Player–video game interaction: A systematic review of current concepts

International audienceVideo game design requires a user-centered approach to ensure that the experience enjoyed by players is as good as possible. However, the nature of player-video game interactions has not as yet been clearly defined in the scientific literature. The purpose of the present study was to provide a systematic review of empirical evidences of the current concepts of player-video game interactions in entertainment situations. A total of 72 articles published in scientific journals that deal with human-computer interaction met the criteria for inclusion in the present review. Major findings of these articles were presented in a narrative synthesis. Results showed that player-video game interactions could be defined with multiple concepts that are closely linked and intertwined. These concepts concern player aspects of player-video game interactions, namely engagement and enjoyment, and video game aspects, namely information input/output techniques, game contents and multiplayer games. Global approaches, such as playability, also exist to qualify player-video game interactions. Limitations of these findings are discussed to help researchers to plan future advances of the field and provide supplementary effort to better know the role of less-studied aspects. Practical implications are also discussed to help game designers to optimize the design of player-video game interactions

Learning through playing for or against each other? Promoting collaborative learning in digital game based learning

The process of learning through Game Based Learning (GBL) presents both positive aspects and challenges to be faced in order to support the achievement of learning goals and knowledge creation. This study aims to characterise game dynamics in the adoption of multi-player GBL. In particular, we examine the multi-player GBL dynamics may enhance collaborative learning through a relation of positive interdependence while at the same time maintaining a certain level of competition for ensuring multi-player GBL gameplay. The first section of the paper introduces collaborative GBL and describes the combination of intragroup dynamics of cooperation and positive interdependence and an intergroup dynamic of competition to maintain gameplay. The second part of the paper describes two multi-player GBL scenarios: the multi-player game with interpersonal competition and the multiplayer game with intergroup competition. For each scenario a case analysis of existing collaborative games is provided, which may help instructional and game designers when defining the collaborative GBL dynamics. Technological requirements and best practices in the use of collaborative GBL are described in the last sections

The habit of massively multiplayer online role-playing games (MMORPGs): A phenomenological analysis of bodily self-perception in gaming addiction

Abstract: We investigate the role played by bodily self-perception and social self-presentation in addiction to massively multiplayer online role-playing games (MMORPGs). In this paper we will develop the hypothesis that, at least in some cases, the habit of role-playing can be interpreted as a response to gamers’ need to explore a different bodily self-identity. Players tend to become deeply involved in this kind of game, especially in the character identity creation process. Participants might see and seek reflections of their desired selves in their avatars. We suggest that in some cases gaming can be considered an addiction associated with self-perception, social acceptance, and body-image distortion. We explore how the phenomenological duality of body (Leib and Körper) can be useful for analyzing the creation of game identities preferred by players. On the basis of this analysis, we sketch some therapeutic suggestions, combining aspect from two specific therapies: Internet Addiction-Cognitive Behavioral Therapy (IA-CBT) and Body Image Cognitive Behavioral Therapy (BI-CBT). We hope these suggested approaches will be of value to gaming addiction specialists.Keywords: MMORPGs; Leib/Körper; Bodily Self-perception; Game Identity; Addiction L’abitudine ai giochi di ruolo in rete multigiocatore di massa (MMORPGs): una analisi fenomenologica della percezione corporea di sé nella dipendenza da giocoRiassunto: Intendiamo indagare il ruolo svolto dalla percezione corporea di sé e dalla autopresentazione sociale nella dipendenza da gioco di ruolo in rete multigiocatore di massa (MMORPGs). In questo lavoro illustreremo l’ipotesi per cui, quantomeno in alcuni casi, la disposizione al gioco di ruolo può essere interpretata come risposta al bisogno dei giocatori di esplorare una diversa identità corporea di sé. Chi partecipa a questo tipo di gioco tende a un coinvolgimento profondo, specialmente nel processo di creazione dell’identità caratteristica. I partecipanti possono vedere e cercare riflessi dei loro sé desiderati nei loro avatar. Noi suggeriamo che in alcuni casi il gioco può essere considerato una dipendenza associata alla percezione di sé, alla accettazione sociale e alla distorsione della immagine corporea. Esploreremo come la dualità fenomenologica tra corpo vissuto e corpo (Leib and Körper) possa essere utile per analizzare la creazione delle identità di gioco preferite dai giocatori. Su questa base offriremo alcuni suggerimenti terapeutici, combinando aspetti tratti da due terapie specifiche: la Internet Addiction-Cognitive Behavioral Therapy (IA-CBT) e la Body Image Cognitive Behavioral Therapy (BI-CBT). Auspichiamo che questi approcci possano essere validi per chi lavora nel campo della dipendenza da gioco.Parole chiave: MMORPGs; Leib/Körper; Percezione corporea di sé; Identità di gioco; Dipendenz

