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Relevant bibliographies by topics / Video game play

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Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers

Academic literature on the topic 'Video game play'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Video game play"

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Velez, John A., and David R. Ewoldsen. "Helping Behaviors During Video Game Play." Journal of Media Psychology 25, no. 4 (January 1, 2013): 190–200. http://dx.doi.org/10.1027/1864-1105/a000102.

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Research suggests that video games are becoming a social activity. Previous research has neglected the complicated social context in which people now play video games. However, a growing body of literature suggests that playing violent video games cooperatively with others can attenuate their aggression-facilitating effects and increase prosocial behaviors between players. To better understand which types of social game play can foster helping behaviors between players and which players may be engaging in these helping behaviors during game play, the current study administered a survey to 252 students who self-identified as video game players. The results suggest that participants who reported playing cooperatively/competitively with other players were more likely to report engaging in helping behaviors during game play. Additionally, participants who reported being motivated to play specialized roles in group game play and have an altruistic personality were more likely to report engaging in helping behaviors during game play.

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Fassone, Ricardo. "This is video game play: video games, authority and metacommunication." Comunicação e Sociedade 27 (June 29, 2015): 37–52. http://dx.doi.org/10.17231/comsoc.27(2015).2088.

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Gregory Bateson claims that all play acts should be primarily understood as meta-communicative. In other words, playing a game implies being able to transmit and receive the meta-message ‘this is play’, which establishes a psychological frame among the players. I will propose a radical reading of Bateson’s theory in the context of video games; specifically, I will attempt at analysing the characteristics, specificities and implications of the message ‘this is video game play’. I will contend that the specific language through which video games convey this message is that of their rules, the inescapable limitations posed by their computational and digital nature. In other words, playing a video game is always, at least to a degree, playing a game of meta-communication with, against and around a video game’s hard-coded rules. Finally, I will propose a close reading of the game Papers, Please and contend that Pope’s work engages in a significant reading of the inherent reflexivity of video games, deliberately portraying their authoritative nature and communicative potential.

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Griffiths, Robert P., Matthew S. Eastin, and Vincent Cicchirillo. "Competitive Video Game Play." Communication Research 43, no. 4 (February 6, 2015): 468–86. http://dx.doi.org/10.1177/0093650214565895.

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Hamlen, Karla R. "Understanding Children’s Choices and Cognition in Video Game Play." Zeitschrift für Psychologie 221, no. 2 (January 2013): 107–14. http://dx.doi.org/10.1027/2151-2604/a000136.

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This article provides a synthesis of a group of research studies conducted to better understand in what ways children’s entertainment video game play choices relate to their creativity, motivations, problem-solving strategies, learning preferences, and beliefs about how to play games. Three studies were conducted among American students: (1) a survey and creativity assessment with students aged 9–11, (2) an in-depth qualitative study with three adolescent boys, and (3) an online survey. Key findings from this research relate to both psychological factors motivating video game play, and cognition and choices children make while playing video games. Results from these studies demonstrate that, despite assumptions that children play video games to avoid mental stimulation, children are actually motivated by the challenge and thinking required by video games. The reward system used in video games is a strong continuing motivator for boys in particular. Among both genders, playing certain genres of video games is related to utilizing particular learning strategies. Additionally, though creativity does not appear to be hindered by video game play, the most creative children are generally not choosing to spend their time on video games. Finally, children create their own code of conduct and ethics within video game play, although an individual’s work ethic within video games tends to reflect patterns in other areas of life. Collectively, these studies provide a rich picture of children’s video game play and show consistency, both between game contexts and real life choices, and with other literature related to children’s motivations and strategies for learning.

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Thorn, Ross. "How to Play with Maps." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-365-2019.

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<p><strong>Abstract.</strong> Introduction: Cartographic design guidelines are traditionally grounded in the concept of work, striving for optimal efficiency and effectiveness when accomplishing tasks (Roth 2013a). Much like traditional maps, video game maps help players navigate through and make sense of complex and often realistic virtual geographies. While maps in video games have evolved with similar technology to traditional cartography (Ahlqvist 2011), these playful maps deviate from real-world maps in that they are designed to facilitate play and adhere to game design principles to create a challenging yet satisfying experience. My research investigates how the playful purpose of video game maps informs unique design choices in cartographic representation and interaction. Specifically, I examined how video game maps exhibit interactivity, immersiveness, incompleteness, and inclusiveness characteristics of playful maps through traditional cartographic frameworks and how video game maps utilize elements of interaction and representation as cartographic tools for play.</p>

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Corredor, Javier. "Fostering Situated Conversation Through Game Play." Simulation & Gaming 49, no. 6 (October 19, 2018): 718–34. http://dx.doi.org/10.1177/1046878118801408.

