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Journal articles on the topic 'Video games Design'
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Kou, Yue. "An Analysis of Character Design in Video Games." Communications in Humanities Research 14, no. 1 (2023): 186–91. http://dx.doi.org/10.54254/2753-7064/14/20230455.
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Video games are a very common entertainment activity in life, and with the advancement of technology, they have become available on all kinds of electronic devices. Every year, countless console, online, and mobile games are released to great acclaim in the gamer community, and many games that have been released for many years are still regarded as masterpieces by their enthusiasts. The success of a game and its appeal to gamers depend in large part on the quality of the games CG art. Game CG art often includes scenes, props, characters, creatures, buildings, and other types of art, and excellent design attracts more peoples attention. As a new industry in the 21st century, game original art is now actively developing, but research on game original art, especially game character images, is relatively rare. This paper will focus on the character design in in-game original art by comparing the character images in different kinds of games, investigating how much players like the characters, and searching the number of fanarts in the fan community to analyze the types of characters that players of different age groups like and explore how to design more attractive characters.
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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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Laurence, Asep Hermawan, Innocentius Bernarto, and Ferdi Antonio. "Video Game Engagement: A Passkey to the Intentions of Continue Playing, Purchasing Virtual Items, and Player Recruitment (3Ps)." International Journal of Computer Games Technology 2023 (April 29, 2023): 1–13. http://dx.doi.org/10.1155/2023/2648097.
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People of all ages enjoy playing games, making online gaming a part of the modern lifestyle. Online games as digital products can reach gamers without being hindered by various limitations such as time and location. With a large selection of freemium and premium games in the virtual marketplace, gamers have the opportunity to switch between various games from different genres and make purchases of virtual goods. Therefore, the challenge that developers have to overcome is whether gamers will have the intention to play, pay, and recruit players (3Ps). To manage future behavior intentions, game developers need to ensure that gamers and the games they play have a solid engagement. Data collection comes from the results of distributing questionnaires to Twitter users with the self-reporting method. The amount of data processed was 370 respondents. The model was assessed using the partial least square of structural equation modeling. The results of this study show that video game engagement plays a crucial role as a mediator between gamer experience and the intention to continue playing, purchase game items, and recruit new players. Enjoyment is the strongest predictor of gamer experience, followed by arousal, social interaction, escapism, and challenge.
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Gee, James Paul. "Video Games, Design, and Aesthetic Experience." Rivista di estetica, no. 63 (December 1, 2016): 149–60. http://dx.doi.org/10.4000/estetica.1312.
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Chandrasekharan, Sanjay, Alexandra Mazalek, Michael Nitsche, Yanfeng Chen, and Apara Ranjan. "Ideomotor design." Pragmatics and Cognition 18, no. 2 (2010): 313–39. http://dx.doi.org/10.1075/pc.18.2.04cha.
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Recent experiments show video games have a range of positive cognitive effects, such as improvement in attention, spatial cognition and mental rotation, and also overcoming of cognitive disabilities such as fear of flying. Further, game environments are now being used to generate scientific discoveries, and bring about novel phenomenological effects, such as out-of-body experiences. These advances provide interesting interaction design possibilities for video games. However, since the cognitive mechanisms underlying these experimental effects are unknown, it is difficult to systematically derive novel systems and interaction designs based on these results. We review the emerging cognitive mechanism known as common coding (which proposes a common neural representation connecting execution, perception and imagination of movements), and outline how this mechanism could provide an integrated account of the cognitive effects of video games. We then illustrate, using two ongoing projects, how novel video game interaction designs could be derived by extending common coding theory.
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Fernandez-Luque, L., T. Tøllefsen, and E. Brox. "Healthy Gaming – Video Game Design to promote Health." Applied Clinical Informatics 02, no. 02 (2011): 128–42. http://dx.doi.org/10.4338/aci-2010-10-r-0060.
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Summary Background: There is an increasing interest in health games including simulation tools, games for specific conditions, persuasive games to promote a healthy life style or exergames where physical exercise is used to control the game. Objective: The objective of the article is to review current literature about available health games and the impact related to game design principles as well as some educational theory aspects. Methods: Literature from the big databases and known sites with games for health has been searched to find articles about games for health purposes. The focus has been on educational games, persuasive games and exergames as well as articles describing game design principles. Results: The medical objectives can either be a part of the game theme (intrinsic) or be totally dispatched (extrinsic), and particularly persuasive games seem to use extrinsic game design. Peer support is important, but there is only limited research on multiplayer health games. Evaluation of health games can be both medical and technical, and the focus will depend on the game purpose. Conclusion: There is still not enough evidence to conclude which design principles work for what purposes since most of the literature in health serious games does not specify design methodologies, but it seems that extrinsic methods work in persuasion. However, when designing health care games it is important to define both the target group and main objective, and then design a game accordingly using sound game design principles, but also utilizing design elements to enhance learning and persuasion. A collaboration with health professionals from an early design stage is necessary both to ensure that the content is valid and to have the game validated from a clinical viewpoint. Patients need to be involved, especially to improve usability. More research should be done on social aspects in health games, both related to learning and persuasion.
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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 (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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Del-Moral, M. Esther, and Christian RodrÍguez-GonzÁlez. "War Video Games." Journal on Computing and Cultural Heritage 13, no. 4 (2020): 1–13. http://dx.doi.org/10.1145/3404196.
