Relevant bibliographies by topics / Online video game

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Online video game'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Online video game"

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Hokroh, Mohammed, and Gill Green. "Online Video Games Adoption: Toward an Online Game Adoption Model." International Journal of Research in Business and Social Science (2147-4478) 8, no. 4 (July 3, 2019): 163–71. http://dx.doi.org/10.20525/ijrbs.v8i4.268.

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The purpose of this research paper is to explore the factors that influence Saudi users to adopt and use online video games. We developed a theoretical framework based on the Technology Adoption Model (TAM) to examine 6 hypotheses through a survey of 106 video game users. The results indicate that social norms, perceived enjoyment, and social interaction play a positive and significant role in influencing the perceived usefulness of online video games for end users. Also, price value, game quality, and internet speed were all factors that influence end-user perceived ease of use of online video games. Both perceived ease of use and perceived usefulness were all of the significant influence on the attitude to use online video games. Furthermore, perceived usefulness and attitude to use online video games influenced the behavioral intention to use online video games which in return influenced the actual use.
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Eden, Allison, Erin Maloney, and Nicholas David Bowman. "Gender Attribution in Online Video Games." Journal of Media Psychology 22, no. 3 (January 2010): 114–24. http://dx.doi.org/10.1027/1864-1105/a000016.

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Demographic research and anecdotal evidence suggest that, historically, games have been dominated by male players. However, newer research shows gains by female players, especially in online games. Therefore, how gamers perceive the masculinity of other gamers in game has become relevant. Two experiments examine how two variables – game genre and player skill – inform gender perception in online games. Results from both studies show that game genre is a salient cue for gender perception, but that perception of player skill is not. A number of gender differences in perceptions of player skill and the relationship between genre and perceptions of player masculinity are also identified. These findings are an important first step in understanding the perception of others in online entertainment environments.
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Sari, Dinar Ayu Mirunggan, Murtono Murtono, and Irfai Fathurohman. "Pengembangan Media Video Animasi 3D Dalam Permainan Tradisional Petak Benteng Untuk Keterampilan Motorik." Risenologi 6, no. 1 (April 30, 2021): 8–12. http://dx.doi.org/10.47028/j.risenologi.2021.61.147.

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The purpose of this research is to explain the ddevelopment of 3D animated video media in traditional games of petak benteng for motor skills. The children (students) began to recognize the traditional game of petak benteng. Researchers developed a traditional game of petak benteng by using it as a 3D animated video to introduce the game. So that the game is not inferior to modern games. This researcher is a research and development (RnD). Sources of fata in this study are primary data and secondary data. The data techniques, and interviews. The result of this research is that 3D aniamtion video learning media for students tradisional games, 3D animation video for the introduction of traditional games can be used to improve studentts motor skills, and 3D animation videos can be used as online learning media.
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Steinkuehler, Constance. "Massively Multiplayer Online Gaming as a Constellation of Literacy Practices." E-Learning and Digital Media 4, no. 3 (September 2007): 297–318. http://dx.doi.org/10.2304/elea.2007.4.3.297.

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The claim that video games are replacing literacy activities that is bandied about in the American mainstream press is based not only on unspecified definitions of both ‘games' and ‘literacy’ but also on a surprising lack of research on what children actually do when they play video games. In this article, the author examines some of the practices that comprise game play in the context of one genre of video games in particular — massively multiplayer online games (MMOGs). Based on data culled from a two-year online cognitive ethnography of the MMOG Lineage (both I and II), the author argues that forms of video game play such as those entailed in MMOGs are not replacing literacy activities but rather are literacy activities. In order to make this argument, the author surveys the literacy practices that MMOGamers routinely participate in, both within the game's virtual world (e.g. social interaction, in-game letters) and beyond (e.g. online game forums, the creation of fan sites and fan fiction). Then, with this argument in place, she attempts to historicize this popular contempt toward electronic ‘pop culture’ media such as video games and suggest a potentially more productive (and accurate) framing of the literacy practices of today's generation of adolescents and young adults.
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Werning, Stefan. "Disrupting video game distribution." Nordic Journal of Media Studies 1, no. 1 (June 1, 2019): 103–24. http://dx.doi.org/10.2478/njms-2019-0007.

