Players and Avatars: The Connections between Player Personality, Avatar Personality, and Behavior in Video Games

The increasing variety and complexity of video games allows players to choose how to behave and represent themselves within these virtual environments. The focus of this dissertation was to examine the connections between the personality traits (specifically, HEXACO traits and psychopathic traits) of video game players and player-created and controlled game-characters (i.e., avatars), and the link between traits and behavior in video games. In Study 1 (n = 198), the connections between player personality traits and behavior in a Massively Multiplayer Online Roleplaying Game (World of Warcraft) were examined. Six behavior components were found (i.e., Player-versus-Player, Social Player-versus-Environment, Working, Helping, Immersion, and Core Content), and each was related to relevant personality traits. For example, Player-versus-Player behaviors were negatively related to Honesty-Humility and positively related to psychopathic traits, and Immersion behaviors (i.e., exploring, role-playing) were positively related to Openness to Experience. In Study 2 (n = 219), the connections between player personality traits and in-game behavior in video games were examined in university students. Four behavior components were found (i.e., Aggressing, Winning, Creating, and Helping), and each was related to at least one personality trait. For example, Aggressing was negatively related to Honesty-Humility and positively related to psychopathic traits. In Study 3 (n = 90), the connections between player personality traits and avatar personality traits were examined in World of Warcraft. Positive player-avatar correlations were observed for all personality traits except Extraversion. Significant mean differences between players and avatars were observed for all traits except Conscientiousness; avatars had higher mean scores on Extraversion and psychopathic traits, but lower mean scores on the remaining traits. In Study 4, the connections between player personality traits, avatar traits, and observed behaviors in a life-simulation video game (The Sims 3) were examined in university students (n = 93). Participants created two avatars and used these avatars to play The Sims 3. Results showed that the selection of certain avatar traits was related to relevant player personality traits (e.g., participants who chose the Friendly avatar trait were higher in Honesty-Humility, Emotionality, and Agreeableness, and lower in psychopathic traits). Selection of certain character-interaction behaviors was related to relevant player personality traits (e.g., participants with higher levels of psychopathic traits used more Mean and fewer Friendly interactions). Together, the results of the four studies suggest that individuals generally behave and represent themselves in video games in ways that are consistent with their real-world tendencies

Factors that Contribute to the Adjustment of International Students

Leaving home to attend college is an important milestone for college students. However, the transition from home to college can be challenging, especially for students studying abroad. In this article, the authors explore factors that contribute to the academic, cultural, social, and psychological adjustments of international students. Adjustment issues include psychological distress such as homesick, depression, and anxiety. This article seeks to increase the reader’s understanding of some of the issues faced by international students during the process of adjusting to a new collegiate environment. More specifically, the article discusses factors that contribute to adjustment and different phases of cultural adjustment. This article may help the students, educational institutions, and policy makers to provide the resources necessary for a seamless transition for international students to overcome the issues

User-adapted Gamification: developing a user-centred design feature preference model to inform engaging design

