To see the other types of publications on this topic, follow the link: Video game psychology.
Journal articles on the topic 'Video game psychology'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Video game psychology.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Velez, John A., and David R. Ewoldsen. "Helping Behaviors During Video Game Play." Journal of Media Psychology 25, no. 4 (January 1, 2013): 190–200. http://dx.doi.org/10.1027/1864-1105/a000102.
Full textAbstract:
Research suggests that video games are becoming a social activity. Previous research has neglected the complicated social context in which people now play video games. However, a growing body of literature suggests that playing violent video games cooperatively with others can attenuate their aggression-facilitating effects and increase prosocial behaviors between players. To better understand which types of social game play can foster helping behaviors between players and which players may be engaging in these helping behaviors during game play, the current study administered a survey to 252 students who self-identified as video game players. The results suggest that participants who reported playing cooperatively/competitively with other players were more likely to report engaging in helping behaviors during game play. Additionally, participants who reported being motivated to play specialized roles in group game play and have an altruistic personality were more likely to report engaging in helping behaviors during game play.
2
Bean, Anthony M., Rune K. L. Nielsen, Antonius J. van Rooij, and Christopher J. Ferguson. "Video game addiction: The push to pathologize video games." Professional Psychology: Research and Practice 48, no. 5 (October 2017): 378–89. http://dx.doi.org/10.1037/pro0000150.
Full text
3
Trepte, Sabine, and Leonard Reinecke. "Avatar Creation and Video Game Enjoyment." Journal of Media Psychology 22, no. 4 (January 2010): 171–84. http://dx.doi.org/10.1027/1864-1105/a000022.
Full textAbstract:
Based on the model of complex entertainment experiences ( Vorderer, Klimmt, & Ritterfeld, 2004 ), the competitiveness of a computer game (media prerequisite) and the individual life satisfaction (user prerequisite) are hypothesized to influence game enjoyment. Avatar-player similarity was hypothesized to determine identification with the avatar, which in turn was suggested to enhance the enjoyment experience. In a quasi-experimental study, (N = 666) participants were asked to choose the personality features of an avatar for six different game scenarios. The results demonstrate that the games’ competitiveness as well as the participants’ life satisfaction influenced avatar choice and identification. In noncompetitive games, similar avatars were created, whereas in competitive games, dissimilar avatars were created. Participants who were well satisfied with their lives created avatars that resemble themselves in terms of personality factors, whereas dissatisfied users created dissimilar avatars. Player-avatar similarity was positively related to identification. This correlation was significantly stronger for noncompetitive games. Identification with the avatar was strongly related to game enjoyment. When controlling for the influence of identification on enjoyment, player-avatar similarity was negatively related to enjoyment, suggesting that identity play can be an independent source of enjoyment in computer games.
4
Scharrer, Erica, and Adam Zeller. "Active and Sedentary Video Game Time." Journal of Media Psychology 26, no. 1 (January 1, 2014): 39–49. http://dx.doi.org/10.1027/1864-1105/a000109.
Full textAbstract:
This study used survey methodology to measure opinions of 13- to 15-year-olds (N = 176) about sedentary and active video games and the relative amount of time spent with those games, and evaluated correlations between time spent with those two types of games and the body mass index (BMI) of the respondent. Results showed no evidence of any correlation between BMI and relative time devoted to video game usage by type of game (active versus sedentary), nor any support for a correspondence between overall levels of time spent with video games and BMI. Yet, the data did point to a nonlinear association in which those who devoted more than 50% of the total time they spend with video games on sedentary games had a higher BMI than those who spent less than 50% of their video gaming time with sedentary games. Important gender differences also emerged in the adolescents’ opinions of active versus sedentary games.
5
Eden, Allison, Erin Maloney, and Nicholas David Bowman. "Gender Attribution in Online Video Games." Journal of Media Psychology 22, no. 3 (January 2010): 114–24. http://dx.doi.org/10.1027/1864-1105/a000016.
Full textAbstract:
Demographic research and anecdotal evidence suggest that, historically, games have been dominated by male players. However, newer research shows gains by female players, especially in online games. Therefore, how gamers perceive the masculinity of other gamers in game has become relevant. Two experiments examine how two variables – game genre and player skill – inform gender perception in online games. Results from both studies show that game genre is a salient cue for gender perception, but that perception of player skill is not. A number of gender differences in perceptions of player skill and the relationship between genre and perceptions of player masculinity are also identified. These findings are an important first step in understanding the perception of others in online entertainment environments.
6
Murphy, Shane. "Video Games, Competition and Exercise: A New Opportunity for Sport Psychologists?" Sport Psychologist 23, no. 4 (December 2009): 487–503. http://dx.doi.org/10.1123/tsp.23.4.487.
Full textAbstract:
The increasing influence of technology on sports and games is examined and the widespread popularity of video and computer games is identified as an opportunity for sport and exercise psychologists. Modern video and computer games can involve considerable physical activity and social competition and are thus a suitable subject for the application of sport psychology theories and intervention methods. A brief overview of some of the existing research from other fields on video and serious interactive games is presented. The advantages of studying competition, cooperation and exercise in video game play include application of existing theories to new areas, methodological research advantages, and new applied opportunities for practitioners. Sport and exercise psychologists are encouraged to research the long-term viability of studying important sport and exercise psychology topics such as aggression, teamwork and psychological skills using video game and related technologies.
