Role-playing Games Research Articles

Application of educational simulations in the process of adult education

The article analyzes modern research on the application of simulation games in the process of adult education, in particular in such areas as medicine, aviation, jurisprudence and pedagogy. The advantages of such training methods are noted, in particular, the development of practical skills in a safe environment. The article describes in detail the different types of simulations, such as virtual reality, augmented reality, role-playing and computer simulations, and provides examples of their successful use. In particular, the use of the Body Interact platform for the training of medical professionals, flight simulators for pilot training, and role-playing games in the simulation of court processes and the training of teaching staff are analyzed. It is noted that one of the key advantages of educational simulations is the opportunity to practice practical skills in a safe environment, which is especially relevant for professions that require a high level of responsibility. Also, simulations promote the development of critical thinking, decision-making and teamwork. The article emphasizes the importance of integrating simulation technologies into the educational process. The authors offer recommendations on the development of effective simulation scenarios, the selection of appropriate equipment, and the organization of the educational process. The authors reveal the potential of educational simulations to increase the effectiveness of adult learning and provide recommendations for the optimal integration of these technologies into the educational process.

Использование имитационных игр в обучении студентов-историков в парадигме культурно-исторической психологии: постановка проблемы

<p>The article explores strategies for enhancing the effectiveness of training by fostering student engagement and motivating participation. The use of game-based techniques aims to boost students' motivation toward the material being studied. This approach is grounded in the principles of cultural and historical psychology as articulated by L.S. Vygotsky. It offers a theoretical framework for understanding differences not only in intercultural psychology but also in intertemporal psychology, as it enables the examination of psychological phenomena within specific historical, social, and cultural contexts. The article highlights the search for methods to increase motivation and the development of students' subjectivity and positionality. It provides examples of dialogue simulation games used in training, including historical reconstructions, mock trials, cultural immersion, and the Reacting to the Past initiative. Additionally, the article discusses the technologies involved in the preparation and implementation of these activities. This article provides an overview of research focused on the relationship between games and education. It highlights that participation in such games enhances both general and specialized skills and abilities among students, fosters a positive attitude toward learning, and deepens respect for history as a discipline. This approach allows for a theoretical understanding of facts grounded in historical context, helping to overcome the schematism and empiricism often associated with traditional school education. The methodology of simulation games enables students to explore the differences between the present and the past. These games encourage students to recognize and understand the unfamiliar realities of history, as well as the diverse ways of thinking that characterized people from different eras and cultures. The article concludes that well-designed educational games significantly increase the likelihood of achieving desired educational outcomes and contribute to the overall improvement of quality in higher education. The experiences shared regarding the use of role-playing or simulation games illustrate the potential of cultural-historical psychology as a valuable resource in history education.</p>

Escaping the ordinary: a review of escape rooms in medical and veterinary education

BackgroundEscape rooms (ERs), immersive role-playing games that require participants to solve a series of puzzles within a set time to achieve a specific goal, have gained popularity as innovative educational tools.MethodsA systematic review was conducted using the PRISMA guidelines, a comprehensive search of PubMed, Cochrane, Web of Science, and Scopus, for articles published between inception of journals to April 2024, focusing on the integration, outcomes, and participants’ perceptions of ERs in medical and veterinary education.ResultsA total of 619 articles were retrieved, of which 12 articles met the inclusion criteria for final analysis. These studies focused on medical students and included medical education topics such as nephrology, human physiology, and dermatology. Notably, no ERs focused on the veterinary sector or directly addressed the One Health approach. ERs demonstrated a significant impact on students’ self-reported knowledge, motivation, and collaboration skills gains. Participants reported improved confidence in clinical situations and a greater appreciation for interdisciplinary team dynamics. Most studies yield moderate MERSQI scores and impacts at Kirkpatrick Levels 1 and 2.ConclusionERs increased immediate educational engagement and showed potential in improving an understanding of complex, interrelated health issues. This gap suggests a need for curricula that incorporates ERs to bridge human, animal, and environmental health sectors. The integration of ERs could be instrumental in equipping future prescribers with the interdisciplinary knowledge and skills needed to tackle complex health crises.Clinical trial numberNot applicable.

