Studies in forced compliance: I. The effect of pressure for compliance on attitude change produced by face-to-face role playing and anonymous essay writing.

1966 ◽  
Vol 4 (1) ◽  
pp. 1-13 ◽  
Author(s):  
J. Merrill Carlsmith ◽  
Barry E. Collins ◽  
Robert L. Helmreich
Keyword(s):  
Attitude Change ◽  
Role Playing ◽  
Essay Writing ◽  
Face To Face ◽  
Effect Of Pressure

Review of Role Playing, Reward, and Attitude Change.

1970 ◽  
Vol 15 (8) ◽  
pp. 521-521
Author(s):  
HAROLD B. PEPINSKY
Keyword(s):  
Attitude Change ◽  
Role Playing

A Massively Multiplayer Online Role-Playing Game and Its Effects on Interaction in the Second Language

2018 ◽  
pp. 367-389 ◽  
Author(s):  
Nuttakritta Chotipaktanasook ◽  
Hayo Reinders
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Education ◽  
Role Playing ◽  
Computer Assisted ◽  
Face To Face ◽  
Role Playing Games ◽  
Role Playing Game ◽  
Massively Multiplayer

Massively multiplayer online role-playing games (MMORPGs) have been dramatically used in language education and identified in computer-assisted language learning (CALL) research as playing a central role in second language acquisition (SLA). This chapter addresses the integration of a commercially developed MMORPG Ragnarok Online into a language course as a basis for digital game-based language learning and reports on its effects on second language (L2) interaction. Thirty Thai learners of English who enrolled in a 15-week university language course were required to complete 18 face-to-face classroom lessons and six gameplay sessions. Learners' language use in both text and voice chats during gameplay was recorded and analysed to measure the effects of the game. The findings show that participating in MMORPG resulted in a significantly more considerable increase in L2 interaction that used a wider range of discourse functions compared with English interaction in the classroom. The authors discuss some of the theoretical and pedagogical implications of these findings.

Designing Seamless Learning Using Role-Playing Experiences

2017 ◽  
pp. 65-92
Author(s):  
Sherry Jones ◽  
Kae Novak ◽  
Christopher Luchs ◽  
Farah Bennani
Keyword(s):  
Case Studies ◽  
Learning Experience ◽  
Research Question ◽  
Role Play ◽  
Role Playing ◽  
Learning Approach ◽  
Pedagogical Approach ◽  
Face To Face ◽  
Seamless Learning ◽  
Course Experience

This chapter examines seamless learning in the context of three case studies that incorporate role-play as a pedagogical approach to integrate contextually aware learning from the formal classroom to informal spaces both face-to face and online. The research question explored is whether role-playing design in seamless mobile learning can cultivate the learners' intrinsic motivation to engage with the course and collaborate with others. In all three case studies, a variety of technologies, such as web 2.0 and mobile devices, were employed to offer learners a seamless learning experience. The studies revealed that majority of the learners were more invested and engaged in the course experience by participating in technology-mediated role-playing activities. We conclude that role-playing should be part of the seamless learning approach, since role-playing can mediate learners' access to different knowledge areas through various perspectives, just as technology can serve as mediators in the seamless learning paradigm.

An Experiment in E-Rulemaking with Natural Language Processing and Democratic Deliberation

2012 ◽  
pp. 23-40 ◽  
Author(s):  
Peter Muhlberger ◽  
Jenny Stromer-Galley ◽  
Nick Webb
Keyword(s):  
Natural Language Processing ◽  
Natural Language ◽  
Language Processing ◽  
Attitude Change ◽  
State Agency ◽  
Democratic Deliberation ◽  
Face To Face ◽  
Public Input ◽  
Positive Effects ◽  
Agency Rulemaking

Public comment processes in federal and state agency rulemakings are among the most substantial potential arenas for public input into government. Unfortunately, these processes have not been much used for thoughtful public input. This research sought to shed light on whether online democratic deliberation, without facilitation, and natural language processing tools could empower participants to provide more informed input into an agency rulemaking. It also sought to determine whether such an approach had other positive effects such as enhancing citizenship and increasing confidence in the pertinent agency. Findings indicate improvements in participant knowledge of the network neutrality rulemaking topic, systematic attitude change, improvements to citizenship measures, and increased confidence in the Federal Communications Commission. Results suggest that public deliberation under conditions needed to involve substantial numbers of people—namely, online deliberation without facilitators—can improve public comments into federal and state agency rulemakings while strengthening the citizenship qualities of participants. They also indicate that many of the desired effects of face-to-face deliberation with trained facilitators can also be obtained online without facilitators.

“This is like an RPG where you pick up friends along the way”

2021 ◽  
pp. 122-151
Author(s):  
Sylvia Sierra
Keyword(s):  
Video Games ◽  
Identity Construction ◽  
Video Game ◽  
Real Life ◽  
Role Playing ◽  
Face To Face ◽  
Oregon Trail ◽  
Role Playing Games ◽  
Constructed Dialogue ◽  
The Oregon Trail

This chapter examines how Millennial friends in their late twenties appropriate texts from video games they have played to serve particular social interactive functions in their everyday face-to-face conversations. Speakers use references to the video games Papers, Please, The Oregon Trail, Minecraft, and Role Playing Games (RPGS) to shift the epistemic territories of conversations when they encounter interactional dilemmas. These epistemic shifts simultaneously rekey formerly problematic talk (on topics like rent, money, and injuries) to lighter, humorous talk, reframing these issues as being part of a lived video game experience. Overlapping game frames are laminated upon real-life frames and are strengthened by embedded frames containing constructed dialogue. This chapter contributes to understanding how epistemic shifts relying on intertextual ties can shift frames during interactional dilemmas in everyday conversation, which is ultimately conducive to group identity construction.

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