7
Greitemeyer, Tobias. "Playing Video Games Cooperatively Increases Empathic Concern." Social Psychology 44, no. 6 (January 1, 2013): 408–13. http://dx.doi.org/10.1027/1864-9335/a000154.
Full textAbstract:
Two studies addressed whether playing video games cooperatively in a team would increase emphatic concern toward others in need. Study 1 showed that cooperative team-play ameliorates the negative effects of violent video game play on empathy. Both those participants who had played a violent video game cooperatively in a team and participants who had played a neutral video game on their own reported more empathy than participants who had played a violent video game on their own. Study 2 showed that cooperative teamplay does not only ameliorate negative effects of violent video games, but may also foster consideration for others. In fact, playing a neutral video game cooperatively in a team (relative to single-play) increased empathy.
8
Rochat, Shékina, and Jérôme Armengol. "Career Counseling Interventions for Video Game Players." Journal of Career Development 47, no. 2 (August 9, 2018): 207–19. http://dx.doi.org/10.1177/0894845318793537.
Full textAbstract:
Video games are becoming ubiquitous in Western societies. However, this virtual leisure has received little attention from researchers in career counseling, leaving career counselors relatively unprepared to work with video game players. In this article, we propose three types of interventions to capitalize on the benefits of playing video games to foster the career counseling process. The first intervention aims to identify and transfer the skills that video game players develop through their leisure activity. The second intervention highlights how video game players’ narrative may reveal vocational personality types. The third intervention proposes to turn career counseling tasks into a game to increase motivation to achieve it. The strengths and limitations of these interventions are underlined, as well as the potential of career counseling sessions to help remedy problematic video game play.
9
McLean, Lavinia, and Mark D. Griffiths. "Gamers’ Attitudes towards Victims of Crime." International Journal of Cyber Behavior, Psychology and Learning 3, no. 2 (April 2013): 13–33. http://dx.doi.org/10.4018/ijcbpl.2013040102.
Full textAbstract:
Research on video game playing has focused mainly on the effects of such games in relation to aggression and attitudes towards perpetrators and towards crime. The present research was designed to investigate gamers’ attitudes towards victims of crimes and incidents that were designed to mirror those portrayed in violent video games. Vignettes were used during interviews to explore 50 participants’ attitudes towards different types of victims. The results indicate that long-term playing of violent video games appears to be associated with more negative attitudes towards victims of crime. This is the first study to directly explore attitudes towards victims of crime, in relation to violent video game exposure. Compared to nonviolent video game players, the violent video game players in the study reported less positive attitudes towards the victims in the study and attributed more blame to the victims. The implications of this finding in the context of previous research on violent video games, and on attitudes are explored. Directions for future research in the area are also highlighted.
10
Greitemeyer, Tobias. "The Police Officer’s Dilemma." Journal of Media Psychology 32, no. 2 (April 2020): 82–88. http://dx.doi.org/10.1027/1864-1105/a000260.
Full textAbstract:
Abstract. Correll and colleagues ( Correll, Park, Judd, & Wittenbrink, 2002 ) developed a first-person shooter task that simulates the police officer’s dilemma of whether to shoot or not a target that may present lethal danger. The present study examined the relationship between habitual violent video game play and responses in this shooting paradigm. Habitual violent video game play has been shown to increase the accessibility of aggressive thoughts. Previous research also demonstrated that action video game play has a positive impact on perceptual skills. Hence, it was hypothesized that players of violent video games would be more likely to mistakenly shoot a target and exhibit shorter reaction times in the shooting task. Results revealed that reaction times, but not error rates, were significantly associated with habitual violent video game play. These findings suggest that habitual violent video game play may have a positive impact on overall processing skills without limiting accuracy.
11
Findley, Michael R. "The Relationship between Student Learning Styles and Motivation during Educational Video Game Play." International Journal of Online Pedagogy and Course Design 1, no. 3 (July 2011): 63–73. http://dx.doi.org/10.4018/ijopcd.2011070105.
Full textAbstract:
Educational video games allow for a level of intrinsic motivation and engagement that is not found in other forms of learning. This study determines if students found educational video game play to be a motivating experience and if a relationship existed between student learning styles and levels of motivation. High school psychology students played two short online educational video games and, upon completion of the activity, their intrinsic motivation levels were determined using an evaluation questionnaire. The data, as determined by the evaluation questionnaire, revealed that students found playing educational video games to be intrinsically motivating. Further examination revealed no statistically significant differences between the student learning styles and the motivation experienced during educational video game play.
12
Nebel, Steve, Sascha Schneider, Janine Schledjewski, and Günter Daniel Rey. "Goal-Setting in Educational Video Games." Simulation & Gaming 48, no. 1 (November 30, 2016): 98–130. http://dx.doi.org/10.1177/1046878116680869.
Full textAbstract:
Background. The increased usage of educational video games with their strong graphical and technical potential raises the question of how to optimize the instructional elements of gameplay. In this article, the instructional goal was analyzed with the theoretical background of both motivational psychology (goal-setting theory) and cognitive psychology (goal-free effect). Aim. We compared different goal types within an educational video game specifically produced for this context, using MINECRAFT as a content creation tool. Method. Within a quantitative, empirical experiment, 87 students divided into three goal groups (specific learning goal, specific performance goal, goal-free condition) played the video game for nearly three hours per test session to gain knowledge about basic elements of computer science and basic electric engineering. Results. The results show effects of goal-setting on cognitive load and affective measures. Having specific learning goals lowered extraneous and intrinsic cognitive load. Additionally, players following a specific learning goal reported having significantly more fun, indicating the affective impacts of goal-setting. Conclusions. The outcomes of this study have practical implications for the creation of educational video games and theoretical implications for further work within the field of instructional psychology.
