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Gyllingberg, Linnéa. "Evolutionary Language Games." Thesis, Uppsala universitet, Analys och tillämpad matematik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-208854.
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Robinson, Nigel John. "The Apothecary's Tales : a game of language in a language of games." Thesis, University of Bedfordshire, 2009. http://hdl.handle.net/10547/296770.
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The thesis shows how the novel The Apothecary's Tales manipulates narrative frames to create a 'simulachron', an unreliable virtual world, which problematises the reader's conceptions of the past. The novel transgresses the generic rules of 'historical fiction' to create a quality of 'historicity' located in the affect of alterity. This is argued to be a somatic response to peril deferred. The novel seeks to evoke alterity by defamiliarising linguistic norms. It does this principally through the use of 'diachronic polysemia' (lexical 'false friends') and intertexts to syncopate the reader continually between the disparate sensibilities of the 1ih and 21 st centuries. These sensibilities are simulated in the novel by the imbedment of sociolects and 'hypomemes', the tacit thoughtways supposed peculiar to a given milieu. To self-authenticate its fictions, the novel employs the 'parafictive' devices of a testamentary found artifact, an unreliable narrator and editor, plausible sociologuemes (social conventions) and ideologuemes (ideologies that inform behaviour), along with a density of period minutiae putatively grounded in the record. Any truth effects achieved are then ludically subverted by a process of critique in which structural units of the novel systematically parody the other. The novel is patterned in the structure of a nested diptych, of expositions contra posed in a mutual commentary, which extends from the defining templates of plot and episode to the micro levels of morphemes in polysemic wordplay. The tropes of nested framing and repetition of form and syntagm are defined in the thesis, respectively, as encubi/atio and 'emblematic resonance'. It is argued that these tropes, encoded in a fictive discourse that defies closure, provide a simulation of hermetic form that -when mapped upon the aleatory life world -can be productive of aesthetic affect. The agonistic elements of plot and incident in the novel are figured within the tapas of theatre, foregrounded by the duplicitous self-fashioning of the characters, and by the continual metaleptic shifts or 'frame syncopation' of narrative viewpoint, both intra and extra-diegetic. Frame syncopation is used advisedly to dilemmatise significations at both the structural and syntagmatic levels. The thesis contends that such contrived collisions of narrative interpretation may be the dynamic of affectivity in all aesthetic discourse.
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Kluge, Jacob, and Jonas Bjärnmark. "Digital Games and Language Learning." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31841.
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With this survey paper we have contrasted and summarized research on digital games and language learning in order to investigate whether digital games can be used to instil communicative competence in students. In addition, we have examined what kinds of considerations that need to be made by teachers when applying digital games in educational settings. In order to acquire an indication of whether games were being used as a language-learning tool in schools today, we conducted a small pilot study in the region of Skåne. In this pilot study, we asked 10 language teachers whether they had ever used videogames in their language teaching. The pilot study suggested that digital games were not being used as a teaching aid. However, the research examined in this survey paper suggests that videogames can be used to instil dimensions of communicative competence. Research also suggested that digital games only inherently supported one or two dimensions of communicative competence. With regard to this, we argued that all four dimensions of communicative competence can be supported through the use of different pedagogical strategies in combination with other approaches. Furthermore, research suggested that there are necessary precautions for teachers to consider before implementing digital games in teaching (e.g. having sufficient knowledge of the games to be used in order to be able to scaffold them according to students’ needs). Since the research explored in this paper suggest that videogames can be used to instil communicative competence in students, we argued that digital games might be an overlooked asset in language learning.
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Khatibi, Miandouab Ece, and Eva Cowie. "Language learning through interactive games." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29804.
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The purpose of this study was to investigate language learning through the use of interactive games. A research synthesis was considered to be the most effective method as it was our intention to explore the research available on language learning and gaming. Although various studies have investigated the employment of interactive games in language learning, this field of research is still in its infancy. We juxtaposed neural correlates of language learning with that of interactive gaming and the findings indicated that there are both similarities and differences in the brain structures activated by gaming and those that are activated by language learning. Furthermore, we set out to investigate the employment of interactive games in the language classroom. Our findings indicated that interactive games are highly underused tools in language learning. In addition, we were able to identify techniques which could be used to employ interactive games in language learning. The technological advancement in our society which has shown to have a great impact on the youth of today has given rise to an increasing need for incorporating technology such as interactive games in education and for this reason it is necessary for teachers to receive education in implementing interactive games in the language classroom.
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Malmhake, Daniel, and Henrik Karlsson. "Natural Language Interface technology in computer games : AN EVALUATION OF NATURAL LANGUAGE PARSERS IN COMPUTER GAMES." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-166411.
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A Natural Language Interface is an interface that operates on language input rather thanmouse and keyboard. It works by parsing the input into terms, and then parsing these termsinto a logic statement that can be processed. The efficiency and viability of Natural LanguageInterfaces in computer games was compared to the normal input of keyboard and mouse.This was done by having test users play a game with NLI and then running their inputsthrough a semantic parser. The results indicate that NLI in its current state is less efficient asa way of input than the keyboard/mouse way.Ett Natural Language Interface är ett gränssnitt som tar indata i form av språk istället för detvanliga sättet med tangentbord och mus. Ett Natural Language Interface fungerar genom attdet först tar ut satsdelarna i indatan, och sedan omvandlar dessa satsdelar till logiska uttrycksom kan bearbetas. Effektiviteten och användbarheten hos Natural Language Interfacesjämfördes med det normala sättet att få indata i form av tangentbord och mus. Dettagenomfördes genom att testanvändare spelade ett spel med Natural Language Interface ochsedan köra deras använda indata genom en semantic parser. Resultaten indikerar att NaturalLanguage Interface i sitt nuvarande tillstånd är ett mindre effektivt sätt att få indata än detvanliga sättet med tangentbord och mus.
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Hobro, Mark, and Marcus Heine. "Natural Language Interfaces in Computer Games." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-166592.
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Natural language processing is a complex area of computer science whichhas been under discussion for more than forty years. During recent yearsnatural language interfaces have been established in conjunction withspeech recognition. This report will cover the theory behind naturallanguage processing and evaluate the weaknesses and strengths of implementingand using a natural language interface in a text-based gameenvironment using the Natural Language Toolkit for Python. The resultsshow that the Natural Language Toolkit has great potential forimplementing a natural language interface for a text-based game, butthe library alone is not sufficient to get good results when the scope oflanguage is increased.
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Kirshner, David. "Language games in a visual environment." Thesis, University of Brighton, 2000. https://research.brighton.ac.uk/en/studentTheses/44bc3b22-4f71-4a8a-8501-63425e15e9ed.