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Background. Prior research suggests that video games function as spaces for informal interaction. In this way, they foster spontaneous conversation that supports gameplay. Such conversation can facilitate learning. In particular, conversations that connect gameplay with the learning materials have positive effects on learning. In this article, those conversations are called situated conversations and used as an important concept to understand video games as educational tools. Aim. This study explores the conversations produced in educational activities supported by video games and the effects of these conversations on the learning of subject matter. Method. This randomized design experiment compares the conversations of a group of students using traditional text-based learning materials with the conversations of a group of students using an educational video game, during a four week intervention focused on the viral-replication process. In both conditions, spontaneous conversation among students was allowed and registered, and learning was assessed using a think-aloud task at the end of the intervention. Results. Students using the video game produced high-quality conversations focused on disciplinary content. The results show, additionally, that only conversations connecting different resources in the learning setting had a significant effect on learning, highlighting the importance of situated conversations for video game learning. Conclusions. The concept of situated conversation is proposed to characterize conversations that connect different resources available in the social environment. This type of conversation increases knowledge levels by bringing external information into the learning process.

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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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Fizek, Sonia. "Automated State of Play." Digital Culture & Society 4, no. 1 (March 1, 2018): 201–14. http://dx.doi.org/10.14361/dcs-2018-0112.

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Abstract Automation of play has become an ever more noticeable phenomenon in the domain of video games, expressed by self-playing game worlds, self-acting characters, and non-human agents traversing multiplayer spaces. This article proposes to look at AI-driven non-human play and, what follows, rethink digital games, taking into consideration their cybernetic nature, thus departing from the anthropocentric perspectives dominating the field of Game Studies. A decentralised posthumanist reading, as the author argues, not only allows to rethink digital games and play, but is a necessary condition to critically reflect AI, which due to the fictional character of video games, often plays by very different rules than the so-called “true” AI.

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Krause, Karlie A., Chelsie Smyth, and Kate L. Jansen. "Exploring the Effects of Violent Video Games on Healthcare Trainees." Simulation & Gaming 51, no. 5 (June 16, 2020): 653–65. http://dx.doi.org/10.1177/1046878120932298.

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Background. The prevalence of video game play has continued to increase. Previous literature has suggested negative emotional consequences related to violent video game play, such as an increase in aggression and decrease in empathy. Healthcare providers require high levels of empathy to effectively work with patients. The purpose of this study was to explore the effects of video games on empathy on a sample of graduate-level healthcare trainees. Methods. A sample of 81 students on a healthcare campus completed a 30-item survey assessing video game habits and empathy levels. Participants were then placed into two groups (violent and non-violent) based on the amount of video game violence they are exposed to. Results. The results revealed no differences between healthcare trainees on overall empathy. A follow-up analysis examining individual subscales that comprise the overall empathy score, indicated the violent video game players had lower scores on the Personal Distress scale. Conclusion. Findings suggest that healthcare trainees who play violent video games do not experience decreased Empathic Concern or Perspective Taking, compared to individuals who do not play violent games. However, healthcare trainees who play violent video games indicated lower levels of Personal Distress. Given the intensity in healthcare settings, findings suggest violent video game play may be adaptive to healthcare trainees, as lower personal distress can lead to better decision-making and potentially prevent burnout. Further research is necessary to determine the role of video game play in healthcare professionals.

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Greitemeyer, Tobias. "Playing Video Games Cooperatively Increases Empathic Concern." Social Psychology 44, no. 6 (January 1, 2013): 408–13. http://dx.doi.org/10.1027/1864-9335/a000154.

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Two studies addressed whether playing video games cooperatively in a team would increase emphatic concern toward others in need. Study 1 showed that cooperative team-play ameliorates the negative effects of violent video game play on empathy. Both those participants who had played a violent video game cooperatively in a team and participants who had played a neutral video game on their own reported more empathy than participants who had played a violent video game on their own. Study 2 showed that cooperative teamplay does not only ameliorate negative effects of violent video games, but may also foster consideration for others. In fact, playing a neutral video game cooperatively in a team (relative to single-play) increased empathy.

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Dissertations / Theses on the topic "Video game play"

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Champlin, Alexander Doran. "Video Game Play and Apparatus." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1341986681.

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Ngai, Anita Ching Yi. "Cultural Influences On Video Games: players' preferences in narrative and game-play." Thesis, University of Waterloo, 2005. http://hdl.handle.net/10012/770.