Using role-playing games in virtual exchanges: Global experiences in intercultural and multidisciplinary approaches to learning about environmental sustainability

The United Nations Sustainable Development Goals (SDGs) require intercultural collaboration to ensure that the progress made so far becomes permanent and continues to progress towards inclusion and a just approach for all people. This means our learners need intercultural skills and competencies for interacting globally. This research examines how the use of role-playing games in virtual exchange projects can provide global learning experiences on controversial environmental sustainability projects. These games simulate the complexity of multi-stakeholder decisions that are frequently problematic for implementing environmental sustainability projects. From fall 2020 to spring 2022, 267 college students from three continents (North and South America, and Europe) comprising 27 global virtual teams played game simulations as a virtual exchange activity. Results showed that students can engage effectively to reach an agreement as role-playing stakeholders for these conflictual projects (Adj R2 = .498, Chi Square = 4.683, sig. = .003). In addition, meetings among the students held a couple weeks before the game were important in preparing them for the role-playing simulation. Language and cultural barriers proved no impediment for students communicating in a non-native language. Well-timed “nudging” and scaffolding support as well as early intercultural competence self-awareness training by the instructors underpinned these positive learning experiences and outcomes in the games.

КОММУНИКАТИВНЫЙ МЕТОД ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ В ВОЕННЫХ УЧЕБНЫХ ЗАВЕДЕНИЯХ КАК ЧАСТЬ ИННОВАЦИОННОЙ МЕТОДИКИ

In this article, an analysis of an innovative approach to the principle of comprehensive teaching the Russian language as a foreign in a military audience is given. The article presents widely revealed methods and methods of teaching the Russian language of military personnel through innovative material, namely: role-playing games, group projects, stimulants, training at the training ground. The importance of using interactive textbooks and multimedia materials is emphasized. Methodological recommendations are given on the training of military terminology on the material of these textbooks and videos, as well as the development of military teams in the language being studied. Work is interesting for its novelty and relevance.

The Art of The Gacha Lure: Determinants of The Continuous Use of Mobile Role-Playing Games (RPG) With Gacha System in Indonesia

The expansion of the mobile games industry should be attributed to the convenience of in-game purchases that are adopted by most mobile games in the market. In this study, we aim to investigate the relationship between determinants of continuous use of mobile RPG games with gacha system in Indonesia. We disseminated a questionnaire that was then filled in by 257 respondents. From a total of 257 results, we excluded 38 questionnaires due to non-completion as well as 8 questionnaires due to the unreliability of questionnaire answers. There were 211 questionnaires remaining for the model analysis. We proposed a total of 13 hypotheses which resulted in flow experience and satisfaction being positively associated with intention of continuous use. The findings of this study highlight how massive the effect of different type of RPG games affect the determinants of players in Indonesia.

Prevention of “Pharmacy” drug Addiction as Part of the Educational Program: Development of Methodological Recommendations for Teachers and Psychologists

The article examines the problem of «pharmacy» drug addiction among young people and the need for its prevention within the framework of educational programs. Pharmacy drug addiction, which is the abuse of readily available drugs, is becoming increasingly common among adolescents and young people, which causes significant risks to their physical and mental health. The purpose of the study is to develop methodological recommendations for teachers and psychologists aimed at preventing pharmacy drug addiction in the educational environment. The work analyzes the main causes and consequences of pharmacy drug addiction and evaluates modern approaches to its prevention. Based on the analysis of international experience, practical methods and strategies are proposed, including interactive forms of training, role-playing games, and seminars, which help to raise awareness among students and form a responsible attitude towards medicines. The results of the study can be useful for educational institutions interested in creating a safe environment and ensuring a healthy lifestyle among students.

THE ONTOGENETIC APPROACH TO PROVIDING PSYCHOLOGICAL ASSISTANCE TO CHILDREN OF SENIOR PRESCHOOL AGE

The authors of the article examine the psychological characteristics of senior pre- school age. New developments in this period are: the development of visual-figurative thinking and the emergence of role-playing games, the change from involuntary behaviour to voluntary behaviour, the emergence of subordination of motives, and the development of mnestic abilities. The family’s implementation of the sanogenetic function of the family system contributes to the harmonious development of the child. The ontogenetic and systemic family approaches are the methodological basis for the development of psychological correction programmes when providing psychological assistance to children of senior preschool age.

