Role-playing Games Research Articles

Roll for Insight: Understanding How the Experience of Playing Dungeons & Dragons Impacts the Mental Health of an Average Player

Dungeons & Dragons (D&D) is a fantasy tabletop role-playing game published by Wizards of the Coast. Evidence shows that D&D is being used as therapeutic practice by clinical psychologists, and the reported success of these interventions indicate that it may have positive outcomes for its players. However, there is little research that establishes, from a psychosocial perspective, how playing D&D provides opportunities for supporting frequent player’s mental health. Using semi-structured interviews and a reflexive thematic analysis, we aimed to understand better how playing D&D interacted with players’ well-being psychologically and socially, as well as exploring factors that may prove challenging or problematic in the therapeutic context. 6 men, 2 women, and 2 nonbinary people participated in the study. Analysis illustrated several processes that are supportive for players’ mental health. These features were identified as five key themes: escapism, exploration of self, creative expression, social support, and routine. These findings highlight the transformative potential of D&D in a therapeutic setting, offering insights into its positive impact.

Playing with Leadership: A Multiple Case Study of Leadership Development Larps

Learning and development solutions often contain some form of role-playing activity. Many live-action role-playing (larp) leisure events openly center their themes or story on leadership topics like conflicting visions, cooperation, or strategic decision-making. Despite this, only a few larps to date have dared label themselves as “leadership development” edu-larps. This multiple-case study utilizes a synthesized theoretical framework that combines several typologies of both the leadership development research field and the fields of role-playing game studies, edu-larp, applied drama, and simulation. Four individual leadership development larps were identified, categorized by type, compared, and evaluated. The four cases have some striking similarities, as they all make use of the same learning cycle, have observers, and focus on developing versatility as a worthwhile leadership trait. Furthermore, all four larps have relatively few visible game mechanics, the hierarchical difference between characters is low and urgency or uncertainty is used to enhance learning. The main difference between cases is the setting, where a modern business setting seems to be the default, but more fantastical settings, such as “samurai in feudal Japan” were also used. Character design also differs, from abstract roles to very-detailed personality descriptions. Framing, such as duration, varies from one 2-hour session through five sessions spread over weeks to a continuous 36-hour session. These and other identified differences and similarities highlight patterns to build upon by designers and gaps to fill with later research.

Editorial: The Increasing Specificity and Maturity of Role-playing Game Studies

Editorial: The Increasing Specificity and Maturity of Role-playing Game Studies

Exploring user-avatar bond profiles: Longitudinal impacts on internet gaming disorder

Avatars serve as the virtual embodiment of users, facilitating their online interaction, with potential positive and negative effects. These effects range from enhancing social and personal development to facilitating disordered gaming patterns. As past literature has identified different disorder gaming patterns based on the connection an individual has with their avatar (referred to as the User-Avatar Bond [UAB]), the present study explored the gaming disorder risk based on a gamer's UAB profile. To investigate this, the present study comprised 565 online role-playing gamers (Mage = 29.3, SD = 10.6). Participants completed the User-Avatar Bond Questionnaire and the Internet Gaming Disorder Scale-Short-Form over two waves, six months apart. Latent profile analysis was employed which identified four distinct UAB profiles: Identified Gamers, Compensated Gamers, Detached Gamers, and Differentiated Gamers. ANOVAs were conducted to assess differences in IGD behaviours within the profiles across the two waves. The findings suggested a significant difference between the profiles and IGD, where heightened avatar identification and compensation levels may act as risk factors for IGD behaviours. These findings provide crucial insight regarding the role of UAB in IGD development, treatment, and prevention.

Сучасні підходи до організації партнерської взаємодії між учнями початкової школи

The article touches upon the problem of organization of partnership between modern primary school students as representatives of the Alpha generation. Scientific works on the outlined problem are analyzed: the essence of the concept of «partner interaction» in the philosophical, psychological, sociological and pedagogical contexts; Guidelines for distinguishing between models of partnership and traditional interaction at school are indicated. Particular attention is paid to the problem of developing students' emotional and social intelligence as important factors of effective partnership. It has been researched that the enrichment of emotional competence of schoolchildren contributes to the awareness and regulation of emotional states and behavior, the development of a sense of empathy and understanding of the world of other people, the formation of communication skills and the ability to resolve conflicts, the reduction of aggressiveness and antisocial behavior. And also, that the school class is an important formal group where the child's socialization takes place through relationships with classmates, emotionally rich and activity-mediated contacts and connections. To organize partnerships, it is necessary to select the most effective means, not forgetting that mutual understanding, mutual assistance, interdependence and complementarity are important in the student-student relationship. It is indicated that during the lessons it is advisable for the teacher to use role-playing games and special tasks that will contribute to mastering the techniques of interpersonal communication. Students gain experience of interaction in variable micro-groups and teams in the classroom, learn to recognize the contribution of others to joint work, the ability to adequately assess their abilities and capabilities, their contribution to joint activities related to the search for new information, the creation of research projects. Modern approaches and conditions for the organization of partnership interaction are outlined, specific examples are given.

