Role Playing Game (RPG)

This study aims at discussing how the discursive genre theory (BAKHTIN, 1992; DOLZ; SCHNEUWLY, 2004) contributes to the understanding of how video games can foster English language learning. Persona 4: Golden, the video game chosen for this study, was analyzed through Dolz and Schneuwly 's (2004), namely: action capacities; linguistic capacities; linguistic-discursive capacities. The analysis shows that the first six hours of gameplay of the aforementioned object of study present a wide array of text genres that simulate texts found in the real world, engaging players in authentic practices that stimulate language learning. Moreover, as the understanding of language is a prerequisite to move forward in the game, motivation is a key factor in P4G. Lastly, since the game used in this study is also present in other media, players might engage in gaming culture.

A sociedade atual passa por grandes mudanças a partir do surgimento da cultura digital. Esta característica demanda um novo olhar e uma nova forma de gerir quaisquer processos nos quais ocorram interação humana. A educação é uma das áreas alvo de estudos para implementação dessas inovações, e o uso de técnicas aprendidas a  partir dos games é cada vez mais frequente nas pesquisas e práticas  criadas. A presente pesquisa consiste numa análise documental de  livros de RPG sobre as ferramentas e processos utilizados na  construção de histórias compartilhadas, visando identificar as práticas do narrador de jogos de RPG que podem ser aproveitadas por  professores em suas atividades didáticas. Trata-se de uma pesquisa  qualitativa aplicada à prática docente, com objetivo descritivo-explicativo de analisar a utilização de elementos de jogos de  interpretação de personagens (RPGs) para fins didático-pedagógicos. Quanto aos procedimentos, é uma pesquisa híbrida, documental com assimilação de estudo de caso por lidar com livros de referência de RPGs e suas possíveis utilizações em ambientes de aprendizagem. Os RPGs são uma atividade que vêm influenciando a cultura, principalmente o entretenimento, desde a sua concepção no início da década de 1970. Almejando contribuir para as práticas didáticas e planejamento didático, esta pesquisa apresenta materiais referenciais para que professores possam utilizar práticas e técnicas utilizadas usualmente por narradores de RPG. Os termos encontrados nos livros foram associados aos conteúdos escolares, ao planejamento didático do professor e aos prazeres envolvidos na prática lúdica de contar e compartilhar histórias. Foi possível estabelecer fortes relações entre o conteúdo do jogo e a prática docente e constatar vários pontos de imbricação entre o RPG e as teorias educacionais, abrindo um amplo
leque de opções para pesquisas adicionais.

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.

Previous work presented solutions to Lueker's Dilemma [3] and to a variant where damage was determined by a roll of m n-side dice. [4] We build on that work to give a solution to the Dilemma when damage is determined by a roll of m n-side dice adjusted by an integer constant, with the proviso that damage cannot be lower than 0 or, in the alternative, lower than 1. We confirm the dragon is still almost surely defeated, and give new formulas for the expected number of turns the rogue needs to defeat the dragon that take into account the adjustment and minimum damage. We discuss the minor changes needed in the report that presents which of the Dilemma's two weapons the rogue ought to use. We argue it is still that case that, with appropriate pre-computation of intermediate results, a computer program can generate these reports in a reasonable amount of time. For numerous weapons and health point values, we compare the formulas' results against those obtained from simulated combat, and note they are the same, within the simulations' margin of error, and that obtaining results by formula is faster than by simulation.

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.

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 paper presents the results of “Live Action
Role Plays in School Education,” a quasi-experimental
project piloted in 2010 and 2012 and conducted in
2013 by Games Research Association of Poland and
educational publisher Nowa Era. In this project, larp
was used in high-schools as a revision class before a
test in History, the hypothesis being that larp as pretest
revision leads to higher retention of knowledge
than traditional revision classes. Small sample size
cannot be considered conclusive evidence, but the
preliminary findings seem encouraging for further
research. Beside students’ test scores, the report
provides non-standardized qualitative observational
data on participant attitudes, plus information about
practical issues of edu-larp research in public school
environment. Next to the findings, the text reports
on the research process and the rationale behind its
modification

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.

Variam de 1 a 5 (1 muito paia, 5 muito foda). Os testes são feitos com um Atributo (características básicas) + Habilidade (perícias do personagem), cada bolinha equivale a 1 dado de dez faces (D10). A isso se somam MODIFICADORES, variações por causa da circunstância, equipamento, etc. Os modificadores são dados D10 extras que são somados ou subtraídos da Parada de Dados.

