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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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Ruberg, Bonnie, and Amanda L. L. Cullen. "Feeling for an Audience." Digital Culture & Society 5, no. 2 (December 1, 2019): 85–102. http://dx.doi.org/10.14361/dcs-2019-0206.
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Abstract The practice of live streaming video games is becoming increasingly popular worldwide (Taylor 2018). Live streaming represents more than entertainment; it is expanding the practice of turning play into work. Though it is commonly misconstrued as “just playing video games,” live streaming requires a great deal of behind-the-scenes labor, especially for women, who often face additional challenges as professionals within video game culture (AnyKey 2015). In this article, we shed light on one important aspect of the gendered work of video game live streaming: emotional labor. To do so, we present observations and insights drawn from our analysis of instructional videos created by women live streamers and posted to YouTube. These videos focus on “tips and tricks” for how aspiring streamers can become successful on Twitch. Building from these videos, we articulate the various forms that emotional labor takes for video game live streamers and the gendered implications of this labor. Within these videos, we identify key recurring topics, such as how streamers work to cultivate feelings in viewers, perform feelings, manage their own feelings, and use feelings to build personal brands and communities for their streams. Drawing from existing work on video games and labor, we move this scholarly conversation in important new directions by highlighting the role of emotional labor as a key facet of video game live streaming and insisting on the importance of attending to how the intersection of play and work is tied to identity.
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Wang, Bingqing, Laramie Taylor, and Qiusi Sun. "Families that play together stay together: Investigating family bonding through video games." New Media & Society 20, no. 11 (April 11, 2018): 4074–94. http://dx.doi.org/10.1177/1461444818767667.
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Video games have been a major form of people’s entertainment, and they have entered people’s family life. However, what we know about the effects of video games on family relationships is still rare. This study investigated the effects of video game co-playing among family members on family satisfaction and family closeness. In total, 361 parents recruited from Amazon Turk completed online questionnaires. The results showed that the more frequently family members play video games together, the better family satisfaction and family closeness they have. Families with poor family communication benefit more from co-playing than those with effective family communication. Family satisfaction mediated the relationship between video game co-playing and family closeness. Game features that facilitate family relationships were discovered through open-ended questions. Participants typically enjoyed playing video games with family members, and social benefits are the most salient in family settings.
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Koskimaa, Raine. "Game of Thrones -pelin Let's Play -videot ja populaarikulttuurin vastaanotto esityksenä." Lähikuva – audiovisuaalisen kulttuurin tieteellinen julkaisu 32, no. 3 (December 6, 2019): 7–25. http://dx.doi.org/10.23994/lk.87955.
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Suositun Valtaistuinpeli (Game of Thrones) -tv-sarjan myötä George R. R. Martinin Tulen ja jään laulu -kirjasarjaan perustuvasta transmediauniversumista on tullut ilmiö, jolla on faneja huomattavasti laajemmin kuin vain fantasiaharrastajien piirissä. Tässä artikkelissa pyrin selvittämään tapoja, joilla ihmiset kokevat Valtaistuinpelin maailman, hahmot ja tapahtumat, ja sitä, miten he niitä tulkitsevat ja suhteuttavat omaan elämänkokemukseensa. Hypoteesina on, että Let’s Play -videot tarjoavat hedelmällisen aineiston pelien ja yleisemmin populaarikulttuurin synnyttämien kokemusten tarkasteluun.Tutkimusmenetelmänäni on Game of Thrones -videopelistä tehtyjen Let’s Play -videoiden analysointi erityisesti pelaaja-kertojan esiintymiseen keskittyen. Tutkimuksen aineisto on koottu satunnaisotantana kahdelta eri videonjakoalustalta (Twitch, Youtube). Ääniraidalla pelaaja-kertojat ensisijaisesti sanallistavat ruudulla näkyviä tapahtumia ja käyttävät runsaasti aikaa myös pelin edellyttämien moraalisten valintojen pohtimiseen ja selittämiseen. Videoissa on myös tärkeässä roolissa pelaaja-kertojien tunnereaktioiden esittäminen, mikä korostaa Let’s Play -videoiden performatiivista luonnetta.
Let’s Play -videot tarjoavat tavan sekä esittää että kasvattaa fanikulttuurista pääomaa. Let’s Play -videoiden kautta pelaaja-kertojat osallistuvat fandomin aineettomaan vaihdantaan, tuoden oman panoksensa Valtaistuinpelin universumiin. Game of Thrones -pelin Let’s Play -videoissa pohdinta keskittyy moraalisiin valintoihin. Videot avaavat näkymän pelaaja-kertojien yksityiseen vastaanottoprosessiin ja sen aikana tapahtuvaan joustavaan erilaisten moraalikoodistojen limittymiseen. Let’s Play -videot näyttävät tarjoavan faniuden esittämiselle uudenlaisen alustan, jossa intiimi vastaanoton hetki voidaan tuottaa yhteisölliseksi kokemukseksi.
