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Journal articles on the topic 'Computer games Video games Sound'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Belmonte Avila, Juan F. "Push, Press, Become: Tactility Linked to Identity Configurations in Video Games." Senses, emotions and artefacts: relational approaches, no. 25 (January 15, 2020): 1–10. http://dx.doi.org/10.7238/d.v0i25.3163.

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Cultural Studies and Game Studies analyses of video games often pay attention to the rules that articulate these media texts, the computer code used to write these games, and the visual and aural components utilised to represent game worlds and, sometimes, tell stories. All of these elements have a definite impact on the ways ideology is produced and reproduced by video games and, yet, the tactile interactions required to play games are often forgotten. This article highlights the importance of tactility when analysing identity discourses present in video games and expands forms of understanding representation beyond visual and sound-based components.

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Robb, James, Tom Garner, Karen Collins, and Lennart E. Nacke. "The Impact of Health-Related User Interface Sounds on Player Experience." Simulation & Gaming 48, no. 3 (2017): 402–27. http://dx.doi.org/10.1177/1046878116688236.

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Background. Understanding how sound functions on informational and emotional levels within video games is critical to understanding player experience of games. User interface sounds, such as player-character health, are a pivotal component of gameplay across many video game genres, yet have not been studied in detail. Method. To address this research gap in user interface sounds, we present two studies: The first study examines the impact of the presence or absence of player-health sounds on player experience. The second study explores the impact of the types of sound used to indicate player health. We use mixed methods with qualitative and physiological measures. Results. Our results reveal that despite the presence of visual cues, sound is still important to game design for conveying health-related information and that the type of sound affects player experience.

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Fernandez-Luque, L., T. Tøllefsen, and E. Brox. "Healthy Gaming – Video Game Design to promote Health." Applied Clinical Informatics 02, no. 02 (2011): 128–42. http://dx.doi.org/10.4338/aci-2010-10-r-0060.

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Summary Background: There is an increasing interest in health games including simulation tools, games for specific conditions, persuasive games to promote a healthy life style or exergames where physical exercise is used to control the game. Objective: The objective of the article is to review current literature about available health games and the impact related to game design principles as well as some educational theory aspects. Methods: Literature from the big databases and known sites with games for health has been searched to find articles about games for health purposes. The focus has been on educational games, persuasive games and exergames as well as articles describing game design principles. Results: The medical objectives can either be a part of the game theme (intrinsic) or be totally dispatched (extrinsic), and particularly persuasive games seem to use extrinsic game design. Peer support is important, but there is only limited research on multiplayer health games. Evaluation of health games can be both medical and technical, and the focus will depend on the game purpose. Conclusion: There is still not enough evidence to conclude which design principles work for what purposes since most of the literature in health serious games does not specify design methodologies, but it seems that extrinsic methods work in persuasion. However, when designing health care games it is important to define both the target group and main objective, and then design a game accordingly using sound game design principles, but also utilizing design elements to enhance learning and persuasion. A collaboration with health professionals from an early design stage is necessary both to ensure that the content is valid and to have the game validated from a clinical viewpoint. Patients need to be involved, especially to improve usability. More research should be done on social aspects in health games, both related to learning and persuasion.

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Hambleton, Elizabeth. "Gray Areas." Journal of Sound and Music in Games 1, no. 1 (2020): 20–43. http://dx.doi.org/10.1525/jsmg.2020.1.1.20.

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“Navigable narratives” are a subgenre of narrative-based video games under the umbrella definition of “walking simulators.” While they are a subgenre of video games, analyzing their score or soundscape purely through a video game lens paints an incomplete picture because of their different artistic focus. Models like Elizabeth Medina-Gray's modular analysis are a useful start but insufficient on their own to understand this genre's sound. Rather, a participant's experience in a navigable narrative is often quite similar to that of a soundwalk, especially a virtual reality soundwalk; the game composer/audio designer creates an intricate soundscape through which the participant moves, and with the main focus on the story and gradual travel, the participant has more time and capacity than in a typical video game to build meaning from the soundwalk they perform. One of the major relationships navigable narratives have with soundwalks is the breakdown of diegesis in the soundscape the participant takes in, which is unlike most video games. To analyze the soundwalk and also the soundscape present in navigable narratives, I draw from R. Murray Schafer, Hildegard Westerkamp, and Janet Cardiff. In the opposite direction, in many ways navigable narratives are very much like “literary computer games,” or interactive narratives that may be analyzed via “ludostylistics” à la Janet Murray and Astrid Ensslin. A key element in many navigable narratives is the use of narrative time, as described by Alicyn Warren, rather than real time, which also sets navigable narratives apart from standard video games and especially from soundwalks. To explore these varied models and lenses, I demonstrate an analytical approach, using Leaving Lyndow (2017) as my primary case study. And so, between these analytical lenses of video game music theory, soundscape and soundwalk study, and ludostylistics applicable to literary computer games, I posit that the sound of navigable narratives is best understood through a synthesis of all three.