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

De "Donjons & Dragons" en passant par "Warhammer 40 000", rares sont les univers de fantasy qui échappent aux orques. Mais les représentations de ces monstres ont bien changé depuis le début du XXe siècle. Une évolution à laquelle les jeux de rôle ont largement contribué. Les orques modernes, ces monstres que nous aimons haïr et massacrer au fil des donjons, sont nés sous la plume de J.R.R. Tolkien qui en fait les principaux serviteurs des forces du mal, de Melkor à Sauron. Pour les créer, l'auteur du "Seigneur des Anneaux" s'inspire et mélange plusieurs stéréotypes d'origines diverses.

En tant que mélange entre jeu de rôle et jeu de stratégie au tour par tour, le Tactical RPG ou "jeu de rôle tactique" apparaît comme un objet hybride devant concilier la tension narrative propre au jeu de rôle et le fonctionnement purement a-diégétique des échecs. Me focalisant sur la période 1990-1995, je propose pour étudier cette hybridité un parcours analytique allant du premier Fire Emblem à la sortie de Tactics Ogre : Let Us Cling Together en octobre 1995. J’étudie ainsi la manière dont le système de jeu du T-RPG met l'espace ludique isométrique en géographie afin d'en faire le cœur d'une dynamique narrative, où l'espace et le temps interviennent de concert. Par l’entremise du cas spécifique de la bifurcation narrative, cet article entend contribuer à la réflexion en cours sur la possibilité de pratiquer une narratologie transmédiatique. / As it crosses borders between role-playing games and turn-based strategy games, Tactical RPG seems to be a hybrid object, which has to reconcile the narrative tension one can find in role playing games, and the a-diegeticness of chess. I propose studying such hybridity by focusing on the years 1990-1995, from the first Fire Emblem to October 95, i.e. the release of Tactics Ogre. As I study the way T-RPG turns the isometric squares of the ludic space into a true geographic world, I bring out the fact this geographical turn plays the main role in the spatial and temporal dynamics of the narrative. By considering the specific case of forking paths in narration, this paper wished to points towards the possibility of a transmediatic narratology.

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.

Many people have at least heard of role-playing gaming since its inception in 1974, though usually in the form of negative press or related word-of-mouth rumors about Dungeons & Dragons. With less than 3% of the mainstream media and press reports providing even remotely positive coverage, it is not surprising that the general public has so many misconceptions about this cooperative recreational activity (Cardwell 158). The dwindling but tenacious numbers of active detractors have continued to make unsubstantiated, and discredited, claims that those who participate in role-playing games have an increased likelihood of suicide (Pulling, Devil's 9), violent behavior, homicidal tendencies (60 Minutes), antisocial behavior, criminal activities (Pulling, B.A.D.D.

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.

The paper analyses the evolution of tabletop RPGs in Poland through the prism of Magia i Miecz (1993–2002) – the first, and for a long time the only commercial Polish RPG magazine. This evolution is discussed by means of the " classic " Gamism-Narrativism-Simulationism model, and with reference to the history of RPGs in the English-speaking world. Even though they reached Poland 20 years after their birth, when simulationism and diceless storytelling were well-known abroad, Magia i Miecz did not import all playing styles at once. Instead, Polish RPGs went through the same developmental stages as in the USA: from gamism, across simulation-ism and narrativism, to diceless storytelling to dice-friendly storytelling and New Style / indie.

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.

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

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

Este livro reúne pesquisas diretamente ligadas ao Role-playing Game (RPG). Por vezes alvo de críticas negativas pela mídia geral desde seu surgimento e popularização, o RPG passou a ser visto como um jogo que ajudou a socializar pessoas e estimular-lhes a imaginação. Diversos sistemas de jogos e regras foram criados, e com tamanha popularidade desse jogo sua inserção no meio escolar e acadêmico era previsível. Procuramos, nesse livro, trazer importantes colaborações de pesquisadores de todo o Brasil sobre como o RPG pode ser benéfico a mediadores e público-alvo envolvidos. A falta de familiaridade aos assuntos não se mostra empecilho a quem nunca esteve envolvido com esse tipo de jogo, e – como qualquer outro desafio – qualquer interessado poderá aprender e ensinar com o RPG, se dedicar seu tempo para tal. Os textos aqui contidos podem ser um bom ponto de partida para essa nova jornada.

