Dissertationen zum Thema „Computer games – Juvenile literature“
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Gunder, Anna. „Hyperworks : on digital literature and computer games /“. Uppsala : Avd. för litteratursociologi vid Litteraturvetenskapliga institutionen i Uppsala, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4517.
Der volle Inhalt der QuelleJohansson, Daniel. „Complex Systems in Video Games : a literature survey“. Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4990.
Der volle Inhalt der QuelleShamansky, Amy Helene. „Use of crafts, games, and children's literature to enhance environmental education“. CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1335.
Der volle Inhalt der QuelleBuckles, Mary Ann. „Interactive fiction : the computer storygame adventure /“. Diss., Connect to 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1985. http://wwwlib.umi.com/cr/ucsd/fullcit?p8517895.
Der volle Inhalt der QuelleWhitson, Robert Henry. „The interpretive spiral: an analytical rubric for videogame interpretation“. Thesis, Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/44698.
Der volle Inhalt der QuelleOGLIARI, ELENA. „NO SHONEEN: GAELIC GAMES AND THE ATHLETIC HERO IN THE IRISH PERIODICAL PRESS“. Doctoral thesis, Università degli Studi di Milano, 2019. http://hdl.handle.net/2434/622981.
Der volle Inhalt der QuelleThrough the filter of the periodical literature intended for juveniles, especially boys, this thesis examines some facets of the Irish sporting culture as it emerged during the “Long Gestation” of Ireland’s independence, i.e. the period prior to the establishment of the Irish Free State in 1922, which witnessed the Gaelic cultural revival, the outbreak of the Easter Rising in 1916 and Sinn Féin’s triumph over the Redmondites in the 1918 election. By focusing on this kind of publishing genre, indeed, it is possible to raise a complex network of images, symbols and discourses related to Irish sporting culture. The thesis is divided into two parts. The first is devoted to presenting the aims and objectives of this study, the literature review, the corpus being analysed, and the methodology. Textual analysis, if mostly focused on the fictional and non-fictional content of the story papers, extends to other bodies of writing: private correspondence, parliamentary debates, government reports, and periodical criticism. The juxtaposed analyses of texts of such a multifarious nature enabled me to understand the prevailing attitudes and socio-cultural mores of the time as well as the political and cultural implications of the rise of a sport system in Ireland. The second part of No Shoneen: Gaelic Games and the Athletic Hero in the Irish Periodical Press thus details the steps that led up to the emergence of an Irish sport system and how Gaelic games came to be cultural signifiers pointing to Ireland’s specificity at home and abroad. Moreover, in this section, I also discuss why the early twentieth century saw the emergence of what can be termed “Athletic Hero” as the last two chapters of this work expound the connection between the rise of the Irish sport system and the political and cultural investment on the youths of Ireland to demonstrate how Gaelic games assisted the Irish in the formation of a new ideal of boyhood. More specifically, whereas the fourth chapter focuses on the conception of the young athlete as the maker of Ireland’s independence and the cornerstone of a new community – a conception revolving around the notion of sporting practice as a form of military preparedness –, the last chapter traces the contours of the idealised masculinity embodied by the young Gaelic athlete. The objective is to show how the athlete’s vigorous body was aptly represented and extolled so as to counteract the stereotypical characterizations of the Irish as inferiors in need of Anglo-Saxon domination.
Willander, Martin. „KOTOR- en narratologisk smältdegel : En analys av berättarstrukturen i datorspelet Star wars: Knights Of The Old Republic“. Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2648.
Der volle Inhalt der QuelleFeldman, Lee. „Player-Response on the Nature of Interactive Narratives as Literature“. Thesis, Chapman University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822281.