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Desainte-Catherine, Myriam, Gyorgy Kurtag, Sylvain Marchand, Catherine Semal, and Pierre Hanna. "Playing with sounds as playing video games." Computers in Entertainment 2, no. 2 (2004): 16. http://dx.doi.org/10.1145/1008213.1008239.

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Polcyn, Sylwia. "The evolution of free time throughout history. Video games as a modern leisure activity." Biuletyn Historii Wychowania, no. 38 (October 11, 2019): 187–200. http://dx.doi.org/10.14746/bhw.2018.38.12.

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Against the background of civilizational development, the 21st century appears as a time of great opportunities of self-development and general progress but also as a time of various new leisure activities. Thanks to the society’s prosperity, as a consequence of scientific and technological research as well as technological progress, our lives have been improving on a daily basis, evolving towards “excellence”. A similar evolution has taken place in terms of leisure activities that have been known since antiquity. Some of them have slipped into oblivion, giving way to more interesting and controversial forms of leisure, including computer games. Computer games have become a part of our society; the role they have played in the 21st century is immense. Both children and teenagers are involved in this sort of pastime on a daily basis. To many of them, a day without their favourite game or virtual hero is hard to imagine. When asked about computer games, most adolescents will flood you with information on the subject. To children and teenagers, games are a source of lively colours, sounds and great opportunities. They offer a world beyond a child’s common experience. Games make a child feel needed. Most of all, computer games are more attractive and more easily accessible than other leisure activities.

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Cornfeld, Li, Victoria Simon, and Jonathan Sterne. "Legitimating Media: Shakespeare’s Awkward Travels Through Video Games and Twitter." Communication, Culture and Critique 11, no. 3 (2018): 418–35. http://dx.doi.org/10.1093/ccc/tcy015.

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Abstract Since the 19th century, Shakespeare references have recurred with surprising consistency in experimental forms of media. This article considers the role of references to and adaptations of Shakespeare texts when a media form takes on a new valence for a set of users in a particular time and place. We consider two different moments at length: a commercial interactive game from 1984 that made novel use of cassettes and sound, and the production and reception of early Twitter adaptations of Shakespeare in 2010. By standing in for the aesthetic possibilities and limits of a changing media space, Shakespearean references and deviations from them serve a key role for artists and critics in debates over the legitimacy and significance of creative work in emergent media. Thus, cultural producers, critics and audiences thus use these sometimes-awkward appearances of Shakespeare as a means of describing their aesthetic potentials and limits.

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McGloin, Rory, and Marina Krcmar. "The Impact of Controller Naturalness on Spatial Presence, Gamer Enjoyment, and Perceived Realism in a Tennis Simulation Video Game." Presence: Teleoperators and Virtual Environments 20, no. 4 (2011): 309–24. http://dx.doi.org/10.1162/pres_a_00053.

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The introduction and popularity of the Nintendo Wii home console has brought attention to the natural mapping motion capturing controller. Using a sample that identified sports as their most frequently played video games, a mental models approach was used to test the impact that perceived controller naturalness (traditional controller vs. natural mapping motion capturing controller) had on perceptions of spatial presence, realism, and enjoyment. The results showed that perceived video game realism is a predictor of spatial presence and enjoyment. Furthermore, the results supported predictions that controller naturalness would influence perceived video game realism of graphics and sound. Future research should investigate whether or not these controllers lead to greater presence and enjoyment in different genres of games (e.g., first-person shooters). In addition, future research should consider whether or not these controllers have the ability to prime violent mental models.

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Böttcher, Niels, Héctor P. Martínez, and Stefania Serafin. "Procedural Audio in Computer Games Using Motion Controllers: An Evaluation on the Effect and Perception." International Journal of Computer Games Technology 2013 (2013): 1–16. http://dx.doi.org/10.1155/2013/371374.