Game of Thrones Let’s Play Videos and the Reception of Popular Culture as Performance
The highly popular TV series Game of Thrones has made the transmedia universe originally based on George R. R. Martin’s novel cycle The Song of Ice and Fire into a phenomenon, which has gained fans from much wider audience than fantasy fandom. In this article, I look at the ways how people experience the world, characters, and events of the Game of Thrones, and how they interpret these and relate them to their own lives. I take it as my hypothesis that Let’s Play videos provide fruitful material for scrutinizing the experiences evoked by video games, and more generally, by popular culture productions. My research method consists of analyzing Let’s Play videos based on the Game of Thrones videogame (Telltale 2014–15), focusing especially on the performance of the player-narrators.
The data set of this research was sampled from two online video publication platforms (Twitch, Youtube). On the audio track the player-narrators mainly verbalize things happening on the screen while playing Game of Thrones, and they also extensively dwell in the reflections and explanations regarding moral choices prompted by the game. Showing off emotional responses of the player-narrators plays an important role, too, which emphasizes the performative aspect of Let’s Play videos.
Let’s Play videos provide a way to show and increase one’s fancultural capital. Through publishing Let’s Play videos the player-narrators participate in the immaterial exchange economy of fandom, by contributing their share into the Game of Thrones universe. In the Game of Thrones Let’s Play videos the reflection focuses on moral choices. These videos open up views to private reception processes of the player-narrators, and to the flexible shifts and overlaps between various moral codes during these processes. Let’s Play videos seem to offer a new kind of platform to perform one’s fan activities, in which the intimate moment of reception may be opened up to a communal experience.
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Contreras-Espinosa, Ruth S., and Carlos A. Scolari. "How do teens learn to play video games?" Journal of Information Literacy 13, no. 1 (June 2, 2019): 45. http://dx.doi.org/10.11645/13.1.2358.
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The main objective of this article is to analyse informal learning processes in the field of video games. As many teenagers are engaged in these kinds of practices, the big question is: How do teens learn to play video games? In most cases they do not learn to play video games at school or with their parents, and therefore it is necessary to map and analyse these informal learning strategies (ILS). The aims of this article are to identify the main ILS that teens apply as they acquire and improve their video game literacy, and to develop a series of categories for analysing and classifying these informal learning experiences. After briefly outlining the situation of ILS and teens’ transmedia skills, in the context of a general reflection on information literacy (IL) and transmedia literacy (TL), the methodological aspects of research and fieldwork in eight countries is described. A taxonomy of ILS related to video game practices is also presented. The research team identified six modalities of ILS (learning by doing, problem solving, imitation, playing, evaluation and teaching) and expanded them with four main categories (subject, time, space and relationships) that contain a series of oppositions. This set of modalities, categories and oppositions should be considered as a first step in the construction of a set of analytical tools for describing and classifying ILS in the context of teens’ video game experiences.
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Prena, Kelsey, and John L. Sherry. "Parental perspectives on video game genre preferences and motivations of children with Down syndrome." Journal of Enabling Technologies 12, no. 1 (March 19, 2018): 1–9. http://dx.doi.org/10.1108/jet-08-2017-0034.
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Purpose Video games have the potential to improve brain plasticity in people with Down syndrome. However, little has been done to understand video game preferences in this population. The purpose of this paper is to describe a brief exploration of video game preferences in children with Down syndrome. Design/methodology/approach An online survey was used to collect information from parents of children with Down syndrome about their child’s favorite video games and why they like video games. Findings Children with Down syndrome, as reported by their parents, most frequently play action/adventure games, and have several motivating factors for game play including overcoming challenges to gain reward and having fun engaging in the game world. Research limitations/implications The current study only recruited from a small sample of the Down syndrome population and therefore may lack generalizability. Practical implications Gaining a better understanding of which aspects of video games appeal to children with Down syndrome. Knowing what they prefer will enable us to design games that are engaging and cognitively beneficial. Originality/value This paper proposes the importance of video game play to promote development in children with Down syndrome.
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Cardoso-Leite, Pedro, and Daphne Bavelier. "Video game play, attention, and learning." Current Opinion in Neurology 27, no. 2 (April 2014): 185–91. http://dx.doi.org/10.1097/wco.0000000000000077.
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Lucas, Kristen, and John L. Sherry. "Sex Differences in Video Game Play:." Communication Research 31, no. 5 (October 2004): 499–523. http://dx.doi.org/10.1177/0093650204267930.