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AbstractThis article analyses the disruptive potential of Valve’s game distribution platform, Steam, focusing specifically on how Steam has evolved into a de facto online social network and how Valve uses constant feature changes as part of its corporate rhetoric. Despite its profound influence on the video game industry, scholarly inquiry into Steam has focused on analyses of user or value creation. However, Steam arguably derives its long-term disruptive potential from combining the gamification of digital distribution with the formation of ephemeral public spheres around the games that it distributes, thereby becoming a de facto online social network. To investigate this strategy, the article employs a historically comparative affordance analysis, drawing on a small data set of Steam blog posts and tech blog coverage from 2007 to 2018 to map patterns of affordance change.
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Hamlen, Karla R. "General Problem-Solving Styles and Problem-Solving Approaches in Video Games." Journal of Educational Computing Research 56, no. 4 (September 12, 2017): 467–84. http://dx.doi.org/10.1177/0735633117729221.

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Video game play is a pervasive recreational activity, particularly among college students. While there is a large research base focused on educational video game play and uses of games in the classroom, there is much less research focused on cognitive strategies and entertainment video game play. The purpose of this study was to investigate potential relationships between general problem-solving styles and problem-solving approaches in video games. One hundred and thirty-eight undergraduate college students completed online surveys about their video game play and also an assessment of general problem-solving style. A multivariate linear regression revealed relationships between general problem-solving styles and problem-solving preferences in video games, with a few differences when looking at specific genres of games. This study provides evidence that approaches to video game play can be a reflection of real-life problem-solving styles.
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Putra Perkasa, Sastradwija, and Dedi Rahman Nur. "Effectiveness of Player Unknown Battleground (PUBG) Video Game in Improving Vocabulary." Borneo Educational Journal (Borju) 2, no. 2 (August 29, 2020): 73–77. http://dx.doi.org/10.24903/bej.v2i2.629.

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One of the online-based games that are popular right now is PUBG. This online-based game is good to be used as an alternative for the student to learn vocabulary. This study aims to compare whether to learn English vocabulary through PUBG online game than pre adopted course. This paper utilized a pre-test and post-test questionnaire to gather the data. There are observations and reactions to digital games. This study indicated that after playing PUBG the students' mean score is significantly higher than before playing the game, showing the beneficial effect of using video games to improve students' English vocabulary. Video games have basic representations of perception that are interactive. Therefore, from an optimistic viewpoint, integrating video games into the learning process must be viewed. It is not a simple task to create video games packed with instructional features, but it is a standard solution to better understand their assignments. Via problem-solving, decision-making, conclusion-making and collaborative study with their peers, students learn cognitive and beneficial components in addition to fun. Not only do students know about the subject, but they also develop their personalities.
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Eskasasnanda, I. Dewa Putu. "Causes and Effects of Online Video Game Playing among Junior-Senior High School Students in Malang East Java." KOMUNITAS: International Journal of Indonesian Society and Culture 9, no. 2 (August 15, 2017): 191–202. http://dx.doi.org/10.15294/komunitas.v9i2.9565.

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Science and technology development causes a lot of changes in any fields including the form of popular games among the Junior and Senior High School students in Indonesia.The traditional games that are famous formerly have been replaced by the modern games like online video game.This article discusses the cause and effect of the online video game playing on the Junior and Senior High Schools students in Malang.This study reveal that students play video games online due to peers pressure; and online video games are liked because they are considered more modern, practical, realistic and varied. Initially, students play online video games to relieve the fatigue due to studying at school, but subsequently, they are becoming addicted, and reach a condition that they find it difficult to stop playing games.This condition will directly affect their achievement in school.
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Huang, Yan, Stefanus Jasin, and Puneet Manchanda. "“Level Up”: Leveraging Skill and Engagement to Maximize Player Game-Play in Online Video Games." Information Systems Research 30, no. 3 (September 2019): 927–47. http://dx.doi.org/10.1287/isre.2019.0839.

