Journal articles: 'Video Games based on Manga'

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Kiryakos, Senan, and Shigeo Sugimoto. "Building a bibliographic hierarchy for manga through the aggregation of institutional and hobbyist descriptions." Journal of Documentation 75, no. 2 (March 6, 2019): 287–313. http://dx.doi.org/10.1108/jd-06-2018-0089.

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Purpose Multiple studies have illustrated that the needs of various users seeking descriptive bibliographic data for pop culture resources (e.g. manga, anime, video games) have not been properly met by cultural heritage institutions and traditional models. With a focus on manga as the central resource, the purpose of this paper is to address these issues to better meet user needs. Design/methodology/approach Based on an analysis of existing bibliographic metadata, this paper proposes a unique bibliographic hierarchy for manga that is also extendable to other pop culture sources. To better meet user requirements of descriptive data, an aggregation-based approach relying on the Object Reuse and Exchange-Open Archives Initiative (OAI-ORE) model utilized existing, fan-created data on the web. Findings The proposed hierarchy is better able to portray multiple entities of manga as they exist across data providers compared to existing models, while the utilization of OAI-ORE-based aggregation to build and provide bibliographic metadata for said hierarchy resulted in levels of description that more adequately meet user demands. Originality/value Though studies have proposed alternative models for resources like games or comics, manga has remained unexamined. As manga is a major component of many popular multimedia franchises, a focus here with the intention while building the model to support other resource types provides a foundation for future work seeking to incorporate these resources.

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Oóhagan, Dr Minako. "MANGA, ANIME AND VIDEO GAMES: GLOBALIZING JAPANESE CULTURAL PRODUCTION." Perspectives 14, no. 4 (July 24, 2007): 242–47. http://dx.doi.org/10.1080/09076760708669041.

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Loriguillo-López, Antonio. "Osamu Tezuka, el Dios del Manga: Exhibition at the Museu Nacional d’Art de Catalunya." Mutual Images Journal, no. 7 (December 20, 2019): 57–62. http://dx.doi.org/10.32926/2019.7.r.lor.osamu.

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2019 marked a significant date for the circulation of Japanese popular culture in Spain. Manga Barcelona, the multitudinous event formerly known as “Saló del Manga”, reached its 25th edition. A quarter of a century has passed since its modest beginning as a meetup that brought together around a thousand enthusiasts of manga, anime, and video games at the Estació de França in Barcelona. At twenty-five years, the most relevant event for Japanese popular culture in the country is [...]

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Takeshi, Kawamura, and Sara Jansen. "The Lost Babylon." TDR/The Drama Review 44, no. 1 (March 2000): 114–35. http://dx.doi.org/10.1162/10542040051058942.

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Kawamura Takeshi's play, set in a “for real” amusement park, explores the impulses to violence present in manga (comics), films, video games, and on the internet. According to Kawamura, this is “a new Japan where citizens will have to learn to defend themselves.” Act II is published in its entirety.

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Mainetti, R., A. Sedda, M. Ronchetti, G. Bottini, and N. A. Borghese. "Duckneglect: Video-games based neglect rehabilitation." Technology and Health Care 21, no. 2 (February 28, 2013): 97–111. http://dx.doi.org/10.3233/thc-120712.

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Gutiérrez, Enrique Javier Díez. "Video Games and Gender-based Violence." Procedia - Social and Behavioral Sciences 132 (May 2014): 58–64. http://dx.doi.org/10.1016/j.sbspro.2014.04.278.

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Kang, Hyun, Chang Woo Lee, and Keechul Jung. "Recognition-based gesture spotting in video games." Pattern Recognition Letters 25, no. 15 (November 2004): 1701–14. http://dx.doi.org/10.1016/j.patrec.2004.06.016.

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Liu, Wei. "Sports Games Video Segmentation based on Adaptive." International Journal of Signal Processing, Image Processing and Pattern Recognition 9, no. 2 (February 28, 2016): 25–34. http://dx.doi.org/10.14257/ijsip.2016.9.2.03.

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Mathew, Geethu Elizebeth. "Direction Based Heuristic for Pathfinding in Video Games." Procedia Computer Science 47 (2015): 262–71. http://dx.doi.org/10.1016/j.procs.2015.03.206.

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Bebie, T., and H. Bieri. "A Video-Based 3D-Reconstruction of Soccer Games." Computer Graphics Forum 19, no. 3 (September 2000): 391–400. http://dx.doi.org/10.1111/1467-8659.00431.

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Lesser, Andrew J. "An Investigation of Digital Game-Based Learning Software in the Elementary General Music Classroom." Journal of Sound and Music in Games 1, no. 2 (2020): 1–24. http://dx.doi.org/10.1525/jsmg.2020.1.2.1.

