Dissertations / Theses on the topic 'Video game problem'

Notre travail concerne la créativité en groupe 'group creativity' dans la conception d'un jeu musical. Notre but est d'identifier et de caractériser les processus collaboratifs et de conception, et plus précisément ceux impliqués dans la génération de solutions créatives. A un deuxième degré, notre objectif est de caractériser les solutions créatives. Durant une étude ethnographique dans un studio de conception de jeu vidéo, d'une part, les réunions collaboratives ont été enregistrées et d'autre part, un entretien combiné à un questionnaire ont été réalisé avec des concepteurs. Avec ces données, nous avons adopté une approche originale qui croise différents 'focus' de la créativité ; le 'focus' processus avec une perspective troisième personne, i.e. notre analyse en tant que chercheur-observateur, le 'focus' produits avec une perspective première personne, i.e. la perspective des concepteurs eux-mêmes et à un moindre degré, le 'focus' place en tant qu'environnement sociotechnique. Pour analyser les processus, nous avons combiné trois analyses appliquées à nos corpora d'enregistrement vidéo. Premièrement, une analyse de contenu a pour but de souligner les activités de conception, et les problèmes et solutions. Deuxièmement, une analyse interactionnelle a pour objectif de mettre en exergue les formes de collaboration, i.e. des paires adjacentes récurrentes d'activités de conception collaboratives autour de la génération de solutions, donc avant pendant et après la génération de solution. Troisièmement, une analyse longitudinale a été conduite pour mettre en lumière la temporalité de la résolution de problème collaborative dans les réunions, plus précisément les processus sociocognitifs de conception, i.e. les processus cognitifs de conception distribués parmi les concepteurs/participants, et les formes de collaboration. Pour analyser les produits, les solutions générées dans nos enregistrements vidéo ont été évaluées par les concepteurs eux-mêmes sur la base de deux dimensions de la créativité, i.e. nouveauté et faisabilité. Ainsi, les solutions les plus créatives ont pu être distinguées des moins créatives par une analyse quantitative. En complément, les justifications utilisées par les concepteurs pour expliquer leurs évaluations ont été investies pour caractériser les solutions créatives par une analyse thématique. Finalement, notre objectif principal a été atteint par le croisement des 'focus' processus et produits. Ce croisement a pour but de mettre en exergue et caractériser les formats de collaboration et processus sociocognitifs de conception spécifiques à la génération de solutions créatives grâce à une analyse quantitative utilisant les taux de liaison. Au regard des processus, notre approche originale a souligné le concept de formats de collaboration comme différentes structures formées de paires adjacentes récurrentes autour de génération de solution et/ou problème. Trois formats de collaboration ont été identifié : (1) formats directifs, i.e. formes spécifiques d'activité de conception collaborative servant à déclencher l'évolution et la définition des espaces de solution c'est-à-dire problème et solution ; (2) formats relationnels, i.e. construction de relations entre une idée de conception en discussion et d'autres idées -réifiées ou non- à l'intérieur ou à l'extérieur des limites du projet de conception ; (3) formats représentationnels, i.e. co-construction de représentations d'une idée de conception en discussion dans le but de la développer au travers de multiple points de vue. Au regard des produits, nous avons mis l'accent sur plusieurs caractéristiques des produits créatifs confortant la littérature (nouveauté, approprié, surprise) dont une, 'ownership', est original. Finalement, le croisement des 'focus' processus et produits a mis en exergue que les formats de collaboration relationnels sont fortement associés à la génération de solutions créatives.

The primary purpose in this case study was to explore the use of three-dimensional virtual spaces via the use of the game Minecraft as a teaching tool. The case study examined the effectiveness, self-efficacy, and social interaction of students when using such a tool in the teaching and learning process. The research analyzed knowledge acquisition through various deliverables such as benchmark pre and post exams, student discourse, and tangible objects created from the lessons by the students. Students were enrolled and participated in a summer camp offered from Arts and Technology Institute in North Texas. The camp utilized Minecraft to teach architecture types. Students learned about pyramids (Egyptian and Aztec), Roman/Greek architecture, Gothic architecture, and Post-Modern Architecture. Each day students were exposed to a different them of architecture and were tasked with building a world that was in the theme of an assigned type of architecture. Fifty-nine school age students ranging in ages from eight to twelve years old participated fully in the study. The students were not grouped by age, but instead self-selected partners with which to work during the course of their creations. Results show that students who participated in the Minecraft driven course were highly engaged and reported a positive experience during the course of learning. Participants worked cohesively to achieve common goals and problem solve during the course of project completion. Participants freely participated in discourse that was on the topic of the lesson, as well as, offered suggestions for improvement and solicited ideas from other participants. Pre and posttest results yielded an improvement in knowledge acquisition regarding general knowledge of architecture types. Many students frequently used the word “Fun” to describe their learning experience as cited in their daily blog entries. The research strived to show that using Minecraft as a teaching tool can create an environment in which students are highly engaged and are afforded an opportunity to learn material in a way that students can see as an applicable reason for learning. Results of this research evidence Minecraft as a tool in learning yields an atmosphere in which students take ownership of their learning and work in concert with other members of the classroom to yield positive learning outcomes.