Gamification is a behavioural intervention that applies game-like elements to non-game contexts (Deterding et al., 2011) for the purpose of increasing performance of a target behaviour within a non-game context (or task therein). Existing literature highlights a substantial number of instances wherein Gamification is unsuccessful, such that applied design features elicit little to no impact on a target behaviour. The field of Adaptive Gamification seeks to improve the effectiveness of Gamification, by adopting a user-centred design approach wherein the design features used to increase the performance of a target behaviour are tailored or “adapted” to meet an often-unique set of user needs. Existing methodologies which support the Adaptive Gamification approach are, however, limited. Principally, there exists no model which can effectively measure the level of preference an end user possesses towards a given design feature. In the context of how research can inform Adaptive Gamification design, understanding the level of preference a user possesses towards a given design feature is of critical importance, given that this relationship can directly inform design of a user-centred and tailored Gamification experience. This doctoral research project sought to develop a design feature preference model which could be used to accurately capture the design feature preference of users and provide insight into which design features users are likely to be more receptive to. To this end, the doctoral research project aimed to fulfil three research aims. The first research aim was to develop a model which could measure user design feature preference, the fulfilment of was achieved across Study one, Study two, and Study three. Combined across all three studies, data from 2322 players was analysed. The first of these studies (Study one) operationalised a total of 37 design features (later increased to 47) using vignette methodology to describe the functionality and purpose of each feature. The second of these studies (Study two) subjected the 47 design features to an Exploratory Factor Analysis (EFA)that returned a nine-factor solution. The third of these studies (Study three) furthered model development, by subjecting the nine-factor solution to a Confirmatory Factor Analysis (CFA), which confirmed the nine-factor solution (though some amendments and reallocation of items were made). The second research aim was to identify how user characteristics could predict design feature preference, the fulfilment of which was achieved across Study two and Study three. Combined across both studies, data from 2011 players was analysed. The first of these studies (Study two) measured user design feature preference, user motivation, and user personality. The results of this study revealed which design features were most likely to predict variance in user engagement, as well as which motivations and personality traits were associated with predicting variance in preference for these design features. Using the same methodology, the second of these studies (Study three) expanded the range of user characteristics measured in relation to design feature preference, by measuring Gamefulness (a concept stemming from the area of Gamification that refers to what aspects of a gaming experience the end user values). Study three also revealed how Gamefulness could impact design feature preference. The third research aim was to test whether any relationships between user characteristics and design feature preference would correspond to tangible difference in user engagement, the fulfilment of which was achieved across Study four and Study five. Combined across both studies, data from 96 players was analysed. The first of these studies (Study four) sought to test the relationships between design feature preference and user engagement, when measuring user engagement via an online task-performance experiment, wherein participants were asked to play a series of online browser games (selected due to the design features they comprised of) while their engagement was measured. The second of these studies (Study five) sought to improve on the measurement of user engagement using in-game behavioural metrics, which is argued as a more representative account of user engagement. Both studies returned non-significant results, which were not consistent with relationships identified in Study two and Study three, though the role of methodological limitations in these findings are extensively discussed at the end of each study chapter

MULTIDIMENSIONAL PERFECTIONISM AND SOCIAL CONNECTIVITY AMONG YOUTH: FINDINGS AND IMPLICATIONS

Although traditional researchers exploring perfectionism frequently cast the construct in a negative light, a steady stream of recent studies have demonstrated that perfectionistic beliefs can yield both positive and negative outcomes. Despite this progression in the research, perfectionism remains an understudied phenomenon among youth, especially as it relates to the ways in which these individuals are perceived by others. The current study builds on the previous literature by exploring adolescent perfectionism across a variety of psychological and psychoeducational dimensions. Moreover, a unique addition to the literature offered by this study was the inclusion of peer-reports along with self-reported measures in hopes of gaining a fuller understanding of the psychosocial characteristics of perfectionistic youth. The incorporation of peer reports also allowed a novel approach to the study of perfectionism by exploring this construct through the lens of their adolescent colleagues. Self and peer reported data was drawn from a sample of 816 ninth grade students representing three separate high schools. MANOVA results revealed a number of differences between perfectionistic subtypes across both self and peer-reported data. More specifically, adaptive perfectionists rated themselves as having less anxiety and depression as compared to their maladaptive and non-perfectionistic counterparts. Adaptive perfectionists were also reported to have stronger interpersonal relationships and greater social connectivity than their peers. Moreover, both adaptive and maladaptive perfectionists reported significantly higher GPAs than non-perfectionists. Peer informant data indicated that adaptive perfectionists were rated as having the highest academic expectations followed by maladaptive perfectionists and then non-perfectionists. Contrary to expectations, no significant differences were found between cluster groupings on peer reported social withdrawnness. Findings suggest that adaptive perfectionism is associated with a range of positive psychological, psychoeducational and psychosocial outcomes. Conversely, maladaptive perfectionism appears to be related to several behaviors which may impede healthy adolescent functioning. Implications regarding the improved assessment of perfectionism and intervention strategies aimed at both students and professionals working within the school domain are discussed

"Shining Lights, Even in Death": What Metal Gear Can Teach Us About Morality (Master's Thesis)

Morality has always been a pressing issue in video game scholarship, but became more contentious after “realistic” violence in games became possible. However, few studies concern themselves with how players experience moral dilemmas in games, choosing instead to focus on the way games affect postplay behavior. In my thesis I discuss the moral choices players encounter in the Metal Gear series of games; then, I analyze and compare the responses of players with and without martial career experiences. My argument is that the moral choices players encounter during gameplay affect them differently, particularly if they have life experiences related to medical trauma, law enforcement, fire fighting, or military career fields, and that the behavior of those players will be observably different from players without the same experiences. In chapter one I present my personal history with Metal Gear, before moving on to the literature review in chapter two, which focuses on scholarship about the Metal Gear series of games and video game research as a whole, particularly studies concerned with how violent content affects players. In chapters three and four, I analyze Metal Gear Solid 3 (2004) and Metal Gear Solid V (2014/2015) in order to gain insight into the moral dilemmas posed by each game. In chapter five I report the results of a survey about player responses towards the game dilemmas given by martial and non-martial groups to identify observable patterns of behavior in how they act and react towards each scenario. This is a preprint version of the official paper until an update is produced. The current official version is available at the West Chester Digital Commons in the external link section below

