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Hagvall, Martin. "RULES AND BEYOND: THE RESURGENCE OF PROCEDURAL RHETORIC : A Literature Review in Game Studies." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11615.
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How do games express meaning and participate in societal development? A significant contribution to the scholarly efforts that seek to answer such questions takes the rule-based properties of games as its starting point. Termed Procedural Rhetoric, the theory is tightly interwoven with major research questions in Game Studies, yet is under-researched and lacks clarity in several respects. This paper conducts an exploratory, qualitative literature review of the theory to address the lack of information about accumulated knowledge. It discovers new perspectives that may help chart a future for the theory and for Game Studies more broadly. Three possible paths forward are also outlined. A New Agenda is suggested in which game rules and procedures are (re)instated at the core of the analysis but new perspectives are embraced concerning the role of players and of developers, the societal context, and the contributions of the researchers and the educators who study them.
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Gunder, Anna. "Hyperworks : on digital literature and computer games /." Uppsala : Avd. för litteratursociologi vid Litteraturvetenskapliga institutionen i Uppsala, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4517.
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Johansson, Daniel. "Complex Systems in Video Games : a literature survey." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4990.
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The idea that emergent content generation for video games will add depth to the gameplay experience is something often mentioned. With this article I want to make a connection between the science of complex systems and emergence, and the area of video game research and development. Not only does emergent content generation add depth to gameplay experience, it would also reduce the stress on developers, if diverse content could be generated automatically. I have conducted a keyword search on 412 articles from renown conferences with the following keywords: complex system", "emerg", and "spontaneous". The results show that while emergence is quite popular in the fi eld of video game research, complex system as a term is not.
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Smith, Charlotte Palfreyman. "Identification Through Inhabitation in Literature, Film, and Video Games." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3257.
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In real life we each experience the world separately through our individual bodies, which necessitates what Kenneth Burke calls "identification." In this paper, I assert that as artistic media have structured our aesthetic experience in a way that increasingly resembles our lived, embodied experiences, our identification with fictional characters requires less imaginative effort and is more automatic and powerful. I will show this by analyzing how we inhabit characters through sensory engagement, point of view, and narrative form in literature, film, and video games (specifically action/adventure games, RPGs, and MMORPGs). I will then build off of Burke's foundational theory to articulate a clearly defined spectrum of identification as it occurs in art, emphasizing that identification through video games is the most immediate and powerful. To conclude, I'll consider how video games—a young and stigmatized art form—can formulate our identities and increase our ability to identify with others in real life, where we cannot inhabit each other's bodies.
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Jespersdotter, Högman Julia. "Repeating Despite Repulsion: The Freudian Uncanny in Psychological Horror Games." Thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42829.
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This thesis explores the diverse and intricate ways the psychological horror game genre can characterise a narrative by blurring the boundaries of reality and imagination in favour of storytelling. By utilising the Freudian uncanny, four video game fictions are dissected and analysed to perceive whether horror needs a narrative to be engaging and pleasurable. A discussion will also be made if video game fictions should be considered in the literary field or its own, and how it compares to written fiction in terms of interactivity, engagement, and immersion.
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Shamansky, Amy Helene. "Use of crafts, games, and children's literature to enhance environmental education." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1335.
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Riddell, Sarah Colleen. "Gender in young adult literature : Harry Potter and The Hunger Games." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58723.
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This thesis explores the role of gender in contemporary adolescent literature through the examination of Suzanne Collins’ The Hunger Games and JK Rowling’s Harry Potter series, with particular focus on protagonists Katniss Everdeen and Hermione Granger. It examines the ways in which adolescents relate to these novels through the lens of gender dynamics and shows how these novels subscribe to traditional gender roles even while presumably attempting to subvert them. Finally, it reviews young adults' reading motivations and attitudes toward gender, and contemplates the pedagogical implications these findings may have for English Language Arts teachers.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate
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Spangenberg, Lisa Luise. "The games fairies play otherworld intruders in Medieval literary narratives /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1709825081&sid=2&Fmt=2&clientId=48051&RQT=309&VName=PQD.
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Selzer, Dominik. "Critical Thinkers through The Hunger Games : Working with Dystopian Fiction in the EFL Classroom." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65374.
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This essay gives examples of possible ways to inspire young adults to become politically more aware and active using dystopian fiction in the EFL classroom. First, an overview of the dystopian genre and different ways of using it in the EFL classroom to improve critical thinking skills will be given. Subsequently, different scenes from The Hunger Games will be analyzed to show how young adults can be inspired to be more aware of social and environmental justice and to act. Finally, it is discussed why literary material in a classroom must relate to a student’s personal life and why the relevance must be explained to a student to raise their interest. As a conclusion, it is claimed that it cannot be expected that all students care for the world, but showing them why they should and how they could do it is a first step.
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Miller, Mary Catherine. "Restorying Dystopia: Exploring the Hunger Games Series Through U.S. Cultural Geographies, Identities, and Fan Response." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492434124077694.
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Whitson, Robert Henry. "The interpretive spiral: an analytical rubric for videogame interpretation." Thesis, Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/44698.
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In this work, I propose an analytical rubric called the Interpretive Spiral designed to examine the process through which players create meaning in videogames, by examining their composition in three categories, across four levels of interaction.
The most familiar of the categories I propose is the Mechanical, which refers to the rules, logic, software and hardware that composes the core of videogames. My second category, which I call the Thematic, is a combination of Arsenault and Perron's Narrative Spiral of gameplay, proposed in their Magic Cycle of Gameplay model (accounting for embedded text, videos, dialog and voiceovers) and Jason Begy's audio-visual level of his Tripartite Model of gameplay (accounting for graphics, sound effects, music and icons), though it also accounts for oft-neglected features such as interface and menu design. The third category, the Affective, refers to the emotional response and metaphorical parallels inspired by the combination of the other two levels.
The first level of interaction I explore actually precedes gameplay, as it is common for players to begin interpreting games before playing them, and is called the Pre-Play Level of interpretation. Next I examine the Fundamental Level of interpretation, which entails the learning phase of gameplay. The Secondary Level of gameplay is the longest level of play and describes the shift from learning the game to informed, self-conscious play. The Third and final, elective level of interpretation, is where the player forms connections between his gameplay experience, and other concepts and experiences that exist outside of the game artifact.