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A study has been conducted into whether the use of procedural audio affects players in computer games using motion controllers. It was investigated whether or not (1) players perceive a difference between detailed and interactive procedural audio and prerecorded audio, (2) the use of procedural audio affects their motor-behavior, and (3) procedural audio affects their perception of control. Three experimental surveys were devised, two consisting of game sessions and the third consisting of watching videos of gameplay. A skiing game controlled by a Nintendo Wii balance board and a sword-fighting game controlled by a Wii remote were implemented with two versions of sound, one sample based and the other procedural based. The procedural models were designed using a perceptual approach and by alternative combinations of well-known synthesis techniques. The experimental results showed that, when being actively involved in playing or purely observing a video recording of a game, the majority of participants did not notice any difference in sound. Additionally, it was not possible to show that the use of procedural audio caused any consistent change in the motor behavior. In the skiing experiment, a portion of players perceived the control of the procedural version as being more sensitive.

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Sanchez, Diana R., and Markus Langer. "Video Game Pursuit (VGPu) Scale Development: Designing and Validating a Scale With Implications for Game-Based Learning and Assessment." Simulation & Gaming 51, no. 1 (2019): 55–86. http://dx.doi.org/10.1177/1046878119882710.

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Background. Recent research on game-based assessment and training demonstrates growing interest in how individual differences affect game-based outcomes. However, there is still a lack of clarity about the variables that affect important game-based outcomes and issues with measurement approaches regarding these variables (e.g., no validation of scales). This study develops a model where video game pursuit (VGPu) is measured as an antecedent to entering the gaming cycle. We propose that VGPu-related antecedents lead to a feedback loop where engaging in the game cycle affects game-related outcomes which again affect the antecedents of re-entering the game cycle. Moreover, we validate a measure of VGPu and provide construct as well as criterion validity evidence. Methods. Within three studies ( N = 716) we develop and validate the VGPu scale - a psychometrically sound measure of intentions to pursue video games. Using Amazon’s MTurk (Studies 1, 2), participants responded to the VGPu items and we conducted exploratory and confirmatory factor analyses showing that VGPu consists of a general latent VGPu factor with four subfactors (Intentional Game Play, Generalized Game Self-Efficacy, Enjoyment of Games, Prone to Game Immersion). In Study 3, students responded to the VGPu items, to items examining construct validity, and played three video games from different genres to assess criterion-related validity of game performance and game reactions. Results. Results demonstrate construct and criterion-related validity showing that VGPu correlates with other game-related scales and predicts game performance and game reactions. Discussion. The findings demonstrate the value of the VGPu scale for research and practice because pursuing video games seems to be an important variable for predicting how individuals perform and react to game-based activities. Finally, we discuss implications for future research and practice in the realm of game-based assessment and training.

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Nie, Sen, and Yan Liu. "Analysis of Application of Digital Media Arts." Advanced Materials Research 989-994 (July 2014): 4223–25. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.4223.

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In 21st century, with the leaping advances in science and technology, computers and the rapid development of science and technology industry, formed by combining human intelligence and high-tech digital content industry that corresponds to the rapid development, and developing at an astonishing speed into a pillar industry of the knowledge economy in the new century. It is well known that digital media are based on digitized text, sound, images, Graphics, animation and video images as information carriers, through means of dissemination and development of science and technology. Basic characteristics of digital media arts: Cross uses online media which contains computer-animated production, the television advertising shoot, digital music player, there are activities such as online games, virtual reality, network, performance art, video, interactive installations and DV (digital video). This paper discusses the present status of digital media art, features, applications in education, vocational orientation and analysis of the development trend.

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Weinel, Jonathan, Stuart Cunningham, Darryl Griffiths, Shaun Roberts, and Richard Picking. "Affective Audio." Leonardo Music Journal 24 (December 2014): 17–20. http://dx.doi.org/10.1162/lmj_a_00189.

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The authors discuss their interdisciplinary research, which investigates the use of affective computing technologies in the context of music, audiovisual artworks and video games. One current project involves the expansion of mobile sound walk apps through incorporating environmental and emotional factors, forming new sonic landscapes. What type of music could reflect driving through a hot desert landscape at midday or walking through a snowy cityscape at dawn? Through a discussion of their collective work in this area, the authors aim to elicit a vision of the computer-based musical experiences of the future.

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Shelstad, William J., Dustin C. Smith, and Barbara S. Chaparro. "Gaming on the Rift: How Virtual Reality Affects Game User Satisfaction." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (2017): 2072–76. http://dx.doi.org/10.1177/1541931213602001.

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Virtual reality (VR) headsets like the Oculus Rift, HTC Vive, and PlayStation VR can provide a unique experience different from traditional computer monitors. Research demonstrates some support for VR resulting in more immersive gaming than traditional games using a computer or TV monitor. This study investigates how VR technology impacts game user satisfaction. Participants played the same strategy video game using the Oculus Rift, a VR headset, and a computer monitor. Game user satisfaction was measured by the psychometrically validated Game User Experience Satisfaction Scale (GUESS) which consists of nine constructs. Results from this study showed that VR enhanced overall satisfaction, enjoyment, engrossment, creativity, sound, and graphics quality.

