Dissertations / Theses: 'Video game psychology'

1

Works, Z., B. Massey, J. McPeek, Andrea D. Clements, and Joseph Barnet. "Exploring the Relationship Between Religiousness and Video Game Addiction." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7630.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Barnet, Joseph. "Exploring the Relationship Between Religiousness and Video Game Addiction." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3641.

Full text

Abstract:

Religiousness has been shown to have an inverse relationship with at least some types of addiction. The present study examined whether intrinsic religiousness predicts substance addiction and video game addiction in a sample of participants that included mostly undergraduate students from the Appalachian region, as well as some participants surveyed with the use of social media advertisements. Intrinsic religiousness has been defined as internalizing the tenets of one’s faith. Participants self-reported their religiousness using the Religious Surrender and Attendance Scale – 3 (RSAS-3), which has been shown to measure intrinsic religiousness. Religiousness as measured by the RSAS-3 predicted lower levels of substance use addiction. Statistical significance was not found for the relationship between religiousness and video game addiction. The present study extends findings regarding religiousness and addiction but future research should also take into account different theological and denominational beliefs and commitments related to health outcomes.

APA, Harvard, Vancouver, ISO, and other styles

3

Sosa, Giovanni W. "The Impact of a Video Game Intervention on the Cognitive Functioning, Self-Efficacy, Self-Esteem, and Video Game Attitudes of Older Adults." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/19.

Full text

Abstract:

While a well-established body of empirical work indicates that engaging in mentally stimulating activities is linked to positive physical and mental health outcomes, relatively few studies have specifically examined the impact that video game training can have on cognitive functioning and well-being. Given the substantial implications that such work has for an ever-growing older adult population, this area of research has begun to pique the interest of researchers world-wide. The present study employed an experimental paradigm to explore the impact of a Nintendo DS video game, Brain Age, on the cognitive functioning, self-efficacy, self-esteem, and video game attitudes of adults aged 65 and older. A total of 35 participants were recruited from various Senior Centers located in the San Fernando Valley and were randomly assigned to an intervention group that played Brain Age for five weeks (three hours of supervised training per week) or a control group that was only required to complete an assessment battery before and after a five week period. Findings stemming from ANCOVA analyses in which pre-test scores (and in the case of cognitive outcome variables, a separate cognitive screener) served as covariates indicated significant group differences with regards to brief arithmetic and syllable count assessments, and marginally significant differences on the basis of the Stroop Interference Test. While all the effects for self-efficacy, self-esteem, and a newly developed video game attitudes scale were in the predicted direction, no statistically significant group differences were found. Findings across the 16 examined outcome variables also indicate larger effects among cognitive outcome variables that are directly practiced via the intervention. Such findings also indicate larger effects among timed over non-timed cognitive measures, and among cognitive over affective/attitudinal variables. Notwithstanding limitations concerning the transferability of trained skills to a broader set of cognitive abilities, the current study's evidence suggests that playing a simple, inexpensive, and easily accessible videogame can enhance some aspects of cognitive functioning. These findings hold significant implications for the millions of older Americans looking for technologically-oriented avenues by which to sharpen their cognitive skills.

APA, Harvard, Vancouver, ISO, and other styles

4

Sutterfield, Curtis T. "The relationship between video game user and character." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1337637.

Full text

Abstract:

This thesis identifies and explores the types of communication modes that exist in video games. Different types of communication are identified and discussed based on Frye's audience centered theory of modes. The inferior communication mode, the mimetic communication mode, the leader-centered communication mode, the romantic communication mode, and the mythical communication mode are all explained. A convenience sample of six video game players were interviewed about video games. An analysis of their self-identification statements revealed that players seek a high level of romantic communication when playing video games. The romantic communication mode makes the video game world an idealized place where the players are able to manipulate their circumstances or show more intelligence than the user in reality. Uses of the communication modes are also explained.
Department of Telecommunications

APA, Harvard, Vancouver, ISO, and other styles

5

Chapman, Gillentine Lacey Mencken Frederick Carson. "Do modern video games impact the cultural perceptions and acceptance of racial stereotypes? a qualitative assessment of video game usage /." Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/5053.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Evanson, Michele Desiree. "Examining Female Gamers’ Perceptions and Attitudes of Behaviors in the Gaming Community." Marietta College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1494336910328406.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Archibald, Audon G. "Implicit and Explicit Racial Attitude Responses to Casts of Video Game Characters." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707312/.