To put my model through its paces, I apply the model in its entirety to three influential and critically acclaimed videogames, and in part to several other titles.
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Sommerfeldt, Daniel M., and University of Lethbridge Faculty of Arts and Science. "Comparison of Blackfoot and Hopi games and their contemporary application : a review of the literature." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2005, 2005. http://hdl.handle.net/10133/283.
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This thesis compares the ancient games played by the Blackfoot confederacy and the Hopi Pueblos and examines their contemporary application. A literature review resulted in the aggregation of 34 Blackfoot games and 34 Hopi games. The 68 games were clustered into games of dexterity, guessing games, amusement, and games in legend. Twenty games were selected to be compared in the areas of equipment, purpose of play, how the game was played, number of participants, the gender allowed to play, the age of participants, season of play, the length of time to play the game, scoring, and how a winner was declared. This study also examines, through the literature review, personal communication and Internet information that the ancient games of the Blackfoot and the Hopi have contemporary application, which may be achieved with slight variations. Additional information on the composition, origins, linguistic families, possible tribal associations, and some European encounters of the Blackfoot and the Hopi was provided. This information is included as context to aid in the exclusion of games that may have been adopted from the Europeans. The thesis concludes there is an urgent need to identify the ancient games of Blackfoot and Hopi before knowledgeable elders are gone. Also it is recommended that this not be the end of the study of the games, but that it only be a beginning on which to build.<br>xiii, 116 leaves ; 29 cm.
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Kiuchi, Kumiko. "Investigations into game and play in the work of Samuel Beckett : language-games, grafting of genres and the spectre of literature." Thesis, University of Sussex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487893.
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Gaming and Playing have been preoccupations of Beckett Studies from the 1960s onwards. However, the majority of criticism on this subject has been limited to studying Beckett's early novels and dramatic works, exploiting play and game as a model to draw out the structure inherent in Beckett's work. The contention of my study is that game and play illuminate Beckett's investigatio,ns into languages in his entire works' across different genres. In order to draw out the development of Beckett's language investigations, this thesis closely examines Beckett's works from the 1930s to the 1980s paying careful attention to the difference in and grafting of genres i.e. the grafting of text (novel, prose) onto performance (theatre), and onto image and sound (radio, television). This research delineates a delicate norm-forming and self-questioning play and also reveals 'oblivion' in the game/play structure as the most fundamental premise of Beckett's play and language. This thesis consists of four chapters. Chapter one studies Beckett's novels from Murphy to The Unnamable and charts the limit of the meta-narrative/self-explanatory language in his novels in relation to the occurrences of 'game' and 'play' in autobiographical writing. The oblivion of 'play' Malone Dies marks a transition from the nominative 'play' to the performative 'play' in the theatre. Chapter two analyses Beckett's dramatic works from Waiting for Godot to Play including his radio plays. By studying the grafting of text (novel) onto performance (theatre) and sound (radio), the chapter elucidates the process by which Beckett's theatre comes to question its own preconditions (physicality and action) by adopting self-referential novelistic and radiophonic languages. This conflict culminates in Play where the theatrical device itself is questioned through a personification of Light. Chapter three further explores the grafting of text, image and sound by examining the use of linguistic and audiovisual oxymorons in Beckett's television and late dramatic works demonstrating how 'play' enters the spectral and imperceptible arena. Chapter four speculates on the possibility of translation offin this spectral site through a study of Beckett's late trilogy. It analyses Beckett's prose work of the 1980s and concludes that 'play' is the driving force behind Beckett's literature. The thesis ends with a reconsideration of the status of language in Beckett's work and, more broadly, literature itself.
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Devides, Dílson César. "Do épico ao videogame : Caramuru e as novas mídias /." São José do Rio Preto, 2018. http://hdl.handle.net/11449/180243.
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Orientador: Gentil Luiz de Faria<br>Banca: Vera Helena Gomes Wielewicki<br>Banca: Ivan Marcos Ribeiro<br>Banca: Nilce Maria Pereira<br>Banca: Álvaro Luiz Hattnher<br>Resumo: Este estudo aborda o potencial lúdico da literatura brasileira, mais especificamente, da obra Caramuru: poema épico do descobrimento da Bahia, de José de Santa Rita Durão. O objetivo é evidenciar que a literatura brasileira tem potencialidade para servir de argumento para videogames, assim como já vem sendo feito com o cinema e a TV. Para dar cabo dessa empreitada, primeiramente realizou-se um estudo sobre a influência, consequências e transformações que o desenvolvimento da tecnologia da informação vem causando no modo como as pessoas se relacionam com o conhecimento e com a literatura e como os videogames passaram a fazer parte não só do lazer, mas também da cultura das novas gerações como meio de entretenimento e instrução. Para tanto, recorreu-se, dentre outros, aos textos de George Landow, Pierre Lévy, Katherine Hayles, Janet Murray e Katie Salen para averiguar como os hipertextos e a literatura eletrônica dialogam com as narrativas dos videogames e como os jogos elevaram exponencialmente a capacidade interativa do fruidor se comparado às mídias tradicionais, mostrando que os videogames, mesmo sendo prioritariamente um produto de recreação, podem abordar e portar temáticas culturais profícuas. Em seguida, para pontuar a obra de Durão no universo mítico-narrativo e, posteriormente, como potencial argumento para um roteiro de videogame, buscou-se em Joseph Campbell e Christopher Vogler as estruturas da jornada do herói da perspectiva mitológica e como um produto...<br>Abstract: This study approaches the ludic potential of the Brazilian literature, more specifically the work Caramuru: poema épico do descobrimento da Bahia, by José de Santa Rita Durão. The objective is to highlight that the Brazilian literature has potential to serve as a subject for video-games, just as it has been done in the cinema and television. To carry out this task, firstly was realized a study on the influence, consequences and transformations that the development of information technology has been causing in the way people relate to knowledge and literature and how video-games became part of not only leisure, but as a mean of entertainment and learning of the new generation's culture. To that end, it was studied, among others, to the texts of George Landow, Pierre Lévy, Katherine Hayles, Janet Murray and Katie Salen to find out how hypertexts and electronic literature dialogue with video-games' narratives and how electronic games exponentially increased the interactive capacity of the user when compared to the traditional medias, showing that video-games, though primarily used as a recreation product, can approach and carry profitable cultural themes. Then, to point the work of Durão in the mythical-narrative universe and, posteriorly, as a potential subject for a video-game script, it was researched in Joseph Campbell and Christopher Vogler, the hero's journey structures from the mythological perspective and as an audiovisual product. Finally, to understand the process of ...<br>Doutor
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Weche, Michael Oyoo. "Bantu and Nilotic children' s singing games : a comparative study of their value communication." Doctoral thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/8278.
