Role-Playing Games

The simple response would include that an ‘authentic education’ is designed to guide students to unfold their authentic selves, which would at least include: (a) investigating the curriculum that was designed for them, (b) learning how to perform a number of feats (skillsets) equal to the average requirement to survive planetary conditions (social, fiscal, and environmental) on one’s own, and (c) receiving a clear understanding of the actual state of the planet being inherited upon reaching adulthood. And that ‘hope’ is not activism.

El agua en la piedra es una aventura para juegos de rol que se puede acabar en una sola sesión (one-shot). Es ideal para personas que comienzan su camino en los juegos de rol. Los encuentros y desafíos tienen una dificultad media y están diseñados para ser resueltos por cuatro personajes de nivel 2.

En el pacífico pueblo de Piedra mojada, medianos, elfos y gnomos viven en armonía y prosperidad; sin embargo, este año una inesperada sequía sacudirá los corazones de quienes lo habitan. La partida tendrá que cruzar el bosque encantado y deberán combatir la sequía con ingenio, sólo así encontrarán la torre de la maga y, tras resolver algunos acertijos, podrán descubrir qué pasa con el agua que tanto anhela el pueblo.

Esta aventura consta mayoritariamente de retos que ponen a prueba las habilidades de los personajes y el pensamiento lógico-matemático de los y las jugadoras, así como su capacidad de observación y escucha activa y dinámica. Se basa en el clásico juego de Dungeons and Dragons de la compañía Wizards Of The Coast y se publica bajo las reglas de Licencia de Juego Abierto contenidas en el documento SRD 5a edición.

A working draft visualization on the W.A. Hawkes-Robinson RPG Model subsection "The Four RPG Formats".
This diagram supplements the explanation of the section on The 4 Major RPG Formats as per the Hawkes-Robinson RPG Model. https://w3.rpgresearch.com/research/terminology-standards/terminology/rpg-formats

Chap. 13. The end of the donor portrait in the Dutch Republic left a gap in the artistic repertoire of spiritual self-imagination. The absence of portraits in ecclesiastical environments, as part of a commemorative cult, has stimulated the rise of the autonomous biblical portrait historié in secular spaces. Since the rise of the Modern Devotion, being portrayed in a religious scene was a way to testify in person of one’s search for forgiveness, mercy and rapprochement to God. The primacy of Scripture and the “Word-oriented” visual culture of the Reformation, in connection to the Dutch Israel imagery, attested to the popularity of the biblical portrait historié in civic context. Biblical portraiture could be theologically legitimised on the basis of guidelines in commentaries on catechisms, although this does not explain its practical purpose. It has been argued that secularized mentality penetrated devotional art and destroyed it from within. It remains unclear whether or not a family portrait with a biblical subject a for private home actually differs in use from an altarpiece or other devotional works of art containing portraits. To attend to this matter, general questions about functionality and devotional practice of portraits need to be studied first. The debates about the Andachtsbild and the differences between private and public art also complicate an overall interpretation of the portrait historié.

Before the Reformation, Dutch artists were already aware of the symbolic relationship between subject matter and form (or function) of religious paintings. In the autonomous biblical portrait historié – i.e. the secularised type – form, figuration and fashion were often linked to the discussion on the functionality of religious art. Often one finds critial references to pious practises: e.g. the pseudo-donor portrait in Delff’s Jacob and Esau: a criticism on intercession of saints; or the fact that Fabritius’s centurion before Peter does not kneel in veneration of the apostle. Catholic defenses against the reproach of idolatry and reactions from Protestants make clear how portraiture and remembrance were viewed from a religious perspective. According to the Reformed view, there is an essential distinction between paintings in the church and those at the home because of a difference in use. Portraits were allowed at home according to Ursinus’s guidelines, that fitted seamlessly with Calvin’s approval of representations of visible creatures. In the Reformed restrictions of art, one can find further explanation for the success of the biblical portrait historié. Not only does this type of portrait only have a civic use, but it also meets all the requirements that were set for art. For it serves as a remembrance, not only of the portrayed, in the Paulinic sense, but also of the biblical story, while the image as a rule also contains a moralistic message.