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Setiyadi, Didik, Mutia Khoirunnisa, and Syahbaniar Rofiah. "Pembelajaran Interaktif Dasar Pengelompokan Hewan Dengan Metode Computer Based Intruction." PIKSEL : Penelitian Ilmu Komputer Sistem Embedded and Logic 7, no. 1 (2019): 13–22. http://dx.doi.org/10.33558/piksel.v7i1.1665.

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Abstract  Children are more interested in playing mobile games than reading books. Therefore mobile devices can be utilized in the learning process and learning tools in the interactive learning applications based on Android mobile devices. Computer-based learning or often called Computer Based Instruction, provides a clearer and more understandable understanding of the material with a variety of appropriate simulations. In this study, an interactive learning application was designed by applying the Computer Based Instruction method, also this application can be used to learn the types of animals based on the basics of grouping with a combination of graphics, text, sound, video and animation. This interactive learning app also provides some interactive games. This interactive Android-based learning applications could help children in learning basic animals grouping materials.   Keywords: Computer Based Instruction, Interactive Learning, Basic Animal Grouping, Adobe Flash CS6, Android.  Abstrak  Remaja saat ini lebih tertarik bermain mobile game dari pada membaca buku pelajaran. Untuk itu, perangkat mobile dapat dimanfaatkan dalam proses belajar anak salah satunya adalah dengan menyediakan sarana belajar berupa aplikasi pembelajaran interaktif berbasis Android pada perangkat mobile. Pembelajaran berbasis komputer atau yang sering disebut Computer Based Instruction, memberikan pengertian materi yang lebih jelas dan mudah dipahami dengan berbagai macam simulasi yang sesuai. Dalam penelitian ini, peneliti merancang aplikasi pembelajaran interaktif dengan menerapkan metode Computer Based Instruction dimana aplikasi ini dapat di gunakan untuk mempelajari jenis-jenis hewan berdasarkan dasar-dasar pengelompokannya dengan kombinasi grafik, teks, suara, video, dan animasi. Aplikasi pembelajaran interaktif ini juga menyediakan beberapa permainan interaktif. Dengan adanya aplikasi pembelajaran interaktif berbasis Android ini, diharapkan dapat membantu anak dalam mempelajari materi dasar- dasar pengelompokan hewan.  Kata kunci: Computer Based Instruction, Pembelajaran Interaktif, Dasar Pengelompokan Hewan, Adobe Flash CS6, Android.

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Ceccon Ribeiro, Paula, Melissa L. Biles, Charles Lang, Claudio Silva, and Jan L. Plass. "Visualizing log-file data from a game using timed word trees." Information Visualization 17, no. 3 (2017): 183–95. http://dx.doi.org/10.1177/1473871617720810.

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In this article, we present the application of a method for visualizing gameplay patterns observed in log-file data from a geometry game. Using VisCareTrails, a data visualization software system based on the principle of timed word trees, we were able to identify five novel behaviors that informed our understanding of how players were approaching the game. We further utilized these newly identified player behaviors by triangulating them with geometry test scores collected from players outside the game setting. We compared the predictive capacity of these behaviors against five demographic characteristics commonly observed to be associated with educational outcomes: age, gender, ethnicity, mother’s education, and attitude toward video games. Two of the novel behaviors we identified, both reflecting inflexible problem-solving strategies, outperformed all demographic variables except age in terms of predicting change in geometry test scores post-gameplay. We believe that this is sound evidence for the utility of VisCareTrails and the timed-word-tree method for identifying pedagogically relevant player behaviors from semi-structured data associated with educational games.

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Alraddadi, Safaa, Fahad Alqurashi, Georgios Tsaramirsis, Amany Al Luhaybi, and Seyed M. Buhari. "Aroma Release of Olfactory Displays Based on Audio-Visual Content." Applied Sciences 9, no. 22 (2019): 4866. http://dx.doi.org/10.3390/app9224866.

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Variant approaches used to release scents in most recent olfactory displays rely on time for decision making. The applicability of such an approach is questionable in scenarios like video games or virtual reality applications, where the specific content is dynamic in nature and thus not known in advance. All of these are required to enhance the experience and involvement of the user while watching or participating virtually in 4D cinemas or fun parks, associated with short films. Recently, associating the release of scents to the visual content of the scenario has been studied. This research enhances one such work by considering the auditory content along with the visual content. Minecraft, a computer game, was used to collect the necessary dataset with 1200 audio segments. The Inception v3 model was used to classified the sound and image dataset. Further ground truth classification on this dataset resulted in four classes: grass, fire, thunder, and zombie. Higher accuracies of 91% and 94% were achieved using the transfer learning approach for the sound and image models, respectively.

