An Analysis of Operant Conditioning and its Relationship with Video Game Addiction

A report published by the Entertainment Software Association revealed that in 2015, 155 million Americans play video games with an average of two gamers in each game-playing household (Entertainment Software Association, “Essential Facts about the Computer and Video Game Industry”). With this massive popularity that has sprung alongside video games, the question must be asked: how are video games affecting today\u27s people? With the current way some video games are structured, the video game rewards players for achieving certain accomplishments. For example, competitive video games reward players who achieve victories by giving them a higher ranking or other games display the player\u27s score so that other players can see their score. With this in mind, some video game players may place more emphasis on their gaming achievements rather than their happiness or success in their own real lives. Once this emphasis has been placed, video game players have a chance to become addicted to their respective game; however, a distinction must be set between video game addiction and operant conditioning. Opereant conditioning is a video game design that many of today\u27s video games utilize. The use of operant conditioning towards a gamer can be one of the factors contributing towards video game addiction; operant conditioning is the strategy while video game addiction can be the byproduct of operant conditioning

You Must Defeat [The Tutorial] To Stand a Chance : Learning To Play Competitive Fighting Video Games

Modern competitive video games are complex systems that require players to learn techniques and develop strategies in response to computer- or human-controlled opponents. Building on the work of both game studies scholars and game designers, this thesis analyzes various learning spaces within and surrounding competitive video games, including in-game tutorials, arcades, and online communities. It focuses on “fighting games,” those competitive video games in which, typically, two players control characters to face off in single combat. Through analysis of the interfaces used, the audio-visual artifacts present within the tutorial sections of fighting games, and the paratextual materials produced by members of the fighting game community to instruct others on how to play, this thesis highlights the learning principles active within this genre of video games

Play Together: How Watching the Cooperative Play of Violent Video Games Can Positively Influence Dyadic Relationships

Media effects research has shown that video games can have both antisocial and prosocial effects, depending on the content of the game. Individuals who play violent video games tend to display more aggressive attitudes and behaviors, while those who play games with prosocial content tend to display more prosocial, or helping, attitudes and behavior. The context in which a video game is played has also been shown to influence media effects, with competitive play leading to increased aggression while cooperative play leads to increased prosociality. However, the existing literature has not examined how these effects might influence the interpersonal relationships between those playing the video game. To test the effects of gaming context on interpersonal relationships, an experiment was conducted that compared two groups of participants exposed to two levels (competitive or cooperative) of a single factor (gaming context). In the competitive condition, participants watched gameplay footage of two individuals playing a video game competitively, while those in the cooperative condition watched gameplay footage of two individuals playing the same game cooperatively. After exposure, five dependent variables were examined to see how they differed between the two groups: state hostility, prosocial score, positive affect change, negative affect change, and change in perceived relationship quality. iii Upon initial analysis, only negative affect change was shown to significantly differ between the two conditions. However, this effect was actually due to an interaction between condition and sex. This study also identified that sex, personality, and media usage habits significantly covaried to some degree with all five dependent variables. These covariates provide evidence for how individual differences might influence the effects that result from watching a video game being played in different multiplayer contexts and, as an extension, how individual differences might influence the effects of gaming context in general

Competitive versus Cooperative Video Game Decision Making and its Relationship to Problematic Video Game Play

Honors (Bachelor's)PsychologyUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/112148/1/ryfoley.pd

Ms Pac-Man versus Ghost Team CEC 2011 competition

Games provide an ideal test bed for computational intelligence and significant progress has been made in recent years, most notably in games such as Go, where the level of play is now competitive with expert human play on smaller boards. Recently, a significantly more complex class of games has received increasing attention: real-time video games. These games pose many new challenges, including strict time constraints, simultaneous moves and open-endedness. Unlike in traditional board games, computational play is generally unable to compete with human players. One driving force in improving the overall performance of artificial intelligence players are game competitions where practitioners may evaluate and compare their methods against those submitted by others and possibly human players as well. In this paper we introduce a new competition based on the popular arcade video game Ms Pac-Man: Ms Pac-Man versus Ghost Team. The competition, to be held at the Congress on Evolutionary Computation 2011 for the first time, allows participants to develop controllers for either the Ms Pac-Man agent or for the Ghost Team and unlike previous Ms Pac-Man competitions that relied on screen capture, the players now interface directly with the game engine. In this paper we introduce the competition, including a review of previous work as well as a discussion of several aspects regarding the setting up of the game competition itself. © 2011 IEEE

Demolishing the Competition: The Association between Competitive Video Game Play and Aggression among Adolescents and Young Adults

