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Journal articles on the topic 'Character playing'
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Park, Anna E., and Tracy B. Henley. "Personality and Fantasy Game Character Preferences." Imagination, Cognition and Personality 27, no. 1 (September 2007): 37–46. http://dx.doi.org/10.2190/ic.27.1.d.
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The present study examined the relationship between personality and character preferences in fantasy computer role-playing games. Subjects were required to complete two measures: The Big Five Inventory and a survey designed to determine character preferences in fantasy computer role-playing games as well as relevant fantasy/gaming experiences. Several correlations were observed that generally support the hypothesis that individuals choose characters that are reflections of their own personalities. For example, individuals who scored high on extraversion tended to prefer characters that were described as charismatic. Likewise, agreeableness was correlated with preferences for characters with helping occupations and negatively correlated with more deviant occupations.
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Heldisari, Hana Permata. "Building Characters of Primary School Students Through Lagu Dolanan Anak (Kid’s Playing Songs) by Using The Role-Playing Method." Journal of Education Research and Evaluation 4, no. 1 (March 9, 2020): 1. http://dx.doi.org/10.23887/jere.v4i1.23324.
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Lagu dolanan anak as one form of culture that can be used as a means of conveying advice so that it is often assumed to be used as a means of character building in children. A form of preservation of lagu dolanan anak can be done through learning by using effective methods in achieving learning objectives. In this case, the purpose of learning lagu dolanan anak with the role-playing method was to understand the meaning of playing songs through learning activities of art and culture skills, with music art materials. Lagu dolanan anak studied wereAna Tamu, Cublak-Cublak Suweng, Dondhong Apa Salak, and Kuwi Apa Kuwi. The lyrics of those playing songs have been analyzed to have positive character values that are right taught to children. Through descriptive analytic from the facts, nature, the relationships between those lagu dolanan anak, role-playing learning method, and early characters building to studentswere described systematically, factually, and accurately. Learning lagu dolanan anak songs through the role-playing method contains nine-character values, namely independence, honesty, discipline, tolerance, hard work, creative, respect for achievement, and responsibility.
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Kastenmüller, Andreas, Tobias Greitemeyer, Stephen Fairclough, Daniel Waite, and Peter Fischer. "Playing Exergames and Sporting Activity." Social Psychology 44, no. 4 (July 1, 2013): 264–70. http://dx.doi.org/10.1027/1864-9335/a000111.
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Three studies were performed to investigate how identification with an exergame character increases motivation to perform physical activity and, in turn, actual physical activity. Study 1 showed that the extent to which players identified with their game character positively correlated with motivation to perform physical activity. Study 2 indicated that participants who were asked to write down similarities (high identification) compared with differences (low identification) between themselves and their exergame character strengthened their motivation to perform physical activity. Study 3 suggested that playing with a game character that looked similar to one’s own appearance (vs. controls) was accompanied by increased motivation to perform physical activity and a higher level of actual physical activity 1 week later. The level of physical activity required by an exergame had no significant influence on our results.
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James, D. M., M. J. Carré, and S. J. Haake. "Predicting the playing character of cricket pitches." Sports Engineering 8, no. 4 (December 2005): 193–207. http://dx.doi.org/10.1007/bf02844162.
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Aini, Nur. "Penerapan Metode Bermain Peran Mata Pelajaran Bahasa Indonesia Pada MI Kelas 2." Madrosatuna: Journal of Islamic Elementary School 2, no. 1 (March 1, 2019): 01. http://dx.doi.org/10.21070/madrosatuna.v2i1.1958.
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Role playing can be called a drama or imitating certain behaviors or characters that differentiate each student's position. With this method, students are expected to be able to issue their imagination in playing a character or living up to the character of a predetermined character. The research was conducted on 2nd grade students at MI Muhammadiyah 2 Kedungbanteng Tanggulangin, Sidoarjo. Method of role play a method that can be one of the solutions in the learning process in the classroom that allows learners or students the spirit in learning. And it can increase students learning interest so that students can sharpen their thinking to learn well and try hard to get a satisfactory value.
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Corredor, Javier Alejandro, and Leonardo Rojas Benavides. "Narrative and Conceptual Expertise in Massively Multiplayer Online Role Playing Games." International Journal of Gaming and Computer-Mediated Simulations 8, no. 1 (January 2016): 44–67. http://dx.doi.org/10.4018/ijgcms.2016010104.
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This article aims at investigating the differences among three groups having distinct levels of experience in massively multiplayer online role-playing games (MMORPG), when solving a character design task in the videogame World of Warcraft (WoW), and when planning how to use the character during gameplay. These groups consisted of inexperienced players, general experts in MMORPGs and specialized WoW domain experts. The evaluation showed that MMORPG experience developed character design abilities that could be applied to other videogames (e.g., general expertise skills). Such skills were related to the ability to identify deep features related to particular types of characters (e.g., Rogue). The results also showed that there are domain expertise specific abilities, which only experts in WoW have. Such abilities were related to building game descriptions that could be considered narrative in the cognitive sense of the term, because they include time, intention and interaction, and also to identifying WoW-specific variables.
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Carlomagno, Nadia, Alfredo Di Tore, and Maurizio Sibilio. "Role Playing and Perspective Taking." International Journal of Digital Literacy and Digital Competence 5, no. 2 (April 2014): 49–58. http://dx.doi.org/10.4018/ijdldc.2014040104.
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The rationale of this work combines the concepts of role playing and storytelling in the creation of an interactive virtual environment aimed at assessing and training students' perspective taking skill, or the ability of students in primary and secondary level to take the point of view of the characters of a narrative. The ability to take the perspective of others is extremely important from the cognitive point of view. Piaget has suggested that the moment we abandon the egocentric perspective in favor of the ability to take another point of view, takes place not earlier than seven years of age. Subsequent researches challenged the findings of Piaget. For this reason, the project will address children in the last years of primary school (aged 8-10) and the first level of secondary school (aged 11-13). From 8 years old then, in fact, the child, in the opinion of many researchers who have addressed this issue, should be out of the egocentric stage and should have acquired the skill of perspective taking. The goal of current stage is to create a tool that allows the students to take the point of view of the characters in a story and to make choices in the narrative, which are consistent with the role of the character played.
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Rustamaji, Devi sofa nurhidayah, and Cahniyo Wijaya Kuswanto. "Implementasi Pendidikan Karakter Anak Usia Dini melalui Metode Bermain Peran Usia 5-6 Tahun di Taman Kanak-Kanak An-Nahl Bandar Lampung." PAUD Lectura: Jurnal Pendidikan Anak Usia Dini 3, no. 01 (October 31, 2019): 1–9. http://dx.doi.org/10.31849/paud-lectura.v3i01.3080.