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This Ph.D. submission is in two parts : a dissertation : a series of visual works. The two parts of the submission are complimentary. Neither should be thought of as a 'commentary' on each other. The subject of the dissertation is the relationship of the visual to the discursive and its subsequent effect on the notion of the 'Plan'. The opening of the dissertation builds up a view of the different relationships these two may have, and how it is possible to discuss these relationships in different ways. As a model for these relationships I have used Diderot's Salon of 1767. In this essay Diderot begins to reassess the relationship between beholder and artist. and the nature of the relationship between the seen and the recorded. The seven sections [Diderot's 'Sites'] each serve to introduce a particular relationship between criticism and practice, and introduce consideration of such topics as the Sublime, the incestuous relationship between the work and its critique, and the relationship of landscape, model [as in the form of landscape garden], and the painting. The second section takes a look at more specific relationships, in a historical sense as in Emblems and Devices, and in a linguistic sense as discussion of Heidegger's work on 'Form' and Lyotard's Discourse/figure. These chapters are distillated in the final chapter 'PPP' in which aspects of these notions are reassessed in relation to a potential visual work. The third section begins with a precis of Steinberg's thoughts about inconsistencies found in the plan of Borromini's church of San Carlo and then moves on to consider possible explanations which may occur through the reading of Deleuze's book The fold. This develops into a discussion of the nature of the idea of 'the Plan', and its is significance in the creation of a work of Art. The final section, Vasculum, attempts to re-order these finds into a network of ideas, images, events which will serve as an encyclopaedia [a Diderotian notion in itself] from which a potential visual response can be mounted.
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Blomberg, S. (Sallamari). "The usefulness of games in foreign language learning:using games as an aid and motivation in language lessons." Master's thesis, University of Oulu, 2014. http://urn.fi/URN:NBN:fi:oulu-201405081362.
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The usefulness of games in foreign language learning can be immense when the game and the designed situation are properly thought of. By incorporating games into language classrooms teachers could create a motivating and fun environment where students of all ages would be excited to learn new skills. Thus the intention of this thesis is to gather proof about the effectiveness of games in language learning. The popularity of educational games has risen during the last years and by examining previous studies where games have been incorporated into teaching one should notice the practicality of them. Indeed, in these gaming situations the students’ focus would be more on the game itself, not on the learning process. Intentional and incidental learning has been studied by Hakkarainen, Westwood and Hyvönen among others, and they conclude that in language learning incidental learning can be more profitable because then the new skills are kept in the procedural memory (Hakkarainen, 2002; Westwood, 2004; Hyvönen et al., 2007). Games are a way for students to incidentally learn vocabulary, grammar, pronunciation and oral skills via fun and motivating methods. As Piaget and Vygotsky have written, some active involvement needs to happen when learning. Sitting and memorising rules is not productive enough so the researchers have come to the conclusion that a person will learn more effectively either by actually physically doing something or by socialising with other people (Burman, 2010; Harré, 2006; Sinnemäki, 1998). The views of Gee also concur, as according to him informal/bonding language of a game improves the learning of people in a passionate affinity space (Gee & Hayes, 2011). By taking these notions into account teachers could improve their versatility and design their classrooms into more active ones. The board games and video games were gathered from previous studies and their evaluation according to the SWOT-analysis shows how and why games should be incorporated into language lessons. Although board games present the basic characteristics of playing, video games have developed into more advanced and versatile ones, and thus young students have become more motivated to play them. Some games are especially designed for classroom use but some can and should be modified by the teacher for more motivating learning experiences. Indeed, all the games under study change the general atmosphere of the classroom and this way succeed in teaching students a foreign language more memorably and realistically, and in a way that could inspire them to learn in the future as well — which can be said to be the main goal of all teachersPelien hyödyllisyys vieraan kielen oppimisessa voi olla suuri, kun peli ja pelitilanne on loppuun asti hyvin suunniteltu. Sisällyttämällä pelit kielten oppitunteihin opettaja voi luoda motivoivan ja hauskan ympäristön, jossa kaikenikäiset lapset oppivat innoissaan uusia taitoja. Näin ollen tutkielman tarkoitus on kerätä todisteita pelien käytännöllisyydestä kielten oppimisessa. Opettavaisten pelien suosio on kasvanut vuosien saatossa ja tutkimalla aiempia tutkimuksia pelien yhdistämisestä opetustilanteeseen voimme huomata niiden monikäyttöisyyden. Pelitilanteissa oppilaat keskittyvätkin enemmän itse peliin eikä niinkään oppimisprosessiin. Muun muassa Hakkarainen, Westwood ja Hyvönen ovat tutkineet tarkoituksellista ja satunnaista oppimista, ja heidän mielestään vieraan kielen oppimisessa satunnainen oppiminen voi olla hyödyllisempää, sillä silloin uudet tiedot varastoituvat proseduraaliseen muistiin (Hakkarainen, 2002; Westwood, 2004; Hyvönen, 2007). Pelaamalla pelejä oppilaat kehittävät sanastoa, kielioppia, ääntämistä ja suullisia taitoja ajattelematta, sillä mielenkiintoiset ja motivoivat toimintatavat vievät heidän ajatuksensa muualle. Kuten Piaget ja Vygotsky ovat kirjoittaneet, aktiivinen osallistuminen parantaa oppimista. Pelkkä istuminen ja kieliopin sääntöjen ulkoa opettelu ei ole tarpeeksi antoisaa, joten Piaget ja Vygotsky ovat tulleet siihen tulokseen, että joko fyysinen tekeminen tai sosiaalinen kanssakäyminen ihmisten kanssa voi auttaa ihmistä oppimaan tehokkaammin (Burman, 2010; Harré, 2006; Sinnemäki, 1998). Gee on samaa mieltä, sillä hänen mukaansa pelien arkinen kieli lähentää pelaajia motivoiden heitä oppimaan yhteisessä ympäristössä (Gee & Hayes, 2011). Huomioimalla nämä opit opettajat voivat kehittää itseään ja luokkahuonettaan monipuolisemmaksi ja aktiivisemmaksi. Lauta- ja videopelit kerättiin aiemmista tutkimuksista ja niiden arvioinnit SWOT-analyysin mukaan näyttävät, kuinka ja miksi pelejä pitäisi sisällyttää kielten oppitunneille. Vaikka lautapelit näyttävät pelien tyypillisimmät ominaisuudet, digitaalinen maailma saa koko ajan enemmän jalansijaa kehittyessään monipuolisemmaksi, joten nuoret oppilaat suosivat niitä. Osa peleistä on tarkoituksella kehitetty kielten oppitunteja varten, mutta joitakin pelejä voi ja pitääkin muokata toimivammiksi kokemuksiksi. Jokainen esimerkkipeli kuitenkin muuttaa tavallisen ilmapiirin luokkahuoneessa ja näin onnistuu opettamaan vierasta kieltä unohtumattomammin ja realistisemmin tavalla, joka mahdollisesti inspiroi oppilaita oppimaan myös tulevaisuudessa
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Chown, Nick. "A treatise on language methods and language-games in autism." Thesis, Sheffield Hallam University, 2012. http://shura.shu.ac.uk/7164/.