The link between video game play and aggression is an important issue as video games The link between video game play and aggression is an important issue as video games are the fastest growing form of entertainment in the world. Past research on this association has been focused primarily on the link between video game violence and aggression; however, this research has confounded the effect of video game violence versus competition on aggression. The main goal of the current dissertation, therefore, was to examine the short- and long-term associations between competitive video game play and aggression. In addition, the longitudinal work on this association to date has been limited to adolescent samples, but not young adults. Thus, the second goal of the dissertation research was to investigate whether video game play predicts aggression in the long-term among young adults in addition to adolescents. To address these goals, three studies were conducted. Study 1 consisted of a series of experiments examining the short-term effect of video game violence versus competition on aggression. Study 2 examined the long-term association between competitive video game play and aggression among adolescents, and Study 3 examined this long-term link among young adults, in addition to adolescents. Taken together, the results of the three dissertation studies converged to suggest that video game competition, rather than violence, may be a stronger predictor of aggression in both the short- and long-term. Overall, the current research represents an important advance in our understanding of the association between video game play and aggression, and leads to a new direction in the video game and aggression literature. are the fastest growing form of entertainment in the world. Past research on this association has been focused primarily on the link between video game violence and aggression; however, this research has confounded the effect of video game violence versus competition on aggression. The main goal of the current dissertation, therefore, was to examine the short- and long-term associations between competitive video game play and aggression. In addition, the longitudinal work on this association to date has been limited to adolescent samples, but not young adults. Thus, the second goal of the dissertation research was to investigate whether video game play predicts aggression in the long-term among young adults in addition to adolescents. To address these goals, three studies were conducted. Study 1 consisted of a series of experiments examining the short-term effect of video game violence versus competition on aggression. Study 2 examined the long-term association between competitive video game play and aggression among adolescents, and Study 3 examined this long-term link among young adults, in addition to adolescents. Taken together, the results of the three dissertation studies converged to suggest that video game competition, rather than violence, may be a stronger predictor of aggression in both the short- and long-term. Overall, the current research represents an important advance in our understanding of the association between video game play and aggression, and leads to a new direction in the video game and aggression literature

Cyberathletes’ Lived Experience of Video Game Tournaments

Increased interest in video games has led to the emergence of competitive video game leagues and organizations known as e-Sport (Hutchins, 2008; Wagner, 2006). Much of the research on video games has focused on negative aspects of gamers’ behavior, such as aggression (Ferguson, 2007) and addiction (Kuss & Griffiths, 2012). The majority of studies have examined video game performance from a third-person perspective using video analysis (Reeves, Brown, & Laurier, 2009) or behavioral observation when examining high-level video game play (Jansz & Martens, 2005). Prior to the present study, there had been very little attention devoted to gamers’ experience of playing video games in the competitive tournament setting and presence of an evaluative audience. Research in sport psychology has demonstrated the challenges associated with performance in front of spectators (Beilock & Gray, 2007; Schmidt & Wrisberg, 2008). Thus, it might be assumed that the added presence of others at video game tournaments would create a competitive experience that is similar to that of athletes in traditional sports. Therefore, the purpose of the present study was to investigate the lived experience of cyberathletes (gamers) during video game tournaments. Existential phenomenological interviews were conducted with twelve co-participants who had recently competed in a video game tournament. Qualitative analysis revealed a thematic structure consisting of three distinct contexts – video game world, tournament world, playing world – and four figural or major themes – real life event, comrades and competitors, respect and maturity, and from cutthroat to good time – that captured the essential elements of the these cyberathletes’ tournament experience. A fifth major theme – committed investment – was not immediate to the tournament experience, but contained elements that were related to the tournament setting. It was concluded that for the video gamers in this study, meeting and interacting other serious gamers was the most significant aspect of the tournament experience. In addition, the results revealed a number of fundamental challenges for video game tournament competitors that are similar to those confronted by athletes in most traditional sports (e.g., pre-event anxiety, distractions, and the need for competitors to maintain focus and composure under pressure)

Girl Gamers and Toxicity

People who play online video often experience toxicity, a term used by those who play video games, and scholars, to describe various forms of hostility people encounter from other participants in this environment. Researchers have recognized that girls and women are more likely targets of toxicity, with toxicity having potential negative mental and physical health outcomes, while acknowledging that the way targets of toxicity perceive organizational responses can affect whether they stay or leave the environment. For these reasons, it is important to understand how online video game participants, whose presentation of self is perceived by others as feminine, perceive toxicity and organizational efforts to reduce it. Using qualitative interviews with participants who play Overwatch and are perceived by others as feminine I investigate how participants perceive toxicity and organizational efforts to reduce it. I use “girl gamers” as an umbrella term to refer to my participants, a term widely used and understood in the video game environment. My specific research questions are: (1) What are girl gamers’ experiences of toxicity in competitive online video games? (2) What themes in the game do girl gamers find attractive? (3) How do girl gamers construct their identity and carve out space in the online video game environment? (4) How do girl gamers identify with characters in-game? (5) What are girl gamers’ feelings towards the in-game mechanics for reducing toxicity and do they perceive that more could be done? Results show that participants have varied feelings about their own identities and the ways others perceive them, with both affecting how they perceive toxicity and their environment.Sociology, Department o