taviMUD: Text-Augmented Virtual Investigation of Multi-User Dynamics



Abstract

This interdisciplinary project intends to establish a new, accessible platform for inclusive and continuous learning opportunities through text-augmented virtual investigation of multi-user dynamics (taviMUD). Employing a mixed-methods design, a comprehensive study will investigate the effects of taviMUD on understanding authority and group experiences. Discoveries will enhance our understanding of relatedness in virtual communities and reveal the intricate interactions among neurolinguistics, personality factors, and group dynamics. We will present research findings associated with general semantics, neurolingistics, and embodied-consciousness through a systems psychodynamics lens.

Introduction

Background

Understanding the dynamics of authority and group relations proves crucial for effective functioning within organizations and social systems. Text-Augmented Virtual Investigation for Multi-User Dynamics (taviMUD) offers an online platform for associated immersive learning experiences. As a computer software platform, taviMUD operates as an Evennia-based server and web portal programmed in the Python programming language.

To the extent that these experiences happen within a persistent, shared, computer-moderated environment, taviMUD may also be considered a virtual world (Bartle, 2004). taviMUD provides a context within which users may interact.

As a virtual world, taviMUD represents an esoteric, if not eclectic, 'slice of life' environment containing a virtual retreat center stereotypical of an elegant and fully equipped seaside space within which administration of Group Relations Conferences may occur.

As an intervention, taviMUD facilitates access to learning through Group Relations Conference participation previously inaccessible to individuals living with visual, auditory, and mobility impairments.

As a research tool, taviMUD functions as an experiential learning container for continuous, real-time data collection and storage.

Research Problem

This study intends to conduct a systems psychodynamic investigation of authority and group relations using taviMUD, with a particular focus on learning outcomes concerning authority and group experiences. Moreover, the reflexive influences of personality, participants' perceptions of group climate, and associated behaviors at both individual and group levels shall undergo examination.

Research Objectives

In the interest of methodological integrity and to minimize demand characteristics, this document refrains from presenting specific hypotheses. Instead, it offers general statements of initial research objectives, including:

  1. Developing an online platform for conducting virtual Group Relations Conferences with a focus on accessibility.
  2. Examining the impact of taviMUD on learning about authority and group climate within a systems psychodynamic framework.
  3. Exploring the influence of the Five-Factor Model of Personality on participants' perceptions of group relations, Bartle's (2005) player motivations (see 3-D Bartle Test), and associated group-level behaviors within taviMUD.
  4. Investigating the interplay between personality factors and group dynamics, including the mediating role of perceptions of group relations, within taviMUD.

Literature Review

General Semantics

General Semantics represents an interdisciplinary field examining how language, symbols, and communication impact human perception, thought processes, and behavior. Current academic thought highlights the practical application of General Semantics principles in enhancing communication, critical thinking, and decision-making.

  • Semantic Reactions: General Semantics explores how individuals frequently react not to objective reality but to their subjective interpretations of it, accentuating the role of language in shaping these interpretations (Korzybski, 1933).
  • E-Prime: E-Prime, a variant of English that excludes the use of the verb "to be," gets advocated as a tool for fostering clearer and more precise communication (Bourland, 1991).
  • Non-Identity: General Semantics challenges the concept of identity, emphasizing that individuals and situations undergo constant change, contributing to misunderstandings and conflicts (Hayakawa, 1941).
  • Time-Binding: The concept of "time-binding" underscores the significance of learning from history and past experiences to guide decision-making and problem-solving (Korzybski, 1933).
  • Neuro-Linguistic Programming (NLP): General Semantics principles have influenced NLP, a psychological approach examining how language and thought patterns affect behavior (Dilts & DeLozier, 2000).

Virtual Worlds

Virtual worlds entail persistent, shared, computer-simulated environments where users can engage with digital objects, avatars, and fellow users. Current academic thought directs attention to the multidisciplinary exploration of virtual worlds, encompassing their applications in education, social interaction, gaming, and their impacts on psychology, ethics, and technology.

