação entre os participantes. Como resultado, observou-se que aspectos linguísticos tais como o uso de perguntas e protocolos verbais evidenciaram-se vetores determinantes para a construção dos sentidos; a presença de aspectos sócio-históricos demonstrou-se ativa nesse processo, revelada, dentre outros fatores, pela voz social utilizada no jogo, por ocasião da referência aos jogadores; e as relações afetivas entre os participantes também proporcionaram, visivelmente, uma melhor interação. Destarte, têm-se que a cognição também está relacionada a aspectos sócio-interativos. Em face a essas evidências, os role-playing games foram sugeridos como uma prática pedagógica bastante proveitosa para proporcionar um ensino integrado às situações cotidianas, facilitando o processo de construção de sentidos dos enunciados, tanto no dia a dia quanto na escola. Assim, foi proposto um modelo didático de trabalho com RPG em sala de aula

Genreblandning har de senaste fem åren blivit en allt större del i hur datorspel designas. Den här uppsatsen är en studie i hur genreblandning kan appliceras i en spelproduktion och hur denna produktion och dess genreblandning uppfattas av en grupp utomstående som sedan spelar spelet. Den blandning som studeras är den mellan genrerna role-playing game, dual-joystick shooter och minigolf. Resultaten från den enkät denna grupp sedan svarar på visar att genreblandning mellan de valda genrerna fungerar trots deras olikheter sinsemellan, men att det är mycket viktigt att spelets övriga element inte försummas till förmån för genreblandningen. Det framgår även att den grad till vilken de tre genrerna blandas i spelet respondenterna testar inte är den maximala.

Will more realistic behaviour among non-playing characters (NPCs) in a role-playing game(RPG) improve the overall feeling of the game for the player? Would players notice the enhanced life of a NPC in a role-playing game, or is the time spent in cities and villages insufficient to notice any difference at all? There are plenty best-selling RPGs with simplistic, repetitive NPC behaviour on the market. Does that mean that smarter NPCs is not necessary and that an improvement of them wouldn't benefit the players' impression of it? Or would some of these well recognised games get even better with a more evolved AI? These are some of the thoughts that created the initial spark of curiosity that inspired the making of this article. By assuming that a more complex game AI for the NPCs will improve the realism and feeling in a role-playing game, a research about possible techniques to achieve this was made. The technique Smart Terrain was found most beneficial for the purpose with this research. It's been used successfully in the well-selling game The Sims and appeared to be a good choice for an NPC AI with the flexibility and expandability it delivers. With a technique of great potential selected, a first version of an AI using it was implemented as a module to the commercial RPG Neverwinter Nights 2(NWN2). With the implemented Smart Terrain AI at hand, twelve testers got to compare this AI with the one that is encountered in the original campaign of NWN2. As all the participants in the test thought the new version of the AI more realistic than the original AI, the hypothesis was proven to be true. The results gave a strong indication of that using the Smart Terrain technique is a good choice to achieve higher realism among non-hostile NPCs in a RPG like NWN2.

With the popularity of online role-playing games, a web-based battle application is designed to help the players to improve their characters for the combat. The developed prototype concentrates on one-player-multi-characters mode. The project consists of three major objectives. The first one focuses on the development of web-based interfaces for user registration and login. This functionality benefits the user with an individual and personalized member account. The second goal is to improve the existing web-application for character creation so the user data input is stored in a database for posterior retrieval. The third objective refers to the development of a web-based battle application that allows players to test created characters in a battle, one character against another one. This project also contributed with a logical database model that overcomes some design issues, such as normalization problems, in the current database model.

M.Ed. (Subject Didactics) / The focus in this study is on roleplay as a technique for second language education, wi the specific reference to oral communication. The field study as well as the theoretical framework is placed against the background of Communicative Language Teaching (CLT) as language education approach or; The theoretical research encompasses role-play as Anthropological phenomenon and especially also as a didactic principle. This framework is complemented by a brief exposition of LT as language education paradigm. The field work is based on qualitative observation. The researcher had participant observation st.atus at a school for a month. A multi-faceted analysis of two oral communication lessons were made. The qualitative observation is triangulated with structured interviews (questionnaire type), open-ended interviews, document analysis as well as structured systematic analysis of two recorded lessons. It was found that there was a significant difference in interpersonal social language usage in the two lessons. The lessons in which role-play was implemented as a technique showed a qualitative increase in language production. It is to be concluded that role-play accommodates oral communication in second language context meaningfully as a mode of pedagogic discourse, supported by a simulated naturalistic milieu.