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Although it is generally understood that autism is a developmental disability affecting social learning, my social constructionist perspective suggested to me that, strangely, current theories aimed at explaining the nature of autism appeared not to fully reflect the essential social aspects of autism. Given that typically developing human beings become fully socialised through learning a first language, it appeared to me that autism research has, especially of late, failed to give sufficient attention to language despite Kanner’s advice. In researching this thesis I have sought to make a contribution to knowledge of my subject by: (1) developing a synthesis of current knowledge of autistic language methods as a practical framework to guide future research focused on language in autism; (2) critiquing ‘established’ autism theory; (3) drawing attention to Ludwig Wittgenstein’s neglected contributions to the philosophy of mind; and (4) reviewing the contribution of ‘alternative’ theory, including Wittgenstein’s criteriological theory, to an understanding of autism. My research has involved reviewing: (a) the literature on autistic language methods; (b)Conversation Analysis of autistic conversation; (c) narrative writing by authors diagnosed or retrospectively diagnosed with autism; and (d) existing autism theory. I conclude that there are specific features of talk and writing that reflect autism with some features of autistic writing being a ‘mirror image’ of features of autistic talk. A further, important, conclusion is that there are strengths as well as weaknesses associated with autistic talk and writing i.e., from a linguistic stance, it is wrong to regard autism as a disability; rather, it involves a different way of communicating – both verbally and in writing – than is seen in typically developing people. I also conclude that alternative theory has much to contribute to an understanding of autism, and that the atypical nature of autistic social development results in autistic people failing to fully come to terms with language-games.
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Manzaneda, Martin. "Natural Language Interface Technology in Computer Games." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-166647.
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This project delivers the results of research about the implementation of natural language interfaces (NLIs) on computer games. We will study how to combine these concepts, making a small game and evaluating different methods to achieve this.
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Eyre, Henrietta. "Vagueness in competitive and cooperative language games." Thesis, University of Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658866.
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The category game models the communication protocols between two agents who aim to match category labels with elements encountered in a simulated ()r real world. In the language games community the expressions available to an agent has traditionally centered on category label assertions. This thesis presents a new representation for category labels, in which category definitions explicitly Incorporate semantic uncertainty and typicality. More specifically, a conceptual model based on prototype and random set theory is proposed, in which categories are defined within a metric conceptual space. It is argued that this conceptual framework is both expressive and naturally generates robust assertion and concept updating models. This is demonstrated by the development of assertion and updating rules which allow compound logical expressions of category labels to be used in agent interaction. In particular, in multi-agent simulations of the category game under this framework, agents use a mixture of category labels and negated labels. The results of these simulations are presented, where a multi-agent system evolves through pairwise language games, implementing several different assertion and updating algorithms. The performance is measured in terms of the average distance between agents' conceptual interpretations, and results suggest that, within this framework, a mixture of both positive and negative assertions are required in order for the multi-agent systems to evolve so that agents share sufficiently similar interpretations covering the space, which are also able to discriminate between different cases. These results are supported in subsequent chapters where two further language games are implemented, suggesting that using a mixture of assertions shows the best possible communication success between agents. An investigation into the role of feedback in the category game compares simulations in which agents use feedback with the results of simulations without feedback. All results presented suggest that using feedback allows agents to develop a set of interpretations which are more similar than if feedback was not being implemented, and also allows agents to obtain a higher value for average communication success. Finally, we introduce a bipolar mode~ of assertion. This allows agents to make an assertion with two degrees of celtainty, and may be used as a strategy to gain higher reward and lower punishment in a category game implementing a feedback model.
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Sundin, Olle. "Natural Language Content Generation for Computer Games." Thesis, Umeå universitet, Institutionen för datavetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-165091.
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The demand for engaging and fresh game content is steadily increasing in the modern computer game industry. However, the manual process of game content creation is expensive and unscalable which has led to an increased use of Procedural Content Generation methods.In this thesis we explore the possibilities of combining Natural Language Generation with Procedural Content Generation methods to produce natural language game content for the computer game Crusader Kings II. We present several theoretical proposals for Natural Language Generation techniques suitable for Crusader Kings II. Furthermore, we propose, implement and evaluate a new method, MergeTree, that is a variation on the traditional NLG pipeline. The new method combines the existing softwares CoreNLP and SimpleNLG into a new pipeline architecture in order to rewrite existing surface texts. The MergeTree parser is an intermediate tool which creates a Text Specification for a given surface text. This allows for additional microplanning in order to generate linguistic variations of the existing surface texts.Fifty sentences from existing event descriptions in Crusader Kings II were given as input to the MergeTree parser, which could correctly handle 30% of the inputs. Additionally, 26% of the inputs caused minor errors which could be resolved with future development of the MergeTree method.
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Strong, S. A. "Gamer-generated language and the localisation of Massively Multiplayer Online Role-Playing Games." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10046921/.
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Video game localisation has received increased academic attention over the past few years. Despite the call for user-oriented research, few researchers have chosen to focus on issues that are central to end-user experience and its relation to the localised text. With the increased connectivity of gaming in general, and certain game genres in particular, gamers’ language use has become an integral aspect of the game experience. As a result, gamers have become innovative, creating and re-appropriating language, often using non-standard forms to coordinate their gameplay. This innovative and non-standard language, that I call gamer-speak, is the object of my research. In particular, the focus is on the gamer-speak generated by French gamers during group play of two localised Massively Multiplayer Online Role-Playing Games (MMORPGs): World of Warcraft and WildStar. The main aim is to investigate the phenomenon of gamer-speak in MMORPGs and examine its significance for MMORPG localisation. I achieve this through a linguistic analysis and comparison of gamer conversations, analyses of localised texts and its original counterparts, and from survey data collected from active MMORPG gamers regarding their language use. In this thesis I devise an interdisciplinary theoretical and methodological framework for the study of gamer-speak and its influence on MMORPGs which draws principally from Translation Studies and Games Studies. This framework is used to describe the salient features of gamer-speak generated by French gamers when playing the two MMORPGs chosen in the context of Polysystem Theory and Descriptive Translation Studies. The familiarity with and knowledge of French MMORPG players of gamer-speak is determined through surveys. I also examine localised MMORPG text, translated from English into French, paying attention to the role of gamer-speak. Finally, I address the social and cultural implications that gamer-speak has for the target audience of localised MMORPGs. This work adds to our understanding of gamer culture and has implications for game localisation and translation studies.
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Gulcehre, Caglar. "Two Approaches For Collective Learning With Language Games." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613109/index.pdf.
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Recent studies in cognitive science indicate that language has an important social function. The structure and knowledge of language emerges from the processes of human communication together with the domain-general cognitive processes. Each individual of a community interacts socially with a limited number of peers. Nevertheless societies are characterized by their stunning global regularities. By dealing with the language as a complex adaptive system, we are able to analyze how languages change and evolve over time. Multi-agent computational simulations assist scientists from different disciplines to build several language emergence scenarios. In this thesis several simulations are implemented and tested in order to categorize examples in a test data set efficiently and accurately by using a population of agents interacting by playing categorization games inspired by L. Steels's naming game. The emergence of categories throughout interactions between a population of agents in the categorization games are analyzed. The test results of categorization games as a model combination algorithm with various machine learning algorithms on different data sets have shown that categorization games can have a comparable performance with fast convergence.