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Includes abstract.<br>Includes bibliographical references (leaves 229-238).<br>This study is based on the premise that Luo and Luhya children's singing games are creative works that subtly reflect the aesthetics of the two communities. The aim is to critically examine how the performance of the singing games and their texts reflect the aspirations, norms and values of the macro cultures of the two Nilotic and Bantu communities respectively. The sampled singing games include those done in the traditional setting, sung in vernacular and those that are taken from the urban or cosmopolitan settings.
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Hart, Danielle M. ""Beyond Normative Gaming: Cripping Games and Their Fandoms"." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami161822794824977.
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Johnson, Jay. "Issues with Reality| Defining and Exploring the Logics of Alternate Reality Games." Thesis, The University of Wisconsin - Milwaukee, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931461.
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<p> Alternate Reality Games (ARGs), a genre of transmedia experiences, are a recent phenomenon, with the first recognized ARG being <i>The Beast </i> (2001), a promotion for the film <i>A.I.: Artificial Intelligence </i> (2001). This dissertation seeks to more clearly define and investigate contexts of transmedia narratives and games, specifically ARGs. ARGs differ from more popular and well-known contemporary forms of gaming in several ways, perhaps most importantly by intensive use of multiple media. Whereas a player may experience most or all of a conventional video game through a single medium, participants in ARGs must navigate multiple media and technical platforms— networks of websites, digital graphics, audio recordings, videos, text and graphics in print, physical objects, etc.— in order to participate in the experience of the ARG. After establishing a history of ARGs, the author defines both transmedia and ARGs and begins to build typologies to help distinguish individual examples of the genres. Then, after building the above framework for analyzing transmedia and ARGs, the author explores the relevance of the ARG genre within three specific contexts. These contexts serve as tools to excavate potential motivators from creative and participatory standpoints. The author refers to these motivations as three logics of ARGs: industrial, cultural, and educational. The industrial logic examines the advantages of transmedia and ARG production from the entertainment industry standpoint, in terms of an alternative to franchising and as a way to extend intellectual property (IP), as well as offering interactive possibilities to an engaged audience. The cultural logic examines the relationship between the emergence of digital media, transmedia, and ARGs and the aesthetic appeal of the form and genre as paranoia, puzzle-solving, and collective meaning making within a shifting representation of reality through networked embodiment and challenging long-held assumptions of ontological and phenomenological experiences. Finally, the educational logic of ARGs analyzes the potential and use of the genre as an immersive, constructivist learning space that fosters self-motivated individual and collaborative analysis, interpretation, and problem-solving. </p><p>
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Caparica, Victor Hugo Cruz [UNESP]. "Tormentas e inimigos: relações dialógicas entre a literatura de fantasia e os role playing games." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/95176.
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caparica_vhc_me_arafcl.pdf: 396475 bytes, checksum: 51620fe39d7800fc9e661022cfd7f0d8 (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Este trabalho se propõe inicialmente a investigar as características literárias que definem a ficção de Fantasia e os livros de Role Playing Games, para em seguida demonstrar o processo dialógico existente entre tais categorias discursivas. Para tanto, serão examinados livros da série de Role Playing Games nacionais intitulada “Tormenta”, uma das peças mais exemplares na produção brasileira do gênero, bem como o romance de Fantasia “O Inimigo do Mundo”, de Leonel Caldela, que representa a primeira incursão da literatura de Fantasia nacional pelos universos temáticos dos Role Playing Games. Pretende-se, com isso, demonstrar que mais do que se apropriar de temas e figuras da Fantasia, os Role Playing Games estabelecem com ela uma relação de troca e reciclagem, observação esta que será apoiada pelas teorias de Mikhail Bakhtin e seus principais comentadores brasileiros<br>This work proposes initially to investigate the main literary features that define Fantasy literature and Role Playing Game books, in order to subsequently demonstrate the dialogic process involving them both. In order to better illustrate this relations, this work will focus on the series of brazilian Role Playing Game books named “Tormenta”, one of the most exemplar works on national genre production, as well as the Fantasy novel “O Inimigo do Mundo”, by Leonel Caldela, that represents the first attempt of incursion in the fields of RPG-based fiction by our literature. The intention is to demonstrate that, more than simply appropriating itself from literature’s themes and figures, Role Playing Game books establish with them a complete relationship of Exchange and recycling, and this observations will here be understood under the lights of Mikhail Bakhtin’s theories, as well as his main Brazilian researchers’
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Jansson, Robin. "Silence in Adventure Games and Space." Thesis, Blekinge Tekniska Högskola, Sektionen för planering och mediedesign, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5033.
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As video games have evolved, the focus on impressive graphics and surround-sound has become increasingly prominent. Stepping away from their roots, video games have toned down the interaction and put the cinematic parts of the experience on the forefront. However, some games stand outside the norm, taking down the sound-level to a minimum, even going as far as removing text entirely. In my essay, I explore the functions of silence, specifically in two works: the computer game Machinarium, and 2001: A Space Odyssey, the film, along with the novel. By analyzing these works, I highlight how silence can have widely different effects on how the users experience the work. Employing different techniques, the authors manipulate the experience, using visuals as well as audio to increase the sense of immersion and connectedness to the characters on screen. In my essay, the close ties between video games and film is central, and it discusses how the former has been influenced by the latter. Comparing the use of silence to techniques found in literature, I discover surprisingly many similarities to the narrative techniques used there. My research shows that video games employing silence can, even while being influenced by more cinematic media, still retain its core essentials and provide an experience that encourages exploration and imagination of the individual user.
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Bryan, Jeffrey Scott. "The dynamics of the player narrative: how choice shapes videogame literature." Thesis, Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/47657.