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Game-based learning, or the process of adapting an educational concept into a game-based structure, has been studied by researchers for nearly a century. Over the last several decades, new technologies have allowed digital media to create a multibillion-dollar entertainment industry commonly known as video games. Video games have become a tool for many educators who have the potential to engage students to learn musical concepts and skills. The purpose of this study was to determine the effectiveness of digital game-based learning in comparison to other teaching methods for music education and to explore the perspectives of young students regarding video games both in school and in their personal lives. Eighty-two (n = 82) fifth- and sixth-grade students in a northeastern U.S. elementary school completed a study consisting of a pretest/posttest control group design. Results showed that students who had access to educational video games combined with the assistance of an instructor achieved higher mean scores than students who had access to either video games without instruction or instruction without video games. These findings suggested that educational video games may potentially be used as an effective tool in the music classroom to teach musical concepts and skills.

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Borderie, Joceran, and Nicolas Michinov. "Identifying Flow in Video Games." International Journal of Gaming and Computer-Mediated Simulations 8, no. 3 (July 2016): 19–38. http://dx.doi.org/10.4018/ijgcms.2016070102.

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The flow, or optimal experience, is a highly focused mental state leading to immersion and high performance. Although flow theory has been widely applied to research on videogames, methods based on behavior observation to identify flow states are limited in this domain. The aim of the present study was to develop a new method to detect flow episodes occurring during a gaming session from observation of players' behaviors and analysis of game replays. The authors developed an optimal experience behavior pattern and a related coding scheme. In-depth interviews were then conducted to determine whether episodes coded as flow by researchers were also described as such by the players themselves. Findings showed that intense concentration followed by an expression of satisfaction could be a useful pattern to detect flow. Unexpectedly, the interviews suggested that frustration, as well as joy, may also be an emotional signature of flow. This study shed new light on the relationship between gameplay and flow.

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Ferguson, Sarah. "Building Sets, Video Games, and Scatterplots." Mathematics Teaching in the Middle School 24, no. 6 (April 2019): 348–53. http://dx.doi.org/10.5951/mathteacmiddscho.24.6.0348.

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Drigas, Athanasios, and Marios Pappas. "On line and other Game-Based Learning for Mathematics." International Journal of Online Engineering (iJOE) 11, no. 4 (August 5, 2015): 62. http://dx.doi.org/10.3991/ijoe.v11i4.4742.

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The last decade, researchers and educators have shown particular interest for the use of educational video games in mathematics education, in an effort to provide educational character to entertainment. In this paper we represent some of the most representative studies which evaluate the effects of video games on mathematics achievement as well as the improvement of memory, attention and cognitive skills. As indicated by the studies, video games may constitute useful tools in mathematics education as they support children’s comprehension on fundamental concepts, but also motivate them to see positively the course of mathematics.

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Shafer, Daniel M., Corey P. Carbonara, and Lucy Popova. "Spatial Presence and Perceived Reality as Predictors of Motion-Based Video Game Enjoyment." Presence: Teleoperators and Virtual Environments 20, no. 6 (December 1, 2011): 591–619. http://dx.doi.org/10.1162/pres_a_00084.

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This study investigated the impact of new motion-based video game control systems on spatial presence, perceived reality, and enjoyment of video games. In two experiments, university students played video games on either new motion-based (Sony's Move, Microsoft's Kinect, and Nintendo's Wii), or standard video game systems (PS3 and XBOX 360 with gamepads). The results indicate that, in the context of golf, racing, and boxing games, the higher technological interactivity of motion-based systems (particularly Kinect) increases feelings of spatial presence, perceived reality, and enjoyment. Perceived reality predicted spatial presence; and spatial presence, in turn, was a significant predictor of enjoyment. Moving toward a more natural user interface (NUI) between the player and the game world can create a more immersive, realistic, and fun experience for the player. A new model for enjoyment of motion-based video games is proposed.

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Li, Xiaozhou, Zheying Zhang, and Kostas Stefanidis. "A Data-Driven Approach for Video Game Playability Analysis Based on Players’ Reviews." Information 12, no. 3 (March 17, 2021): 129. http://dx.doi.org/10.3390/info12030129.

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Playability is a key concept in game studies defining the overall quality of video games. Although its definition and frameworks are widely studied, methods to analyze and evaluate the playability of video games are still limited. Using heuristics for playability evaluation has long been the mainstream with its usefulness in detecting playability issues during game development well acknowledged. However, such a method falls short in evaluating the overall playability of video games as published software products and understanding the genuine needs of players. Thus, this paper proposes an approach to analyze the playability of video games by mining a large number of players’ opinions from their reviews. Guided by the game-as-system definition of playability, the approach is a data mining pipeline where sentiment analysis, binary classification, multi-label text classification, and topic modeling are sequentially performed. We also conducted a case study on a particular video game product with its 99,993 player reviews on the Steam platform. The results show that such a review-data-driven method can effectively evaluate the perceived quality of video games and enumerate their merits and defects in terms of playability.