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Schueller, William. "Active control of complexity growth in Language Games." Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0382/document.
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Nous apprenons très jeunes une quantité de règles nous permettant d'interagir avec d'autres personnes: des conventions sociales. Elles diffèrent des autres types d'apprentissage dans le sens où les premières personnes à les avoir utilisées n'ont fait qu'un choix arbitraire parmi plusieurs alternatives possibles: le côté de la route où conduire, la forme d'une prise électrique, ou inventer de nouveaux mots. À cause de celà, lorsqu'une nouvelle convention se crée au sein d'une population d'individus interagissant entre eux, de nombreuses alternatives peuvent apparaître et conduire à une situation complexe où plusieurs conventions équivalentes coexistent en compétition. Il peut devenir difficile de les retenir toutes, comment faisons-nous pour trouver un accord efficacement ? Nous exerçons communément un contrôle actif sur nos situations d'apprentissage, en par exemple sélectionnant des activités qui ne soient ni trop simples ni trop complexes. Il a été montré que ce type de comportement, dans des cas comme l'apprentissage sensori-moteur, aide à apprendre mieux, plus vite, et avec moins d'exemples. Est-ce que de tels mécanismes pourraient aussi influencer la négociation de conventions sociales? Le lexique est un exemple particulier de convention sociale: quels mots associer avec tel objet ou tel sens? Une classe de modèles computationels, les Language Games, montrent qu'il est possible pour une population d'individus de construire un langage commun via une série d'interactions par paires. En particulier, le modèle appelé Naming Game met l'accent sur la formation du lexique reliant mots et sens, et montre une typique explosion de la complexité avant de commencer à écarter les conventions synonymes ou homonymes et arriver à un consensus. Dans cette thèse, nous introduisons l'idée de l'apprentissage actif et du contrôle actif de la croissance de la complexité dans le Naming Game, sous la forme d'une politique de choix du sujet de conversation, applicable à chaque interaction. Différentes stratégies sont introduites, et ont des impacts différents sur à la fois le temps nécessaire pour converger vers un consensus et la quantité de mémoire nécessaire à chaque individu. Premièrement, nous limitons artificiellement la mémoire des agents pour éviter l'explosion de complexité locale. Quelques stratégies sont présentées, certaines ayant des propriétés similaires au cas standard en termes de temps de convergence. Dans un deuxième temps, nous formalisons ce que les agents doivent optimiser, en se basant sur une représentation de l'état moyen de la population. Deux stratégies inspirées de cette notion permettent de limiter les besoins en mémoire sans avoir à contraindre le système, et en prime permettent de converger plus rapidement. Nous montrons ensuite que la dynamique obtenue est proche d'un comportement théorique optimal, exprimé comme une borne inférieure au temps de convergence. Finalement, nous avons mis en place une expérience utilisateur en ligne sous forme de jeu pour collecter des données sur le comportement d'utilisateurs réels placés dans le cadre du modèle. Les résultats suggèrent qu'ils ont effectivement une politique active de choix de sujet de conversation, en comparaison avec un choix aléatoire.Les contributions de ce travail de thèse incluent aussi une classification des modèles de Naming Games existants, et un cadriciel open-source pour les simulerSocial conventions are learned mostly at a young age, but are quite different from other domains, like for example sensorimotor skills. The first people to define conventions just picked an arbitrary alternative between several options: a side of the road to drive on, the design of an electric plug, or inventing a new word. Because of this, while setting a new convention in a population of interacting individuals, many competing options can arise, and lead to a situation of growing complexity if many parallel inventions happen. How do we deal with this issue?Humans often exhert an active control on their learning situation, by for example selecting activities that are neither too complex nor too simple. This behavior, in cases like sensorimotor learning, has been shown to help learn faster, better, and with fewer examples. Could such mechanisms also have an impact on the negotiation of social conventions ? A particular example of social convention is the lexicon: which words we associated with given meanings. Computational models of language emergence, called the Language Games, showed that it is possible for a population of agents to build a common language through only pairwise interactions. In particular, the Naming Game model focuses on the formation of the lexicon mapping words and meanings, and shows a typical burst of complexity before starting to discard options and find a final consensus. In this thesis, we introduce the idea of active learning and active control of complexity growth in the Naming Game, in the form of a topic choice policy: agents can choose the meaning they want to talk about in each interaction. Several strategies were introduced, and have a different impact on both the time needed to converge to a consensus and the amount of memory needed by individual agents. Firstly, we artificially constrain the memory of agents to avoid the local complexity burst. A few strategies are presented, some of which can have similar convergence speed as in the standard case. Secondly, we formalize what agents need to optimize, based on a representation of the average state of the population. A couple of strategies inspired by this notion help keep the memory usage low without having constraints, but also result in a faster convergence process. We then show that the obtained dynamics are close to an optimal behavior, expressed analytically as a lower bound to convergence time. Eventually, we designed an online user experiment to collect data on how humans would behave in the same model, which shows that they do have an active topic choice policy, and do not choose randomly. Contributions from this thesis also include a classification of the existing Naming Game models and an open-source framework to simulate them
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Xu, Yushi Ph D. Massachusetts Institute of Technology. "Language technologies in speech-enabled second language learning games : from reading to dialogue." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/75652.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2012.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 237-244).
Second language learning has become an important societal need over the past decades. Given that the number of language teachers is far below demand, computer-aided language learning software is becoming a promising supplement to traditional classroom learning, as well as potentially enabling new opportunities for self-learning. The use of speech technologies is especially attractive to offer students unlimited chances for speaking exercises. To create helpful and intelligent speaking exercises on a computer, it is necessary for the computer to not only recognize the acoustics, but also to understand the meaning and give appropriate responses. Nevertheless, most existing speech-enabled language learning software focuses only on speech recognition and pronunciation training. Very few have emphasized exercising the student's composition and comprehension abilities and adopting language technologies to enable free-form conversation emulating a real human tutor. This thesis investigates the critical functionalities of a computer-aided language learning system, and presents a generic framework as well as various language- and domain-independent modules to enable building complex speech-based language learning systems. Four games have been designed and implemented using the framework and the modules to demonstrate their usability and flexibility, where dynamic content creation, automatic assessment, and automatic assistance are emphasized. The four games, reading, translation, question-answering and dialogue, offer different activities with gradually increasing difficulty, and involve a wide range of language processing techniques, such as language understanding, language generation, question generation, context resolution, dialogue management and user simulation. User studies with real subjects show that the systems were well received and judged to be helpful.
by Yushi Xu.
Ph.D.