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Liang, Shano, Michelle V. Cormier, Phoebe O. Toups Dugas, and Rose Bohrer. "Analyzing Trans (Mis)Representation in Video Games to Remediate Gender Dysphoria Triggers." Proceedings of the ACM on Human-Computer Interaction 7, CHI PLAY (2023): 369–401. http://dx.doi.org/10.1145/3611034.
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Many trans people experience gender dysphoria -- distress caused by mismatches in internal and external experiences of gender. Video games engage intimately with the self, creating intense experiences involving identities, bodies, and social interaction. This combination of factors renders trans players vulnerable to gender dysphoria triggers: failures of interaction design that result in gender dysphoria. The present research undertakes a thematic analysis of four popular games, drawn from an initial corpus of 31. It contributes a definition of gender dysphoria triggers, case studies of triggering games, an initial gender dysphoria categorization to provide a useful design language, and examples of alternative designs for extant triggers. The analysis combines the authors' positionality as trans gamers; critical cultural studies methodologies, including textual analysis; a critical discourse analysis of production-side statements and interviews and player-side comments about diversity in those games; and close readings of the games themselves. The paper concludes with a call for trans inclusivity in game design, which we structure around the necropolitical concept of the relation of care.
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Tichon, Jennifer G., and Timothy Mavin. "Experiencing Resilience via Video Games." Social Science Computer Review 35, no. 5 (2016): 666–75. http://dx.doi.org/10.1177/0894439316664507.
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The purpose of this study was to investigate the influence of games, where characters must overcome adversity, on player’s perceptions of their psychological resilience. Located on the PlayStation blog (blog.us.playstation.com ), the online PlayStation Network (PSN) community group focuses on video gamers unique stories and experiences. Using a qualitative and exploratory design, blogs posted between March 2012 and January 2013 were analyzed for content describing experiences via gameplay that members reported made them feel more resilient. Both social and emotional aspects of resilience were discussed with players reporting game experiences had helped them feel more confident in their abilities. Many also associated themselves with the same resilient traits as their characters display in games. A range of popular off-the-shelf video games were reported as helpful in providing players with the opportunity to feel confident under pressure and, importantly, some players reported transferring these positive psychological effects to their real-world lives.
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Jimenez, Nadia, Sonia San-Martin, Carmen Camarero, and Rebeca San Jose Cabezudo. "What kind of video gamer are you?" Journal of Consumer Marketing 36, no. 1 (2019): 218–27. http://dx.doi.org/10.1108/jcm-06-2017-2249.
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PurposeThis paper aims to attempt to understand the extent to which the effect of motivations on purchase intention varies for diverse segments of video gamers (depending on their personality).Design/methodology/approachInformation was collected from 511 Spanish video game consumers. Structural equation modeling, clustering and multi-group analysis were then conducted to compare results between segments of gamers.FindingsResults show that hedonic, social and mainly addiction motivations lead to purchase intention of game-related products. Moreover, the authors identify a typology of gamer that gives rise to differences in motivations-purchase intention links: Analysts include individuals who are essentially conscientious, prefer inventive or cognitive and simulation games and whose behavior is more influenced by hedonic and social motivations to play; socializers comprise individuals who are mainly extrovert and emotionally stable gamers and who prefer sports and strategy games. The motivations to play that affect their purchase intentions are mainly social; and sentinels include individuals that are unmindful and introvert, prefer inventive, cognitive, sports and simulation games, and whose social motivations drive their purchase intentions.Originality/valueThere are 2,200 million video gamers around the world, although it is assumed that this vast market is not homogeneous, which has implications for consumer motivations and purchase intention. However, the currently available classifications that address this challenge are rather limited. In this sense, the present paper provides valuable insights into understanding how personality offers a useful variable to segment consumers in the video game industry and how it moderates the effect of motivations on purchase behavior.
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Tomkinson, Sian. "Video games through the refrain: Innovation and familiarity." Journal of Gaming & Virtual Worlds 12, no. 3 (2020): 287–302. http://dx.doi.org/10.1386/jgvw_00020_1.
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The video game market is dominated by numerous franchises and many players lament that games are becoming boring and repetitive. However it is evident that players desire these games, which sell well. This article suggests that Deleuze and Guattari’s refrain can help explain why players desire repetition in games, and what kinds of risks and potentials it can provide. Specifically, in regard to gameplay I consider elements including genre and mechanics, and player’s desire to re-experience games. To explore repetition in players I consider game communities and the gamer identity, which can open up players to difference or encourage restriction. I argue that understood through the refrain, repetition in video games has the potential to generate difference, innovation and connections, but also possibly a closing off. The refrain is a useful tool for games studies and industry workers who are interested in understanding how new experiences can emerge from repetition.
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Dankov, Yavor. "The Design Process of Educational Video Games in Cultural Heritage." Digital Presentation and Preservation of Cultural and Scientific Heritage 13 (September 1, 2023): 229–38. http://dx.doi.org/10.55630/dipp.2023.13.22.
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This paper presents a summary model of the design process of educational video games for CH . The model is based on the use of the Classification of Educational Video Games for Cultural Heritage (CH) and the Design Recommendations included in it, described in a previous study by the author of this paper. The summary model focuses on CH objects that form the theme of the educational video game. Designers should carefully and purposefully research and analyze the CH objects, use the classification, and follow the design recommendations to design educational video games for CH, following the described design stages in the presented summary model of the design process. The paper also presents an appropriate example of using the summary model in applying it to design a new educational maze video game dedicated to CH object. The proposed summary model can serve as a starting point in establishing the design process of educational video games for CH and direct designers and creators of such games in the overall design process. Based on the classification and the design recommendations intended for the designers, the summary model presents essential design stages that designers should follow in designing and developing informative, purposeful, and effective educational video games in CH.