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The author narrative and the player narrative are distinct and separate parts that make up the whole of videogame literature. The videogame medium encourages a mixed-media understanding of conventions and the rejection of essentialism that leads to, inspires, and facilitates the player narrative. Videogame literatures require discreet actions that, as part of any possible reading, the player must do-- and in doing the player must make a choice with mind and body that involves a human-to-machine expression of agency within constraints that define the player narrative. So the decision making process in videogame storytelling is that human-to-machine interaction that can be understood as both the means by which the videogame story progresses, and the process by which the player wields his or her narrative within the procedural possibility space. Videogame literary analysis requires understanding how players make those decisions, understanding how the player leverages media conventions in order to wield power over the narrative, and understanding what role the player has in videogame storytelling. The choice dynamics of a videogame narrative are the key narrative elements within videogame literature that provide players and researchers tools for evaluating choice opportunities within videogame literature toward forming a better understanding of the space between and connection to the author narrative and the player narrative. All of these analyses combine to form a picture of decision making processes in videogame literature that are complex and contradictory path making endeavors that define the narrative experience in videogame literature, and the interconnected dynamics of the author and player narrative space.
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Higuchi, Marcelo Makoto. "Digital games platforms: a literature review, an empirical assessment of quality and exclusivity in video-game market and a study on project management." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/3/3136/tde-23052018-114837/.
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Digital games are part of the creative industries, which is based on value creation through ideas and creativity. This market has gained relevance due to technology development that attracted both new firms and users. The present dissertation aims to explore three themes: (1) video game market as a two-sided market; (2) the effects of characteristics and behavior of game titles on consoles sales; and (3) project management to develop digital games. Those themes were explored through three articles: the first is a literature review and a bibliometric study of the economic concepts on two-sided market, which focused at identifying main topics, research trends and avenues for futures research. The second text is an analysis on the simultaneous influence of games\' quality and exclusivity on console sales. The last one is a qualitative, multiple-case study to understand, explore and suggest improvements to game project management in the Brazilian market. Findings include: (1) the main authors and topics, trends and developments, from and avenues for future research; (2) combinations of quality and exclusivity can affect console sales either positively or negatively, (3) quality has a predominant effect on sales over games non-exclusivity; and (4) the use of agile methodologies and Design Thinking are diffused among game developers.<br>Sem resumo.
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Caparica, Victor Hugo Cruz. "Tormentas e inimigos : relações dialógicas entre a literatura de fantasia e os role playing games /." Araraquara : [s.n.], 2011. http://hdl.handle.net/11449/95176.
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Orientador: Maria de Lourdes Ortiz<br>Banca: João Batista Toledo Prado<br>Banca: Marcio Roberto do Prado<br>Resumo: Este trabalho se propõe inicialmente a investigar as características literárias que definem a ficção de Fantasia e os livros de Role Playing Games, para em seguida demonstrar o processo dialógico existente entre tais categorias discursivas. Para tanto, serão examinados livros da série de Role Playing Games nacionais intitulada "Tormenta", uma das peças mais exemplares na produção brasileira do gênero, bem como o romance de Fantasia "O Inimigo do Mundo", de Leonel Caldela, que representa a primeira incursão da literatura de Fantasia nacional pelos universos temáticos dos Role Playing Games. Pretende-se, com isso, demonstrar que mais do que se apropriar de temas e figuras da Fantasia, os Role Playing Games estabelecem com ela uma relação de troca e reciclagem, observação esta que será apoiada pelas teorias de Mikhail Bakhtin e seus principais comentadores brasileiros<br>Abstract: This work proposes initially to investigate the main literary features that define Fantasy literature and Role Playing Game books, in order to subsequently demonstrate the dialogic process involving them both. In order to better illustrate this relations, this work will focus on the series of brazilian Role Playing Game books named "Tormenta", one of the most exemplar works on national genre production, as well as the Fantasy novel "O Inimigo do Mundo", by Leonel Caldela, that represents the first attempt of incursion in the fields of RPG-based fiction by our literature. The intention is to demonstrate that, more than simply appropriating itself from literature's themes and figures, Role Playing Game books establish with them a complete relationship of Exchange and recycling, and this observations will here be understood under the lights of Mikhail Bakhtin's theories, as well as his main Brazilian researchers'<br>Mestre
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Svensson, Adam. "Implementation of binaural beats in video games : The effects of a therapy based on video games and binaural beats on university students." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-19860.
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The goal of this study was to explore the potential of using video games with binaural beats as an alternative to regular binaural beat therapy. As previous studies have shown, music therapy, binaural beat therapy, and video games have been used for relaxation purposes to varying success. To prove this, three types of therapies were held in order to test their effectiveness. 16 students participated in the test in which their goal was to partake in one of the three therapy sessions, with two interviews before and after the therapy session. The results showed that a video game therapy with binaural beats could work as an alternative to a standard music therapy session, and that the binaural beats improved the relaxing factor in a video game. However, this area of study is quite new, which means more studies would be needed to ascertain the effectiveness of this kind of therapy.<br><p>Det finns övrigt digitalt material (t.ex. film-, bild- eller ljudfiler) eller modeller/artefakter tillhörande examensarbetet som ska skickas till arkivet.</p>
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Bellows, Alyssa. "Thinking with Games in the British Novel, 1801-1901." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107949.