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Gackenbach, Jayne, Beena Kuruvilla, and Raelyne Dopko. "Video game play and dream bizarreness." Dreaming 19, no. 4 (2009): 218–31. http://dx.doi.org/10.1037/a0018145.
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Kemble, Charles D., Matthew T. Mahar, David A. Rowe, Nicholas P. Murray, and Nelson Cooper. "Energy Expenditure during Rest, Traditional Video Game Play, and Interactive Video Game Play in Adolescent Boys." Medicine & Science in Sports & Exercise 39, Supplement (May 2007): S88. http://dx.doi.org/10.1249/01.mss.0000273257.98503.27.
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Verheijen, Geert P., William J. Burk, Sabine E. M. J. Stoltz, Yvonne H. M. van den Berg, and Antonius H. N. Cillessen. "Associations Between Different Aspects of Video Game Play Behavior and Adolescent Adjustment." Journal of Media Psychology 32, no. 1 (January 2020): 27–39. http://dx.doi.org/10.1027/1864-1105/a000253.
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Abstract. Playing video games during adolescence has been linked to both positive and negative outcomes, but it remains unclear which specific aspects of gaming behavior are associated with adjustment. The current study examines the association between distinct aspects of video game play behavior and adolescent adjustment. We focused on five aspects, namely, gaming frequency, the social context, gamer identification, type of game, and motivation for playing. Participants included 705 Dutch adolescents (33.5% female, Mage = 14.07), who completed a survey including self-report and sociometric measures. Results indicated that the frequency of playing games was not associated with adolescent adjustment. However, significant associations did appear for social context, genre of games, and motivation for playing. In addition, the different aspects of gaming showed both beneficial and deleterious relations with adjustment. This research indicates the importance of disaggregating gaming behavior and the necessity to look beyond frequency of play in order to fully understand the impact of gaming on youth.
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Greitemeyer, Tobias. "The Police Officer’s Dilemma." Journal of Media Psychology 32, no. 2 (April 2020): 82–88. http://dx.doi.org/10.1027/1864-1105/a000260.
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Abstract. Correll and colleagues ( Correll, Park, Judd, & Wittenbrink, 2002 ) developed a first-person shooter task that simulates the police officer’s dilemma of whether to shoot or not a target that may present lethal danger. The present study examined the relationship between habitual violent video game play and responses in this shooting paradigm. Habitual violent video game play has been shown to increase the accessibility of aggressive thoughts. Previous research also demonstrated that action video game play has a positive impact on perceptual skills. Hence, it was hypothesized that players of violent video games would be more likely to mistakenly shoot a target and exhibit shorter reaction times in the shooting task. Results revealed that reaction times, but not error rates, were significantly associated with habitual violent video game play. These findings suggest that habitual violent video game play may have a positive impact on overall processing skills without limiting accuracy.
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Walker, Doug, E. Deanne Brocato, Les Carlson, and Russell N. Laczniak. "Parents’ and children’s violent gameplay: role of co-playing." Journal of Consumer Marketing 35, no. 6 (September 10, 2018): 623–32. http://dx.doi.org/10.1108/jcm-10-2017-2397.
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Purpose The purpose of this study is to explore the role of co-playing as a moderator of the relation between parents’ and children’s play of violent video games. Design/methodology/approach The study uses dyadic parent/child survey data to estimate the conditional effects in the model, both direct and indirect. Findings The positive effect of parents’ violent video game play of children’s playing behaviors is attenuated by parent/child co-playing. Parents’ knowledge of the Entertainment Software Rating Board (ESRB) ratings leads to higher levels of co-playing, thereby indirectly attenuating violent video game play in children as driven by parents’ play. Research limitations/implications The paper extends the literature on consumer socialization and the impact of co-playing and identifies an antecedent for co-playing in this context. Practical implications The paper reveals that knowledge of the self-regulatory ESRB rules plays a valuable (indirect) role in mitigating violent video game play by children through an increase in co-playing, which attenuates the positive effect of parents’ play on children’s play. Originality/value The study incorporates data from both parents and children to investigate the relationship between parents and children’s violent video game play while empirically investigating the uncertainty in the literature concerning the moderating impact of co-playing.
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Ferguson, Christopher J., and Stephanie M. Rueda. "The Hitman Study." European Psychologist 15, no. 2 (January 1, 2010): 99–108. http://dx.doi.org/10.1027/1016-9040/a000010.
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This article explores commonly discussed theories of violent video game effects: the social learning, mood management, and catharsis hypotheses. An experimental study was carried out to examine violent video game effects. In this study, 103 young adults were given a frustration task and then randomized to play no game, a nonviolent game, a violent game with good versus evil theme (i.e., playing as a good character taking on evil), or a violent game in which they played as a “bad guy.” Results indicated that randomized video game play had no effect on aggressive behavior; real-life violent video game-playing history, however, was predictive of decreased hostile feelings and decreased depression following the frustration task. Results do not support a link between violent video games and aggressive behavior, but do suggest that violent games reduce depression and hostile feelings in players through mood management.