13
Verheijen, Geert P., William J. Burk, Sabine E. M. J. Stoltz, Yvonne H. M. van den Berg, and Antonius H. N. Cillessen. "Associations Between Different Aspects of Video Game Play Behavior and Adolescent Adjustment." Journal of Media Psychology 32, no. 1 (January 2020): 27–39. http://dx.doi.org/10.1027/1864-1105/a000253.
Full textAbstract:
Abstract. Playing video games during adolescence has been linked to both positive and negative outcomes, but it remains unclear which specific aspects of gaming behavior are associated with adjustment. The current study examines the association between distinct aspects of video game play behavior and adolescent adjustment. We focused on five aspects, namely, gaming frequency, the social context, gamer identification, type of game, and motivation for playing. Participants included 705 Dutch adolescents (33.5% female, Mage = 14.07), who completed a survey including self-report and sociometric measures. Results indicated that the frequency of playing games was not associated with adolescent adjustment. However, significant associations did appear for social context, genre of games, and motivation for playing. In addition, the different aspects of gaming showed both beneficial and deleterious relations with adjustment. This research indicates the importance of disaggregating gaming behavior and the necessity to look beyond frequency of play in order to fully understand the impact of gaming on youth.
14
Hawk, Christopher E., and Robert D. Ridge. "Is It Only the Violence?" Journal of Media Psychology 33, no. 3 (July 2021): 134–44. http://dx.doi.org/10.1027/1864-1105/a000291.
Full textAbstract:
Abstract. The results of prior research investigating whether the violence in violent video games leads to increased subsequent aggression are mixed. Some observers question whether the difficulty and/or the competitive aspects of these games are important, but overlooked, factors that also affect aggression. In the present study, participants ( N = 408) played a violent or nonviolent video game that was either difficult or easy and in which they competed and won, competed and lost, or did not compete against another player. Results revealed that participants became more aggressive only after playing a competitive, as opposed to a noncompetitive, game. Level of violence, winning or losing, and game difficulty did not have any significant effect. These results support the assertion that competition in video games has an independent and significant effect on subsequent aggression beyond violent content and game difficulty.
15
Ferguson, Christopher J., and Stephanie M. Rueda. "The Hitman Study." European Psychologist 15, no. 2 (January 1, 2010): 99–108. http://dx.doi.org/10.1027/1016-9040/a000010.
Full textAbstract:
This article explores commonly discussed theories of violent video game effects: the social learning, mood management, and catharsis hypotheses. An experimental study was carried out to examine violent video game effects. In this study, 103 young adults were given a frustration task and then randomized to play no game, a nonviolent game, a violent game with good versus evil theme (i.e., playing as a good character taking on evil), or a violent game in which they played as a “bad guy.” Results indicated that randomized video game play had no effect on aggressive behavior; real-life violent video game-playing history, however, was predictive of decreased hostile feelings and decreased depression following the frustration task. Results do not support a link between violent video games and aggressive behavior, but do suggest that violent games reduce depression and hostile feelings in players through mood management.
16
Clarke, Rachel Ivy, Jin Ha Lee, and Neils Clark. "Why Video Game Genres Fail." Games and Culture 12, no. 5 (July 6, 2015): 445–65. http://dx.doi.org/10.1177/1555412015591900.
Full textAbstract:
This article explores the current affordances and limitations of video game genre from a library and information science perspective with an emphasis on classification theory. We identify and discuss various purposes of genre relating to video games, including identity, collocation and retrieval, commercial marketing, and educational instruction. Through the use of examples, we discuss the ways in which these purposes are supported by genre classification and conceptualization and the implications for video games. Suggestions for improved conceptualizations such as family resemblances, prototype theory, faceted classification, and appeal factors for video game genres are considered, with discussions of strengths and weaknesses. This analysis helps inform potential future practical applications for describing video games at cultural heritage institutions such as libraries, museums, and archives, as well as furthering the understanding of video game genre and genre classification for game studies at large.
17
Mathews, Christine L., Holly E. R. Morrell, and Jon E. Molle. "Video game addiction, ADHD symptomatology, and video game reinforcement." American Journal of Drug and Alcohol Abuse 45, no. 1 (June 6, 2018): 67–76. http://dx.doi.org/10.1080/00952990.2018.1472269.
Full text
18
Ivory, Adrienne Holz, James D. Ivory, and Madison Lanier. "Video Game Use as Risk Exposure, Protective Incapacitation, or Inconsequential Activity Among University Students." Journal of Media Psychology 29, no. 1 (January 2017): 42–53. http://dx.doi.org/10.1027/1864-1105/a000210.
Full textAbstract:
Abstract. While there is extensive literature exploring the possible negative effects of video games, and many such studies using college student samples, there is little research on how video game use impacts the unique risk environment of college students. This study focuses on the unique risk aspects of the college and university environment with a preregistered survey comparing three competing models of video games’ possible role (games as risk, incapacitation, or inconsequential) in predicting alcohol and substance use, sexual risk, interpersonal violence, bullying victimization, suicide, disordered eating, and exercise to provide a baseline measure of what role, if any, video games play in the college and university risk environment. Video game play was most consistently associated with outcomes related to suicide and interpersonal violence, and more sporadically associated with some other outcomes.