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Thesis advisor: Maia McAleavey<br>My dissertation explores how nineteenth-century novelists imagined rational thinking as a cognitive resource distributed through physical, social, national, and even imperial channels. Scholars studying nineteenth-century discourses of mind frequently position rational thinking as the normalized given against those unconscious and irrational modes of thought most indicative of the period's scientific discoveries. My project argues, in contrast, that writers were just as invested in exploring rational thinking as multivalent procedure, a versatile category of mental activity that could be layered into novelistic representations of thinking by "thinking with games": that is, incorporating forms of thinking as discussed by popular print media. By reading novels alongside historical gaming practices and gaming literatures and incorporating the insights of twenty-first century cognitive theory, I demonstrate that novelists Maria Edgeworth, Charles Dickens, Wilkie Collins, George Eliot, and Rudyard Kipling experimented with models of gaming to make rational thinking less abstract and reveal its action across bodies, objects, and communities. If Victorian mind-sciences uncovered "thinking fast," games prioritized "thinking slow," a distinction described by psychologist Daniel Kahneman in his recent book, Thinking, Fast and Slow (2013). Scenes of games often slow thinking down, allowing the author to expose the complex processes of rational, cognitive performance. Furthermore, such scenes register the expanded perspective of recent cognitive literary studies such as those by Alan Palmer and Lisa Zunshine, which understand thinking, at least in part, as externalized and social. In effect, by reading scenes of thinking along the lines proposed by strategic gaming, I demonstrate how novels imagined social possibilities for internal processing that extend beyond the bounds of any individual's consciousness. Of course, games easily serve as literary tropes or metaphors; but analyzing scenes of gaming alongside games literature underscores how authors incorporated frameworks of teachable, social thinking from gaming into their representations of rational consciousness. For strategy games literature, better play required learning how to read the minds of other players, how to turn their thinking inside out. The nineteenth-century novel's relationship to games is best understood, I suggest, within the landscape of popular games literature published at its side - sometimes literally. An article on "Whistology" appears just after an installment of The Woman in White in Dickens's All the Year Round; the Cornhill Magazine published a paean to "Chess" amid the serialization of George Eliot's Romola. As a genre, strategy manuals developed new techniques for exercising the cognitive abilities of their readers and, often along parallel lines, so do the novels I discuss. Prompting the reader to think like a game player often involved recreating the kinds of dynamic, active thinking taught by games literature through the novel's form. My dissertation explores how authors used such forms to train their readers in habits of memory, deduction, and foresight encouraged by strategy gaming<br>Thesis (PhD) — Boston College, 2017<br>Submitted to: Boston College. Graduate School of Arts and Sciences<br>Discipline: English
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Svensson, Maria. "Games and Extramural Gaming in the Classroom : Teachers’ Perspectives on How They Perceive and Use Games and Extramural Gaming in the Upper Secondary Classroom." Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29485.
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An increasing amount of people play games in their spare time, especially children and teenagers. Several studies have shown a positive correlation between gaming and ESL grades. It is therefore important to examine how teacher perceive and use games and extramural gaming in their classrooms, which is the aim of this thesis. In order to fulfil this aim, the research questions "how and to what extent are games used in the classroom", "how and to what extent is gaming as an extramural activity used in the classroom" and "what attitudes do teachers have towards using games or extramural gaming in the classroom" were used. Data was gathered using a mixed-methods design with a questionnaire and interviews. The questionnaire was distributed to 53 Swedish ESL teachers (47 of which completed the entire questionnaire), and three Swedish ESL teachers were then interviewed to provide further information. The results showed that games are not used in these teachers’ Swedish EFL classrooms, and students’ interest in games as an extramural activity is only used to a very small extent in their classrooms. The participating teachers’ attitudes were mildly positive to the possibility of students learning from games, and positive to the possibility of student becoming more interested if games were used or referenced in education. However, teachers could generally not see themselves using gaming to their advantage, and many claimed not to know how they would use games or their student’s extramural gaming in the classroom. This suggests a lack of knowledge among the teachers, and a need for further education on the subject so that the full potential of this increasingly popular extramural activity can be taken advantage of in the classroom.
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Hall, Karen J. "War games and imperial postures: Spectacles of combat in United States popular culture, 1942--2001." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.
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Segal, Emily J. "Making Nobody Matter: Performance and Vision in Frances Burney's Evelina (1778) and Suzanne Collins' The Hunger Games (2008)." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1861.
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The development of the novel cannot be separated from discussions about literary history, gender relations, performance, and the power literature has to instruct its audience. Women and young people have always comprised a substantial part of the novel’s readership, and this makes them powerful. The history of the novel is the history of dangerous literature; it is the history of works that have enchanted readers with “the power of example,” as Samuel Johnson wrote in the eighteenth century, that can lead them to change their behavior. This thesis explores how women in young adult literature—in the eighteenth century through Frances Burney’s Evelina (1778) and today through Suzanne Collins’ The Hunger Games (2008)—use performance and vision to reveal and resist the social systems that try to define them. Evelina and Katniss, the heroines of these novels, provide their readers with examples of behaving in ways different than the normative model. Their stories, and the young women who read their stories, threaten the established social order of their worlds. The creative addition to this thesis provides readers with another young heroine who uses her powers, in a fantastical world, to reveal and resist the structures in her life.
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Sichter, Patrick John Harrington. "Embodied Narratives in Video Games: The Stories We Write as We Play." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/366.
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ABSTRACT
This article explores the nature of narrative in video games, and how it can be applied to the contemporary classroom to help teach literature and composition. Specifically, it is concerned with the idea of embodiment in video games. First proposed by theorist James Gee, embodiment is a word describing the phenomenon wherein a player inhabits the character that s/he plays. This article takes the idea of embodiment a step further, by introducing the idea of the embodied narrative, the idea that players do not only embody their characters, but those characters’ stories as well, and are composing unique, personal stories as they play. This article also explores the importance of narrative in teaching writing, as narrative and stories are fundamental to the ways in which we think and learn. It proposes that, because video games are a literary medium in which composition is actively taking place, they have the potential to be used in literature and composition classrooms alongside, or even in place of, more traditional methods of teaching. In addition, they can serve as an excellent way of integrating the study of narrative into the composition classroom.
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Rimmasch, Meghan I. "Where Have All The Rebels Gone? Ideology and Conformity in Young Adult Dystopian Literature." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6754.
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By employing the critical studies of adolescence from Nancy Lesko, Roberta Trites, and Maria Nikolajeva and the study of positive and negative symbols of rebellion examined by Robert Lindner through Leerom Medovoi, I will interrogate the popular notion that female protagonists in dystopian Young Adult Literature (YAL) are strong, self-aware rebels who are positive role models to YA readers. Using the didactic nature of dystopian literature, I will examine how adult authors consciously (or unconsciously) set ideological standards for their YA readers through the female protagonists and how these standards are not as empowering as they initially seem. To address this disparity between what is promoted as rebellion and what is actually enacted by female protagonists, I will analyze Suzanne Collins' The Hunger Games trilogy and Ally Condie's Matched trilogy. The analysis will conclude that the female protagonists are problematic, subscribing to specific, conservative ideologies presented in the novels which prohibits them from seeing through the rebellion they are involved in and that their choices are determined by male characters instead of their own self-awareness.
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Nash, Laura L. "The aggelia in Pindar." New York : Garland, 1990. http://books.google.com/books?id=D7lfAAAAMAAJ.