  • Perceptual vs. Psychological Immersion and Flow
  • Educational Applications: Scholars underscore the potential of virtual worlds in education, advocating immersive learning experiences and skill development (Dalgarno & Lee, 2010).
  • Social Interaction: Academic discourse centers on the social dynamics and communication within virtual worlds, including the establishment of virtual identities and communities (Nowak & Fox, 2018).
  • Gaming and Entertainment: The gaming industry continually harnesses virtual worlds to create expansive, interactive game environments, enhancing player engagement (Bartle, 2004).
  • Psychological Impacts: Researchers delve into the psychological effects of virtual worlds, exploring their influence on emotions, social behavior, and identity formation (Yee, 2006).
  • Ethical Considerations: The field also addresses ethical concerns related to privacy, addiction, and the blurring of virtual and real-world boundaries (Bainbridge, 2012).
  • Technological Advancements: Ongoing research centers on technological innovations, such as augmented reality and virtual reality, that amplify the immersive qualities of virtual worlds (Koster, 2023; Schroeder, 2019).

Multi-User Dungeons

Multi-User Dungeons (MUDs) serve as text-based virtual environments where users engage with one another and the surroundings through text commands and collaborative storytelling. Current academic thought in this field centers on the history, evolution, and exploration of MUDs as social spaces, their applications in education, the development of MUD-based research tools, and digital culture.

  • Historical Significance: Scholars recognize the pioneering role of MUDs in shaping online multiplayer gaming and virtual worlds (Curtis & Nichols, 1993; Dibbell, 1993).
  • Social Interaction: Academic discourse focuses on the social dynamics and communities that emerge within MUDs, emphasizing their early role as social spaces on the internet (Reid, 1994).
  • Narrative and Creativity: Researchers highlight the collaborative storytelling and creative elements of MUDs, where players collectively craft immersive narratives (Andruid, 2024; Bruckman, 1993).
  • Persistence and Evolution: The field explores the enduring nature of MUDs and their transformation into various forms, including MOOs (MUD, Object-Oriented) and MMORPGs (Massively Multiplayer Online Role-Playing Games) (Curtis, 2008).
  • Educational Applications: Some scholars investigate the educational potential of MUDs, including their utility in teaching and learning environments (Dickey, 2005; Slator et al, 2007).

Systems Psychodynamics

Systems psychodynamics is a multidisciplinary field that examines the interconnectedness of individuals, groups, and organizations as complex systems, with a focus on unconscious processes, group dynamics, leadership, and organizational behavior.

  • Processes: Systems psychodynamics draws from Freud's work on the unconscious mind (Freud, 1915) to examine how unconscious processes influence individual and group behavior.
  • Dynamics: The field emphasizes understanding group dynamics, power structures, and role relationships (Hirschhorn & Barrnett, 1993; Miller., Gould, Stapley, & Stein, 2004), recognizing their significance in shaping organizational culture.
  • Leadership and Authority: Scholars like Bion (1961) and Menzies (1960) highlight the pivotal role of leadership and authority figures in shaping the emotional climate and functioning of organizations.
  • Anxiety and Conflict: Concepts derived from Klein (1946) and Mann (1973) help elucidate how anxiety and conflict manifest within organizational systems.
  • Organizational Change: Systems psychodynamics offers insights into navigating organizational change, drawing on Lewin's (1951) change theory.
  • Culture and Diversity: The influence of culture and diversity on group dynamics and organizational behavior is explored, following the work of Lawrence and Lorsch (1967).
  • Consultation and Intervention: Practitioners often employ systems psychodynamics as consultants, utilizing insights from Obholzer and Roberts (1994) to facilitate organizational improvement.
  • Research Methods: Research in this field encompasses qualitative and quantitative methods, as described by Armstrong and Rust (2015), to study complex human systems.
  • Ethical Considerations: Ethical considerations are integral to interventions in systems psychodynamics, reflecting the work of Argyris (1977).

Rooted in psychoanalytic theories and systems thinking, systems psychodynamics offers insights into organizational behavior, change, and effectiveness as well as how organizations navigate challenges, adapt, and thrive.