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We propose a novel two-stage data-analytic modeling approach to gamer matching for multiplayer video games. In the first stage, we build a hidden Markov model to capture how gamers' latent engagement state evolves as a function of their game-play experience and outcome and the relationship between their engagement state and game-play behavior. We estimate the model using a data set containing detailed information on 1,309 randomly sampled gamers' playing histories over 29 months. We find that high-, medium-, and low-engagement-state gamers respond differently to motivations, such as feelings of achievement and need for challenge. For example, a higher per-period total score (achievement) increases the engagement of gamers in a low or high engagement state but not those in a medium engagement state; gamers in a low or medium engagement state enjoy within-period score variation (challenge), but those in a high engagement state do not. In the second stage, we develop a matching algorithm that learns (predicts) the gamer's current engagement state on the fly and exploits that learning to match the gamer to a round to maximize game-play. Our algorithm increases gamer game-play volume and frequency by 4%–8% conservatively, leading to economically significant revenue gains for the company.
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Ortiz, Luz, Héctor Tillerias, Christian Chimbo, and Veronica Toaza. "Impact on the video game industry during the COVID-19 pandemic." Athenea 1, no. 1 (September 25, 2020): 5–13. http://dx.doi.org/10.47460/athenea.v1i1.1.

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This work presents trends and comparisons that show a change in the consumption and production of video games in times of confinement due to the health emergency. The video game industry has modified its philosophy and adapted its products to the new requirements and trends of consumers who see in this activity a way to appease the psychological and social impact due to quarantine and isolation. There is evidence of a 65% increase in the use of online video games, which has broken a world record. Products that have new aspects and considerations never before proposed by this great industry have been developed and offered, such as thematic games related to the COVID-19 pandemic. Keywords: Video game, pandemic, online games, confinement. References [1]M. Olff, Screening for consequences of trauma–an update on the global collaboration on traumatic stress.European Journal of Psychotraumatology, 2020. [2]Z. Li, China’s Digital Content Publishing Industry: The 2019 Annual Report on Investment Insights and Market Trends. Publishing Research Quarterly, 2020. [3]R. Agis, An event-driven behavior trees extension to facilitate non-player multi-agent coordination in video games, Expert Systems with Applications, 2020. [4]O. Wulansari, Video games and their correlation to empathy: How to teach and experience empathic emotion. Advances in Intelligent Systems and Computing, 2020. [5]C. Bachen, Simulating real lives: Promoting Global Empathy and Interest in Learning Through SimulationGames. Sage Journal, 2012. [6]S. Fowler, Intercultural simulation games: A review (of the united states and beyond). Sage Journals, 2010. [7]G. Chursin, Learning game development with Unity3D engine and Arduino microcontroller. Journal ofPhysics: Conference Series, 2019. [8]K. Hewett, The Acquisition of 21st-Century Skills Through Video Games: Minecraft Design Process Modelsand Their Web of Class Roles. Sage Journal, 2020. [9]R. Bayeck, Exploring video games and learning in South Africa: An integrative review. Educational TechnologyResearch and Development, 2020. [10]K. Hewett, The 21st-Century Classroom Gamer. Games and Culture, 2021.
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Dissertations / Theses on the topic "Online video game"

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Monjezizadeh, Ladbon, and Alex Untoro. "How the Online Disinhibition Effect Affects the Online Video Game Industry." Thesis, Uppsala universitet, Institutionen för speldesign, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-297939.

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Extensive computer use is creating a society where its citizens are communicating outside the norm of real life. These diversions from real life communication behavior have been named the Online Disinhibition Effect (ODE). The effect is a psychological model that is structured with different types of elements which can be triggered by different communication mediums. There are two sides of the effect; a benign, where compassion and a reveal of emotions are more likely, and a toxic, where anger, frustration and threats are in focus. In the online video game industry, ODE is active, but as the medium is different than regular internet use the effects are different as well. This paper looks at how online video games are affected by ODE. By using the most current disinhibition model made by Suler and looking at modern cyberpsychology in online games, this paper found eight features that have the possibility to decrease disinhibition amongst users. This paper concludes with a warning that games are becoming more immersive and without the proper authority features, games will increase their disinhibition effect amongst its users.
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Hess, Taryn. "COMPARISON OF LEARNING EXPERIENCES AND OUTCOMES BETWEEN A SERIOUS GAME-BASED AND NON-GAME-BASED ONLINE AMERICAN HISTORY COURSE." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2108.

