Role-playing Game Theory

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

As videogames are set to become the dominant pop-cultural medium of the 21st century, this paper aims to provide approaches to a critical reading of Bethesda’s Fallout 4, informed by perspectives of cultural studies. Tracing arguments from the fronts of the ludology/narratology debate, this paper adds the conception of videogames as commodities of a culture industry to provide a critical perspective on the meanings and ideologies negotiated in Fallout 4, one of the most successful games of the last decade. Drawing from various theoretical approaches, salient narrative and ludic aspects of the games are investigated. Among them is the game’s plot, its nostalgic retrofuturistic aesthetic, its ruins and ecology as evocative spaces, its stylization of the gameworld as frontier through its mechanics, and tangible neoliberal ideologies present in its levelling system. Ultimately, it is shown that Fallout 4 is a game negotiating US history and its present. While the engagement with history, most notably the Revolutionary War and slavery, relies on ironic detachment and celebratory excess, its engagement with the present hints on resting anxieties with legacies of slavery and pollution.

Training lecture notes on the introduction to the Hawkes-Robinson RPG Model (1983-2020+): The RPG Formats. Level 1 Training. This is a pre-publication draft. An active work in progress currently used in training and revised with each week's training session. A final draft will be published as part of the associated Workbooks and Study Guides.

The report presents the results of a pilot study on the educational efficiency of Live Action Role Play as lessons integrating and revising large packages of subject knowledge. Early research results obtained in high-school history classes suggest an advantage of LARP over conventional revision. However, this data must not be considered as a final result, as the sample was relatively small (4 games, with 107 students in larp groups and 130 in control groups) and the execution of the research programme was incomplete. The tentative data needs to be confirmed in a large-scale study, and the research procedure needs to be improved, drawing on the experience from the pilot study. See "Larping the Past" 2013 for an English report on this research.

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

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

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

Gioco di ruolo e molteplicità d'esperienza
E' credenza comune tra i giocatori credere che vi sia una distinzione oggettiva tra il personaggio giocato e il giocatore stesso. Di fatto tale distinzione non esiste: la persona che gioca prova forti emozioni all'interno di quella realtà fittizia che si trova al di là dell'inquadramento metacomunicativo (Bateson, 1972), ossia una comunicazione implicita nella comunicazione stessa che definisce il quadro di gioco. Il gioco presuppone una nuova prospettiva inserita all'interno di una realtà immaginaria e l'immersione percettiva del giocatore in un contesto dove verrà esplorato un determinato oggetto vicino o lontano all'esperienza (Geertz 1998) quale potrebbe essere amore, odio, morte, violenza, misticismo, legame con Dio, famiglia; tali oggetti cambiano radicalmente il loro volto in base a quella determinata prospettiva che si decide di inquadrare, prospettiva che andrà a delimitare il terreno di esperienza. Caratteristica fondamentale della metacomunicazione nel gioco è la riflessività: ci permette di pensare alle dimensioni sociali e culturali del mondo in cui viviamo (Shultz – Lavenda, 2015), suggerendo in tal modo che la vita ordinaria possa essere intesa in più di una maniera. Il gioco può costituire un modo per speculare su ciò che può essere, su ciò che dovrebbe essere o ciò che è (Handelman, 1977). La realtà del gioco è stata osservata come un'attività non obbligata, cioè libera, giocosa, separata all'interno da limiti spazio-temporali ed è fittizia (Caillois 1958). La realtà del gioco è veramente così fittizia e separata dalla " realtà " così come viene definito? Cos'è reale? Suggerisco qui come strumento di osservazione il gioco di ruolo: «Il gruppo di giocatori si trova sempre calato in un contesto non soltanto narrativo, linguistico, ma anche geografico, paesaggistico, dunque visivo» (Ghilardi – Salerno, 2007). Qui i giocatori si trovano ad affrontare esperienze forti, delicate, lontane e vicine rispetto alla prospettiva adottata tramite il proprio personaggio. Ma davvero vi è una netta linea di demarcazione tra personaggio e giocatore? Delle volte la linea di demarcazione tra giocatore e personaggio viene dolcemente o prepotentemente affievolita da un fenomeno chiamato bleeding. Processo psico-fisico, presentato come un'esperienza vissuta dal giocatore quando i suoi pensieri e sentimenti sono influenzati da quelli del suo personaggio o vice versa. Con sempre maggior metaforico bleeding, il confine tra giocatore e personaggio diviene sempre più trasparente. La morte di un dato personaggio, col quale si ha giocato per un breve o lungo lasso di tempo, per il giocatore può significare una morte reale? Forse è proprio il gioco, o ancor meglio il gioco di ruolo, lo strumento che può permetterci di " accogliere a braccia aperte la molteplicità, inglobarla e cibarsene […] forzandone per così dire la portata, non lasciare che essa scivoli attorno a noi, ma ci penetri per trarne arricchimento, forza, vitalità, frequentare «quella scuola che è la società degli uomini» non già per nostra esibizione (mostrare sé, il nostro noi, ma gli altri), ma per conoscere gli altri, andando così a «caccia di conoscenza» antropologica, tutto ciò si traduce in una messa in discussione dell'identità, in una modificazione inevitabile delle «leggi della coscienza» in cui ci identifichiamo " (Remotti, 2016).