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Character education is considered very important to instill in children from an early age. Given the importance of forming these character values, character education can be developed by teachers by implementing character education through role playing methods. The formulation of the problem that the researchers proposed was how to implement character education for early childhood through the role playing method aged 5-6 years in An-Nahl Bandar Lampung Kindergarten. The purpose of this study was to find out about how the implementation of character education through the method of playing the role of early childhood in An-Nahl Bandar Lampung Kindergarten.This research method uses a qualitative descriptive approach involving 1 teacher and the number of 14 children while the object of the research is the implementation of early childhood character education through role playing methods aged 5-6 years at An-Nahl Bandar Lampung Kindergarten, data collected through observation, interviews, and documentation.The results of the study show that the implementation of character education through role playing methods is as follows with the steps: (1) The Teacher Gathered the Children to Give Direction and Rules of the Play, (2) The teacher discusses the Tools that Will Be Used by Children to Play, (3 ) The Teacher Shares the Assignment to Children Before Playing According to Groups To Not Fight, (4) Teachers Gather Children To Be Guided, Give Rules In Games, Accompany And Calculate Children, (5) Educators Only Watch Or Accompany Children In Role Playing, (6 ) Children Play As They Are, Children Can Switch When Bored. Based on the results of the study that the development of the character education of children who have not yet developed (0), began to develop (5), developed according to expectations (6), developed very well (3). This research describes how the teacher processes in implementing child character education and can be used as an alternative source in the process of implementing character education for early childhood.
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Poorman, Paula B. "Biography and Role Playing: Fostering Empathy in Abnormal Psychology." Teaching of Psychology 29, no. 1 (January 2002): 32–36. http://dx.doi.org/10.1207/s15328023top2901_08.
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In this article I describe a method of fostering empathy in undergraduate and graduate students of abnormal psychology. Students depicted a psychological disorder by writing a brief biography and then role playing the characters they developed. Students demonstrated understanding of the disorders by acting and interacting in a manner consistent with their character and diagnosing other student “characters” using criteria from the Diagnostic and Statistical Manual of Mental Disorders–IV (American Psychiatric Association, 1994). Interpersonal Reactivity Index (Davis, 1980) results indicated student empathy increased significantly after the exercises. Qualitative analyses of focus group interview data supported and augmented the quantitative findings. Students attributed complex gains to the exercises.
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Pamungkas, Joko, Amir Syamsudin, and Harun Harun. "Gamelan Bocah (GACAH): Penumbuhan Karakter Kebangsaan di TK Sari Asih Yogyakarta." AL-ATHFAL : JURNAL PENDIDIKAN ANAK 4, no. 2 (December 31, 2018): 199–210. http://dx.doi.org/10.14421/al-athfal.2018.42-07.
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This study aims to describe the children gamelan media in fostering national character values such as tolerance, responsibility, independence, adaptation, courtesy and discipline, and finalize the achievements of gross motoric development, fine motor skills, cognitive, and the early childhood art. This research method uses quasi-experiment. The variables consisted of playing children gamelan, children development, and national character values. The subjects were 16 students aged 4-6 years of Sari Asih Kindergarten, Catur Tunggal, Depok, Sleman, Yogyakarta. This research starts from learning using children gamelan media and observing children national character behavior as well as the achievements of the children development. Data collection techniques use observation sheets for national character behavior and unstructured interview guidelines. The data analysis technique uses descriptive-qualitative. The results showed that playing children gamelan can accelerate the stimulation of the values of tolerant, responsible, and children independent characters, and can finalize the achievement of gross and cognitive motor development.
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Utami, Erma Wahyu. "PENERAPAN METODE BERMAIN PERAN DALAM MENGEMBANGKAN KARAKTER DAN KECERDASAN LINGUISTIK PADA SISWA SMP KELAS VIII DI PASRAMAN PURNA LINGGA PONDOK GEDE." Jurnal PASUPATI 6, no. 1 (February 4, 2020): 88. http://dx.doi.org/10.37428/pspt.v6i1.175.
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This study discusses the learning method using the role playing method in Pasraman with the aim of developing Linguistic character and intelligence. This research was conducted in Pasraman Purna Lingga Pondok Gede. The background of this research is to develop learning methods to vary, because previously in Pasraman Purna Lingga using conventional methods or lecture methods. The lecture method is considered less attractive because students are only silent, listening and easily bored for the writer trying to apply the role playing method, where students participate actively in the learning process. This study uses a qualitative descriptive approach in which the data collection uses interview techniques, observation and documentation in the Purna Lingga Pondok Gede area. From the results of the study using the role playing method that is applied to students of Class VIII Middle School characters in students has developed well, by using simulations through drama scripts students can know and understand the characters that are in the Ramayana story and applied in everyday life. Whereas for linguistic intelligence class VIII students are already good at using language and fluent in talking about knowing the accuracy of intonation, pronunciation, facial expressions and fluent in delivering the drama script. Keywords: Methods of Role Playing, Character, Linguistics
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Pertiwi, Eky Prasetya, and Ianatuz Zahro. "OPTIMALISASI PENDIDIKAN KARAKTER ANAK USIA DINI MELALUI SENTRA BERMAIN PERAN DI PAUD LAB SCHOOL IKIP PGRI JEMBER." Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini 3, no. 2 (January 30, 2019): 1–11. http://dx.doi.org/10.24903/jw.v3i2.262.
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Character education is a necessity because education does not only make students smarter, but also has to have character and manners so that its existence as a member of society becomes meaningful to itself. Ages 5-6 years need to be introduced about values about good and bad, right and wrong from an early age. This is expected so that what has been introduced to children from an early age can be embedded and attached until the child grows and develops in the next stage. The form of teaching in forming a good person is one of them with character education. Character education needs to be optimized. One way to optimize character education is through role playing centers. This study aims to optimize character education in early childhood through role playing centers. Data is collected through observation, field notes, interviews, and documentation. This research is a type of classroom action research. This research was carried out collaboratively between principals, class teachers and researchers. The action aims to improve the character values of children through role play centers. Research activities include: planning, implementing, collecting data and analyzing information data. This research was conducted at an early childhood education institution at PAUD Lab School Ikip Pgri Jember. The results of the study found that role playing centers can be used as an effort to optimize character education for early childhood through: Habitual understanding of behavior in role playing, The emergence of Self Awareness in Children in Role Playing, Understanding of Dialogues about Character Values.
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Burgess, Jacqueline, and Christian Jones. "The Female Video Game Player-character Persona and Emotional Attachment." Persona Studies 6, no. 2 (March 16, 2021): 7–21. http://dx.doi.org/10.21153/psj2020vol6no2art963.
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This research, using online qualitative survey questions, explored how players of the PlayStation 4 console game, Horizon Zero Dawn, formed emotional attachments to characters while playing as, and assuming the persona of the female player-character, Aloy. It was found that the respondents (approximately 71% male) formed emotional attachments to the female player-character (PC) and non-player characters. Players found the characters to be realistic and well developed and they also found engaging with the storyworld via the female PC a profound experience. This research advances knowledge about video games in general and video game character attachment specifically, as well as the emerging but under-researched areas of Persona Studies and Game Studies.
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RODRIGUES, Priscila, and Arlene Leite NUNES. "Brincar: um olhar gestáltico." PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 16, no. 2 (2010): 189–98. http://dx.doi.org/10.18065/rag.2010v16n2.8.