Se cumplen veinte años de la salida al mercado de "Final Fantasy VI", laudado por la crítica especializada como el mejor RPG e incluso el mejor videojuego de la historia que coinciden con la aparición de la versión para smartphones del juego. En este largo y reflexivo ensayo, que entremezcla la memoria de la infancia con el análisis de la posibilidades de la interactividad, Rafael Villegas rebasa la manida discusión de si un videojuego puede o no ser arte para abordar de lleno la importancia "Final Fantasy VI" en tanto pieza narrativa.

No está de más aclarar que el texto contiene detalles de toda la trama del juego y que, si no lo has jugado aún, vale la pena vivir la experiencia por ti mismo antes de leerlo.

Previous research finds roleplaying games, as well as the wider spectrum of geek culture that they exist within, to be defined by discourses favoring a white, heterosexual, cis-male viewpoint, drawing up and reproducing stereotypes and tropes that are inherently misogynist, homophobic, and racist. Heretofore, research into discourses of gender, sexuality, and race in roleplaying games has focused overwhelmingly on market leader Dungeons & Dragons (1971-ongoing), largely neglecting to scrutinize other well-established titles that may adhere to or break from the same tendencies. This thesis attempts to bridge part of that gap by looking at the fantasy roleplaying game Exalted (2001-ongoing), a game with a reputation for challenging conventions of the genre and the medium. Scrutinizing a dataset of 31 sourcebooks making up the majority of the material published for the second edition of the roleplaying game, the thesis uses a method of multimodal feminist post-structural discourse analysis to unpack dominant discourses within the roleplaying game text. Putting findings in context with theory, the thesis finds that the second edition of Exalted reproduces many of the same discourses found in roleplaying games and in wider geek culture: In text and images, women are constructed as normatively young and beautiful and as adhering to a pre-set, limiting and commodified set of roles matching Irigaray’s (1985) virgin, mother, and prostitute; women who fail to adhere to these roles are routinely Othered as are racial, sexual, and gender minorities. This is entirely in line with similar findings for other roleplaying games, suggesting that even active attempts to subvert genre tropes and discourses may result in reproducing said tropes and discourses. This extensive study of a major roleplaying game edition may provide a significant launching point for research into the continued evolution of roleplaying games and geek culture.

Paper presented at Digra 2015, May14th - 17th 2015 in Lüneburg, Germany.

This article presents the Wunderkammer-Gesamtkunstwerk (Wu-Ge) Model as a framework for the analysis and design of role-playing games. This framework is divided into four parts: Sub-Creation, Ludus, Performance, and Narrative. Sub-Creation is the world-building of the role-playing game. Ludus is the game mechanics and play rules. Performance is how the role-playing game is performed by the players. And Narrative is the storyline of the role-playing game. The model seeks to connect rather than tear these four parts and does this by the concept of Gesamtkunstwerk which means that indeed all the parts should work together as a whole work of art. Another concept is the Wunderkammer which means cabinet of curiosities. In this context the role-playing game is seen as a Wunderkammer and every item, concept, or idea put into this Wunderkammer is somehow changed by the relation to the other curiosities of the Wunderkammer. Furthermore, the Wu-Ge Model presents a structure based on two dichotomies: Concrete vs. Abstract and Action vs. Contemplation. Performance and Narrative belong to the Concrete, while Ludus and Sub-Creation belong to the Abstract. Performance and Ludus belong to Action, while Sub-Creation and Narrative belong to Contemplation. This means that the role-playing game wavers between the abstract and the concrete and between active and contemplative states. The aim of the article is to show how this knowledge can be used to not only analyse role-playing games but use it as a way to design role-playing games as well. The Wu-Ge Model helps define role-playing games and understand how they work as Wunderkammer and Gesamtkunstwerk.