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Findley, Michael R. "The Relationship between Student Learning Styles and Motivation during Educational Video Game Play." International Journal of Online Pedagogy and Course Design 1, no. 3 (July 2011): 63–73. http://dx.doi.org/10.4018/ijopcd.2011070105.
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Educational video games allow for a level of intrinsic motivation and engagement that is not found in other forms of learning. This study determines if students found educational video game play to be a motivating experience and if a relationship existed between student learning styles and levels of motivation. High school psychology students played two short online educational video games and, upon completion of the activity, their intrinsic motivation levels were determined using an evaluation questionnaire. The data, as determined by the evaluation questionnaire, revealed that students found playing educational video games to be intrinsically motivating. Further examination revealed no statistically significant differences between the student learning styles and the motivation experienced during educational video game play.
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Weber, René, Katharina M. Behr, Jacob T. Fisher, Chelsea Lonergan, and Christian Quebral. "Video Game Violence and Interactivity: Effect or Equivalence?" Journal of Communication 70, no. 2 (April 2020): 219–44. http://dx.doi.org/10.1093/joc/jqz048.
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Abstract The effect of exposure to violent video game content on aggression is intensely debated. Meta-analyses have produced widely varying estimates as to the effect (or non-effect) of violent video games on subsequent aggressive thoughts and behaviors. Recent work suggests that interactivity and player skill may play key roles in moderating the effects of violent content in video games on aggression. This study investigates the effects of violence, interactivity, and player skill on mild aggressive behavior using a custom-developed first-person shooter game allowing for high levels of experimental control. We conduct effect and equivalence tests with effect size assumptions drawn from prominent meta-analyses in the video game violence literature, finding that aggressive behavior following violent video game play is statistically equivalent to that observed following non-violent game play. We also observe an interaction between violent game content, player skill, and interactivity. When player skill matched the interactivity of the game, violent content led to an increase in aggressive behavior, whereas when player skill did not match the interactivity of the game, violent content decreased aggressive behavior. This interaction is probed using a multiverse analysis incorporating both classical significance testing and Bayesian analyses.
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Sevin, Rebecca, and Whitney Decamp. "From Playing to Programming: The Effect of Video Game Play on Confidence with Computers and an Interest in Computer Science." Sociological Research Online 21, no. 3 (August 2016): 14–23. http://dx.doi.org/10.5153/sro.4082.
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Research on the effects of playing video games has been limited by a preoccupation with possible negative repercussions. Nevertheless, research has shown that video games can have positive effects on young players’ social lives. The existing body of research, however, has largely ignored the more computer-related aspects of video game play and its effects. This study provides empirical evidence to support theoretical arguments about the relationship between playing video games and computers. The type of scientific thinking encouraged by video games and the technological abilities needed to play video games is suggested to result in an increase in players’ confidence with computers and interest in computer science. These potential relationships are examined using data from over 1,000 undergraduate students to empirically assess the relationship between video game play and: 1) confidence with computers, and 2) interest in computer science. The results indicate that game play is statistically significant as a predictor of confidence and interest. In comparison to the other predictors in the model, the strength of the effect from playing video games is relatively very strong. The findings suggest that exposure to video games as a recreational technology help inform players’ abilities with non-recreational technology and build an interest in technology in general.
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Dyson, Jon-Paul C. "Building a Video Game Collection: Lessons Learned from The Strong’s International Center for the History of Electronic Games." International Public History 4, no. 1 (June 1, 2021): 7–16. http://dx.doi.org/10.1515/iph-2021-2019.
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Abstract In 2006, The Strong National Museum of Play began an initiative to collect, preserve, and interpret the history of video games. That effort led to the founding of the International Center for the History of Electronic Games and World Video Game Hall of Fame. The museum’s collection today numbers more than 60,000 video game-related artifacts and hundreds of thousands of archival materials from key creators and companies in the industry. This article discusses the genesis of the museum’s efforts in its play mission, tracks the trajectories of The Strong’s video game initiatives over the years, and discusses some of the challenges faced by museums and other institutions working with video games.
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Laffan, Derek A., John Greaney, Hannah Barton, and Linda K. Kaye. "The relationships between the structural video game characteristics, video game engagement and happiness among individuals who play video games." Computers in Human Behavior 65 (December 2016): 544–49. http://dx.doi.org/10.1016/j.chb.2016.09.004.
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Chess, Shira, Nathaniel J. Evans, and Joyya JaDawn Baines. "What Does a Gamer Look Like? Video Games, Advertising, and Diversity." Television & New Media 18, no. 1 (August 1, 2016): 37–57. http://dx.doi.org/10.1177/1527476416643765.