Der volle Inhalt der QuelleIn recent years, having evolved beyond solely play-based interactions, it is now possible to analyze video games alongside other narrative forms, such as novels and films. Video games now involve rich stories that require input and interaction on behalf of the player. This level of agency likens video games to a kind of modern hypertext, networking and weaving various narrative threads together, something which traditional modes of media lack. When examined from the lens of reader-response criticism, this interaction deepens even further, acknowledging the player’s experience as a valid interpretation of a video game’s plot. The wide freedom of choice available to players, in terms of both play and story, in 2007’s Mass Effect, along with its critical reception, represents a turning point in the study of video games as literature, exemplifying the necessity for player input in undergoing a narrative-filled journey. Active participation and non-linear storytelling, typified through gaming, are major steps in the next the evolution of narrative techniques, which requires the broadening of literary criticism to incorporate this new development.
Nilsson, Christian. „Berättande simuleringar : Om datorspel och lärande i GY11:s litteraturundervisning“. Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Medie-, litteratur- och språkdidaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15343.
Der volle Inhalt der QuelleThe purpose of this thesis is to discuss whether and how computer games can be used as fiction in literature education in accordance with the new Swedish gymnasium curriculums, GY11. The focus is on the contact points between computer games and fiction regarding learning; foremost building identities, morality and ethics, but also stylistics and concepts in literary science. It is show that, using two examples (Fallout: New Vegas and Grand Theft Auto IV), the narrative elements in computer games can give them room and literary education, and also that immersion, perspective and interactivity can give players something that fiction can’t give its readers.
Nilsson, Johan. „Intertextuella referensers möjligheter inom casual game narrativ : Hur nya narrativ skapas genom alludering till andra verk“. Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-13871.
Der volle Inhalt der QuelleKavetsky, Jennifer A. „Men Behaving (not so) Badly: Interplayer Communication in World of Warcraft“. Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1213989105.
Der volle Inhalt der QuelleDymek, Mikolaj. „Industrial Phantasmagoria : Subcultural Interactive Cinema Meets Mass-Cultural Media of Simulation“. Doctoral thesis, KTH, Industriell ekonomi och organisation (Avd.), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-13084.
Der volle Inhalt der QuelleQC20100708
Nielsen, Isho Paul. „Sorg, terapi och omöjliga beslut – erfarenheten The Last of Us : Inlevelse, experientialitet och identitetsutvecklande insikter i narrativa datorspel“. Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67818.
Der volle Inhalt der QuelleOur explorations of the possible worlds of fiction help increase our understanding of each other, the world around us, and ourselves. The purpose of this study is to examine how narrative computer games may provide identity-defining insights and which literary teaching methods are beneficial to facilitate students’ access to them. To illustrate the learning potential of the genre this study examines the narrative computer game The Last of Us (2013). On the basis of cognitive literary theories relating to the concepts of immersion and narrative experientiality this study finds that the identity developmental potential of narrative computer games relies on a sense of fictional experiential learning. The inaugurating move in this learning is the player’s immersion in the story of the game, the so-called narrative immersion. As the players therein become emotionally involved in the player-characters’ lives they are exposed to a sense of shared experience with said characters. As this shared embodied experience within the storyworld is accompanied by the medium-specific interactive nature of computer games, players are also stimulated to project their own prior knowledge and experiences as they form assessments based on their subjective impressions of the storyworld. In a cognitive simulation, this interaction between the players’ prior experiential background and the experiences of the protagonists provides an avenue for players to reflect on how they would react if they were faced with a similar situation. The culturally mediated experiences the players thus gather may influence, redefine and expand the players’ current world of knowledge. In order to pave the students’ way to acquire these identity-defining insights, this study finds that pedagogical practices that favour a climate where students are encouraged to immerse themselves in the storyworld and attribute their prior experiential backgrounds to their fictive experiences therein are key factors that help unlock the full learning potential of narrative computer games.
Hanták, Daniel. „Vztah narativity literatury a počítačových her“. Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-349427.
Der volle Inhalt der QuelleŠírová, Tereza. „Vztah počítačové hry a její audiovizuální předlohy“. Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-311095.
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