The purpose of this study was to test whether video game use is associated with more problems with spending time together among married couples, whether problems with time together are associated with relationship quality, and whether attachment behaviors can moderate the association between time together as a problem and relationship quality. Previous studies have found a negative association between excessive video game use and couple relationship outcomes. Excessive video game use may negatively impact relationships by taking away from time spent on shared leisure and relationship maintenance activities. The Double ABCx model provided a theoretical framework for understanding how attachment behaviors such as accessibility, responsiveness, and engagement may act as protective factors that buffer the stress created by video game use and perceiving time together as a problem on couple relationships. A sample of 415 married couples who took the Relationship Evaluation Questionnaire between 2011 and 2013 and indicated that one or both partners played video games was used. Results indicated that there was a negative indirect effect of women's sports and music game use on women's relationship quality via women's reports of time together as a problem in the relationship. There was also a positive indirect effect of women's exercise game use on relationship quality. There was also a negative association between men's and women's reports of time together as a problem on own relationship quality. Men's attachment behaviors moderated the association between women's reports of time together as a problem and women's relationship quality. Clinical implications include more thoroughly assessing why video game use may be a problem in the relationship and fostering healthy attachment behaviors.

Internet Gaming Disorder (IGD) is included in the DSM-5 as a condition warranting more clinical research. Problematic gaming may increase when substance use is present (e.g. cigarette smoking, alcohol use; Raiff et al., 2012; Wartberg & Kammerl, 2020). However, little is known about the relation between cannabis use (CU) and IGD. Thus, the current study hypothesized that individuals engaging in increased CU will exhibit higher rates of IGD. Participants (N=114) were recruited from a rural southeastern university (M age=20.27, SD=4.15). Frequency of CU was measured as past month days with use, IGD was measured by the Video Game Dependency Scale (VGDS; Rehbein et al., 2010). Eleven percent of the sample met criteria for probable IGD. The average frequency of past month CU was 7.26 days (SD=10.88). An independent samples t-test compared frequency of past-month CU among individuals with or without probable IGD. Individuals with probable IGD had decreased CU (M =2.25, SD=5.72). Those without probable IGD had increased CU (M=7.70, SD=2.25), t(107)=2.72, p=.012, d= 0.246. Our results are contrary to previous study findings on the co-occurrence of IGD and substance use. Frequent video gaming may act as a protective factor against increased frequency of CU. Future research should expand on this understudied area and further investigate whether IGD is in fact a protective factor or if the relation found here is accounted for by another unmeasurable variable.

Abstract. The advancement in information technology has contributed to growth in different industries. One such industry that has gained prominence in recent years is the gaming industry. The game industry today has become a major platform of entertainment, amassing a large community of players across the globe. As most people consider video game play only as a form of entertainment, the existential educational benefits are missed. While it is true that violent games could negatively affect the psychological health of its players, playing games right can contribute positively to the improvement of skills and academics. The objective of this study is to investigate the relationship between video game play, problem-solving, and academic performance on Information Technology (IT) students and to understand the kinds of video games that affect their problem-solving skills in their studies. A quantitative research method was used, collecting quantitative data from students of the Faculty of Information Technology and Electrical Engineering (ITEE) of the University of Oulu through an online survey. The results of the study indicate that strategy and puzzle games significantly improve the problem-solving skills of students through analytical, logical, and creative thinking. The results of this study can be used in the future to investigate other phenomena such as how video games differently affect students with IT background from other students and how video games could be used as an effective educational tool for IT students.

Thesis (M.S.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 13, 2009) Includes bibliographical references.

