Relevant bibliographies by topics / Roleplay

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Roleplay'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 April 2024

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Journal articles on the topic "Roleplay"

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Kasper, Gabriele, and Soo Jung Youn. "Transforming instruction to activity: Roleplay in language assessment." Applied Linguistics Review 9, no. 4 (October 25, 2018): 589–616. http://dx.doi.org/10.1515/applirev-2017-0020.

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AbstractRoleplay is used as a method for education and training, assessment, and research across a wide range of academic and occupational domains, including applied linguistics. In the assessment of speaking and pragmatic competence, roleplay is used to examine how test takers produce and understand social action-in-interaction and in this way overcomes the problem of “construct under-representation”. Roleplay is also chosen for assessment purposes because it accommodates the opposing needs for authenticity and standardization in the design of assessment instruments. While the research literature is mainly concerned with the issue of how roleplay corresponds to real-life interaction, this study asks the more fundamental question of how participants manage to produce roleplays as intelligible unfolding social scenes in the first place. Specifically it explores how the roleplay setup becomes interactionally consequential in roleplays designed to assess the interactional competence of students in an English for academic purposes program. From the joint perspectives of conversation analysis and membership categorization analysis, the study demonstrates how the roleplay participants mobilize their generic and setting-specific interactional competences to accomplish the scenario as a shared practical activity. It shows how the participants jointly “talk the institution into being”, and what details from the setup they treat as necessary, optional, or dispensable. In this way the study reveals the local endogenous order of roleplay as a device for knowledge generation, training, and assessment and spawns further topics for research on roleplay design and interactional competence in a language assessment context.
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Amirkhanova, Karina Muratovna, and Natalia Nikolaevna Bobyreva. "Communication in Training Future EFL Teachers: Simulation and Roleplay in the English Classroom." International Journal of Higher Education 9, no. 8 (October 30, 2020): 7. http://dx.doi.org/10.5430/ijhe.v9n8p7.

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The issue under investigation is topical and significant. Being a communicative language acquisition method, simulation and roleplays develop future teachers' language competencies and pedagogical competence, playing a unique role in forming teacher-student, teacher-parent communication patterns. The article aims at studying the place simulation/roleplay have in this process and its specific features. The authors describe how roleplays and simulations are introduced into the English classroom, examples of supplying study books with roleplay tasks. The methods applied to explore the problem were observation and questionnaire administered to the students at the end of the course. Their analysis has permitted the authors to arrive at several conclusions. The most remarkable conclusion is that introducing simulation/roleplay into the study process significantly influences students' communication skills and academic performance, forming their pedagogic competences and communication patterns. Furthermore, the findings revealed that simulation/roleplay in training foreign language teachers should be well-planned and organized; the author gives some advice concerning it. The study results could be highly substantial for teachers of universities preparing future foreign language teachers.
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Wallin, I., and V. Brukas. "Training forestry students for uncertainty and complexity: the development and assessment of a transformative roleplay." International Forestry Review 26, no. 1 (March 1, 2024): 93–109. http://dx.doi.org/10.1505/146554824838457880.

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Climate change increases the uncertainties associated with the management of forests at the same time as societies seek to intensify the utilization of bio-based resources for climate mitigation. Participatory processes in decision-making are widely acknowledged to be suitable for finding effective and legitimate trade-offs in complex and uncertain situations. Inspired by transformative learning theory, we developed a roleplay within an international forestry master’s program with the aim to train students’ personal skills in preparation for a professional life involving participatory decision-making situations. The analysis of students’ learning experiences, demonstrates the capacity of the roleplay to facilitate transformative learning and train crucial personal skills such as self-reflection, self-awareness and critical reflection. We provide guiding principles for implementing transformative roleplays, or further developing existing roleplays, in regular forestry curricula.
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Falenchia, Merlyn, and Sumardjijati Sumardjijati. "Literasi Digital Remaja dalam Permainan Roleplay di Media Sosial Twitter." JIIP - Jurnal Ilmiah Ilmu Pendidikan 6, no. 6 (June 2, 2023): 4064–72. http://dx.doi.org/10.54371/jiip.v6i6.1585.

