We present an LLM-mediated role-playing game that supports reflection on socialization, moral responsibility, and educational role positioning. Grounded in socialization theory, the game follows a four-season structure in which players guide a child prince through morally charged situations and compare the LLM-mediated NPC's differentiated responses across stages, helping them reason about how educational guidance shifts with socialization. To approximate real educational contexts and reduce score-chasing, the system hides real-time evaluative scores and provides delayed, end-of-stage growth feedback as reflective prompts. We conducted a user study (N=12) with gameplay logs and post-game interviews, analyzed via reflexive thematic analysis. Findings show how players negotiated responsibility and role positioning, and reveal an entry-load tension between open-ended expression and sustained engagement. We contribute design knowledge on translating sociological models of socialization into reflective AI-mediated game systems.

翻译：我们提出了一款基于LLM的角色扮演游戏，旨在支持对社会化过程、道德责任和教育角色定位的反思。该游戏以社会化理论为基础，采用四季叙事结构：玩家引导一位儿童王子经历道德困境情境，并通过对比LLM生成的非玩家角色在不同成长阶段的差异化反应，帮助玩家理解教育引导如何随社会化进程而演变。为贴近真实教育场景并减少分数追逐行为，系统隐藏实时评估分数，转而提供延迟的、阶段性的成长反馈作为反思提示。我们开展了用户研究（N=12），通过游戏日志记录与赛后访谈收集数据，并采用反思性主题分析法进行解读。研究发现揭示了玩家如何协商责任归属与角色定位，同时暴露出开放式表达与持续参与之间的初始负荷张力。本研究为将社会化社会学模型转化为具有反思性的AI中介游戏系统提供了设计知识。