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Nadir, Hamid. "Learning game design while playing games." Journal of Technology-Integrated Lessons and Teaching 3, no. 1 (2024): 3–20. http://dx.doi.org/10.13001/jtilt.v3i1.8485.
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This course investigated game design competencies of graduate students as they engaged in gameplay and learned about game-related concepts, including gamified approaches, game-based learning (GBL), design thinking, maker technologies, and game designs. Students were introduced to the week's topic beforehand and collaborated on design projects during class sessions. Students played a different game each week, focusing mainly on game mechanics. Through the utilization of foundational readings, video tutorials, discussions, assignments, and guidance from the instructor and a guest speaker, students developed a comprehensive understanding of game design principles. This understanding ultimately led them to design both board and video games. No prior programming or game design experience was necessary.
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Alejski, Jakub. "Prototype worlds of video games." Images. The International Journal of European Film, Performing Arts and Audiovisual Communication 29, no. 38 (2021): 33–42. http://dx.doi.org/10.14746/i.2021.38.02.
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In this paper the author analyzes the phenomenon of prototype worlds – synthetic environments of simulators, video games and other types of software – used to conduct experiments at the level of user sensorium, environmental physics and social design. The author presents the evolution of the concept, beginning with Buckminister Fuller’s World Game project, moving through media experiments in the field of game design, and finally presenting contemporary applications (such as a drone pilot training project for the U.S. Air Force) and their implications.
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O'Hara, William. "Playing the “Fantastical Gap”: Embedded Soundscapes in Video Games." Music and the Moving Image 16, no. 3 (2023): 5–23. http://dx.doi.org/10.5406/19407610.16.3.02.
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Abstract This article surveys the techniques of sound and music design that are used to represent games embedded within other games. Theorizing such recursive media through the literary concept of the mise en abyme, the article focuses on the experimental horror game Stories Untold (2017), arguing that sound is both an object of focus (given the game's conceit of embedding a silent, text-based adventure game within a sounding, three-dimensional world) and the crucial factor that alerts the player to the interactions between the game's nested narratives.
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Treglia, Eugenia, Angela Magnanini, and Gianni Caione. "Video Games and Accessibility." International Journal of Digital Literacy and Digital Competence 10, no. 2 (2019): 29–36. http://dx.doi.org/10.4018/ijdldc.2019040103.
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This essay aims, through a hermeneutic-argumentative approach, to present some ideas for inclusive teaching, starting with an educational re-evaluation of video games, for years considered a mere form of entertainment. Their use as educational mediators is a useful response to the needs of a school that is increasingly aware of the educational needs of all pupils. Through the recovery of the recreational dimension and the Accessibility paradigm, it is possible to offer teachers guidance and design insights in order to create educational itineraries of inclusion, finding in video games a possible tool capable of engaging the class in common activities, on the basis of equal opportunities and active participation, additionally for the development of digital skills.
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Juliangga, Wahyu. "Video games reviewed as framing tool for political actor in petualangan Jokowi games." Jurnal Kajian Komunikasi 9, no. 2 (2021): 239. http://dx.doi.org/10.24198/jkk.v9i2.34292.
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Digitalization created new development in the interactive model used by political actors. One of the models is video games as a propaganda tool for electoral interest. This study tries to elaborate on the role of a video game called “Petualangan Jokowi.” This study used Political Campaigning Games (PCG) framework with game analysis as the primary method with textual and user experience approach by the casual gamers. This study showed that the video game “Petualangan Jokowi” on advergames definition based on textual approach is a by-design game for promoting Joko Widodo and another political actor inside the games to casual gamers. This game succeeds in partially framing the political actors’ characters who will be the focus inside Petualangan Jokowi. But the casual gamers are distressed to get the political message which is shown by the symbol and the story because of the shortcoming of development in content and functionality. This study also indicates casual gamers do not want to stick outplayed Petualangan Jokowi because there is no incentive for casual gamers to play Petualangan Jokowi for a long time. This factor implies the not effectively framing process because the casual gamers only received partial political messages based on lack of experience played Petualangan Jokowi.
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Evans, Michael A., Anderson Norton, Mido Chang, Kirby Deater-Deckard, and Osman Balci. "Youth and Video Games." Zeitschrift für Psychologie 221, no. 2 (2013): 98–106. http://dx.doi.org/10.1027/2151-2604/a000135.
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Recent research suggests that video games and social media may influence youths’ lives in ways that deserve attention from psychologists, mathematics educators, and learning scientists. For example, positive effects on engagement, which can increase probability of mathematics proficiency, have been reported in the literature. We examine this issue with emphasis on the effects of video game play on youth learning and engagement; what features, attributes, and mechanisms of video games have been identified as most salient for these factors; and how scholarship in the domain might design more rigorous studies to determine the effects of video game play on learning, achievement, and engagement. We include a description of our work developing educational games for middle school youth struggling to become algebra-ready.
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Maloney, Marcus. "Ambivalent Violence in Contemporary Game Design." Games and Culture 14, no. 1 (2016): 26–45. http://dx.doi.org/10.1177/1555412016647848.