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Pengguna media sosial di Indonesia mengalami peningkatan setiap tahunnya. Hingga Januari 2022, pengguna media sosial di Indonesia mencapai 191,4 juta dan Twitter menempati urutan ke-5 dengan 18,45 juta pengguna (Hootsuite, 2022). Baru-baru ini, kata “roleplay” menjadi trending topic di Twitter berkaitan dengan viralnya kasus kejahatan siber yang melibatkan akun roleplay. Maraknya kasus kekerasan siber merupakan dampak negatif dari adanya perkembangan teknologi informasi dan komunikasi yang tidak diimbangi dengan kemampuan literasi digital. Maka dari itu, setiap pengguna media sosial memerlukan kemampuan literasi digital yang baik. Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk mengetahui literasi digital para remaja yang bermain roleplay khususnya di kota Surabaya dengan wawancara dan dokumentasi sebagai teknik pengumpulan data. Hasil penelitian menunjukkan bahwa para informan memiliki kemampuan untuk berinteraksi antar roleplayer, mengelola identitas dalam roleplay, mengelola privasi dalam dunia maya, hingga melakukan pengelolaan konten di akun roleplay masing-masing. Sementara motivasi mereka dalam bermain roleplay adalah untuk pelipur stress, bersenang-senang mencari hiburan, mengisi waktu luang, mempromosikan karakter yang mereka gunakan, dan mencari teman-teman di internet. Namun, walaupun mereka memiliki kemampuan literasi digital mereka masih melakukan pelanggaran etika berupa penggunaan identitas milik idolanya tanpa izin dan menggunakan kata-kata kasar di timeline saat berinteraksi dengan teman-temannya. Penggunaan kata-kata kasar ini secara tidak langsung dapat meninggalkan citra buruk bagi sang pemilik identitas asli.
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Prasetyo, Farizqi Feryadhi, and Vinisa Nurul Aisyah. "Self Presentation of Idol K-Pop Roleplay Account in Twitter." MEDIASI Jurnal Kajian dan Terapan Media, Bahasa, Komunikasi 4, no. 3 (October 4, 2023): 278–97. http://dx.doi.org/10.46961/mediasi.v4i3.831.

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This study aims to find out how self-presentations are made by users of K-Pop Idol roleplay accounts on Twitter. Roleplay is the activity of someone who assumes himself as another person or in a certain role. This research was conducted concerning the dramaturgical theory of Erving Goffman. This research is a type of descriptive qualitative research. In this study, data were obtained through observation and interviews which were then analyzed using interactive data analysis techniques. The results obtained in this study indicate that the resource person's roleplay account is the front stage which contains settings, appearance, and manner. Meanwhile, the back stage of the informant is the original life of the resource person which then becomes a place of preparation to form self-concept or impressions in the world of roleplay. Self-presentation can be seen from the appearance of the speakers on the front stage. While the preparation in the back stage includes the concept of identity, reference and motivation. Apart from that, in the back stage, the informant tends to hide the fact that he is a roleplayer
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Yenisca Juniar and Eni Nuraeni Nugrahawati. "Self Discrepancy pada Roleplayer K-Pop pada Komunitas Entertaiment ‘X’ di Twitter." Jurnal Riset Psikologi 1, no. 1 (July 6, 2021): 18–25. http://dx.doi.org/10.29313/jrp.v1i1.89.

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Abstract. Roleplay is defined as an activity where someone parodies their idol. A roleplayer plays a character of his own. In this game everyone does not know the real identity of each, so someone must make their own character. In this community there are several players who use male sex characters even though in the real world he is a woman. Most of them are aged 18-24 years with jobs as students and private employees. Roleplayer in this study has been playing in this community for more than five years and the original self is very different from the virtual self. In these conditions, there is a mismatch of perceptions between Actual Self, Ideal Self, Ought Self and Virtual Self, this is referred to as Self Discrepancy (Higgins, 2000). This research uses descriptive analysis method to find out how Self Discrepancy in K-Pop Rollayer in the Entertiment Community 'x'. The measurement tool uses a questionnaire (SDQ) Self Discrepancies Quitionnaire on 28 roleplay players. The results showed that as many as 64.2% of subjects experienced high self discrepancy and 30% did not experience self discrepancy. Abstrak. Roleplay diartikan sebagai kegiatan dimana seseorang memparodikan idola mereka. Seorang roleplayer ada yang memainkan karakter buatannya sendiri. Dalam permainan tersebut setiap orang tidak mengetahui identitas asli masing-masing, sehingga seseorang harus membuat karakternya sendiri. Pada komunitas ini terdapat beberapa pemain yang menggunakan karakter berjenis kelamin laki-laki padahal di dunia nyata ia seorang perempuan. Kebanyakan dari mereka berusia 18-24 tahun dengan pekerjaan sebagai mahasiswa dan pegawai swasta. Roleplayer pada penelitian ini telah bermain di komunitas ini lebih dari lima tahun dan diri asli yang sangat berbeda dengan diri virtualnya. Dalam kondisi tersebut terjadi ketidakcocokan persepsi antara Actual Self, Ideal Self, Ought Self dan Virtual Self, hal ini disebut sebagai Self Discrepancy (Higgins, 2000). Penelitian ini menggunakan metode analisis deskriptif untuk mengetahui bagaimana Self Discrepancy pada Roleplayer K-Pop di komunitas Entertaiment ‘x’. Alat ukurnya menggunakan kuisioner (SDQ) Self Discrepancies Quitionnaire pada 28 pemain roleplay. Hasil penelitian menunjukkan bahwa sebanyak 64.2% subjek mengalami self discrepancy tinggi dan 30% tidak mengalami self discrepancy.
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Nayar, Burna, and Surabhi Koul. "Blended learning in higher education: a transition to experiential classrooms." International Journal of Educational Management 34, no. 9 (June 3, 2020): 1357–74. http://dx.doi.org/10.1108/ijem-08-2019-0295.

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PurposeThe purpose of this paper is to critically evaluate the learning effectiveness and engagement of blended learning tools in a management course of negotiation skills. The study addresses the dilemma brought to light through literature regarding the learning effectiveness of roleplays as a teaching tool in negotiation training. The study compares the impact of traditional roleplays vis-à-vis roleplays fused with blended tools on learner's performance. The endeavour is to investigate the learning effectiveness of traditional tools (roleplay simulation and lecture) vs blended learning tools (flipped classroom, massive open online courses, independent study fused with roleplay simulation).Design/methodology/approachThe current study delves into a negotiation course to conduct experimental research comparing traditional and blended learning tools. The total number of students who participated in this study were 80.FindingsThe findings indicate the improved learning effectiveness of blended learning tools vis-à-vis traditional tools. Generation Z students were more engaged with the use of blended learning tools and enjoyed the experience. The study recommends blended learning tools for educators aiming to transition from traditional learning to interactive learning to create experiential classrooms.Research limitations/implicationsLimited sample size and single group experimentation are some limitations of the study. Some latent flaws in the implementation of roleplay simulations in negotiation training were revealed during the study. The study focuses solely on a negotiations course taught to management students.Practical implicationsThe study would help academic institutes to comply with the pressing need to impart experiential learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.Social implicationsThe study would help academic institutes to comply with the pressing need to impart experiential learning through blended learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.Originality/valueThe study addresses the dilemma in the literature, which, on the one hand, upholds the learning effectiveness of roleplays as a teaching tool, and on the other hand, suggests that roleplays have lost their applicability due to advancement in students' exposure to technology. The study in itself is unique, as it addresses the need for higher student engagement in the classroom.
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Winarty, Shenthya, and Ratna Puspita. "Fenomena Jual Beli Username Twitter sebagai Ajang Eksistensi Diri (Studi Fenomenologi Konstruksi Identitas Roleplayer)." Jurnal Mahardika Adiwidia 3, no. 1 (January 11, 2024): 1–13. http://dx.doi.org/10.36441/mahardikaadiwidi.v3i1.1999.

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Roleplay is a game played on social media where individuals assume the persona of an artist and manage corresponding social media accounts. This activity involves building a social media identity, with many roleplayers attempting to do so optimally, even resorting to buying usernames at relatively high prices for survival. This research adopts a phenomenological approach, employing observational data collection techniques, and participant interviews, and explores the process of buying and selling usernames on Twitter.The results of this study reveal two primary methods for username transactions: manual searching through the platform's search bar using specific keywords and utilizing Autobase, a tool designed explicitly for buying and selling purposes. Beyond detailing the procedural aspects of username transactions, the research delves into the motives driving individuals to engage in roleplay. One enduring method in roleplaying is the acquisition of usernames, motivated by identity consistency and personal enjoyment. However, the significance of being a roleplayer extends beyond username acquisition. This study emphasizes that the existence of roleplayers is not solely measured by the quality of their usernames. Participants acknowledge that cultivating a positive character and image is equally crucial for their continued presence in the roleplay community.
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Negara, Irma Manda. "LITERATURE REVIEW: WHY USING ROLEPLAY METHOD IN TEACHING SPEAKING?" Jurnal Ilmiah Spectral 7, no. 1 (January 31, 2021): 001–10. http://dx.doi.org/10.47255/spectral.v7i1.68.

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The roleplay method is one of the methods proven to improve students' speaking ability. This study aims to provide a more in-depth explanation of the use of the roleplay method in learning English to improve students' speaking skills. This research is a literature study by carrying out stages in the form of searching and finding relevant data, analyzing the data found, and expressing ideas from these findings. This study examines the understanding of the roleplay method, the procedure for implementing the roleplay method, and the impact of the roleplay method, especially in improving students' speaking skills. Based on the results, it was found that the roleplay method can improve students' speaking skills, increase self-confidence, collaboration among students, and make the learning atmosphere fun and interesting.
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Kluge, David. "Beyond Roleplay: Simulation and RPG for Language Learning." JALT PIE SIG: Mask and Gavel 2, no. 1 (June 2013): 20–24. http://dx.doi.org/10.37546/jaltsig.pie2.1-3.

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Roleplay is a popular activity that many EFL writers recommend, and many EFL teachers also agree that it has great promise. However, roleplay is not often used in EFL classes for several reasons, among them the spotty success rate of the activity. In addition, even if the roleplay is successful, there are doubts about the language learning that results from the one­off, stand­alone roleplay activity. This paper suggests a possible alternative: simulation/RPG (roleplaying game), sometimes known as live RPG, and gives some indications on how to implement it in the EFL classroom. It gives suggestions on how to insure a higher success rate for the basic roleplay activity, and then recommends expanding the idea of roleplay into the simulation/RPG activity to allow for extension of the English­using simulated world, elaboration of the students' selected roles, and expansion of the language learning experience.
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Dissertations / Theses on the topic "Roleplay"

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ONeal, Rhiannon Patricia. "Gender, Identity and Tabletop Roleplay Games." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/760.

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Identity Performativity theory is relatively new to the field of linguistics and as such has been the subject of a growing number of research in linguistics. Most popularly, focus on performativity has been the discursive construction of gendered identity/identities. Though a number of studies have sought to examine the role language performance plays in construction, a surprising few have aimed to look at activities focused on the intentional creation and maintenance of identities in a specifically performative context such as: improvisational acting and roleplaying games. This study uses a social constructionist framework through discourse analysis to examine a community of practice centered around the performance of multiple roles during a 9 hour session of Dungeons and Dragons, a tabletop roleplaying game, in order to see what strategies players employed to call out specific gendered roles and what those strategies might assume about identity construction. Primarily, how does language choice illustrate the theory that identity is not only co-constructed, but that each person embodies a series of sometimes conflicting gender identities that are often contested? The results of the research show evidence that each person constructs for themselves and others not one, but multiple, identities in the course of conversation and often for different purposes.
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López, García Yoselin. "Conflictos y Emociones: Narrativas en el Roleplay en Twitter." Tesis de Licenciatura, Universidad Autónoma del Estado de México, 2020. http://hdl.handle.net/20.500.11799/109615.

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El presente trabajo busca describir y analizar las dinámicas de interacción que se practican en el roleplay de Twitter, pues nos permitirían comprender las maneras en que éstas, a través de las narraciones y su conflictividad, permean las interacciones sociales en el juego mismo, incluyendo las emocionales.
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Price, Isaac V. "Managing Cosplay Performance: The Forms and Expectations of Convention Roleplay." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3753.

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Costume play (i.e. cosplay) is a performance of fandom rife with rituals and communication practices. Cosplay roleplaying performances are cultural practices that reveal how cosplayers interact with one another and among non-cosplaying members of their fandoms. This study examines the expectations that cosplayers hold for roleplay, the forms of roleplay, and the ways in which roleplay can become an instigator of harassment. Through the lens of Face-Negotiation Theory, the author discusses how roleplay functions to maintain or threaten the public images of cosplayers and their audiences, and what strategies cosplayers implement to avoid the loss of face.
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au, hartlv@perth training wa gov, and Andree Vanda Barbara Hartley. "Expédition aux Terres Australes A Web-based Online Role-play Simulation: the enhancement of language acquisition through social interaction." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20050603.151117.

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This research project investigates to what extent a social constructivist approach to teaching and learning online can enhance the use of language acquisition for learners of foreign languages. I designed an online role-play simulation in which the students sailed on the expedition of Nicolas Baudin to Australia and took different authentic roles on a simulated voyage. All communication was conducted in the French language, thus enabling the students to interact in realistic conversations, relevant to this historic event. Being in a third year TAFE French class, the students had already been exposed to sound grounding in grammar, relevant vocabulary, and use of colloquial and idiomatic expressions, and thus they had acquired a reasonably high level of proficiency in the language. The study was conducted over a four-week period in which I examined the intense interaction between the participants, while fulfilling the role of facilitator/moderator. In this role, I gave clear guidelines as to what was expected from the participants; provided the students with their identity which was unknown to the other participants during the simulation; created incidents through a weekly “Course of Events” announcement; answered all questions within 12 – 24 hours; encouraged engagement within the learning community; made occasional suggestions if the characters seemed uncertain of what to do next; and, above all, endeavoured to create a non-threatening, friendly online environment for the students. After the four-week online role-play simulation, the participants met for a debriefing session in which they revealed their identities and discussed any issues, in particular technical issues, that had emerged. This provided an opportunity for the participants to disengage from the virtual world in which they have been immersed for four weeks as well as an opportunity to reflect upon their personal learning. A qualitative methodology, drawing on interpretive research, was employed to analyse the data. Student pre- and post-questionnaires, online contributions by the students and the debriefing discussion were used as the major sources of data collection. Most of the students took up the challenge of interacting online through asynchronous and synchronous communication. The study focused on how the use of a social constructivist epistemology could enhance language acquisition for learners of foreign languages and also analysed to what extent did the students’ participation in a webbased online role-play simulation affect their communication skills and fluency in the second language. The findings provided me with guidance for future implementation of online role-play simulations in which I would ensure that all students have the basic computer skills and necessary access to internet in order to participate fully in the simulation. Nevertheless, this study demonstrated many benefits to the language enhancement of the participants and will become a regular activity as it permits students to use their conversational skills in a “real-life” virtual learning community.
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Mock, Remy (Remy A. ). "TagAlong RolePlay : a low-cost multi-user virtual reality language learning platform." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106110.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2016.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 74-79).
Smart-phone applications that help users learn languages are quickly taking over the language learning market due to their convenience and accessibility. It is estimated that the mobile share of the language-acquisition market should climb 73 percent to around 14.5 billion by 2019 (Reuters, 2015). However, none of the applications currently available are immersive or have multi-user features. Immersive learning and tandem learning has been shown to have many benefits. TagAlong RolePlay is a low cost multiuser VR platform that was created to incorporate this type of learning. Furthermore, TagAlong RolePlay has an authoring tool that allows teachers to create various virtual language-learning environments and tasks. This allows a teacher to create tasks specific to the student's needs. For example, a student trying to learn English to become a doctor in the US will need to learn the words pertaining to the medical world. The robust and flexible TagAlong RolePlay platform creates a more superior efficient and engaging learning experience.
by Remy Mock.
M. Eng.
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Robertson, Judy. "The effectiveness of a virtual role-play environment as a preparation activity for story writing." Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/589.

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Improvisational dramatic role-play activities are used in classrooms to encourage children to explore the feelings of the characters in a story. Roleplay exercises can give a story personal significance to each child, and an insight and understanding of the characters which is reflected in stories written afterwards. The thesis describes the development of a virtual environment designed for similar dramatic role-play exercises. The thesis then investigates its effectiveness as a preparation activity for writing stories. It examines the effects the virtual role-play environment has on the characterisation in children’s imaginative writing. It also investigates the social interactions which children engage in and the moral decisions they make during the role-play; and the motivational effects of the virtual roleplay environment. The virtual role-play environment is based on a commercial computer game. Two children and one role-play leader interact with each other in a perceptually realistic virtual world. Each role-player controls an avatar in order to move around this graphical world, and improvise by sending and receiving typed messages. The high quality graphics, sounds and music contribute to the users’ feelings of perceptual presence while the communication between role-players promotes feelings of social presence. The role-players’ emotional engagement with the other characters and the conflict within the adventure encourages them to experience self presence. The virtual role-play environment was evaluated in a field study with sixty children aged between ten and twelve years. The characterisation in stories written after using the virtual role-play environment was compared to the characterisation in stories written under normal classroom circumstances. The stories were compared using a new, fine-grained analysis scheme for assessing children’s writing. The main result is that the stories written after the virtual role-play contained more dialogue and more indications of relationships between the characters than normal classroom stories. Analysis of the typed communication exchanged between the role-players during the game shows that the role-players formed relationships with the other characters. They also made judgements about the characters’ personalities and to a lesser extent expressed emotional involvement during the game. They made moral decisions and could back up their decisions with reasons. Expert evaluation supports the view that the virtual role-play environment is particularly beneficial to children with low literacy standards. Finally, it also benefits children with low literacy motivation and little interest in school work.
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Nordbeck, Katarina. "- Idag är det Krysmyntaspel. - Nej, det är inget spel! Det är en lek : Om forumspel på förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30384.

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The aim of this study is to investigate an inter-action and a roleplay activity that takes place every Friday at a preschool in a suburb of Stockholm. The aim is to investigate learning in this activity and how it is corresponding to the curriculum for preschools. What is the teachers aim and how do the children think, talk and act before, during and after the game. It is a qualitative study and data was collected through qualitative interviews, field notes from observations and recordings with my I-phone. The results showed that the play is useful as a pedagogical documentation and as a tool for reflection. According to the educators it is possible to involve the entire curriculum for preschool in this roleplay, such as fundamental value, conflict resolution, children´s participation, traditional topics as mathematics and languages. The activity has developed in a cooperation with children and teachers together.
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Leppäkorpi, Johanna. "”Det känns som att det är på riktigt” Om forumspel som ett pedagogiskt verktyg i konfliktlösande syfte." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-11827.

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Syftet med uppsatsen är att undersöka om forumspel kan användas som ett pedagogiskt verktyg i konfliktlösande syfte i en elevgrupp samt är i enlighet med det mål som finns beskrivet i Lpo94: ”Att varje elev utvecklar sin förmåga att göra och uttrycka medvetna etiska ställningstaganden grundade på kunskaper och personliga erfarenheter”.   Undersökningen är en kvalitativ fallstudie där aktionsforskningens modell utgör forskningsstrategin. Urvalet i undersökningen består av en homogen integrerad årskurs 1-2 klass. Resultatet från undersökningen visar att forumspel är ett användbart pedagogiskt verktyg i syfte att lösa konflikter. Forumspel utvecklar eleverna i samspel med varandra på ett sätt som gynnar arbetet mot det mål som finns beskrivet i Lpo94: ” Att varje elev utvecklar sin förmåga att göra och uttrycka medvetna etiska ställningstaganden grundade på kunskaper och personliga erfarenheter”.
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Scudder, Sasha. "Reflections: the Positive Effect of Cooperative Roleplaying Games on Anxiety Disorders." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1241.

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Anxiety disorders are some of the most prevalent mental illnesses in the United States, and young adults have developed a variety of coping mechanisms to deal with their symptoms. One of the most common is escapism, or the act of escaping reality by delving into alternate stimuli, fantasies, or media content, but this often leads to social or emotional isolation. Cooperative roleplaying games, such as Dungeons and Dragons, can alleviate symptoms of anxiety disorders while facilitating social interaction through escapism, creative thinking, play, and community building. The companion piece to this paper, Reflections of Fate, is a D&D 5e quest specifically designed with challenges and storylines to further these potentially healing effects.
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Ode, Jon. "Religion in computer games : Religious themes conveyed through an unorthodox medium." Thesis, Karlstads universitet, Avdelningen för humaniora och genusvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-12064.

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The purpose of this essay is an attempt to create a “first basis” of reliability for religious content in computes games, and its value in academic studies. While not researching it in depth, this essay will also give a suggestion of computer games’ potential as a didactic medium. A quantitative comparative analysis has been performed, to present several common religious themes and their occurrence in the computer game respectively. While researching the game, an abundance of religious themes have been found, documented and presented. Through this, it is concluded that computer games not only have the capability of presenting religious themes; they are found to be capable mediums of presentation. The content itself is of high varsity and of great interest to any religious scholar.
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Books on the topic "Roleplay"

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Roleplay: A comedy. New York: Samuel French, 2002.

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1939-, Ayckbourn Alan, Ayckbourn Alan 1939-, and Ayckbourn Alan 1939-, eds. Damsels in distress: GamePlan, FlatSpin, RolePlay. London: Faber, 2002.

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Ron, Mock, ed. The roleplay book: 41 hypothetical situations. 2nd ed. Akron, PA: Mennonite Conciliation Service, 1997.

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Workshop, Games, ed. Warhammer fantasy roleplay: A grim world of perilous adventure. Eastwood: Games Workshop, 1986.

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Avidon, Aaron, Briggs Carl Jr, Ross Brill, Alexandra Elam, and Shannon Flaherty. Roleplay. Dramatic Publishing Company, 2021.

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Oeming, Michael Avon, and Brian Michael Bendis. Powers - Roleplay. Marvel Worldwide, Incorporated, 2014.

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Powers Roleplay. Marvel Comics, 2011.

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Sensual Roleplay. Spire Publishing, 2008.

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Gallagher, Dave, Russ Nicholson, Jane Mitton, Paul Bonner, and Kevin Walker. Apocrypha Now (Warhammer Fantasy Roleplay/WFRP) (Warhammer Fantasy Roleplay). Hogshead Publishing, Ltd., 1995.

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Bentley, Diana. Starting with roleplay. Hopscotch., 2005.

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Book chapters on the topic "Roleplay"

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Gronwald, Klaus-Dieter. "The Beverages Roleplay and Games." In Integrated Business Information Systems, 151–74. Berlin, Heidelberg: Springer Berlin Heidelberg, 2020. http://dx.doi.org/10.1007/978-3-662-59811-5_9.

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Mariani, Ilaria. "Other Worlds. When Worldbuilding and Roleplay Feed Speculation." In Design, User Experience, and Usability. Design for Contemporary Interactive Environments, 482–95. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49760-6_34.

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Duffy, Lynn. "Holmes and his Boswell in Cosplay and Roleplay." In Sherlock Holmes in Context, 101–14. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-55595-3_6.

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Sharma, Garima, Monika Kadian, Kritika Sharma, Shivani Pandita, Kanishka Shrivasatava, and Anil Kumar. "The Critical Roleplay of Iron Neurochemistry in Progression of Parkinson’s Disease." In Nutritional Neurosciences, 87–108. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-7327-7_5.

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Cong, Ling Mei. "Roleplay and Interpersonal Skills Self-Efficacy in a Financial Analytics Course." In Handbook of Big Data and Analytics in Accounting and Auditing, 395–413. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-4460-4_17.

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Kaye, David. "Training the Actor for Roleplay and Other Improv-Based Interactive Theatre Forms." In Experiential Theatres, 80–85. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003188179-9.

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Wood, Matthew. "The Research Roleplay: Understanding the Process of Research and the Role of Research Stakeholders." In Teaching Science Students to Communicate: A Practical Guide, 457–62. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-91628-2_58.

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Casañ, María José, and Marc Alier Forment. "Roleplay Ethical Debates, An Activity to Learn to Apply Ethical Theories to Dilemmas and Improve Critical Thinking." In Proceedings TEEM 2022: Tenth International Conference on Technological Ecosystems for Enhancing Multiculturality, 116–25. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0942-1_11.

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Arnold, Maik, Stefan Jung, Helge Fischer, Jazmin Zaraik, Pierre Chevallier, Andreas Efstathiou, Nikolaos Boukas, and Christakis Sourouklis. "The Use of Virtual Reality Roleplay to Improve Communicative and Digital Skills in a Transnational Collaborative Learning Environment: Implications for Teaching and Learning in Social Work Management Education." In Handbook of Applied Teaching and Learning in Social Work Management Education, 377–413. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18038-5_19.