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Lucas, Rowan. "Out of the Margins: Evolving Narrative Representation of Women in Video Games." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5882.
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This thesis examines narrative representation of female characters in video games and how game narratives and representations contribute to socio-cultural discourse. First, this thesis explores and defines the cultural background for female representation in video games. It then defines video games as a type of text and describes the features that are unique to games, such as the use of avatars, and what impacts these features have on game narratives. The thesis attempts to establish evidence of an evolutionary arc of comprehensive female representation in video games by first exploring historical female narrative tropes, and then comparing them to narrative case studies of female characters within five recent game titles (Tomb Raider, Bayonetta, Dragon Age, Hellblade: Senua’s Sacrifice, and Horizon: Zero Dawn). In these case studies, the implications for their representations of female characters are analyzed in the context of socio-cultural discourse. Furthermore, this thesis argues for the importance of diverse representation within video games as a form of media, and as cultural objects that contribute to social discourse.
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Hartvik, Heidi. "Idealized Gendered Behaviors in The Hunger Games Trilogy by Suzanne Collins." Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-60246.
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Suzanne Collin’s trilogy The Hunger Games has become an international bestseller, and tells the story about Katniss Everdeen, a young citizen of District 12 in Panem. The object of this essay is to demonstrate that nurturing, being a warrior and pursuing beauty are the most idealized behaviors in The Hunger Games trilogy. By analyzing these behaviors from a gender perspective, based on the standpoint of Western society, I demonstrate how nurturing and pursuing beauty are feminine behaviors, and being a warrior is a masculine behavior. Furthermore, I outline how the characters’ behavior reflects their upbringings or the circumstances they are in. I conclude by considering what the popularity of Collins’s series indicates about contemporary perceptions of these behaviors, that are traditionally deemed as feminine or masculine in Western society. The result of the analysis indicates that the characters are being rewarded for both feminine and masculine behaviors. However, the characters showing a combination of both feminine and masculine traits gain more than the characters that possess either feminine or masculine qualities only. The contemporary views on femininity and masculinity are changing in Western society, and The Hunger Games trilogy gives us an indication about today’s view on the gendered behaviors in this essay.
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Sundelin, Mattias. "Games in Second-Language Teaching : Using Minecraft to Facilitate the Development of Reading, Listening, Writing and Speaking Skills in English." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37366.
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Willander, Martin. "KOTOR- en narratologisk smältdegel : En analys av berättarstrukturen i datorspelet Star wars: Knights Of The Old Republic." Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2648.
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Jacobi, Gabriel. "Interacting with Words: Development of a text-based game on language." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24015.
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This paper describes the development process of an Interactive Fiction game focused on the theme oflanguage. The paper includes a brief description of the history of the genre and its definitions, a discussionabout its multiple variations and attributes, and an overview of some examples that handled similar subjects.Then it considers some of the unique properties of the written language and examines language as both ashared and subjective relationship with reality . This is followed by a description of tools and methodsadopted in the design process and how the development went — from initial research to the final concept.The results is then described, followed by the user test results and a critical evaluation. At the end, someconcluding remarks are included together with possible future developments.
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Burgess, Elizabeth. "Understanding interactive fictions as a continuum : reciprocity in experimental writing, hypertext fiction, and video games." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/understanding-interactive-fictions-as-a-continuum-reciprocity-in-experimental-writing-hypertext-fiction-and-video-games(5202be2d-db6d-4791-aa53-004072ffa4a7).html.
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This thesis examines key examples of materially experimental writing (B.S. Johnson’s The Unfortunates, Marc Saporta’s Composition No. 1, and Julio Cortázar’s Hopscotch), hypertext fiction (Geoff Ryman’s 253, in both the online and print versions), and video games (Catherine, L.A. Noire, The Elder Scrolls IV: Oblivion, and Phantasmagoria), and asks what new critical understanding of these ‘interactive’ texts, and their broader significance, can be developed by considering the examples as part of a textual continuum. Chapter one focuses on materially experimental writing as part of the textual continuum that is discussed throughout this thesis. It examines the form, function, and reception of key texts, and unpicks emerging issues surrounding truth and realism, the idea of the ostensibly ‘infinite’ text in relation to multicursality and potentiality, and the significance of the presence of authorial instructions that explain to readers how to interact with the texts. The discussions of chapter two centre on hypertext fiction, and examine the significance of new technologies to the acts of reading and writing. This chapter addresses hypertext fiction as part of the continuum on which materially experimental writing and video games are placed, and explores reciprocal concerns of reader agency, multicursality, and the idea of the ‘naturalness’ of hypertext as a method of reading and writing. Chapter three examines video games as part of the continuum, exploring the relationship between print textuality and digital textuality. This chapter draws together the discussions of reciprocity that are ongoing throughout the thesis, examines the significance of open world gaming environments to player agency, and unpicks the idea of empowerment in players and readers. This chapter concludes with a discussion of possible cultural reasons behind what I argue is the reader’s/player’s desire for a high level of perceived agency. The significance of this thesis, then, lies in how it establishes the existence of several reciprocal concerns in these texts including multicursality/potentiality, realism and the accurate representation of truth and, in particular, player and reader agency, which allow the texts to be placed on a textual continuum. This enables cross-media discussions of the reciprocal concerns raised in the texts, which ultimately reveals the ways in which our experiences with these interactive texts are deeply connected to our anxieties about agency in a cultural context in which individualism is encouraged, but our actual individual agency is highly limited.
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Buckles, Mary Ann. "Interactive fiction : the computer storygame adventure /." Diss., Connect to 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1985. http://wwwlib.umi.com/cr/ucsd/fullcit?p8517895.
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Wöhrman, Sebastian, and Nael Ningalei. "The Impact of Sound on Player Experience - A literature study on how players experience the encounter with sound in horror-games." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20142.
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Player decision modeling can provide useful guidance to understand player performance in games. This information is used to increase consideration of player characteristics from the user’s perspective and develop more user-centered video games. This paper presents an initial proposal of a factor such as sound that may be considered when developing games, to see if horror games are facing challenges related to sound aspects of the game. Through related work, experiments, interviews and observations this paper aims to answer how sound in horror-games changes our gameplay experience as well as what impact the absence of sound has on a horror-game. We also present the results of this field study and present some suggestions for future research.