La triple temporalité du transfert dans la médiation thérapeutique par le jeu de rôle

ObjectivesFollowing on from our research into mediation through role-playing games, we are investigating the ways in which transference is expressed given the characteristics of this medium which combines game activity and collective narrations. From this perspective, we hypothesize that it mobilises a specific form of transference at the origin of particular therapeutic movements. Patients and methodWe met with two groups of adolescents (7 adolescents altogether) in a therapeutic mediation through role-playing games, conducted by a psychologist and an educator in an adapted educational institution. We proposed a grid for identifying transference movements, making it possible to characterize the nature of these movements and to differentiate their scene of emergence between group and narrative. We studied the transcripts of all the workshop sessions to highlight the emerging processes and their evolution. ResultsOur results showed that the transference was initially generalised and marked by massive tendencies to express aggression, denial or rejection of the other and the group. Over time, the mode of relationship to the object seemed to evolve, drawing on the transference enabled by the psychologist and the educator and by the link between relationships at the actual and narrative levels. DiscussionThe role-playing game reveals itself as a place of projection of the relational dynamics and representations of the relationships. The medium then reveals the pitfall in the creation of a bond and the recognition of the object's place, and the underlying anxieties. However, it also becomes a transformer of relationships because it allows the emergence of a transference that is first diffracted in the narrative envelope, which secondly authorizes a movement of recovery and a relief of group relationships. ConclusionThe role-playing game offers spaces for projection that takes account of the suffering linked to the situation of encounter within the group. It is also a place where relational dynamics can unfold, protected from the destructiveness of acting through the prism of narrative and a three-stage transfer that contributes to the process of historicization.

Azərbaycan Dövlət Pedaqoji Universitetinin Xarici Dillər Mərkəzi

The article talks about different models of simple sentences in English, the role and importance of simple sentences in the formation of language skills of learners starting from school education, models of developing language knowledge and techniques and methods to be used to express ideas freely and speak comfortably. Author role-playing games, life stories, creating sentences, picture supports, etc. considers the role of forming the habit of forming simple sentences using methods useful in teaching simple sentences in English and improving language skills. In the article, the author also refers to the research and talks about the ways of translating simple sentences in English into Azerbaijani, and appreciates the role of this procedure in the formation of language skills in learners.

Factors Related to Pathological Game Patterns Among Role-playing Game (RPG) Players

ABSTRACT Objective: Role-playing games (RPGs) are a ludic and essentially cooperative activity performed in groups and characterized by verbal dramatization of fictional characters. The aim of this study was to identify the sociodemographic profile of tabletop RPG players and to examine the relationship between pathological game patterns among tabletop RPG players and sociodemographic characteristics, game habits, and psychopathological symptoms. Previously, research investigated the occurrence of psychopathological symptoms in RPG players, but none have investigated the relationship between pathological game patterns and psychosocial characteristics in tabletop RPG players. We hypothesize that a pathological relationship with the game is related to the players’ personal and social characteristics. Methods: One hundred fifteen subjects, ages 16 to 55 years old, 92.2% male and 7.8% female, were accessed, and 70 participants completed self-report questionnaires on gaming behaviours and preferences, sociodemographic characteristics, and psychological symptoms. Results: Having no emotional support, parents who were not interested in RPG and performing the role of player in the game were related to the high-risk group (P<0.05). No independent variables were identified for the low-risk group. All subjects in the high-risk group were also positive on the anxiety scale (P<0.05). Conclusions: Personal characteristics such as having no emotional support and parents who are not interested in RPG seems to play a more important role regarding the establishment of a pathological relationship to tabletop RPG playing. Therefore, this subgroup should be carefully evaluated. Objectif: Les jeux de rôle (JDR) sont une activité ludique et essentiellement coopérative pratiquée en groupe et caractérisée par la mise en scène verbale de personnages fictifs. L’objectif de cette étude était d’identifier le profil sociodémographique des joueurs de JDR sur table et d’examiner la relation entre les habitudes de jeu pathologiques chez les joueurs de JDR sur table et les caractéristiques sociodémographiques, les habitudes de jeu et les symptômes psychopathologiques. Des recherches ont déjà été menées sur l’apparition de symptômes psychopathologiques chez les joueurs de JDR, mais aucune n’a étudié la relation entre les habitudes de jeu pathologiques et les caractéristiques psychosociales des joueurs de JDR sur table. Nous émettons l’hypothèse qu’une relation pathologique avec le jeu est liée aux caractéristiques personnelles et sociales des joueurs. Méthodes: Cent quinze sujets, âgés de 16 à 55 ans, 92,2% d’hommes et 7,8% de femmes, ont été recrutés et 70 participants ont rempli des questionnaires d’auto-évaluation sur les comportements et les préférences en matière de jeu, les caractéristiques sociodémographiques et les symptômes psychologiques. Résultats: L’absence de soutien émotionnel, le manque d’intérêt des parents pour le JDR et le fait de jouer le rôle de joueur dans le jeu étaient liés au groupe à haut risque (P<0,05). Aucune variable indépendante n’a été identifiée pour le groupe à faible risque. Tous les sujets du groupe à haut risque étaient également positifs sur l'échelle d’anxiété (P<0.05). Conclusion: Les caractéristiques personnelles telles que l’absence de soutien émotionnel et le manque d’intérêt des parents pour les JDR semblent jouer un rôle plus important dans l'établissement d’une relation pathologique avec les JDR sur table. Par conséquent, ce sous-groupe devrait être soigneusement évalué.