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Through a textual analysis of three noted examples— Bioshock, Spec Ops: The Line, and Grand Theft Auto V—This article explores the capacity for ambivalence in violent video games. The analyses bring into dialogue film scholarship which has sought to understand a comparable trend in cinema with games scholarship, most notably Darley’s discussion of narrative “decentering” and Bogost’s notion of “procedural rhetoric.” In all three games, the core gameplay in which players are rewarded for repetition of violent behaviors is juxtaposed with ambivalent narrative-contextual aspects. However, in the more overtly “multidimensional” video games medium, this juxtaposition plays out in a more fractured manner than in the flatter visual space of cinema.
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Zaky, Yara Ahmed Mohebeldin, and Ensaf Nasser Al Mulhim. "Teacher Education: Design Thinking Approach in Makerspaces to Produce Quality Educational Video Games with a Visual Identity and Improve Design Thinking Skills." Education Sciences 14, no. 7 (2024): 718. http://dx.doi.org/10.3390/educsci14070718.
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Video games participate effectively in the educational process due to their attractive visual features, but there are many challenges that teachers face when using them. Among these challenges is designing games to suit the goals of the educational process and respecting societal identity. Although there are many studies on educational video games, limited approaches that enhance teachers’ education have been explored. The current study focuses on stimulating pre-service teachers’ design thinking skills and improving the quality of their video games that have a visual identity by incorporating a design thinking approach into a makerspace. This study followed a quasi-experimental approach, in which 38 pre-service teachers from the departments of Art Education, Early Childhood Education, and Educational Technology at the College of Education at King Faisal University in Saudi Arabia participated. They designed and produced educational video games that consider visual identity and completed the design thinking scale. The results showed that there was great cooperation between participants from all disciplines in the work team, which affected the generation of creative and innovative ideas and the quality of the educational video games. This is due to the use of design thinking elements such as empathy, identification, ideation, and prototyping with different tools in the makerspace. This study calls for the use of a design thinking approach in the classroom learning space for teachers’ education, discusses implications for educational practices, and recommends further research in this area.
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Li, Jiaye. "Research on the Gameplay and Art Style of Survival Games." Communications in Humanities Research 5, no. 1 (2023): 264–67. http://dx.doi.org/10.54254/2753-7064/5/20230266.
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In modern society, due to the development of human technology and video games, many people have started to know and play video games. One of the main reasons is that video games are a form of entertainment that only requires a computer or a phone, making them a popular activity to do when tired, relaxing, or just passing time. Additionally, there are many types of video games, including sandbox, real-time strategy, shooters, multiplayer online battle arenas, role-playing games, simulations, sports games, puzzlers, party games, action-adventure games, survival games, and platforms. However, survival games are not as well-known as some other types of games. They are a wide category of games that are set in a wide map and force the player to start an adventure with limited equipment. The main parts of a survival game include the background, character, plot, art design, game concept, and design. The way to investigate survival games is through a review of relevant literature and articles. Therefore, the conclusion of this research paper will be a summary of the game design and art style of survival games.
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Weintrop, David, Nathan Holbert, Michael S. Horn, and Uri Wilensky. "Computational Thinking in Constructionist Video Games." International Journal of Game-Based Learning 6, no. 1 (2016): 1–17. http://dx.doi.org/10.4018/ijgbl.2016010101.
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Video games offer an exciting opportunity for learners to engage in computational thinking in informal contexts. This paper describes a genre of learning environments called constructionist video games that are especially well suited for developing learners' computational thinking skills. These games blend features of conventional video games with learning and design theory from the constructionist tradition, making the construction of in-game artifacts the core activity of gameplay. Along with defining the constructionist video game, the authors present three design principles central to thier conception of the genre: the construction of personally meaningful computational artifacts, the centrality of powerful ideas, and the opportunity for learner-directed exploration. Using studies conducted with two constructionist video games, the authors show how players used in-game construction tools to design complex artifacts as part of game play, and highlight the computational thinking strategies they engaged in to overcome game challenges.
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Pavlidis, Theo. "Teaching graphics through video games." ACM SIGGRAPH Computer Graphics 31, no. 3 (1997): 56–57. http://dx.doi.org/10.1145/262171.262206.
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Álvarez, Ricardo, and Fábio Duarte. "Spatial Design and Placemaking: Learning From Video Games." Space and Culture 21, no. 3 (2017): 208–32. http://dx.doi.org/10.1177/1206331217736746.
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Spatial design and placemaking are fundamental to create a vibrant urban life, whereas video games are designed primarily for temporary amusement. However, they both share the same essence of creating large-scale artificial environments for human interaction as their fundamental value. Video game developers have been successfully using spatial design tools to create virtual environments to engage players and build narratives, understanding, and appropriating many characteristics of what makes a place tick. In this article, we argue that spatial design and placemaking could learn from video games development, by incorporating features ranging from storytelling and multiple viewpoints to participatory practices and flexible design.
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Utoyo, Arsa Widitiarsa. "Video Games as Tools for Education." Journal of Games, Game Art, and Gamification 3, no. 2 (2021): 56–60. http://dx.doi.org/10.21512/jggag.v3i2.7255.