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Lee, Lai-Chung, and Kuang-Chung Hao. "Designing and Evaluating Digital Game-Based Learning with the ARCS Motivation Model, Humor, and Animation." International Journal of Technology and Human Interaction 11, no. 2 (2015): 80–95. http://dx.doi.org/10.4018/ijthi.2015040105.

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Multimedia teaching applications have been widely utilized in various subjects. The presentation of teaching materials with animations and games helps to stimulate the visual sense and enhance the learning motivation of learners. Successful learning, however, requires the stimulation of learning motivation that can inspire learners to achieve the desired learning objectives. This study combines the ARCS (Attention, Relevance, Confidence, Satisfaction) motivation model, and humor to design a set of multimedia applications that include teaching animations and games for sixth graders' natural science and technology course, called the Cat's Cradle Multimedia Learning System (CCMLS). The scenario stories of anthropomorphic characters introduce four units of natural science: levers, axles, pulleys and gears. Additionally, games are designed to impress learners even more. After the applications were prepared, tests for learning effectiveness, learning motivation and perceived fun associated with teaching materials were conducted with 106 students at the Qishan Elementary School in Kaohsiung. The experimental group used CCMLS, while the control group used videos of the textbook as the applications. A pre-test and post-test, ARCS Learning Motivation Questionnaire, Smileyometer and interviews were conducted with both groups. According to the statistical analysis, significance was detected in regard to learning effectiveness between the experimental group and the control group. Significance was also found in ARCS learning motivation and perceived fun of teaching materials. Moreover, there is a significant positive correlation between the perceived fun related to the teaching materials and learning motivation. The contribution of this study lies in the proposal of the digital game-based learning (DGBL) from the design perspective: to enhance students' learning motivation and use willingness regarding the teaching materials of the drama and the cartoon characters in humorous dialogues. The proper sound and light effects and examples that are close to daily life will also be taken into consideration in the design of the multimedia applications.

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de la Peña, Nonny, Peggy Weil, Joan Llobera, et al. "Immersive Journalism: Immersive Virtual Reality for the First-Person Experience of News." Presence: Teleoperators and Virtual Environments 19, no. 4 (2010): 291–301. http://dx.doi.org/10.1162/pres_a_00005.

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This paper introduces the concept and discusses the implications of immersive journalism, which is the production of news in a form in which people can gain first-person experiences of the events or situation described in news stories. The fundamental idea of immersive journalism is to allow the participant, typically represented as a digital avatar, to actually enter a virtually recreated scenario representing the news story. The sense of presence obtained through an immersive system (whether a Cave or head-tracked head-mounted displays [HMD] and online virtual worlds, such as video games and online virtual worlds) affords the participant unprecedented access to the sights and sounds, and possibly feelings and emotions, that accompany the news. This paper surveys current approaches to immersive journalism and the theoretical background supporting claims regarding avatar experience in immersive systems. We also provide a specific demonstration: giving participants the experience of being in an interrogation room in an offshore prison. By both describing current approaches and demonstrating an immersive journalism experience, we open a new avenue for research into how presence can be utilized in the field of news and nonfiction.

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Del-Moral, M. Esther, and Christian RodrÍguez-GonzÁlez. "War Video Games." Journal on Computing and Cultural Heritage 13, no. 4 (2020): 1–13. http://dx.doi.org/10.1145/3404196.

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Gärdenfors, Dan. "Designing sound-based computer games." Digital Creativity 14, no. 2 (2003): 111–14. http://dx.doi.org/10.1076/digc.14.2.111.27863.

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Yeltsova, S., and L. Alaeva. "LOCALIZATION OF COMPUTER VIDEO GAMES." International Humanitarian University Herald. Philology 4, no. 43 (2019): 60–63. http://dx.doi.org/10.32841/2409-1154.2019.43.4.14.

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de Aguilera, Miguel, and Alfonso Mendiz. "Video games and education." Computers in Entertainment 1, no. 1 (2003): 1–10. http://dx.doi.org/10.1145/950566.950583.

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Coulombe, Michael J., and Jayson Lynch. "Cooperating in video games? Impossible! Undecidability of Team Multiplayer Games." Theoretical Computer Science 839 (November 2020): 30–40. http://dx.doi.org/10.1016/j.tcs.2020.05.028.

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Stingel-Voigt, Yvonne. "Functions and Meanings of Vocal Sound in Video Games." Journal of Sound and Music in Games 1, no. 2 (2020): 25–43. http://dx.doi.org/10.1525/jsmg.2020.1.2.25.

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The following article gives a short overview of some functions of vocal sounds in video games. The sound of voices contributes to the realization of fictitious game worlds, since it makes the fictitious world appear significantly more real. I briefly cover the atmospheric and emotional function of the sound of voices as well as how they are utilized in video games for supporting characters. In lieu of discussing dialogues and linguistically conveyed information, I focus on the sound of voices and their influence in generating feelings and moods, and thus how they contribute to a deepening of the immersion of the player. These considerations are based on Michel Chion's concept that sound may have an added value—the recipient assigns a special meaning to a sound, which enriches the audiovisual experience. For this purpose, I analyze a number of games in short case studies in regard to their utilization of vocal sounds with added value. The research is further contextualized through Karen Collins's concept of embodied cognition, as discussed in her seminal work Playing with Sound: A Theory of Interacting with Sound and Music in Video Games and “Making Gamers Cry: Mirror Neurons and Embodied Interaction with Game Sound.”

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Pavlidis, Theo. "Teaching graphics through video games." ACM SIGGRAPH Computer Graphics 31, no. 3 (1997): 56–57. http://dx.doi.org/10.1145/262171.262206.

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de Felix, Judith Walker, and Richard T. Johnson. "Learning from Video Games." Computers in the Schools 9, no. 2-3 (1993): 119–34. http://dx.doi.org/10.1300/j025v09n02_11.

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Kersten, D. "Perception, computer graphics, and video games." Journal of Vision 7, no. 15 (2010): 39. http://dx.doi.org/10.1167/7.15.39.

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Parker, J. R., and John Heerema. "Audio Interaction in Computer Mediated Games." International Journal of Computer Games Technology 2008 (2008): 1–8. http://dx.doi.org/10.1155/2008/178923.

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The use of sound in an interactive media environment has not been advanced, as a technology, as far as graphics or artificial intelligence. This discussion will explore the use of sound as a way to influence the player of a computer game, will show ways that a game can use sound as input, and will describe ways that the player can influence sound in a game. The role of sound in computer games will be explored some practical design ideas that can be used to improve the current state of the art will be given.

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Borderie, Joceran, and Nicolas Michinov. "Identifying Flow in Video Games." International Journal of Gaming and Computer-Mediated Simulations 8, no. 3 (2016): 19–38. http://dx.doi.org/10.4018/ijgcms.2016070102.

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The flow, or optimal experience, is a highly focused mental state leading to immersion and high performance. Although flow theory has been widely applied to research on videogames, methods based on behavior observation to identify flow states are limited in this domain. The aim of the present study was to develop a new method to detect flow episodes occurring during a gaming session from observation of players' behaviors and analysis of game replays. The authors developed an optimal experience behavior pattern and a related coding scheme. In-depth interviews were then conducted to determine whether episodes coded as flow by researchers were also described as such by the players themselves. Findings showed that intense concentration followed by an expression of satisfaction could be a useful pattern to detect flow. Unexpectedly, the interviews suggested that frustration, as well as joy, may also be an emotional signature of flow. This study shed new light on the relationship between gameplay and flow.

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Quijano, Johansen. "Video Games and Writing Instruction." International Journal of Gaming and Computer-Mediated Simulations 12, no. 1 (2020): 1–27. http://dx.doi.org/10.4018/ijgcms.2020010101.

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This study measures the increase in rhetorical knowledge in two groups of first-year community college students. The control group took the course while following the standard curriculum, while the experimental group replaced a writing-intensive unit on Rogerian rhetoric with a unit on visual and procedural rhetoric where videogames were used as primary texts. The researcher analyzed the data in an attempt to establish the existence, or lack thereof, of possible connections between the use of video game texts in writing instruction and students' acquisition of rhetorical and literary skills.

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Ripamonti, Laura Anna, Marco Trubian, Dario Maggiorini, and Simone Previti. "Video Games and Operations Research." Computers in Entertainment 16, no. 1 (2017): 1–12. http://dx.doi.org/10.1145/2767136.

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Birk, Max V., Greg Wadley, Vero Vanden Abeele, Regan Mandryk, and John Torous. "Video games for mental health." Interactions 26, no. 4 (2019): 32–36. http://dx.doi.org/10.1145/3328483.

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Gee, James Paul. "Video Games and Embodiment." Games and Culture 3, no. 3-4 (2008): 253–63. http://dx.doi.org/10.1177/1555412008317309.

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Reinecke, Leonard. "Games and Recovery." Journal of Media Psychology 21, no. 3 (2009): 126–42. http://dx.doi.org/10.1027/1864-1105.21.3.126.

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The use of video and computer games for recovery purposes was investigated in an online survey of 1614 participants. The data indicate that games are systematically used after exposure to stressful situations and strain, and that recovery experience is a significant facet of the gaming experience. Using structural equation modeling, the relationships among work-related fatigue, daily hassles, social support, coping style, recovery experience, and the use of video and computer games for recovery purposes were tested. Persons who associated stronger recovery experiences with game play used video and computer games more often after stressful and exhausting situations. In addition, participants’ level of work-related fatigue and exposure to daily hassles were both positively associated with the use of games for recovery. Participants with emotion-focused coping style showed a higher tendency to use games for recovery than participants with problem-focused coping style. The relationship between work-related fatigue and game use for recovery purposes was moderated by social support. The stress buffering function of video and computer games was more important for participants receiving less social support. These participants showed a stronger relationship between work-related fatigue and the use of games for recovery than participants receiving more social support.

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Levinson, Dave S. "Creating 3D real time video games." ACM SIGGRAPH Computer Graphics 30, no. 1 (1996): 25–26. http://dx.doi.org/10.1145/232845.232852.

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Corbeil, Pierre. "Book review: Stretching Video Games." Simulation & Gaming 43, no. 2 (2012): 286–88. http://dx.doi.org/10.1177/1046878111436166.

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Aarsand, Pål André. "Computer and Video Games in Family Life." Childhood 14, no. 2 (2007): 235–56. http://dx.doi.org/10.1177/0907568207078330.

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Marshall, P. David. "Technophobia: Video Games, Computer Hacks and Cybernetics." Media International Australia 85, no. 1 (1997): 70–78. http://dx.doi.org/10.1177/1329878x9708500111.

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Iones, A., A. Krupkin, M. Sbert, and S. Zhukov. "Fast, realistic lighting for video games." IEEE Computer Graphics and Applications 23, no. 3 (2003): 54–64. http://dx.doi.org/10.1109/mcg.2003.1198263.

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Horn, Michael S. "Beyond video games for social change." Interactions 21, no. 2 (2014): 66–68. http://dx.doi.org/10.1145/2568372.

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Varvaressos, Simon, Kim Lavoie, Sébastien Gaboury, and Sylvain Hallé. "Automated Bug Finding in Video Games." Computers in Entertainment 15, no. 1 (2017): 1–28. http://dx.doi.org/10.1145/2700529.

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Tichon, Jennifer G., and Timothy Mavin. "Experiencing Resilience via Video Games." Social Science Computer Review 35, no. 5 (2016): 666–75. http://dx.doi.org/10.1177/0894439316664507.

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The purpose of this study was to investigate the influence of games, where characters must overcome adversity, on player’s perceptions of their psychological resilience. Located on the PlayStation blog (blog.us.playstation.com ), the online PlayStation Network (PSN) community group focuses on video gamers unique stories and experiences. Using a qualitative and exploratory design, blogs posted between March 2012 and January 2013 were analyzed for content describing experiences via gameplay that members reported made them feel more resilient. Both social and emotional aspects of resilience were discussed with players reporting game experiences had helped them feel more confident in their abilities. Many also associated themselves with the same resilient traits as their characters display in games. A range of popular off-the-shelf video games were reported as helpful in providing players with the opportunity to feel confident under pressure and, importantly, some players reported transferring these positive psychological effects to their real-world lives.

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Foley, Louise, and Ralph Maddison. "Use of Active Video Games to Increase Physical Activity in Children: A (Virtual) Reality?" Pediatric Exercise Science 22, no. 1 (2010): 7–20. http://dx.doi.org/10.1123/pes.22.1.7.

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There has been increased research interest in the use of active video games (in which players physically interact with images onscreen) as a means to promote physical activity in children. The aim of this review was to assess active video games as a means of increasing energy expenditure and physical activity behavior in children. Studies were obtained from computerised searches of multiple electronic bibliographic databases. The last search was conducted in December 2008. Eleven studies focused on the quantification of the energy cost associated with playing active video games, and eight studies focused on the utility of active video games as an intervention to increase physical activity in children. Compared with traditional nonactive video games, active video games elicited greater energy expenditure, which was similar in intensity to mild to moderate intensity physical activity. The intervention studies indicate that active video games may have the potential to increase free-living physical activity and improve body composition in children; however, methodological limitations prevent definitive conclusions. Future research should focus on larger, methodologically sound intervention trials to provide definitive answers as to whether this technology is effective in promoting long-term physical activity in children.

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López-Arcos, J. R., N. Padilla-Zea, P. Paderewski, and F. L. Gutiérrez. "Designing Stories for Educational Video Games." International Journal of Web-Based Learning and Teaching Technologies 12, no. 4 (2017): 1–13. http://dx.doi.org/10.4018/ijwltt.2017100101.

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The use of video games as an educational tool initially causes a higher degree of motivation in students. However, the inclusion of educational activities throughout the game can cause this initial interest to be lost. A good way to maintain motivation is to use a good story that is used as guiding thread with which to contextualize the other video game elements (characters, scenarios, challenges, scores, etc.). A method is necessary for analyzing the effectiveness of the story in a video game. The authors propose an analysis method that includes user-centered techniques. This method has been applied to several cases of study. In this paper, they describe its application to the design of an educational video game in the field of mathematics and an adventure game for training the reading skills.

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Bakkes, Sander C. J., Pieter H. M. Spronck, and Giel van Lankveld. "Player behavioural modelling for video games." Entertainment Computing 3, no. 3 (2012): 71–79. http://dx.doi.org/10.1016/j.entcom.2011.12.001.

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Gómez-Maureira, Marcello A., and Isabelle Kniestedt. "Exploring video games that invoke curiosity." Entertainment Computing 32 (December 2019): 100320. http://dx.doi.org/10.1016/j.entcom.2019.100320.

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Gee, James Paul. "Are Video Games Good for Learning?" Nordic Journal of Digital Literacy 1, no. 03 (2006): 172–83. http://dx.doi.org/10.18261/issn1891-943x-2006-03-02.

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Thelkar, Vishal. "IMPACT OF COMPUTER GAMES ON STUDENTS." International Journal of Engineering Technologies and Management Research 5, no. 6 (2020): 24–29. http://dx.doi.org/10.29121/ijetmr.v5.i6.2018.243.

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Computer and video game has gain enough popularity among teenagers also in children which is alarming and raised concern about the impact it may have on the youngsters. The games have violent themes, coupled with their interactive nature, have led to accusations that they may be worse than televised violence in affecting children's antisocial behaviour. Addiction is one of the reason it might hamper the effect on health. Other allegations are that they have an addictive quality and that excessive playing results in a diminished social contact and poorer school performance. But how bad are video games? There are strong methodological reasons for not accepting the evidence for video games effects at face value This research focuses on what are the views of people towards the computer gaming and to identify the actual effects of computer games on high school students. This paper covers earlier studies on the same topic and their findings in literature survey To reach to the objective, responses from significant no of people taken with systematic design of questionnaire. At the end it covers and conclude the relation of different variables & the effect of games on students.

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Waszkiewicz, Agata, and Martyna Bakun. "Towards the aesthetics of cozy video games." Journal of Gaming & Virtual Worlds 12, no. 3 (2020): 225–40. http://dx.doi.org/10.1386/jgvw_00017_1.

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While among game journalists and developers the term ‘cozy games’ has recently been gaining popularity, the concept still rarely is discussed in detail in academic circles. While game scholars put more and more focus on the new types of casual games that concentrate mostly on starting discourses on mental health, trauma and the experiences of marginalized people (often referred to as ‘empathy games’), the discussion would benefit from the introduction of the concept of coziness and the use of more precise definitions. The article discusses cozy aesthetics, showing that their popularity correlates with sociopolitical changes especially in Europe and the United States. First, cozy games are defined in the context of feminist and inclusive design. Second, it proposes three types of application of coziness in games depending on their relationship with functionality: coherent, dissonant and situational.

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Tomkinson, Sian. "Video games through the refrain: Innovation and familiarity." Journal of Gaming & Virtual Worlds 12, no. 3 (2020): 287–302. http://dx.doi.org/10.1386/jgvw_00020_1.

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The video game market is dominated by numerous franchises and many players lament that games are becoming boring and repetitive. However it is evident that players desire these games, which sell well. This article suggests that Deleuze and Guattari’s refrain can help explain why players desire repetition in games, and what kinds of risks and potentials it can provide. Specifically, in regard to gameplay I consider elements including genre and mechanics, and player’s desire to re-experience games. To explore repetition in players I consider game communities and the gamer identity, which can open up players to difference or encourage restriction. I argue that understood through the refrain, repetition in video games has the potential to generate difference, innovation and connections, but also possibly a closing off. The refrain is a useful tool for games studies and industry workers who are interested in understanding how new experiences can emerge from repetition.

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