Magical Circles in Pandemic Times

This article focuses on a narrative roleplaying game collectively constructed and performed at the Dr. C. Tobar García Children’s Hospital for Mental Health in Buenos Aires, Argentina, during the COVID-19 pandemic. During this game, the hospitalized children, many of whom faced situations of extreme social vulnerability, learned concrete narrative skills (e.g., developing a fictional character, narrative plotting) which they could later use for playful practices of collaborative storytelling in their homes, schools, and neighbourhoods. We consider that it is necessary to study and share this creative process with the hope to enhance playful practices of collaborative storytelling with children in vulnerable contexts.

World-Building through Garments and Accessories in Dungeons & Dragons Illustrations

In tabletop role-playing games, the game master and players in a group are encouraged to construct their own fictive world in which they can play. By using a critical world-building approach, we analyse the garments and accessories in the illustrations in Player’s Handbook (2014) for Dungeons & Dragons (5th edition) and find that clothes have four conspicuous functions in establishing a world of possibilities from which a group of players can build their game world. The four functions are: to convey that the world is one of action and magic, to provide a range of cultural and historical alternatives to the traditional pseudomedieval fantasy world, to communicate what is important about particular groups, and to maintain a difference between female wizards as physical and sexualised and male wizards as people of knowledge and military competence.

PUZZLINGUISTICS: A TYPOLOGY OF LUDIC LANGUAGE BASED CLUES FOR IN-GAME PUZZLES IN ROLE-PLAYING GAMES

Hundreds of role-playing video games have been produced since the creation of the first title of the genre, Dungeons and Dragons, in 1974. These titles incorporate one common feature in the genre, puzzle. In designing a puzzle which primarily revolves around its major element which is clue design, language contributes to the playfulness and playability of the game itself. This study attempts to explore the roles of ludic language in designing clues with regards to the user’s functions of the games. The study employed Crystal’s ludic language, Danesi’s puzzling language, Caillois’ ludus theory, Huizinga’s play function, and Aarseth’s user functions on twenty-three role playing video games or commonly abbreviated as RPGs and their sub-genres. The study further proposes a typology of clues. This typology comprises clues which are orbital, conditional, collocative, referential, indicative, reflective, reversal, and signalling. Game developers could employ the results of this study as a consideration in designing puzzles in video games especially role-playing video game genres.

Open worlds: An examination of digital accounts of gender and sexual identity development through the use of tabletop role-playing games among LGBTQ2S+ youth and young adults

Gender and sexual identity development (GSID) are formative tasks of adolescence and young adulthood. For LGBTQ2S+ individuals, these processes may be complicated by issues of safety, support, and access to resources. A potential avenue for identity experimentation is tabletop role-playing games (TRPGs), cooperative narrative games wherein players adopt fictional personas and describe their actions within a fantasy setting arbitrated by a facilitator. Previous studies provide indications of the significance of TRPGs to GSID but have generally been limited to small sample sizes and/or specific demographic subgroups that lack a specific inclusion of LGBTQ2S+ youth within their samples. The current study sought to address these gaps and investigate the role of TRPGs to GSID among LGBTQ2S+ individuals during adolescence and young adulthood by generating and analyzing a digital ethnography composed of anonymous online public posts ( N = 211) across four social media platforms authored by current self-identified LGBTQ2S+ youth and young adults, or self-identified LGBTQ2S+ adults retroactively reflecting on their youth and/or young adulthood ( N = 199). Thematic analysis revealed a range of themes highlighting the significance of TRPGs to GSID organized under five overarching categories: (a) Identity Expression, Exploration, and Experimentation through Role-Play; (b) Navigating Safety and Visibility; (c) Enactment and Embodiment of Possibility through Fantasy; (d) Agency, Power, and Resistance; and (e) Personal Significance and Impact to Life and Well-Being.