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The current article has as objective understanding playing in the view of the Gestalt-therapy. Playing and the performance of the gestalt-therapist excites some interesting questions, in this way, the relevance of this research became in function of playing allied with Gestalt-therapy and its clinical functions. This work presents the results of a qualitative research with phenomenological character, approaching playing in the view of gestalt-therapists who work with children. Data analysis has gone through four stages according to the proposal of Amedeo Giorgi and more three of Antonio Coppe, which revealed the essence, structure and the sense configuration of the theme, from the apprehended elements of the experience of all the participants. Seven signification units have been identified that revealed the contribution of the Gestalt-therapy in playing, the diversity of possibilities of playing, its understanding and configuration as well as the skills, knowledge and difficulties to act in this area. Thus, could be rethink playing under the optics of the relation: to play and Gestalt-therapy and abilities to act in the infantile Gestalt-therapy. Beyond to contribute exercising an edifying of knowledge based on assumptions of the Gestalt-therapy.
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Talbot, Thomas B. "Playing with Biology." International Journal of Gaming and Computer-Mediated Simulations 5, no. 3 (July 2013): 83–96. http://dx.doi.org/10.4018/jgcms.2013070106.
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Game-based medical simulations differ from other training modalities in that life processes must be simulated as part of the experience. Biological fidelity is the degree to which character anatomical appearance and physiology behavior are represented within a game or simulation. Methods to achieve physiological fidelity include computational physiology engines, complex state machines, simple state machines and kinetic models. Traditional games also employ health scores that can also be employed for medical gaming. The selection of technique to is dependent upon the goals of the simulation, the types of input expected of the user, the amount of development work possible and the level of fidelity required. Apparent biological fidelity, responsiveness to user inputs and the ability to correct mistakes is often more important than actual biological fidelity.
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Wiyani, Novan Ardy. "Implementation of Character-Based Central Learning Program in Kindergarten al-Irsyad al-Islamiyyah Purwokerto." International Journal of Emerging Issues in Early Childhood Education 1, no. 2 (March 24, 2020): 74–92. http://dx.doi.org/10.31098/ijeiece.v1i2.26.
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This research is naturalistic qualitative research aimed at describing the implementation of character-based learning center programs in kindergarten al-Irsyad al-Islamiyyah Purwokerto. The results showed that the implementation of learning centers carried out three main activities, namely the initial activities, opening activities, and core activities. In the core activities, three activities are carried out, namely the footing before playing, the footing when playing and the footing after playing. Internalization of character values in early childhood can be done both in the initial activities, opening activities, and core activities. Internalization of character values through center learning can be done optimally in the core activities. In stepping activities before playing children are introduced to the rules of the game that can make children have discipline. In the foothold when playing children play creatively and collaboratively according to the rules of the game. While in foothold activities after playing children are taught to be independent, namely by solving their problems and tidying up the toy equipment they use. The center learning program will be more effectively carried out to shape the character of students if it is accompanied by the implementation of habituation activities in the initial activities, opening activities, and final activities.
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Wiyani, Novan Ardy. "Implementation of Character-Based Central Learning Program in Kindergarten al-Irsyad al-Islamiyyah Purwokerto." International Journal of Emerging Issues in Early Childhood Education 1, no. 2 (March 25, 2020): 79–93. http://dx.doi.org/10.31098/ijeiece.v1i2.152.
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This research is naturalistic qualitative research aimed at describing the implementation of character-based learning center programs in kindergarten al-Irsyad al-Islamiyyah Purwokerto. The results showed that the implementation of learning centers carried out three main activities, namely the initial activities, opening activities, and core activities. In the core activities, three activities are carried out, namely the footing before playing, the footing when playing and the footing after playing. Internalization of character values in early childhood can be done both in the initial activities, opening activities, and core activities. Internalization of character values through center learning can be done optimally in the core activities. In stepping activities before playing children are introduced to the rules of the game that can make children have discipline. In the foothold when playing children play creatively and collaboratively according to the rules of the game. While in foothold activities after playing children are taught to be independent, namely by solving their problems and tidying up the toy equipment they use. The center learning program will be more effectively carried out to shape the character of students if it is accompanied by the implementation of habituation activities in the initial activities, opening activities, and final activities.DOI: http://doi.org/10.31098/ijeiece.v1i2.26
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Pamungkas, Joko, Suminto A. Suyuti, and Arif Rohman. "Character value that formed through learning the art of playing GACIL in early childhood." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1503–16. http://dx.doi.org/10.18844/cjes.v16i4.6004.
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One of the developments of children’s potential is the development of character values. This study aims to describe the character values formed during the learning process of the art of playing gamelan cilik (GACIL). This type of research is quantitative. The subjects of this study were 618 children aged 5–6 years from kindergarten. The data analyses used to describe the character values formed in early childhood are descriptive statistics, confirmatory factor analysis and network analysis. The results showed that there were nine character values that were successfully formed in early childhood during learning the art of playing GACIL, namely the love of God, independence, honesty, courtesy, generosity, hard work, justice, humbleness and tolerance. Character values in early childhood are 46.44% cultured, 10.84% evolving, 5.18% visible and 37.54% unseen. Generosity (DM) is a dominant character value that is formed in early childhood and there is a strong relationship between character values. This finding is a good alternative for kindergarten teachers in planting and inculcating character values through learning the art of playing GACIL based on local culture.
Keywords: Character, early childhood, gamelan cilik, learning, value.
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Machfauzia, Ayu Niza, Dr Djohan, and Phakkharawat Sittiprapaporn. "Intellectual character of metacognition in thinking strategies." Asian Journal of Medical Sciences 11, no. 1 (January 1, 2020): 51–56. http://dx.doi.org/10.3126/ajms.v11i1.26519.
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Background: Metacognition is one aspect of intellectual character about a concept that has been used to refer to a variety of epistemological processes. Metacognition essentially means cognition about cognition; that is, it refers to second-order cognitions: thoughts about thoughts, knowledge about knowledge or reflections about actions. Previous research explained that metacognition is useful in many educational settings and can be transferred from the music classroom to other subject areas.
Aims and Objective: This study aims to reveal aspects of student metacognition as a strategy used in playing music.
Materials and Methods: In this observational study, the spontaneous metacognitive behavior of students during guitar lessons in guitar classroom was analyzed.
Results: Data from interviews revealed that students were weak in metacognitive behavior, so that students do not use thinking ways of thinking. This is because the lecturer cannot promote metacognition by designing and implementing instructional strategies that encourage music students to engage in reflection, self-assessment, and thinking critically.Based on the results of research that has been obtained, it can be said that in playing music, especially in the guitar class, it is important to know what is known about the music that will be played.
Conclusion: Lecturers need to promote metacognitive awareness in students, so that students are able to develop their thinking strategies well in playing music, especially in guitar classes.