The reasons given for portrayal as a specific biblical figure or participant in a biblical scene, mainly explain the choice of subject rather than the motivations for that identification. Reformed critiques of the phenomenon portrait historié have not been handed down, and its assessment can only be interpreted indirectly. In some catechetical texts dramatically performed roles are discussed, which may offer some insight into how this kind of role play in religious art was judged – though views differ widely. Biblical parallels and comparison between persons were often justified in an euhemeric way, because of the conformity with God. Both the perfectionist pursuit of conformity with Christ and the imitation of exemplary figures in calvinist sanctification can be seen as adaptations of the medieval imitatio Christi to the Reformed theology of predestination. By following in the footsteps of Old Testament forerunners, and by being portrayed as patriarchs and the people elect, the Dutch placed themselves, as it were, in the succession from the Old to the New Covenant. In the biblical portrait historié, the Christian actually portrays himself as a Christian; in Old Testament scenes without risk of a personal glorification, so as to disprove allegations of vainglory and idolatry. The analogy in Old Testament portraits histories was seldom based on individual parallels. The choice of subject seems to have been as important as the identification with a biblical figure. The autonomous biblical portrait historié is a painterly representation of the personal empathy of the people portrayed with the Dutch Israel. Inherent to the doctrine of predestination is that biblical figures, as representatives of the contemporary persons, are not actually the acting figures of the story, but God, who works in the form of the Holy Spirit, who reveals himself in Grace who remains invisible to the believer and the spectator.

13. Religieuze portretkunst in context 579
13.1. Het bijbelse portrait historié als gedachtenis 579
13.2. Nog één maal de bijbelse rol 598
13.3. Euhemerisme en gelijkvormigheid aan Christus in de zeventiende eeuw 601
13.4. Nawoord 605

This book is about the three identities of the videogame, the gamer, and Game Studies. I write that there are no definitive truths but rather discourses and constructions; ideas, actions, beliefs, and practices related to videogames are discourses that merge and shape our perception of videogames as an area of study of its own right. These discursive responses meet and clash creating what we call truths, which are temporary and negotiable.

This perspective is inspired by Foucauldian ideas and present few questions about videogame-related identities in and outside of academe. Does Game Studies have a conceptual core? What makes game studies difficult to be disciplined in academe? What do we learn from the scholarly and popular discourses on videogames that would help understand the identity questions related to games?

I go on to describe what makes the videogame identity according to game studies: aesthetics, fictions, meaning-making, performance, transformation, etc. and what makes it difficult for game studies being an open market of ideas and an academic "un-discipline". This leads me to the gamer's identity: an aficionado first, and a connoisseur of fictional worlds.

This document provides an overview of the origins, evolution, debate, and current applications relevant to the Transtheoretical Model (TTM), also known as Stages of Change (SoC) and relevance to role-playing games. It includes some of the debate about the viability, or argued lack thereof, for programs based on the TTM in any setting. The paper also includes suggestions for the potential relevance this model may have in the development and use of recreation education and therapeutic recreation interventions and role-playing games. Additionally, this paper includes some examples of potential implementations based on the TTM / SoC approach. Using the TTM as a guide from a TR perspective, it may be possible to develop a graduated series of role-playing gaming interventions for various populations.

Revision F, As presented at National Annual ATRA Conference by RPG Research & RPG Therapeutics. Diagram Summary & Relationship to Role-playing Game Interaction Patterns and RPG Formats according to the Hawkes-Robinson RPG Model at http://www.rpgtheories.com & http://www.model.com
RPG = Role-playing Game
ERPG = Electronic RPG
CRPG = Computer-based RPG
LRPG = Live-action Role-Playing Game
Larp = Live-action role-play
HRPG = Hybrid RPG
ARPG = Audio RPG
ORPG = Online RPG
MERPG = Multiplayer ERPG
MCRPG = Multiplayer CRPG
MORPG = Multiplayer Online RPG
MMORPG = Massively Multiplayer ORPG
SABM = Solo Adventure Books / Modules
SCRPG = Solo CRPG
TRPG = Tabletop RPG
CCG/TCG = Collectiable/Tradeable Card Game
PvP = Player vs. Player
GvG = Group vs. Group
GvP = Group vs. Player
PBP = Play By Post

For those discussion #InteractionPatterns, especially  in the context of #RPG, here is a refresher on my adaptations of the Avedon 1974 Interaction patterns as applied to typical uses of all 4 formats of role-playing games: #TRPG, #LARP, #CRPG, #SABM (Solo Adventure Books & Modules).  These diagrams represent the typical interaction patterns found in the most common default uses of these recreational activities.