The complexity associated with development of networked video games creates a need for tools for verifying a consistent player experience. Some networked games achieve consistency through the lockstep protocol, which requires identical execution of sent commands for players to stay synchronised. In this project a method for testing networked multiplayer lockstep games for synchronisation problems related to nondeterministic behaviour is formulated and evaluated. An integrated fuzzing AI is constructed which tries to cause desynchronisation in the tested game and generate data for analysis using log files. Scripts are used for performing semi-automated test runs and parsing the data. The results show that the test system has potential for finding synchronisation problems if the fuzzing AI is used in conjunction with the regular AI in the tested game, but not for finding the origins of said problems.
Komplexiteten förenad med utveckling av nätverksuppkopplade dataspel skapar ett behov av verktyg för att verifiera en konsistent spelarupplevelse. Vissa nätverksspel hålls konsistenta med hjälp av lockstep-protokollet, vilket kräver identisk exekvering av skickade kommandon för att spelarna ska hållas synkroniserade. I detta projekt formuleras och evalueras en metod för att testa om nätverksuppkopplade flerspelarspel lider av synkroniseringsproblem relaterade till ickedeterministiskt beteende. En integrerad fuzzing-AI konstrueras som försöka orsaka desynkronisering i det testade spelet och generera data för analys med hjälp av loggfiler. Skript används för att utföra halvautomatiserade testkörningar och tolka data. Resultaten visar att testsystemet har potential för att hitta synkroniseringsproblem om fuzzing-AI:n används tillsammans med den vanliga AI:n i det testade spelet, men inte för att hitta de bakomliggande orsakerna till dessa problem.

En este trabajo se aborda cómo los videojuegos narran historias basadas en temas de problemas sociales, se analiza el juego Detroit: Become a Human (2018). Analizando desde la construcción del personaje desde su personalidad, creencias y vestimenta. También, cómo son los arcos narrativos y las acciones de los personajes aplicados en los videojuegos para contar estos temas de índole social. Y como última variable es analizar el contexto narrativo. Estos criterios serán basados en basado en la narrativa de Field y Mckee. En este trabajo, la metodología tiene un enfoque cualitativo, el cual se seleccionarán momentos específicos de las historias de los personajes Markus y Connor. Se analizarán en base al instrumento de investigación y los datos recolectados serán procesados en base al instrumento mencionado.
The research in this paper is about how videogames tells stories based on themes of social issues, the videogame analysed is Detroit: Become a Human (2018). Analyzing from the construction of the character his personality, beliefs and clothing. Also, how are narratives arcs and the actions made by the characters applied in videogames to tell these social issues. And as the last variable is analyze the narrative context. These criteria will be based on the narrative of Field and McKee. In this work, the methodology has a qualitative approach, which will select specific moments from the stories of the characters Markus and Connor. They will be analyzed based on the research instrument and the data collected will be processed based on the mentioned instrument.
Trabajo de investigación

碩士
國立交通大學
理學院科技與數位學習學程
103
Abstract The trendy “Flipped Teaching” comprises two main phases, “Advance Self-learning” and “In-class Cooperative Learning”.Particularly, Advance Self-learning plays a crucial role. Whether it works or not depends on students’ voluntary learning motivation, and self-learning films are the mainstream mode used to inspire students’ motivation of self-learning in Flipped Teaching. Learning motivation has a pivotal place in learning process. Therefore, in order to boost students’ autonomous learning abilities and maintain their continuous learning motivation, it is urgent to find a suitable teaching method. However, many video games nowadays, such as physical simulating games which were rich in scientific concepts can make players engaged in them and experience scientific knowledge simultaneously. Hence this study integrated the ideas of “Flipped Teaching” and “Game-based Learning” to propose “Game-based Flipped Teaching”, which inspired students’ self-learning motivation in teaching materials underway with video games as well as combined In-class Cooperative Learning to form a complete teaching procedure. This study took dynamic concepts in junior high school physics and chemistry class for example to look into the potential for inspiring students’ learning motivation with video games and the effects of constructing science concepts, and further, to discuss the importance of In-class Cooperative Learning in this teaching method. This study adopted quasi-experimental design. Eighty-seven ninth graders were assigned by their original classes to three groups. The first group learned voluntarily with video games and did In-class Cooperative Learning. The second group learned voluntarily with video games and meanwhile accepted traditional didactic instruction. Then, the third group only received traditional didactic instruction. Besides, two video games, Ballance and Angry Bird, corresponded individually to two units, “Newton's Laws of Motion” and “Law of Conservation of Energy”. The effects of self-learning were evaluated by self-learning achievement tests, and the entire learning efficiency was based on the results from evaluations of concept maps and integrated tests. The major findings of the present study were summarized as follows: First, the results from self-learning achievement tests of the two units showed that video games surely prompted students to learn voluntarily. The performances of the first two groups were obviously superior to the third group. Second, the results from evaluations of integrated tests and concept maps of the two units indicated that the first two groups’ efficiency of constructing science concepts was apparently greater than the third group. Third, through evaluations of concept maps and integrated tests, the score of the first group were higher than the second group but didn’t reach significant difference. It meant whether In-class Cooperative Learning was adopted or not made no significant difference. Finally, my thanks go to CYPARADE GmbH, Berlin and CEO, Mr. Ulrich Weinberg and Rovio Entertainment Ltd, Finland for developing the famous games ,BALLANCE and Angry Birds for providing assistance to this study.

This research investigates the responses of three individuals engaging with the Super Mario World (SMW) platform videogame glitches, and how they learned to solve the problem without formal help. This investigation was chosen because it explores connections between media literacy, critical thinking, and play in adults in the context of responding to unexpected technological errors. At the core of this study is the question of how encounters with arbitrary glitches can motivate and elicit critical thinking. Following a case study model, data were collected as the three subjects played SMW and encountered glitches. Questions regarding the (glitchy) game play experience were addressed in the first interview immediately following. The subjects were asked to create a visual essay and keep personal journals, which were gathered after 30 days, and a second interview at that time focused on the overall experience. Several results emerged from the data. Each of the subjects identified and solved for glitches in a way that suggested critical thinking processes. In addition, they all reflected in various ways on the challenges that glitches presented, making connections to larger issues and their everyday lives. The data also showed the importance of memory in these processes. The results suggest that while subjects approached and solved a technological glitch in SMW game play, they simultaneously acquired, developed, and—at least for the duration of the study—sustained new literacy skills and expanded their proficiency with critical thinking. This holds some potential implications for the value of incorporating glitch experiences both inside and outside the classroom, suggesting that videogame play—and particularly glitches in play—can be considered valuable opportunities for learners and teachers alike.

Skutkiem ciągłych przemian zachodzących w obrębie medium elektronicznej rozrywki są problemy związane z najbardziej zasadniczymi zagadnieniami dotyczącymi gier cyfrowych (na przykład z określeniem kompletnej definicji gry). Celem dysertacji jest wypełnienie luki w badaniach poprzez uporządkowanie pojęć wykorzystywanych w literaturze przedmiotu, a także zaproponowanie nowych rozwiązań dotyczących wybranych problemów metodologicznych opisu gier cyfrowych, na przykład definicji, rozmaitych propozycji podziału medium czy opisu interaktywnych narracji W rozdziale wstępnym Czynniki wpływające na przemiany medium gier dokonano analizy zależności łączących poszczególne typy gier cyfrowych i możliwości obsługujących je urządzeń elektronicznych (uwzględniono nie tylko ich moc obliczeniową, lecz także konstrukcję). Na przemiany tego medium wpływa również działalność tak zwanych twórców niezależnych. Dużą rolę odgrywa też postępująca specjalizacja medium, wykorzystywanego między innymi w edukacji. W rozdziale Problemy definicji, przedmiot badawczy (gry cyfrowe jako oprogramowanie) określono opisując relacje łączące go z innymi elementami, których działanie często jest konieczne, by mogła zaistnieć sytuacja korzystania z gry (na przykład z urządzeniami elektronicznymi, ale też kategorią grającego). Przedstawioną w dalszej części rozdziału propozycję definicji gry autor poddaje weryfikacji poprzez eksperyment polegający na przyłożeniu jej do siedmiu programów wyposażonych w odmienne zestawy funkcji. W rozdziale Propozycje podziału gier poruszono szereg problemów związanych z systematyzacją medium elektronicznej rozrywki. Pierwszym z nich jest zagadnienie doboru terminów wykorzystywanych na określenie zarówno poszczególnych typów produkcji, jak i gier cyfrowych w ogóle. Drugim problemem jest kwestia pojęć, czyli sposobu definiowania zastosowanej terminologii. Rozdział zawiera również autorską propozycję podziału gier cyfrowych. W kolejnym rozdziale Elementy wirtualnych światów omówiono wybrane składniki gier oraz ich właściwości, na rozmaite sposoby aktualizowane w obrębie poszczególnych produkcji czy ich grup gatunkowych. Należy do nich między innymi sposób konstrukcji świata przedstawionego. W ostatnim rozdziale Interaktywne narracje przeanalizowano problem opisu narracji i fabuł realizowanych w ramach medium elektronicznej rozrywki. W tym kontekście istotna jest kategoria „konfliktu ludologów i narratologów”, zgodnie z którą elementy narracyjne są rozłączne od składników interaktywnych, a niejednokrotnie stoją do nich w sprzeczności. W rozdziale autor przeanalizuje istniejące teorie dotyczące problemu narracji i podejmie próbę sformułowania propozycji opisu kategorii narracji w grach. Praca zawierać będzie także dwa rozdziały dodatkowe. W pierwszym z nich