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As an entertainment media, video games provide pleasure and enjoyment through interactions with various game elements. Some games are more successful in one part of the world than others, which sales data have clearly shown over the years. Games designed in various parts of the world often have distinct differences, as developers implicitly or subconsciously convey their values and culture in their creations. Thus, in examining ?what is fun,? one must move beyond technical aspects of game design and look into immersion and emotional experiences.

In this paper, sales data for 2004 were first examined, followed by a case study to investigate any differences between Japan and the US, where major game console manufacturers and game developers reside. Although they indicated differences in popularity of genres and design approaches, results from the survey were not able to verify conclusively major statistical difference between the two groups of respondents.

The survey was constructed with a focus on narrative and game-play elements, in hopes to get a better understanding of players? preferences through the concept of immersion, which were anticipated to be influenced by cultural differences. Although no major differences were found, given the small sample population, it could be seen that there was a greater sense of character attachment from Japanese respondents, while American respondents did not like to be forced away from their actions by ?long? narrative elements.

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Beck, Michael J. "Shall We Play a Game?: The Performative Interactivity of Video Games." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700111/.

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This study examines the ways that videogames and live performance are informed by play theory. Utilizing performance studies methodologies, specifically personal narrative and autoperformance, the project explores the embodied ways that gamers know and understand videogames. A staged performance, “Shall We Play a Game?,” was crafted using Brechtian theatre techniques and Conquergood’s three A’s of performance, and served as the basis for the examination. This project seeks to dispel popular misconceptions about videogames and performance and to expand understanding about videogaming as an embodied performative practice and a way of knowing that has practical implications for everyday life.

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Sanger, Mark A. "Use of video games to increase sport knowledge and game-play performance." [Ames, Iowa : Iowa State University], 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1473254.

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Medler, Ben. "Play with data - an exploration of play analytics and its effect on player expereinces." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/44888.

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In a time of 'Big Data,' 'Personal Informatics' and 'Infographics' the definitions of data visualization and data analytics are splintering rapidly. When one compares how Fortune 500 companies are using analytics to optimize their supply chains and lone individuals are visualizing their Twitter messages, we can see how multipurpose these areas are becoming. Visualization and analytics are frequently exhibited as tools for increasing efficiency and informing future decisions. At the same time, they are used to produce artworks that alter our perspectives of how data is represented and analyzed. During this time of turbulent reflection within the fields of data visualization and analytics, digital games have been going through a similar period of data metamorphosis as players are increasingly being connected and tracked through various platform systems and social networks. The amount of game-related data collected and shared today greatly exceeds that of previous gaming eras and, by utilizing the domains of data visualization and analytics, this increased access to data is poised to reshape, and continue to reshape, how players experience games. This dissertation examines how visualization, analytics and games intersect into a domain with a fluctuating identity but has the overall goal to analyze game-related data. At this intersection exists play analytics, a blend of digital systems and data analysis methods connecting players, games and their data. Play analytic systems surround the experience of playing a game, visualizing data collected from players and act as external online hubs where players congregate. As part of this dissertation's examination of play analytics, over eighty systems are analyzed and discussed. Additionally, a user study was conducted to test the effects play analytic systems have on a player's gameplay behavior. Both studies are used to highlight how play analytic systems function and are experienced by players. With millions of players already using play analytics systems, this dissertation provides a chronicle of the current state of play analytics, how the design of play analytics systems may shift in the future and what it means to play with data.

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Beale, Matthew Carson. "Playing the Writing Game: Gaming the Writing Play." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/32006.

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My studies consider the application of digital game theory to the instruction of writing in the first year composition classroom. I frame my argument through dialectic of representation and simulation and the cultural shift now in progress from the latter to the former. I first address the history of multimodal composition in the writing classroom, specifically noting the movement from analysis to design. In the third chapter, I examine several primary tenants of video game theory in relation to traditional academic writing, such as the concept of authorship and the importance of a rule system. My final chapter combines the multimodal and digital game theory to create what I term â digital game composition pedagogy.â The last chapter offers new ways to discuss writing and composing through the theories of video games, and shows how video games extend the theories associated with writing to discussions that coincide with an interest that many of our students have outside of the classroom.
Master of Arts

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Bohman, Niclas, and Kimberly Stinson. "The Effects of Peripheral Use on Video Game Play." Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26262.