The presentation from April 11th, 2015 "The Therapeutic and Educational Uses of Role-Playing Games (RPG) as Intervention Modalities for Individuals and Groups from the Therapeutic Recreation Perspective" at Seattle Children's Hospital for the Washington State Therapeutic Recreation Association (WSTRA) 16th annual conference. The live version of this presentation was certified for Continuing Education Units (CEU's) by the American Therapeutic Recreation Association (ATRA).
Provides in-depth information about all forms of role-playing games (tabletop, live-action (LARP), computer-based, and choose your own adventure), how they benefit users in normal diversional use, how professional may use them in standard approaches to achieve client goals, and how they may be modified to meet specific client needs.

This presentation covers the history of the anti-role-playing game movement from its inception in during the "Moral Panic" / "Satanic Panic" of the 1980s, onward through 2014 and continuing negative inculcated myths and cultural attitudes deeply embedded across generations of cohorts, countries, & cultures, with serious negative consequences to those having to operate outside of the recently growing "geek bubble" aka "gamer bubble". As part of presentation at Psychology of Human Relations at Eastern Washington University, February 12th, 2014.
Covers the most common claims, and lays out the research about those claims.

OVERVIEW This document attempts to summarize with a brief list the pros and cons of each role-playing game (RPG) format. The hope is that this differentiation between formats will improve the quality of future research studies and program planning for those professionals in various disciplines using these recreational activities as intervention modalities. UPDATED OVERVIEW This is still and ongoing work in progress, continuing to be updated as the body of new research and evidence-in-practice data grows. This document has been intermittently updated based on the research and evidence-in-practice available from public and private third-parties, as well as the evolution of the Hawkes-Robinson Role-Playing Game (RPG) Model and the Four Major RPG Formats initially outlined in 1983 and 2004.

A brief background summary of research information about the effects of role-playing gaming upon participants, including their use as an intervention modality to achieve therapeutic and educational goals for various populations, including: Autism spectrum (ASD/PDD), at-risk youth, brain injury (stroke, traumatic brain injury (TBI), etc.), the Deaf community, ADHD, depression, and social phobias.
While the focus is primarily on tabletop & live-action RPGs, all formats of role-playing gaming are discussed, including Choose Your Own Adventure (CYOA) books, offline and online computer-based RPG, live-action role-playing (LARP), and tabletop RPG.
Briefly provide historical information and examples of each game format in a typical recreation setting, then proceeds with the existing research using RPG for various educational and therapeutic interventions from other disciplines (psychiatry, psychology, education, sociology, cognitive, behavioral, etc.), then illustrates how TR methodologies are ideal for optimizing these activities as an intervention modality for many populations in group and individual settings to achieve client therapeutic & educational goals.
This paper focuses on a more hands-on practical application of RPGs for education and therapy, rather than a more abstract theoretical discussion, though these theories are referenced for the reader to read elsewhere in more depth.

Role-play is a pupil-oriented method of instruction that helps children to develop scientific skills, attitudes and abilities to face the challenges of the 21st century. This paper discusses the concept of role-play and its advantages as an instructional strategy. The paper went further to present a role-play designed by the author to teach ‘soil erosion’ to primary six pupils. It can easily be adapted to suite other concepts in the basic science curriculum.

While task-based language teaching has received considerable attention from both researchers and educational policy makers, the effective implementation in the classroom is still a matter of question. Thus, this classroom-based research attempts to contribute to the practice of task-based teaching in actual classrooms. It proposes theme-based role-play as an alternative in developing EFL learners' communicative competence in task-based teaching. This study explores student progress (N = 782) in theme-based role-play performances throughout one academic term-12 weeks-and examines the impact on student achievement in the final speaking exam. The findings confirm the hypothesis that students' performances in theme-based role-play predict the development of their communicative competence. However, topics and contents of role-play activities, roles of students and teachers as an individual and a group, and teachers' provision of support may play key roles in implementation .