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Kartiko, Ari, and Edy Kurniwan. "Metode Bercerita Dengan Teknik Role Playing untuk Menumbuhkan Akhlak Mulia." Nazhruna: Jurnal Pendidikan Islam 1, no. 2 (August 21, 2018): 201–22. http://dx.doi.org/10.31538/nzh.v1i2.52.
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Education plays an important role in achieving the ideals of the Indonesian people in accordance with the formulation of the 1945 Constitution which clearly states that the purpose of education is to promote public welfare and educate the life of the nation, essentially the realization of these noble individuals of course it will balance the nation's intelligence in prospering the country. Based on this, education must be able to foster noble character so that later can produce generations that are intelligent and useful for the nation. The problem lies in how to cultivate noble character in students. School institutions by means of teacher teaching are central to instilling students' noble character. Therefore this study aims to find out how storytelling and role-playing activities can foster noble character. This study uses qualitative research with the type of research library. Research libraries are research techniques using book sources to develop science. Clear information and sources have been arranged systematically. Storytelling with role-playing techniques is something that students really like. This will be learning that can stimulate student activity. Inserting values into a story will be useful in developing a noble character. Noble character is a sincere and conscious act that arises from within a person. By telling stories, students will get knowledge about good grades and role-playing will provide opportunities for students to apply the knowledge gained. So that it will become good habits and emerge noble character in students.
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Kurniawan, Muhammad Hafiz. "Analyzing Genre of Character-Describing Cards in ‘Clash Royale’ Android Game." NOTION: Journal of Linguistics, Literature, and Culture 2, no. 2 (November 30, 2020): 104. http://dx.doi.org/10.12928/notion.v2i2.3162.
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Playing games is the most enjoyable activity for some teenagers. However, playing games nowadays can be considered both a wasting time activity because by playing games some of teenagers spend much time playing it and an addicting activity making the players anti-social persons because they tend to isolate them from their surroundings while playing. However, some android games can offer the good example as the learning materials for Discourse Analysis course. One of those is the game from Supercell ‘Clash Royale’ which is considered the famous games which most game players have ever played. The unique way of describing the game characters through the cards is the object of this analysis. The method of collecting the data of these games is by capturing the pictures of the Clash Royale games and other similar games using the screenshot feature which is available in smartphone. After capturing the pictures, they are transcribed into text and analyze them by comparing the way in describing the characters in the cards. The pictures are used to compare the structure of cards which are used to describe the game characters. The use of bending and blending genre which appear in describing the characters is used to arouse the humorous feeling among the game players without breaking the conventional structure of the genre.
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Nuryati, Nunung. "OUT DOOR AS LEARNING LEARNING CHARACTER CHILDREN EARLY CHILDREN AGE (Study Case in KB Nur Hidayah District of Kuningan)." Empowerment 7, no. 2 (September 30, 2018): 232. http://dx.doi.org/10.22460/empowerment.v7i2p232-238.773.
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Early childhood is a golden age called golden age. At this time the growth and development of children is very rapid and closely interconnected with each other such as physical growth, motor, emotional social, cognitive, language, and art. Character of children's independence has been achieved at this time one of them through learning outside the classroom or outdoor. The goal to be achieved through this research is to know and describe: 1). to know the objective condition of independence character before applying the learning of outdoor activities in Nur Hidayah Playing Group of Kuningan Regency. 2). know how to apply the learning of outdoor activities in improving the character of independence in the Playing Group Nur Hidayah District Kuningan. 3). knowing the result of independence character after applying outdoor learning activity in Nur Hidayah Playing Group of Kuningan Regency. This study uses qualitative research deskritif Source of this data is students in the Playing Group Nur Hidayah District Kuningan academic year 2017/2018, while the sample of the study amounted to 4 students into the case. The result of the research shows that: 1) the initial condition of the independence character of the child by the teacher is still relatively monotonous and conventional in that it is associated with the work which is limited to the learning that is related to the outdoor activities 2) the application of outdoor learning is done through the simple learning stages not complicated and can be followed by the child. 3). The results of the application of learning through outdoor activities in certain forms have contributed as in improving the character of independence of children in general, especially when starting to work with friends and the division of tasks with other friends meningkast significantly. Based on the results of the discussion that has been described learning activities with outdoor activities very positive impact on improving the character of independence of children in the Playing Group Nur Hidayah District Kuningan academic year 2017/2018. The result of obsevation of increasing the independence character of the children from before and after doing the application of outdoor activities showed the optimal and significant development.Early childhood is a golden age called golden age. At this time the growth and development of children is very rapid and closely interconnected with each other such as physical growth, motor, emotional social, cognitive, language, and art. Character of children's independence has been achieved at this time one of them through learning outside the classroom or outdoor. The goal to be achieved through this research is to know and describe: 1). to know the objective condition of independence character before applying the learning of outdoor activities in Nur Hidayah Playing Group of Kuningan Regency. 2). know how to apply the learning of outdoor activities in improving the character of independence in the Playing Group Nur Hidayah District Kuningan. 3). knowing the result of independence character after applying outdoor learning activity in Nur Hidayah Playing Group of Kuningan Regency. This study uses qualitative research deskritif Source of this data is students in the Playing Group Nur Hidayah District Kuningan academic year 2017/2018, while the sample of the study amounted to 4 students into the case. The result of the research shows that: 1) the initial condition of the independence character of the child by the teacher is still relatively monotonous and conventional in that it is associated with the work which is limited to the learning that is related to the outdoor activities 2) the application of outdoor learning is done through the simple learning stages not complicated and can be followed by the child. 3). The results of the application of learning through outdoor activities in certain forms have contributed as in improving the character of independence of children in general, especially when starting to work with friends and the division of tasks with other friends meningkast significantly. Based on the results of the discussion that has been described learning activities with outdoor activities very positive impact on improving the character of independence of children in the Playing Group Nur Hidayah District Kuningan academic year 2017/2018. The result of obsevation of increasing the independence character of the children from before and after doing the application of outdoor activities showed the optimal and significant development.
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Kartikawati, Dwi. "DEVELOPING THE NATIONAL CHARACTERS THROUGH STORYTELLING AND ROLE PLAYING ACTIVITIES IN ANNIZOMIYAH KINDERGARTEN LOCATED IN PEJATEN, SOUTH JAKARTA." Sakai Sambayan Jurnal Pengabdian kepada Masyarakat 4, no. 2 (July 15, 2020): 65. http://dx.doi.org/10.23960/jss.v4i2.141.
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National character development has never been this urgent due to the rapid development of science and technology as well as globalization nowadays. This effort can be done through storytelling since it is an effective way of the instillation of morality and character development for children of a young age. Animal-themed storytelling activities in Annizomiyah Kindergarten located in Pejaten, South Jakarta, aimed to encourage students to acquire, master and comprehend the noble values in the stories such as honesty, cooperation, etc. The tales were presented by role playing activities or interactive storytelling delivered by the students of Universitas Nasional Jakarta accompanied by their lecturers. Storytelling was one among their other various learning tools in respect of developing national characters. One of the evaluation results of these activities was that the students demonstrated high enthusiasm and abilities to interact with the storytellers. Furthermore, they were also able to answer questions regarding the stories and provided examples in their daily lives. These aforementioned activities had also improved their verbal communication abilities through a question and answer session. In conclusion, interactive storytelling is an effective way to obtain the goals of this school in regards to the character development since noble values can easily be instilled in young children’s mind through interesting and compelling stories so that they will grow as individuals with good moral characters.