Group Relations Conferences

Group Relations Conferences (GRCs) represent a distinctive and evolving domain of inquiry within organizational psychology and group dynamics. These conferences furnish immersive opportunities for exploring group and organizational dynamics, authority, leadership, and the influence of unconscious processes on behavior. Current academic thought in this domain underscores the significance of experiential learning, socio-cultural contexts, and their role in comprehending and addressing intricate group and organizational challenges.

  • Experiential Learning: GRCs receive recognition as valuable platforms for experiential learning, enabling participants to directly engage with group dynamics and leadership roles (Dalal, 2013).
  • Unconscious Processes: Drawing from psychoanalytic theories, GRCs highlight the involvement of unconscious processes, echoing the works of Bion (1961) and Menzies (1960). From the perspective of Bartle's player typology, the implicit interactive motivations of the group's unconscious is expressed through the 'implicit' dimension (cite).
  • Authority and Leadership: GRCs offer a venue for scrutinizing authority and leadership dynamics within groups and organizations (Hirschhorn & Barnett, 1993; Miller, Gould, Stapley, & Stein, 2004).
  • Socio-cultural Contexts: Current thought in the field accentuates the importance of socio-cultural contexts in molding group behavior and relationships (Klein, 1946).
  • Conflict and Power: GRCs delve into the complexities of conflict and power dynamics, reflecting the contributions of Janis and Mann (1973).
  • Organizational Change: Exploring the application of GRC insights to facilitate organizational change and development constitutes a prominent area of research (Obholzer & Roberts, 1994).

Accessibility

Accessibility is a multidisciplinary field encompassing the design, policies, and technologies aimed at ensuring equal access and participation for individuals with disabilities. Current Accessibility constitutes a multidisciplinary field addressing the design, policies, and technologies aimed at ensuring equal access and participation for individuals with disabilities. Current academic thought emphasizes universal design principles, inclusive practices, digital accessibility, and the significance of legislation and standards to promote equitable access.

  • Universal Design: Universal design principles (Burgstahler, 2015) serve as a foundation, striving to create environments, products, and services usable by all individuals, irrespective of disabilities.
  • Education: Research in the education domain underscores the advantages of inclusive practices integrating students with disabilities into mainstream classrooms (Friend & Bursuck, 2012).
  • Digital Accessibility: In the digital realm, adherence to web accessibility standards (W3C, 2018) proves vital to ensuring websites and online content accessibility for people with disabilities.
  • Assistive Technologies: Progress in assistive technologies (Stephanidis & Antona, 2017) significantly enhances accessibility, enabling individuals with disabilities to access information and participate in diverse activities.
  • Legal Framework: Legislation such as the Americans with Disabilities Act (ADA) in the U.S. and the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) globally establishes a legal framework to enforce accessibility requirements.
  • User-Centered Design: Approaches rooted in user-centered design (ISO, 2019) prioritize involving individuals with disabilities in the design process to develop products and services meeting their specific needs.

Accessibility emerges as a crucial aspect in designing online learning environments, ensuring all users can access and engage with the content. Current academic thought in this domain underscores the significance of accessibility in fostering inclusive learning experiences, with particular emphasis on addressing the needs of individuals living with disabilities.

Group Climate

Group climate denotes the collective emotional atmosphere, attitudes, and perceptions within a group or team, influencing its functioning and outcomes. Current academic thought underscores the importance of group climate in comprehending team dynamics, decision-making, and performance, accentuating the roles of leadership, communication, and emotional intelligence.

  • Virtual Community: See Designing Virtual Worlds (Bartle, 2004).
  • Emotional Climate: Group climate encompasses the emotional tone and interpersonal dynamics within a group, impacting motivation and satisfaction (George, 2000).
  • Trust and Psychological Safety: Scholars stress the importance of trust and psychological safety in fostering a positive group climate (Edmondson, 1999).
  • Leadership Impact: Leadership behaviors critically shape group climate, with transformational and inclusive leadership styles fostering a more positive environment (Eisenbeiss et al., 2008).
  • Communication and Conflict: Effective communication and conflict resolution serve as crucial elements in maintaining a healthy group climate (Jehn, 1995).
  • Emotional Intelligence: Emotional intelligence, both at the individual and group levels, contributes to improved group climate and performance (Jordan & Lawrence, 2009).
  • Performance and Decision-Making: Group climate influences decision-making processes and team performance outcomes (Anderson & West, 1998).
  • Measurement and Assessment: Researchers utilize various tools and scales to evaluate and measure group climate (Schneider et al., 2013).