This paper discusses the prevalence of exposure
to trauma, the discourse about trigger warnings, and
the embodied nature of larps. The goal of this paper
is to inform players, designers, and critics about the
nature of psychological triggers, how they arise and
function in a larp, and what makes them an important
issue for larping communities. Larps can contain
triggering content; a trigger reaction is a powerful
response that affects individuals, communities, and
the games they play. Lastly, this article considers
steps that can help prepare and care for those who
experience a triggering reaction at a game event.

The power of imagination gives us the ability to form mental images of something not perceived through the five senses. It is the ability of the mind to build mental scenes, objects or events that do not exist or have happened in another time. “Imagination makes it possible to experience a whole world inside the mind” (Sasson). It is the power of imagination that drew me to the group of people that not only define what it means to be imaginative; they live it almost every day of their lives. There is a group of people that live around us every day, they are not a secret society, they are everyday people who happen to gather together during the week to play Pen and Paper Role Playing Games (PnPRPG). The people and culture of the PnPRPG community are greatly varied, with a wide demographic of race, culture, religion and age. The people of PnPRPGs are nothing like your average person; they are far more. The power of their imaginations brings them together in social circles that provide them with the interaction and outlets they desire, thus forging strong bonds and building new relationships with others.

Öz Anlatıcılık ve anlatmalar geçmişten günümüze toplumların hayatında adları, icra özellikleri, metinleri ve rolleri aynı kalarak veya değişerek gelmiştir. Zamanla anlatıcı tiplerinde gelişmeler, değişmeler ve güncellenmeler meydana gelmiştir. Türk kültüründe kam/şamanlardan başlayarak destancılar, masal anlatıcıları, meddahlar ve âşıklar olmak üzere çeşitli anlatıcı tipleri var olmuştur. Günümüzde ise gelişen teknoloji ve oyun kavramıyla anlatıcı tiplerine yenileri eklenmiştir. "Rol Yapma Oyunları" olarak adlandırılan oyunlar bir anlatım icrası, bu oyunların bir nevi hakemi olan oyun yöneticileri de bir anlatıcı tipi olarak değerlendirilebilir. Bu düşünceden hareketle bu makalede "Rol Yapma Oyunları"nın oyun yöneticileri anlatıcılık yönünden incelenecektir. İlk olarak kam/şaman, destancı, masal anlatıcısı, meddah ve âşık gibi geleneksel anlatıcı tiplerine değinilecek, ardından rol yapma oyunları hakkında kısa bilgi verilecektir. Daha sonra çeşitli oyun yöneticilerinden derleme çalışmasıyla elde edilen verilerden hareketle rol yapma oyunlarındaki oyun yöneticilerinin ve bu oyunların yaratım/aktarım/icra, şekil/yapı, içerik/konu ile işlev özelliklerine değinilecek. Sonuç olarak da oyun yöneticilerinin anlatıcılık nitelikleri ortaya konulacaktır. Abstract Narrations and recitals have come from the past to the present day in the lives of societies, their names, executive characteristics, texts and roles remain the same or changed. In time, developments, changes and updates occurred in the narrator types. In Turkish culture, there were various types of narrators such as saga-tellers, storytellers, meddah and minstrels and especially kam/shamans. Nowadays, new ones has been added to the narrator types with the developing technology and game concept. Games called Role Playing Games can be considered as a narrative type, and game masters who are sort of arbitrators of these games can be considered as a narrator type. In this article, the game masters of Role Playing Games al will be examined in terms of narrator. First of all, traditional narrator types such as kam/shaman, saga-teller, storyteller, meddah and minstrel will be mentioned and then short information about role-playing games will be given. Then, the data obtained from the compilation study of various game masters will * Öğr. Gör., Ege Üniversitesi Türk Dünyası Araştırmaları Enstitüsü,

This document provides some observational views by the author about the unnecessary barriers to entry when introducing new players to role-playing games. This document was prepared as part of the planned programming for presentation and attendee discussion at the international researchers RPG Conference July 10th, 11th, & 12th, 2020. It was revised in late 2020 for general public release. This is a draft pending citations cleanup. Most of the citations were in the slideshow and need to be migrated to this document and formatted to fit APA standards. This session was meant for professionals to share their observations and organizational challenges and successes with each other, so some portions may come across as promotional in the context of sharing with others. The current references section is a mess of notes. A later revision of this document is expected in 2021 with these citations and any relevant updates in preparation for the international research RPG Conference 2021. See the Author's Relevant Body of Works at the end of this document for most of the relevant citations. NOTE THAT I ALREADY HAVE THE CITATIONS RELEVANT TO ALL OF THE (citation pending) placeholders, I just haven't had time yet to integrate them properly for APA formatting. This will be resolved in future drafts.