KEYWORDS: Characters, Storytelling, Role playing.
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Smahel, David, Lukas Blinka, and Ondrej Ledabyl. "Playing MMORPGs: Connections between Addiction and Identifying with a Character." CyberPsychology & Behavior 11, no. 6 (December 2008): 715–18. http://dx.doi.org/10.1089/cpb.2007.0210.
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Jennings, Amanda Brooke, and Madeline Messer. "Paying to play: an economic experiment examining children’s avatar preferences and their willingness to pay for them." Young Consumers 20, no. 3 (August 8, 2019): 219–35. http://dx.doi.org/10.1108/yc-12-2018-0910.
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Purpose The purpose of this study is a formal experimental economics test of results found in a study designed and executed by a 12-year-old who was concerned about what she perceived to be bias in gaming applications (apps) that provided male avatar characters for no cost but required in-app purchases to access female characters. The present study was designed to test empirically whether children have a revealed preference for same-gendered characters and whether such preferences are dependent on the cost of the characters. Design/methodology/approach Children from 6 to 16 years of age were recruited to participate in a framed field economics experiment in which they would earn actual money and be given opportunities to spend it on in-game avatars they could then use to continue to play. Additionally, a survey gathered data on participants’ stated preferences and experiences playing game apps on mobile phones. Findings Children do prefer to play a character of the same gender; however, they are more likely to remain the default character if choosing a different character costs money. When asked to say why they picked their character, children report most often that it is based on either the characters’ appearance or gender, followed by perceived character abilities, liking the character and the cost of a character. A vast majority (90 per cent) of children felt both male and female characters should be free. Research limitations/implications This research was limited because the experiment simulated in-app purchases but could not offer the permanence of real-world in-app purchases. Players in the experiment could not “keep” the character if they chose to pay for it. The authors adjusted for this by making the cost to change character gender much lower than it would be in the game (25 cents in the study vs approximately $10 in the app). Future research could explore ways to make in-app purchases during the study permanent for players to test if the permanence of the purchase results in greater willingness to pay to switch character gender. Practical implications This research has practical implications for video game designers. As both male and female players prefer to play with characters of the same gender, and having a cost to play a character reduces switching behavior, it is possible that having a cost for female characters reduces the popularity of the game with female players. This is especially relevant for endless running games as these games are preferred more by women than men. By making female characters free, default character and developers may increase the popularity of these games with female players. Originality/value This study adds to the body of literature about gender and video game preferences because prior studies relied solely on stated preferences about characters (using surveys and self-reported behaviors) and not on revealed preferences (observed behaviors). Additionally, this study examines character gender preferences in a casual game, while most prior studies have examine preferences in massively multiplayer online role-playing games.
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Tukachinsky, Riva. "Playing a Bad Character but Endorsing a Good Cause: Actor-character Fundamental Attribution Error and Persuasion." Communication Reports 33, no. 1 (November 13, 2019): 1–13. http://dx.doi.org/10.1080/08934215.2019.1691618.
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Soviero, Diana. "On Playing Madame Butterfly." New Theatre Quarterly 11, no. 41 (February 1995): 12–16. http://dx.doi.org/10.1017/s0266464x00008836.
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We rehearsed here at the Bastille for eight weeks, very slowly. Every finger, every movement was specific because of the lighting. The lighting is one of the most important things in the show. He has about four hundred and fifty lights on the sides and above. We could not, for instance, be parallel to each other. We always had to be on a diagonal, because the lights from the side would shadow. My hands are very important in the production because they are lit at every angle. They are made up very much. My whole body's made up. Every gesture, every point of every finger, is at the character; and every movement reflects the light. If my fingers are open, the light comes through. If I close them, that means I'm angry and I let no light in. It's really incredible. He's a genius, the man, he's a genius.
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Black, Daniel. "Why Can I See My Avatar? Embodied Visual Engagement in the Third-Person Video Game." Games and Culture 12, no. 2 (May 22, 2016): 179–99. http://dx.doi.org/10.1177/1555412015589175.
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This essay seeks to answer two questions raised by the success of video games where the player looks at the character she is playing rather than seeming to inhabit the same coordinates as the character within the game space. First, why is the experience of playing these games not innately inferior to that of playing games with a first-person point of view, given that the sense of being a character sensing and acting inside the game space could be expected to be much stronger when the character’s body seems to be one’s own rather than a separate entity in the game space? And second, if the first-person point of view is so “immersive” and provides such a sense of being “inside” the representational space as is sometimes claimed, why has it never been so prominent in other audiovisual entertainment media such as film and television?
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Hidaya, Nurman, and Yasipin Aisna. "Pendidikan Karakter Anak Usia Dini sebagai Upaya Peningkatan Karakter Bangsa : Literature Review." Jurnal Hawa : Studi Pengarus Utamaan Gender dan Anak 2, no. 1 (June 28, 2020): 11. http://dx.doi.org/10.29300/hawapsga.v2i1.2793.
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ABSTRACTThe decline in the quality of the nation's character is characterized by the number of cases popping up that are not in accordance with norm values such as; rampant corruption, theft, murder, rape and juvenile delinquency cases such as brawls, free sex and drug abuse, to overcome this it is necessary to character education for children from an early age. The purpose of writing to find out how to improve the character of the nation based on Evidence Based. In the process of searching literature, several databases are used such as Pubmed, NCBI, goole shoolar and sciencedirect. It is expected that parents will set an example and instill good character in children and play a useful role playing game and prevent children from seeing unfavorable characters in the environment. With character education will develop the basic potential to be kind, think well, and behave well. Strengthening and building multicultural children's behavior, enhancing the competitive civilization of students in society. Keywork: Parenting, Game Types and Character Building
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Goracci, Giada. "Playing it Fashionably Queer: Mae West’s Performing Sexuality." Pólemos 10, no. 1 (April 1, 2016): 63–80. http://dx.doi.org/10.1515/pol-2016-0004.
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Abstract “Marriage is a fine institution, but I’m not ready for an institution.” With this challenging innuendo, the American actress and author Mae West offers an insight into gender performativity and heteronormativity through marriage in a period, the “Roaring Twenties,” in which sexual and gender politics could not be put into scrutiny. Her vamp persona and the elaborated iconography that she crafted on her character gave birth to a meticulous semiotics of the body that eventually undermined the American social context of the time fostering on the one hand, an image of heterosexual desire, and on the other hand an appealing icon to a gay market. This article ventures a queer-oriented perspective on West’s charismatic character and on the intertwined effects that tie semiotics to body language, especially focussing on the plays Sex (1926) and The Drag (1927).