Dyskusja otwarta – problem metaforyczności i uniwersalności gier cyfrowych, analizie poddano tezy artykułu Gra, czyli świat Tomasza Majkowskiego. Stwierdzenia badacza zostaną poddane weryfikacji poprzez przyłożenie ich do przykładów materiału badawczego. W drugim dodatku Rola gier cyfrowych w procesie edukacji. Szanse i zagrożenia związane z wykorzystaniem medium elektronicznej rozrywki jako pomocy naukowej na przykładzie produkcji IL-2 Sturmovik: Bitwa o Stalingrad oraz Operator numeru alarmowego dokonano porównania tytułów pod względem ich przydatności w procesie edukacji. Autor wziął pod uwagę różne czynniki wpływające między innymi na płynność rozgrywki podczas zajęć szkolnych. Porównanie takie ukazuje, że niektóre gry mogą i powinny być wykorzystywane w szkole, co sprzyjałoby procesowi cyfryzacji społeczeństwa. W zakończeniu dysertacji zawarto wnioski z analizy. Każdy z rozdziałów rozprawy pełni rolę swoistego modułu, charakteryzującego się, do pewnego stopnia, odrębnością od pozostałych części. W zakończeniu pracy znalazła się odpowiedź na pytanie, czy treści zawarte w grach cyfrowych mogą stanowić symboliczne opowieści odwołujące się do tradycji literackiej i kulturowej.
As a result of constant changes of the electronic entertainment medium, problems regarding the fundamental issues of digital games emerge (for example, problem of precise definition of digital game). The aim of this dissertation is to fill specific research gap by attempting to organize the concept used in the literaturę of the subject, and to propose new solutions for selected methological problems of the description of digital games. In the initial chapter, Czynniki wpływające na przemiany medium gier, the Author analyzes the relations among specific types of digital games and features of electronic devices (not only their computing power, but also their design). Transformations of the games medium are also influenced by the so-called independent developers. Also, the electronic entertainment becomes more specialized, and is used, for example, in the education process. In chapter Problemy definicji digital games as software are defined by describing their relations with other elements (for example, with electronic devices, but also the player). Also, the author’s definition of the game is verified by an experiment – it is applied to seven programs with different sets of functions implemented. Chapter Propozycje podziału gier addresses a number of problems related to the systematization of the electronic entertainment medium. One of them is the issue of selection of terms used to identify specific types of games, as well as digital games in general. The second problem is, how these terms should be defined. The chapter also contains a new division of digital games. The next chapter, Elementy wirtualnych światów, discusses selected game components and their properties. Among them, is the method of presenting the in-game world to the player. In the last chapter, Interaktywne narracje, the problem of describing narratives contained within digital games was analyzed. In this context „ludology-narratology conflict” is crucial, as its participants attempt to describe whether digital games can be described as interactive narratives. In the chapter, the author analyzes existing theories regarding the problem of game narratives and attempts to formulate a methodology to describe them. The dissertation includes also two additional chapters. In one of them, Dyskusja otwarta – problem metaforyczności i uniwersalności gier cyfrowych, the theses of the article Gra, czyli świat of Tomasz Majkowski were analyzed. Findings of Majkowski are verified by application to various examples of the research object (digital games). In the second appendix, Rola gier cyfrowych w procesie edukacji. Szanse i zagrożenia związane z wykorzystaniem medium elektronicznej rozrywki jako pomocy naukowej na przykładzie produkcji IL-2 Sturmovik: Bitwa o Stalingrad oraz Operator numeru alarmowego, two games were analyzed in terms of their potential usefulness in the education process. The author took into account various factors, for example, complexity of the games. The analyze shows that some games cand and should be used as a tool in the education process. At the end of the dissertation, conclusions of performed analysis were included. Each chapter of the dissertation is a module, which, to some extent, is distinct from other parts. At the end of the thesis, there was an answer to the question whether content contained in digital games can be symbolic stories referring to the literary and cultural tradition.