Full text

Abstract:

Prior research has established a relationship between playing video games containing stereotyped representations of traditionally marginalized groups and resulting negative attitudes towards those groups. Yet, very little work has examined video games containing more positive, non-stereotyped representations and whether these diverse casts have inverse effects resulting in positive attitudes following exposure, an effect demonstrated in television media. The current study makes use of two paradigms, one based on short-term priming theory concerning immediate exposure to media, and one on long-term cultivation theory dealing with the overall media diet, and the relation to attitudes towards Blacks including symbolic racism, colorblindness, and implicit bias. In Study 1 (n = 31), Black and White participants reported how much time weekly they spent playing a popular game with positive representations of People of Color before completing measures. In Study 2 (n = 91), Black and White participants were exposed to one of three games, one with positive representation, one with negative representation, and a control game before completing study measures. Findings suggested that participant race was related to pro-Black attitudes (p = .009), but that direct exposure to a game with positive representation (p = .13) as well as playing the game during the week (p = .25) was not, while controlling for participant interracial contract. Despite this, discussions are made in face of interesting patterns of results that could be expanded upon in future work to explain the present findings. Furthermore, practical applications of the present study are made for both non-academic creators and consumers of video games.

APA, Harvard, Vancouver, ISO, and other styles

8

Tang, Wai Yen. "Lose your Self-Control to Video Game Violence: The Dual Impact of Ego Depletion and Violent Video Game Play on Aggression." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338307763.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Camarata, Joseph. "Video Game Engagement, Gender, and Age: Examining Similarities and Differences in Motivation Between Those Who May or May Not Play Video Games." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3260.

Full text

Abstract:

This research aims to fill a research gap by examining video games to explore whether gender, age, or hours played per week would exert any influence on the information of those who may or may not play video games. Mood Management Theory and Uses and Gratification Theory were used as the theoretical foundation for this study. Four-hundred-three East Tennessee State University students who received the survey via email were asked to voluntarily participate in a survey about their motivations behind playing video games. Results from MANOVA showed that the motivations of male participants on video games were significantly higher than were female participants on video games. Moreover, those who claimed to play five or more hours of video games per week were significantly higher than those who claimed to play zero hours per week.

APA, Harvard, Vancouver, ISO, and other styles

10

McBroom, Evan S. "An Examination of Correlates of Video Game and Internet Addiction." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1365086721.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Collie, Christin N., and Meredith K. Ginley. "What Are You Really Asking? Readability of Video Game Addiction Measures." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8898.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Gupta, Rina. "The relationship between video game playing and gambling behavior in children and adolescents." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26274.

Full text

Abstract:

It is suggested that commercial video games and gambling activities make use of similar types of intermittent reinforcement schedules. This research seeks to examine the nature of this relationship amongst children and adolescents. One hundred and four children from grades 4, 6, and 8 participated. A questionnaire exploring issues related to video game playing and gambling behavior was completed and a computerized blackjack game was individually administered. High frequency video game players are compared to low frequency video game players with respect to their gambling performance on the blackjack gambling task as well as on information gathered from the questionnaire. Findings suggest that high frequency video game players nor only gamble more than low frequency video game players but report that gambling makes them feel more important. Furthermore, they appear to be taking greater risks on the blackjack gambling task. Males exhibited greater risk-taking tendencies on the blackjack task than did females.

APA, Harvard, Vancouver, ISO, and other styles

13

Warden, James. "Senses, Perception, and Video Gaming: Design of a College for Video Game Design and Production." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1116113863.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Alhidari, Abdullah. "Co-Creating Value in Video Games: The Impact of Gender Identity and Motivations on Video Game Engagement and Purchase Intentions." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799485/.

