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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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Antequera-Barroso, Juan Antonio, Francisco-Ignacio Revuelta-Domínguez, and Jorge Guerra Antequera. "Similarities in Procedures Used to Solve Mathematical Problems and Video Games." Education Sciences 12, no. 3 (March 1, 2022): 172. http://dx.doi.org/10.3390/educsci12030172.
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Video game use is widespread among all age groups, from young children to older adults. The wide variety of video game genres, which are adapted to all tastes and needs, is one of the factors that makes them so attractive. In many cases, video games function as an outlet for stress associated with everyday life by providing an escape from reality. We took advantage of this recreational aspect of video games when investigating whether there are similarities between the procedures used to pass a video game level and those used to solve a mathematical problem. Moreover, we also questioned whether the use of video games can reduce the negative emotions generated by mathematical problems and logical–mathematical knowledge in general. To verify this, we used the Portal 2 video game as a research method or tool. This video game features concepts from the spatial–geometric field that the students must identify and relate in order to carry out the procedures required to solve challenges in each level. The procedures were recorded in a questionnaire that was separated into two blocks of content in order to compare them with the procedures used to solve mathematical problems. The first block pertains to the procedures employed and the second block to the emotions that the students experienced when playing the video game and when solving a mathematical problem. The results reveal that the recreational aspect of video games is more important than the educational aspect. However, the students were not aware of using the problem-solving procedures they learned at school to solve different challenges in the video games. Furthermore, overcoming video game challenges stimulates positive emotions as opposed to the negative emotions generated when solving mathematical problems.
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Costa, Liliana Vale, and Ana Isabel Veloso. "Factors Influencing the Adoption of Video Games in Late Adulthood." International Journal of Technology and Human Interaction 12, no. 1 (January 2016): 35–50. http://dx.doi.org/10.4018/ijthi.2016010103.
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In the video game industry, older adults tend to be avid consumers. Although considerable research has been devoted to the positive cognitive effects of video games, less attention has been paid to the older adult gamer profile. The aim of this paper is to describe a survey conducted from November 2012 until May 2013, which includes 245 gamers aged 50 and over, about their game preferences. Specifically, the authors examined: (a) what types of video games are played and (b) what leads these players to be engaged by video games. The results indicate that adventure games with problem-solving are preferred, suggesting the skills that participants would like to practise. The study provides insight into a new video gamer profile.
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Porter, Guy, Vladan Starcevic, David Berle, and Pauline Fenech. "Recognizing Problem Video Game Use." Australian & New Zealand Journal of Psychiatry 44, no. 2 (February 2010): 120–28. http://dx.doi.org/10.3109/00048670903279812.
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Nogueira, Mariana, Hugo Faria, Ana Vitorino, Filipe Glória Silva, and Ana Serrão Neto. "Addictive Video Game Use: An Emerging Pediatric Problem?" Acta Médica Portuguesa 32, no. 3 (March 29, 2019): 183. http://dx.doi.org/10.20344/amp.10985.
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Introduction: The excessive use of video games is an emerging problem that has been studied in the context of addictive behaviors. The aim of this study was to determine the prevalence of use of addictive video games in a group of children and to identify risk factors, protective factors and potential consequences of these behaviors.Material and Methods: Observational and cross-sectional study of children from the sixth grade using an anonymous questionnaire. Addictive video game use was defined by the presence of 5 out of 9 behavioral items adapted from the DSM-5 criteria for ‘Pathological gambling’. Children who answered ‘yes’ to 4 items were included in the “Risk group for addictive video game use”. We delivered 192 questionnaires and 152 were received and included in the study (79.2% response rate). SPSS statistical software was used.Results: Half of the participants were male and the median age was 11 years old. Use of addictive video games was present in 3.9% of children and 33% fulfilled the risk group criteria. Most children played alone. We found additional factors associated with being in the risk group: greater time of use; online, action and fighting games (p < 0.001). Children with risk behaviors showed a shorter sleep duration (p < 0.001).Discussion: A significant number of children of our sample met criteria for addictive video games use in an early age and a greater number may be at risk (33%). This is a problem that warrants further research and clinical attention.Conclusion: This exploratory study helps to understand that addiction to video games in children is an emergent problem.
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Baimuratov, O. A. "DEVELOPMENT AND OPTIMAZATION OF VIDEO GAME MECHANICS IN UNITY 3D." Bulletin of the Korkyt Ata Kyzylorda University 59, no. 4 (2021): 204–10. http://dx.doi.org/10.52081/bkaku.2021.v59.i4.113.
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Creating video games requires complex processes. Depending on the genre and type of the game, it uses physical and mathematical laws. In solving some algorithmic problems, the question arises of optimizing the game. How to optimize the algorithms for its creation will be shown in the article on the example of the authors game "Togyzkumalak 3D". Before solving the problem, it was shown how to create video games, programs and methods used in them. The development of game mechanics in Unity 3D is described
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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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Irawan, Vania. "Analisis Yuridis Terhadap Pelanggaran Hak Cipta Permainan Video (Video Games) Berupa Pembajakan Secara Online." JIPRO : Journal of Intellectual Property 3, no. 2 (October 21, 2021): 35–52. http://dx.doi.org/10.20885/jipro.vol3.iss2.art3.
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Video games are games that can be played by one or more people which are produced by computer programs on a television screen or other display screen. Video games are included in a protected work in accordance with Article 40 paragraph (1) letter r and Article 59 paragraph (1) letter d of Law No. 28 of 2014 on Copyright. The nature and elements of video games are complex, creating confusion regarding the video game category. In some countries, video games are included in the category of computer programming while in other countries, video games are included in the category of audiovisual. In addition, another difficulty that arises is the copyright holder of video games because as we know, the video games that are widely played these days, are created by game developers who consist of not only one or two people but hundreds of experts and professionals. Then, another problem is regarding video game online piracy. This has happened so often that it becomes one of the game developers concern and restlesness about every time they launch a new video game. So it also examines the prevention and protection of video games being pirated online.
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EPSHTEIN, OLGA V. "PROBLEMS OF TRANSLATION ADAPTATION OF ENGLISH-LANGUAGE GAMING AAA PROJECTS." Cherepovets State University Bulletin 3, no. 102 (2021): 143–53. http://dx.doi.org/10.23859/1994-0637-2021-3-102-11.
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The article examines the problems of translation adaptation when localizing high-budget AAA-class video games. The author considers the chosen specialized field as a new discursive genre, identifies verbal components of video game content, and classifies denotative, linguistic and pragmatic violations in the translation of the studied video game projects. Based on the results of the study, the solution to the problem of making an error-free translation is seen in an individual approach; the ways to improve the translation localization of the final product of gaming industry are proposed.