19
Anagnostou, Kostas, and Anastasia Pappa. "Video Game Genre Affordances for Physics Education." International Journal of Game-Based Learning 1, no. 1 (January 2011): 59–74. http://dx.doi.org/10.4018/ijgbl.2011010105.
Full textAbstract:
In this work, the authors analyze the video game genres’ features and investigate potential mappings to specific didactic approaches in the context of Physics education. To guide the analysis, the authors briefly review the main didactic approaches for Physics and identify qualities that can be projected into game features. Based on the characteristics of the didactic approaches each video game genre’s potential for narration and simulation and affordances for reflection and assessment are evaluated, providing examples of specific games that adhere to those requirements and ways they can be utilized in educational contexts. The paper concludes by discussing the implications on serious game design and integration of games for Physics education in school environments and suggests topics for future research.
20
Davies, John J., and Timothy J. Hemingway. "Guitar Hero or Zero?" Journal of Media Psychology 26, no. 4 (January 1, 2014): 189–201. http://dx.doi.org/10.1027/1864-1105/a000125.
Full textAbstract:
Motivations for, and outcomes of, playing rhythm-based music video games have had little direct study. The current research showed that fantasy-seeking motivations combined with self-esteem to create either unregulated game play habits or an incentive to play a musical instrument in real life. We obtained measures from adult players of rhythm-based music video games (N = 421), regarding their gaming habits, fantasy-seeking motivations, and self-esteem. Regression analyses showed that the interaction of low self-esteem with high fantasy-seeking motivation predicted unregulated game play. Self-esteem was negatively related to habitual and solitary game play. Fantasy-seeking motivations positively predicted a player’s desire to learn or play a musical instrument in real life. These results suggest that fantasy-seeking motivations reflect escapism under certain conditions and a desire to develop game-related skills in real life under other conditions. We discuss potential educational benefits of fantasy seeking and the implications for theory and scholarship regarding video game motivations.
21
Hartmann, Tilo, Younbo Jung, and Peter Vorderer. "What Determines Video Game Use?" Journal of Media Psychology 24, no. 1 (January 2012): 19–30. http://dx.doi.org/10.1027/1864-1105/a000059.
Full textAbstract:
The present study explores the role of intentions, habits, and addictive tendencies in people’s video game use. Although both habits and addictive tendencies may determine higher amounts of video game use, the present study examines whether the impact of habits and addictive tendencies on video game use may also be lower the less users intend to play (indicating a moderating role of intention). To test these assumptions, survey data were collected in two waves (N = 351), measuring causal factors in the first wave and outcomes (subsequent video game use) in the second. Results of mediation analyses reveal a positive impact of both habits and addictive tendencies on video game use that is partly affected by users’ intentions. Furthermore, moderation analyses suggest that the impact of habits, but not of addictive tendencies, on video game use decreases, the less users intend to play. Taken together, these findings suggest that users’ video game habits, addictive tendencies, and intentions jointly determine video game use.
22
Bösche, Wolfgang. "Violent Video Games Prime Both Aggressive and Positive Cognitions." Journal of Media Psychology 22, no. 4 (January 2010): 139–46. http://dx.doi.org/10.1027/1864-1105/a000019.
Full textAbstract:
Previous studies have shown that violent video games prime aggressive thoughts and concepts. Interestingly, positively valenced test stimuli are rarely used in this field, though they might provide useful information on the nature of the emotional response to virtual violence and its associative structure. According to the General Aggression Model (GAM) and its extensions ( Carnagey, Anderson, & Bushman, 2007 ), normal negative reactions to violence are expected. Alternatively, playing violent video games might be construed as engaging in positively valenced playful fighting behavior. To test the potential of violent video games to prime positive concepts, N = 29 adult males played either a violent or a nonviolent video game for 20 minutes and were subsequently tested in a standard lexical decision task consisting of positive, aggressive, nonaggressive negative, and neutral target words. The data show that the violent video game primed aggressive concepts as expected, but also raised positive concepts, and did so independently of the participants’ history of playing violent video games. Therefore, the results challenge the idea that violent video games inherently stimulate negative concepts only.
23
Raudenbush, Bryan, Jerrod Koon, Trevor Cessna, and Kristin McCombs. "Effects of Playing Video Games on Pain Response during a Cold Pressor Task." Perceptual and Motor Skills 108, no. 2 (April 2009): 439–48. http://dx.doi.org/10.2466/pms.108.2.439-448.
Full textAbstract:
Two studies assessed whether playing video games would significantly distract participants from painful stimulation via a cold pressor test. In Study 1, participants (8 men, 22 women, M age= 18.5 yr., SD = 1.3) in an action-oriented game condition tolerated pain for a longer time period and reported lower pain intensity ratings than those in a nonaction-oriented game or a nongame control condition. No differences were found on scores of aggressiveness, competitiveness, or prior video game experience, suggesting that these factors play little role. In Study 2, participants (14 men, 13 women, M age= 19.7 yr., SD= 1.3) engaged in six video game conditions (action, fighting, puzzle, sports, arcade, and boxing) and a nongame control condition. Video game play produced an increase in pulse, which was greatest during the action, fighting, sports, and boxing games. Pain tolerance was greatest during the sports and fighting games. Thus, certain games produce greater distraction, which may have implications for the medical field as an adjunct to pain management.