The article is dedicated to the theoretical substantiation of the three-level structure of the civic identity of an individual. The theoretical and methodological basis of the study were the theories of social identity and social self-categorization (H. Tajfel, J. Turner), the concept of organizational identity (S. Albert, B. Ashforth, J. Dutton), and role theories (E. Berne, E. Goffman). It is proposed to consider civic identity as a kind of organizational identity that operates on three levels: institutional ("citizen-state"), community ("citizen-community of citizens"), and individual ("citizen-I"). It is proven that the institutional level of civic identity presupposes the inclusion of the individual in the organizational environment of the state: cognitive (understanding of the normative field of the state and the real practice of organizational interaction in it), value (social perception of the axiological field of the state, the terminal values of statehood in general and a specific state in particular), emotional (experiences associated with relations with the state as an organization), and behavioral one (realization of civic behavior). Civic identity at the community (group) level involves affiliation with co-citizens (actual acceptance of them as in-group; civic mentality developed by them; similar understanding of all events and processes of the organizational environment of the state, which facilitates and intensifies communication between citizens regardless of their ethnicity). The common experience of facing typical problems (from domestic to political) itself does not lead to cohesion, mutual support, or positive assessment of co-citizens, but it puts the foundation for civic solidarity due to the common value and significance of this experience. The individual level of civic identity presupposes self-identification with the role of a citizen (in the context of role and script interactions with state institutions and fellow citizens). An individual may identify ownself with his/her role as a citizen at varying degrees, may "know" it well or not, but in each case, the role of the citizen becomes part of his/her role repertoire. Playing the role of a citizen can result in both open constructive and (more often) surrogate relations with the state, which may lead to various psychological games-manipulations and destructive scenarios. Each of these levels of civic identity can be developed in a different manner. The dominance of one of the levels carries certain typicality of manifestations of citizenship, so we see the prospect of further research in the development of a typology of the civic identity of an individual, and designing appropriate research tools.
Keywords: civic identity; state; community of citizens; levels; affiliation; mentality; role; role interaction; organizational identity.

This paper investigates the evolution of larp safety in the NordicAmerican larp community in the last decade, tracing the correlation between safety rhetorics (opinions, arguments, and policies) and mechanics (explicit rules regulating player interactions). It appears that up to around 2010 there was a general acceptance of risk, with a significant share of responsibility for risk identification and harm prevention put on the player. This correlates with mechanics such as safety words, which expected players in distress to actively signal their discomfort. Safety measures expected from the organisers consisted mainly in providing safe off-game spaces, emotional support, and intervention whenever something harmful happened. Around 2014 the safety debate put a larger share of responsibility on players initiating potentially troubling interactions. This correlates with the ‘OK check’ mechanics which requires communication between the initiator and the target of such interactions. Aroun...

This article build further upon the previous essay on the possibilities of using the recreational activity known as role-playing gaming for potential therapeutic interventions. Later articles continue to build upon this premise with increasing detail.

BUCHTÍK, Martin. (2014), Larp as an Alternative Medium: A Sociological Perspective, in: Pavlíckova, T., Reifová, I.C. (2014), Media, Power and Empowerment – Central and Eastern European Communication and Media Conference CEECOM Prague 2012. Cambridge Scholars Publishing. 978-1-4438-6396-4

The aim of the paper is to introduce larp (short for live action roleplay) as an alternative form of medium. I argue that larping has grown into a quite specific medium with a unique combination of characteristics; however, it is still on the borders of game, improvised drama, artistic happening and experience education. I show how participants are encouraged to escape reality, explore it, how they are exposed to it or even how they could change it. Finally, I focus on the possibilities and limitations of larping as a participatory medium. I conclude that larp should not be a widespread medium, although it is very effective in affecting its selected audience.

