scholarly journals Teaching the Future Military Psychologists by Immersing them into a Pedagogical Situation

2019 ◽  
Vol 9 (2) ◽  
pp. 48-53
Keyword(s):  
Training Program ◽  
Role Playing ◽  
Mathematical Statistics ◽  
Self Assessment ◽  
Professional Skills ◽  
Role Playing Games ◽  
Research Goal ◽  
Role Playing Game ◽  
Combat Activity

The role of military psychologists in a modern army is very important. It has especial significance under conditions of combat activity of troops. In such circumstances a psychologist must apply different professional skills including pedagogical or those directly related to pedagogy. Consequently, training of military psychologists should include a pedagogical component. The effective example of introduction of this component is immersion of military psychologists into pedagogical situations. Such immersion may be implemented by using role-playing games in the form of giving mini-lectures. The research goal is to ensure enhancement of professional skills of future military psychologists through their immersion into a pedagogical situation. Every future military psychologist (cadet) has an opportunity to play a role of a lecturer, an attendee and a person who analyzes a lecture. All roles have requirements and are obligatory for taking. Participants of the role-playing game do self-assessment of their professional skills after finishing it. They use a special questionnaire. Analysis of the answers is basic for assessment both effectiveness of immersion and enhancement of maturity of more than 20 professional skills. Verification of the obtained results was achieved by using methods of mathematical statistics. The results of the investigation are important for enhancement of the training program which should be supplemented with situations of obligatory immersion of military psychologists into pedagogical situations. The proposed method is useful for teaching psychologists of different specialisms.

scholarly journals Consensus and Power in Tabletop Role-playing Games

2020 ◽  
Vol 32 (3) ◽  
pp. 53-73
Author(s):  
M.A. Podvalnyi ◽  
Keyword(s):  
Gain Control ◽  
Role Playing ◽  
Natural Languages ◽  
Current Configuration ◽  
Role Playing Games ◽  
Symbolic Structure ◽  
Role Playing Game ◽  
The Individual ◽  
Game Elements

This article is dedicated to the issue of achieving consensus in tabletop role-playing games and also addresses the question of how exactly play­ers gain power over the interpretation of events within a tabletop RPG. A tabletop role-playing game presupposes that its participants constantly articulate statements which shift the current configuration of in-game elements and also play the role of being artistic descriptions of said shifts. The alternation and interplay of performative and descriptive statements, their convolution and also the fact that, in tabletop RPGs, unlike in the majority of the rest of the games known to humanity, the same words from natural languages are used both in order to produce a shift in abstract, symbolic structure of a game, and to artistically describe said shift, all lead to the situation where participants cannot tell a proper symbolic system of a given game from other symbolic systems which this game refers to. In this article, we propose an analytical model of a tabletop RPG which would make it possible to draw stricter borderlines between a given RPG’s fictional world and its inner symbolic structure. Furthermore, it would allow us to formulate a clearer question regarding the structures of power produced while playing an RPG, and what exactly players gain control over while playing it. Moreover, this model would enable us to explore in detail the processes of the individual and collective interpretation of events in a tabletop RPG, and classify facts within said interpretation in relation to whether they are held to be objectively or subjectively true.

Prospects for the use of modern technologies to increase student involvement

2020 ◽  
Vol 1 (1) ◽  
pp. 28-33
Author(s):  
Iu. V. Amelina ◽  
R. V. Amelin
Keyword(s):  
Social Networks ◽  
Information Technologies ◽  
Role Playing ◽  
Educational Process ◽  
State University ◽  
Role Playing Games ◽  
It Education ◽  
Interaction Plot ◽  
Role Playing Game ◽  
Live Action

The article discusses the prospects of role-playing games in the educational process to increase students’ motivation and involvement, as well as the possibility of modern information technologies (primarily social networks) for constructing innovative forms of such games. The author’s format of the live-action role-playing game is presented. It was developed and tested at the Saratov State University. It involves the integration of numerous educational tasks into a single plot, within which each participant plays a role and communicates with other participants to complete tasks. The main interaction, plot development and group activities occur in dialogs, conversations and groups of social networks. This approach has shown its viability in teaching legal disciplines, and also has prospects for use in IT education.

Students’ perceptions of an in-house developed pharmacy serious game for professional skills training

2020 ◽  
Vol 6 (5) ◽  
pp. 293-296
Author(s):  
Kevin Yi-Lwern Yap ◽  
Shawn Ignatius Boon Heng Tan ◽  
Kai Zhen Yap ◽  
John Yin Gwee Yap
Keyword(s):  
Student Learning ◽  
Three Dimensional ◽  
Skills Training ◽  
Role Playing ◽  
Clinical Practices ◽  
Professional Skills ◽  
Role Playing Game ◽  
Game Engagement ◽  
Self Administered Questionnaire ◽  
Enhance Student Learning