Sustainable states: a role-playing game for sustainability education

Sustainable states: a role-playing game for sustainability education

The Design of Game-based Learning for Elementary Mathematic Based on Learning Science Perspective

Mathematics was regarded as a fundamental subject and plays a critical role in students' cognitive development and future career prospects in STEM fields. However, due to the abstract nature of mathematics and the extensive practice required, students often find it monotonous and challenging. Thus, games have become an urgent need to stimulate students interest, maintain long-term engagement, and promote effective math learning. This study analyzes the types of math games and the features and effects of games for math learning, it was concluded that games for math classrooms should primarily consist of tabletop analog games that are simple and easy to integrate into learning segments. Long-time, exploratory digital games are not recommended for classrooms. For out-of-class math practice, context-based role-playing games are preferable to foster students' long-term motivation for training. Then this study proposes a design model that combines digital and analog games to promote math learning both in-class and outclass based on learning science, a case was designed to show the application of the model and development of game-based learning in mathematics education.

Multitextuality in RPGs: a ludonarrative synergy model for video game text analysis

The article presents the textual potential of games and distinguishes between the types of texts in text-heavy video games. Text types are categorized according to the diegetic/non-diegetic situation vis-à-vis the game world and primary text function. It is assumed that role-playing games (RPGs) such as Divinity: Original Sin 2 (Larian Studios, 2017) encompass a greater volume of textual material. The proposed corpus analysis model is based on the concept of ludonarrative synergy, text and discourselinguistics, and methods of natural language processing (NLP) and computational linguistics. Two-level text analysis using Python examines the validity of categorizing game texts according to an extended diegetic/nondiegeticmodel.

Gamifying Mathematics: A Hermeneutic Phenomenological Study Focused on Role-Playing Games in Linear Equations

The aim of this study is to investigate how the integration of technology, particularly games, in mathematics education serves as an innovation in mathematics learning. The focus of this research is on the integration of technology in mathematics education, particularly concerning the topic of algebra, specifically linear equations in one variable, using gamification media with the assistance of RPG Maker MV application. This research employs a hermeneutic phenomenological approach to understand the subjective meanings contained in individual experiences related to the use of gamification in a learning context. A total of 39 seventh-grade students and 2 educators from a public junior high school in Luwuk were selected as subjects for this study. The research utilized both test and non-test instruments. Data analysis followed the Miles and Huberman model, involving three stages, namely data reduction, data presentation, conclusion drawing. The results showed that the integration of technology, particularly the use of gamification in mathematics education, has received a positive response from students especially in the field of students' interest, collaboration, and motivation and serves as an innovation in mathematics learning. RPG games have great potential to be used as an interactive learning tools in the classroom because they contain various interesting features that support the psychological and cognitive development of students. Researchers are recommended to design a didactic design that integrate technology, ensuring that educational practices are both engaging and effective in enhancing students' learning experiences.

PANGeA: Procedural Artificial Narrative Using Generative AI for Turn-Based, Role-Playing Video Games

Large language models (LLMs) offer unprecedented flexibility in procedural generation, enabling the creation of dynamic video game storylines that evolve with user input. A critical aspect of realizing this potential is allowing players and developers to provide dynamic or free-form text to drive generation. Ingesting free-form text for a video game poses challenges, however, as it can prompt the LLM to generate content beyond the intended narrative scope. In response to this challenge, this research introduces Procedural Artificial Narrative using Generative AI (PANGeA) for leveraging LLMs to create narrative content for turn-based, role-playing games (RPGs). PANGeA is an approach comprised of components including a memory system, validation system, a Unity game engine plug-in, and a server with a RESTful interface that enables connecting PANGeA components with any game engine as well as accessing local and private LLMs. PANGeA procedurally generates level data like setting, key items, non-playable characters (NPCs)), and dialogue based on a set of configuration and design rules provided by the game designer. This process is supported by a novel validation system for handling free-form text input during game development and gameplay, which aligns LLM generation with the narrative. It does this by evoking the LLM's capabilities to dynamically evaluate the text input against game rules that reinforce the designer's initial criteria. To enrich player-NPC interactions, PANGeA uses the Big Five Personality model to shape NPC responses. To explore its broad application, PANGeA is evaluated across two studies. First, this research presents a narrative test scenario of the prototype game, Dark Shadows, which was developed using PANGeA within the Unity game engine. This is followed by an ablation study that tests PANGeA's performance across 10 different role-playing game scenarios–from western to science fiction–and across three model sizes: Llama-3 (8B), GPT-3.5, and GPT-4. These evaluations demonstrate that PANGeA's NPCs can hold dynamic, narrative-consistent conversations that, without the memory system, would exceed the LLM's context length. In addition, the results demonstrate PANGeA's validation system not only aligns LLM responses with the game narrative but also improves the performance of Llama-3 (8B), enabling it to perform comparably to large-scale foundational models like GPT-4. With the validation system, Llama-3 (8B)'s performance improved from 28% accuracy to 98%, and GPT-4's from 71% to 99%. These findings indicate PANGeA can help game designers generate narrative-consistent content while leveraging LLMs of different sizes, suitable for various devices.