Resumo: Este artigo apresenta como o RPG (Role Play Game) pode auxiliar o professor de Artes na construção do conhecimento dos conteúdos curriculares de sua disciplina, visto que o RPG é um jogo que mistura a interpretação de personagens, vivência de situações imaginárias, elementos lúdicos e elementos aleatórios (sendo estes considerados testes feitos com dados). O uso do jogo, realizado por meio da experiência de vivências interpretativas, pode gerar a construção de um novo conhecimento através da experimentação imaginária de diferentes situações. Essa experimentação na qual o aluno vivencia situações na construção do seu conhecimento nos aproxima das pesquisas de Piaget e Vigotsky, que dizem respeito à construção do conhecimento ocorrida através da experimentação do ambiente de jogos pela imaginação do aluno, onde o professor conta uma história e o aluno interage com esta. A pesquisa foi realizada através de uma abordagem qualitativa. Abstract: This article presents like RPG (it Rolls Play Game) it can aid the teacher of Arts in the construction of the knowledge of the contents of his discipline, because RPG is a game that mixes the characters' interpretation, existence of imaginary situations, elements ludic and random elements (being these considered tests done with data). THE use of the game, accomplished through the experience of interpretative existences, it can generate the construction of a new knowledge through the imaginary experimentation of different situations. That experimentation in the which the student lives situations in the construction of his/her knowledge approximates us of the researches of Piaget and Vigotsky, that concern the construction of the knowledge happened through the experimentation of the atmosphere of games by the student's imagination, where the teacher tells a history and the student interacts with this. The research was accomplished through a qualitative approach. Introdução Como jogador de RPG 2 , a mais de 18 anos, resolvi usá-lo como foco principal desse estudo por suas características especiais, como a interpretação, o lúdico e a possibilidade de desenvolvimento da memória, entre outros elementos cognitivos. Entrei em contato com o RPG em 1990, através de meu primo Gustavo Brauner, o jogo me levou a explorar diferentes realidades, onde diversos temas eram abordados nas aventuras. Como resultado diversos personagens foram criados, com capacidades e características diversas, cada um deles, com o passar do tempo,

Game Digital (komputer, konsol dan mobilephone) merupakan salah satu media yang dapat digunakan untuk menyampaikan materi pembelajaran kepada pemainnya dengan sangat efektif dan efisien. Dalam beberapa tahun terakhir, game edukasi semakin banyak dikembangkan. Salah satu jenis game yang seringkali ingin dikembangkan oleh pemula maupun profesional adalah game bertipe Role Playing (RPG). Disisi lain game bertipe RPG memiliki sistem yang lebih kompleks jika dibandingkan dengan kategori lainnya.

Buku ini secara spesifik akan menyampaikan materi tentang pengembangan game RPG (Role Playing) yang memiliki muatan edukasi. Pembaca akan diajak untuk mempelajari teknik pengembangan game secara bertahap, disertai dengan penjelasan-penjelasan tentang langkah-langkah yang dilakukan. Pada tahapan terakhir akan dihasilkan sebuah game RPG edukatif yang dapat dijalankan melalui komputer (PC), dan melalui gawai mobilephone berbasis Android.

ENGLISH: After discussing some classic formulations on the socioanthropological
character of the game, the article investigates components of
the interaction between players which might contribute to differentiate it as a specific form of social relation, specifically in the case of RPG board.

PORTUGUÊS: Partindo de um contraste entre formulações teóricas clássicas a respeito do caráter sócio-antropológico do jogo, o artigo procura investigar alguns componentes da interação lúdica que podem contribuir para diferenciá-la como forma específica de relação social, especificamente no caso do RPG de mesa.

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

Shin Megami Tensei is a Japanese RPG series famous for its monsters, which are taken from many different mythologies and folkloric legends from around the world. The player can “capture” these monsters and use them in battle in a very Pokémon-like manner. In the Shin Megami Tensei: Persona “sub-series”, more specifically these monsters are called “personas” (although some were called “demons” in the first three games). Since I am fascinated by monsters, mythologies and games, I decided to take a closer look at how my favorite mythology, the ancient Egyptian, is represented in the Persona games.

This article examines Carl Jung’s psychoanalytic processes of imagination and individuation, from interdisciplinary perspectives of role-playing, of Jung’s psychology and drama therapy. For Jung, active imagination is a process by which the person engages in an awakening, creative exploration of his own psyche through free play of fantasy, narrative, and dialogue with different “characters” representing archetypes of the collective unconscious. Those fantasies are usually registered as words, images, or other forms of artistic expression. Such confrontation with one’s unconscious may lead a person to become a more balanced and unified Self; a process known as individuation. Though observing the differences between the lonely therapeutic activity of active imagination and the social entertaining activity of role-playing, this article postulates that Jung’s process reveals important insights within the nature of creativity. A role-playing game is an interactive activity in which the players represent characters in a narrative, having the freedom to affect fiction according to their creativity and choices. This article explores the extent to which active imagination correlates with acting in role-playing by examining the potential for shadow work and individuation within the structure of a game. Individuation is possible after the engagement in a creative play, provided that the participants judge it a valuable process, and gain some personal insights, by means of further reflection.