BackgroundAn in-house three-dimensional (3D) multiplayer online role-playing game was developed for professional skills training of pharmacy students. Students play the game in a post-apocalyptic world to save humankind from zombies. They solve virtual patient encounters through visual and motion-capture technologies. Their gaming perceptions and experiences were investigated.MethodA self-administered questionnaire obtained participants’ demographics, gaming interests, perceptions of game effectiveness, preferences on gaming elements and gameplay experience through the Game Engagement Questionnaire (GEQ). Pre-gameplay and post-gameplay assessments were tracked to assess student learning. Descriptive statistics and paired sample t-tests were used for analysis.ResultsFifty-five students were recruited. Two-thirds of the gameplay group (67.9%) liked the post-apocalyptic fantasy settings and heroic storyline (66.0%). Three quarters liked the modern setting (73.1%), authentic plots (73.5%) and plot animations (72.3%). Participants felt the game was effective in training health communication and patient history-taking skills (81.8%). Participants’ test scores for counselling increased from 66.1%±7.6% (pre-gameplay) to 70.3%±8.0% (post-gameplay, p=0.004). The highest scoring GEQ dimension was sensory and imaginative immersion (2.92±0.74).ConclusionStudents found the game useful for pharmacy professional skills training. With proper implementation, this game can become a useful tool to enhance student learning and gear them towards clinical practices.

Individuele verschillen in graaigedrag

2007 ◽  
Vol 20 (4) ◽  
Author(s):  
Maaike Jongenelen ◽  
Roos Vonk
Keyword(s):  
Individual Differences ◽  
High Power ◽  
Role Playing ◽  
Value Orientation ◽  
Social Value ◽  
Social Value Orientation ◽  
Equal Share ◽  
Power Scale ◽  
Role Playing Game

Individual differences in money-grabbing: The role of entitlement, social value orientation, and misuse of power Individual differences in money-grabbing: The role of entitlement, social value orientation, and misuse of power M. Jongenelen & R. Vonk, Gedrag & Organisatie, volume 20, November 2007, nr. 4, pp. 369-381 This research investigates the role of individual differences in money-grabbing. Feelings of entitlement, high scores on the Misuse of Power scale and a pro-self focus were expected to lead to grabbing behaviour in high-power individuals. While playing a manager in a role-playing game, participants had the opportunity to grab more valuable points then their equal share. Results showed that pro-self participants grabbed more than pro-socials. Among the pro-self participants, feelings of entitlement led to higher Misuse of Power scores which, in turn, led to more grabbing. Entitlement en Misuse of Power had no effect on grabbing in pro-socials. It is concluded that power does not corrupt absolutely: Individual differences predict how a powerful person will behave. Implications for business settings are dealt with in the discussion.

scholarly journals FORMATION OF EMOTIONAL DECENTRATION IN PRESCHOOLERS IN THE CONDITIONS OF A ROLE-PLAYING GAME

2021 ◽  
Vol 57 (3) ◽  
pp. 113-123
Author(s):  
S.G. Kukava ◽  
◽  
O.S. Ostroverkh ◽  
Keyword(s):  
Preschool Children ◽  
Fairy Tale ◽  
Role Playing ◽  
Point Of View ◽  
Preschool Age ◽  
Significance Level ◽  
Role Playing Games ◽  
Role Playing Game ◽  
Student’S T ◽  
Object Material

Statement of the problem. Based on the analysis of research by Russian authors, the article outlines the problem of the formation of emotional decentration in preschool children and the importance of play in this process. The purpose of the article is to identify the relationship between the formation of a role-playing game and the formation of emotional decentration. The research methodology is based on the cultural and historical concept of L.S. Vygotsky, as well as the theory of the activity by A.N. Leontiev; in the course of the study, the following methodology was applied: analysis of theoretical sources on formation of the emotional sphere of a preschooler and development of role-playing games; standardized observation of the progress of specially organized games; ascertaining experiment to determine the level of emotional decentration in preschoolers; formative experiment; qualitative and quantitative data analysis; comparative analysis of data using the statistical Student’s t-test. The significance level is p = 0.05. Research results. In the course of the study, our hypothesis was confirmed: such conditions for role-playing games as providing preschoolers with the opportunity to create and transform the play space with the help of unformed object material, adults acceptance of the position as a play partner contribute to the internal and external dynamics of the game, which, in turn, affects the progress in the development of emotional decentration in preschool children. Conclusion. In this paper, the features of emotional development of preschool age were described, the concept of emotional decentration from the point of view of different authors was considered, and the process of the development of play in preschool age was described. A scheme has been developed to determine the level of emotional decentration in preschoolers. In this scheme, three levels of formation of emotional decentration in children 4-6 years old are identified (relative to three criteria as indicators of emotional decentration): high, medium and low. A diagnostic game procedure “Wishes of a Fairy-Tale Character” has been developed, which can be used to identify the level of formation of emotional decentration. A scheme for analyzing the internal and external dynamics of a role-playing game has been developed.