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Dore, Rebecca A., Eric D. Smith, and Angeline S. Lillard. "Children Adopt the Traits of Characters in a Narrative." Child Development Research 2017 (February 5, 2017): 1–16. http://dx.doi.org/10.1155/2017/6838079.
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Adults adopt the traits of characters in narratives, but little is known about whether children do so. In Study 1, 7- and 10-year-olds (N=96) heard a 2.5-minute recording about a professor or cheerleader. Reporting higher engagement in the professor narrative related to more time playing with an analytical toy (a Rubik’s cube), whereas reporting higher engagement in the cheerleader narrative related to less time playing with Rubik’s cube. However, although children were randomly assigned to a narrative, within condition children may have had preexisting personality differences causing them both to become more engaged in that narrative and also to behave more like that character afterwards. To control for this possibility, in Study 2 children (N=104) were given perspective-taking or objective instructions. Interestingly, both instructions created higher engagement than in Study 1, resulting in main effects of narrative. Children in the professor condition, compared to those in the cheerleader condition, spent more time playing with Rubik’s cube and self-reported higher levels of professor-relevant characteristics (e.g., smart, good at teaching). These studies show that, by the elementary school years and particularly when highly engaged in a narrative, children adopt the traits of a narrative’s central character.
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Arifah, Kurnia Fitri, Riyadi Santosa, and Ngadiso Ngadiso. "ROLE PLAYING AS TECHNIQUE FOR TEACHING SPEAKING TO HELP DEVELOPING THE STUDENTS’ CHARACTER." Research and Innovation in Language Learning 1, no. 2 (May 18, 2018): 67. http://dx.doi.org/10.33603/rill.v1i2.1068.
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Teaching speaking gives opportunity to provide fluency practice for language learners. The students can practice to speak by role playing as one of techniques in teaching speaking. However, students with the high speaking ability are worthless without good morals. For this reason, today the teacher has responsibility towards the student’s character. Unfortunately, the character building for students cannot be taught in isolation because it is not included in language skills. Therefore, the character building should be infused to the teaching learning process. This paper addresses the issue of role play as a technique in teaching speaking and developing students’ character.
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Smith, Jennifer. "Voices, Combat, and Music." Journal of Sound and Music in Games 2, no. 2 (2021): 42–62. http://dx.doi.org/10.1525/jsmg.2021.2.2.42.
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Role-playing video games can highlight a sense of player identification with a pre-made player-character through the inclusion of the voice; this can include diegetic character dialogue, the non-diegetic sung voice, and voice-overs. Ensuring that the player can connect with their player-character on an individual level is key to forming a suspension of disbelief and immersion with a game. Final Fantasy XV emphasizes collaboration between the player, player-characters, and non-playable characters during combat, cutscenes, and exploration. This camaraderie effect actively engages the player with multiple characters through the constant use of the diegetic spoken voice to communicate between the player-character, Noctis, and the three other character identities, Prompto, Ignis, and Gladiolus. The game’s opening rendition of Ben E. King’s “Stand by Me,” performed by Florence + the Machine, provides the player with four narrative themes that are present throughout the game. These themes include a coming-of-age story, character relationships, and the development of a greater evil within the narrative. Unique in its position as a pre-composed song, “Stand by Me” plants the idea that the player will not be alone in their journey, as character allies will stand by Noctis, from the beginning of the game. Final Fantasy XV uses vocalizations in both the diegetic and non-diegetic audio space in order to reflect the characteristics of the playable characters. The vocal relationship between the player’s characters provides directional feedback and information for the player within combat, alongside foretelling the stories of certain characters.
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Park, Sung-Wan, and Mi-Jin Kim. "State Change of Clothing by Character Classes in Role-Playing Games." Joural of the Korea Entertainment Industry Association 9, no. 4 (December 31, 2015): 1. http://dx.doi.org/10.21184/jkeia.2015.12.9.4.1.
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Wucher, Joshua. "“Let's Get Into Character”: Role-Playing in Quentin Tarantino's Postmodern Sandbox." Journal of Popular Culture 48, no. 6 (December 2015): 1287–305. http://dx.doi.org/10.1111/jpcu.12360.
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Williams, Russell Blair. "The Social Facilitation of Performance, Engagement and Affect in a Complex Videogame." International Journal of Gaming and Computer-Mediated Simulations 11, no. 1 (January 2019): 1–17. http://dx.doi.org/10.4018/ijgcms.2019010101.
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The objective of this study is to analyze the social facilitation of performance, intrinsic engagement, state hostility, and targeted affects in a computer-based driving game where social actors are competitors. This is a quasi-experimental study with 97 Gulf Arab women. Social facilitation of absolute performance does not take place while it does for relative performance. There is no difference in state hostility based on social facilitation, but there is in targeted affect. Intrinsic engagement and extrinsic motivation are both facilitated by human opponents. There is a negative relationship between intrinsic engagement and state hostility across conditions. There is evidence that the experience of playing a game character and playing a person is substantially different. The two most powerful predictors of performance and affect are intrinsic engagement and videogame interest when playing a person. Weekly hours of console play are added to those two when playing a game character.
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Kusuma, Shinta, Hirwan Kuardhani, and Rukman Rosadi. "Penciptaan Peran Tokoh Xiau Mei dalam Naskah Senja dan Penantian Karya Hernandes Saranela Terinspirasi dari Film The Chinese Widow." Dance and Theatre Review 3, no. 2 (October 20, 2020): 82. http://dx.doi.org/10.24821/dtr.v3i2.4420.
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The Creation of the Character of Xiao Mei in the Play Script of Senja dan Penantian by Hernandes Saranela Inspired by The Chinese Widow Film. The script of Senja dan Penantian written by Hernandes Saranela, tells about the waiting of a Chinese descent girl waiting for her lover to return from the battlefield. This realism script of the play presents its challenges and requires a lot of references. The Chinese Widow film is a source of ideas. Ying's character as the main character is lovely because the play's depth brings out firm acting details. The actress made a series of observations and used the presentation approach to creating the Xiao Mei's character. The creation of this work aims to describe how the actress can portray the character's inner act by using Stanislavski's acting method. In her acting, the actress attains awareness of playing her roles to make the weakness of Xiao Mei's character's strength and uniqueness.Keywords: actor; acting; film
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Peña, Jorge, Jannath Ghaznavi, Nicholas Brody, Rui Prada, Carlos Martinho, Pedro A. Santos, Hugo Damas, and Joana Dimas. "Effects of Human vs. Computer-Controlled Characters and Social Identity Cues on Enjoyment." Journal of Media Psychology 31, no. 1 (January 2019): 35–47. http://dx.doi.org/10.1027/1864-1105/a000218.
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Abstract. This study explored how group identification, avatar similarity identification, and social presence mediated the effect of character type (avatars or agents) and social identity cues (presence or absence of avatars wearing participants’ school colors) on game enjoyment. Playing with teammate avatars increased enjoyment indirectly by enhancing group identification. In addition, the presence of social identity cues increased enjoyment indirectly by augmenting identification with one’s avatar. Unexpectedly, playing in multiplayer mode in the presence of social identity cues decreased enjoyment, whereas playing in multiplayer mode in the absence of social identity cues increased enjoyment. Social presence was not a reliable mediator. The findings supported media enjoyment and social identity theories, and highlighted how virtual character type and identification processes influence enjoyment.