Game Player Types and its Influence on Game Dependency

This study investigates the relationship between video game dependency and player type typology. As video gaming grows to become an integral part of the lives of many youths, concerns about the consequences of excessive gaming have arisen too. These concerns appear to be grounded as video games have been reported to damage family, school, social and psychological functioning – collectively describing the effects of game dependency (akin to pathological gaming measures). Moreover, over the years, various gamer typologies have been developed to provide insights into the different behaviours and motivations of gamers. While these typologies were initially developed for game designers to create more appealing games, their applicability has since extended beyond. This study adopts such gamer typologies and establishes a framework of player types (Achiever, Guru, Socializers, Explorers) and investigates its influence on game dependency. Through literature review, this study hypothesised that (H1) Achievers will be positively associated with Game Dependency, and (H2) Socializers and Explorers will be negatively associated with Game Dependency. Secondary school students, aged 13-17, were invited through schools to participate in an online survey. Data was collected with the permission of the respective schools to be used for research purposes. A total of students (n=999) was included in the sample, gathered from three secondary schools in Singapore. Game Dependency measure satisfied the reliability criteria with a Cronbach alpha of 0.94. Correlational analysis and comparison of means were performed on the data collected. Our findings showed statistically significant support for H1 and H2. This study explains that the Socializer player type, who are more people- than game-centric, are more likely to follow their social contacts in a game and expand their social network and resources. And as such, they are more likely to play with their friends and would hence have a lower game dependency. On the other hand, the Explorer player type may spend less time in games due to the limited exploratory possibilities present; they may choose to exhibit these tendencies by viewing videos or talking to other players. These constitute activities outside video gaming that are not captured in the current tool used to capture game dependency. The Explorer player type also does not enjoy challenges within the game and may thus stop playing once games get difficult. Therefore, the Explorer player type requires the least measure of commitment (i.e., time, effort, money), which in turn causes an opposite influence on their game dependence. While the measures used are theoretically derived and consistent with other studies, this study went a step further by quantitatively showing its association between the two variables and discriminating between game dependency groups. This study provides a nuanced understanding of the Uses and Gratifications Theory, demonstrating how different gamer types (akin to gratifications) play the game (akin to game dependency). While nascent, this venture has proven useful for identifying problematic ingame tendencies, thus informing the rehabilitative work among pathological video gamers, which the authors seek to undertake

Serious Games in Formal Education: Discussing Some Critical Aspects

International audienceInnovation in technology together with evolution in pedagogical approaches is encouraging increased integration of technology-supported interventions in mainstream teaching practices. One area attracting particularly close attention in this respect is Serious Games (SGs), which offer considerable potential for facilitating both formal and informal learning experiences in supported and standalone contexts. Advances in technology and in technology enhanced learning are raising learners' expectations for immersive and engaging game-based experiences. This trend is underpinned by the emergence of young learners adept at using digital technologies and the internet; there is an attendant risk that, as students, they may be alienated by traditional education and its failure to engage them fully in a lifelong learning process and prepare them adequately for the challenges of the 21st Century. SGs would appear to offer an attractive solution in this regard. However, there are a number of inhibitors preventing their wider take-up in mainstream education, with the result that the considerable potential on offer has yet to be fully exploited. This situation is the background for the joint efforts of partners in the Games and Learning Alliance (GALA), an EC-funded Network of Excellence on SGs, especially the sub-group dedicated to the pedagogical dimension of SGs. In its discussions on the key challenges for more wide-scale and effective SG use, the group has focused in particular on aspects related to the central role played by the educator in formal education settings. Specifically, discussion has focused on the challenges posed when educators are called on to modify their practice, adopting the new roles and approaches demanded for effective SG deployment. This paper presents the outcome of the group's exploration. It frames the question of the educator's central role by drawing on research work that, in the view of the different authors, embodies the major references for shedding light on this multi-faceted aspect. As well as the new role that the educator assumes in games-based learning environments, particular attention is also dedicated to the innovative pedagogical approaches that can be applied to SG deployment, especially those inspired by peer collaboration

Spontaneous Communities of Learning: Cooperative Learning Ecosystems Surrounding Virtual Worlds

This thesis is the culmination of a five year research project exploring online gamers and the cultures they engage with, both virtually in the many massively multiplayer games and virtual worlds online, and in the physical spaces they inhabit in various play spaces around the world. The primary research questions concerned social learning in such spaces, i.e. how do players learn from one another what they need to be successful, and what are the associated norms and practices for doing so? What sorts of peripheral skills are gained, and are they applicable to physical world contexts? Finally, what does participation in such spaces mean for individuals who may have lacked other mechanisms for social learning, and what impacts might such findings have on existing educational structures? I anticipate that this thesis will generate as many questions as it will answer, and I hope, that as a snapshot of a gaming culture in time, will be looked upon as a monograph in the classic ethnographic tradition

The role of flow for mobile advergaming effectiveness

Purpose: Based on flow theory, the purpose of this paper is to explain why the use of mobile advergames can enhance players’ brand perceptions and purchase intentions, as well as the factors that affect players’ flow experience. Design/methodology/approach: Data from 212 participants who played a mobile advergame was analysed. Structural equation modelling with PLS was used to test the research model. Findings: The results reveal that challenge, interactivity, focused attention and telepresence significantly influence the flow experience while playing mobile advergames. Results also show that the greater the flow, the more positive the attitude towards the featured brand and the greater the purchase intention. Practical implications: The findings of this study are important for advertising practitioners and advergames developers as understanding the key game features that promote flow is crucial to designing engaging mobile advergames that persuade players most. Originality/value: This study contributes to the literature in two ways. First, it provides new insights into the effectiveness of mobile advergames, which is an under-researched area. Second, it offers a conceptual framework based on flow theory for understanding why the use of mobile advergames can enhance players’ brand perceptions and purchase intentions