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Mirjana, Mikalački. "Positional games on graphs." Phd thesis, Univerzitet u Novom Sadu, Prirodno-matematički fakultet u Novom Sadu, 2014. https://www.cris.uns.ac.rs/record.jsf?recordId=85754&source=NDLTD&language=en.
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\section*{Abstract}We study Maker-Breaker games played on the edges of the complete graph on $n$ vertices, $K_n$, whose family of winning sets $\cF$ consists of all edge sets of subgraphs $G\subseteq K_n$ which possess a predetermined monotone increasing property. Two players, Maker and Breaker, take turns in claiming $a$, respectively $b$, unclaimed edges per move. We are interested in finding the threshold bias $b_{\cF}(a)$ for all values of $a$, so that for every $b$, $b\leq b_{\cF}(a)$, Maker wins the game and for all values of $b$, such that $b>b_{\cF}(a)$, Breaker wins the game. We are particularly interested in cases where both $a$ and $b$ can be greater than $1$. We focus on the \textit{Connectivity game}, where the winning sets are the edge sets of all spanning trees of $K_n$ and on the \textit{Hamiltonicity game}, where the winning sets are the edge sets of all Hamilton cycles on $K_n$.Next, we consider biased $(1:b)$ Avoider-Enforcer games, also played on the edges of $K_n$. For every constant $k\geq 3$ we analyse the $k$-star game, where Avoider triesto avoid claiming $k$ edges incident to the same vertex. We analyse both versions of Avoider-Enforcer games, the strict and the monotone, and for each provide explicit winning strategies for both players. Consequentially, we establish bounds on the threshold biases $f^{mon}_\cF$, $f^-_\cF$ and $f^+_\cF$, where $\cF$ is the hypergraph of the game (the family of target sets).We also study the monotone version of $K_{2,2}$-game, where Avoider wants to avoid claiming all the edges of some graph isomorphic to $K_{2,2}$ in $K_n$. Finally, we search for the fast winning strategies for Maker in Perfect matching game and Hamiltonicity game, again played on the edge set of $K_n$. Here, we look at the biased $(1:b)$ games, where Maker's bias is 1, and Breaker's bias is $b, b\ge 1$.\section*{Izvod}Prou\v{c}avamo takozvane Mejker-Brejker (Maker-Breaker) igre koje se igraju na granama kompletnog grafa sa $n$ \v{c}vorova, $K_n$, \v{c}ija familija pobedni\v{c}kih skupova $\cF$ obuhvata sve skupove grana grafa $G\subseteq K_n$ koji imaju neku monotono rastu\'{c}u osobinu. Dva igra\v{c}a, \textit{Mejker} (\textit{Pravi\v{s}a}) i \textit{Brejker} (\textit{Kva\-ri\-\v{s}a}) se smenjuju u odabiru $a$, odnosno $b$, slobodnih grana po potezu. Interesuje nas da prona\dj emo grani\v{c}ni bias $b_{\cF}(a)$ za sve vrednosti pa\-ra\-me\-tra $a$, tako da za svako $b$, $b\le b_{\cF}(a)$, Mejker pobe\dj uje u igri, a za svako $b$, takvo da je $b>b_{\cF}(a)$, Brejker pobe\dj uje. Posebno nas interesuju slu\v{c}ajevi u kojima oba parametra $a$ i $b$ mogu imati vrednost ve\'cu od 1. Na\v{s}a pa\v{z}nja je posve\'{c}ena igri povezanosti, gde su pobedni\v{c}ki skupovi grane svih pokrivaju\'cih stabala grafa $K_n$, kao i igri Hamiltonove konture, gde su pobedni\v{c}ki skupovi grane svih Hamiltonovih kontura grafa $K_n$.Zatim posmatramo igre tipa Avojder-Enforser (Avoider-Enforcer), sa biasom $(1:b)$, koje se tako\dj e igraju na granama kompletnog grafa sa $n$ \v{c}vorova, $K_n$. Za svaku konstantu $k$, $k\ge 3$ analiziramo igru $k$-zvezde (zvezde sa $k$ krakova), u kojoj \textit{Avojder} poku\v{s}va da izbegne da ima $k$ svojih grana incidentnih sa istim \v{c}vorom. Posmatramo obe verzije ove igre, striktnu i monotonu, i za svaku dajemo eksplicitnu pobedni\v{c}ku strategiju za oba igra\v{c}a. Kao rezultat, dobijamo gornje i donje ograni\v{c}enje za grani\v{c}ne biase $f^{mon}_\cF$, $f^-_\cF$ i $f^+_\cF$, gde $\cF$ predstavlja hipergraf igre (familija ciljnih skupova).%$f^{mon}$, $f^-$ and $f^+$.Tako\dj e, posmatramo i monotonu verziju $K_{2,2}$-igre, gde Avojder \v{z}eli da izbegne da graf koji \v{c}ine njegove grane sadr\v{z}i graf izomorfan sa $K_{2,2}$.Kona\v{c}no, \v{z}elimo da prona\dj emo strategije za brzu pobedu Mejkera u igrama savr\v{s}enog me\v{c}inga i Hamiltonove konture, koje se tako\dj e igraju na granama kompletnog grafa $K_n$. Ovde posmatramo asimetri\v{c}ne igre gde je bias Mejkera 1, a bias Brejkera $b$, $b\ge 1$.
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Laveborn, Joel. "Video Game Vocabulary : The effect of video games on Swedish learners‟ word comprehension." Thesis, Karlstad University, Karlstad University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5487.
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Video games are very popular among children in the Western world. This study was done in order to investigate if video games had an effect on 49 Swedish students‟ comprehension of English words (grades 7-8). The investigation was based on questionnaire and word test data. The questionnaire aimed to measure with which frequency students were playing video games, and the word test aimed to measure their word comprehension in general. In addition, data from the word test were used to investigate how students explained the words. Depending on their explanations, students were categorized as either using a “video game approach” or a “dictionary approach” in their explanations.
The results showed a gender difference, both with regard to the frequency of playing and what types of games that were played. Playing video games seemed to increase the students‟ comprehension of English words, though there was no clear connection between the frequency with which students were playing video games and the choice of a dictionary or video game approach as an explanation.
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Eliasson, Christopher. "Natural Language Generation for descriptive texts in interactive games." Thesis, Blekinge Tekniska Högskola, Institutionen för kreativa teknologier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5651.
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Context. Game development is a costly process and with today's advanced hardware the customers are asking for more playable content, and at higher quality. For many years providing this content procedurally has been done for level creation, modeling, and animation. However, there are games that require content in other forms, such as executable quests that progress the game forward. Quests have been procedurally generated to some extent, but not in enough detail to be usable for game development without providing a handwritten description of the quest. Objectives. In this study we combine a procedural content generation structure for quests with a natural language generation approach to generate a descriptive summarized text for quests, and examine whether the resulting texts are viable as quest prototypes for use in game development. Methods. A number of articles on the area of natural language generation is used to determine an appropriate way of validating the generated texts produced in this study, which concludes that a user case study is appropriate to evaluate each text for a set of statements. Results. 30 texts were generated and evaluated from ten different quest structures, where the majority of the texts were found to be good enough to be used for game development purposes. Conclusions. We conclude that quests can be procedurally generated in more detail by incorporating natural language generation. However, the quest structure used for this study needs to expand into more detail at certain structure components in order to fully support an automated system in a flexible manner. Furthermore due to semantics and grammatics being key components in the flow and usability of a text, a more sophisticated system needs to be implemented using more advanced techniques of natural language generation.