Full text

Abstract:

When games were first developed for in-home use, they were primarily targeted almost exclusively at children and males. However, today’s marketplace manifests a more diverse population plays Internet-enabled games that can be played virtually anywhere. The average gamer is now 30 years old. Many gamers, obviously, are much older. Yet more strikingly, and more germane to this study’s purpose, 47% of the U.S. gamer population is female, as compared to 40% in 2010. Despite these trends the gaming industry remains a male-dominated culture. The marketer’s job is to facilitate game engagement and to motivate gamers to play. The notion of “engagement” is not new in business. The term was developed in the last decade. Many studies were devoted to understand, explain, and define the term. It suggests that within interactive, dynamic business environments, consumer engagement (CE) represents a strategic position that companies can use to enhance their sales growth, competitive advantage, and profitability. Moreover, there are three levels of engagement in any experiential consumption (i.e., playing video game): presence, flow, and psychological absorption. The findings of this study affirm that consumer engagement, including presence, flow and psychological absorption are explanatory factors that impact gamer’s purchase intentions. Our results show that consumers experience different mental engagement in an interactive environment (i.e., playing video games) compared to passive environments (i.e., visiting a website). These findings change our understanding of consumers’ engagement and flow state. We also found that male and female gamers experience different engagement level. However, we did not find a significant result that masculinity and femininity traits impact gamers’ engagement or intention. We argue that macroeconomic factors results in sales fluctuation may have resulted in reject in this hypothesis. Thus, marketers shed a light into the consumer’s interactive environment and flow states in that environments. Consumers not only determine the value in using a product as Vargo and Lusch suggested, but they also create that value. Also, consumer experience is an ongoing process that does not have a specific point to start, making the value creation a temporally accumulative process that includes past, present, and future experience. Therefore, the value created by consumers is not created while physically interacting with a device to play, but it may include imagined and indirect interaction with the product. Therefore, consumers (i.e., gamers) need to maintain a balance between presence and psychological absorption (i.e., flow) to get the best experience in play video gaming. Empirical evidence suggest that consumers’ flow state engagement is the most important variable in determining their ensuing purchase intention for video games, regardless of game genre.

APA, Harvard, Vancouver, ISO, and other styles

15

Warm, Anna. "The role of video game violence in hostile affect, cognitions and attributional style among adolescent players." Thesis, University of Central Lancashire, 1999. http://clok.uclan.ac.uk/19055/.

Full text

Abstract:

A central aim of the present research was to investigate the short-term influences of video game play on aggression-related psychological states (including affect, cognitions, attributions and behavioural tendencies). More specifically, efforts were directed at establishing psychological effects of video games, which are causally related to game violence. A series of experiments examined short-term changes in adolescent players following various types of video game play. Experiment 1 identified a number of important game dimensions (i.e., characteristics of video game play) and explored their relationship to overall game enjoyment using path analysis. Of particular interest was the finding that violence did not strongly influence game enjoyment. In Experiment 2, increases in affective hostility and anger were reported after both types of video game play. Significantly greater increases after violent video game play provided support for a video game violence-hostile affect relation. However, the findings of subsequent experiments produced contrasting evidence showing that affective changes following video game play do not predictably vary as a function of game violence, but appear to be linearly related to video game pace. Game violence was more strongly implicated in cognitive effects of video game play. Evidence that game violence affects cognitions emerged on a variety of measures. These cognitive effects were seen as being reflective of aggression priming and short-term disinhibition processes. Finally, the extent to which short-term effects of violent video game play dispose players towards aggression was investigated using attribution and response tendency measures. Whilst the majority of the analyses failed to produce effects of game violence on attributions and response tendencies, an interesting interaction emerged involving game violence effects in females. The nature of the inteaction was viewed as being best explained by modelling processes, though disinhibition explanations were also viewed as being compatible. The findings were interpreted within existing social-psychological theories of media-elicited aggression. A number of video game effects could be accounted for using Berkowitz's cognitive neo-associationist framework, whilst other findings implicated the usefulness of Zillmann's excitation-transfer theory for understanding video game effects. Ultimately, the results were conceptualised using Anderson's General Affective Aggression model. Overall, the research was fairly successful in highlighting a number of short-term affective and cognitive states that can result from video game play. However, these effects were generally not manifested in behavioural tendencies towards others. The few findings that did implicate increases in aggressive behavioural tendencies were difficult to place within Anderson's framework, as they did not parallel changes at earlier stages of the model (i.e. affective and cognitive changes). Modelling and/or possibly disinhibition effects were viewed as the most appropriate theoretical concepts for explaining the findings relating to behavioural tendencies. The implications of the findings in relation to previous research on video game and media effects and limitations to the generalisability of the findings are discussed. Finally, several recommendations for future research are outlined.