24
Trisolini, Daniela Carmen, Marco Alessandro Petilli, and Roberta Daini. "Is action video gaming related to sustained attention of adolescents?" Quarterly Journal of Experimental Psychology 71, no. 5 (January 1, 2018): 1033–39. http://dx.doi.org/10.1080/17470218.2017.1310912.
Full textAbstract:
Over the past few years, an increasing number of studies have shown that playing action video games can have positive effects on tasks that involve attention and visuo-spatial cognition (e.g., visual search, enumeration tasks, tracking multiple objects). Although playing action video games can improve several cognitive functions, the intensive interaction with the exciting, challenging, intrinsically stimulating and perceptually appealing game environments may adversely affect other functions, including the ability to maintain attention when the level of stimulation is not as intense. This study investigated whether a relationship existed between action video gaming and sustained attention performance in a sample of 45 Italian teenagers. After completing a questionnaire about their video game habits, participants were divided into Action Video Game Player (AVGP) and Non–Action Video Game Player (NAVGP) groups and underwent cognitive tests. The results confirm previous findings of studies of AVGPs as they had significantly enhanced performance for instantly enumerating a set of items. Nevertheless, we found that the drop in performance over time, typical of a sustained attention task, was significantly greater in the AVGP compared with the NAVGP group. This result is consistent with our hypothesis and demonstrates a negative effect of playing action video games.
25
Donchin, Emanuel. "Video games as research tools: The Space Fortress game." Behavior Research Methods, Instruments, & Computers 27, no. 2 (June 1995): 217–23. http://dx.doi.org/10.3758/bf03204735.
Full text
26
Quick, John M., Robert K. Atkinson, and Lijia Lin. "Empirical Taxonomies of Gameplay Enjoyment." International Journal of Game-Based Learning 2, no. 3 (July 2012): 11–31. http://dx.doi.org/10.4018/ijgbl.2012070102.
Full textAbstract:
A survey study was conducted to better understand how gameplay enjoyment relates to players’ personality traits and video game preferences. This study demonstrated that the core design elements of games that lead to enjoyment can be empirically identified. Similarly, it showed that considering personality, an individual characteristic, can produce informative insights about how players perceive gaming experiences. Whereas video game research has historically emphasized either games or players in isolation (Juul, 2010), this study is an initial effort towards a holistic approach that considers how design features and player characteristics combine to generate enjoyable video game experiences. Two empirical taxonomies for creating more enjoyable game experiences are presented.
27
Zielinski, Dianne. "Can Playing Games Help Students Master Concepts from General Psychology Classes?" International Journal of Game-Based Learning 9, no. 2 (April 2019): 55–72. http://dx.doi.org/10.4018/ijgbl.2019040104.
Full textAbstract:
As part of a final project for a general psychology course, students were required to play a game, either digital/video or on a board. Students selected their own games, and were asked to identify psychological principles in their game play. Topics included the brain, sensation and perception, human development, learning, motivation, intelligence, personality, and mental disorders. Students successfully applied all topics to game play, but to varying degrees. Student discussions on the brain and intelligence were well covered. Discussions on personality and psychological disorders issues were relatively poor. Students were able to make connections between concepts and their game-play experiences.
28
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.
Full textAbstract:
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.
29
Dill, Karen E., and Jody C. Dill. "Video game violence." Aggression and Violent Behavior 3, no. 4 (December 1998): 407–28. http://dx.doi.org/10.1016/s1359-1789(97)00001-3.
Full text
30
Halbrook, Yemaya J., Aisling T. O’Donnell, and Rachel M. Msetfi. "When and How Video Games Can Be Good: A Review of the Positive Effects of Video Games on Well-Being." Perspectives on Psychological Science 14, no. 6 (November 2019): 1096–104. http://dx.doi.org/10.1177/1745691619863807.
Full textAbstract:
Video games are a source of entertainment for a wide population and have varied effects on well-being. The purpose of this article is to comprehensively examine game-play research to identify the factors that contribute to these disparate well-being outcomes and to highlight the potential positive effects. On the basis of existing literature, we argue that the effects of gaming on well-being are moderated by other variables, such as motivations for gaming and video-game characteristics. Specifically, the inclusion of social activity can benefit prosocial behaviors and affect the relationship between violent video games and aggression that some studies have demonstrated. Moreover, the research on the relationship between violent video games and aggression depends greatly on individual and sociocontextual variables outside of game play. The inclusion of physical activity in games can provide an improvement in physical health with high levels of enjoyment, potentially increasing adherence rates. Overall, following our review, we determined that the effects of gaming on well-being are moderated by and depend on the motivation for gaming, outside variables, the presence of violence, social interaction, and physical activity. Thus, we argue that there is potential for an “optimal gaming profile” that can be used in the future for both academic- and industry-related research.
31
Morlock, Henry, Todd Yando, and Karen Nigolean. "Motivation of Video Game Players." Psychological Reports 57, no. 1 (August 1985): 247–50. http://dx.doi.org/10.2466/pr0.1985.57.1.247.
Full textAbstract:
44 men and 73 women, freshman college students, rated statements about video games. Analyses indicated those who played frequently were motivated both to master the games and to compete with others. Women who played infrequently seemed to have similar achievement motivation in general but less interest specifically in mastering the games.