Dungeons and Dragons: Gender, Race, and Power in the Fantasy and Storytelling Space

Fantasy allows for the intermingling of the imagination and the physical. It creates collective spaces that can reify, reiterate, or challenge socio-economic structures and power dynamics that create inequalities in our everyday lives. Fantasy spaces create the possibility of the impossible, the unbelievable, and the extraordinary, while simultaneously being bound to the real world from which these ideas stem. The creators manufacturing characters, stories, and worlds are conditioned by the social and political context in which they exist, with their own positionality drastically changing the way that they create and interact with stories and storytelling structures, as Garcia’s 2017 work “Privilege, power, and Dungeons & Dragons: How systems shape racial and gender identities in tabletop role-playing games” details. We explore the history of race, gender, and other social forces in the Dungeons and Dragons (D&D) 5e text, a gaming system that creates a framework of races, classes, and backgrounds for character creation in a roleplaying game. We grapple with our own experiences of how the game can (re)create biases that often go overlooked, creating both feelings of (un)safety for players. In this article, by documenting our experiences playing the game, we explore the ways that Dungeons and Dragons both harmfully recreates the dynamics of the White cis heteropatriarchy, as well as offers space to challenge these same forces, bringing the tumultuous clashing of social forces into the semi-private space of gameplay.

Foreign experience of future veterinarians’ preparation for professional communication

The article analyzes foreign experience in preparing future veterinarians for professional communication. It has been established that the preparation of future veterinarians for professional communication is considered by foreign scientists to be on the same level of importance as a wide range of professional disciplines. The process of communication of specialists in the agricultural sector consists in the formation of skills and professional communication skills, in the exchange of information, in the content of the information itself, which is the main factor in the acquisition and formation of knowledge and skills of students. The work examines the achievements of some European, American, and Australian universities that pay significant attention to the communicative training of students of veterinary medicine. It is noted that this issue requires a more detailed study in view of insufficient dissemination of positive experience, existing practices and effective models of training veterinarians for professional communication that already exist. It was determined that the most attention is paid to communication between colleagues and management of conflict situations. It was found that communication regarding the treatment plan, work conversations, communication in stressful situations, business and professional communication are included in communicative actions in the work process. It has been studied that foreign institutions of higher education pay equal attention to the development of oral and written communication, which allows future specialists to avoid difficulties when communicating with colleagues and clients. It has been established that role-playing games are considered one of the effective means of forming communication skills of specialists, in particular, communication situations with clients. Scientists will pay much less attention to communication with colleagues and other potential interlocutors. The results of the study will contribute to the discussion of ways to improve the organization and conduct of classes in professional disciplines in domestic institutions of higher education.