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Kerous, Bojan, Filip Skola, and Fotis Liarokapis. "EEG-based BCI and video games: a progress report." Virtual Reality 22, no. 2 (October 23, 2017): 119–35. http://dx.doi.org/10.1007/s10055-017-0328-x.

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Söbke, Heinrich, and Thomas Bröker. "A browser-based advergame as communication catalyst: types of communication in video games." Comunicação e Sociedade 27 (June 29, 2015): 75–94. http://dx.doi.org/10.17231/comsoc.27(2015).2090.

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Video games are a comprehensive, interactive media. Online games foster communication and extend the range of communication types considerably. We examine prevailing types of communication in video games using the browser-based advergame Fliplife. This game provides all a clear, delimited structure, an unpretentious user interface and the characteristics of a multiplayer online game. Thus Fliplife is an excellent frame to demonstrate the wide range of communication initiated in a video game. Among contained types of communication are verbal and non-verbal communications using graphics and actions/non-actions. Found communication typically serves controlling and coordination of the game play, however private discussions and social banter exist also besides demonstration of player status and community identification. In our work we draw on the basic definition of communication as conveying information from a sender to a recipient. We categorize the found types of communication according to an abstract model of communication derived from common definitions. The compiled enumeration of communication elements and possible manifestations represents a draft of categorization for communication in video games in general. Although it still needs extended validation, this enumeration demonstrates that video games provide frameworks which host and initiate a wide variety of communication. As a significant difference compared to other media, video games and their notion of interactivity allow players to communicate through action and to change roles of sender and receiver.

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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.

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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.

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Barr, Matthew. "Student attitudes to games-based skills development: Learning from video games in higher education." Computers in Human Behavior 80 (March 2018): 283–94. http://dx.doi.org/10.1016/j.chb.2017.11.030.

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Newcombe, Jonathan, and Billy Brick. "Blending Video Games Into Language Learning." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 4 (October 2017): 75–89. http://dx.doi.org/10.4018/ijcallt.2017100106.

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Around 2 billion people worldwide engage in video games and a similar number of English language learners are anticipated by the year 2020. It can be assumed that many language learners are also ‘gamers', and that a language learner may play a video game to learn English. This article focuses on the language learning affordances in offline video games. General game-based learning principles identified by Gee are used as the method to identify and classify the learning affordances in a selection of video games. These learning principles are explained and then used to detail general learning opportunities inherent in a variety of video games. It suggests that language learning opportunities on video-games are too varied and that the scaffolding guidance of a teacher might be needed. It concludes by proposing that contextualized live video-game-like immersive experiences could also be conducive to language learning.

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Ibrahim, Amer, Francisco Luis Gutiérrez Vela, Patricia Paderewski Rodríguez, José Luís González Sánchez, and Natalia Padilla Zea. "Playability Guidelines for Educational Video Games." International Journal of Game-Based Learning 2, no. 4 (October 2012): 18–40. http://dx.doi.org/10.4018/ijgbl.2012100102.

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Learning through play is currently an effective and attractive educational strategy. However, are all educational video games (EVG) successful and do they always keep the player motivated? Here, the authors emphasize that the success of an EVG will be more achievable if the game quality is measured, and suggest the use of playability property as a suitable and effective tool to do this. To this end, they present a set of guidelines that are based on Educational Playability (Playability in EVG), which were compiled by analyzing the existing game guidelines to achieve a good EVG design, to form a basis for evaluating the EVG quality, acting as useful tools for developers to enhance videogame playability. The authors propose that through the use of guidelines an acceptable level of playability can be achieved and this ensures the players’ motivation, which is a complicated process requiring the consideration of many aspects (playful, educational, etc.).

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Pérez-Latorre, Óliver, Víctor Navarro-Remesal, Antonio José Planells de la Maza, and Cristina Sánchez-Serradilla. "Recessionary games: Video games and the social imaginary of the Great Recession (2009–2015)." Convergence: The International Journal of Research into New Media Technologies 25, no. 5-6 (December 14, 2017): 884–900. http://dx.doi.org/10.1177/1354856517744489.

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How do the most popular video games in recent years contribute to the construction of the social imaginary of the Great Recession? The discursive struggles over the definition of crucial aspects of the recession such as austerity, the heroic ethos to face precariousness and being anti-establishment are being played not only in the political arena and ‘serious’ news genres but also in the narrations of popular culture and video games. Thus, critical analysis of the social resonances of video games on the Great Recession is a relevant exercise not only academically but also socially. To address this question, this article proposes an analysis of bestselling video games from 2009 to 2015, based on cultural studies and game studies. The analysis is organized in three case studies: (a) post-apocalyptic video games and their potential resonances regarding austerity and precariousness; (b) video games, neo-liberalism and counter neo-liberal views; and (c) video games and the representation of anti-establishment characters and rebel communities.