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Computer and video games are a channel of evolution and productivity that is most consumed keeping the notice of scholars through a variety of disciplines. In general, computers and video games were ignored by educators. When educators considered the games, they noticed the social consequences of gambling, ignoring the remarkable educational potential of the game. This article looks at the history of educational research games and argues that the perceptive potential of games has been ignored by educators. Current developments in the game, including interactive stories, authoring tools, and digital world collaboration, suggest powerful new opportunities for educational media. Video games are an important part of improving education through its ability to force players to present realistic simulations of real-life situations. The beginning of the proper use of gaming technologies for education and training and there is no need for scientific and engineering methods to create games not only as a more realistic simulation of the physical world but to provide experience Effective learning. This document illustrates building up to date Integration of educational principles and game design into a dialogue between them and defining games that can be integrated based on design, entertainment, and educational features. The work follows a drawing tray that forms part of the framing definition and after selecting categories of design templates, before focusing on user interaction modes, from a pedagogical point of view, given its relevance to end users
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Bindoff, Ivan, Kristy de Salas, Gregory Peterson, et al. "Quittr: The Design of a Video Game to Support Smoking Cessation." JMIR Serious Games 4, no. 2 (2016): e19. http://dx.doi.org/10.2196/games.6258.
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McDaniel, Rudy, and Stephen M. Fiore. "Best Practices for the Design and Development of Ethical Learning Video Games." International Journal of Cyber Ethics in Education 2, no. 4 (2012): 1–23. http://dx.doi.org/10.4018/ijcee.2012100101.
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This article builds upon earlier research (McDaniel & Fiore, 2010) in which the authors presented case studies focused on the design and development of two original ethical learning video games. Through this case study and a review of relevant literature, the authors explored the content creation of, and theoretical rationale for, the design and development of ethics games. Both games were geared toward an undergraduate student audience as casual learning games to be completed in a few hours of gameplay. To update and expand this original work, the authors reviewed contemporary research on identity, cognition, and self in relation to video game environments as well as literature dealing more specifically with ethics and video games. From this literature base and their applied design experiences, the authors offer ten guidelines as best practices to follow for aspiring ethics game developers.
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Grieman, Keri. "Lakitu's world: proactive and reactive regulation in video games." Interactive Entertainment Law Review 2, no. 2 (2019): 67–77. http://dx.doi.org/10.4337/ielr.2019.02.02.
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Regulating a population is difficult, and no easier when that population has grenade launchers. Video game publishers and developers face the unenviable challenge of balancing their game's playability with regulating the individuals within it. This is done proactively (by game design) and reactively (by punishing or rewarding player behaviour). What players encounter affects the game's age rating, but also the player's desire to continue playing. Even games focusing on violence impose taboos on unsportsmanlike behaviour, and real-world referential behaviour or attacks. Games can become known for their toxic player behaviour, rather than the gameplay itself. In examining pro and reactive regulation in online multiplayer games, such as type of communication and moderation, there appears to be a correlation between highly proactive in-game regulation and low age ratings, and highly reactive in-game regulation and high age ratings. While further study is needed, this suggests potential avenues for future regulatory efforts.
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Ulaş, Ekber Servet. "Virtual environment design and storytelling in video games." Metaverse Creativity 4, no. 1 (2014): 75–91. http://dx.doi.org/10.1386/mvcr.4.1.75_1.
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Ng, Y. Y., C. W. Khong, and H. Thwaites. "A Review of Affective Design towards Video Games." Procedia - Social and Behavioral Sciences 51 (2012): 687–91. http://dx.doi.org/10.1016/j.sbspro.2012.08.225.
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Hsu, Shang Hwa, Ching-Han Kao, and Muh-Cherng Wu. "Design facial appearance for roles in video games." Expert Systems with Applications 36, no. 3 (2009): 4929–34. http://dx.doi.org/10.1016/j.eswa.2008.05.049.
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Ozdowska, Anne, Penny Sweetser, and Mahsuum Daiiani. "A Scoping Review of Heuristics in Videos Games Research: Definitions, Development, Application, and Operationalisation." Proceedings of the ACM on Human-Computer Interaction 7, CHI PLAY (2023): 402–24. http://dx.doi.org/10.1145/3611035.
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Heuristics present a cheap and effective way of evaluating usability. However, in video games, evaluating unique player experiences that are dependent on individual preferences and abilities presents a challenge that goes beyond usability. Video games are more than just functional software, so games heuristics have been adapted to help examine functionality and experience. This paper reports on how papers published in the ACM Digital Library between 2012 and 2022 develop and apply heuristics in video games research. We found that heuristics are often used outside their intended purpose of being used in an expert evaluation. Instead, they are used as survey instruments, interview guides, codes for thematic analysis, and as design guidelines. This research contributes to HCI and video games research by distinguishing the terms design guidelines and design principles from heuristics. We make recommendations for researchers around developing heuristics and conducting video game heuristic evaluations. We propose a method for operationalising heuristics and make recommendations for the implementation of heuristics to improve the quality of video game heuristic reviews.
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Wilson, Jason. "Indie Rocks! Mapping Independent Video Game Design." Media International Australia 115, no. 1 (2005): 109–22. http://dx.doi.org/10.1177/1329878x0511500111.
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Though many video games scholars and journalists tend to train their sights on ‘big gaming’, there is a vibrant and varied sector of independent game design, production and distribution. Indie gaming is not a unitary field and, as well as producing a diverse range of games, indie designers occupy a range of positions vis-à-vis mainstream video gaming. Therefore, while this article gives examples of this diversity, it is by no means an exhaustive account. Industry watchers and events are together suggesting that low-cost, independent modes of production will become increasingly important and prevalent in the immediate future. Scholars and practitioners alike will do well to understand the historical trajectories of indie design, and to keep pace with its present and future diversity.