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The use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for educational purposes, there is a lack of research on the effectiveness of serious video games. When paring the increasing use of online educational environments, the push to use serious video games, and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. Based on current literature, no other known study has conducted an analysis comparing a serious game-based and non-game based online course; making this a unique study. The purpose of this study was to compare student learning experiences and outcomes between a serious game-based and non-game based online American History course. The data sources were data provided from Florida Virtual School (FLVS) and student and teacher interviews. Random samples of 92 students were statistically analyzed. A group of 8 students and 4 teachers were interviewed. FLVS data provided were analyzed using an independent t-test and the Mann-Whitney test and the student and teacher interview were analyzed using thematic analysis. Results of an independent t-test revealed that there was a significant (p < .01) difference in the mean number of days necessary to complete the course (MGB = 145.80, SDGB = 50.64, MNGB = 112.63, SDNGB = 49.60). The Mann-Whitney results indicated a significant difference between course performance and the type of American history course (Z = -5.066, p < .01); students in the serious game-based online course had an A average whereas students in the non-game-based online course had a B average. The thematic analysis of the relationship between student performance and motivation in both courses indicated that students and teachers of the game-based online course provided more reasons for student motivation than the students and teachers in the non-game-based online course. The thematic analysis of what aspects do students perceive as helpful and/or hindering to their learning indicated that students and teachers of the game-based online course provided more desirable, more helpful, less undesirable, and less hindering aspects for their course than the students and teachers in the non-game-based online course. As a result of the unique nature of this study, the findings provide new information for the fields of research on online learning, serious video gaming, and instructional design as well as inform instructional-designers, teachers, education stakeholders, serious video game designers, and education researchers.
Ph.D.
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Education
Education PhD
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Westerlund, Anton. "Using Video Communication in Online Multiplayer Games : The effects of adding a video chat overlay on the game experience in online multiplayer video games - a quasi-experimental design." Thesis, Linnéuniversitetet, Institutionen för datavetenskap och medieteknik (DM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105928.

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The focus of this thesis is to investigate whether adding video communication inonline multiplayer video games will affect the game experience. The work uses usercentered design and a combination of qualitative and quantitative methods. Literaturereview, pre-study questionnaire and semi-structured interviews are used to create aprototype of a video chat overlay that can be used in games. The prototype is thenused in a quasi-experiment to test if adding a video chat will result in better gameexperience. Participants in the experiment play the same online multiplayer videogame without and with video chat overlay and fill out a game experiencequestionnaire after each condition. The GEQ scores after the two conditions arecompared using a Wilcoxon Signed-Rank Test. Results showed that adding videochat did not improve the game experience significantly. If a video chat would becreated for use in video games, it is important to keep it simple and easy to use.Regarding the effect of video chat on game experience, with the prototype designedfor this work, the null hypothesis could not be rejected since there was no significantdifference in the game experience.
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McLean, David Parsons. "It's in the Game: The effect of Competition and Cooperation on Anti-Social Behavior in Online Video Games." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/71667.

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Video games have been criticized for the amount of violence present in them and how this violence could affect aggression and anti-social behavior. Much of the literature on video games effects has focused primarily on the content of video games, but recent studies show that competition in video games could be a major influence on aggression. While competing against other players has been shown to increase aggression, there is less research on whether the mere presence of a competitive environment can influence aggression. The existing research has also primarily been performed using surveys and lab experiments. While these two approaches are very useful, they lack the ecological validity of methods like field experiments. This study examined how competitiveness, teamwork, and co-operation affect anti-social behavior in video games. A 2 (competition: high vs low) x 2 (cooperation: vs no cooperation) x 2 (team: teammates vs opponents) online field experiment on hostile speech was performed. In this study, it was found that players experience more hostile language from their teammates than they do opponents. However, neither the level of competition nor cooperation had an effect on hostile language. There was a significant interaction between player team and cooperation, with teammates being less hostile in the cooperation condition and enemies being more hostile in the cooperation condition. Implications for hostility in online video games and group dynamics within online games are discussed.
Master of Arts
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Tran, Chris Wang Zuoming. "What's real anymore a comparison of World of Warcraft, secondlife and online experiences /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-10976.