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González-González, Carina S., Nazaret Gómez del Río, Pedro A. Toledo-Delgado, and Francisco José García-Peñalvo. "Active Game-Based Solutions for the Treatment of Childhood Obesity." Sensors 21, no. 4 (February 10, 2021): 1266. http://dx.doi.org/10.3390/s21041266.

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Obesity is one of the biggest health problems globally that, together with sedentarism, requires solutions that increase the enthusiasm towards physical activity. Therefore, this paper describes two solutions based on active games using the Kinect sensor and biometric sensors, designed for the outpatient treatment of childhood obesity. The solutions were applied in an intervention program based on active video games and motor games, developed with children in treatment for childhood obesity. An ad hoc questionnaire was used to assess the level of satisfaction, fun, learning, and behavior changes in the children of the experimental group that developed the intervention. The results showed a high index of satisfaction with the intervention program, as well as with the games developed. It is concluded that active video games and group games are highly motivating and can promote behavior change towards healthier life habits in children.

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Rosli, Mohd Shafie, and Muhammad Fairuz Nizam Awalludin. "Improving Vocabulary Skills Using Video Games." Asia Proceedings of Social Sciences 2, no. 4 (December 4, 2018): 87–90. http://dx.doi.org/10.31580/apss.v2i4.324.

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As the world is embracing the 21st century, a new tool that could facilitate English as Second Language (ESL) classroom is imperative. In this case, video games seem to offer a promising positive impact toward ESL classroom. Video games is interactive, which at the same time is suitable for 21st century learner who are craving for technologies. Thus, this study was conducted. Data collection was done in a primary school in South of Malaysia which two class being sampled. The two classrooms were separated into control group and experimental group. Before any statistical test being conducted, the data was tested for its normality. For this research, the researchers had performed Shapiro-Wilk test. Based on the test, the data was found as normally distributed. To study the effectiveness of video games in facilitating ESL classroom, a Paired Sample T-Test was conducted to measure the different between the pretest and posttest score. A significant different was visible from the test. Further statistical test shows that experimental group perform better that their counterpart in control group.

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Buchanan, Kym, and Angela M. Vanden Elzen. "Beyond a Fad: Why Video Games Should Be Part of 21st Century Libraries." Education Libraries 35, no. 1-2 (September 19, 2017): 15. http://dx.doi.org/10.26443/el.v35i1-2.342.

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We believe video games have a place in libraries. We start by describing two provocative video games. Next, we offer a framework for the general mission of libraries, including access, motivation, and guidance. As a medium, video games have some distinguishing traits: they are visual, interactive, and based on simulations. We explain how these traits require and reward some traditional and new literacies. Furthermore, people play video games for at least three reasons: immersion, challenge, and connection. Finally, we offer guidelines and examples for how librarians can integrate video games into library collections and programming.

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Gligorov, Riste, Michiel Hildebrand, Jacco Van Ossenbruggen, Lora Aroyo, and Guus Schreiber. "Topical Video Search: Analysing Video Concept Annotation through Crowdsourcing Games." Human Computation 4, no. 1 (April 26, 2017): 47–70. http://dx.doi.org/10.15346/hc.v4i1.77.

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Games with a purpose (GWAPs) are increasingly used in audio-visual collections as a mechanism for annotating videos through tagging. One such GWAP is Waisda?, a video labeling game where players tag streaming video and win points by reaching consensus on tags with other players. The open-ended and unconstrained manner of tagging in the fast-paced setting of the game has fundamental impact on the resulting tags. We find that Waisda? tags predominately describe visual objects and rarely refer to the topics of the videos. In this study we evaluate to what extent the tags entered by players can be regarded as topical descriptors of the video material. Moreover, we characterize the quality of the user tags as topical descriptors with the aim to detect and filter out the bad ones. Our results show that after filtering, game tags perform equally well compared to the manually crafted metadata when it comes to accessing the videos based on topic. An important consequence of this finding is that tagging games can provide a cost-effective alternative in situations when manual annotation by professionals is too costly.

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Bontchev, Boyan. "Adaptation in Affective Video Games: A Literature Review." Cybernetics and Information Technologies 16, no. 3 (September 1, 2016): 3–34. http://dx.doi.org/10.1515/cait-2016-0032.