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Mitchell, Elizabeth Gay. "Different ways of seeing : the language games of mothering." Thesis, University of Warwick, 2005. http://wrap.warwick.ac.uk/1191/.
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My thesis is original in placing together Wittgenstein's ideas of how language works, and arguments for the philosophical significance of the embodied and relational figure of the mother. I both use and resist a Wittgensteinian therapy to overcome the problem of the forgetting of the mother in philosophy. I begin with the problem of essentialism, important to Wittgenstein and to feminist philosophy. My reading of Wittgenstein finds an ignored lacuna between language and (female) experience. I add in to the debate the type specimen approach from botany. Adopting this approach enables me to avoid a classification which requires a true inner essence to mothering, and provides a way for me to denote the significant place of the language games of mothering in language games about women. I argue for a different symbol of the mother. I agree with Wittgenstein's account of language, but add to it. I show the importance of Wittgenstein's insight that although meaning is not fixed independently of use, use does not fix meaning in that I create new meanings for the figure of the mother. I argue, through an exploration of Wittgenstein's concept of `übersichtlichen Darstellung ; that Wittgenstein can help us to see the phenomena of our life differently, in a way that makes space for understanding female difference. His concept of a form of life provides such openings. As the Wittgensteinian agent seems distinctly un-female, I bring in the philosophy of Kierkegaard in my argument for a different relational self as mother. I argue for a Kierkegaardian flexible maternal self with mobile edges. I insert the language games of the mother into Kierkegaard's writing on women. My aim is a more adequate representation of a (true) reality. I use the work of John Wisdom to make a bridge between Wittgenstein and the narrative form, which I use throughout. Wisdom's strategy is to engage in unconventional reflection in looking for new ways of telling philosophical stories, and in finding new patterns of meaning in the familiar. I claim that the narrative form enables me to express the shifting essence of the mother and the diversity of mothers; and to acknowledge the silences which are part of the mother's story. My aim in this thesis is creative. I use Wittgenstein to create a new kind of relation to philosophy. I do not offer a correct reading of Wittgenstein or Kierkegaard. Instead, aided by the insights provided by feminist philosophy, I write in the language games of the mother to their ideas. Thus, I bring into existence through utterance a different, feminist philosophical symbol of the mother.
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Droutsas, Nikolaos. "Gamers with the Purpose of Language Resource Acquisition : Personas and Scenarios for the players of Language Resourcing Games-With-A-Purpose." Thesis, Uppsala universitet, Institutionen för speldesign, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-445873.
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Ethical, cheap, and scalable, purposeful games leverage player entertainment to incentivise contributors in language resourcing. However, discourse is scarce around the enjoyability of these games, whose playerbases are divided between a tiny minority of reliable contributors and a vast majority of inconsistent contributors. This study aims to deepen the discourse around design possibilities tailored to the unevenly contributing playerbases of such games by building on player-reported data to create three engaging personas and narrative scenarios. Using Pruitt and Grudin’s way of weighing feature suitability in persona-focused design, social incentives and majority voting are indicated as the most and least prominent features, respectively. Indeed, the weight of the primary persona, representing 3.5% of the playerbase, is 72%, more than double the combined weight, 56%, of the remaining 96.5% of the playerbase. Sticking to the original definition of purposeful games is essential for any gaming approach to crowdsourced data collection to remain ethical, cheap, and scalable.
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Pasovic, Petrovic Ema. "Games in the Language Classroom-To Play is to Learn." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32839.
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This thesis investigated why games are a helpful tool in the teaching classroom and what methods could be used when teaching with the help of games. The research method was a small-scale research synthesis where former studies were summarized and compared. In addition to this, interviews (with two teachers who had focused on developing their teaching with the help of games) were conducted in order for the research to become as sufficient as possible. An overview of the ways in which games could be beneficial in the classroom has been provided and also the reasons to why they should be used.The results indicated that games should be used in a more conscious way and that learners can benefit from learning with the help of games.
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Borror, Kaylynn Nicole. "Creating a Domain-Specific Modeling Language for Educational Card Games." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1626864894150672.
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Tirén, Stina. "Digital Games in English Language Learning : A Mixed Method Study of Teachers' and Students' Attitudes to Digital Games and Its Effects in English Language Learning." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36072.
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The possible benefits of digital games for English language learning and teaching have received increasing attention in recent years as more research shows that digital games can affect students’ learning and motivation within formal education. A great deal of the integration of digital games in school contexts depends on the attitude of teachers and students. The aim of this study is to investigate upper-secondary teachers’ and students’ attitudes toward digital games in the English language classroom in a Swedish context. Additionally, this study will also examine teachers’ and students’ views regarding the effects of using digital games for learning English. This is a mixed-method study, where semi-structured interviews and online surveys were conducted by participants from Uppsala, Gävleborg and Dalarna. 106 students and 11 teachers responded to the online survey, and 3 teachers participated in the semi-structured interview. The results found in this study confirm the findings from the majority of previous studies. Teachers and students are generally positive toward digital games in English language learning, and they see potential effects of using games in class. However, teachers find it difficult to implement digital games due to different obstacles, such as preparation time, lack of knowledge, and finding quality games.
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Ojeda, Fernando Arturo. "The role of word games in second-language acquisition second-language pedagogy, motivation, and ludic tasks /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0003980.
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Nilsson, Kenny. "Wittgenstein´s “Private Language Argument” According to Kripke." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-6108.
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Wittgenstein was a very important philosopher of the early twentieth century. One of his most important points was that which has been known as the Private Language Argument. This argument was given a new interpretation by Saul Kripke in 1982, which stirred up much debate. This essay investigates Kripke´s so called “skeptical challenge” and his “skeptical solution” to that challenge. To further enlighten the subject this essay also discusses a critique to Kripke´s interpretation, provided by the main critics, Baker and Hacker (1984). The conclusion of the essay is that Kripke´s theory takes up some interesting and important issues, although there are some serious flaws in Kripke´s solution that needs to be addressed if the solution is to be taken seriously.
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Alnesjö, Robert, and Johan Darnald. "Usability and enjoyability of natural language interface technology in computer games." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-166858.