WAYS OF IMPROVING FOREIGN LANGUAGE COMMUNICATION DURING STUDENTS' PROFESSIONAL TRAINING

The article examines the issue of developing foreign language communicative competence of students as the primary goal of language learning in the context of professional training of future specialists. It is argued that the most relevant cognitive-linguistic, operational-linguistic and communicative competences for professionally oriented foreign language learning are the ones which enable the use of language as a means of obtaining professionally significant information through reading and participating in oral and written professional communication. The views of domestic and foreign scholars regarding the definition of foreign language communicative competence and its component structure are analyzed. All components of foreign language communicative competence are interrelated and interdependent, forming a complex, holistic, systematic, and structured entity. The process of foreign language learning should be aimed at the gradual cultivation of foreign language communicative competence components, using the most effective teaching forms, methods and tools. The forms, methods and tools for conducting productive classes are highlighted as those focused on activating cognitive activity, developing foreign language communicative competence, overcoming language, speech and socio-cultural communication difficulties. Attention is drawn to the expediency of using innovative teaching methods such as role-playing games, discussions, project-based methods, quests, as they are person-centered and create conditions for the enhancement of students' creative thinking and provide a good opportunity to acquire and apply foreign language knowledge due to the emergence of internal motivation. The research results in the context of future specialists' motivation to master foreign language communication skills and abilities are presented.

The Use of Interactive Teaching Methods in Educational Institutions

The article is dedicated to the study of the use of interactive teaching methods in educational institutions and their impact on the effectiveness of the learning process. In the context of dynamic changes in society and the rapid development of information technologies, the education system requires new approaches to teaching that foster active student engagement and the development of critical thinking, creative abilities, and communication skills. Interactive teaching methods, which involve dialogic interaction between participants in the educational process, open new opportunities for improving the quality of knowledge acquisition and the development of practical skills among young people. The article analyzes theoretical and practical approaches to the implementation of interactive methods in the educational process. In particular, various forms of interactive work are considered, such as group and paired activities, discussions, role-playing games, problem-based learning, and the use of interactive technologies (multimedia tools, online platforms), among others. Special attention is given to methods that enhance learning by promoting student collaboration, teamwork skills, decision-making under uncertainty, and problem-solving abilities. The article also emphasizes the advantages of interactive methods compared to traditional teaching approaches. It has been found that interactive learning leads to deeper comprehension of the material, increases student motivation, reduces passivity in the learning process, and develops the ability to apply knowledge in practice. However, it also highlights the need to adapt interactive methods to specific educational conditions and student populations, as well as the importance of adequate teacher preparation. The article provides recommendations for the effective use of interactive methods in the educational process, including the integration of interactive technologies in school and higher education, teacher professional development, and the incorporation of modern information technologies.

Dungeons, Dragons, and Rogues: How Picaresque Literature Shaped the Thief Class in Dungeons & Dragons

This article advocates for a reevaluation of the thief class as a bridge linking literary narratives and tabletop role-playing games (TRPGs). It traces the roots of the Dungeons & Dragons (D&D) thief class in Picaresque Literature against the wider importance of literature in the early TRGP scene, by comparing the thief class to the Picaresque rogue. Through a thematic analysis of articles from eight key TRPG periodicals published between 1975 and 1986, the article illustrates how “extensibility mechanisms” facilitated creative exchanges between hobbyist game designers, Fantasy fiction, and Picaresque Literature via the rogue archetype. These exchanges demonstrate a turn towards nuanced narrative-supporting mechanics, complex player character development, and including vibrant fantasy cities as settings for adventures in D&D, and TRPGs more broadly, influenced by Picaresque Literature.