Tabletop role-playing games originated in the 1970s with the introduction of the popular role-playing game, Dungeons & Dragons. Today, tabletop role-playing games make for valuable investments in libraries as they are effective tools for providing rich environments for learning and developing a variety of social and technical skills. This paper largely focuses on collecting tabletop role-playing games in libraries, as well as provides an introduction to role-playing games, their systems and mechanics, and how games are published.

BelajarKorea8282 (read Learn Korean Korean pal-i) in Hangul "빨리 빨리" which means fast.

This content writing and creating slides needed for us to share  the concept of learning with friends in "Korea Study 8282" as a form of joint learning through Korean. By promoting the concept of learning together it will be more fun, and of course learning is more exciting because this program not only introduces ways to learn the language but is also full of culture and sharing stories and experiences.

This project work compilation including role play script in a different scenes real life conversations with friends in Korean as a foreign language and translated into Bahasa Indonesia , grammar, vocabulary, reading, and how to pronounce.

The emergence of Role-Playing Games or RPGs in the market, be it online or at home, have provided mankind a chance to experience things that can never be done in reality. Tabletop, live action and electronic formats of RPGs have transformed normal human beings into characters of their dreams: pilot, knight, soldier, tycoon, and so forth. But with the advent of technology developments, RPGs have taken a new toll: online terrorism. Terrorist are looking for new ways to plan for attacks, training, developing counter-strategies and to dispel any efforts by anti-terrorist agencies worldwide. This paper will look at the role of RPGs and the birth of new-age terrorism, through psychology aspects and analyze the connection to further provide scenarios of probable incidents, for anti-terrorist agencies to respond accordingly.

Lo estético en el arte, el diseño y la vida cotidiana
ISBN: 978-607-28-2162-0

A partir de la postura trasdisciplinar de los Estudios Visuales se aborda la relación entre el juego y el arte contemporáneo propuesta por Miguel Ángel Ledezma Campos y a partir de tales postulados se busca generar una reflexión en torno a los videojuegos y su desplazamiento de artefacto de diseño lúdico cotidiano a objeto de arte legitimado. Explorando los videojuegos artísticos Anne-Marie Schleiner, Debbie Ding y Luis Hernández Galván expuestos en México, y la colección del Museum of Modern Art en los Estados Unidos de América. Aspirando a generar preguntas pertinentes alrededor de los valores estéticos que pudiesen o no validarles como artefactos de arte contemporáneo.

This is an early rough draft, and most of the formal citations are pending formatting. Your review and feedback (keeping in mind this is not a final draft) is welcomed!

This article provides a very brief list of just a few of some basic, but critical, considerations that we (author and program associates)  frequently come across that can help make role-playing gaming (RPGing)  more effective for at-risk populations.

This document assumes you are already familiar with the potential benefits and caveats of using role-playing games (RPGs) in your practice or facility to help various populations achieve recreational, entertainment, educational, and therapeutic goals. If you are not already familiar with the research, see the website www.rpgresearch.com for a comprehensive literature review on the topic.

While primarily covering cooperative intragroup interaction pattern ( citation avedon ) versions of the tabletop role-playing game (TRPG) format, most of this information is applicable for similar interaction patterned electronic role-playing game (ERPG), and live-action role-play (LARP) formats, and in some adaptations of the solo adventure books/modules (SABM) RPG format. ( rpg formats citation )

The following may be very obvious to experienced program designers & facilitators, but we have run into many practitioners from a wide range of disciplines, and various facilities, that have attempted to integrate role-playing games (RPGs) into their programs, but had to cancel their programs because of a lack of experience and nuanced understanding about the adaptive considerations a program designer should make when using a role-playing game (RPG) as an intervention modality for at-risk populations and related populations.