APA, Harvard, Vancouver, ISO, and other styles

16

Suarez, Juan M. "Emotional Intelligence and its Link to Aggressive Cognition and Aggressive Affect Generated by Violent Video Game Use of Male Undergraduates." Xavier University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1452010918.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Devenny, Jean M. "Does Personality Moderate the Relationship Between Video Gaming and Quality of Life?" Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1534976597585047.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Stark, Jessica. "A Day in the Life of a Sim: Making Meaning of Video Game Avatars and Behaviors." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1497718914530561.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Molinos, Martin. "The relationship between video game use, Internet use, addiction, and subjective well-being." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10150586.

Full text

Abstract:

This quantitative study investigates the relationship between video game usage, video game addiction, compulsive Internet use, and subjective well-being. The key variables were measured using three different scales: The Game Addiction Scale; the Compulsive Internet Use Scale; and the Flourishing scale. 121 participants over the age of 18 partook in the study. The empirical results demonstrate a statistically significant, negative correlation between addictive video game usage and well-being. Video game addiction and compulsive Internet use were both found to be negatively correlated with subjective well-being.

APA, Harvard, Vancouver, ISO, and other styles

20

Zagal, José Pablo. "Supporting learning about games." Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24814.

Full text

Abstract:

Thesis (Ph.D.)--Computing, Georgia Institute of Technology, 2008.
Committee Chair: Bruckman, Amy; Committee Member: Guzdial, Mark; Committee Member: Juul, Jesper; Committee Member: Kolodner, Janet; Committee Member: Mateas, Michael.

APA, Harvard, Vancouver, ISO, and other styles

21

Zagal, José Pablo. "Supporting learning about games." Diss., Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24814.

Full text

Abstract:

It seems like teaching about games should be easy. After all, students enjoy engaging with course content and have extensive experience with videogames. However, games education can be surprisingly complex. I explore the question of what it means to understand games by looking at the challenges and problems faced by students taking games-related classes. My findings include realizing that extensive prior videogame experience often interferes with students abilities to reason critically and analytically about games, and that students have difficulties articulating their experiences and observations about games. In response to these challenges, my research explores how we can use online learning environments to support learning about games by (1) helping students get more from their experiences with games, and (2) helping students use what they know to establish deeper understanding. I explore these strategies through the design and use of two online learning environments: GameLog and the Game Ontology Wiki. GameLog is an online blogging environment designed to help students reflect on their game playing experiences. The Game Ontology wiki provides a context for students to contribute and participate legitimately and authentically in the Game Ontology Project. The Game Ontology Project is a games studies research project that is creating a framework for describing, analyzing and studying games. GameLog and the Game Ontology Wiki were used in university level games-related classes. Results show that students found that participating in these online learning environments was a positive learning experience that helped them broaden and deepen their understanding of videogames. Students found that by reflecting on their experiences playing games they began to understand how game design elements helped shape that experience. Most importantly, they stepped back from their traditional role of gamers or fans and engaged in reasoning critically and analytically about the games they were studying. With GameLog, I show how blogging about experiences of gameplay can be a useful activity for supporting learning and understanding about games. For the Game Ontology Wiki, I show how it is possible to design learning environments that are approachable to learners and allow them to contribute legitimately to external communities of practice.

APA, Harvard, Vancouver, ISO, and other styles

22

Cheung, Mei Fung Meily. "The role of video game in the cultivation of literacy : a medium perspective." HKBU Institutional Repository, 2009. http://repository.hkbu.edu.hk/etd_ra/1053.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Blacker, Kara J. "The Effects of Action Video Game Training on Visual Short-term Memory." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/225466.