Personality

The study of personality represents a dynamic and evolving domain within psychology, aiming to comprehend the enduring patterns of thoughts, feelings, and behaviors that differentiate individuals. Current academic thought in personality psychology incorporates diverse theoretical perspectives, measurement approaches, and interdisciplinary research, striving to deepen our understanding of human personality and its significance in various life domains.

  • Trait Theories: Prominent trait theories, such as the Big Five (Goldberg, 1993), emphasize fundamental dimensions of personality (e.g., extraversion, neuroticism) as stable and predictive of behavior.
  • Biological Foundations: Research explores the genetic and neurobiological bases of personality traits and their heritability (Jang et al., 1996).
  • Psychodynamic Approaches: Contemporary psychodynamic theories, influenced by Freud (1923) and Jung (1923), consider unconscious processes and the self's role in personality development.
  • Cognitive and Social-Cognitive Theories: Cognitive theories, exemplified by Bandura's Social-Cognitive Theory (1986), investigate how self-beliefs, expectations, and social learning influence personality.
  • Person-Environment Interactions: Scholars increasingly investigate the dynamic interplay between personality and environmental factors (Caspi et al., 2005).
  • Cultural and Cross-Cultural Perspectives: Cultural psychologists explore how culture molds personality expression and development (Triandis, 1995).
  • Personality Assessment: Advances in assessment tools and methodologies, such as structured interviews and self-report inventories, contribute to precise measurement (Costa & McCrae, 1992).
  • Applied and Clinical Psychology: Personality research informs clinical psychology, aiding in the diagnosis and treatment of personality disorders (APA, 2013).

Methods

Research Design

The study will employ a mixed-methods design.

Sample

The study will include a diverse sample of 150 participants, including undergraduate students and professionals from various backgrounds. Participants will be recruited through online platforms, professional networks, and university announcements.

Procedures

taviMUD as Intervention: Participants will engage in a taviMUD intervention designed to explore systems psychodynamics, authority, and group relations. The intervention will involve collaborative storytelling, text-based interactions, and simulated group dynamics within the online environment.

Ethical approval will be sought from any relevant institutional review board. Informed consent will be obtained from all participants, and their anonymity and confidentiality will be ensured where possible and applicable. Measures will be taken to minimize potential harm or distress, and participants will be provided with debriefing and support services up to and including post-event Role Analysis Group events if needed.

Measurement

Learning about Authority

Participants will complete pre- and post-intervention assessments, including knowledge tests and self-report measures specifically developed for this study.

Group Climate

Participants will respond to validated measures assessing their perceptions of the group climate, including the avoidance, cohesion (engagement), and conflict scales of the Group Climate Questionnaire (McKenzie, 198X.), and satisfaction.

Personality

Is "player type" a state or trait and, to what extent, does it influence group dynamics? Participants will complete the following validated measures:

  • Five-Factor Model. Participants will complete the Five-Factor Mini-Marker (Saucier, XXXX), a validated questionnaire measuring personality traits based on the Five-Factor Model.
  • Bartle Test. Partcipants will complete the eight-dimension version of the Bartle Test of Player Types.
  • Player Facets. Nick Yee's (2006) test of player implicit motivations was statistically developed and has robust, known psychometric properties.

Group-Level Behaviors

Both quantitative and qualiitative observational measures will be applied to all users' taviMUD logs on an ongoing basis to assess group-level behaviors, such as communication patterns, cooperation and conflict across systemic boundaries as they relate to perceptions of authority, role, leadership, task, and group climate.