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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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Tejeiro Salguero, Ricardo A., and Rosa M. Bersabé Morán. "Measuring problem video game playing in adolescents." Addiction 97, no. 12 (December 2002): 1601–6. http://dx.doi.org/10.1046/j.1360-0443.2002.00218.x.
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Vargas-Santiago, Mariano, Raúl Monroy, José Emmanuel Ramirez-Marquez, Chi Zhang, Diana A. Leon-Velasco, and Huaxing Zhu. "Complementing Solutions to Optimization Problems via Crowdsourcing on Video Game Plays." Applied Sciences 10, no. 23 (November 26, 2020): 8410. http://dx.doi.org/10.3390/app10238410.
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Leveraging human insight and intuition has been identified as having the potential for the improvement of traditional algorithmic methods. For example, in a video game, a user may not only be entertained but may also be challenged to beat the score of another player; additionally, the user can learn complicated concepts, such as multi-objective optimization, with two or more conflicting objectives. Traditional methods, including Tabu search and genetic algorithms, require substantial computational time and resources to find solutions to multi-objective optimization problems (MOPs). In this paper, we report on the use of video games as a way to gather novel solutions to optimization problems. We hypothesize that humans may find solutions that complement those found mechanically either because the computer algorithm did not find a solution or because the solution provided by the crowdsourcing of video games approach is better. We model two different video games (one for the facility location problem and one for scheduling problems), we demonstrate that the solution space obtained by a computer algorithm can be extended or improved by crowdsourcing novel solutions found by humans playing a video game.
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Watson, William R., and Jun Fang. "PBL as a Framework for Implementing Video Games in the Classroom." International Journal of Game-Based Learning 2, no. 1 (January 2012): 77–89. http://dx.doi.org/10.4018/ijgbl.2012010105.
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Video games and problem-based learning (PBL) are both significant trends in progressive approaches to education. The literature demonstrates a fit between the two approaches, indicating they may be mutually beneficial. With limited literature on implementing games in the classroom, and a growing body of researchers highlighting the importance of the teacher in mediating game use and maximizing the effectiveness of games for learning, guidance is needed on the role teachers can play in utilizing games in structured environments. PBL has a richer literature base on its effective use, and with its similarities to game-based learning, can inform the effective use of games. In order to assist educators in integrating video games into their curriculum, a video game implementation framework based on PBL principles was developed. The efficacy of utilizing video games for learning in formal and structured learning environments may be improved by integrating PBL guidelines as a framework.
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Emihovich, Benjamin, Nelson Roque, and Justin Mason. "Can Video Gameplay Improve Undergraduates' Problem-Solving Skills?" International Journal of Game-Based Learning 10, no. 2 (April 2020): 21–38. http://dx.doi.org/10.4018/ijgbl.2020040102.
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In this study, the authors investigated if two distinct types of video gameplay improved undergraduates' problem-solving skills. Two groups of student participants were recruited to play either a roleplaying video game (World of Warcraft; experimental group) or a brain-training video game (CogniFit; control group). Participants were measured on their problem-solving skills before and after 20 hours of video gameplay. Two measures were used to assess problem-solving skills for this study, the Tower of Hanoi and The PISA Problem Solving Test. The Tower of Hanoi measured the rule application component of problem-solving skills and the PISA Problem Solving test measured transfer of problem-solving skills from video gameplay to novel scenarios on the test. No significant differences were found between the two groups on either problem-solving measure. Implications for future studies on game-based learning are discussed.
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Pusey, Megan, Kok Wai Wong, and Natasha Anne Rappa. "The Puzzle Challenge Analysis Tool. A Tool for Analysing the Cognitive Challenge Level of Puzzles in Video Games." Proceedings of the ACM on Human-Computer Interaction 5, CHI PLAY (October 5, 2021): 1–27. http://dx.doi.org/10.1145/3474703.
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Video games are often designed around puzzles and problem-solving, leading to challenging yet engaging experiences for players. However, it is hard to measure or compare the challenge level of puzzles in video games. This can make designing appropriately challenging puzzles problematic. This study collates previous work to present refined definitions for challenge and difficulty within the context of video games. We present the Puzzle Challenge Analysis tool which can be used to determine the best metrics for analysing the challenge level of puzzles within video games. Previous research has focused on measuring the difficulty of simple action video games, such as Pac-Man, which can be easily modified for research purposes. Existing methods to measure challenge or difficulty include measuring player brain activity, examining game features and player scores. However, some of these approaches cannot be applied to puzzles or puzzle games. For example, approaches relying on game scores will not work for puzzle games with no scoring system, where puzzles are either solved or not. This paper describes the design and development of the Puzzle Challenge Analysis tool using two case studies of commercial video games The Witness and Untitled Goose Game. The tool is also tested for generalisability on a third commercial puzzle video game, Baba Is You. This proposed tool can help game designers and researchers to objectively analyse and compare puzzle challenge and produce more in-depth insights into the player experience. This has implications for designing challenging and engaging games for a range of player abilities.
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Maggiorini, Dario, Laura Anna Ripamonti, and Federico Sauro. "Unifying Rigid and Soft Bodies Representation: The Sulfur Physics Engine." International Journal of Computer Games Technology 2014 (2014): 1–12. http://dx.doi.org/10.1155/2014/485019.
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Video games are (also) real-time interactive graphic simulations: hence, providing a convincing physics simulation for each specific game environment is of paramount importance in the process of achieving a satisfying player experience. While the existing game engines appropriately address many aspects of physics simulation, some others are still in need of improvements. In particular, several specific physics properties of bodies not usually involved in the main game mechanics (e.g., properties useful to represent systems composed by soft bodies), are often poorly rendered by general-purpose engines. This issue may limit game designers when imagining innovative and compelling video games and game mechanics. For this reason, we dug into the problem of appropriately representing soft bodies. Subsequently, we have extended the approach developed for soft bodies to rigid ones, proposing and developing a unified approach in a game engine: Sulfur. To test the engine, we have also designed and developed “Escape from Quaoar,” a prototypal video game whose main game mechanic exploits an elastic rope, and a level editor for the game.
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Starcevic, Vladan, David Berle, Guy Porter, and Pauline Fenech. "Problem Video Game Use and Dimensions of Psychopathology." International Journal of Mental Health and Addiction 9, no. 3 (July 7, 2010): 248–56. http://dx.doi.org/10.1007/s11469-010-9282-5.
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Mycyk, Bartłomiej. "Czynniki wpływające na przemiany medium elektronicznej rozrywki. Wprowadzenie do problematyki." Literatura i Kultura Popularna 22 (September 6, 2017): 49–60. http://dx.doi.org/10.19195/0867-7441.22.3.