Related populations include: at-risk youth & adults, incarcerated youth & adults, in-patient and out-patient mental health clients, in-patient substance dependency transition programming, Autism Spectrum (ASD/PDD), ADHD, various learning disabilities, physical disabilities, Deaf and Hard of Hearing (HoH), visually impaired, developmental delays or impairments, and others that have factors putting them “at risk”. ( citation definition of at risk ).

Distinct discourses related to the socioenvironmental issue emerge from the insertion of the environmental dimension in different fields of knowledge. Considering the historical force of games, sports and leisure as sociocultural phenomena in the field of physical education, the aim of this article is to analyze how these phenomena influence the constitution of environmental ideals considering, more broadly, discourses that emerge from dialogues between the physical education and the environmental fields. To this end, the corpus of analysis comprised articles in scientific journals that address the insertion of the environmental dimension in physical education in Brazil. In general, the results of the Discursive Textual Analysis on the researched corpus showed that the influence of games, sports and activities in leisure contexts in the constitution of environmental ideals is still quite rudimentary.

Fiction writing classes at the college level are often taught under the assumption that students should be learning to reproduce traditional literary works for print publication. This approach ignores the fact that many undergraduate students do not share this goal and instead take these classes to experiment with their own creative expression. Rather than focusing on print-based literary fiction, this paper argues that students can become more engaged and learn more deeply about narrative concepts and think critically about cultures and characters when they are writing stories in a preexisting world rather than trying to generate their own original settings. The familiarity of preexisting worlds combined with rules of role-playing games to help them feel at ease in the fiction writing classroom, increases engagement, builds a strong writing community. This approach also allows them greater range to explore multimedia compositions and collaborative storytelling techniques.

Report from Larp Studies Seminar held on 29th April 2017 in Poznan, Poland as part of Pyrkon Festival. Organised by Games Research Association of Poland, Kazimierz Wielki University in Bydgoszcz, Adam Mickiewicz University in Poznań and Druga Era association.

Abstract
Background
The use of games for social skill development in the classroom is accelerating at a tremendous rate. At the same time, the research surrounding games designed for teaching social skills remains fragmented. This systematic review summarizes the current existing literature on social skill serious games for young people ages 5 to 19 and is the first review of serious games to note the demographic and geographic component of these studies.

Method
This review included papers that: evaluated a game designed to teach social skills; included measurable, quantitative outcomes; have a translation or be published in English; were peer-reviewed; date from January 2010 to May 2020; and have a nonclinical study population between ages of 5 to 19. Keywords were obtained from the CASEL 5 framework.

Results
Our findings are mixed but suggest that serious games may improve social skills when used alongside in-person discussion. We also found potential effects of the length of time of gameplay, intervention, and follow-up on social skill serious game effectiveness. Although this review found promising research conducted in East Asian countries and with minority samples in the United States, the majority of social skill serious game research takes place in the United States and Australia, with unreported demographic information and white-majority samples.

Conclusions
Due to the limited number of published studies in this area and studies lacking methodological rigor, the effectiveness of using games to teach social skills and the impact of background on social skill learning require further discussion.

Lucy R. Zheng

Department of Psychology, University of California, Davis, Davis, California, United States of America.

Department of Political Science, University of Gothenburg, Gothenburg, Sweden.
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, Catherine M. Oberle, W. A. Hawkes-Robinson, Stéphane Daniau

In the present article, we propose an analysis of mythocriticism about Arkay, a divine figure created for the religious-historical domain of «The Elder Scrolls», a series of fantasy Computer Role-Playing Games. In particular, we aim to illustrate that it is possible to recognize, in this deity, the powerful action of the "Child God" archetype. In the first part we trace a brief profile of the "Child God", concentrating on its main mythemes: the agro-cyclic destiny, the centrality of death and the fatal relation with the Mother Goddess. In the second part we track these mythemes in Arkay, who holds the title of "God of the Cycle of Birth and Death", oversees burials and funeral rites and has a maternal-mortuary connection with two goddesses, Mara and Namira. Through the fil rouge of the "Child God" archetype, our research proves the extraordinary coherence characterizing a portion of «The Elder Scrolls» Lore, whose creators, not differently from every artist of any age, always draw on the same archetypal material stored in the collective unconscious.