32
Matern, Michael Frank, Amanda van der Westhuizen, and Sonja N. Mostert. "The effects of video gaming on visual selective attention." South African Journal of Psychology 50, no. 2 (August 27, 2019): 183–94. http://dx.doi.org/10.1177/0081246319871391.
Full textAbstract:
A growing body of research shows that video games may be used to enhance cognitive skills, with particular reference to attentional abilities. This research study explored the effects of video game playing on visual selective attention in a young adult sample. A secondary research objective explored the possibility that gender acted as a moderating variable with regard to their visual selective attention. This was achieved by means of a quantitative research design, which consisted of a survey research and a quasi-experimental research design. Participants were sampled using purposive sampling ( n = 80), and to test the effects of video game playing and gender on visual selective attention, participants were exposed to a computerised version of the Stroop task. Data were analysed using a two-way between-group analysis of variance (ANOVA) and results indicated a statistically significant difference in visual selective attention abilities between video game players and the non-players. Video gamers thus exhibited more advanced attentional skills than non-players. There were no interaction effects between video game playing and gender, and gender did not have a statistically significant main effect on participants’ visual selective attention.
33
Květon, Petr, and Martin Jelínek. "Frustration and Violence in Mobile Video Games." Swiss Journal of Psychology 79, no. 2 (April 2020): 63–70. http://dx.doi.org/10.1024/1421-0185/a000236.
Full textAbstract:
Abstract. This study tests two competing hypotheses, one based on the general aggression model (GAM), the other on the self-determination theory (SDT). GAM suggests that the crucial factor in video games leading to increased aggressiveness is their violent content; SDT contends that gaming is associated with aggression because of the frustration of basic psychological needs. We used a 2×2 between-subject experimental design with a sample of 128 undergraduates. We assigned each participant randomly to one experimental condition defined by a particular video game, using four mobile video games differing in the degree of violence and in the level of their frustration-invoking gameplay. Aggressiveness was measured using the implicit association test (IAT), administered before and after the playing of a video game. We found no evidence of an association between implicit aggressiveness and violent content or frustrating gameplay.
34
Phan, Mikki H., Joseph R. Keebler, and Barbara S. Chaparro. "The Development and Validation of the Game User Experience Satisfaction Scale (GUESS)." Human Factors: The Journal of the Human Factors and Ergonomics Society 58, no. 8 (September 27, 2016): 1217–47. http://dx.doi.org/10.1177/0018720816669646.
Full textAbstract:
Objective: The aim of this study was to develop and psychometrically validate a new instrument that comprehensively measures video game satisfaction based on key factors. Background: Playtesting is often conducted in the video game industry to help game developers build better games by providing insight into the players’ attitudes and preferences. However, quality feedback is difficult to obtain from playtesting sessions without a quality gaming assessment tool. There is a need for a psychometrically validated and comprehensive gaming scale that is appropriate for playtesting and game evaluation purposes. Method: The process of developing and validating this new scale followed current best practices of scale development and validation. As a result, a mixed-method design that consisted of item pool generation, expert review, questionnaire pilot study, exploratory factor analysis ( N = 629), and confirmatory factor analysis ( N = 729) was implemented. Results: A new instrument measuring video game satisfaction, called the Game User Experience Satisfaction Scale (GUESS), with nine subscales emerged. The GUESS was demonstrated to have content validity, internal consistency, and convergent and discriminant validity. Conclusion: The GUESS was developed and validated based on the assessments of over 450 unique video game titles across many popular genres. Thus, it can be applied across many types of video games in the industry both as a way to assess what aspects of a game contribute to user satisfaction and as a tool to aid in debriefing users on their gaming experience. Application: The GUESS can be administered to evaluate user satisfaction of different types of video games by a variety of users.
35
Breuer, Johannes, John Velez, Nicholas Bowman, Tim Wulf, and Gary Bente. "“Drive the Lane; Together, Hard!”." Journal of Media Psychology 29, no. 1 (January 2017): 31–41. http://dx.doi.org/10.1027/1864-1105/a000209.
Full textAbstract:
Abstract. As an entertainment technology, video games are a popular social activity that can allow for multiple players to cooperatively engage on-screen challenges. Emerging research has found that when people play together, the resulting teamwork can have beneficial impacts on their prosocial orientations after gameplay – especially when the players are cooperative with one another. The present study wanted to expand the scope of these beneficial interpersonal effects by considering both inter- and intrapersonal factors. In an experimental study (N = 115) we manipulated the difficulty of a game (easy or hard) and the behavior of a confederate teammate (supportive or unsupportive playing style). We found that neither coplayer supportiveness nor game difficulty had an effect on the expectations of a teammate’s prosocial behavior or one’s own prosocial behavior toward the teammate after the game (operationalized as willingness to share small amounts of money with one’s teammate after playing). Increased expectations of prosocial behavior from one’s teammate were related to one’s own prosocial behaviors, independent of our manipulations. Considering these results, we propose alternative theoretical approaches to understanding complex social interactions in video games. Furthermore, we suggest to explore other types of manipulations of game difficulty and cooperation between video game players as well as alternative measures of prosocial behavior.
36
Bösche, Wolfgang. "Violent Content Enhances Video Game Performance." Journal of Media Psychology 21, no. 4 (January 2009): 145–50. http://dx.doi.org/10.1027/1864-1105.21.4.145.