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

The principal purpose of this study has been to investigate the impact of an asset disposal strategy, often coupled with share repurchase programs, by international hotel companies on financial performance, earnings stability and share values. Utilising ratio analysis, stock returns and risk-adjusted measures, the study analyses the differences in performance, stability and market valuations between asset light and more capital intensive hotel companies. The findings of the study indicate negligible differences in most accounting measures of earnings growth and stability between asset light hotel companies and traditional hotel companies with significant holdings of owned or leased property. Drawing on game theory, we conclude that international hotel companies dispose of their assets in an effort to manipulate financial markets and make their stocks more attractive to investors and traders. Notwithstanding the absence of significant differentiation in accounting measures of performance fundamentals, market based measures show that hotel groups failed in the aim of manipulating financial markets. This study recommends avoiding playing this game as dual asset light/share repurchase strategy generated superior risk-weighted returns to that of more capital intensive traditional hotel companies across the period of the study.

Through a reading of Steve Jackson and Ian Livingstone’s gamebook The Warlock of Firetop Mountain (1982), this paper is an account of the curiously estranging experience of reading interactive second person narrative. Conflating actual and virtual (story) worlds, the doubly-deictic address of these second person narratives (“YOU are the hero”) suggests readerly immersion. At the same time, the ambiguity of this empty, potentially plural, YOU threatens what I call readerly “dispersion.” In tackling this doubled, and doubling, form of address, my reading of the Fighting Fantasy gamebooks considers the book’s illustrations in an exploration of the distinction between empathy and identification.

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

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

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

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

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

In this essay, the overt ideological message and the internal system for structuring gameplay in Fallout 3 (2008) have been analyzed from a socio-anthropological perspective developed by sociologist Anthony Giddens. The analysis concludes that the enjoyability of digital RPGs derives in part from the way their gameplay provides escapism from modern society’s socially alienating qualities, and indulgence in its socioeconomic motivational basis. This offers a new approach to both the study of game addiction and the broader question of why we play games. Furthermore, these conclusions contradict the socio-ideological predisposition expressed in Fallout 3’s storyline, giving support to the critical claims of several Marxist and cultural study theorists who view games and the video game industry as having a negative effect on both the critical capacity of the individual and that of society as a whole.

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

Population is a major source of environmental degradation and it impacts primarily on the environment through the use of natural resources and production of wastes with its attendant health problems. The study examined population growth and overpopulation in Nigeria and its impact on the environment. To achieve environmental sustainability, the paper stressed the

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

In this article I propose an approach to a new model of audiovisual representation call virtual playful (MRVL). For this, I rely in part on modeling that focuses on Hollywood cinema, proposed by Jesús González Requena. But, because the object of study I propose is more comprehensive, as it covers various audiovisual media beyond the cinema as deduced from the corpus of work chosen-the Youtube platform, the videogame Stalker and the music video Dancing Anymore - I refer also to other theories and modeling that come from the called game studies. The problem with these studies is that, in general, do
not focus on the substance of the narrative experiences (of which the MRVL assumed its contemporary approach): the emotion and experience of the desire on the part of the
viewer (or better would be called user) through a symbolic horizon full of significance. From this base, I reflect on the type of user who draws this MRVL, for which I have taken the concept of Virtual Self proposed by Ben Agger. For this it would be a person connected to the world through the technological interface; but I redefine it as a user experience that would live within this MRVL that would prevail in a strong narcissism and that, therefore, conclude in an experience empty of sense.

La tesi indaga il potenziale utilizzo del gioco di ruolo Dungeons & Dragons come strumento pratico-progettuale nella formazione aziendale delle soft skill. Si analizza il valore pedagogico di gioco e narrazione, per poi definire la natura specifica del gioco di ruolo. Il materiale bibliografico riferibile a questi argomenti è di natura quasi unicamente teorica, conseguentemente il principale risultato raggiunto è la proposta di una metodologia pratica per la progettazione di una Narrativa Fluida Funzionale utilizzabile come strumento formativo, già testata con successo durante Lucca Comics & Games 2019.