This document provides some observational views by the author as the role-playing game industry has evolved since the 1970s. This document was prepared as part of the planned programming for presentation and attendee discussion at the international researchers RPG Conference July 10 th , 11 th , & 12 th , 2020. It was revised in late 2020 for general public release. This is a draft pending citations cleanup. Most of the citations were in the slideshow and need to be migrated to this document and formatted to fit APA standards. This session was meant for professionals to share their observations and organizational challenges and successes with each other, so some portions may come across as promotional in the context of sharing with others. The current references section is a mess of notes. A later revision of this document is expected in 2021 with these citations and any relevant updates in preparation for the international research RPG Conference 2021.

Pragmatic assessment has recently opened up a new line of inquiry for many interested researchers within the realm of L2 pragmatics. Accordingly, different methods have been proposed to assess pragmatic competence. Drawing on request speech act, this study aimed at comparing and contrasting Written Discourse Completion Task (WDCT), Oral Discourse Completion Task (ODCT), and Role-play with the natural method in terms of five dependent variables: length, repetitions, omissions, inversions, and exclamation particles. To this end, 27 intermediate level EFL learners were asked to make two requests with contextual features of low-status, low-imposition, and two requests with contextual features of high-status, low-imposition using each of the three elicitation techniques. Having recorded the natural talk-in interactions of all students and teachers over 15 weeks, the researchers transcribed the gathered data for further in-depth pragmatic analysis. To analyze the data, Chi-Square and binominal tests were run. The findings indicated that role-play yielded the data closest to the natural method in terms of the dependent variables and the differences between role-play and the natural method were less significant than those inherent in WDCT and ODCT. The study implies that more authentic and natural data can be elicited by incorporating features of the natural method into the other pragmatic data collection procedures, namely, WDCT and ODCT.

Download at: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2200350

PASTA WARS is a four-party negotiation / conflict simulation-game, in which participants must decide recurrently whether to adopt a cooperative stance or a competitive strategy towards one another. Participants are formed into four groups, each of which manages a flour mill that is attempting to sell its produce to a single purchaser, the local pasta restaurant, over a series of rounds. Each mill’s profitability is dependent not only on its own manufacturing strategy but also on that of the three other mills. In this way, they are subtly placed in an iterated four-way Prisoner's Dilemma, and they must maneuver, in an environment of limited communication, to develop relationships with each other and to build trust as a means of enabling personal and joint gain.

This document contains all materials needed to conduct the simulation-game, as well as notes for teachers on game-management and debrief.

In addition, the document includes translations of the simulation's material into ten languages, for use with students and trainees around the world.

Los juegos de rol de mesa y los grupos de jugadores de mesa crecen en Argentina. En los últimos años, este crecimiento ha ido acompañado por la creación de clubes y eventos relacionados con este tipo de juegos. En un contexto global de virtualización no sólo del ocio sino también de la vida cotidiana en general,  este fenómeno resulta paradójico a simple vista. Es a partir de esta problemática que plantearé algunos interrogantes en torno a los sentidos y representaciones que los jugadores le atribuyen a la práctica en la actualidad. Metodológicamente, este trabajo se ha desarrollado a partir de la observación participante en tanto jugadora en mesas de juegos de rol, eventos y entrevistas con miembros de un club de juegos ubicado en el barrio de Almagro, Ciudad Autónoma de Buenos Aires.


Tabletop role-playing games and groups of board game players are growing in Argentina. In the past years, this growth has been accompanied by the creation of clubs and events regarding these types of games. Given the context of increasing virtualization of leisure activities and daily life itself, this phenomenon appears to be a paradox. The main purpose of this article is to pose some questions about the representations given by current players of these games. Regarding methodology, this work has been developed under the heading of participant observation as a player in different groups of tabletop role-playing games and also events and interviews with members of a gaming club located in the neighborhood of Almagro, Autonomous City of Buenos Aires.

The game of Dungeons & Dragons, which involves extensive fantasy role-playing by the participants, has been blamed by groups of lay people for having caused a number of suicides and homicides, as well as generally promoting such behavior. The 16 PF was administered to players of the game and a Pearson correlation was performed between years of playing the game and their emotional stability as measured by Factor C of the test. No significant correlation was found.