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Iones, A., A. Krupkin, M. Sbert, and S. Zhukov. "Fast, realistic lighting for video games." IEEE Computer Graphics and Applications 23, no. 3 (2003): 54–64. http://dx.doi.org/10.1109/mcg.2003.1198263.
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Makai, Péter. "Video Games as Objects and Vehicles of Nostalgia." Humanities 7, no. 4 (2018): 123. http://dx.doi.org/10.3390/h7040123.
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Barely 50 years old, video games are among the newest media today, and still a source of fascination and a site of anxiety for cultural critics and parents. Since the 1970s, a generation of video gamers have grown up and as they began to have children of their own, video games have become objects evoking fond memories of the past. Nostalgia for simpler times is evident in the aesthetic choices game designers make: pixelated graphics, 8-bit music, and frustratingly hard levels are all reminiscent of arcade-style and third-generation console games that have been etched into the memory of Generation X. At the same time, major AAA titles have become so photorealistic and full of cinematic ambition that video games can also serve as vehicles for nostalgia by “faithfully” recreating the past. From historical recreations of major cities in the Assassin’s Creed series and L. A. Noire, to the resurrection of old art styles in 80 Days, Firewatch or Cuphead all speak of the extent to which computer gaming is suffused with a longing for pasts that never were but might have been. This paper investigates the design of games to examine how nostalgia is used to manipulate affect and player experience, and how it contributes to the themes that these computer games explore. Far from ruining video games, nostalgia nonetheless exploits the associations the players have with certain historical eras, including earlier eras of video gaming. Even so, the juxtaposition of period media and dystopic rampages or difficult levels critically comment upon the futility of nostalgia.
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Ortiz, Luz, Héctor Tillerias, Christian Chimbo, and Veronica Toaza. "Impact on the video game industry during the COVID-19 pandemic." Athenea 1, no. 1 (2020): 5–13. http://dx.doi.org/10.47460/athenea.v1i1.1.
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This work presents trends and comparisons that show a change in the consumption and production of video games in times of confinement due to the health emergency. The video game industry has modified its philosophy and adapted its products to the new requirements and trends of consumers who see in this activity a way to appease the psychological and social impact due to quarantine and isolation. There is evidence of a 65% increase in the use of online video games, which has broken a world record. Products that have new aspects and considerations never before proposed by this great industry have been developed and offered, such as thematic games related to the COVID-19 pandemic.
 Keywords: Video game, pandemic, online games, confinement.
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Anderson, Sky LaRell. "Portraying Mental Illness in Video Games." Loading 13, no. 21 (2020): 20–33. http://dx.doi.org/10.7202/1071449ar.
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This exploratory study examines three video games as case studies for how video games may portray mental illness through interactive, non-narrative design features. The analysis not only reports findings but also offers an evaluation for how video games might improve in how they depict mental illness. The games studied are What Remains of Edith Finch, Hellblade: Senua’s Sacrifice, and Doki Doki Literature Club. The analysis identifies how these games use audiovisual styles, control systems, game goals, and procedurality to portray mental illness. A report of the discovered themes precedes a discussion of innovations and weaknesses of those depictions of mental illness.
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Prena, Kelsey, and John L. Sherry. "Parental perspectives on video game genre preferences and motivations of children with Down syndrome." Journal of Enabling Technologies 12, no. 1 (2018): 1–9. http://dx.doi.org/10.1108/jet-08-2017-0034.
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Purpose Video games have the potential to improve brain plasticity in people with Down syndrome. However, little has been done to understand video game preferences in this population. The purpose of this paper is to describe a brief exploration of video game preferences in children with Down syndrome. Design/methodology/approach An online survey was used to collect information from parents of children with Down syndrome about their child’s favorite video games and why they like video games. Findings Children with Down syndrome, as reported by their parents, most frequently play action/adventure games, and have several motivating factors for game play including overcoming challenges to gain reward and having fun engaging in the game world. Research limitations/implications The current study only recruited from a small sample of the Down syndrome population and therefore may lack generalizability. Practical implications Gaining a better understanding of which aspects of video games appeal to children with Down syndrome. Knowing what they prefer will enable us to design games that are engaging and cognitively beneficial. Originality/value This paper proposes the importance of video game play to promote development in children with Down syndrome.
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Gee, James Paul. "Learning by Design: Good Video Games as Learning Machines." E-Learning and Digital Media 2, no. 1 (2005): 5–16. http://dx.doi.org/10.2304/elea.2005.2.1.5.
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This article asks how good video and computer game designers manage to get new players to learn long, complex and difficult games. The short answer is that designers of good games have hit on excellent methods for getting people to learn and to enjoy learning. The longer answer is more complex. Integral to this answer are the good principles of learning built into successful games. The author discusses 13 such principles under the headings of ‘Empowered Learners’, ‘Problem Solving’ and ‘Understanding’ and concludes that the main impediment to implementing these principles in formal education is cost. This, however, is not only (or even so much) monetary cost. It is, importantly, the cost of changing minds about how and where learning is done and of changing one of our most profoundly change-resistant institutions: the school.
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Dankov, Yavor, and Andjela Dankova. "Educational Video Games as Tools for Raising Awareness of the Protection and Preservation of Cultural Heritage." Digital Presentation and Preservation of Cultural and Scientific Heritage 13 (September 1, 2023): 219–28. http://dx.doi.org/10.55630/dipp.2023.13.21.