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Problem of Factors Affecting Transformations of the Digital Games Medium. Introduction Phenomena of video games is constantly changing. Many of the changes have induced modifications of understanding of specific game genres, their crucial features and even essential factors of the whole phenomena. The aim of this paper is to point out the most important factors that affect evolution of video games. Is technological advance the main reason of games’ transformation? Author attempts to determine how features and capability of devices e.g. personal computers or consoles affect quality of video games. The next problem is influence of „indie” creators on video games’ evolution, as well as phenomena of specialization of the electronic entertainment.
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Menendez-Ferreira, R., J. Torregrosa, A. Panizo-Lledot, A. Gonzalez-Pardo, and David Camacho. "Improving Youngsters’ Resilience Through Video Game-Based Interventions." Vietnam Journal of Computer Science 07, no. 03 (April 14, 2020): 263–79. http://dx.doi.org/10.1142/s2196888820500153.
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Radicalization, as a violent form of extremism, is a growing problem for Europe. Currently, it is possible to find extreme ideologies regarding almost every topic such as religion, politics or sports. This problem, which ranges from personal identity conflicts to complex societal issues, has an impact on several people everyday, especially on youngsters. To confront this situation, the European Union found several initiatives, as a way to face this problem from a scientific perspective. Some of these initiatives face the problem trying to reduce radicalization by working on personal and social skills through education, in such a way the youngster’s resilience is improved. This paper aims to present YoungRes, a European project whose goal is to improve the resilience of youngsters. To do so, it unifies an already created intervention — named Fortius — through the inclusion of video games in the learning process. This paper describes both: (1) how the Fortius program is modified to allow video games sessions and (2) the software architecture designed to allow students and educators to participate in YoungRes project. Finally, different suggestions to include in future versions of the game are discussed.
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Bulitko, V., Y. Björnsson, and R. Lawrence. "Case-Based Subgoaling in Real-Time Heuristic Search for Video Game Pathfinding." Journal of Artificial Intelligence Research 39 (September 29, 2010): 269–300. http://dx.doi.org/10.1613/jair.3076.
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Real-time heuristic search algorithms satisfy a constant bound on the amount of planning per action, independent of problem size. As a result, they scale up well as problems become larger. This property would make them well suited for video games where Artificial Intelligence controlled agents must react quickly to user commands and to other agents' actions. On the downside, real-time search algorithms employ learning methods that frequently lead to poor solution quality and cause the agent to appear irrational by re-visiting the same problem states repeatedly. The situation changed recently with a new algorithm, D LRTA*, which attempted to eliminate learning by automatically selecting subgoals. D LRTA* is well poised for video games, except it has a complex and memory-demanding pre-computation phase during which it builds a database of subgoals. In this paper, we propose a simpler and more memory-efficient way of pre-computing subgoals thereby eliminating the main obstacle to applying state-of-the-art real-time search methods in video games. The new algorithm solves a number of randomly chosen problems off-line, compresses the solutions into a series of subgoals and stores them in a database. When presented with a novel problem on-line, it queries the database for the most similar previously solved case and uses its subgoals to solve the problem. In the domain of pathfinding on four large video game maps, the new algorithm delivers solutions eight times better while using 57 times less memory and requiring 14% less pre-computation time.
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Instr. Angham T. Saleh J. "Using Wordscapes Game as a Tool to Develop EFL Learners’ Vocabulary Repertoire." journal of the college of basic education 25, no. 105 (December 1, 2019): 129–47. http://dx.doi.org/10.35950/cbej.v25i105.4793.
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The most vital part of our lives nowadays is technology. It has changed our lives in many ways. It makes life well-situated for us. At the present time, young people are more expected to be seen playing video games. Some assume that movies, TV, and video games are a bad influence on kids, and they hold responsible on these media for causing different problems. Supposed negative effects such as addiction, increased aggression, and various health consequences such as obesity and repetitive strain injuries tend to get far more media coverage than the positives. While there are some negatives on playing video games, there’s no denying that they stop us from getting outside. There are also some benefits. Surprisingly, playing video games can help our physical, mental, and emotional health. A growing number of researchers believed that if used in the right way, video and computer games have the potential to inspire learning. And they can help players improve organization and visual skills.
Thus, when learning is channeled into an enjoyable game, they are very often willing to invest considerable time and effort in playing it. Moreover, in view of diverse learning styles and preferences the students display, benefits from games seem to cater for everyone as learners find playing activities much richer language studying work than doing other kinds of practice. If games are properly designed, they may become an excellent and essential part of a learners’ learning programme. On the other hand, it is noteworthy that games like any other activity or tool can be overused when exploited too much so that the motivating element disappears rapidly.
ABSTRACT
Playing games such as puzzle games, word search, crosswords, mix and matching, scrabble, etc. are brain motivating problems that test one’s creativity. These games increase brain power which makes them a proper choice for use in educational purposes besides just providing mere entertainment. They educate, improve your intelligence proportion, improve your cognitive ability, improve your concentration, develop motor skills, improve your problem solving skills, improve productivity and can improve your social skills.
The most preferred game at the moment is the game developed by People Fun! named “WordScapes”. The game starts with easy puzzles and becomes challenging. There are over 800 puzzles in this game which is really astonishing. Despite the fact that, the developers call it up-to-the-minute word game, it’s quite regular word games. In addition, not too much only one of its kind like Alpha Swipe or Under a Spell. But, it’s really pleasurable and one of the most addicting word puzzle game.
In addition to the distraction significance of games, they have great didactic latent. Games exclusively intended to deal with a specific problem such as developing learners’ vocabulary repertoire or teach a specific skill have been very successful, in particular because they are motivating, engaging, interactive, and provide rewards and strengthening to improve.
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Putra Perkasa, Sastradwija, and Dedi Rahman Nur. "Effectiveness of Player Unknown Battleground (PUBG) Video Game in Improving Vocabulary." Borneo Educational Journal (Borju) 2, no. 2 (August 29, 2020): 73–77. http://dx.doi.org/10.24903/bej.v2i2.629.
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One of the online-based games that are popular right now is PUBG. This online-based game is good to be used as an alternative for the student to learn vocabulary. This study aims to compare whether to learn English vocabulary through PUBG online game than pre adopted course. This paper utilized a pre-test and post-test questionnaire to gather the data. There are observations and reactions to digital games. This study indicated that after playing PUBG the students' mean score is significantly higher than before playing the game, showing the beneficial effect of using video games to improve students' English vocabulary. Video games have basic representations of perception that are interactive. Therefore, from an optimistic viewpoint, integrating video games into the learning process must be viewed. It is not a simple task to create video games packed with instructional features, but it is a standard solution to better understand their assignments. Via problem-solving, decision-making, conclusion-making and collaborative study with their peers, students learn cognitive and beneficial components in addition to fun. Not only do students know about the subject, but they also develop their personalities.
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Elliott, Luther, Andrew Golub, Geoffrey Ream, and Eloise Dunlap. "Video Game Genre as a Predictor of Problem Use." Cyberpsychology, Behavior, and Social Networking 15, no. 3 (March 2012): 155–61. http://dx.doi.org/10.1089/cyber.2011.0387.
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Krupa, M. "Possible relationships of addictive disorders and attention deficit hyperactivity disorder (ADHD)." European Psychiatry 64, S1 (April 2021): S172. http://dx.doi.org/10.1192/j.eurpsy.2021.457.
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IntroductionOne of the most recent topics in addictive disorders is videogame-use disorder which is continuously under research, especially in adolescents. The specific structure of digital games (immortality, infinity, etc.) can sensitize adolescents to the development of problematic use. The number of researches about problematic video game use has increased significantly during the last decade. In 2013, this problem was included among “Disorders requiring further research” in DSM-5, and it was also included in ICD-11 as a separate diagnostic category in 2019.ObjectivesWe review studies investigating the association between the co-occurrence of ADHD and video game use in adolescents. We attempt to summarize new theoretical approaches to video game use disorder and the areas of present research.MethodsWe conducted a literature search in 4 databases (PubMed, Medline, Google Scholar, Web of Science) using keywords (ADHD, adolescents, video game use disorder, internet addiction, game addiction) over the past 5 years. Exclusion criteria were the following: publication date before 2014, adult population, or comorbidity beside ADHD.ResultsThe comorbidity of video game use disorder and ADHD was frequent. Primarily cross-sectional studies examined the presence of hyperactivity, attention deficit, and impulsivity symptoms separately. The presence of attention deficit clearly showed an association with the development of video game use disorder.ConclusionsAdolescents diagnosed with ADHD have a greater possibility of developing video game use disorder and/or problematic psychoactive substance users. More attention should be paid to this comorbidity in not only the diagnostic process, but also in the development of prevention programs.DisclosureNo significant relationships.
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Zendle, David. "Problem gamblers spend less money when loot boxes are removed from a game: a before and after study of Heroes of the Storm." PeerJ 7 (October 29, 2019): e7700. http://dx.doi.org/10.7717/peerj.7700.
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Loot boxes are items in video games that may be paid for with real-world money, but which contain randomised contents. There is a reliable correlation between loot box spending and problem gambling severity: the more money gamers spend on loot boxes, the more severe their problem gambling tends to be. However, it is unclear whether this link represents a case in which loot box spending causes problem gambling; a case in which the gambling-like nature of loot boxes cause problem gamblers to spend more money; or whether it simply represents a case in which there is a general dysregulation in in-game spending amongst problem gamblers, nonspecific to loot boxes. The multiplayer video game Heroes of the Storm recently removed loot boxes. In order to better understand links between loot boxes and problem gambling, we conducted an analysis of players of Heroes of the Storm (n = 112) both before and after the removal of loot boxes. There were a complex pattern of results. In general, when loot boxes were removed from Heroes of the Storm, problem gamblers appeared to spend significantly less money in-game in contrast to other groups. These results suggest that the presence of loot boxes in a game may lead to problem gamblers spending more money in-game. It therefore seems possible that links between loot box spending and problem gambling are not due to a general dysregulation in in-game spending amongst problem gamblers, but rather are to do with specific features of loot boxes themselves.
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Elliott, Luther, Geoffrey Ream, Elizabeth McGinsky, and Eloise Dunlap. "The Contribution of Game Genre and Other Use Patterns to Problem Video Game Play among Adult Video Gamers." International Journal of Mental Health and Addiction 10, no. 6 (August 7, 2012): 948–69. http://dx.doi.org/10.1007/s11469-012-9391-4.
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Sudirman, Dodick Zulaimi, and Wayan Suparta. "A Preliminary Survey of Game Developer’s Perception on Game Clone." Journal of Games, Game Art, and Gamification 5, no. 1 (October 19, 2021): 27–32. http://dx.doi.org/10.21512/jggag.v5i1.7473.
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If a developer uses trademarked content from other game such as images and music, it will be illegal. But it is fine for the developer to copy the gameplay and make innovative changes to improve the game. This is a good practice that boosts innovation in the video game industry that relies on creativity. The problem is when a developer decided to use the legality to simply copy other works with no spirit of innovation. This act of legal plagiarism is called video game clone. We need to have a more understanding of Indonesia game developer’s perception toward game cloning and plagiarism. Based on the survey, it can be concluded that Indonesia game developer, in general, has no problem with the act of game cloning. Although, more effort and focus could be given to protecting both creators and consumers from the negative intent of using game clone legality
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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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Guermazi, F., N. Halouani, K. Yaich, R. Ennaoui, S. Chouayakh, J. Aloulou, and O. Amami. "Video and Internet Gaming Addiction Among Young Adults." European Psychiatry 41, S1 (April 2017): S203—S204. http://dx.doi.org/10.1016/j.eurpsy.2017.01.2158.
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IntroductionWith the popularity of high-tech devices and Internet use in recent years, playing online or offline games has become a popular activity, among young adults (YA). However, research suggests that excessive engagement may in extreme cases lead to symptoms commonly experienced by substance addicts.AimsEstimate the prevalence of problematic use of video and Internet games (PUVIG) among YA. Determine the factors associated with it.MethodsA cross-sectional study was carried out during the first half of September 2016. A sample of 69 YA with a high education's level was randomly selected from the general population. Data were collected through a global questionnaire consisted of a sociodemographic part, the Young Internet Addiction Test, the Problem Video Game playing questionnaire, online network game scale and the Perceived Stress Scale.ResultsThe average age was 27.6 years. The majority (70%) reported using video or Internet games. The risk of dependency to online network games involved 10% of game players while the presence of video games use consequences concerning 16%. Gaming addiction was significantly more likely in boys (P = 0.001). The students had more PUVIG than employees (P = 0.036). A link was highlighted with a problematic Internet use (P = 0.008), a facebook addiction (P = 0.001) and high perceived stress level (0.014).ConclusionsPlaying video and Internet games is a widespread activity among YA. The factors potentially involved are inevitably multiple and complex. It supports the need to carefully explore these emerging practices among this vulnerable population and suggest the establishment of better prevention and better tracking of video gaming.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Wajid, Abdul, Nasir Kamal, Muhammad Sharjeel, Raaez Muhammad Sheikh, Huzaifah Bin Wasim, Muhammad Hashir Ali, Wajahat Hussain, Syed Taha Ali, and Latif Anjum. "A First Look at Private Communications in Video Games using Visual Features." Proceedings on Privacy Enhancing Technologies 2021, no. 3 (April 27, 2021): 433–52. http://dx.doi.org/10.2478/popets-2021-0055.
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Abstract Internet privacy is threatened by expanding use of automated mass surveillance and censorship techniques. In this paper, we investigate the feasibility of using video games and virtual environments to evade automated detection, namely by manipulating elements in the game environment to compose and share text with other users. This technique exploits the fact that text spotting in the wild is a challenging problem in computer vision. To test our hypothesis, we compile a novel dataset of text generated in popular video games and analyze it using state-of-the-art text spotting tools. Detection rates are negligible in most cases. Retraining these classifiers specifically for game environments leads to dramatic improvements in some cases (ranging from 6% to 65% in most instances) but overall effectiveness is limited: the costs and benefits of retraining vary significantly for different games, this strategy does not generalize, and, interestingly, users can still evade detection using novel configurations and arbitrary-shaped text. Communicating in this way yields very low bitrates (0.3-1.1 bits/s) which is suited for very short messages, and applications such as microblogging and bootstrapping off-game communications (dialing). This technique does not require technical sophistication and runs easily on existing games infrastructure without modification. We also discuss potential strategies to address efficiency, bandwidth, and security constraints of video game environments. To the best of our knowledge, this is the first such exploration of video games and virtual environments from a computer vision perspective.
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Rudhiati, Fauziah, Dyna Apriany, and Novani Hardianti. "HUBUNGAN DURASI BERMAIN VIDEO GAME DENGAN KETAJAMAN PENGLIHATAN ANAK USIA SEKOLAH." Jurnal Skolastik Keperawatan 1, no. 2 (December 31, 2015): 12–17. http://dx.doi.org/10.35974/jsk.v1i2.83.
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ABSTRAK Pendahuluan: Gangguan penglihatan merupakan masalah kesehatan yang penting pada anak, mengingat 80% informasi selama 12 tahun pertama kehidupan anak didapatkan melalui penglihatan. Hal yang dapat memengaruhi kesehatan mata anak diantaranya adalah paparan radiasi dari layar monitor barang elektronik. Tujuan penelitian untuk mengetahui hubungan durasi bermain video game dengan ketajaman penglihatan anak usia sekolah di SDN Majalaya 2. Metode: Metode penelitian yang digunakan Analitik Korelatif dengan rancangan cross-sectional. Sampel adalah siswa sekolah dasar kelas 3-5 sebanyak 67 orang. Data diolah dengan analisis Bivariat menggunakan uji Chi-Square. Hasil: Hasil penelitian menunjukkan sebagian besar responden memiliki durasi tidak normal saat bermain video game (>2 jam/hari atau lebih dari 14 jam/minggu) sebanyak 44 orang (65,7%). Sebagian besar dari responden termasuk katagori ketajaman tidak normal dimana nilai snellen chart (6/9–6/21) sebanyak 38 orang (65,7%). Hasil uji menunjukkan terdapat hubungan antara durasi bermain video game dengan ketajaman penglihatan pada Anak Usia Sekolah (Kelas III - V) di SDN Majalaya 2 (Pvalue = 0,0001). Diskusi: Disarankan agar sekolah dapat membuat program ekstrakurikuler yang dibuat semenarik mungkin untuk mengalihkan kegiatan siswa dari bermain video game, melakukan kontrol ke lapangan secara berkala ke tempat-tempat penyewaan jasa video game serta diharapkan agar perawat bersama UKS dapat mengadakan penyuluhan mengenai kesehatan mata. Kata kunci : anak sekolah, ketajaman penglihatan, video game.  ABSTRACT Introduction: Impaired vision is an important health problem particularly in children Disturbances in visual acuity is caused by the duration of playing video games. The aim of research to determine the relationship of the duration of playing video games with visual acuity of school-age children in SDN Majalaya 2. Method: Analytical methods used correlative study with cross-sectional design. Samples are 3-5 grade elementary school students as many as 67 people. Data obtained directly using the snellen chart questionnaires and subsequent data processed bivariate analysis using chi-square test. Result: The results showed that the majority of respondents did not include the category of normal duration as many as 44 people (65.7%). Most of the respondents, including the category in which the abnormal acuity as many as 38 people (65.7%). The test results showed an association between the duration of playing video games with visual acuity in school age children (class III - V) in SDN Majalaya 2 (pvalue = 0.0001). Discussion: It is recommended that teachers make extracurricular programs are made as attractive as possible, giving a warning to the student who was caught playing a video game in school, make an agreement with puskesmas officers in order to conduct health education about the dangers of playing video games Keywords: duration of play video game, school age children, sharpness of vision Full printable version: PDF
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Robert, Maxime, Laurent Ballaz, Raphael Hart, and Martin Lemay. "Exercise Intensity Levels in Children With Cerebral Palsy While Playing With an Active Video Game Console." Physical Therapy 93, no. 8 (August 1, 2013): 1084–91. http://dx.doi.org/10.2522/ptj.20120204.
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Background Children with cerebral palsy (CP) are prone to secondary complications related to physical inactivity and poor cardiorespiratory capacity. This problem could be greatly attenuated through the use of video games that incorporate physical activity for 2 reasons: Video games already represent an important component of leisure time in younger people, and such games can lead to a high level of exercise intensity in people who are healthy. Objective The study objective was to evaluate exercise intensity in children with spastic diplegic CP and children who were typically developing while playing with an active video game console. Design This was a cross-sectional study. Methods Ten children (7–12 years old) with spastic diplegic CP (Gross Motor Function Classification System level I or II) and 10 children who were age matched and typically developing were evaluated in a movement analysis laboratory. Four games were played with the active video game console (jogging, bicycling, snowboarding, and skiing) for 40 minutes. Heart rate was recorded during the entire playing period with a heart rate belt monitor. Exercise intensity was defined as the percentage of heart rate reserve (HRR). In addition, lower extremity motion analysis was carried out during the final minute of the playing period for the jogging and bicycling games. Results No difference between groups was observed for any variables. A main effect of games was observed for the amount of time spent at an intensity greater than 40% of HRR. Specifically, more than 50% of the playing time for the jogging game and more than 30% of the playing time for the bicycling game were spent at an intensity greater than 40% of HRR. In addition, the jogging game produced a larger range of motion than the bicycling game. Limitations A limitation of this study was the relatively small and heterogeneous sample. Conclusions For all 4 games, similar exercise intensity levels were observed for children who were typically developing and children with CP, suggesting that children with CP could obtain exercise-related benefits similar to those obtained by children without CP while playing with an active video game console.
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Nugraha, Yudhi Purwa, Awalya Awalya, and Mulawarman Mulawarman. "Predicting Video Game Addiction: The Effects of Composite Regulatory Focus and Interpersonal Competence Among Indonesian Teenagers During COVID-19 Pandemic." Islamic Guidance and Counseling Journal 4, no. 1 (January 31, 2021): 66–77. http://dx.doi.org/10.25217/igcj.v4i1.1199.
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Video game addiction is recognized as a mental health problem caused by uncontrolled access to video gaming platforms. Proper assistance and counseling programs based on the addiction causing factors are required to reduce the tendencies of video game addiction. The study aims to identify the correlation between regulatory focus theory and interpersonal competence towards the tendencies of video game addiction. The study is a type of cross-sectional research with the adapted psychological scales. A total of 136 teenagers, consisting of 86 males and 50 females participated in the survey of self-reported video game addiction. The data were analyzed using multiple regression analysis. The findings revealed that regulatory focus and interpersonal competence simultaneously had a significant effect on the tendencies of video game addiction behavior. The findings of the study can provide the basis to provide proper assistance services, in an attempt to reduce the tendencies of video game addiction among teenagers.
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Bioulac, Stéphanie, Lisa Arfi, and Manuel P. Bouvard. "Attention deficit/hyperactivity disorder and video games: A comparative study of hyperactive and control children." European Psychiatry 23, no. 2 (March 2008): 134–41. http://dx.doi.org/10.1016/j.eurpsy.2007.11.002.
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AbstractIntroductionThis study describes and compares the behavior of hyperactive and control children playing video games.Subjects and methodsThe sample consisted of 29 ADHD children and 21 controls aged between 6 and 16 years playing video games. We used the Child Behavior Checklist and the Problem Videogame Playing scale (PVP scale). This instrument gives objective measures of problem use, which can be considered as an indication of addictive videogame playing. We designed a questionnaire for the parents, eliciting qualitative information about their child's videogame playing. There were no significant differences concerning frequency or duration of play between ADHD children and controls but differences were observed on the PVP scale. None of the controls scored above four whereas 10 hyperactive children answered affirmatively to five or more questions. These children presented a greater intensity of the disorder than the other ADHD children.ConclusionWhile no differences concerning video game use were found, ADHD children exhibited more problems associated with videogame playing. It seems that a subgroup of ADHD children could be vulnerable to developing dependence upon video games.
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Maroney, Nick, Benedict J. Williams, Anna Thomas, Jason Skues, and Richard Moulding. "A Stress-Coping Model of Problem Online Video Game Use." International Journal of Mental Health and Addiction 17, no. 4 (April 16, 2018): 845–58. http://dx.doi.org/10.1007/s11469-018-9887-7.
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Putra, Bima Pratama Fauzi, Wiwik Widyo Widjajanti, and Annisa Nur Ramadhani. "Pusat Gamer di Surabaya dengan Tema Metafora." Tekstur (Jurnal Arsitektur) 2, no. 1 (April 21, 2021): 71–78. http://dx.doi.org/10.31284/j.tekstur.2021.v2i1.1506.
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Abstract. E-sport is a completion to play video games which are generally conducted between professional players. In Surabaya, game players are increasing every day since there was a news about various games which were entering to the E-sport branch in Asie Games in 2018. But, increasing of technology development does not support with adequate facilities. It is a reason to build and design Gamer Community Center in Surabaya. Parents concern to their children who like to play games and the bad effects of games were the main problems. Parents and society ignorance about E-sport, as well as Surabaya government hasn't taken apart in the development of E-sport, was a problem which must be resolved. The presence oof designing and planning Gamers Community center was hoped that it will able to provide insight to the E-sport world to the society and it is able yo develop E-sport in Surabaya. This study used qualitative and survey methods, so, the researcher obtained adequate description of the design and the theme was metaphorical which was focused to the forms that reflect a function. It was also supported by gamer's adaptive macro concept which made the function and gamers' characteristics. Land arrangement of micro concept and forms used abstract metaphor combined with micro concept of hi-tech space. It would make an area become unique, comfortable, and capable to develop E-sport in Surabaya. It is hoped by using this design, the parents won't be worry to their children when their children love to play game. Because game becomes as a profession. Keywords: zE-sport, Surabaya, Community, Gamers, Metaphors, Game Abstrak. E-sport adalah kompetisi bermain video game, yang pada umumnya dilakukan antara para permian profesional. Jumlah Gamer yang ada di Surabaya kian hari kian bertambah sejak adanya berita tentang berbagai judul game masuk kedalam cabang e-sport di Asian Game 2018. Namun, meningkatnya perkembangan teknologi dan minat masyarakat terhadap e-sport, tidak didukung dengan fasilitas yang memadai. Kekawatiran orang tua terhadap anak yang gemar bermain game serta dampak buruk yang ditimbulkan terhadap anak, dirasa menjadi permasalahan utama. Ketidak tauan para orang tua dan masyarakat tentang e-sport, serta belum ikut andilnya pemerintah Surabaya dalam perkembangan e-sport, merupakan suatu permasalahan yang harus di selesaikan. Dengan hadirnya Perencanaan dan Perancangan Pusat Komunitas Gamer di Surabaya ini, diharapkan mampu memberikan wawasan tentang dunia e-sport kepada masyarakat serta dapat mengembangkan e-sport yang ada di Surabaya. Menggunakan metode kualitatif dan survey, sehingga diperoleh gambaran tentang desain yang cukup memadai dalam perancangan, dengan tema metafora yang berfokus pada bentukan yang mencerminkan suatu fungsi. Hal ini juga didukung dengan konsep makro adaptif gamer yang lebih mendekatkan fungsi dengan sifat para gamer, mikro konsep tatanan lahan dan bentuk yang menggunakan metafora absrak dipadukan dengan konsep mikro ruang hi-tech dirasa akan menjadikan suatu kawasan yang unik, nyaman dan tentu saja mampu mengembangkan serta memajukan E-sport yang ada di Surabaya. Diharapakan dari hasil rancangan ini maka tidak ada lagi kekawatiran orang tua tentang kegemaran anak akan game, karena game kini juga bisa menjadi profesi. Kata Kunci: E-sport, Surabaya, Komunitas, Gamer, Metafora. Game
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Jiang, Rui, and Min Yong Shi. "New Trend of Serious Game: Video Game for Cognitive Capability Training of the Aged." Applied Mechanics and Materials 556-562 (May 2014): 6492–95. http://dx.doi.org/10.4028/www.scientific.net/amm.556-562.6492.
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As an experience digital game, serious game takes training, education or treatment as its purposes, social learning, identity projection and other theories as development bases. It is featured with scientificity, multi-modal, narrative and exploration, and has been widely applied in such fields as military, education and healthcare, etc. In recent years, with increasing number of countries confronted with aging population problem, many researchers gradually shift attention to cognitive capacity training of the elderly by virtue of serious game. The article intends to discuss the research situation of video game for the aged as well as development direction of Chinese video game for the aged, by elaborating video game features for the aged and its significant advantages of prevention of Alzheimer’s disease.
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Mee Mee, Rita Wong, Lim Seong Pek, Wong Yee Von, Khatipah Abd Ghani, Tengku Shahrom Tengku Shahdan, Md Rosli Ismail, and Yugeshineey Subba Rao. "A Conceptual Model of Analogue Gamification to Enhance Learners' Motivation and Attitude." International Journal of Language Education 5, no. 2 (June 30, 2021): 40. http://dx.doi.org/10.26858/ijole.v5i2.18229.
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The concept of gamification has spread widely in recent years supported by the development of technology, especially due to the plethora of computers and video games and game apps for other devices. Gamification is the use of game thinking and game mechanics in non-game contexts that support play to engage users in solving problems or created for teaching and learning purposes. Gamification does not mean creating games but making education more engaging and fun with play for learners, without undermining its credibility. In modern education, lessons delivery is associated with the lack of engagement and motivation of learners to participate actively in the learning process. Teachers are increasingly faced with the problem of how to integrate technology and to impart good language learning habits at the level of primary school in Malaysia. Hence, the aim of this study is to propose a conceptual model of analogue gamification to enhance primary school learners’ motivation and attitude.
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King, Daniel L., Paul H. Delfabbro, and Mark D. Griffiths. "Clinical Interventions for Technology-Based Problems: Excessive Internet and Video Game Use." Journal of Cognitive Psychotherapy 26, no. 1 (2012): 43–56. http://dx.doi.org/10.1891/0889-8391.26.1.43.
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Psychological problems arising from excessive use of digital technologies, particularly in relation to the Internet and video games, are of growing clinical concern. Although there is no consensus whether technology-based problems constitute primary psychopathologies that should be recognized as clinical disorders, a significant number of problem users have used clinical treatment services. There is therefore a growing need for the mental health community to be aware of available clinical treatments for technology-based problem behaviors and the efficacy of these treatments. This article presents an overview of the prevalence of technology-based problems in Eastern and Western countries and the known cognitive-behavioral dimensions of problematic technology use. We also consider issues related to the assessment of technology-based problems, and critically review clinical treatments for technology-based problems.
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Reinecke, Leonard. "Games and Recovery." Journal of Media Psychology 21, no. 3 (January 2009): 126–42. http://dx.doi.org/10.1027/1864-1105.21.3.126.
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The use of video and computer games for recovery purposes was investigated in an online survey of 1614 participants. The data indicate that games are systematically used after exposure to stressful situations and strain, and that recovery experience is a significant facet of the gaming experience. Using structural equation modeling, the relationships among work-related fatigue, daily hassles, social support, coping style, recovery experience, and the use of video and computer games for recovery purposes were tested. Persons who associated stronger recovery experiences with game play used video and computer games more often after stressful and exhausting situations. In addition, participants’ level of work-related fatigue and exposure to daily hassles were both positively associated with the use of games for recovery. Participants with emotion-focused coping style showed a higher tendency to use games for recovery than participants with problem-focused coping style. The relationship between work-related fatigue and game use for recovery purposes was moderated by social support. The stress buffering function of video and computer games was more important for participants receiving less social support. These participants showed a stronger relationship between work-related fatigue and the use of games for recovery than participants receiving more social support.
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Samborskii, Ivan, Aleksandr Farseev, Andrey Filchenkov, and Tat-Seng Chua. "A Whole New Ball Game: Harvesting Game Data for Player Profiling." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 10025–26. http://dx.doi.org/10.1609/aaai.v33i01.330110025.
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Nowadays, video games play a very important role in human life and no longer purely associated with escapism or entertainment. In fact, gaming has become an essential part of our daily routines, which give rise to the exponential growth of various online game platforms. By participating in such platforms, individuals generate a multitude of game data points, which, for example, can be further used for automatic user profiling and recommendation applications. However, the literature on automatic learning from the game data is relatively sparse, which had inspired us to tackle the problem of player profiling in this first preliminary study. Specifically, in this work, we approach the task of player gender prediction based on various types of game data. Our initial experimental results inspire further research on user profiling in the game domain.
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Khalid, Tooba, Syeda Hina Batool, Ayesha Khalid, Henna Saeed, and Syed Waqas Hussain Zaidi. "Pakistani students’ perceptions about their learning experience through video games." Library Hi Tech 38, no. 3 (November 15, 2019): 493–503. http://dx.doi.org/10.1108/lht-03-2019-0068.
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Purpose The emergence of digital technological advances pushes educators for understanding and utilizing these technologies for classroom use. The current generation of teenagers has grown up in a networked world where everyone is immersed in technology-based gadgets in everyday life. Therefore, the purpose of this paper is to investigate video game-based academic and information literacy (IL) learning of teenagers of private schools of Lahore city. Lahore is the capital city of the province of Punjab. Literary works highlighted the importance of video games in developing academic and IL skills; therefore, the current research aims to reveal this fact in local context. Design/methodology/approach The present study adopted qualitative research design and utilized phenomenological research method to achieve study’s objectives. The data were collected through face-to-face interviews. The study participants were teenagers (aged 13‒19 years) of elite economic class of private schools where students normally owned latest video game gadgets. Findings Based on the study findings, it is elucidated that playing video games has a positive impact on teenagers’ learning, and it promotes quick thinking. The participants exert effort to achieve goals, take up challenges for completing different points at various stages of games and interact with online competitors. It enhanced their social communication, problem-solving and IL (searching/locating and evaluating) skills. Research limitations/implications The present study has some limitations. First, sample is limited to elite economic private schools of Lahore. Second, the lack of availability of regular video game players has limited the sample size, as Pakistan is a developing country and limited numbers of teenagers use and can afford gaming gadgets. Lastly, the results of this study are based on students’ perceptions, so there is a need to measure actual learning with assessments. Originality/value The results of the study are beneficial for the game developers, teachers, librarians and parents. The education sector may support video games usability as learning tools.
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Laritskaia, Maria Germanovna. "The aesthetics of visual style, fulfillment of creative need for games, and use of games for educational purposes on the example of Minecraft." Культура и искусство, no. 5 (May 2021): 1–11. http://dx.doi.org/10.7256/2454-0625.2021.5.35591.
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This article reviews the instruments and distinctive features that allow conducting creative activity within the game “Minecraft”, which implies modification of world and its rules, as well as the game project at the choice of the gamer. The author also examines the application of this game in educational sphere, including higher educational institutions. The subject of this research is the game “Minecraft”, or rather its peculiarities viewed from the perspective of aesthetics, mechanics and instruments for carrying out creative and educational activity. The author draws parallels between this and other game projects that have similar mechanics with Minecraft for determining the common properties and characteristics for carrying out the designated activities. The novelty consists in assessment of the value of games as a versatile topic for domestic research, as well as in demonstration of their successful application for educational purposes. The relevance is defined by fact that the topic of studying video games in Russia is in the infancy of its dynamic development, and the problem of distance education is especially acute due to COVID-19 pandemic. The conclusion is made that the universal neutral minimalistic style of Minecraft, alongside other features of this project, is a powerful instrument for the fulfillment of creative and educational projects.