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Abstract Playing computer games is a predominantly emotional than rational process. Video games with affect-based adaptation measure player’s behavior signals and recognize player’s emotional states in order to adapt specific game features in a dynamic manner and to improve player’s engagement, immersion, excitement, and challenge. The present review deals with models for the presentation of emotions, techniques for measuring behavioral signals, emotion recognition and adaptation mechanisms applied in video games with affective feedback including methods for their assessment and validation. Studies using self-reports, observational methods and psychophysiological measurements of both autonomic and central nervous systems including processing and interpretation of signals are systematically reviewed with regard to their results concerning emotional adaptation in games. Next, the article provides a comparative analysis of affect-based adaptation methods and techniques applied in 14 adaptive video games developed in last ten years. Based on this comparison, we summarized future directions in research, design and evaluation of video games with affective adaption.

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Kataoka, Mitsuteru, Takashi Tanaka, Yoshitaka Ogata, Nobutaka Kuroki, and Masahiro Numa. "Video Digesting Technique for Baseball Games Based on Information Entropy." Journal of The Institute of Image Information and Television Engineers 64, no. 12 (2010): 1940–43. http://dx.doi.org/10.3169/itej.64.1940.

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Pasch, Marco, Nadia Bianchi-Berthouze, Betsy van Dijk, and Anton Nijholt. "Movement-based sports video games: Investigating motivation and gaming experience." Entertainment Computing 1, no. 2 (April 2009): 49–61. http://dx.doi.org/10.1016/j.entcom.2009.09.004.

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Watson, William R., and Jun Fang. "PBL as a Framework for Implementing Video Games in the Classroom." International Journal of Game-Based Learning 2, no. 1 (January 2012): 77–89. http://dx.doi.org/10.4018/ijgbl.2012010105.

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Video games and problem-based learning (PBL) are both significant trends in progressive approaches to education. The literature demonstrates a fit between the two approaches, indicating they may be mutually beneficial. With limited literature on implementing games in the classroom, and a growing body of researchers highlighting the importance of the teacher in mediating game use and maximizing the effectiveness of games for learning, guidance is needed on the role teachers can play in utilizing games in structured environments. PBL has a richer literature base on its effective use, and with its similarities to game-based learning, can inform the effective use of games. In order to assist educators in integrating video games into their curriculum, a video game implementation framework based on PBL principles was developed. The efficacy of utilizing video games for learning in formal and structured learning environments may be improved by integrating PBL guidelines as a framework.

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Lee, Jin Ha, Rachel Ivy Clarke, and Stephanie Rossi. "A qualitative investigation of users’ discovery, access, and organization of video games as information objects." Journal of Information Science 42, no. 6 (July 11, 2016): 833–50. http://dx.doi.org/10.1177/0165551515618594.

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Video games are popular consumer products as well as research subjects, yet little exists about how players and other stakeholders find video games and what information they need to select, acquire and play video games. With the aim of better understanding people’s game-related information needs and behaviour, we conducted 56 semi-structured interviews with users who find, play, purchase, collect and recommend video games. Participants included gamers, parents, collectors, industry professionals, librarians, educators and scholars. From this user data, we derive and discuss key design implications for video game information systems: designing for target user populations, enabling recommendations based on appeals, offering multiple automatic organization options and providing relationship-based, user-generated, subject and visual metadata. We anticipate this work will contribute to building future video game information systems with new and improved access to games.

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Ghattas, Fady, and Lilia Reyes. "Positive and Negative Themes in Popular Video Games Based on Entertainment Software Review Board Ratings." Global Pediatric Health 6 (January 2019): 2333794X1985974. http://dx.doi.org/10.1177/2333794x19859740.

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Video games have become a major part of a child’s recreational time. The objective of this study was to determine whether or not the number of positive and negative themes in video games differ based on their Entertainment Software Review Board rating. Thirty of the most popular games in 2016 were reviewed and scored based on a rubric made a priori. Mature, Teen, and Everyone rated games did not show significant difference in the frequency of positive themes (3.7, 3.1, 3.2, respectively; P = .425). Mature and Teen games did not show significant difference in the frequency of negative themes (5.0, 4.0, respectively; P = .414), whereas Everyone games did have a significantly less number of negative themes than the Mature games (1.9, 5.0, respectively; P = <.001). Based on these data, parents should consider being more conscientious in buying games that are rated as T for Teen.

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Capasso-Ballesteros, Italo Felipe, and Fernando De la Rosa-Rosero. "Semi-automatic construction of video game design prototypes with MaruGen." Revista Facultad de Ingeniería Universidad de Antioquia, no. 99 (March 27, 2020): 9–20. http://dx.doi.org/10.17533/udea.redin.20200369.