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Fourteen volunteers were asked to participate in an experiment, along with answering a survey, toevaluate the performance of three peripherals: the Xbox 360 Wired Controller, a keyboard, and theRock Band Fender Stratocaster Wired Guitar Controller. The participants played a prototype madein Unity, and their accuracy scores were analyzed in R using ANOVA. However, no significantquantifiable difference was found based on which peripheral was being used. The scores were alsoanalyzed using Pearson's Product-Moment correlation, and we were able to determine that thevariation in accuracy scores was directly linked to the participant's specific test run in theexperiment. Taking this into consideration along with results of our observational data andparticipant feedback, we found that there were more factors at play, in regards to playability andaccuracy, than just the input device itself. The learning effect of repetitive play of the prototype andinput devices, the control input scheme, and the participant's chosen peripheral manipulationmethod all had an impact.
I syfte att utvärdera prestandan av de tre kringutrustningarna handkontroll till Xbox 360, ett vanligttangentbord samt Rock Bands gitarrkontroll Fender Stratocaster deltog fjorton frivilliga personer i ettexperiment samt svarade på en enkät. Deltagarna spelade en prototyp gjord i spelmotorn Unity somsamlade in deras precisionspoäng som senare kunde analyseras i programmet R med metoden ANOVA.Dock hittades ingen signifikant mätbar skillnad mellan de olika kringutrustningarnas prestanda.Precisionspoängen analyserades även med hjälp av Pearsons produkt-moment korrelation där vi kundekonstatera att variationen i precisionspoängen var direkt kopplade till deltagarens specifika testrunda iexperimentet. Med hänsyn till detta tillsammans med resultaten från våra observationer samt feedbackfrån deltagarna fann vi att det fanns fler faktorer än inmatningsenheten som påverkade spelbarheten ochprecisionen: deltagarnas val vid hanteringen av kringutrustningen, de olika kontrollschemana samtinlärningseffekten som uppstod vid upprepat spelande av prototypens testbana och användandet avkringutrustningen.

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Whalen, Zach. "Play along video game music as metaphor and metonymy /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0004911.

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Plank, Dana Marie. "Bodies in Play: Representations of Disability in 8- and 16-bit Video Game Soundscapes." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1543506274730883.

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Castagnino, Ugolotti Vania. "Persuasive Meaningful Play : Exploring the video game Behind Every Great One." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17728.

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This thesis shines a light on tools that can be used in order to create persuasive and meaningful video games. This research was designed as an exploration of the game Behind Every Great One, with the purpose to determine if and how the game could attain a persuasive and meaningful representation of a benevolent sexist situation. To achieve this, the research took on three different approaches: an interview with the developer, a textual analysis of the game, and a qualitative survey analysing players' reactions to, and perceptions of, the game. The findings suggest that displaying characters' emotions in ways that transmit them to the players, paired with a realistic, complex representation of the social situation portrayed, are imperative for making the game have a persuasive and meaningful impact on the players. The researcher also suggests the term persuasive meaningful play as an applicable way to refer to games that contain similar characteristics as Behind Every Great One.

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Books on the topic "Video game play"

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Gackenbach, Jayne. Video game play and consciousness. Hauppauge, N.Y: Nova Science Publishers, 2011.

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Luis, Levy, ed. Play the game: The parent's guide to video games. Boston, MA: Thomson Course Technology, 2008.

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Video game spaces: Image, play, and structure in 3D worlds. Cambridge, MA: MIT Press, 2008.

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András, Lukács, ed. Utopic dreams and apocalyptic fantasies: Critical approaches to researching video game play. Lanham, Md: Rowman & Littlefield Publishers, 2010.

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Vice city virtue: Moral issues in digital game play. Leuven: Acco, 2011.

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Ethics and game design: Teaching values through play. Hershey, PA: Information Science Reference, 2010.

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Disney Infinity: Play without limits : character encyclopedia. London: Dorling Kindersley, 2015.

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Embrick, David G. Social exclusion, power and video game play: New research in digital media and technology /. Lanham, Md: Lexington Books, 2012.

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Embrick, David G. Social exclusion, power and video game play: New research in digital media and technology /. Lanham, Md: Lexington Books, 2012.

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Grochowski, John. The casino answer book: How to overcome the house advantage when you play blackjack, video poker, and roulette. Chicago, Ill: Bonus Books, 1998.

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Book chapters on the topic "Video game play"

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Bowman, Nicholas David. "The Demanding Nature of Video Game Play." In Video Games, 1–24. New York, NY : Routledge, 2018. | Series: Electronic media research series: Routledge, 2018. http://dx.doi.org/10.4324/9781351235266-1.

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Mejia, Robert, and Barbara LeSavoy. "The Sexual Politics of Video Game Graphics." In Feminism in Play, 83–101. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90539-6_6.