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Pramasanti, Rifa, Dhi Bramasta, and Subuh Anggoro. "IMPLEMENTASI PENDIDIKAN KARAKTER TANGGUNG JAWAB DAN KERJA SAMA DI DALAM PEMBELAJARAN TEMATIK KURIKULUM 2013 DI SD NEGERI 2 BERKOH." PENDAS MAHAKAM: Jurnal Pendidikan Dasar 5, no. 1 (June 14, 2020): 35–40. http://dx.doi.org/10.24903/pm.v5i1.457.
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Character education is also a vehicle for the socialization of characters that should be possessed by a human child to make them the noble creatures on earth. Character education requires habituation. Behavior of learners can be developed through character analysis that is developed within core competencies such as the character of responsibility. The sense of responsibility also influences students' learning achievement, while the character of cooperation can be raised in learning activities in class through group activities. In collecting data and information needed in research, the authors use data collection techniques or interviews with interviews, observations, and documentation. The character education of responsibility and cooperation in the 2013 curriculum thematic learning has been carried out in SD Negeri 2 Berkoh. In SD Negri 2 Berkoh Character of responsibility can be applied through doing homework, learning in class, doing assignments from the teacher while the character of cooperation can be applied through group work, playing in class, respecting the opinions of others. The implementation of responsibility character education and cooperation in the 2013 thematic learning at SD Negeri 2 Berkoh can be done through various activities such as learning activities, guidance, spontaneous activities, exemplary and habituation.
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Djuanda, Isep, and Hikmah Maryliana. "Implementasi Pendidikan Karakter Pada Anak Usia Dini (Penelitian di Raudhatul Atfaal Nurul Ikhlas Depok)." Alim | Journal of Islamic Education 2, no. 2 (December 25, 2020): 185–98. http://dx.doi.org/10.51275/alim.v2i2.184.
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This study aimed to perceive the implementation of character education for young learners in RA Nurul Ikhlas and discover the supporting factors and obstacles in implementing the program.
Conducted using a qualitative method, the study resulted in the findings of definitions, concepts, characteristics, and phenomena on the implementation of character education for young learners in RA Nurul Ikhlas. The data was collected by observation, interview, and document analysis. The data analysis was conducted by applying Miles and Hubermen’ theory, which consisted of data reduction activity, data presentation, and conclusion drawing.
The findings showed that: 1) Character education implementation in RA Nurul Ikhlas was conducted by scheduled activities, habits and merits, and learning by playing approach. Character education curriculum based on 9 character-pillars with center and circle learning model as well as various methods and evaluation: 2) the supporting factors for implementing character education are lesson plans integrated with character values, teachers’ competences, and school support. Meanwhile, the obstacles that hindered the implementation are as follows: a. the harmony between schools and homes in applying characters values are not favorable, b. less-conducive environment, c. uncontrolled or less-educated use of gadget, television, and internet
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Wulandari, Antonina Pantja Juni. "The Description of Resilient and Competitive Characters of The Senior High School Students in Jakarta." Humaniora 7, no. 2 (April 30, 2016): 211. http://dx.doi.org/10.21512/humaniora.v7i2.3524.
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Article described resilient and competitive characters of Senior High School students in Jakarta. This research used the descriptive quantitative research methodology. The population in this research was taken from class 12 students of Senior High School in Jakarta. The sample-taking technique used non-probability sampling. The data collection used the questionnaires given to Senior High School students around Jakarta. The questionnaire consists of two psychological measuring instruments, namely resilient and competitive characters. The measuring instrument for the resilient character was taken from the resilience theory, Resilience Scale (RS), which was developed by Wagnild and Young. The measuring instrument for the competitive character was taken from the achievement motivation theory that is the motivation to encourage a person to be successful in competition with a standard of excellence. Based on the result of this research, the average value of the resilient character is 2.98, while the average value of the competitive character is 2.92. The largest resilient character category is in the high category with the percentage of 59%, while the largest competitive category is in the high category with 224 students and the percentage of 58%. The suggestion for the school is that the teaching of resilient and competitive characters can be presented in the example, definition, discussion, and role-playing. The suggestion for the teacher is to give rewards for students with good characters. The reward is not only for the achievement, but students with good character should be praised to maintain their behavior and use it as the model for other students. The suggestion for the next researcher is that the qualitative research can be used to observe resilient and competitive character from family or school.
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Spielvogel, Laura, and Christian Spielvogel. "Play a starring role in your textbook: A digital web platform with an embedded role-playing game." Learning and Teaching 7, no. 2 (June 1, 2014): 72–83. http://dx.doi.org/10.3167/latiss.2014.070205.
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In this report, we introduce our digital e-textbook web platform with an integrated role-playing game, which has been created for 'introduction to anthropology' courses. We believe that textbooks have the potential to do more to motivate students' pursuit of learning if their material (topically organised chapters supported by leading theories, concepts and ideas in a discipline) is tied to an engaging role-playing narrative whereby students can access, analyse, critique and apply information as characters in a simulation. Thus, we have created a two-sided platform that allows students to flip between a macro context and a role-playing simulation. The macro context explores the challenges and rewards of fieldwork, the politics surrounding ethnographic representation and the contested theories of culture. These issues are typically covered in a print-based anthropology textbook but here they have additional digital features. These topics are then applied in a role-playing simulation, Marriage of Cultures, that allows each student anonymously to play a character in a three to four week, open-ended narrative structured around the imaginary wedding of a Japanese bride and her Italian-American groom.
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Yadnyawati, Ida Ayu Gde. "BUILDING CHILDREN’S CHARACTER THROUGH TRADITIONAL BALINESE GAME: MEGALA-GALAAN REVISITED." International Journal of Interreligious and Intercultural Studies 1, no. 1 (October 1, 2018): 62–70. http://dx.doi.org/10.32795/ijiis.vol1.iss1.2018.37.
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Character is the values of human behavior associated with God Almighty, self, fellow human, environment, and nationality embodied in thoughts, attitudes, feelings, words, and deeds based on religious norms, law, etiquette, culture, and customs. Character education, according to Thomas Lickona (1991), is the education to shape the personality of a person through character education, whose results that can be seen in the actual actions of a person that are considered good, honest, responsible, respectful of the rights of others, hard work, and others. Building the character of children can be done through a traditional Balinese game called megala-galaan. This game is often played with accompaniment of singing Goak Maling Taluh. The poem Goak Maling Taluh sound simple with rhythm or easy rhythm, and the author was still anonymous until now. Behind the simplicity of his poetry hides a deep philosophical meaning about the nature of karma phala. The megala-galaan game with the singing Goak Maling Taluh implementation of fun learning concepts, a traditional Balinese educational concept that emphasizes aspects of learning while playing, and playing while learning.