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Machinations Ruleset Generator (MaruGen) is a semi-automatic system for the generation of mechanics, rules, spaces (environments), and missions for video games. The objective of this system is to offer an expression mechanism for the video game designer role based on the definition of rules, and the ability to explore the concepts of progression and emergence in video games by using a formal, usable, and defined tool to design games with innovative and complex elements, and behaviors defined from combinations of basic elements. Based on the expressed designs and with the participation of programmers and video game artists, MaruGen allows the generation of agile video game prototypes in the Unity game engine. These prototypes can be analyzed by the entire workgroup to look for games with diverse complexities that make them attractive to their users. MaruGen is based on the expression of rules on elements of interest in video games and the rewriting mechanism using L-Systems for the generation of procedural content. MaruGen was evaluated in the construction of the Cubic Explorer video game and tested by gamers and video game developers during the Game Jam Ludum Dare 38.

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Hokroh, Mohammed, and Gill Green. "Online Video Games Adoption: Toward an Online Game Adoption Model." International Journal of Research in Business and Social Science (2147-4478) 8, no. 4 (July 3, 2019): 163–71. http://dx.doi.org/10.20525/ijrbs.v8i4.268.

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The purpose of this research paper is to explore the factors that influence Saudi users to adopt and use online video games. We developed a theoretical framework based on the Technology Adoption Model (TAM) to examine 6 hypotheses through a survey of 106 video game users. The results indicate that social norms, perceived enjoyment, and social interaction play a positive and significant role in influencing the perceived usefulness of online video games for end users. Also, price value, game quality, and internet speed were all factors that influence end-user perceived ease of use of online video games. Both perceived ease of use and perceived usefulness were all of the significant influence on the attitude to use online video games. Furthermore, perceived usefulness and attitude to use online video games influenced the behavioral intention to use online video games which in return influenced the actual use.

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Aierbe, Ana, Eider Oregui, and Isabel Bartau. "Video games, parental mediation and gender socialization." Digital Education Review, no. 36 (December 31, 2019): 100–116. http://dx.doi.org/10.1344/der.2019.36.100-116.

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The study examines the parental perception of the use of video games by their preadolescent children, as well as parental beliefs, mediation practices and difficulties they encounter. In total, 186 parents have participated. The results, gathered in the quantitative and qualitative phase, reveal differences in parental perception according to the age and sex of their children; parents have more negative than positive beliefs about video games and use more strategies based on control than on support and communication. In parents’ opinion, the difficulties for mediation are related to the precocity to which they access the media and Internet, social pressure, uncontrollability and the digital divide. The paper concludes with implications for the educational intervention aimed to respond to parents’ concerns and needs for information and training.

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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.

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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.

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Menendez-Ferreira, R., J. Torregrosa, A. Panizo-Lledot, A. Gonzalez-Pardo, and David Camacho. "Improving Youngsters’ Resilience Through Video Game-Based Interventions." Vietnam Journal of Computer Science 07, no. 03 (April 14, 2020): 263–79. http://dx.doi.org/10.1142/s2196888820500153.

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Radicalization, as a violent form of extremism, is a growing problem for Europe. Currently, it is possible to find extreme ideologies regarding almost every topic such as religion, politics or sports. This problem, which ranges from personal identity conflicts to complex societal issues, has an impact on several people everyday, especially on youngsters. To confront this situation, the European Union found several initiatives, as a way to face this problem from a scientific perspective. Some of these initiatives face the problem trying to reduce radicalization by working on personal and social skills through education, in such a way the youngster’s resilience is improved. This paper aims to present YoungRes, a European project whose goal is to improve the resilience of youngsters. To do so, it unifies an already created intervention — named Fortius — through the inclusion of video games in the learning process. This paper describes both: (1) how the Fortius program is modified to allow video games sessions and (2) the software architecture designed to allow students and educators to participate in YoungRes project. Finally, different suggestions to include in future versions of the game are discussed.

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Alamri, Abdulrahman. "Should Video Games Be Included in the Learning Process?" International Journal of Education 8, no. 1 (February 26, 2016): 23. http://dx.doi.org/10.5296/ije.v8i1.8388.

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<p>Over the last two decades, video games have increasingly become an essential part of the ways of playing and learning. In this paper, we discuss the claim that video games should be included in the learning process based on the argument that video games have educational features, attract students, increase their motivation to study, and help students to use their knowledge in practice. Video games provide an opportunity for fun and effective repetitive practice for children. Traditional learning often fails to generate student interest in what they are studying in class. This lack of interest can result in ineffective learning as, in these cases, students are simply performing in the classroom but do not acquire knowledge. Students need special motivation, which can be provided by video games. However, play video games may also be associated with some negative behaviors such as addiction, hyperactivity, attention problems, and impulsiveness. We discuss the specific ways video games may support learning processes as an attractive way of delivering information and serving knowledge acquisition in the new media era.</p>

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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.

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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.