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Vonderlind, Chris J. "Twitch TV Uncovered – Interactivity and Community in Video Game Live Streams." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1566367310448623.

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Kubik, Erica. "From girlfriend to gamer negotiating place in the hardcore/casual divide of online video game communities /." Bowling Green, Ohio : Bowling Green State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1260391480.

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Kubik, Erica. "From Girlfriend to Gamer: Negotiating Place in the Hardcore/Casual Divide of Online Video Game Communities." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1260391480.

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Chan, Pauline B. "Narrative participation within game environments: role-playing in massively multiplayer online games." Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37126.

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Massively multiplayer online games (MMOGs) present fantastic, persistent worlds and narratives for a community of players to experience through pre-defined rules, roles, and environments. To be able to offer the opportunity for every player to try the same experiences, many game developers have opted to create elaborate virtual theme parks: scripted experiences within static worlds that cannot be affected or changed through player actions. Within these games, some players have turned to role-playing to establish meaningful connections to these worlds by expanding upon and subverting the game's expectations to assume a limited sense of agency within the world. The interaction between role-players and the locations they occupy within these worlds is a notable marker of this narrative layering; specific locations inform social codes of conduct, designed by developers, and then repurposed by players for their characters and stories. Through a qualitative case study in World of Warcraft on public role-playing events, this thesis considers how the design of in-game locations inform their use for role-playing, and how locations are altered through storytelling as a result.
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Bullock, Katherine Mary. "The Reproduction of Hypermasculinity, Misogyny and Rape Culture in Online Video Game Interactions." Thesis, North Dakota State University, 2017. https://hdl.handle.net/10365/28667.

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Playing video games is a popular past time for many, and the introduction of online gaming allows people of various backgrounds to interact with one another. Yet, it is clear in the wake of incidences such as Gamergate which saw threats directed towards women, that gaming is still considered a male space that is hostile towards women. Through content analysis of online spaces, this research sought to understand how violence towards femininity manifests in gaming. Through Louis Althusser?s (1972) concept of Ideological State Apparatuses (ISAs) I explore how hypermasculine and misogynistic ideologies are reproduced in online gaming culture. It was found that violence towards women, hypermasculinity, and misogyny were perpetuated through the expression of dominant ideologies that place men above women. That being said, there were a significant number of people who spoke out against these ideologies thus working to dismantle the dominant attitudes that contribute to violence towards women.
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Books on the topic "Online video game"

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Nintendo Wii Flash game creator's guide: Design, develop, and share your games online. New York: McGraw-Hill, 2008.

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Perkins, Todd. Nintendo Wii Flash game creator's guide: Design, develop, and share your games online. San Francisco: McGraw-Hill, 2008.

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McQuade, Samuel C. Internet addiction and online gaming. Edited by Gentry Sarah, Colt James P, and Rogers Marcus K. New York: Chelsea House, 2011.

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Avatars, personnages et acteurs virtuels. Québec (Québec): Presses de l'Université du Québec, 2013.

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Xian shang you xi kai fa yu jing ying zhi zhu zuo quan wen ti: Copyright issues of online game development and management. Tai bei shi: Jing ji bu zhi hui cai chan ju, 2008.

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Inc, ebrary, ed. Korea's online gaming empire. Cambridge, MA: MIT Press, 2010.

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Chin, Elliott. Phantasy Star Online episode III: C.A.R.D. revolution : Prima's official strategy guide. Roseville, CA: Prima Games, 2004.

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Poolos, Jamie. Careers in online gaming. New York: Rosen Pub., 2014.

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Frase, Tuesday. The official guide to Ultima Online. Austin, TX: Origin Systems, 1997.

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Kawahara, Reki. Sword art online: Alicization rising. New York: Yen Press, 2017.

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Book chapters on the topic "Online video game"

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Hussain, Ali, Ding Hooi Ting, Helmut Hlavacs, and Amir Zaib Abbasi. "In-Game Virtual Consumption and Online Video Game Addiction: A Conceptual Model." In Lecture Notes in Computer Science, 210–18. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77277-2_17.