Ethical Considerations

Data Analysis Plan

Quantitative data will be analyzed using appropriate statistical techniques (e.g., regression analyses, structural equation modeling, and hierarchical linear modeling) to examine the relationships among taviMUD's learning outcomes, users' personalities, perceptions of group relations, and group-level behaviors. Qualitative data from all users' taviMUD logs will be analyzed thematically on an ongoing basis to gain deeper insights into participants' experiences and perceptions.

Limitations

Potential limitations include sample selection, the generalizability of findings, and the self-report nature of some measures. To mitigate these limitations, efforts will be made to recruit a diverse sample, employ rigorous methodology, and triangulate quantitative and qualitative data.

Expected Results

We anticipate that participants engaged in taviMUD will demonstrate enhanced learning about authority and group climate within a systems psychodynamic framework. Furthermore, we expect that personality traits based on the Five-Factor Model will influence participants' perceptions of group dynamic and associated group-level behaviors. The findings will contribute to the understanding of systems psychodynamics, the role of personality factors, and the impact of taviMUD in facilitating learning outcomes related to authority and group dynamics.

Timeline

  • Project timeline
  • Major milestones

Budget

Itemized budget with justification for expenses:

  • Virtual Private Server required to run taviMUD - Monthly Subscription Fee
  • Domain Name Registration Fee - Annual
  • SSL Certificate - Annual

Conclusion

  • Recap of the research problem and proposed solution
  • Contributions to the field of study