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Recent years have seen changes to the video game industry and the image of video game players. There are more games on the market and a larger variety of ways to play those games. Yet, despite market shifts, authors such as Shaw demonstrate that there are still tensions surrounding gamer identification. Even as next-generation systems (such as the Xbox One, the PlayStation 4, and the Wii U) and casual gaming take hold of the market, tension remains between the perceptions of who is playing versus the reality of actual players. In our study, we perform a content analysis of video game commercials in 2013 to explore questions of diversity—particularly in terms of portrayals of the player’s sex and ethnicity—to consider how the gamer is represented in terms of physical and behavioral attributes.
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Benoit, Julie Justine, Eugenie Roudaia, Taylor Johnson, Trevor Love, and Jocelyn Faubert. "The neuropsychological profile of professional action video game players." PeerJ 8 (November 17, 2020): e10211. http://dx.doi.org/10.7717/peerj.10211.
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In the past 20 years, there has been growing research interest in the association between video games and cognition. Although many studies have found that video game players are better than non-players in multiple cognitive domains, other studies failed to replicate these results. Until now, the vast majority of studies defined video game players based on the number of hours an individual spent playing video games, with relatively few studies focusing on video game expertise using performance criteria. In the current study, we sought to examine whether individuals who play video games at a professional level in the esports industry differ from amateur video game players in their cognitive and learning abilities. We assessed 14 video game players who play in a competitive league (Professional) and 16 casual video game players (Amateur) on set of standard neuropsychological tests evaluating processing speed, attention, memory, executive functions, and manual dexterity. We also examined participants’ ability to improve performance on a dynamic visual attention task that required tracking multiple objects in three-dimensions (3D-MOT) over five sessions. Professional players showed the largest performance advantage relative to Amateur players in a test of visual spatial memory (Spatial Span), with more modest benefits in a test of selective and sustained attention (d2 Test of Attention), and test of auditory working memory (Digit Span). Professional players also showed better speed thresholds in the 3D-MOT task overall, but the rate of improvement with training did not differ in the two groups. Future longitudinal studies of elite video game experts are required to determine whether the observed performance benefits of professional gamers may be due to their greater engagement in video game play, or due to pre-existing differences that promote achievement of high performance in action video games.
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Kristanto, Damar. "The Impact of Game Avatar Customization in Improving User Experience and Gamer Loyalty: Experiment in Role Playing Game (RPG) Based Video Game." TIJAB (The International Journal of Applied Business) 2, no. 2 (February 26, 2019): 86. http://dx.doi.org/10.20473/tijab.v2.i2.2018.86-106.
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The increasing number of video game titles raises competition between video game developers getting tighter and more competitive, this encourages the game developers to be more creative in designing their games so that players become loyal to play and not quickly switch to playing other games. While we know that game development is very difficult, time consuming and requires a lot of costs for the RPG genre. So that the loyalty of game players in playing games becomes a crucial problem.This study aims to explain how the customization of game avatars can increase the loyalty of video game players in playing role-playing games (RPGs).This study uses the within-subject experimental method with participants who are RPG video game players who have played for at least 1 year, 24 participants participated in the 8 experiment session throughout the study. The results of this study indicate that avatar customization is very important because it can improve the player's self-identification in the game, improve the playing experience, improve the perceived quality of the video game played, increase the flow and immersion of players, and increase gamer loyalty. Another result that was raised was that the use of avatars that were the same gender with players (male players using male avatars) did not have higher flow and immersion than when using different genders (male players use female avatars) so that this raises new issues of gander swapping in the role playing video game that can be continued for further research.
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Evans, Michael A., Anderson Norton, Mido Chang, Kirby Deater-Deckard, and Osman Balci. "Youth and Video Games." Zeitschrift für Psychologie 221, no. 2 (January 2013): 98–106. http://dx.doi.org/10.1027/2151-2604/a000135.
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Recent research suggests that video games and social media may influence youths’ lives in ways that deserve attention from psychologists, mathematics educators, and learning scientists. For example, positive effects on engagement, which can increase probability of mathematics proficiency, have been reported in the literature. We examine this issue with emphasis on the effects of video game play on youth learning and engagement; what features, attributes, and mechanisms of video games have been identified as most salient for these factors; and how scholarship in the domain might design more rigorous studies to determine the effects of video game play on learning, achievement, and engagement. We include a description of our work developing educational games for middle school youth struggling to become algebra-ready.
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Nowak, Kristine L., Marina Krcmar, and Kirstie M. Farrar. "The Causes and Consequences of Presence: Considering the Influence of Violent Video Games on Presence and Aggression." Presence: Teleoperators and Virtual Environments 17, no. 3 (June 1, 2008): 256–68. http://dx.doi.org/10.1162/pres.17.3.256.