Full text

Abstract:

Psychology
Ph.D.
The ability to hold visual information in mind over a brief delay is critical for acquiring information and navigating a complex visual world. Despite the ubiquitous nature of visual short-term memory (VSTM) in our everyday lives, this system is fundamentally limited in capacity. Therefore, the potential to improve VSTM through training is a growing area of research. An emerging body of literature suggests that extensive experience playing action video games yields a myriad of perceptual and attentional benefits. Several lines of converging work provide evidence that action video game play influences VSTM as well. The current study utilized a training paradigm to examine whether action video games cause improvements to the quantity and/or the quality of information stored in VSTM and whether these VSTM advantages extend visual working memory (VWM). The results suggest that VSTM capacity is increased after action video game training, as compared to training on a control game, and that some limited improvement to VSTM precision occurs with action game training as well. The VSTM improvements seen in individuals trained on an action video game are not better accounted for by differences in motivation or engagement, differential expectations, or baseline differences in demographics as compared to the control group used. However, these findings do not appear to extend to measures of VWM, nor to verbal working memory. In sum, action video game training represents a potentially unique and engaging platform by which this severely capacity-limited VSTM system might be enhanced.
Temple University--Theses

APA, Harvard, Vancouver, ISO, and other styles

24

Blazer, Erin C., Keleigh B. Engle, Shelby L. McKinley, Thalia P. Sullivan, and Meredith K. Ginley. "An Investigation Into the Relation Between Problems From Video Gaming and Frequency of Cannabis Use." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etsu-works/8891.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

25

Roan, Robert. "Depth and Digital in Conversation| Practicing Marriage and Family Therapy Directly With Video Game Avatars." Thesis, Pacifica Graduate Institute, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261875.

Full text

Abstract:

Some psychotherapy clients have created video game avatars whose lives in virtual worlds include imaginal material and therefore invite depth psychological consideration. Using hermeneutic, alchemical hermeneutic, and artistic-creative methodologies, this thesis expands the conception of the therapeutic container to include these worlds and characters. The research explores how depth psychology can help Licensed Marriage and Family Therapists integrate their clients’ virtual lives into therapy. A literature review examines the ways computer simulations are different from other activities and describes a postmodern realm where identity is an experiment in a multiplicity of simulations that are both rich and ideological. A multicultural approach is taken in order to treat clients’ avatars and their worlds with dignity and involves an attempt to understand the cultures of technology, digital systems, and video worlds. The author proposes both an overall attitude toward and specific interventions for incorporating the virtual realm into psychotherapy.

APA, Harvard, Vancouver, ISO, and other styles

26

O'Neill, Kevin John. "Induction and Transferral of Flow in the Game Tetris." Wright State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wright1607267523632825.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Chen, Renee Chia-Lei. "Autoethnographic Research through Storytelling in Animation and Video Games." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461270639.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

MacGregor, Scott A. "Extension and Validation of an Adult Gaming Addiction Scale." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1418231740.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Fent, Andrew Thomas. "The Effect of Action Video Game Play on the Distribution and Resolution of Visuospatial Attention." Wright State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=wright1503943019166304.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Moyer, Valerie S. "The Role of User Motivations in Moderating the Relation Between Video Game Playing and Children's Adjustment." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1210548781.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Powell, Cecil Lamonte. "College men's psychological and physiological responses associated with violent video game play." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-04212008-155443/.

Full text

Abstract:

Thesis (Ph. D.)--Georgia State University, 2008.
Title from file title page. Dominic Parrott, committee chair; Tracie Stewart, Cynthia Hoffner, Heather Kleider, Eric Vanman, committee members. Electronic text (94 p. : ill.) : digital, PDF file. Description based on contents viewed July 2, 2008. Includes bibliographical references (p. 81-88).

APA, Harvard, Vancouver, ISO, and other styles

32

Stanisic, Biljana. "Fantasy versus Reality: How video game and book genres associate with creative thinking." Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85441.