The thesis investigates the potential use of the role-playing game Dungeons & Dragons as a practical tool for soft skills training in a work environment. The educational value of games and storytelling is analyzed, to later clarify the specific nature of role-playing games. The bibliographical material concerning these topics is mostly theoretical, therefore the main result reached is the proposal of a practical method for the design of a Functional Fluid Narrative usable as an educational device, which was already tested during Lucca Comics & Games 2019.

The present paper aims to investigate the pedagogical possibilities of nocturnal games. These games involve role-playing characters that contextualize a previously elaborated story, and are frequently realized in Brazilian vacation camps. This paper focuses on a case study of a nocturnal game that took place in a vacation camp in the city of São Carlos (São Paulo, Brazil). The central theme of the game was based on stories and characters of Greek mythology, and it involved children from the age of seven to the age of twelve. The data analysis involved direct observation and photographic and filming recordings of the activity. Some of the main observed manifestations that occurred during the activity involved stimulation of curiosity, participative apprenticeship, union and protection of the older participants in relation to the younger participants, respect for the role-playing characters, group resolution of presented problems and joint construction of dialog between characters and children in the decision of the ending of the story involving relevant questions regarding the human-world relations in contemporary life.

Based on extensive ethnographic research in a public SM (sadomasochism) community, this paper frames SM as recreation. Drawing on Robert Stebbins’ work on “serious leisure” (1982), I posit that in order to more adequately understand SM as it occurs in this community, we need to shift from mainstream assumptions of SM as (simply) “kinky sex” to a more nuanced perspective. I explore the unique skills required in order to engage in SM, as well as the benefits and rewards that participants derive from it, in order to illustrate that SM can be more usefully understood as serious leisure.

Video with voice over to this presentation available here: https://www.youtube.com/watch?v=9WsTnYmRRFM  This is a shorter summary of the 2 hour presentation. This was created for The 2016 Living Games Conference http://www.livinggamesconference.com/role-playing-and-simulation-in-education-conference-hub/
http://www.rpgresearch.com
Research studies on the educational and therapeutic aspects of participation in role-playing games.

This study attempts to examine the current methods of teaching science in schools and provide alternative, innovative approaches for teaching science in schools. This research looks at how the current techniques of teaching science, mainly blackboard teaching and digital simulation classes are being used in teaching which does not cater to the basic essence of science learning that is understanding the process of science through experiences. Although, the traditional techniques of teaching are proven and effective in most scenarios so far, but the researcher believes that the study of science can be made more interesting for the students and thus help in their better understanding of science.
So, the researcher suggests various methods that can be more attractive, interesting and thus gain attention of the students and help create better scientific environment in schools.
The innovative methods that have been listed out in the study are interesting and involve active participation of the students in the process of understanding science. The methods listed are: use of low cost apparatus and hands on learning, story-telling, role-play and sports based learning. These methods can be adapted in the teaching of general sciences and mathematics most suited to elementary and middle school.

Much of the current research in the field of role-playing studies focuses upon the positive impact that games can have on the lives of participants. Analysis of the more negative social interactions within role-playing communities becomes necessary in order to establish a more complete picture of the psychosocial effects of these games. This research describes potential problems within role-playing communities in order to aid groups experiencing cohesion difficulties.

This  thematic,  qualitative  ethnography describes  the  types  of  social  conflict occurring  within  role-playing  groups  and  examines possible sources  for  their  exacerbation. The  study includes  several types  of  role-playing  from  a  phenomenological perspective, including tabletop,  larp, and virtual gaming. Semi-structured  interviews were collected from  a selective sample of  30  international participants gathered from  vastly different play cultures. While the types of  games and methods of  play contributed to  conflict in some instances, striking similarities between the experiences of players across modes, cultures, and genres were observed.

Emergent  themes  for  sources  of  conflict  included  general  problems  inherent  to  group  behavior,  such  as  schisms,  Internet communication,  and  intimate  relationships.  Other  sources  of  conflict  unique  to  the  role-playing  experience  included  creative agenda  differences,  the  game  master/player  power  differential,  and  the  phenomenon  of  bleed,  both  in-  and  out-of-game. Potentially  conflict-inducing  play  styles  included  long-term  immersion  into  character,  campaign-style,  and  competitive  play.

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