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The level of presence is likely to influence the effect of media violence. This project examines the causes and consequences of presence in the context of violent video game play. In a between subjects design, 227 participants were randomly assigned to play either a violent or a nonviolent video game. The results are consistent with what would be predicted by social learning theory and are consistent with previous presence research. Causal modeling analyses reveal two separate paths to presence: from individual differences and condition. The first path reveals that individual differences (previous game use and gender) predict presence. Those who frequently play video games reported higher levels of presence than those who play video games less frequently. Males play more games but felt less presence than women. The second path is related to perceived violence: those who perceived the game to be more violent felt more presence than those who perceived less violence in the game. Both of these paths were influenced by frustration with the game, which reduced presence. Those who felt more presence felt more hostility and were more verbally aggressive than those who felt lower levels of presence. Higher levels of presence led to increased physically aggressive intentions. Theoretical and practical implications are discussed.
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Durkin, Kevin, James Boyle, Simon Hunter, and Gina Conti-Ramsden. "Video Games for Children and Adolescents With Special Educational Needs." Zeitschrift für Psychologie 221, no. 2 (January 2013): 79–89. http://dx.doi.org/10.1027/2151-2604/a000138.
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Almost all children play video games at some point and many play regularly. Not only are games ubiquitous in children’s leisure environments but the motivational and skill-enhancing potentialities of this technology are being exploited increasingly in education. Good quality games, which are challenging, instructive, and absorbing, can make learning enjoyable and effective. But is this the case for children who struggle in school? This paper reviews the emerging literature on video game uses by children with special educational needs. With reference to both entertainment games and “serious” games, we consider (i) the implications of developmental and learning disabilities for game play, (ii) the potential of games to address special cognitive and educational needs, and (iii) the social potential of game play. Gaps in current knowledge are identified and directions for future research are outlined.
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Lee, Jin Ha, Rachel Ivy Clarke, and Stephanie Rossi. "A qualitative investigation of users’ discovery, access, and organization of video games as information objects." Journal of Information Science 42, no. 6 (July 11, 2016): 833–50. http://dx.doi.org/10.1177/0165551515618594.
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Video games are popular consumer products as well as research subjects, yet little exists about how players and other stakeholders find video games and what information they need to select, acquire and play video games. With the aim of better understanding people’s game-related information needs and behaviour, we conducted 56 semi-structured interviews with users who find, play, purchase, collect and recommend video games. Participants included gamers, parents, collectors, industry professionals, librarians, educators and scholars. From this user data, we derive and discuss key design implications for video game information systems: designing for target user populations, enabling recommendations based on appeals, offering multiple automatic organization options and providing relationship-based, user-generated, subject and visual metadata. We anticipate this work will contribute to building future video game information systems with new and improved access to games.
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Davies, John J., and Timothy J. Hemingway. "Guitar Hero or Zero?" Journal of Media Psychology 26, no. 4 (January 1, 2014): 189–201. http://dx.doi.org/10.1027/1864-1105/a000125.
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Motivations for, and outcomes of, playing rhythm-based music video games have had little direct study. The current research showed that fantasy-seeking motivations combined with self-esteem to create either unregulated game play habits or an incentive to play a musical instrument in real life. We obtained measures from adult players of rhythm-based music video games (N = 421), regarding their gaming habits, fantasy-seeking motivations, and self-esteem. Regression analyses showed that the interaction of low self-esteem with high fantasy-seeking motivation predicted unregulated game play. Self-esteem was negatively related to habitual and solitary game play. Fantasy-seeking motivations positively predicted a player’s desire to learn or play a musical instrument in real life. These results suggest that fantasy-seeking motivations reflect escapism under certain conditions and a desire to develop game-related skills in real life under other conditions. We discuss potential educational benefits of fantasy seeking and the implications for theory and scholarship regarding video game motivations.
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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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Raudenbush, Bryan, Jerrod Koon, Trevor Cessna, and Kristin McCombs. "Effects of Playing Video Games on Pain Response during a Cold Pressor Task." Perceptual and Motor Skills 108, no. 2 (April 2009): 439–48. http://dx.doi.org/10.2466/pms.108.2.439-448.
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Two studies assessed whether playing video games would significantly distract participants from painful stimulation via a cold pressor test. In Study 1, participants (8 men, 22 women, M age= 18.5 yr., SD = 1.3) in an action-oriented game condition tolerated pain for a longer time period and reported lower pain intensity ratings than those in a nonaction-oriented game or a nongame control condition. No differences were found on scores of aggressiveness, competitiveness, or prior video game experience, suggesting that these factors play little role. In Study 2, participants (14 men, 13 women, M age= 19.7 yr., SD= 1.3) engaged in six video game conditions (action, fighting, puzzle, sports, arcade, and boxing) and a nongame control condition. Video game play produced an increase in pulse, which was greatest during the action, fighting, sports, and boxing games. Pain tolerance was greatest during the sports and fighting games. Thus, certain games produce greater distraction, which may have implications for the medical field as an adjunct to pain management.