Full textAbstract:
This study assesses the impact of violent video game content on players’ game performance. According to the desensitization hypothesis ( Carnagey, Anderson, & Bushman, 2007 ), violent content may elicit negative affective responses and inhibitions, which in turn should interfere with performance. On the other hand, the players might understand virtual violent acts as a digital form of rough-and-tumble play, associated with positive emotions and mobilization, which in turn should raise performance. To test these competing hypotheses on game performance, N = 50 males with no prior violent gaming experience were exposed to three different versions of a custom-made video game in which the actions to be performed were identical, though they were audio-visually presented to appear either nonviolent, moderately, or extremely violent. The results show no indication of an initial inhibition of aggressive behavior, that is, performance is elevated and remains so if the action is presented audio-visually as being violent. This supports the notion that being involved in violent video game activity is perceived as an essentially harmless acting-out of playful fighting behavior.
37
West, Greg L., Kyoko Konishi, and Veronique D. Bohbot. "Video Games and Hippocampus-Dependent Learning." Current Directions in Psychological Science 26, no. 2 (April 2017): 152–58. http://dx.doi.org/10.1177/0963721416687342.
Full textAbstract:
Research examining the impact of video games on neural systems has largely focused on visual attention and motor control. Recent evidence now shows that video games can also impact the hippocampal memory system. Further, action and 3D-platform video-game genres are thought to have differential impacts on this system. In this review, we examine the specific design elements unique to either action or 3D-platform video games and break down how they could either favor or discourage use of the hippocampal memory system during gameplay. Analysis is based on well-established principles of hippocampus-dependent and non-hippocampus-dependent forms of learning from the human and rodent literature.
38
Liang, Shuang, Honghan Li, and Xiaojun Yang. "The Video Game from the Perspective of Positive Psychology." Open Journal of Social Sciences 02, no. 08 (2014): 57–60. http://dx.doi.org/10.4236/jss.2014.28009.
Full text
39
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.
Full textAbstract:
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.
40
Jayemanne, Darshana. "Chronotypology: A Comparative Method for Analyzing Game Time." Games and Culture 15, no. 7 (May 13, 2019): 809–24. http://dx.doi.org/10.1177/1555412019845593.
Full textAbstract:
This article presents a methodology called “chronotypology” which aims to facilitate literary studies approaches to video games by conceptualizing game temporality. The method develops a comparative approach to how video games structure temporal experience, yielding an efficient set of terms—“diachrony,” “synchrony,” and “unstable signifier”—through which to analyze gaming’s “heterochronia” or temporal complexity. This method also yields an approach to the contentious topic of video game narrative which may particularly recommend it to literary scholars with an interest in the form. Along with some examples from conventional games, a close reading of the “reality-inspired” game Bury Me, My Love will serve to demonstrate the use of a chronotypological approach.
41
Gackenbach, Jayne, Beena Kuruvilla, and Raelyne Dopko. "Video game play and dream bizarreness." Dreaming 19, no. 4 (2009): 218–31. http://dx.doi.org/10.1037/a0018145.
Full text
42
Mathur, Maya B., and Tyler J. VanderWeele. "Finding Common Ground in Meta-Analysis “Wars” on Violent Video Games." Perspectives on Psychological Science 14, no. 4 (June 12, 2019): 705–8. http://dx.doi.org/10.1177/1745691619850104.
Full textAbstract:
Independent meta-analyses on the same topic can sometimes yield seemingly conflicting results. For example, prominent meta-analyses assessing the effects of violent video games on aggressive behavior have reached apparently different conclusions, provoking ongoing debate. We suggest that such conflicts are sometimes partly an artifact of reporting practices for meta-analyses that focus only on the pooled point estimate and its statistical significance. Considering statistics that focus on the distributions of effect sizes and that adequately characterize effect heterogeneity can sometimes indicate reasonable consensus between “warring” meta-analyses. Using novel analyses, we show that this seems to be the case in the video-game literature. Despite seemingly conflicting results for the statistical significance of the pooled estimates in different meta-analyses of video-game studies, all of the meta-analyses do in fact point to the conclusion that, in the vast majority of settings, violent video games do increase aggressive behavior but that these effects are almost always quite small.
43
Cade, Rochelle, and Jasper Gates. "Gamers and Video Game Culture." Family Journal 25, no. 1 (November 25, 2016): 70–75. http://dx.doi.org/10.1177/1066480716679809.
Full textAbstract:
Gamers are a growing population and video game culture remains unfamiliar to the majority of counselors. Little scholarship exits that would aid counselors in gaining awareness and knowledge about gamers and video game culture. Such information has implications for counselors to better meet the needs of gamers, their partners, and families seeking counseling. The authors discuss elements of gaming culture including a brief history, population characteristics, terminology, healthy and unhealthy gaming, and implications for counselors.
44
Dunbar, Norah E., Matthew L. Jensen, Claude H. Miller, Elena Bessarabova, Yu-Hao Lee, Scott N. Wilson, Javier Elizondo, et al. "Mitigation of Cognitive Bias with a Serious Game." International Journal of Game-Based Learning 7, no. 4 (October 2017): 86–100. http://dx.doi.org/10.4018/ijgbl.2017100105.
Full textAbstract:
One of the benefits of using digital games for education is that games can provide feedback for learners to assess their situation and correct their mistakes. We conducted two studies to examine the effectiveness of different feedback design (timing, duration, repeats, and feedback source) in a serious game designed to teach learners about cognitive biases. We also compared the digital game-based learning condition to a professional training video. Overall, the digital game was significantly more effective than the video condition. Longer durations and repeats improve the effects on bias-mitigation. Surprisingly, there was no significant difference between just-in-time feedback and delayed feedback, and computer-generated feedback was more effective than feedback from other players.