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This report aims to examine the application of natural language interface (NLI) technology in computer games in terms of usability and enjoyability. To test this a NLI is compared to a formal language interface (FLI), using the system usability scale (SUS) to determine usability. Results show that even though the NLI scored less mean SUS score than the FLI, it was measured to be more enjoyable. It is concluded that using NLI technology is well motivated since the primary focus of a computer game is enjoyability.Syftet med denna rapport är att undersöka tillämpningen av naturligt språk gränssnitt (NLI) teknik i datorspel när det gäller användbarhet och nöjdhet.För att testa detta så jämförs ett NLI med ett formellt språk gränssnitt (FLI) med hjälp av systemanvändbarhetsskalan (SUS) för att bestämma användbarheten.Resultaten visar att även om NLI:t fick lägre SUS-medelpoäng än FLI:t så uppmättes det till att vara roligare.Slutsatsen är att användning av NLI tekniken är väl motiverad eftersom det primära målet för ett dataspel är att vara underhållande.
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Karlsson, Tobias. "MOTIVATION AND LANGUAGE LEARNING IN ENTERTAINMENT GAMES : The Impact of Instructions." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8251.
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This article strives to investigate the importance of instructions when using an entertainment game for language learning, and evaluate how instructions affect learning outcome and motivation. To narrow down the case study only one game and language was chosen, namely the popular entertainment game ‘Sly Cooper: Thieves in Time’ (Sanzaru Games, 2013) in Dutch. Eighteen test subjects were split into three groups, one group got no prior instructions to playing, one got basic instructions and the last got thorough instructions. They then played part of the game to afterwards answer questions regarding motivation and take a language test containing words and phrases from the game. The study showed a significant increase in language learning correlated to the increase of instructions, meanwhile also presenting a significant result indicating that instructions might have a positive effect on motivation when using ‘Sly Cooper: Thieves in Time’ to teach language.
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Back, Jennifer Mary. "Mathematical talk in primary classrooms: forms of life and language games." Thesis, King's College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.483548.
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Johnson, Matthew S. S. "The subject at play computer games and composition studies /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3229570.
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Thesis (Ph.D.)--Indiana University, Dept. of English, 2006."Title from dissertation home page (viewed July 3, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2969. Adviser: John L. Schilb.
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Erickson, Darald Eugene. "The games teachers play: Students' opinions of educational games in the secondary classroom." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1650.
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After systematically using educational games in three secondary English classes over a one-year period, this project documents the effectiveness of games by analyzing students' opinions. Surveys were used to determine the perceptions of 150 students about the actual games used in their classes. Some examples of effective games are also given.
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Machin, Amanda. "Language Games and the Subject of Lack; Wittgenstein, Lacan and the Nation." Thesis, University of Westminster, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500547.
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Micciolo, Matthew. "Designing a Visual Programming Language for the Creation of Multiplayer Embodied Games." Digital WPI, 2018. https://digitalcommons.wpi.edu/etd-theses/1272.
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Games as a means of education have been starting to become more of an everyday reality. Not only are games used in classrooms, but they are used in industry to train soldiers, medical staff, and even surgeons. This thesis focuses on physically active (i.e. embodied) multiplayer games as a means of education; not only by having students play, but also by having students create games. The embodied multiplayer aspect allows for a more interactive experience between players and their environment, making the game immersive and collaborative. In order to create these games, students must exercise their computational thinking abilities. The Wearable Learning Cloud Platform has been developed to enable students to design, create, and play multiplayer games for STEM. This platform allows users to create, edit and manage the behavior of mobile technologies that act as support to players of these games, specified as finite-state machines. The platform provides a means of testing created games, as well as executing (running) these games wirelessly by serving them to smartphones (or smart watches) so that students can play them with other students, in teams, or as individual players. The platform features a full drag and drop game editor with a sophisticated validation engine that prevents users from making syntax errors. Visually programmed games transpile to JavaScript for execution on the game server and provide two separate levels of programming abstraction. This platform has been successfully tested with 18 participants and they have shown significant improvements in their understanding of Finite State Machines and have shown an increase in their Computational Thinking abilities.
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Purushotma, Ravi. "Communicative 2.0 : video games and digital culture in the foreign language classroom." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/39145.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2006.I explore two core concepts in today's youth entertainment culture that will increasingly become central in future attempts to design affordable foreign language learning materials that hope to bridge the chasm between education and foreign popular culture. In the process, I outline a series of example applications that apply these concepts to developing rich foreign language materials -- starting with more experimental/long-term approaches such as using video game modding techniques to make language learning friendly video games and ending with more concrete, ready-to-go, applications like extending open source content management applications. The first concept I look at is that of "Remix culture." In short, Remix culture describes the way in which youth culture today more visibly orients itself around creating media by extracting component pieces from other people's media creations, then connecting them together to form something new. In the video game world this phenomena is more specifically termed 'modding.' In this process, amateur fans take a professional commercial game title and then modify it in creative ways that the original designers may not have considered.
(cont.) Outside of video games, we see terms like "web 2.0" used to describe technologies that allow website viewers to play a role in authoring additions to the sites they are reading, or "mashups" where users use programming interfaces to rapidly create web content by mashing together pieces from different sources. The second emerging concept critical for curricular designers to follow is that of transmedia storytelling. Traditionally, one might assume a model in which distinct media forms are used to serve distinct cultural practices: television or novels tell stories, video games are for play, blogs for socializing and textbooks for learning. While initially this may have been the case, as each of the media forms above have evolved, they have expanded to cover multiple other cultural practices, often by extending across other media forms. By following the evolution of the interactions between these various media forms and activities within entertainment industries, we can find valuable insight when forecasting their possible interactions in the education industry.
by Ravi Purushotma.
S.M.
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McGraw, Ian C. (Ian Carmichael). "Web-based, speech-enabled games for vocabulary acquisition in a foreign language." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/44733.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2008.Includes bibliographical references (p. 79-85).
In this thesis, I present two novel ways in which speech recognition technology might aid students with vocabulary acquisition in a foreign language. While research in the applied linguistics field of second language acquisition (SLA) increasingly suggests that students of a foreign language should learn through meaningful interactions carried out in that language, teachers are rarely equipped with tools that allow them to provide interactive environments outside of the classroom. Fortunately, speech and language technologies are becoming robust enough to aid in this regard. This thesis presents two distinct speech-enabled systems to assist students with the difficult task of vocabulary acquisition in Mandarin Chinese. At the core of each system is a Mandarin speech recognizer that, when connected to a web-based graphical user interface, provides students with an interactive environment in which to acquire new Mandarin vocabulary.
by Ian C. McGraw.
S.M.
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Bado, Niamboue. "Video Games and English as a Foreign Language Education in Burkina Faso." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395498334.
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Laws, Dannielle Kaye. "Gaming in Conversation: The Impact of Video Games in Second Language Communication." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461800075.
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Jacobi, Gabriel. "Interacting with Words: Development of a text-based game on language." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24015.
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This paper describes the development process of an Interactive Fiction game focused on the theme oflanguage. The paper includes a brief description of the history of the genre and its definitions, a discussionabout its multiple variations and attributes, and an overview of some examples that handled similar subjects.Then it considers some of the unique properties of the written language and examines language as both ashared and subjective relationship with reality . This is followed by a description of tools and methodsadopted in the design process and how the development went — from initial research to the final concept.The results is then described, followed by the user test results and a critical evaluation. At the end, someconcluding remarks are included together with possible future developments.
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Mangolas, Athanassios Anastassios. "An Ada library for positional board games." Thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-06082009-171004/.
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Greiner, Marion Ulrike. "The Effective Use of Games in the German as a Foreign Language (GFL) Classroom." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276106126.
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Nilsson, Pontus, and Wilhelm Öhman. "Natural Language Interfaces in Computer Games : A study of NLI accuracy in Risk." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-186865.
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Developing a Natural Language Interface that can understand everything is a very challenging task due to the varied and ambiguous nature of natural language. However, when confined to a small setting, would it be possible to develop an NLI that through repeated iterations can reach perfect understanding? The chosen setting was Risk and was created in Java. The game used Regex to detect certain key elements in the input and interpreted them accordingly. User studies were used to determine the accuracy of the NLI and based on the incorrectly interpreted input the game was improved upon. This was iterated three times. The conclusion was that, while it would be difficult to have the NLI reach a completely perfect understanding, it is possible to achieve precision close to that.
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Ghica, Dan R. "A games-based foundation for compositional software model checking /." Oxford : Oxford University Computing Laboratory, 2002. http://web.comlab.ox.ac.uk/oucl/publications/tr/rr-02-13.html.
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Müller, Claudia [Verfasser]. "Serious Games for Global Education : Digital Game-Based Learning in the English as a Foreign Language (EFL) Classroom / Claudia Müller." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2017. http://d-nb.info/1148910794/34.
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Li, Cong. "Gamification in Foreign Language Education: Fundamentals for a Gamified Design of Institutional Programs for Chinese as a Foreign Language." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1534728851596305.
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Maragliano, Leslie. "Cast-a-spell--the "write" program for second graders in a looping class /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1611.html.
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Theses (M.S.)--Central Connecticut State University, 2000.Thesis advisor: Margaret Ferrara. " ... in partial fulfillment of the requirement for the degree of Master of Science in Elementary Education." Includes bibliographical references (leaves 61-63).
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Ali, Ahmad, and Svensson Marcus. "Animation through Body Language : A study using the fictional character Mokhtar." Thesis, Uppsala universitet, Institutionen för speldesign, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-297660.
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Learning to read body language is something we do throughout our whole life. It is a complex non-verbal language that can express more than words. In this study we investigate the possibility to use only body language to portray emotions to the viewer. In a background of a game project we have used a character that has his face covered, therefore, facial expression is not visible during the online survey, which we used as a method for our investigation. As a foundation we have created four character animations to portray anger, frustration, exhaustion and hurt. To find the answer if it is possible to recognize those five emotions in the character animations survey, participants were obligated to name the emotion expressed on each of the video clips. The results of this study show that the characters body language could be sufficient to portray those five emotions. However, it was concluded that body language could be enough to represent the character's emotional state to the viewer; but by including facial expressions we could help to portray the emotion even further.
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Weche, Michael Oyoo. "Bantu and Nilotic children' s singing games : a comparative study of their value communication." Doctoral thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/8278.
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Includes abstract.Includes bibliographical references (leaves 229-238).
This study is based on the premise that Luo and Luhya children's singing games are creative works that subtly reflect the aesthetics of the two communities. The aim is to critically examine how the performance of the singing games and their texts reflect the aspirations, norms and values of the macro cultures of the two Nilotic and Bantu communities respectively. The sampled singing games include those done in the traditional setting, sung in vernacular and those that are taken from the urban or cosmopolitan settings.
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Vidlund, Anna. "English in video and online computer games : Potential enhancement of players’ vocabulary." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-28402.
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The aim of this essay is to distinguish whether the activity of playing video and online computer games as a leisure activity could be considered to be a learning situation. With the focus on vocabulary, this study investigates the possibility that gamers could improve their language proficiency while playing video and online computer games. The methodology is based on qualitative observations (Patel & Davidson 2011) and on interviews with seven players of five different games. The observations mainly considered the vocabulary used in the games and how the players used the English language while playing. The interviews are constructed with the methodology mentioned by Kylén (2004). The interview questions aimed to answer if the players had been noticing an improvement of their vocabulary. The data are mainly acquired from the observations and interviews. The background sections build on studies relating to computer-based language learning and on the previous research on ELF, primarily from Barbara Seidlhofer (2011). Even though the data acquired from the observations and interviews are limited, it is apparent that video and online computer games have a noticeable impact on language development, regarding vocabulary. The main conclusion of this study is that the games do not influence the players’ language proficiency as considerably as the engaging in the functions in conjunction with the games.
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Andersson, Katarina. "Språkstimulerande arbete i förskolan." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-611.
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Abstract
My purpose with this essey is to study how they work in preschool whir language- stimulation. I will try a way to work with this trough intervjus whit teacher at preschool. My main questions are: Way dose teachers use language- stimulation? How dose teachers use language- stimulation when it comes to there way of working and methods? Do the teachers think that language- stimulation help the childrens development?
To answer these questions I interviewed 6 teachers I central Sweden and used this as data. I have written about language, language- development in a biologik and theoretical aspect, teachers plan, language- stimulation, playing by language sounds and TRAS (early registration of language development) in my literary review.
My result shows that working whit language- stimulation helps children in there language- development, it also develops there self-image and identity. Children that have had language- stimulation in preschool are aware of the use of the language. Whit language- stimulation the childs self- knowledge and social competens are strengthening.
Keywords: language- stimualtion, language- development, language- games, teachers plan
Sammanfattning
Syftet med min uppsats är att undersöka hur man på förskolan arbetar med språkstimulering. Detta kommer jag att göra genom intervjuer med lärare på förskolan. Frågeställningar: Varför använder sig lärarna av språkstimulering? Hur använder sig lärarna av språkstimulering vad gäller arbetssätt och metoder? Anser lärarna att språkstimulering på förskolan underlättar barnens utveckling?
För att besvara dessa frågeställningar intervjuade jag 6 förskollärare i Mellansverige och använde detta som insamlingsdata. I litteraturgenomgången har jag skrivit om språk, språkutveckling i olika aspekt, läroplanen, språkstimulering, språkljudlek och TRAS (tidig registrering av språkutveckling) som är kopplat till resultatet.
Resultatet visar att arbete med språkstimulering hjälper barnen i deras språkutveckling, det utvecklar dessutom deras självinsikt och identitet. Barn som har fått språkstimulering på förskolan använder sig medvetet av språket. Med språkstimulering växer barnets självinsikt och den sociala samvaron stärks.
Nyckelord: språkstimulering, språkutveckling, språklekar, läroplanen
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Mohabbatsafa, Mona. "The impact of language games on classroom interaction in an Iranian EFL primary classroom." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/376647/.
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