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Mukherjee, Souvik. "Reading Games and Playing Books: Game, Play and Storytelling." In Video Games and Storytelling, 75–102. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137525055_4.

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Rauscher, Andreas. "Scoring Play – Soundtracks and Video Game Genres." In Music and Game, 93–105. Wiesbaden: Springer Fachmedien Wiesbaden, 2012. http://dx.doi.org/10.1007/978-3-531-18913-0_5.

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Groves, Christopher L., and Craig A. Anderson. "Negative Effects of Video Game Play." In Handbook of Digital Games and Entertainment Technologies, 1297–322. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-4560-50-4_13.

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Groves, Christopher L., and Craig A. Anderson. "Negative Effects of Video Game Play." In Handbook of Digital Games and Entertainment Technologies, 1–26. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-4560-52-8_13-1.

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Austin, Michael. "Orchestrating Difference: Representing Gender in Video Game Music." In Masculinities in Play, 165–83. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90581-5_10.

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Johnson, Robin. "Technomasculinity and Its Influence in Video Game Production." In Masculinities in Play, 249–62. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90581-5_14.

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Verständig, Dan, and Jens Holze. "It’s not just a game – Subversive Praktiken in digitalen Spielkulturen." In Phänomen Let´s Play-Video, 225–39. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-12936-1_16.

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Ballard, Mary. "Video Game Play, Behavior, and Dietary Health." In Handbook of Behavior, Food and Nutrition, 2169–81. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-92271-3_138.

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Conference papers on the topic "Video game play"

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Gackenbach, Jayne, Ian Matty, and Bena Kuruvilla. "Video game play." In the 2007 conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1328202.1328217.

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Gaisbauer, Werner, William L. Raffe, Jaime A. Garcia, and Helmut Hlavacs. "Procedural Generation of Video Game Cities for Specific Video Game Genres Using WaveFunctionCollapse (WFC)." In CHI PLAY '19: The Annual Symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3341215.3356255.

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Tondello, Gustavo F., and Lennart E. Nacke. "Player Characteristics and Video Game Preferences." In CHI PLAY '19: The Annual Symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311350.3347185.

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Simons, Rachel N. "Considering Diversity in Collaborative Video Game Design Work." In CHI PLAY '16: The annual symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2968120.2987749.

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McEwan, Mitchell, Alethea Blackler, Peta Wyeth, and Daniel Johnson. "Intuitive Interaction with Motion Controls in a Tennis Video Game." In CHI PLAY '20: The Annual Symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3410404.3414242.

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Vella, Kellie, Madison Klarkowski, Daniel Johnson, Leanne Hides, and Peta Wyeth. "The Social Context of Video Game Play." In DIS '16: Designing Interactive Systems Conference 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2901790.2901823.

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Deterding, Sebastian. "Contextual Autonomy Support in Video Game Play." In CHI'16: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2858036.2858395.

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Ang, Dennis, and Alex Mitchell. "Comparing Effects of Dynamic Difficulty Adjustment Systems on Video Game Experience." In CHI PLAY '17: The annual symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3116595.3116623.

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Hiemstra, Djoerd, and Anne Carine Zagt. "Developing Communication Competencies Through E-Learning: The Motivating Potential of Adaptive Video Role Play." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5264.

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Abstract To develop competence through e-learning tools, students must be motivated to use these tools. Hence, we conducted two empirical studies to explore the motivating potential of an adaptive video role playing game (AVR) for training communication competencies. In Study 1 (N = 54), we used a within-person design to examine students’ motivation in three learning conditions: in the classroom, when playing the AVR, and when doing homework. The results showed that, relative to the homework condition, in the AVR condition students were higher in perceived competence, relatedness, intrinsic motivation, and flow. No difference between the classroom condition and the AVR condition were found. In Study 2 (N = 150), we used a randomized experimental design to examine the motivational consequences of using videos (AVR) rather than photos (APR) in the adaptive role playing game. We found that, relative to students in the APR condition, students in the AVR condition were higher in relatedness and flow. No differences in perceived competence, autonomy, and intrinsic motivation were observed. We conclude that an AVR may have considerable motivational benefits relative to common homework assignments, and some motivational benefits relative to an APR. Keywords: e-learning, video role play, games, motivation, flow

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Gómez Maureira, Marcello A., Isabelle Kniestedt, Max J. van Duijn, Carolien Rieffe, and Aske Plaat. "Shinobi Valley: Studying Curiosity For Virtual Spatial Exploration Through A Video Game." In CHI PLAY '19: The Annual Symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3341215.3356276.

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