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Williams, Russell Blair. "The Social Facilitation of Performance, Emotions, and Motivation in a High Challenge Video Game." International Journal of Gaming and Computer-Mediated Simulations 11, no. 3 (July 2019): 38–54. http://dx.doi.org/10.4018/ijgcms.2019070103.
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The objective of this study is to analyze motivation, performance, state hostility, and targeted affect in a computer-based car racing game when social actors are opponents, and when game characters are opponents. This is a between-subjects, experimental, study of social facilitation with 97 Gulf Arab women. The social facilitation of performance and finishing time does not take place. There is no difference in state hostility based on social facilitation, but there is in emotions targeted at opponents. People are viewed more positively than NPCs after play. Intrinsic engagement and extrinsic motivation are both facilitated by the presence of human opponents. There is evidence that the experience of playing a game character and playing a person is substantially different even though the outcomes of performance and state hostility are not.
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Caloian, Cezarina Florina. "The Hybrid Character - between the Representations of the Middle Ages and Today’s Art." Anastasis. Research in Medieval Culture and Art 7, no. 1 (May 29, 2020): 125–36. http://dx.doi.org/10.35218/armca.2020.1.07.
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This paper is a study of the fantastic character throughout the history of human civilization. This type of character has evolved from the hybrid creatures playing a divine role in the art of Assyro-Babylonian civilizations and of Ancient Egypt, to the monstrous characters of the Middle Ages which served as substitutes for sin and the force of evil, visible in the entrelacs of illuminated manuscripts or the gargoyles guarding the walls of Gothic cathedrals, to the characters of non-human origin in children’s book illustrations, and up to the characters found in fantasy films or today’s hybrids, who are in a perfect relationship with technological and cultural evolution. The paper discusses some original visions and working methods, from the slightly humorous portraits signed by Arcimboldo, the hybridization of animal kingdoms, in a much more tragic register, in the works of Hieronymus Bosch or the fantastic character used as a weapon of political and moral satire in the works of Goya and Grandville, to the unexpected, occult and mysterious visions of Ernst Fuchs’ creations or the imaginary universe populated by hybrid beings, of ‘extra-terrestrial origin, found in the works of HR Giger.
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Sulastri, Sulastri, and Fahmi. "Peningkatan Karakter Jujur Melalui Kegiatan Role Play pada Anak di TK Aisyiah 4 Beringin Sakti Pagar Alam Selatan." AL-ATHFAL : JURNAL PENDIDIKAN ANAK 5, no. 1 (June 27, 2019): 69–82. http://dx.doi.org/10.14421/al-athfal.2019.51-05.
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The purpose of this study was to determine the honest character improvement taught at an early age at TK Aisiyah 4 in group B children in the city of Pagar Alam. The character education in the school uses the role playing method. The form of research used is Classroom Action Research. Classroom Action Research Method (PTK) used is applying the role playing method which includes several stages, namely planning (planning), action (acting), observation (observing) and reflection (reflecting). Data collection techniques use observation and documentation of student activities. Based on the results of the assessment in the first cycle, it is known that the honest character level of children is at the stage of developing (MB), namely the Achievement Level of Development of 30.27 and then increasing in the second cycle of child development achievement level of 7.54 with criteria developing hope (BSH).
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Si, Mei, and Stacy C. Marsella. "Encoding Theory of Mind in Character Design for Pedagogical Interactive Narrative." Advances in Human-Computer Interaction 2014 (2014): 1–10. http://dx.doi.org/10.1155/2014/386928.
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Computer aided interactive narrative allows people to participate actively in a dynamically unfolding story, by playing a character or by exerting directorial control. Because of its potential for providing interesting stories as well as allowing user interaction, interactive narrative has been recognized as a promising tool for providing both education and entertainment. This paper discusses the challenges in creating interactive narratives for pedagogical applications and how the challenges can be addressed by using agent-based technologies. We argue that a rich model of characters and in particular a Theory of Mind capacity are needed. The character architect in the Thespian framework for interactive narrative is presented as an example of how decision-theoretic agents can be used for encoding Theory of Mind and for creating pedagogical interactive narratives.
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Kowalski, Christopher L., and Wade P. Kooiman. "Comparative Analysis of Coaches’ Self-Efficacy and Parents’ Perception of Coaches’ Efficacy." Journal of Coaching Education 6, no. 1 (May 2013): 4–22. http://dx.doi.org/10.1123/jce.6.1.4.
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Coaches influence children’s experiences in sports and have a significant impact on the psychosocial development of young athletes. It is important to understand the coaching-related components of youth sports, including game strategy, motivation, teaching technique, and character building. Coaching efficacy is multidimensional, has a number of sources, and highlights relationships that exist between the coach, athlete, and team. In the present study, parents and coaches’ perceptions of coaching efficacy were examined to see what variables may affect their responses. Coaches’ character-building efficacy was influenced by previous playing experience. Parents’ perceptions of coaches’ efficacy were collectively influenced by parents’ previous playing and coaching experience, attendance at sport-specific educational sessions, and the perceived ability of their child’s team.
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Raskin, Jonah. "The Master of Nasty." Boom 2, no. 4 (2012): 87–95. http://dx.doi.org/10.1525/boom.2012.2.4.87.
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Raymond Chandler relished finding names for his quirky characters, including Philip Marlowe, the pipe-smoking, chess-playing private eye—a literary kinsman to Sam Spade, Dashiell Hammett’s solitary sleuth—whom I first met in the pages of fiction as a teenager and whom I have known more than fifty years. Sometimes the names are dead giveaways about the morality or immorality of the character, sometimes they’re opaque, but I’ve always found them intriguing and an open invitation to try to solve the mystery myself.
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Brown, Steven, Peter Cockett, and Ye Yuan. "The neuroscience of Romeo and Juliet : an fMRI study of acting." Royal Society Open Science 6, no. 3 (March 2019): 181908. http://dx.doi.org/10.1098/rsos.181908.
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The current study represents a first attempt at examining the neural basis of dramatic acting. While all people play multiple roles in daily life—for example, ‘spouse' or ‘employee'—these roles are all facets of the ‘self' and thus of the first-person (1P) perspective. Compared to such everyday role playing, actors are required to portray other people and to adopt their gestures, emotions and behaviours. Consequently, actors must think and behave not as themselves but as the characters they are pretending to be. In other words, they have to assume a ‘fictional first-person' (Fic1P) perspective. In this functional MRI study, we sought to identify brain regions preferentially activated when actors adopt a Fic1P perspective during dramatic role playing. In the scanner, university-trained actors responded to a series of hypothetical questions from either their own 1P perspective or from that of Romeo (male participants) or Juliet (female participants) from Shakespeare's drama. Compared to responding as oneself, responding in character produced global reductions in brain activity and, particularly, deactivations in the cortical midline network of the frontal lobe, including the dorsomedial and ventromedial prefrontal cortices. Thus, portraying a character through acting seems to be a deactivation-driven process, perhaps representing a ‘loss of self'.