Full text

Abstract:

Video games have suffered a negative reputation regarding their influence on children and adolescents, in comparison to its “well-behaved” counterpart, books. Nevertheless, the world of video games is much more diverse than imaginable – from fantasy to reality – and it is possible that different types of video games have different effects on human cognition and behavior. To fill a gap in research, fantasy and non-fantasy genres were the focal point of the correlational study. In this study, we analyze how video game playing habits, video game genre preference, book reading habits and book reading preferences are correlated with creative thinking. Construal level theory explains the importance of psychological distances in enhancing creativity. Fantasy and fiction content, as well as role play, are theorized to be part of creativity due to generation of distance and abstract thinking. Creativity was measured by insight problems and a categorization task. Abstract thinking was also measured by the Behavioral Identification Form. The questionnaire was given out to 154 students during lunch hours at a university in Sweden, throughout the period of March 2019. The results indicated that preference in a genre, whether gaming or literature, did not indicate significant differences in creative thinking. However, the consumption and habit of playing role-play games showed a significant correlation to creativity in comparison to its “rival” – action games. Results showed the same effects for fiction literature versus non-fiction. Theoretical and practical implications for organizations and the workplace are discussed, as well as limitations of the study.

APA, Harvard, Vancouver, ISO, and other styles

33

Anne-Marie, Hébert. "Collaborative problem-solving, collaboration formats and creativity: a field study of video game design by professionals." Phd thesis, Ecole nationale supérieure des telecommunications - ENST, 2012. http://tel.archives-ouvertes.fr/tel-00770994.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

34

Levy, Laura M. "The effects of background music on video game play performance, behavior and experience in extraverts and introverts." Thesis, Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/54462.

Full text

Abstract:

For many, listening to music is an enjoyable experience pursued throughout one’s lifetime. Nearly 200 years of music psychology research has revealed the various ways music listening can impact human emotional states, as well as cognitive and motor performance. Music in video games has come a long way from the first chiptunes of 1978 to the full scores written specifically for games today. However, very little is understood of how background game music impacts game performance, behavior and experience. Even less is known for how music variables might affect performance, behavior and experience by individual differences, such as personality type. In this study, 78 participants scoring in the top 30% for their age range of either extraversion or introversion played a cognitive-training game in four music conditions (silence, low tempo, medium tempo, and high tempo). Performance, game play behavior, and flow experience scores were analyzed for each music condition by level of extraversion. While no statistically significant differences were found in game performance scores by level of extraversion, there were statistically significant differences found for play behavior (physical mouse motions) and flow experience for the music conditions. These results suggest that music can both alter the nature of physical game inputs and also provide a more engaging game experience, while not necessarily impacting one’s ability to perform in a game.

APA, Harvard, Vancouver, ISO, and other styles

35

Kuznetcova, Irina. "Video Games as Deweyan Worlds: A Desktop/Mobile VR Game-based Intervention to Improve Visuospatial Self-efficacy in Middle School Students." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1588244345618764.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Norman, Fredrik. "English acquisition playing Mass Effect : a study in video games, cognitive psychology and the Swedish upper secondary school curriculum." Thesis, Uppsala universitet, Institutionen för utbildning, kultur och medier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-148309.

Full text

Abstract:

This essay researches video games and learning. The academic interest in video games is steadily growing and this teacher‟s degree unifies interactive game play with the learning possibilities of the media. The study compares the Swedish upper secondary school curriculum Lpf94 with Gee‟s educational theory. The correlations are analyzed for compatibility, and Bioware‟s 2007 video game Mass Effect is applied to see what elements are capable to teach playing students English. A qualitative methodology is used according to Malterud‟s template analysis style and follows a top-down fashion. The material is analyzed through a triangulation system where each piece is read as a text and is compared and interpreted. The results show that Lpf94 and Gee‟s theory has a generally high compatibility. English learning is viable since Mass Effect provides the player with a language simulator that puts the language in a logical environment. Although the game script is static, the study shows that Mass Effect includes vocabulary training, a pragmatic understanding of language, and a tool for class room teaching.