The Persuasive Language of Action

2014 ◽  
pp. 113-129
Author(s):  
Martin van Velsen
Keyword(s):  
Video Games ◽  
Digital Video ◽  
Meaning Making ◽  
Role Playing ◽  
Human Experience ◽  
Digital Rhetoric ◽  
Current Generation ◽  
Role Playing Games ◽  
Body Of Knowledge

Besides the visual splendor pervasive in the current generation of digital video games, especially those where players roam simulated landscapes and imaginary worlds, few efforts have looked at the resources available to embed human meaning into a game's experience. From the art of persuasion to the mechanics of meaning-making in digital video games and table-top role playing games, this chapter investigates the changes and new opportunities available that can extend our understanding of digital rhetoric. Starting with a breakdown of the role of choice, workable models from psychology and the untapped body of knowledge from table-top role playing games are shown to allow game designers to enrich their products with a deeper human experience.

A Massively Multiplayer Online Role-Playing Game and Its Effects on Interaction in the Second Language

2018 ◽  
pp. 367-389 ◽  
Author(s):  
Nuttakritta Chotipaktanasook ◽  
Hayo Reinders
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Education ◽  
Role Playing ◽  
Computer Assisted ◽  
Face To Face ◽  
Role Playing Games ◽  
Role Playing Game ◽  
Massively Multiplayer

Massively multiplayer online role-playing games (MMORPGs) have been dramatically used in language education and identified in computer-assisted language learning (CALL) research as playing a central role in second language acquisition (SLA). This chapter addresses the integration of a commercially developed MMORPG Ragnarok Online into a language course as a basis for digital game-based language learning and reports on its effects on second language (L2) interaction. Thirty Thai learners of English who enrolled in a 15-week university language course were required to complete 18 face-to-face classroom lessons and six gameplay sessions. Learners' language use in both text and voice chats during gameplay was recorded and analysed to measure the effects of the game. The findings show that participating in MMORPG resulted in a significantly more considerable increase in L2 interaction that used a wider range of discourse functions compared with English interaction in the classroom. The authors discuss some of the theoretical and pedagogical implications of these findings.

The Right Kind Of Telling

2015 ◽  
Vol 7 (2) ◽  
pp. 1-23 ◽  
Author(s):  
David Hatfield
Keyword(s):  
Network Analysis ◽  
Role Playing ◽  
Learning Gains ◽  
Professional Experiences ◽  
Epistemic Games ◽  
Epistemic Frame ◽  
Role Playing Game ◽  
The Right ◽  
Virtual Internship

Epistemic network analysis provides a useful method for measuring the development of meaningful skills and ways of thinking for participants in epistemic games. This study compares the development of an epistemic frame in a journalism epistemic game, science.net, a role-playing game modeled on authentic journalism practice in which students take on the role of journalists and interact with fellow students and mentors, with a professional journalism practicum. Analyzing the discourse produced by both the game and the practicum through epistemic network analysis (ENA) shows how the virtual internship produced the same type of mentor feedback as the professional practicum on which it was modeled. Players also were able to learn different aspects of journalistic professional expertise as a result of playing the game, and these learning gains continued to be present months after the game was over. Participants in both the simulation and practicum demonstrated significant increases in journalism performance as measured through ENA. Epistemic games, like science.net, have the potential to reproduce key training practices of professional experiences and develop the components of epistemic frames of particular communities. ENA is a valuable tool for assessing the ability of epistemic games to produce these results.

scholarly journals Exploring Partnerships between Local Communities and Timber Companies: An Experiment Using the Role-Playing Games Approach

2009 ◽  
Vol 2009 ◽  
pp. 1-13
Author(s):  
Herry Purnomo ◽  
Philippe Guizol ◽  
Guillermo A. Mendoza
Keyword(s):  
Role Playing ◽  
Local Communities ◽  
Lessons Learned ◽  
Simulation Framework ◽  
Multiagent Simulation ◽  
Role Playing Games ◽  
Decision Environment ◽  
Plantation Company ◽  
Collaborative Decision

Cooperation among stakeholders is widely accepted as an effective management strategy. This paper describes an experimental study that explores this cooperation using role-playing games, which is formulated within a multiagent simulation framework. This framework enables participants to take active roles in mimicking the collaborative decision environment and the behaviors and attitudes of the different stakeholders. The paper examines a forest plantation company in South Sumatra, Indonesia, which has cooperated with local communities since 2000. The experimental pilot study described in this paper explored the role of communication in partnership relationships between the company and the local communities living within and around the surroundings of the company's plantation. These partnerships were explored and analyzed using the gaming approach involving university students taking the role of forest stakeholders, from both the timber company and the local communities. Lessons learned from the game provided the rationale for the establishment of a communication institution called “Forum Sebahu Sejalan.” This formal forum was constituted after a facilitated ex-postinteraction between representatives from the timber company and local communities. Results and observations drawn from the interactions show the potentials of the RPG approach and the formal forum in crafting resilient partnerships among stakeholders.

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