METHODS AND TECHNIQUES OF FORMING MOTIVATION FOR PROFESSIONAL ACTIVITY IN FUTURE TEACHERS

The article substantiates the need to form professional motivation as an important component of the professional training of future teachers; identifies ways to form their professional motivation; analyzes the factors that influence the formation of professional motivation of specialists in the field of education. The essence of the concepts of “motiv” and “motivation” in the general sense and as terms of the professional sphere is considered. The modern views of scientists on motivation are analyzed. The analysis of literary sources made it possible to clarify the essence of key concepts, to reveal the content of methods and techniques for developing the motivational sphere of future geography teachers. The main strategies to stimulate motivation include: building the theoretical logic of the subject, which allows students to navigate the formation of mental actions and feel confident in front of new material. It is important for the teacher to facilitate student participation in learning, making them co-participants rather than executors of his or her will. Motivation can be built by outlining the prospects for learning the topic, defining the goal, and emphasizing the importance of developing skills. Addressing students’ existing learning needs, choosing materials that stimulate interest in new knowledge. Students should understand that the knowledge they acquire is important for achieving a specific goal. Rotating teaching methods and forms to stimulate activity and maintain student motivation. Variety, such as role-playing games, discussions, brainstorming, demonstrations, and project activities, contributes to a positive attitude of the future teacher towards learning the material. Setting realistic requirements for each student. Requirements should be high but achievable so that students do not lose interest in learning.

Групповая работа как средство формирования субъектной позиции студента вуза

The article presents the results of employing group work with university students on the formation of their subjective position by fostering communication among peers aimed at solving specific educational tasks. It provides rationale for the relevance of using group work with university students and describes examples of organizing group work in classes (film analysis, practical situation solving, business and role-playing games), outlining the psychological and pedagogical conditions for conducting such sessions. The effectiveness of the application of group work on the formation of students’ subjective position is demonstrated through the implementation of the following methods: the “Interaction Position Diagnostic Questionnaire (IPD)” by V.G. Maralov and V.A. Sitarov, and “The target of the relationship” by E.A. Chirkina and S.L. Kopotev. The conclusion highlights a significant positive shift in the expression of students’ subjective position as a result of their participation in group activities during educational sessions. Moving forward, continued exploration of innovative pedagogical approaches and assessment strategies is crucial for optimizing the educational benefits of group work and empowering students to become active agents in their own learning journeys. Ultimately, fostering a supportive and inclusive learning environment where students can engage meaningfully with their peers is paramount for nurturing their development as autonomous learners and responsible global citizens.

Minimum viable product “Ailey Robot Improves Verbal Skills” for the development of preschool children

This paper specifically examines MVP “Ailey Robot Improves Verbal Skills” as a tool for preschool aged children’s verbal skills development. Initial project aims to develop competent verbal skills as an aid tool for simple verbal correction in native (Russian) language and the associative object thinking improvement for children aged 3 years old, as well as is objected to increase the vocabulary of older children (up to seven aged ones). One of most significant activities for preschoolers is a role-playing game with a plot helping children to orient in social relations and estimate human activity’ values and motives through the acceptance of a certain role. With technological development, online platforms and applications are becoming the most accessible and increasingly popular method of teaching children from 3 to 7 years old. The content of thematic levels in the application covers various areas of daily life, which helps the child develop important situational and social skills, while the game format increases internal motivation to learn. The “Ailey Robot Improves Verbal Skills” service uses artificial intelligence models to create an exciting and effective learning environment for children and serves as an informative auxiliary tool for parents and speech specialists. In this paper we aimed to review this online application’s main features, analyze its performance, and identify its pros & cons.

Studi Visual UI dan UX pada Gim Persona 5 Royal

Abstract: This journal discusses the intricacies of User Interface (UI) and User Experience (UX) design introduced in Persona 5 Royal, the definitive edition of the critically acclaimed role-playing game Persona 5. The journal begins by providing an overview of Persona 5 Royal's UI design, highlighting key design features and aspects that contribute to a better and more immersive gaming experience. It analyzes the integration of new features, such as simplified menus, enhanced navigation tools, and refined visual aesthetics, and evaluates their effectiveness in improving player engagement and accessibility. It also provides insights into the strengths and weaknesses of Persona 5 Royal's UI and UX, offering valuable perspectives for designers, developers, and general game enthusiasts. Ultimately, this research seeks to celebrate and appreciate Persona 5 Royal's UI and UX design achievements while providing critical insights into the ongoing evolution of game design in the modern gaming landscape or industry as a whole.

Cozy Heterotopias in JRPGs: A Foucauldian Perspective on the Spatiality of Coziness in Japanese Role-Playing Games

Cozy Heterotopias in JRPGs: A Foucauldian Perspective on the Spatiality of Coziness in Japanese Role-Playing Games

Understanding the Impact of Perceived Challenge on Narrative Immersion in Video Games: The Role-Playing Game Genre as a Case Study

This paper explores the intricate interplay between perceived challenge and narrative immersion within role-playing game (RPG) video games, motivated by the escalating influence of game difficulty on player choices. A quantitative methodology was employed, utilizing three specific questionnaires for data collection on player habits and experiences, perceived challenge, and narrative immersion. The study consisted of two interconnected stages: an initial research phase to identify and understand player habits, followed by an in-person intervention involving the playing of three distinct RPG video games. During this intervention, selected players engaged with the chosen RPG video games separately, and after each session, responded to two surveys assessing narrative immersion and perceived challenge. The study concludes that a meticulous adjustment of perceived challenge by video game studios moderately influences narrative immersion, reinforcing the enduring prominence of the RPG genre as a distinctive choice in narrative.