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Olszewski, Aleksandra E. "Virtual Simulation and Serious Games for Medical Education: A Review of the Literature and Development of a Virtual Peritoneal Dialysis Simulator." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27007751.
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Background: Novel training modalities are needed for medical education, specifically to teach difficult and globally applicable skills such as peritoneal dialysis (PD). E-learning strategies, including serious games, have demonstrated effectiveness in teaching, including within nephrology. Here, we summarize the literature describing serious gaming in medical education and describe the development and release of a virtual PD simulator.
Methods: The simulator was developed in an iterative process that included formative evaluation. Thirteen subjects underwent Think Aloud Protocol testing and Likert scale system usability scale (SUS) surveys in four cycles. The simulator was released on OPENPediatrics (www.openpediatrics.org), a free medical education website, on January 28, 2016, with usage tracked through March 2016.
Results: A PD simulator incorporating best practices in game development and adult learning theory was developed. Feedback indicated high usability, utility, interest in future use, and enjoyment. Since its release, 223 users from 51 countries accessed the simulator. Users spent an average of 60 minutes on each of three sections. Completion rates for each section range from 41% to 61%. 47%-69% of users scrolled through the text, indicating engagement. For a small number of users (n=14), comparing pre- versus post- case-based multiple choice test scores showed an increase of 20 points on post-test scores (p=0.0015).
Conclusions: Through an iterative process and structured formative evaluation, we developed the virtual PD simulator. The process may be generalizable to future serious gaming development in the medical field. In testing, feedback was positive, indicating high utility and interest in use. Since its release, the simulator shows high time-on-task, engagement, and completion rates, as well as potential knowledge gains. The simulator has the potential to teach PD in an engaging, relevant and efficient manner worldwide. Future studies will assess its impact on knowledge gains and influence on practice.
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Keilen, Brian. "Echoes of Invasion: Cultural Anxieties and Video Games." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1342217874.
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Johannesson, Emelie. "Video games – A tool for expanding English vocabulary knowledge? : A study of video games potential impact on English vocabulary knowledge in Swedish upper secondary students." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78802.
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This study researches the possibility of video games being a helpful tool when it comes to English vocabulary knowledge, by comparing the English vocabulary knowledge of those that play video games to those that do not play video games. The study also focuses on comparing the English vocabulary knowledge of those that play video games frequently to those that play video games seldomly and discuss why this might make a difference. 37 students were asked to fill in a questionnaire with questions focusing on if they play video games or not, how often they play and what sort of games they played. The second part of the study was a vocabulary test containing 51 words one might encounter whilst playing video games, in this vocabulary test the students were asked to give an English synonym and a Swedish translation of these words. The results of the study revealed that there were differences between the groups, as those that did play video games scored higher on the vocabulary test compared to those that did not play video games. There was also a difference in terms of performance on the vocabulary test depending on how often the students played video games.<br>Denna studie undersöker videospels möjlighet till att vara ett hjälpmedel när det gäller kunskaper i engelskt ordförråd genom att jämföra ordförrådskunskaperna hos de som spelar videospel med de som inte spelar videospel. Studien fokuserar också på att jämföra de engelska ordförrådskunskaperna hos dem som ofta spelar videospel med de som sällan spelar videospel och diskuterar varför detta kan göra en skillnad. 37 elever ombads att fylla i ett frågeformulär med frågor med fokus på om de spelar videospel eller inte, hur ofta de spelar och vilken typ av spel de spelade. Den andra delen av studien var ett ordförrådstest innehållande 51 ord som kan stötas på i videospel, i detta ordförrådstest ombads eleverna att ge en engelsk synonym och en svensk översättning av dessa ord. Resultaten av studien visade att det fanns skillnader mellan grupperna, eftersom de som spelade videospel fick högre poäng på ordförrådstestet jämfört med de som inte spelade videospel. Det fanns också skillnader prestationsmässigt i ordförrådstestet beroende på hur ofta eleverna spelade videospel.
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Resare, Sandberg Magdalena. "Extramural Gaming and English Proficiency : A Literature Study on Digital Games and the Effect onVocabulary and Oral Proficiency among Young L2 Learners." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-25522.
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Today we live in a global world, where English has become easily accessible through the internet. Pupils encounter English in an out-of-school context and playing digital games is a common activity. This literature study aims to examine if there are effects on pupils ’ vocabulary and oral proficiency due to playing digital games. Through compiling prior research, findings suggest that motivation, interaction and repetition over time are positive factors for enhancing vocabulary and oral proficiency. Research also illuminates that there are gender differences among young L2 learners. Frequent gamers are mostly boys and there is also a difference in game preferences. Normally girls tend to outshine boys within most subjects, however, in English the difference is less distinct and boys are somewhat stronger in English proficiency. Research about young L2 learners is scarce and there is definitely a need for further research about the effect of digital gaming on vocabulary and oral proficiency as well as regarding gender differences.
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Barbosa, Lima Eduardo. "Chronotope in western role-playing video games : an investigation of the generation of narrative meaning through its dialogical relationship with the heroic epic and fantasy." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/16375.
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The development of the video game industry and the increasing popularity of the medium as a form of entertainment have led to significant developments in the discipline of game studies and a growing awareness of the cultural significance of video games as cultural artefacts. While much work has been done to understand the narrative aspect of games, there are still theoretical gaps on the understanding of how video games generate their narrative experience and how this experience is shaped by the player and the game as artefact. This interdisciplinary study investigates how meaning is created in Western Role Playing Games (WRPGs) video games by analysing the narrative strategies they employ in relation to those commonly used in Heroic Epic and Fantasy narratives. It adopts the Bakhtinian concepts of chronotope and dialogue as the main theoretical tools to examine the creation and integration of narratives in WRPGs with a special focus on the time-space perspective. Elder Scrolls V: Skyrim and Dragon Age Origins were chosen as representatives of the WRPG video game genre while Beowulf and the tale of Sigurd, as it appears in the Poetic Edda and the Volsung Saga, were chosen as representatives of the Heroic Epic poetic tradition. References are also made to Fantasy novels, especially the work of J.R.R. Tolkien. Textual analysis along with some techniques employed by researchers working with visual methodologies and compositional interpretation were used to analyse relevant aspects of the texts and games. The findings suggest that intertextual and genre materials considerably shape the narrative of WRPGs and exercise a profound dialogical effect on the ludonarrative harmony of the games investigated through their interaction with the game world and gameplay systems. This relationship is most visible in the chronotopic (time-space) aspect of the chosen games. The findings also suggest that Epic material dialogically orients the WRPG players' experience and adjusts their expectations and understanding of the fictional world. This study as well as the refining of chronotopic analytical tools to encompass chronotopic awareness, transportation, and flow may be of use in further chronotopic investigations of different games, literary genres, and/or other media artefacts.