Basic summary of a larger paper. Related populations include: at-risk youth & adults, incarcerated youth & adults, in-patient and out-patient mental health clients, in-patient substance dependency transition programming, Autism Spectrum (ASD/PDD), ADHD, various learning disabilities, physical disabilities, Deaf and Hard of Hearing (HoH), visually impaired, developmental delays or impairments, and others that have factors putting them “at risk”.

This article addresses some of the more common issues consistently observed with a whole range of at-risk population programs. These RPG-based programs readily address issues related to executive function (EF) impairment , learned helplessness, anger management, locus of control, turn-taking & impulse control, social skills development, and many others. This article draws upon decades of experience, research, program development & implementation, and assessments. We have been involved with RPGs since the late 1970s, researching the effects of RPGs since 1983, implementing RPGs in educational settings since 1985, and in therapeutic settings since 2004.

Gaming and edutainment has become a focus in education, as well as in the field of urban and regional planning.  This study by Elizabeth Barclay explored how gaming simulation was applied in teaching and learning in urban and regional planning at the University of the Free State, in the Department of Urban and Regional Planning.  An action research, action enquiry living theory, approach was followed for ten years to reflect on the use of gaming simulation in planning education. 

The use of three gaming simulations: the Tourism Planning Tribunal Gaming Simulation, the Development Cost-Benefit Analysis Board Game and the Globalisation Summit Gaming Simulation was described through the various cycles of action enquiry.  Apart from the case studies, other gaming simulations that were used are: Export Processing Zone Gaming Simulation, Housing Estate Gaming Simulation, Third World Farmer on-line computer game, as well as computer games such as Civilization. 

The applicability of these gaming simulations were measured against the Bloemfontein Competencies, which describes the knowledge that a student must obtain before he or she could enter the job market as town and regional planning apprentices, in South Africa.  Furthermore, as the gaming simulation is used as a pedagogic tool, its applicability was aligned with contemporary pedagogic theories and approaches, such as constructivism, experiential learning, collaborative learning, blended learning, reflective teaching and learning, deep learning, African Indigenous Knowledge Systems and Bloom’s Revised Taxonomy. 

It was found that the types of gaming simulations that are most likely to align with the Bloemfontein Competencies and contemporary pedagogic theories are role-playing games, thereafter board games and then only computer games.  Students generally view gaming simulation as a fun way to learn in a manner that enables them to retain knowledge and be exposed to the realities of urban and regional planning in South and Southern Africa.

Amid the contemporary environmental crisis, underpinned by a social structure that values, above all, production and consumption, different possibilities of cooperation emerge between distinct areas of knowledge in search of strategies for dealing with environmental problems. In this sense, education plays a fundamental role, becoming a major force of social structure. Another social phenomenon that has gained strength in recent decades is leisure. Furthermore, education and leisure are fields that have relations that extend in different contexts, and, both in school and in non-school contexts, ‘education through leisure’ has appeared increasingly in teaching and learning processes. In this paper we present, in three parts, the results of a theoretical research: the first part aims to identify, through the analysis of the conceptual history of environmental education, the critical proposals that are on the agenda today; in the second part we present some of the essential elements for understanding the definition of ‘leisure’; in the third part, already in our final remarks, we seek an understanding of leisure that could really contribute with critical environmental education proposals, proposing a path towards a possible ‘environmental education through leisure’.

The past is still very present for many. We regularly meet people in the  gaming community who do not understand why we "waste" time talking  about all the misconceptions of the past regarding role-playing games  and gamers. This is because outside of the fandom bubble, a very large  percentage of people unfortunately still believe the negative myths and  stereotypes. If we don't address those issues up-front and head-on, it  is literally the difference between our programs being accepted or  denied.
A historical context is important  in being prepared for any potential “push back” that may sometimes  occur because of many inculcated conceptions regarding role-playing  gaming and gamers.
Even as recently as 2019, we have run into many settings and people  who still believe the inculcated negative stereotypes and myths about  role-playing gamers and games.
Outside of the geek culture "bubble", the majority of people need to  be educated about the myths and realities of role-playing games. We run  into hundreds of parents a year worried about the dangers of their child  participating in a role-playing game program. We are usually able to  assuage most of these concerns if given the chance to present our  methodical approach to these discussions.
We literally have to spend most of our initial presentation when we  first approach new clients outside of fandom, addressing their concerns  that role-playing games / Dungeons & Dragons are dangerous or  inherently evil.