References

Andruid. (2023, July 17). Writing Games – The blog dedicated to text-based gaming. https://writing-games.com/
Bainbridge, W. S. (2012a). The Warcraft Civilization. MIT Press. https://mitpress.mit.edu/9780262518062/the-warcraft-civilization/
Bainbridge, W. S. (2012b). Whole-Personality Emulation. International Journal of Machine Consciousness, 04(01), 159–175. https://doi.org/10.1142/s1793843012400082
Bartle, R. (2005). Virtual worlds: Why people play. Massively Multiplayer Game Development 2, 2, 3–18.
Bartle, R. A. (2004). Designing Virtual Worlds. New Riders.
Bartle, R. A. (2014a, February 19). MUD Writings Archive. https://mud.co.uk/richard/oarchive.htm
Bartle, R. A. (2014b, February 19). Zork: A Computerized Fantasy Simulation Game. https://mud.co.uk/richard/zork.htm
Bion, W. R. (1961). Experiences in Groups: And Other Papers. Routledge. https://doi.org/10.4324/9780203359075
Bourland, D. D. (1991). To Be or Not: An E-Prime Anthology (P. D. Johnston, Ed.; Third Printing edition). International Society for General Semantics.
Bruckman, A. (1993). Gender Swapping on the Internet. https://www.semanticscholar.org/paper/Gender-Swapping-on-the-Internet-Bruckman/b18d5c9bde22f12cdb76e8cb1d8605564f9225cb
Côté, M.-A., Kádár, Á., Yuan, X., Kybartas, B., Barnes, T., Fine, E., Moore, J., Tao, R. Y., Hausknecht, M., Asri, L. E., Adada, M., Tay, W., & Trischler, A. (2019). TextWorld: A Learning Environment for Text-based Games (arXiv:1806.11532). arXiv. https://doi.org/10.48550/arXiv.1806.11532
Curtis, P., & Nichols, D. (1993). MUDs Grow Up: Social Virtual Reality in the Real World.
Dalal, F. (2013). Race, colour and the processes of racialization: New perspectives from group analysis, psychoanalysis and sociology. Routledge. https://www.taylorfrancis.com/books/mono/10.4324/9780203768679/race-colour-processes-racialization-farhad-dalal
Dalgarno, B., & Lee, M. J. W. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10–32. https://doi.org/10.1111/j.1467-8535.2009.01038.x
Dibbell, J. (1993). A Rape in Cyberspace. The Village Voice. http://www.juliandibbell.com/articles/a-rape-in-cyberspace/
Dickey, M. D. (2005). Engaging by design: How engagement strategies in popular computer and video games can inform instructional design. Educational Technology Research and Development, 53(2), 67–83. https://doi.org/10.1007/bf02504866
Dilts, R. B., & Delozier, J. A. (2000). Encyclopedia of Systemic Neuro-Linguistic Programming and NLP New Coding. N L P Univ Pr.
Freud, S. (1915). The unconscious. (Standard Edition, Vol. 14, pp. 159–204).
Grim Wheel: Imaginary Realities. (n.d.). Retrieved December 24, 2023, from https://www.grimwheel.com/imaginary/
Hayakawa, S. I. (1941). Language in action (pp. ix, 243). Harcourt, Brace.
Hirschhorn, L., & Barnett, C. K. (1993). The Psychodynamics of Organizations. Temple University Press.
Janis, I. L., & Mann, L. (1977). Decision making: A psychological analysis of conflict, choice, and commitment (pp. xx, 488). Free Press.
Klein, M. (1946). Notes on Some Schizoid Mechanisms. The Journal of Psychotherapy Practice and Research, 5(2), 160–179.
Korzybski, A. (1933). Science and sanity. An introduction to non-Aristotelian systems and general semantics (p. 798). International Non-Aristotelian Libr.
Koster, R. (2023). From Online World to Metaverse: The Future of Online Games and Games Research. Games: Research and Practice, 1(1), 11:1-11:5. https://doi.org/10.1145/3582932
Lewin, K. (1951). Field Theory in Social Science: Selected Theoretical Papers. Harper.
Menzies, I. E. P. (1960). A Case-Study in the Functioning of Social Systems as a Defence against Anxiety: A Report on a Study of the Nursing Service of a General Hospital. Human Relations, 13(2), 95–121. https://doi.org/10.1177/001872676001300201
Miller, E. J., Gould, L. J., Stapley, L. F., & Stein, M. (2004). Experiential Learning in Organizations: Applications of the Tavistock Group Relations Approach. Karnac Books. https://www.karnacbooks.com/product/experiential-learning-in-organizations-applications-of-the-tavistock-group-relations-approach/18425/
Nowak, K. L., & Fox, J. (2018). Avatars and computer-mediated communication: A review of the definitions, uses, and effects of digital representations. Review of Communication Research, 6, 30–53. https://doi.org/10.12840/issn.2255-4165.2018.06.01.015
Obholzer, A., & Roberts, V. (1994, October 3). The Unconscious at Work: Individual and Organizational Stress in the Human Services. https://www.semanticscholar.org/paper/The-Unconscious-at-Work%3A-Individual-and-Stress-in-Obholzer-Roberts/6950f9d7994b7a677f0801e6e7819dce40fa6df3
Reid, E. (n.d.). Cultural Formations in Text-Based Virtual Realities.
Schroeder, K. (2019). Stealing Worlds. Macmillan + ORM.
Slator, B. M., Borchert, O., Brandt, L., Chaput, H., Erickson, K., Groesbeck, G., Halvorson, J., Hawley, J., Hokanson, G., Reetz, D., & Vender, B. (2007). From Dungeons to Classrooms: The Evolution of MUDs as Learning Environments. In L. C. Jain, R. A. Tedman, & D. K. Tedman (Eds.), Evolution of Teaching and Learning Paradigms in Intelligent Environment (pp. 119–159). Springer. https://doi.org/10.1007/978-3-540-71974-8_6
Tharsis Gate unofficial republication of e-magazine Imaginary Realities. (n.d.). Retrieved December 24, 2023, from http://tharsis-gate.org/articles/imaginary.html
Yee, N. (2006a). Motivations for play in online games. Cyberpsychology & Behavior: The Impact of the Internet, Multimedia and Virtual Reality on Behavior and Society, 9(6), 772–775. https://doi.org/10.1089/cpb.2006.9.772
Yee, N. (2006b). The Psychology of Massively Multi-User Online Role-Playing Games: Motivations, Emotional Investment, Relationships and Problematic Usage. In R. Schroeder & A.-S. Axelsson (Eds.), Avatars at Work and Play (Vol. 34, pp. 187–207). Springer-Verlag. https://doi.org/10.1007/1-4020-3898-4_9

Appendices

  • git repo
  • consent forms
  • measures
  • flowchart outlining procedures