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

Service quality evaluations in massively multiplayer online role-playing games

This thesis at hand delves into the service quality of video games. Service quality is the foundation of service marketing and service design. Therefore, marketers have for the better part of half a century worked to advance theoretical understanding in the field. The work of numerous researchers has contributed to the current understanding of both service quality measurement and how consumers evaluate service quality. Nevertheless, technological advancements have made service quality management ever more difficult with services more prone to service gaps. This is particularly the case in complex service forms that take place through virtual media. Video games are a good example of this. Whereas not all video games can be categorized as a service, those that take place online through player interactions fulfil the four principle IHIP traits that define services: Intangibility, Heterogeneity, Inseparability, and Perishability. Massively Multiplayer Online Role-playing Games (MMORPG) are a good example of this. MMORPGs are small virtual worlds – with populations, economies, even professions. Therefore, they in many ways simulate the very core constructs of reality. Nevertheless, despite the ever-increasing nature of complex services and growing size of the video game industry, current understanding of the makeup of such services is limited. Subsequently this thesis is of intrinsic value both theoretically and managerially. Based on this need the purpose of this thesis is to further understanding of how consumers evaluate their MMORPG service quality experience by answering three research questions: 1) How do MMORPGs differ from traditional offline and online service? 2) Do expectations play a role in MMORPG service quality evaluations? 3) What are the service quality dimensions that govern the perceived service quality of MMORPGs? This thesis uses a netnographic research method to explore and resolve these questions. The thesis brings forth several results of theoretical and managerial interest. Foremost, MMORPG service quality is predominantly evaluated based on expectations. Furthermore, those evaluations are governed by a total of 10 primary dimensions and 22 corresponding subdimensions. However, five of the primary dimensions are dominant: Game design, Game sociability, Tangibles, Reliability, and Trust. Nevertheless, it is identified that depending on service performance nearly every dimension can be a source of consumer satisfaction or dissatisfaction; the determining factor service innovation or underperformance. This thesis delves further into these findings, their nuances, and other important theoretical and managerial implications, some of which were unforeseen

Identifying Player Types to Tailor Game-Based Learning Design to Learners:Cross-sectional Survey using Q Methodology

BACKGROUND: Game-based learning appears to be a promising instructional method because of its engaging properties and positive effects on motivation and learning. There are numerous options to design game-based learning; however, there is little data-informed knowledge to guide the choice of the most effective game-based learning design for a given educational context. The effectiveness of game-based learning appears to be dependent on the degree to which players like the game. Hence, individual differences in game preferences should be taken into account when selecting a specific game-based learning design. OBJECTIVE: We aimed to identify patterns in students' perceptions of play and games-player types and their most important characteristics. METHODS: We used Q methodology to identify patterns in opinions on game preferences. We recruited undergraduate medical and dental students to participate in our study and asked participants to sort and rank 49 statements on game preferences. These statements were derived from a prior focus group study and literature on game preferences. We used by-person factor analysis and varimax rotation to identify common viewpoints. Both factors and participants' comments were used to interpret and describe patterns in game preferences. RESULTS: From participants' (n=102) responses, we identified 5 distinct patterns in game preferences: the social achiever, the explorer, the socializer, the competitor, and the troll. These patterns revolved around 2 salient themes: sociability and achievement. The 5 patterns differed regarding cheating, playing alone, story-telling, and the complexity of winning. CONCLUSIONS: The patterns were clearly interpretable, distinct, and showed that medical and dental students ranged widely in how they perceive play. Such patterns may suggest that it is important to take students' game preferences into account when designing game-based learning and demonstrate that not every game-based learning-strategy fits all students. To the best of our knowledge, this study is the first to use a scientifically sound approach to identify player types. This can help future researchers and educators select effective game-based learning game elements purposefully and in a student-centered way

Sociability in virtual citizen science

Past research suggests that sociability can enhance volunteers’ experiences of virtual citizen science (VCS). We define four types of sociability. We also describe how outreach events - ‘Thinkcamps’ – can be used to support the design of social tools for VCS platforms

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

Why so serious?:game-based learning in health profession education: state of the art and future directions

If you look around carefully, you see a lot of use of game elements that aim to motivate people towards a certain behaviour. From smileys on posts that aim to lower your driving speed, to earning stars in language learning apps. Game-based learning is the use of game elements to make learning more attractive and to encourage people to continue their learning. This is logical right? The longer you learn, the better the outcome. Or not? This doctoral thesis examines the effects of using game-based learning in medical education. Why and when should it be applied? We have investigated whether it is advisable to develop a game suitable for everyone. We discovered that there are 5 different game personas (player types): competitors, socializers, social achievers, explorers and trolls. Everyone has their own preferences when it comes to social interactions and achieving goals within a game. From this we were able to develop a taxonomy, which has been tested at almost all medical universities in the Netherlands. It shows that medical students are mainly socially oriented players. While most game based learnings are not at all. This doctoral research can offer perspective in current developments, gives direction where it could go, but also has a critical note on the use of game-based learning that is should not be applied too much

To Game or Not to Game? How Using Massively Multiplayer Online Games Helped Motivation and Performance in a College Writing Course: A Mixed Methods Study

The use of Massively Multiplayer Online Games or MMOGs is receiving attention in the educational world due to increased availability of such games, a growing consumer base, and the proven benefits of video games as engagement tools. MMOGs that have been known to possess a significantly high capacity to keep users involved over sustained periods, which gives them the potential to enhance learning experiences and performances. However, most available studies on MMOGs do not discuss relationships between MMOG use and performance outcomes in Higher Education. Additionally, majority of such studies focus on examining a single MMOG, providing limited scopes of understanding the benefits of multiple MMOGs as educational tools. Using a sample of 32 students, this mixed-methods study investigates and supports how inserting MMOGs within an undergraduate Online English Composition section helped improve learners’ performance and engagement. Practitioner and future research implications are also discussed

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

Learn to Play: From Knowledge to Repeated Gameplay

Online games are popular computer applications around the globe. Games are frequently designed to require extensive in-game knowledge to attain in-game goals, so it may be central to continued gameplay. Little is known about how players seek knowledge, internalize knowledge, and subsequently use it to attain in-game goals. We used theories of flow and learning to build a theoretical framework and examined it by using responses from more than four thousand players. We found that encouraging players to seek and internalize in-game knowledge is an effective strategy to increase gameplay. Interestingly, learning satisfaction was more important than knowledge internalization in predicting goal progress, showing a novel insight for game providers to nudge their players in their knowledge searching. We concluded that asking players to search and internalize in-game knowledge may be a more effective strategy than creating their focused immersion to encourage repeated gameplay