45
Søraker, Johnny Hartz. "Gaming the gamer? – The ethics of exploiting psychological research in video games." Journal of Information, Communication and Ethics in Society 14, no. 2 (May 9, 2016): 106–23. http://dx.doi.org/10.1108/jices-02-2015-0003.
Full textAbstract:
Purpose The purpose of this paper is to investigate the ethical implications of video game companies employing psychologists and using psychological research in game design. Design/methodology/approach The author first argues that exploiting psychology in video games may be more ethically problematic than familiar application domains like advertising, gambling and political rhetoric. Then an overview of the effects particular types of game design may have on user behavior is provided, taking into account various findings and phenomena from behavioral psychology and behavioral economics. Findings Finally, the author concludes that the corresponding ethical problems cannot – and should not – be addressed by means of regulation or rating systems. The author argues instead that a more promising countermeasure lies in using the same psychological research to educate gamers (children in particular) and thereby increase their capacity for meta-cognition. Originality/value The importance of this lies in the tremendous effect these behavior-modifying technologies may have upon our self-determination, well-being and social relations, as well as corresponding implications for the society.
46
Abraham, Benjamin. "Video Game Visions of Climate Futures." Games and Culture 13, no. 1 (September 21, 2015): 71–91. http://dx.doi.org/10.1177/1555412015603844.
Full textAbstract:
This article discusses ARMA 3 (2013), a military simulation game from Bohemia Interactive. Through the prominent placement of visual representations of renewable power generation the game offers a compelling vision of the future in which current resistance to low-carbon and renewable economies have been overcome. I argue that the potential of this vision to challenge cultural futures and imaginaries is dependent on its presentation aesthetically and not, as is often suggested, on game mechanics operating in a “persuasive” mode. Instead, I argue that ARMA 3’s aesthetic vision can skirt around the ideological resistances players may have against accepting more didactic modes of engagement with the highly charged and ideologically contested reality of anthropogenic climate change. In this way, I suggest ARMA 3 offers a compelling challenge to current theories about games ability to persuade or influence players.
47
Gentile, Douglas. "Pathological Video-Game Use Among Youth Ages 8 to 18." Psychological Science 20, no. 5 (May 2009): 594–602. http://dx.doi.org/10.1111/j.1467-9280.2009.02340.x.
Full textAbstract:
Researchers have studied whether some youth are “addicted” to video games, but previous studies have been based on regional convenience samples. Using a national sample, this study gathered information about video-gaming habits and parental involvement in gaming, to determine the percentage of youth who meet clinical-style criteria for pathological gaming. A Harris poll surveyed a randomly selected sample of 1,178 American youth ages 8 to 18. About 8% of video-game players in this sample exhibited pathological patterns of play. Several indicators documented convergent and divergent validity of the results: Pathological gamers spent twice as much time playing as nonpathological gamers and received poorer grades in school; pathological gaming also showed comorbidity with attention problems. Pathological status significantly predicted poorer school performance even after controlling for sex, age, and weekly amount of video-game play. These results confirm that pathological gaming can be measured reliably, that the construct demonstrates validity, and that it is not simply isomorphic with a high amount of play.
48
Stansbury, Jessica A. "Virtual Learning Environments in Social Psychology." Teaching of Psychology 44, no. 2 (February 8, 2017): 124–33. http://dx.doi.org/10.1177/0098628317692615.
Full textAbstract:
An interactive learning module was developed and implemented in a social psychology course to teach concepts of the self via self-exploration and game play using The SIMS3. Students volunteered to play the computer video game throughout a 5-week summer session as a supplement to reading the chapter in the textbook. Results revealed that students who played the game demonstrated a significant increase in content knowledge compared to those who engaged in other active learning projects; interestingly, students who played the game reported lower levels of confidence with course material. Student’s overall perceived experience (e.g., engagement, fun) of the learning module was also explored.
49
Hilgard, Joseph, Christopher R. Engelhardt, Jeffrey N. Rouder, Ines L. Segert, and Bruce D. Bartholow. "Null Effects of Game Violence, Game Difficulty, and 2D:4D Digit Ratio on Aggressive Behavior." Psychological Science 30, no. 4 (March 7, 2019): 606–16. http://dx.doi.org/10.1177/0956797619829688.
Full textAbstract:
Researchers have suggested that acute exposure to violent video games is a cause of aggressive behavior. We tested this hypothesis by using violent and nonviolent games that were closely matched, collecting a large sample, and using a single outcome. We randomly assigned 275 male undergraduates to play a first-person-shooter game modified to be either violent or less violent and hard or easy. After completing the game-play session, participants were provoked by a confederate and given an opportunity to behave aggressively. Neither game violence nor game difficulty predicted aggressive behavior. Incidentally, we found that 2D:4D digit ratio, thought to index prenatal testosterone exposure, did not predict aggressive behavior. Results do not support acute violent-game exposure and low 2D:4D ratio as causes of aggressive behavior.
50
Bogost, Ian. "Comparative Video Game Criticism." Games and Culture 1, no. 1 (January 2006): 41–46. http://dx.doi.org/10.1177/1555412005281775.
Full text