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This paper focuses on educational video games with a thematic orientation related to conserving and preserving Cultural Heritage (CH). Educational video games are effective and contemporary tools for influencing and educating users. Not only the educational content is integrated into these games, but they also embody the pedagogical and moral messages of the educator, which are transmitted to the learners in an entertainment game. This paper proposes a classification of educational video games in the domain of cultural heritage according to the significance and importance of Cultural Heritage objects in the three categories, presented in detail in the paper. The recommendations to designers included in the classification will help them purposefully design and develop educational video games for CH. These games will have pedagogical principles and form additional knowledge, values, and attitude in users towards the conservation of the CH at international, national, and local levels. The proposed classification of educational video games for CH will promote CH-related educational video games and provide ideas and opportunities for future developments for such educational video games. In this way, educational video games for CH will serve as powerful tools for raising awareness of protecting and preserving Cultural heritage.
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Chen, Yuki, Jonaya Kemper, Erik Harpstead, Ross Higashi, and Judith Uchidiuno. "Designing Black Children in Video Games." Interactions 30, no. 5 (2023): 54–56. http://dx.doi.org/10.1145/3610968.
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Community + Culture features practitioner perspectives on designing technologies for and with communities. We highlight compelling projects and provocative points of view that speak to both community technology practice and the interaction design field as a whole. --- Sheena Erete, Editor
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Love, Lynn H. C. "Do We Need Permission to Play in Public? The Design of Participation for Social Play Video Games at Play Parties and ‘Alternative’ Games Festivals." Media and Communication 6, no. 2 (2018): 69–79. http://dx.doi.org/10.17645/mac.v6i2.1382.
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Play is fundamental to being Human. It helps to make sense of the self, to learn, to be creative and to relax. The advent of video games challenged traditional notions of play, introducing a single player experience to what had primarily been a communal social activity. As technology has developed, communal play has found both online and real-world spaces within video games. Online streaming, multiplayer games and built-in spectator modes within games underpin online communal play experiences, whilst ‘alternative’ games festivals, play parties and electronic sports, provide real world spaces for people to meet, play and exchange knowledge relating to both playing and making video games. This article reports the study of social play events which bring people together in the same space to explore video games making and playing. Expert interviews with curators, and event facilitators provides qualitative data from which design processes are formalised into a ‘model of participation’ of social play. Four key areas of balance are proposed as core considerations in supporting participation in event design. The study of these events also suggests that their design and fostering of participation has the potential to evoke cultural change in game making and playing practices.
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Strååt, Björn, Fredrik Rutz, and Magnus Johansson. "Does Game Quality Reflect Heuristic Evaluation?" International Journal of Gaming and Computer-Mediated Simulations 6, no. 4 (2014): 45–58. http://dx.doi.org/10.4018/ijgcms.2014100104.
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Usability evaluation tools in the form of heuristic lists can be very helpful in software development. In the field of video game design, researchers are continuously developing new heuristic tools aimed specifically at video game productions. However, through previous studies, the authors have found that even though these tools are frequent and common, design issues regularly appear in video games. This study examines whether video game heuristics are able to capture and evaluate softer values of video game interaction, based on the challenges, flow and immersion of gameplay. By conducting a heuristic evaluation on low scoring and high scoring games the authors manage to show which kind of design issues are most frequent in both high and low scoring games. As a further result of the study, two new heuristics are presented.
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Kozhakhmetova, R. N., N. S. Kolyeva, V. O. Batyrov, and M. V. Panova. "Computer game development algorithm." Vestnik of M. Kozybayev North Kazakhstan University, no. 3 (59) (October 23, 2023): 133–38. http://dx.doi.org/10.54596/2958-0048-2023-3-133-138.
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In the modern world, video games have become an integral part of culture and entertainment. In this regard, research in the field of video games has become very relevant for scientific researchers, psychologists, educators, as well as for many other areas. Video games are interactive programs designed for entertainment and gaming on computers, consoles, and mobile devices. They come in a variety of genres and formats, including puzzle games, action games, strategy games, sports games, and more. Video games can be either single or multiplayer, and may include elements of competition, collaboration, or exploration. All games include graphic and sound design, as well as a set of rules, tasks, and goals that the player must complete in order to be successful in the game. the purpose of this article is the development of a universal algorithm for the development of computer games.
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Mohd Suhaimi, Azyyati, Kasyful Azhim Zainal, Mohd Shahezwan Abd Wahab, Nor Hayati Abu Samah, Siti Alwani Ariffin, and Ali Haider Mohammed. "Online Gaming Addiction Among UiTM Puncak Alam Pharmacy Students Amid COVID-19 Pandemic." Asian Journal of Medicine and Biomedicine 8, no. 1 (2024): 40–49. http://dx.doi.org/10.37231/ajmb.2024.8.1.706.
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Stress among the university students had been triggered by the long-haul social distancing during the pandemic. Many had turned to playing video games more than usual as a social lifeline that could be potentially addictive. This study aims to evaluate the level of video gaming addiction during COVID-19 pandemic particularly among the UiTM Puncak Alam students. A cross-sectional study design with self-administered online survey was used to achieve the targeted objectives. The survey included several sections such as frequency of playing video games and 7-Item Game Addiction Scale (GAS). More than half of the cohort were females (60%) with average age of 23.46 ± 3.64 years. The findings showed that on average, these video gamers played approximately 2.33 ± 1.83 hours daily or 3.82 ± 2.04 days weekly. This study revealed that the prevalence of pathological and excessive gamers was low among the pharmacy students even during the pandemic restriction.
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Tunnel, Raimond-Hendrik, and Ulrich Norbisrath. "Classification of Video Games Bachelor’s Curricula." Journal of Education and Learning 12, no. 2 (2023): 39. http://dx.doi.org/10.5539/jel.v12n2p39.
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As in any professional field, aspiring video game artists, designers, and developers must acquire the necessary skills and knowledge for a successful career. Higher education institutions offer varying video game Bachelor’s degree programs to meet the diverse needs of the industry. Our objective in this study was to explore these curricula to gain insight into and understanding of the contemporary video game higher education landscape. 
 
 We explored 113 Bachelor’s degree curricula in Europe that had publicly available information in English about their courses. We classified the courses within each curriculum using ten devised classifiers based on the IGDA Curriculum Framework 2008 but modified them to suit our interests. The content of the classified curricula was then used to create curriculum profiles – data vectors that characterize a curriculum based on its contents. These profiles allowed for hierarchical clustering and principal component analysis (PCA) to identify and investigate the three common types of video game curricula: video game art, interdisciplinary video game design, and video game technology/programming.
 
 Our results indicate that art and programming curricula are highly specialized, with clear distinctions in yielding Bachelor of Arts and Bachelor of Science degrees. Curricula focused on interdisciplinary video game design do not have such clear distinctions in the degree titles and content specialization. They are more varied in their profiles and tend to bridge the gap between art and programming curricula, reflecting the interdisciplinary nature of game design as a profession.
 
 Compared to results from previous studies, we found that contemporary curricula place a greater emphasis on graduation projects, internships, and soft skills. Our findings provide an overview of the current state of higher education in video games, which may prove helpful for those working with or interested in these curricula.
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Wibowo, Tony, Ahmad Naim Che Pee, and Ibrahim Ahmad. "The Barriers of Using Video Games as a Media for Teaching and Learning Purposes: A Case Study in Indonesia." JOURNAL OF INFORMATICS AND TELECOMMUNICATION ENGINEERING 7, no. 2 (2024): 587–96. http://dx.doi.org/10.31289/jite.v7i2.11333.
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The 21st century has seen the remarkable growth of the video game industry, which has surpassed other entertainment sectors in terms of financial value. The COVID-19 pandemic further emphasized the importance of video games as a means of socialization and entertainment. However, despite their potential in education, the adoption of video games as a learning media faces numerous barriers. This study explores these barriers, particularly in the context of Indonesia, a country with a burgeoning video game culture. The research uses a mixed-methods approach, including qualitative interviews and quantitative surveys with stakeholders such as parents, teachers, students, and government officials. The findings reveal several key barriers to adopting video games in formal education in Indonesia. There is an inherent mistrust of video games among Indonesians, which makes the use of video games as a learning media challenging. There is a lack of video games designed for educational purposes suitable for Indonesia's formal education system. The lack of government support for video games as learning media also becomes an issue. We suggest collaboration between local game developers and education practitioners could help design video games that balance gameplay mechanics and educational content. Successful case studies of video games in education can potentially change negative perceptions among teachers, parents, and students. In addition, government support and recognition of video games as valid learning media are essential for wider adoption in Indonesia's formal education system. Future research should focus on developing and adopting video games specifically designed for educational purposes to address these barriers effectively
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DeJong, Scott. "Playing With Fake News: State Of Fake News Video Games." International Journal of Games and Social Impact 1, no. 1 (2013): 94–111. http://dx.doi.org/10.24140/ijgsi.v1.n1.05.
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Employed almost synonymously with disinformation and misinformation, fake news refers to the increasing discourse of misconfigured news and information being shared online which has prompted global concern. Calls for digital literacy have come from researchers, governments, and public interest groups who developing an array of resources for the public. Games are one intervention. This article explores what it refers to as ‘fake news games’. Not focusing on a specific game genre, it considers video games that discuss or present fake news as central to their play or design. This paper evaluates how fake news is being presented in games and asks how the concept understood across these games. By analyzing the content, skills, and goals in these games, it situates fake news alongside digital literacy skills to see how the term is being re-framed by the medium of games. Twenty-two games were studied from a larger sample collected in late 2020. Through play analysis of twenty-two fake news video games collected in 2020 this paper provides an overview of game’s that discuss fake news. Games were play-tested and recorded to see the range of content, skills and central themes that were invoked in these games. These led to findings discussing the design, core premise, and general discourse around fake news that was promoted through play. The findings in this article offer value for future directions of discussion and game design focused on fake news. By pointing to gaps and differences in games in the field, this article offers potential information for designers while also highlighting how fake news is re-framed by these games. It emphasizes which points of interest around fake news are commonly being brought up, and points to future design and implementation considerations for scholars and designers.
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Staines, Dan, Mia Consalvo, Adam Stangeby, and Sâmia Pedraça. "State of play: Video games and moral engagement." Journal of Gaming & Virtual Worlds 11, no. 3 (2019): 271–88. http://dx.doi.org/10.1386/jgvw.11.3.271_1.
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In this article we examine three recent examples of ‘ethically notable games’ (Zagal 2010) and highlight unusual or innovative design features for facilitating moral engagement. Drawing on the work of Miguel Sicart to frame our analysis, our goal is to highlight current trends in ENG (ethically notable games) design and see how commercial games are moving beyond reductive ‘morality meters’ and treating moral choice with greater nuance, resulting ‐ for the most part ‐ in a more morally engaging experience.