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Kirk, Sam, and Andrew Manley. "The Active Video Game Paradox." International Journal of Serious Games 7, no. 1 (February 14, 2020): 3–21. http://dx.doi.org/10.17083/ijsg.v7i1.341.
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Evidence shows inactivity and obesity are a substantial global burden, economically and physiologically. Sedentary screen time strongly contributes to this burden. Sedentary screen time is often achieved through video game play. Active video games (AVGs) tried to solve the screen time problem. AVGs work, having small to moderate positive effects on activity levels and body composition changes. However, they perform consistently poorly on the commercial market. This represents a paradox: AVGs work pragmatically, yet underperform commercially, limiting their impact practically. The purpose of this study was to explore this paradox with the aim of understanding how AVGs compare to non-active video games (NAVGs), based on gameplay experience. Findings revealed that AVGs have a significant negative comparison to NAVGs. Qualitative exploration highlighted several important considerations; gamer motivation, the lack of quality and variety in AVGs, the stereotype in AVGs, and the practical limitations of the hardware that supports AVGs. Perception of an augmented reality platform, a potential solution to the issues, was found to be positive.
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Guribye, Frode, Jo Dugstad Wake, and Barbara Wasson. "The Practical Accomplishment of Location-Based Game-Play." International Journal of Mobile Human Computer Interaction 6, no. 3 (July 2014): 32–50. http://dx.doi.org/10.4018/ijmhci.2014070103.
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Location-based games are believed to be one promising way to exploit the educational potential of mobile technology. In such games, the physical and cultural surroundings become an integrate part of a game space and provide a way to tie content to a game activity and create immersive learning experiences. To explore the properties of such games, and how they are played out in practice we have designed, deployed and analysed a location-based game for learning history embedded in a pedagogical scenario based on collaborative mobile learning. In the video-based, detailed analysis of actual game-play, we study the practical accomplishment of a collaborative gaming activity with mobile technology. In focus are how the participants make use of the resources available in the game space and how these resources, including the historical narrative, feature in the participants' practical accomplishment of the game. In the analysis we identify a number of implications for design of location-based games.
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VanDeventer, Stephanie S., and James A. White. "Expert Behavior in Children’s Video Game Play." Simulation & Gaming 33, no. 1 (March 2002): 28–48. http://dx.doi.org/10.1177/1046878102033001002.
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Boyes, Arielle, and Jayne Gackenbach. "Nightmare protection, gender, and video game play." Dreaming 26, no. 1 (March 2016): 29–41. http://dx.doi.org/10.1037/drm0000014.
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Schmidt-Daly, Tarah N., Jennifer M. Riley, Charles R. Amburn, Kelly S. Hale, and P. David Yacht. "Video Game Play and Effect on Spatial Knowledge Tasks Using an Augmented Sand Table." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (September 2016): 1429–33. http://dx.doi.org/10.1177/1541931213601328.
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Augmented-reality (AR) can be used to supplement current analog technology (e.g. traditional Sand Table EXercises; STEX) used in training spatial knowledge and tactical decision making in the U.S. military. By utilizing an Augmented REality Sand table (ARES), an effectiveness evaluation was executed in order to scientifically evaluate performance on spatial knowledge tasks across three mediums (paper map, Google Earth©, and ARES). Post hoc analyses performed on demographic data revealed significant individual difference factors between those who reported playing video games often and those who reported playing rarely or not at all. Video game players performed better than non-video game players on distance estimation tasks and when they were utilizing computer-based tools. Additionally, participants who rated themselves as good or excellent video game players saw significant value and utility in an augmented-reality solution. These results benefit the cumulative research base both in multimodal learning literature and in video game play on cognition and visuospatial alteration.
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Weintrop, David, Nathan Holbert, Michael S. Horn, and Uri Wilensky. "Computational Thinking in Constructionist Video Games." International Journal of Game-Based Learning 6, no. 1 (January 2016): 1–17. http://dx.doi.org/10.4018/ijgbl.2016010101.
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Video games offer an exciting opportunity for learners to engage in computational thinking in informal contexts. This paper describes a genre of learning environments called constructionist video games that are especially well suited for developing learners' computational thinking skills. These games blend features of conventional video games with learning and design theory from the constructionist tradition, making the construction of in-game artifacts the core activity of gameplay. Along with defining the constructionist video game, the authors present three design principles central to thier conception of the genre: the construction of personally meaningful computational artifacts, the centrality of powerful ideas, and the opportunity for learner-directed exploration. Using studies conducted with two constructionist video games, the authors show how players used in-game construction tools to design complex artifacts as part of game play, and highlight the computational thinking strategies they engaged in to overcome game challenges.