Exploring Game Features and Reframing: the Construction of a Relationship Model

Background Social learning generates reframing when individual and collective values are reflected. This reframing enables community members to move from personal to collective views and actions, resulting in valuable outcomes that improve the community's functioning. This research aims to enhance the development of reframing with the help of role-playing games (RPG), given that digital games are considered particular communities. Method A relationship model was constructed to identify which game features generate reframing and how much they promote reframing. The model’s validity was tested using experts’ feedback and a game experience test (GET). The factor analysis results interpret that the features tested impact reframing. Results The study proposes that RPGs can promote reframing and identifies reframing associated with particular game features (such as game stories). Conclusion Students, game designers, related teachers and researchers can benefit from using the model to encourage reflection using games or require a model to bridge game features with social learning.

LITERACY OF COMMUNICATION IN EARLY CHILDHOOD EDUCATION: INVESTIGATING COMMUNICATION STRATEGIES IN GREECE

This study explores the communication strategies employed by young children in early childhood education settings in Greece, as observed by educators. The research aims to understand how children utilize and adapt various communication styles within school environments. The study involved 44 participants, including undergraduate students majoring in Early Childhood Education and Care, as well as early childhood educators. Data was collected using a comprehensive questionnaire that examined different types of communication strategies and the specific contexts in which these strategies are used. Analysis of the data revealed that educators employ diverse techniques, such as incorporating music and encouraging role-playing games, to enhance children's communication skills. Conversely, children utilize a range of strategies to engage attention and interact effectively with peers and educators. These findings underscore the dynamic interplay between educator-facilitated activities and children's innate communication efforts, offering insights into improving communicative literacy in early education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0777/a.php" alt="Hit counter" /></p>

Disrupting MMORPGs gaming: Exploring and renegotiating end-user license agreements in the Metaverse

This paper explores key legal issues surrounding gaming platforms that provide/host Massive Multiplayer Online Role-Playing Games. Since we are entering the next epoch of the Internet, Web3.0 – and the emergence of Metaverses that operate within this space, this paper conducts an inquiry into the key facets of end-user license agreements (EULAs) used in the platforms that may likely need to be renegotiated. Firstly, how do we reconcile the legal regulatory status of gaming platforms in a decentralized Web3.0 Metaverse? Secondly, how can the rights of end users of gaming platforms be protected vis-à-vis the EULAs in this space? And thirdly, what specific aspects in existing EULAs are likely needed to be renegotiated in light of a decentralized Web3.0 Metaverse? This paper will utilize a case study using the EULAs of Blizzard Entertainment Inc. and provide a possible reformulation of specific terms and conditions of EULAs.

Virulent Attack: Role-Playing Learning Media to Enhance Student’s Cognitive Learning Outcomes

The cognitive learning outcomes of 10th-grade students at SMA Islam Malang regarding the concept of viruses are low. This is due to the perception among students that the virus concept is difficult to grasp, and the learning methods employed tend to be monotonous. Consequently, the aim of this study is to develop and assess the effectiveness of 'Virulent Attack' - a role-playing learning media adapted from the popular game Werewolf - in improving the cognitive learning outcomes of high school students in understanding the virus concept. Following the ADDIE development model, the study involved 29 X-D students from SMA Islam Malang who had no prior knowledge of the virus concept. The validation test was conducted by three experts (one material expert, one media expert, and one biology teacher) using a validation sheet questionnaire. The practicality test was carried out by students during the trial stages, and one educational practitioner provided feedback through a response questionnaire. The effectiveness test was evaluated by comparing students' pretest and posttest scores on cognitive learning outcomes, which were analyzed using the N-Gain score criteria. The findings indicate that 'Virulent Attack' is highly valid (material expert: 100%, media expert: 94.64%, biology teacher: 96.68%), practical (average score: 90.58%), and moderately effective in improving cognitive outcomes (N-Gain score: 0.66, effectiveness: 66.55%). Importantly, the game provided a positive learning experience, increased motivation, and facilitated a deeper conceptual understanding, suggesting its potential application in real-world educational contexts. These findings not only highlight the value of role-playing games in educational settings but also have practical implications for incorporating such media into biology curricula to enhance engagement and understanding.