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Ruggles, Christopher, Greg Wadley, and Martin R. Gibbs. "Online Community Building Techniques Used by Video Game Developers." In Entertainment Computing - ICEC 2005, 114–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11558651_12.

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Morelli, Tony. "Haptic Relay - Including Haptic Feedback in Online Video Game Streams." In Human-Computer Interaction. Novel User Experiences, 396–405. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39513-5_37.

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Kwak, Haewoon, and Jeremy Blackburn. "Linguistic Analysis of Toxic Behavior in an Online Video Game." In Lecture Notes in Computer Science, 209–17. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15168-7_26.

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Jost, Patrick, and Monica Divitini. "From Paper to Online: Digitizing Card Based Co-creation of Games for Privacy Education." In Technology-Enhanced Learning for a Free, Safe, and Sustainable World, 178–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86436-1_14.

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AbstractEducation is rapidly evolving from co-located settings to remote and online learning. However, many proven educational tools are designed for collaborative, co-located classroom work. Effective sketching and ideating tools, such as card-based workshop tools, cannot be applied in remote teaching.This paper explores how the paper-based card and playboard metaphor can be digitized for remote student co-creation via video call sessions. Therefore, a card-based toolkit for co-creating educational games is transformed into a digital representation for remote application. In a between-subject trial with two university student groups (n = 61), it is investigated how users perceive ideation/balancing support and applicability of the technology-enhanced card toolset compared to the paper-based variant. Both groups thereby created an analytic game concept for privacy education.The results remarkably revealed that remote co-creation using the technology-enhanced card and playboard in video call sessions was perceived as significantly more supportive for ideation and game concept balancing. Students also felt more confident to apply the digitized card toolset independently while being more satisfied with their created game concepts. The designed educational game concepts showed comparable patterns between the groups and disclosed the students’ preferences on how games for privacy education should be designed and when and where they would like to play them. Conclusively, design implications for digital card ideation toolsets were synthesized from the findings.
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Dixon, Shanly, and Sandra Weber. "Playspaces, Childhood, and Video games." In Growing Up Online, 17–36. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230607019_2.

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Cesar, Pablo, and David Geerts. "Social Interaction Design for Online Video and Television." In Handbook of Digital Games and Entertainment Technologies, 1157–93. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-4560-50-4_39.

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Koenitz, Hartmut, and Noam Knoller. "Interactive Digital Narratives for iTV and Online Video." In Handbook of Digital Games and Entertainment Technologies, 1097–126. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-4560-50-4_44.

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Cesar, Pablo, and David Geerts. "Social Interaction Design for Online Video and Television." In Handbook of Digital Games and Entertainment Technologies, 1–37. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-4560-52-8_39-1.

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Koenitz, Hartmut, and Noam Knoller. "Interactive Digital Narratives for iTV and Online Video." In Handbook of Digital Games and Entertainment Technologies, 1–30. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-4560-52-8_44-1.

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Conference papers on the topic "Online video game"

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Farhana, Mosarrat, and Daniel Swietlicki. "Digitalization as a Game-Changer: A Study on Swedish Video Game Industry." In The 2st Linnaeus Student Conference on Information Technology: Digital Transformation in the Contemporary World. Lnu Press, 2021. http://dx.doi.org/10.15626/lscit2020.01.

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The purpose of this study is to extend the understanding of the business model of video game retailers using online and physical stores. It focuses on the impact of digitalization on the retailing industry considering different actors like retailers and consumers. This is a qualitative multiple-case study based on deductive reasoning. Two cases of click-and-mortar retailers operating in the Swedish video game industry have been considered along with feedback from customers. Online personal interviews and semi-structured interviews have been conducted with retailers and customers respectively. Both primary and secondary data have been used. Findings show that video game retailers need to encourage engagement through incentives and other activities to create value and change up their formats and sales strategies through pricing to reach new customers and focus on design of their online store fronts to convey trustworthiness. It offers some insightful practical suggestions to retailers who are struggling hard to adopt digital transformations in the industry. Authors’ proposed research model, based on Sorescu et al. (2011)’s retail business model and the empirical findings, contributes in the less explored domain of research on business models from retailer’s perspectives. Moreover, it adds values in industry specific study like the video game industry in Sweden considering all actors, which is argued as scarce.
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Hsu, Chia-chun A., Jim Ling, Qing Li, and C. C. J. Kuo. "The design of multiplayer online video game systems." In ITCom 2003, edited by Andrew G. Tescher, Bhaskaran Vasudev, V. Michael Bove, Jr., and Ajay Divakaran. SPIE, 2003. http://dx.doi.org/10.1117/12.512201.