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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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Fizek, Sonia. "Automation of play: Theorizing self-playing games and post-human ludic agents." Journal of Gaming & Virtual Worlds 10, no. 3 (October 1, 2018): 203–18. http://dx.doi.org/10.1386/jgvw.10.3.203_1.
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This article offers a critical reflection on automation of play and its significance for the theoretical enquiries into digital games and play. Automation 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. On the following pages, the author explores various instances of automated non-human play and proposes a post-human theoretical lens, which may help to create a new framework for the understanding of video games, renegotiate the current theories of interaction prevalent in game studies, and rethink the relationship between human players and digital games.
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Kneer, Julia, Ruud Jacobs, and Christopher J. Ferguson. "You Could Have Just Asked: The Perception of Motivations to Play Violent Video Games." Studies in Media and Communication 6, no. 2 (July 17, 2018): 1. http://dx.doi.org/10.11114/smc.v6i2.3389.
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Recent research has found that age and playing experience moderates people’s opinions regarding video games’ negative effects while the perception of the cause of game play – game play motivation – was not considered so far. This study investigated how age and playing expertise influence perceived game play motivations. A survey was performed on a sample of mixed age (N = 374). Categories found for perceived playing motivations for violent video games were: virtual aggression, fun/challenge, catharsis, boredom, and social. Fun/challenge was found to be the main motivations for both, non-players and players. However, age positively and playing experience negatively predicted the importance of the perceived motivation virtual aggression while the opposite pattern was found for fun/challenge. The discussion focuses on: 1.) How we should deal with such in- and out-group perceptions in game studies, 2.) how beliefs about player motivations influence further perceptions, and 3.) the necessity of understanding how society’s perception of games can influence game science itself.
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Sanford, Kathy, and Leanna Madill. "Critical Literacy Learning through Video Games: Adolescent Boys' Perspectives." E-Learning and Digital Media 4, no. 3 (September 2007): 285–96. http://dx.doi.org/10.2304/elea.2007.4.3.285.
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The rapidly growing phenomenon of video games, along with learning that takes place through video game play, have raised concerns about the negative impact such games are reputed to have on youth, particularly boys. However, there is a disconnect between the discourse that suggests that boys are failing in learning literacy skills, and the discourse that suggests that they are learning highly sophisticated literacy skills through engagement with video games. This article reports on a research project investigating the literacy skills boys are learning through video game play and explores whether these skills are actually beneficial and whether they aid learning or distract from more useful literacy learning and healthy pursuits.
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Love, Lynn H. C. "Do We Need Permission to Play in Public? The Design of Participation for Social Play Video Games at Play Parties and ‘Alternative’ Games Festivals." Media and Communication 6, no. 2 (June 7, 2018): 69–79. http://dx.doi.org/10.17645/mac.v6i2.1382.
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Play is fundamental to being Human. It helps to make sense of the self, to learn, to be creative and to relax. The advent of video games challenged traditional notions of play, introducing a single player experience to what had primarily been a communal social activity. As technology has developed, communal play has found both online and real-world spaces within video games. Online streaming, multiplayer games and built-in spectator modes within games underpin online communal play experiences, whilst ‘alternative’ games festivals, play parties and electronic sports, provide real world spaces for people to meet, play and exchange knowledge relating to both playing and making video games. This article reports the study of social play events which bring people together in the same space to explore video games making and playing. Expert interviews with curators, and event facilitators provides qualitative data from which design processes are formalised into a ‘model of participation’ of social play. Four key areas of balance are proposed as core considerations in supporting participation in event design. The study of these events also suggests that their design and fostering of participation has the potential to evoke cultural change in game making and playing practices.
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Rochat, Shékina, and Jérôme Armengol. "Career Counseling Interventions for Video Game Players." Journal of Career Development 47, no. 2 (August 9, 2018): 207–19. http://dx.doi.org/10.1177/0894845318793537.
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Video games are becoming ubiquitous in Western societies. However, this virtual leisure has received little attention from researchers in career counseling, leaving career counselors relatively unprepared to work with video game players. In this article, we propose three types of interventions to capitalize on the benefits of playing video games to foster the career counseling process. The first intervention aims to identify and transfer the skills that video game players develop through their leisure activity. The second intervention highlights how video game players’ narrative may reveal vocational personality types. The third intervention proposes to turn career counseling tasks into a game to increase motivation to achieve it. The strengths and limitations of these interventions are underlined, as well as the potential of career counseling sessions to help remedy problematic video game play.