APA, Harvard, Vancouver, ISO, and other styles

37

Kryszak, Elizabeth M. "Assessing the Effects of Observing Non-Performance-Based Aggression during Online Violent Video Game Play on Aggressive Behavior." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1382984679.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Park, Byungho. "Video game play and motivation variation in appetitive and aversive motivational system activation as a function of virtual threat level /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223045.

Full text

Abstract:

Thesis (Ph.D.)--Indiana University, Dept. of Telecommunications, 2006.
"Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 1963. Adviser: Annie Lang.

APA, Harvard, Vancouver, ISO, and other styles

39

Rzicznek, Zachary J. "Competitive and explicit video game content: Frustration as a premeditative factor in aggressive feelings, communication, and action." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1624261234278133.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Teal, Keaton A. "Playing Fortnite for a Fortnight? Partner Perceptions of Video Game Use and Its Association with Relationship Satisfaction and Attachment." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1564492399587435.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Whynott, Elizabeth M. "Video Game Play: The Effects of Exploratory Representational Play and Constructive Play on Divergent Thinking and Problem-Solving." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1524133931554959.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Weissman, Dustin R. "Impacts of Playing Massively Multiplayer Online Role-Playing Games (MMORPGs) on Individuals’ Subjective Sense of Feeling Connected with Others." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1496166839644501.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Alexander, Joseph R. "An Interpretive Phenomenological Inquiry Into Fulfillment Of Choice Theory's Four Basic Psychological Needs Through Console Video Game Engagement." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1425243488.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Cipollone, Maria. "Motivation to Mine: An Analysis of the Motivation for Extended Video Game Play among Preadolescents in a Physical Learning Environment." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/352314.

Full text

Abstract:

Media & Communication
Ph.D.
The relationship between video games and learning is a topic of interest for academic fields. But how can a voluntary activity, like playing video games, motivate students to be academically productive? This dissertation used the popular video game, Minecraft, to measure the intrinsic motivation of 7th and 8th grade students in mathematics class, using a Self-Determination Theory (SDT) framework. The results demonstrated that intrinsic motivation remained at high levels, as long as students are competent in game controls and were relatively free to do what they wanted within the general guidelines in the video game environment. Second, the role of social presence contributed to immersion in the video game environment and played a role in the continued motivation to play. Third, although there was no impact on rote measures of learning, such as memorizing vocabulary definitions, the Minecraft video game environment affected students’ ability to problem solve, as was evidenced by pre- and post-tests of rote and conceptual learning.
Temple University--Theses

APA, Harvard, Vancouver, ISO, and other styles

45

Bogajewski, Sébastien. "Le jeu vidéo dans ses rapports à la psychologie clinique : Une approche psychanalytique." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCD112/document.

Full text

Abstract:

L’objet jeu vidéo interroge de plus en plus la psychologie clinique depuis le début des années 2000. Au centre de divers controverses quant à ses usages et ses prétendus méfaits ; certaines pratiques videoludiques tendent aujourd’hui à se banaliser. Pour autant, le discours des addictologues, des médias, des parents et éducateurs, des joueurs eux-mêmes, voire de la psychanalyse, véhiculent souvent une vérité masquée par le langage qui ne cesse de nous interroger. Notamment, c’est la question des origines, de l’histoire, et des effets de cette vérité sur le sujet qui nous intéresse. Dire que jouer « peut-être comme la drogue » en dit long sur les représentations que nous nous faisons, en tant que société, du jeu, comme du jeu vidéo. Mais cela en dit long, également, sur un certain malaise à propos des nouvelles technologies et de la jeunesse en général. C’est ce malaise, que nous pensons percevoir dans certaines demandes de soin, et dans certaines manifestations cliniques symptomatiques, voir « synthomatiques ». La présente thèse tente de s’interroger sur l’histoire et les caractéristiques du jeu vidéo en tant qu’objet du champ du ludique, avant de présenter les rapports du jeu vidéo à la clinique, pour enfin conclure sur une réflexion autour des discours propos du vidéoludique et de leurs possibles effets en clinique
Video games interrogate more and more the clinical psychology since early 2000's. They are in the center of numerous controversies about its uses and its alleged misdeeds. Despite this, some videogame practices tend to trivialize today. However, the discourse of addictologists, media, parents and educators, players themselves or of psychoanalysis, often convey a truth obscured by the language that continues to question us. Notably, it raises the issue of the origins, history, and the effects of this truth on the subject that interests us. Say that play "maybe like drugs" is very eloquent about the representations we make, as a society, relating to the game, as the video game. But it's very eloquent, too, about some discontent about new technologies and youth in general. It is this discontent, we think carefully collect in certain demands, and in some symptomatic clinical manifestations, even in some "synthomatical" manifestations. This thesis attempts to question the history and characteristics of the video game as a playful object, before presenting the reports of the video game to the clinic, to finally conclude with a reflection on the discourse about the videogame and their possible effects in the clinic