This paper explores the relationship between narrative and design in the Dark Souls series, extending to the games in the series under the umbrella of “Souls-like” games from the same company. I take what I consider to be an interesting tack in this paper; per the title, and expanding somewhat, I consider how exactly user experience influences the narrative of the series, and additionally, how user interface influences the narrative and the perception of such. First, I will discuss usability in interaction design, and from there I will move into how users’ interface with the games, and within the games (in addition to how the games explore interface with other users). The section following these two sections expands on the idea of interfacing and usability, but delves into community responses of the games, and their playability, which involves both aspects of usability as well as usability with reference to “interfacing” within the game. This section highlights some of the user frustrations with the games in ways the strict evaluation of “usability” could not. Finally, with the stage set (as well as I could set it), I examine the relationship between design and narrative. That is, I examine how the design of the games in terms of usability, interface, and other design aspects builds into the overall narrative structure of the game.

En el presente trabajo se propone el diseño de un juego de rol en papel enfocado tanto en las mecánicas y la jugabilidad como en la narrativa que se presenta a los jugadores. Esto será posible gracias a la creación de un libro de reglas que muestre las normas del juego. El contexto para lograr crear este juego se realizará mediante un vistazo a la historia del género de juegos de rol, así como un estudio del género de fantasía y sus tipos. La intención final es, de este modo, que cualquiera pueda llegar a entender cómo funciona el juego y sea capaz de crear un personaje.

Diante dos desafios do ensino escolar em Geografia, que faça o aluno compreender as relações sociedade e natureza na sua realidade e o torne um sujeito crítico e atuante no seu espaço geográfico, os recursos didáticos se apresentam como ferramentas que rompem o cotidiano da aula tradicional, proporcionando novos meios de aprendizagem dinâmicos e prazerosos. É neste contexto que temos o RPG pedagógico como ferramenta de ensino. Para o ensino de Geografia a literatura é escassa, há uma necessidade de um olhar geográfico dentro do RPG pedagógico, para que o ensino de geografia não fique apenas na descrição do cenário do jogo. Como problemática temos: De que forma o RPG pedagógico como metodologia de ensino pode auxiliar no processo de ensino e aprendizagem das aulas de Geografia? O objetivo geral é analisar como o RPG Pedagógico como metodologia de ensino pode auxiliar na aprendizagem dos conteúdos de Geografia. Os objetivos específicos são: Investigar como o RPG pode auxiliar no processo de ensino aprendizagem das aulas de geografia; Discutir sobre as diversas metodologias de aplicação do RPG no ensino de Geografia, inclusive no contexto da educação inclusiva; Construir um material pedagógico (RPG) e intervindo no espaço escolar (aula de geografia). Os procedimentos metodológicos foram: pesquisa bibliográfica, análise teórica, preparação do material de RPG, intervenções nas aulas de Geografia da educação básica com feedback dos alunos através da aplicação de questionários e entrevistas com professores e a consequente tabulação dos dados coletados e análise dos resultados com a realização de gráficos. Através das intervenções de sessões de RPG em 4 turmas diferentes de 3 escolas foram colhidos resultados, que vieram a ratificar a importância e viabilidade do desenvolvimento de metodologias voltadas ao uso do RPG pedagógico, nas aulas de Geografia. Apesar de algumas dificuldades, a metodologia demonstrou ser satisfatória, pois os alunos puderam aplicar de modo prático seus conhecimentos para resolver situações problemas. Aprendizagens dentro do RPG foram possíveis, através da cooperação, socialização, criatividade e interdisciplinaridade.
Palavras Chave: Geografia, Educação, RPG, RPG Pedagógico, Jogos.

This paper reveals an affective and nostalgic foundational component of the “Japanese Role-Playing-Game (JRPG)” video game genre through an investigation of its history and use as seen on gaming blogs, forums, and videos. As a result of new technology, like the Microsoft Xbox Console, hitting the market in the early 2000s, the term JRPG started becoming popular as consoles and computers gained the capacity to play games that were previously exclusive to either one or the other. Prior to that, the dominant producer of video game consoles was Japan. As Western-made RPGs, which were generally made for computers, became increasingly more available for console play as a result of console-computer convergence, the term “JRPG” became a way for gamers to distinguish games that “felt” similar to RPGs made for Japan-made consoles in the 80s and 90s. Now the “Japan” aspect of the genre’s name is a way of negotiating identity and memory in a rapidly changing technological landscape, rather than being used specifically to identify a game’s country of origin. This genre, which runs counter to typical genre organizational schemes based on either game-play mechanics or narrative themes, further illuminates how memory and nostalgia can affect how players categorize their gaming worlds.