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Mustač, Kuzma, Krešimir Bačić, Lea Skorin-Kapov, and Mirko Sužnjević. "Predicting Player Churn of a Free-to-Play Mobile Video Game Using Supervised Machine Learning." Applied Sciences 12, no. 6 (March 9, 2022): 2795. http://dx.doi.org/10.3390/app12062795.
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Free-to-play mobile games monetize players through different business models, with higher player engagement leading to revenue increases. Consequently, the foremost goal of game designers and developers is to keep their audience engaged with the game for as long as possible. Studying and modeling player churn is, therefore, of the highest importance for game providers in this genre. This paper presents machine learning-based models for predicting player churn in a free-to-play mobile game. The dataset on which the research is based is collected in cooperation with a European game developer and comprises over four years of player records of a game belonging to the multiple-choice storytelling genre. Our initial analysis shows that user churn is a very significant problem, with a large portion of the players engaging with the game only briefly, thus presenting a potentially huge revenue loss. Presented models for churn prediction are trained based on varying learning periods (1–7 days) to encompass both very short-term players and longer-term players. Further, the predicted churn periods vary from 1–7 days. Obtained results show accuracies varying from 66% to 95%, depending on the considered periods.
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Sudirman, Dodick Zulaimi, Yaya Heryadi, Harco Leslie Hendric Spits Warnars, Benfano Soewito, Ford Lumban Gaol, and Edi Abdurachman. "Comparison of Xbox One and Steam Joystick-based Operating System User Interface using KLM- GOMS." Journal of Games, Game Art, and Gamification 5, no. 2 (October 19, 2021): 58–64. http://dx.doi.org/10.21512/jggag.v5i2.7480.
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Despite having many advances in video game control such as voice or gesture control, most video game console manufacturers still use a joystick as the main control for their console. Currently, the problem with video game manufacturers is that instead of using the joystick as the point of user interface design, they instead used a design from another device such as a computer or tv. The research will compare Xbox One and Steam OS user interface by using KLM-GOMS Model. Based on the calculation it is concluded that the overall Xbox One has a more efficient design compared to Steam.
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Tejeiro, R. A., J. P. Espada, M. T. Gonzálvez, and P. Christiansen. "Psychometric properties of the Problem Video Game Playing scale in adults." European Review of Applied Psychology 66, no. 1 (January 2016): 9–13. http://dx.doi.org/10.1016/j.erap.2015.11.004.
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Kiryshina, Irina. "Advertising in Video Games: Legal Qualifications." Legal Linguistics, no. 22(33) (December 27, 2021): 41–47. http://dx.doi.org/10.14258/leglin(2021)2208.
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The article is addressed to the legal analysis of advertising placed in video games. Topical issues of the concept of advertising are touched upon from the point of view of its compliance with the legal definition enshrined in the Federal Law "On Advertising". There has been analized the distribution of advertising in video games, such as ads embedded in game content, including "product placement". In Russian legislation, there is an analogue of this
category which is defined by the legislator as “references to a product, means of its individualization, about a manufacturer or seller of a product, which are organically integrated into works of science, literature or art”. The conclusion is made about the possibility of qualifying this technique as an advertisement in the absence of a sign of "organic integration". The examples of judicial and law enforcement practice of inorganic integration are considered. In such cases, the disseminated information is recognized as advertising, in respect of which the requirements of advertising legislation regarding restrictions on advertising of tobacco and alcohol, weapons and a number of other goods must be observed. There are special requirements for video games for minors in order to protect their rights. The author presents the position regarding the qualification of targeted advertising from the point of view of its compliance with such a sign of advertising as being addressed to an indefinite group of people. The conclusion is supported by the argument that personalization of an advertising message does not exclude its qualification as an advertisement. The problem of advertising distribution in computer games, including multiplayer games, carried out via the Internet, where obtaining the preliminary consent of the online game user to receive advertising is achieved by including this condition in the user agreement, is investigated. The conclusion is made about the need to improve legal regulation in the studied field.
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Bair, Sherry L. "Brotherly Love." Mathematics Teaching in the Middle School 21, no. 5 (December 2015): 262–64. http://dx.doi.org/10.5951/mathteacmiddscho.21.5.0262.
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Kapralos, Bill, Stephanie Fisher, Jessica Clarkson, and Roland van Oostveen. "A course on serious game design and development using an online problem-based learning approach." Interactive Technology and Smart Education 12, no. 2 (June 15, 2015): 116–36. http://dx.doi.org/10.1108/itse-10-2014-0033.
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Purpose – The purpose of this paper is to describe a novel undergraduate course on serious game design and development that integrates both game and instructional design, thus providing an effective approach to teaching serious game design and development. Very little effort has been dedicated to the teaching of proper serious game design and development leading to many examples of serious games that provide little, if any, educational value. Design/methodology/approach – Organized around a collection of video clips (that provided a brief contextualized overview of the topic and questions for further exploration), readings, interdisciplinary research projects and games, the course introduced the principles of game and instructional design, educational theories used to support game-based learning and methods for evaluating serious games. Discussions and activities supported the problems that students worked on throughout the course to develop a critical stance and approach toward implementing game-based learning. Students designed serious games and examined potential issues and complexities involved in developing serious games and incorporating them within a teaching curriculum. Findings – Results of student course evaluations reveal that the course was fun and engaging. Students found the course fun and engaging, and through the successful completion of the final course project, all students met all of the course objectives. A discussion regarding the techniques and approaches used in the course that were successful (or unsuccessful) is provided. Research limitations/implications – It should be noted that a more detailed analysis has not been presented to fully demonstrate the effectiveness of the course. A more detailed analysis may have included a comparison with, for example, past versions of the course that was not based on an online problem-based learning (PBL) approach, to better quantify the effectiveness of the course. However, such a comparison could not be carried out here, given there was no measure of prior knowledge of students taken before they took course (e.g. no “pre-test data”). Originality/value – Unlike the few existing courses dedicated to serious game design, the course was designed specifically to facilitate a fully online PBL approach and provided students the opportunity to take control of their own learning through active research, exploration and problem-solving alone, in groups and through facilitated class discussions.
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Chen, Mason. "STEAMS Methodology of Playing Strategic Empire Video Game." International Journal of Applied Physics and Mathematics 10, no. 4 (2020): 153–59. http://dx.doi.org/10.17706/ijapm.2020.10.4.153-159.
Full textAbstract:
This paper would introduce a STEM+ Methodology STEAMS by adding Artificial Intelligence and Statistics. In modern Big Data World, Artificial Intelligence algorithm is powerful for engineering problem solving to discover the complicated science or/and mechanics. Separating Statistics from Math can draw practical decision and conduct risk assessment. To demonstrate the powerful STEAMS methodology, a case study of playing a strategic Empire Four Kingdoms video game is deployed. STEAMS is powerful for modern educator, teacher, and student to develop their critical thinking and time management. Integrating 6 STEAMS elements are powerful to understand more insight information efficiently and effectively.