APA, Harvard, Vancouver, ISO, and other styles

46

Ossege, Jennifer M. "Violent Video Games and Aggression." Xavier University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1382971482.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Meyers, Kelly Stephen. "Video games, aggression, and the new ESRB ratings system." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2631.

Full text

Abstract:

The current study sought to accomplish three goals: (a) examine the short term effects of the current hi-tech aggressive video games on children who play them; (b) improve upon the methodology of previous studies by using a combination of self-report, physiological (heart rate), and behavioral observations (Bobo doll aggression) together in one study; and (c) examine how the new Entertainment Software Rating Board's (ESRB) ratings system relates to aggression in children who have played aggressive and non-aggressive video games. It was hypothesized that (a) playing video games which depict interpersonal aggression would lead to increased aggression in children, and that (b) the ESRB rating system is useful but incomplete as it relates to post-video game aggression differences. Specifically, games which involve very high levels of interpersonal aggression as their main theme are sometimes given the same classification (rating) as a game containing no or very little aggression. The current study expected to find that the game content rather than game classification predicts post-game aggression on the part of the player. (Abstract shortened by UMI.)

APA, Harvard, Vancouver, ISO, and other styles

48

Hamidi, Bijan Alexander. "An Analysis of Virtual Economics in Video Games." Thesis, California State University, Fullerton, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10808086.

Full text

Abstract:

Bijan Hamidi explores economic systems in video games and expands on the definition of virtual economics to include economic behavior. Gamers commonly look to gain advantages over their opposition during game play. This thesis performs an analysis of how those decisions are constructed and provides insight on where economic principles are found in game play.

This body of work is based upon preexisting virtual economic works from Edward Castronova, Zachary Simpson, and Richard Bartle. However, this work does not focus purely on economic markets, but extends to study economic behavior exhibited during play.

APA, Harvard, Vancouver, ISO, and other styles

49

Cicchirillo, Vincent J. "The effects of priming racial stereotypes through violent video games." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1243867231.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Ramsay, Philip Scott. "Can Selection Tests Administered via Video Games Reduce Faking?" Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6750.

Full text

Abstract:

One of the fundamental underlying assumptions of selection procedures is that the information gathered from applicants is accurate, and thus, will predict performance on the job (Donovan, Dwight, & Schneider, 2014; Schmitt & Sinha, 2011). As self-report instruments such as paper-and-pencil tests and unsupervised online surveys become more prevalent in organizational selection contexts (Truxillo & Bauer, 2011) due to ease of use and cost efficiency, the concern of applicants faking responses to inaccurately portray themselves as more highly desirable is increasingly critical (Hough, Oswald, & Ployhart, 2001). Depending on the exact magnitude of the particular selection event, this compromise of validity may cost an organization just as much as they stand to gain from an accurate self-report selection tool. The aim of this study is to test the viability of a video game platform designed to aid personnel selection by reducing faking. This thesis first outlines the most widely assessed predictors of job performance and briefly review the state-of-the-science of personality research in the context of employee selection. Then, a review of faking, drawing upon a model of faking proposed by McFarland & Ryan (2000), describes the impact it has on employee selection based on personality tests. Drawing upon Malone’s (1981) theory of intrinsic motivation as well as Sweller’s (1994) theory of cognitive load, I proposed the use of a video game platform as a counter-measure to faking selection assessments. Results suggest that participants are less able to fake personality assessments when assessed via video games as compared to online surveys.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Video game psychology'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles