Designing multiplayer games to facilitate emergent social behaviours online

This paper discusses an exploratory case study of the design of games that facilitate spontaneous social interaction and group behaviours among distributed individuals, based largely on symbolic presence 'state' changes. We present the principles guiding the design of our game environment: presence as a symbolic phenomenon, the importance of good visualization and the potential for spontaneous self-organization among groups of people. Our game environment, comprising a family of multiplayer 'bumper-car' style games, is described, followed by a discussion of lessons learned from observing users of the environment. Finally, we reconsider and extend our design principles in light of our observations

Massively multiplayer online roleplay games for learning

This chapter explores whether massively multiplayer online role-play games (MMORPGs) can be usedeffectively to support learning and training communities. The chapter aims to propose that cross-disciplinaryapproaches to the study of game-based learning are needed to support better synthesis ofour current understanding of the effectiveness of learning with games. The chapter therefore includesa brief literature review of online gaming research to date, taken from psychological and educationalresearch perspectives. The chapter explores the main types of online games and highlights the mainthemes of research undertaken through a consideration of the use of online gaming in current learningand training contexts where online gaming is being used to support experiential and discovery learningapproaches. This chapter indicates future directions for cross-disciplinary research approaches in thisfield and considers how collaborative learning could best be supported through this approach

Warcraft III online game, as an interactive alternative to strengthen the written strategic competence in the english language.

Este estudio, realizado por William Sánchez y Dolly Morantes investigó cómo el juego en línea "Warcraft III" podría reforzar la competencia estratégica escrita en inglés en el languageof los estudiantes de 8º grado en la Escuela San Tarsicio en Colombia. En el primer capítulo, el marco epistemológico, hay constructos teóricos en los que los juegos en línea se presentan como una posible solución para involucrar y motivar a los estudiantes para fines académicos; la escritura como una interacción social y una síntesis de la competencia comunicativa; Sin embargo, el marco conceptual presenta los antecedentes, planteamiento del problema y los objetivos de la investigación. Por otro lado, el segundo capítulo se presenta el marco metodológico. Esta la investigación es un estudio cualitativo con muy pocos elementos cualitativos que permitieron a los investigadores a responder el principio complementario para la deficiencia; el método de investigación utilizado en este estudio fue la Investigación-Acción. Esta fue una integración de Kemmis y de la Bella modelo que examinó la investigación-acción en Asistida por Ordenador en el aprendizaje de idiomas (CALL).This study, conducted by William Sánchez and Dolly Morantes investigated how the online game "Warcraft III" could reinforce the strategic competence written in English in the language of 8th grade students at Escuela San Tarsicio in Colombia. In the first chapter, the epistemological framework, there are theoretical constructs in which online games are presented as a possible solution to involve and motivate students for academic purposes; writing as a social interaction and a synthesis of communicative competence; However, the conceptual framework presents the background, statement of the problem and the objectives of the research. On the other hand, the second chapter presents the methodological framework. Is The research is a qualitative study with very few qualitative elements that allowed the investigators to respond to the complementary principle for the deficiency; The research method used in this study was Action Research. This was an integration of Kemmis and the Bella model that examined Action Research in Computer Aided Language Learning (CALL)

PLATO: A Coordination Framework for Designers of Multi-Player Real-Time Games

Player coordination is a key element in many multi-player real-time digital games and cooperative real-time multi-player modes are now common in many digital-game genres. Coordination is an important part of the design of these games for several reasons: coordination can change the game balance and the level of difficulty as different types and degrees of coordination can make the game easier or more difficult; coordination is an important part of ‘playing like a team’ which affects the quality of play; and coordination as a shared activity is a key to sociality that can add to the sociability of the game. Being able to exercise control over the design of these coordination requirements is an important part of developing successful games. However, it is currently difficult to understand, describe, analyze or design coordination requirements in game situations, because current frameworks and theories do not mesh with the realities of video game design. I developed a new framework (called PLATO) that can help game designers to understand, describe, design and manipulate coordination episodes. The framework deals with five atomic aspects of coordinated activity: Players, Locations, Actions, Time, and Objects. PLATO provides a vocabulary, methodology and diagram notation for describing and analyzing coordination. I demonstrate the framework’s utility by describing coordination situations from existing games, and by showing how PLATO can be used to understand and redesign coordination requirements

Toward an Ecology of Gaming

In her introduction to the Ecology of Games, Salen argues for the need for an increasingly complex and informed awareness of the meaning, significance, and practicalities of games in young people's lives. The language of the media is replete with references to the devil (and heavy metal) when it comes to the ill-found virtues of videogames, while a growing movement in K-12 education casts them as a Holy Grail in the uphill battle to keep kids learning. Her essay explores the different ways the volume's contributors add shades of grey to this often black-and-white mix, pointing toward a more sophisticated understanding of the myriad ways in which gaming could and should matter to those considering the future of learning

A phenomenological study of problematic internet use with massively multiplayer online games

Massively multiplayer online games (MMOG’s) are a specific form of online computer games that allow for millions of people to simultaneously play online at any time. This form of online gaming has become a huge phenomenon worldwide both as a popular past time and a business endeavour for many individuals. There are more than 16 million people worldwide who subscribe to fantasy role-playing online games. Although such games can provide entertainment for many people, they can also lead to problematic Internet use (PIU). PIU has also been referred to as Internet addiction, and can cause significant problems in an individual’s functioning. The study aimed to enhance a greater understanding of the phenomenon of male adults’ experiences PIU with MMOG’s. More specifically the study aims to identify if PIU with MMOG’s can be considered a form of Internet addiction within South Africa. Furthermore, assisting in the further development of online addiction diagnosis and treatment strategies. The study utilised an interpretive phenomenological approach (IPA) and participants were purposively sampled. The data was collected using semi-structured individual interviews. Furthermore, Braun and Clarks thematic analysis was used during data analysis while incorporating the four major processes in phenomenological research, namely 1) epoche, 2) phenomenological reduction, 3) imaginative variation and, 4) synthesis. Themes that emerged from the analysis of the participants’ experiences included, initial description of use, motives for continued use of MMOG’s, consequences of PIU with MMOG’s, perceptions of PIU with MMOG’s, and treatment considerations. This study provided a thick description of South African and international literature and combines the literature with the themes that emerged from the participants experiences in order to produce discussions based on the findings of this qualitative study. Conclusions, recommendations, and limitations of this study informed future research on cyber citizenship by providing a detailed understanding of the context of South African male adults’ experiences of PIU with MMOG’s

Social gaming: A systematic review

Digital games often constitute a shared activity where people can spend time together, communicate and socialize. Several commercial titles place social interaction at the center of their design. Prior works have investigated the social outcomes of gaming, and factors that impact the experience. Yet, we lack a comprehensive understanding of how social gaming has been approached and explored before. In this work, we present a systematic review covering 263 publications, gathered in February 2021, that study gaming experiences involving more than one person, with a focus on the social element that emerges among partakers (players and/or spectators). We contribute with a systematized understanding of (1) how the topic is being defined and approached, (2) what facets (mainly in terms of outcomes and determinants of the experience) are being acknowledged and (3) the methodologies leveraged to examine these. Our analysis, based on mixed deductive and inductive coding, reveals relevant gaps and tendencies, including (1) the emphasis in novel technologies and unconventional games, (2) the apparent negligence of player diversity, and (3) lower ecological validity associated with totally mediated evaluations and a lack of established constructs to assess social outcomes

Non-Serious Serious Games

Serious games have been shown to promote behavioural change and impart skills to players, and non-serious games have proven to have numerous benefits. This paper argues that non-serious digital games played in a ‘clan’ or online community setting can lead to similar real world benefits to serious games. This paper reports the outcomes from an ethnographic study and the analysis of user generated data from an online gaming clan. The outcomes support previous research which shows that non-serious games can be a setting for improved social well-being, second language learning, and self-esteem/confidence building. In addition this paper presents the novel results that play within online game communities can impart benefits to players, such as treating a fear of public speaking. This paper ultimately argues that communities of Gamers impart ‘serious’ benefits to their members

Negotiations for meaning in the context of a massively multiplayer online role-playing game

This study investigated negotiations for meaning as conditions for second language (L2) learning in the context of a massively multiplayer online role-playing game, World of Warcraft (WoW) (Blizzard Entertainment, 2004). Varonis and Gass’s (1985) and Smith’s (2003a) models were used to identify negotiation episodes during on-task and off-task talks among the participants while playing WoW. The participants were six non-native (NNS) and one native English speaker (NS). The NNSs were divided into two teams of three: Team 1 (T1) pre-intermediate and Team 2 (T2) upper-intermediate. The NS played the game with both teams. The study lasted for six months and resulted in 59.96 hours of recorded audio and nine hours of screen-recorded gaming sessions. Negotiation patterns were compared across the L2 proficiency levels and three different types of dyads. The results revealed that (a) T1 encountered more communication breakdowns, but T2 engaged in more negotiations, (b) T1 engaged in more complex negotiations, (c) breakdowns and negotiations occurred more during off-task talk, and (d) breakdowns were triggered more by the NS’s utterances in T1 and by NNSs’ utterances in T2. The results also showed the participants’ abundant L2 use to undertake authentically contextualized game-driven tasks, meticulous involvement in bi- and multi-lateral negotiations, and creative strategies to resolve incomprehension