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Felczak, Mateusz. "Live Streaming Platforms and the Critical Discourse About Video Games." Replay. The Polish Journal of Game Studies 4, no. 1 (November 22, 2017): 19–37. http://dx.doi.org/10.18778/2391-8551.04.02.

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This work concerns online streaming platforms centered on broadcasting video games-related content, such as Twitch.tv and Douyu.com. The aim of this article is two-fold: first, to point out the possible research methods regarding online streaming services as mediums for video game criticism, and second, to assess the potential of these platforms for generating critical discourse about video games. The methodology of the research is based on Mia Consalvo’s take on paratextual frameworks and Veli-Matti Karhulahti’s notions of interview and play frames regarding the activity of video games streaming. In this article, the initial characterization of Twitch.tv and Douyu.com is followed by an analysis on how the work of streamers as content creators can influence the reception of video games. Afterwards, a reading of analyzed phenomena based on paratextual framework is proposed. The last section juxtaposes the initial findings with the perspective of changing viewership figures in relation to selected ludic properties of games. In conclusion, it is stated that the analyzed streaming platforms reflect the proliferating crowdsource trends in the video game industry, with forms of interacting with the product at various stages of its development cycle establishing new practices of talking in and about video games.

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Qaffas, Alaa A. "An Operational Study of Video Games’ Genres." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 15 (September 11, 2020): 175. http://dx.doi.org/10.3991/ijim.v14i15.16691.

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This paper presents a study of the most successful games during the last 34 last years (1986 – 2019). We observed that the 100 most ranked games are represented by 16 genres (adventure, role-playing, shooter, platform, puzzle, strategy, hack and slash/beat 'em up, real time strategy, turn-based strategy, point-and-click, indie, racing, sport, fighting, arcade and simulator). These genres are then compares to show which genres are more attractive for players. As a result, we observed that 6 genres among the 16 represent the most ranked games (adventure, RPG, shooter, platform, puzzle, and strategy). They represent 0.83 of the successful games. This allowed us to recommend to combining the others genres with the 6 selected genres. Also, we analyzed the evolution of the 16 games genres during the last 34 years. We observed that some genres have a great success until the past decades, but they haven’t a success in this decade. Game designers and researchers in the field of games may rethink about how to add attractive elements in the genres non-successful in this decade. Also, we observed that some genres like the indie games haven’t a great success in the past decades, but they have an important increased success in this decade. This may encourage the decision makers and the game designer to invest on these genres.

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Maravić, Manojlo. "Media convergence of video games and films: Narrative, aesthetics and industrial synergy." Kultura, no. 168 (2020): 246–62. http://dx.doi.org/10.5937/kultura2068246m.

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The starting point for defining the relation between film and video games is the well-known thesis that each new medium assumes some formal and contentual characteristics of its predecessors, although the previous medium reconfigures its own and absorbs the properties of the new medium as well. The aim is to present a broader theoretical framework, which would serve as a basis for further exploration of this relation. A multidisciplinary approach will be used based on the concepts of media studies, game studies, film studies and cultural studies. Video games are often based on cinema's thematic, narrative and genre models, while the recursive narrative logic of games is present in films. The use of film language is noticeable in video games, while in movies, it is modified by the aesthetic properties of games. Hollywood industry and the video games industry are synergistic and offer users many ways of consuming products in different media.

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Argento, Amanda, Devin Mill, Victoria Carmichael, Jessica Mettler, and Nancy Heath. "Gamers and Video Games Users: What’s the Difference?" Journal of Interpersonal Relations, Intergroup Relations and Identity 10 (2017): 59–69. http://dx.doi.org/10.33921/cnsq2631.

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The term “gamer” is commonly used to refer to individuals who play video games frequently. However, building on Self- Determination theory (SDT) and the Dualistic Model of Passion (DMP), we argue that it may be more theoretically and practically useful to operationalize individuals as “gamers” versus “non- gamers” based on their identification and passion for gaming rather than based on how frequently individuals play video games. Thus, the purpose of the present study is to compare four groups, those who identify as gamers or non-gamers with those who have frequent use or not, on independent variables of gaming engagement, motivation, and problematic gaming. Participants (N = 1,050; 70.1% males; Mage = 23.74 years, SD = 6.48 years) completed measures online. Results revealed that identifying as a gamer was a stronger predictor of levels of gaming engagement, motivation, and problematic gaming compared to frequent use. Findings highlight the potential of SDT and DMP for understanding gamer characteristics.

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Abreu, M., I. Neves, J. Silva, and O. Santos. "Promoting physical activity through video games based on self-behavioral models." Journal Biomedical and Biopharmaceutical Research 11, no. 1 (June 2014): 33–44. http://dx.doi.org/10.19277/bbr.11.1.74.