Multiple roles -- Role strain -- Status inconsistency -- Social support -- Self efficacy -- Role quality.

Procedural content generation is present in many games today. However, little has been written about generating combat encounters in role playing video games (RPG). In these games the player's combat ability varies greatly from person to person and there are many different enemies that could be spawned for the player to fight. These factors make generation of combat encounters difficult. In this thesis we create a small game in which we implement a new algorithm for generating combat encounters. We then distribute this game to the general public. From the data we gather we conclude that this algorithm is at least as good at generating combat encounters as the author of the thesis and that it is a good starting point for further research.

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Människan är en social varelse och att tillhöra ett socialt sammanhang är centralt. Syftet med detta arbete är att studera hur individer från etniska minoritetsgrupper agerar för att möta det omgivande samhället. Denna studie har använt sig av en kvalitativ metod där sju semistrukturerade intervjuer gjorts för att besvara studiens syfte och frågeställningar. Studien genomfördes med fyra kvinnor och tre män, där majoriteten är födda och uppväxta i Sverige och där två är födda utomlands men uppväxta i Sverige. Studiens resultat visar att etniska minoriteter upplever att samhället har få om några förväntningar syftar istället på att de i mötet med samhället så möter de även på fördomar. Studiens fynd enligt deltagarnas upplevelser av assimilation i mötet med samhället är att roller tas av olika etniska minoriteter för att motbevisa fördomar eller för att bevisa att de är kapabla till minst lika mycket som alla andra. Alla deltagare har anammat sina dubbla identiteter och menar att alla deras identiteter, de nationella och etniska, tillsammans blir en helhet. Majoriteten menar att i mötet med samhället framhäver de en version av sig, de gör sig aldrig till i sitt rolltagande dock tonar de ner andra sidor för att inte mottagaren skall tro att dennes fördomar har bekräftats. / Man is a social being and to belong to a social context is essential. The purpose of this work is to study how individuals from ethnic minority groups act in the meeting with society. This study has used a qualitative method where seven semi-structured interviews have been executed to answer the study's purpose and questions. The study was conducted with four women and three men, where the majority were born and raised in Sweden and where two were born abroad but raised in Sweden. The results of the study show that ethnic minorities feel that society has few if any expectations. They mean that in the encounter with society, they also encounter prejudices. The study's findings, according to the participants' experiences of assimilation in the encounter with society, is that roles are taken by different ethnic minorities to rebut prejudices or to prove that they are capable of at least as much as everyone else. All participants have adopted their dual identities and believe that all their identities, national and ethnic, are in a combination a definition of their whole identity. They believe that in the encounter with the society, they emphasize a version of themselves, they never pretend to be someone else, however, they tone down certain aspects of themselves so that the recipient doesn’t think that his prejudices are correct.

This study sought to evaluate role-plays assessments with adult role-players as a measure of parents' skill acquisition as taught in the Incredible Years (IY) program. Parent performance during the role-play assessments was compared to parent performance during parent-child interactions. Experiment 1 of this study included role- 6 play assessments for the IY program in a multiple-baseline design across 6 skills with pre and post parent-child interactions. Participants were 7 parents with children between the ages of 2 and 8 years. The parent-child interactions were also scored using the Dyadic Parent Interaction Coding System (DPICS). The effectiveness of the role-play assessments as a measure of skill acquisition as demonstrated by an increase in scores only after the skill is formally taught in the program, and similarity between behavior during the role-play assessments and behavior during the parent-child interactions, was not possible due to lack of data and participant attrition. Using a repeated measures design, Experiment 2 addressed limitations of Experiment 1 by utilizing 4 participants with no involvement in the IY program. Role-play assessments and parent-child interactions were conducted 5 times (1 time per week) with 1 training session for the skill area with the lowest scores across the first 3 baseline sessions during the 41 h observation. Results demonstrated differences between parent behavior with an adult role-player compared to their child with variable responding in both the child and structured and role-play assessments during baseline. Increases were observed during both post-training sessions with increases in the final session for the parent-child interactions for the selected skill area for 3 of the 4 participants. These data suggest that the role-plays are sensitive to detecting behavior change; however, the parents' behavior with an adult role player may differ from behavior with their children.