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Silva, Pedro, Yasmin Amer, William Tsikerdanos, Jesse Shedd, Isabel Restrepo, and Janet Murray. "A Game of Thrones Companion." In TVX'15: ACM International Conference on Interactive Experiences for TV and Online Video. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2745197.2755519.

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Grinblate, Elizabete. "Tiešsaistes un bezsaistes sadalījums videospēļu kopienās." In LU Studentu zinātniskā konference "Mundus et". LU Akadēmiskais apgāds, 2021. http://dx.doi.org/10.22364/lu.szk.2.rk.07.

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Early research into the digital environment pointed to a strict division between online and offline. The terms “online” and “offline” are used to distinguish between activities implemented through intermediation of different technologies, such as computers. Online environment is seen as a distinct social sphere that is disconnected from offline life events. The credibility of the online environment and the veracity of social aspects are frequently questioned, since digital communities lack a physical presence. The aim of the study is to look at and determine the peculiarities of division between online and offline in several video game communities, using Bourdieu’s concepts of capital, habitus and field. The perception of digital authenticity by members of video game communities is also examined. A variety of methodological approaches were used to determine how video game communities perceive online and offline practices: playing out a video game, semi-structured interviews, media analysis, and field notes. The results show that the traditional division between physical and digital reality is ethically complex and problematic.
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Cheuque, Germán, José Guzmán, and Denis Parra. "Recommender Systems for Online Video Game Platforms: the Case of STEAM." In WWW '19: The Web Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3308560.3316457.

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"The use of Visualisations and Video Productions in Online Game-Based Learning." In 18th European Conference on e-Learning. ACPI, 2019. http://dx.doi.org/10.34190/eel.19.094.

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Neto, Joaquim A. M., Kazuki M. Yokoyama, and Karin Becker. "Studying toxic behavior influence and player chat in an online video game." In WI '17: International Conference on Web Intelligence 2017. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3106426.3106452.

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Foderaro, Greg, Vikram Raju, and Silvia Ferrari. "A cell decomposition approach to online evasive path planning and the video game Ms. Pac-Man." In Control (MSC). IEEE, 2011. http://dx.doi.org/10.1109/isic.2011.6045414.

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Saputra, Rendy, Billy Muhamad Iqbal, and Komarudin. "Stress Emotion Evaluation in Multiplayer Online Battle Arena (MOBA) Video Game Related to Gaming Rules Using Electroencephalogram (EEG)." In ICBBE 2017: 2017 4th International Conference on Biomedical and Bioinformatics Engineering. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3168776.3168797.

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Bharadwaj, Abhishek, and Kavita Vemuri. "An online game of Carrom with live video feed of co-player and face-to-face: Effect on strike response time." In 2012 IEEE International Games Innovation Conference (IGIC). IEEE, 2012. http://dx.doi.org/10.1109/igic.2012.6329854.

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Reports on the topic "Online video game"

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Rodríguez Chatruc, Marisol, and Sandra V. Rozo. How Does it Feel to Be Part of the Minority?: Impacts of Perspective Taking on Prosocial Behavio. Inter-American Development Bank, September 2021. http://dx.doi.org/10.18235/0003612.

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Can online experiences that illustrate the lives of vulnerable populations improve prosocial behaviors and reduce prejudice? We randomly assign 850 individuals to: i) an online game that immerses individuals in the life decisions of a Venezuelan migrant and ii) a documentary about the migration process of Venezuelans to Colombia. Both treatments effectively improve altruism and reduce prejudice towards migrants. The impacts of both treatments are not statistically different in any of the other outcomes that we examine. The effects of the game are mainly driven by changes in perspective-taking while the effects of the video are induced by changes in both empathy and perspective-taking.
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