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Alankus, Gazihan, and Caitlin Kelleher. "Reducing Compensatory Motions in Motion-Based Video Games for Stroke Rehabilitation." Human–Computer Interaction 30, no. 3-4 (December 3, 2014): 232–62. http://dx.doi.org/10.1080/07370024.2014.985826.

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Fitriani, Indah, Lina Meilinawati, and N. Rinaju Purnomowulan. "Otaku Subculture Character in Japanese Poetry Anthology Otaku Senryu." Jurnal Humaniora 28, no. 2 (November 12, 2016): 176. http://dx.doi.org/10.22146/jh.v28i2.16400.

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This paper focuses on one the subcultures existing in Japan, known as otaku. Subculture is a forum for youth community media and technology enthusiasts, like manga (Japanese comics), anime (Japanese cartoons), video games, computers, and the Internet. In the process, otaku who initially labeled negatively has contributed significantly to Japan as the most advanced industrialized country in Asia, not only in the field of culture, but also in the fields of science and economics. Using data from Japanese poem anthology (senryu) in Otaku Senryu(OS), this paper focuses on 1) distinctiveness of otaku character and; 2) factors supporting construction of otaku’s character. The method applies Riffaterre’s semiotic approach. The result obtained is that the otaku distinctiveness lies in their tendency to not be able to escape media and technology. Media and technology have transformed them into a difficult person in interacting and communicating directly with others as they have become introverted, obsessive, and also consumptive.

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Gower, Lily, and Janet McDowall. "Interactive music video games and children's musical development." British Journal of Music Education 29, no. 1 (February 21, 2012): 91–105. http://dx.doi.org/10.1017/s0265051711000398.

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Interactive music video games are a readily available, mainstream technology but they are not generally seen as educative tools. Nor are they established within school teaching and learning environments. This study investigated children's use of these games from a music education perspective. Nine children, aged 9–11 years, and two specialist music teachers each participated in an individual semi-structured interview. The child participants were drawn from four metropolitan schools and the teachers were from different metropolitan schools. Results indicate that the games may help to develop some music skills and knowledge and that the games are of high interest and importance to students. The music teachers acknowledged the potential of interactive music video games to be incorporated into traditional music curriculum but they each expressed a belief that ideally the technology needs further development, including a greater capacity to compose and create using the programs. These findings suggest that, based on constructivist learning theories, there may be a place for these games in music education.

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Belmonte Avila, Juan F. "Push, Press, Become: Tactility Linked to Identity Configurations in Video Games." Senses, emotions and artefacts: relational approaches, no. 25 (January 15, 2020): 1–10. http://dx.doi.org/10.7238/d.v0i25.3163.

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Cultural Studies and Game Studies analyses of video games often pay attention to the rules that articulate these media texts, the computer code used to write these games, and the visual and aural components utilised to represent game worlds and, sometimes, tell stories. All of these elements have a definite impact on the ways ideology is produced and reproduced by video games and, yet, the tactile interactions required to play games are often forgotten. This article highlights the importance of tactility when analysing identity discourses present in video games and expands forms of understanding representation beyond visual and sound-based components.

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Donati, Maria Anna, Cristiana Alessia Guido, Giuliano De Meo, Alberto Spalice, Francesco Sanson, Carola Beccari, and Caterina Primi. "Gaming among Children and Adolescents during the COVID-19 Lockdown: The Role of Parents in Time Spent on Video Games and Gaming Disorder Symptoms." International Journal of Environmental Research and Public Health 18, no. 12 (June 21, 2021): 6642. http://dx.doi.org/10.3390/ijerph18126642.

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It is mainly children and adolescents who are involved in video gaming. The lockdown caused by the COVID-19 pandemic may have further increased their use of video games and, consequently, the risk of gaming disorder (GD) symptoms. However, currently, we do not have exhaustive knowledge of this issue. To fill this gap, the current study aims to analyze video gaming habits in children and adolescents during the lockdown, starting in March 2020 in Italy, the first European country affected by the pandemic. Specifically, we aim to understand how variables related to parents—for instance, knowledge of their offspring’s life, the monitoring of their video gaming habits, and parental use of video games—are related to their offspring’s time spent on video games and GD symptoms. A web-based survey involving parents (n = 554, 79% mothers, mean age = 45.39) of 554 children and adolescents (73% males, mean age = 11.11) was utilized. The results showed that they were involved in video games, particularly boys and adolescents, with high rates of GD symptoms. The parents also spent a considerable amount of time playing video games. A path model that explained the mechanisms through which parental variables were related to their offspring’s time spent on video games and GD symptoms, controlling for gender and age, was verified. Overall, the findings indicate the importance of educating parents to behave effectively with respect to video games and monitor their offspring’s video gaming habits.

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Journal articles on the topic 'Video Games based on Manga'

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