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"Roleplay Predictions: empathise and forecast." In Enlivening Secondary History: 50 Classroom Activities for Teachers and Pupils, 93–96. Routledge, 2012. http://dx.doi.org/10.4324/9780203113004-26.

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Conference papers on the topic "Roleplay"

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Ortiz, Pablo, and D. Fox Harrell. "Enabling Critical Self-Reflection through Roleplay with Chimeria." In CHI PLAY '18: The annual symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3242671.3242687.

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Currin, Flannery Hope, Kyle Diederich, Luiza Superti Pantoja, Hannah Cargo, Noelle Franzone, Josephine Geiger-Lee, and Juan Pablo Hourcade. "Designing Stories to Inspire Preschoolers’ Creative, Collaborative Roleplay." In GoodIT '23: ACM International Conference on Information Technology for Social Good. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3582515.3609516.

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Greenberg, Day, Melissa Perez, Chandler Turner, and Angela Calabrese Barton. "Worldmaking in COVID-19: Youth Restructuring Reality via Anime Roleplay." In 17th International Conference of the Learning Sciences (ICLS) 2023. International Society of the Learning Sciences, 2023. http://dx.doi.org/10.22318/icls2023.697139.

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Latulipe, Celine, Sarah Provencal, and Tonya K. Frevert. "Experience report: Workshopping alternate outcomes to Sexism through participatory classroom roleplay." In 2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2016. http://dx.doi.org/10.1109/respect.2016.7836173.

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Guo, Mengyao, Yuanlinxi Li, and Ze Gao. "Echoes of Heritage: Exploring the Convergence of Immersive XR and Live-Action Roleplay for Rural Revitalization." In TEI '24: Eighteenth International Conference on Tangible, Embedded, and Embodied Interaction. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3623509.3635266.

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Carneiro, Jordana, and Silvia Helena Belmino Freitas. "Metaverso: Apropriação travestida de inovação? O case da Jeep no servidor de GTA Roleplay Cidade Alta." In Abrapcorp 2023. Rio Grande do Sul: Softaliza Tecnologias LTDA, 2023. http://dx.doi.org/10.55592/524.2023.5288512.

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Tan, Jinbang, Ranran Liao, Yifan Deng, Fucong Xu, and Shaoping Guan. "The Power to be Seen: A Study on the Accessibility Design of Live Stream System for the Visually Impaired." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003589.

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Abstract:
The career discussion for the visually impaired has long been contentious in China, particularly as social technology advances. The interview result of Guangdong’s first blind mock streamer competition hosted by the Guangdong Association of the Blinds showed that exploring the possibility of live streaming for the visually impaired and enhancing the user experience and efficiency of the current live stream accessibility design is necessary. This study applied field study, roleplay action, and case studies as preliminary research to explore and reprioritize the challenges of streaming operations and experiences for visually impaired streamers. Finally, A-Live an all-in-one stream system with an auto-follow wind camera and accessibility UI design on TikTok was designed to allow the visually impaired complete live streaming independently.
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Yunitasari, Septiyani Endang, Siti Luthfah, Euis Sumiati, Yuli Nur Fauziah, and Erna Hernawati. "Using Roleplay Teaching Method to Improve the Creative Thinking Abilities of Students with Special Needs in Primary School." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007052910341038.

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Morch, Anders I., Melissa D. Hartley, and Valentina Caruso. "Teaching Interpersonal Problem Solving Skills Using Roleplay in a 3D Virtual World for Special Education: A Case Study in Second Life." In 2015 IEEE 15th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2015. http://dx.doi.org/10.1109/icalt.2015.139.

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Budiarto, Yumna Rasyid, and Ninuk Lustyantie. "Creating cooperative-communicative learning environment in speaking class through think-pair-share and roleplay: An action research at STIBA IEC Jakarta." In THE 3RD INTERNATIONAL CONFERENCE ON PROGRESSIVE EDUCATION (ICOPE) 2021: Harmonizing Competencies in Education Transformation towards Society 5.0. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0142505.

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