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Meyers, Rachel Elizabeth. "In Search of an Author: From Participatory Culture to Participatory Authorship." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4140.
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The question of fidelity, which has long been at the center of adaptation studies, pertains to the problem of authorship. Who can be an author and adapt a text and who cannot? In order to understand the problem of fidelity, this thesis asks larger questions about the problems of authorship, examining how authorship is changing in new media. Audiences are taking an ever-increasing role in the creation and interpretation of the texts they receive: a phenomenon this thesis refers to as participatory authorship, or the active participation of audience members in the creation, expansion, and adaptation of another's creative work. In order to understand how audiences are creating texts, first the place of the player within video games is addressed. Due to the nature of the medium, players must become active co-creators of a video game. Drawing a parallel between video game players and performance, it is argued that players must simultaneously perform and author a text, illustrating the complex and multilayered nature of authorship in video games. In the second chapter the role of the fan is examined within the context of the My Little Pony fandom, Bronies. Like players, fans take an active role in the creation of the text and destabilize the traditional notion of authorship by partially controlling of a text from the original author. By examining the place of the player and the fan the traditional notion of authorship is destabilized, and the more open and collaborative model of participatory authorship is proposed.
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Williams, Britni Marie. ""A Creature the Capitol Never Intended to Exist": Katniss Everdeen, Muttations, and the Mockingjay as Cyborgs in The Hunger Games Trilogy." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1428258245.
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Feldman, Lee. "Player-Response on the Nature of Interactive Narratives as Literature." Thesis, Chapman University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822281.
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<p> In recent years, having evolved beyond solely play-based interactions, it is now possible to analyze video games alongside other narrative forms, such as novels and films. Video games now involve rich stories that require input and interaction on behalf of the player. This level of agency likens video games to a kind of modern hypertext, networking and weaving various narrative threads together, something which traditional modes of media lack. When examined from the lens of reader-response criticism, this interaction deepens even further, acknowledging the player’s experience as a valid interpretation of a video game’s plot. The wide freedom of choice available to players, in terms of both play and story, in 2007’s <i>Mass Effect,</i> along with its critical reception, represents a turning point in the study of video games as literature, exemplifying the necessity for player input in undergoing a narrative-filled journey. Active participation and non-linear storytelling, typified through gaming, are major steps in the next the evolution of narrative techniques, which requires the broadening of literary criticism to incorporate this new development.</p><p>
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Hansson, Johanna. "The Universal Declaration of Human Rights and The Hunger Games : Implementing critical literacy in the EFL classroom when reading Suzanne Collins’ dystopian novel." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-74892.
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The primary aim of this master’s thesis has been to examine how the dystopian, young adult novel, The Hunger Games (2008) by Suzanne Collins could entail depictions of violations against the articles of the Universal Declaration of Human Rights (1948). The analysis has been conducted based on a theme-based close reading of the novel using the Universal Declaration of Human Rights as a contextualization device. In addition, the literary analysis has been divided into three sections, namely global, group and the individual perspectives of how incidents in the novel hypothetically violate the Universal Declaration of Human rights. The division was made in order to delineate the social perspective of how literature can amplify the understanding of human rights and societal issues. Furthermore, the secondary aim of this master’s thesis has been to discuss how upper secondary students, when using a critical literacy lens in the English as a Foreign Language classroom, may establish an awareness about other people’s living conditions and fundamental rights that are present in their immediate social vicinity and in this novel.
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Gaj, Natasha E. ""Dazed and Confused and Triumphant": An Exploration of Ergodic Literature." Kent State University Honors College / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1620689542646212.
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Chodat, Robert. "Games of circles : dialogic irony in Carlyle's Sartor resartus, Melville's Moby Dick, and Thoreau's Walden." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23713.
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This thesis examines the connections between three frequently associated nineteenth-century texts, Carlyle's Sartor Resartus, Melville's Moby Dick, and Thoreau's Walden. It begins by reviewing the contexts normally offered for them, and then proposes an alternative one, "dialogic irony," that is based upon the complementary theoretical models of Friedrich Schlegel and Mikhail Bakhtin. After this conceptual background is outlined, the various modes of dialogic irony presented in the three works are discussed. That of Walden arises out of a close analogy between self and text: both are a series of inner voices juxtaposed with and often contradicting one another. Sartor complicates this relatively unobstructed form of selfhood through the inclusion of the Editor, whose unitary voice represents a challenge to the kind of selfhood sanctioned by Walden. Moby Dick also challenges dialogic irony, but its forms of opposition are more penetrating and various: while in Carlyle's text dialogic irony is ultimately affirmed through the figure of Teufelsdrockh, Ishmael is left stranded and displaced by the multitude of voices in his text. Melville's work therefore provides an excellent way to review and critique some of the prevailing assumptions about dialogue in contemporary criticism, a task sketched in the conclusion.
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Leo, Fia. "The Role of Play : A literature study on playful learning in the early elementary EFL classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-25098.
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Young students learn through active and playful encounters with their environment. The Curriculum for Compulsory School (Lgr11) states the importance of play in students’ active learning. The aim of this thesis is to investigate the role that has been ascribed to play in research on early English language learning. The main questions address how play can be used to promote language learning in the early primary English as a Foreign Language (EFL) classroom and other methods teachers may use that benefit students’ language development. The method used for this thesis is a systematic literature review with a qualitative approach. Six studies were included in the analysis. The analysis shows that playful methods of teaching can help the teacher to develop students’ English skills. Research has shown that playful encounters during language learning help students feel more motivated and dedicated to learning a foreign language. The results indicate the importance of the teacher having knowledge regarding what is being taught, how it is supposed to be learned, and why it is meaningful for the students in their own personal language development. Based on the thesis results further research is needed to understand the teachers’ methods of teaching English as a Foreign Language in the early primary classroom.<br><p>Engelska</p>