Specialized Information Systems for the Digitally Disadvantaged

A number of specialized information systems for the digitally disadvantaged (SISD) have been developed to offset the limitations of people less able to participate in the information society. However, contributions from social identity theory and social markedness theory indicate that SISD can activate a stigmatized identity and thus be perceived unfavorably by their target audience. We identify two mechanisms by which functional limitations affect a digitally disadvantaged person’s adoption decision: (1) adoption decision as shaped through technology perceptions (i.e., perceived usefulness, perceived ease of use, and perceived access barriers), and (2) adoption decision as shaped through marked status awareness (i.e., stigma consciousness). We test our contextualized research model on digitally disadvantaged users with physical and/or sensory disabilities. Results of our mediation analysis show that the individuals who have the most to gain from SISD use (i.e., those with greater perceived functional limitations) are doubly disadvantaged: as a group, they find it more challenging to use SISD and are also more sensitive to the fear of being marked as disadvantaged or vulnerable

Beyond Just Money Transactions: Redesigning Digital Peer-to-Peer Payments for Social Connections

Financial activities, such as the exchange of money between individuals, have long been considered a crucial aspect of how people build and maintain their interpersonal relationships (i.e., a strong, deep, or close association/acquaintance between two or more people) with individuals they know because money is a sensitive social construct. In particular, over the past decade, how to conduct, manage, and experience money exchanges and processes between individuals has been dramatically transformed due to the increasing popularity of digital peer-to-peer (P2P) payment services (i.e., performing one to one online money transactions via a digital device). In this sense, digital P2P payments have shown the potential to affect how people pay and interact with each other regarding money, an important impact factor on various forms of interpersonal relationships, by facilitating direct money transactions between individuals through computer-mediated channels. Therefore, this dissertation research is motivated to leverage a sociotechnical approach to conduct an in-depth investigation of the nuanced human experiences of personal money exchanges mediated by digital P2P payments between people who know each other and the unique role of digital P2P payments in shaping these individuals\u27 social connections with each other online and offline. In doing so, this dissertation research aims to (i) reveal and elaborate the multidimensional influences of digital P2P payments on interpersonal relationships between people who already know each other in terms of both experiences of money exchanges and everyday social interactions; ii) advance our knowledge and understanding of how digital P2P payments systems can be redesigned to better support people\u27s social connections with individuals they know; and iii) envision the future landscape of digital P2P payments in our increasingly networked digital society. This dissertation research involves four studies. Grounded in 158 social media posts and 8 interviews, Study 1 explores how people perceive the increasing trend of integrating digital P2P payments with social media services (e.g., Facebook Messenger payment) and why they decide not to use this service in their daily lives. Study 2 reports findings of a qualitative study of 31 in-depth semi-structured interviews to investigate the influences of using digital P2P payments on people\u27s offline interpersonal relationships. Study 3 reports results of a large-scale anonymous online survey with 218 valid responses to measure the specific immediate social consequences and lasting impacts of using digital P2P payments on people\u27s interpersonal relationships. Study 4 adopts the research through design (RtD) approach with a specific emphasis on participatory design activities to both elicit and qualitatively investigate user needs and user-generated design solutions for digital P2P payment services that can better support people\u27s social connections. This dissertation research thus contributes to innovating financial technologies in the perspective of Human-Computer Interaction and Human-Centered Computing by better understanding new and more complicated social phenomena and dynamics emerging in today\u27s digital economy. First, this dissertation research offers one of the first empirical evidence to unpack and explicate the multidimensional influences of digital P2P payments on both financial experiences/processes and everyday social connections between known contacts, which is understudied in prior scholarship. In doing so, we provide new perspectives on today\u27s technology-mediated financial life and shed light on the intertwining financial and social relationships through technology. These insights also help re-conceptualize computer-mediated interpersonal relationships in today\u27s networked society. Second, we identify and further reflect on user-generated design recommendations and develop prototypes that highlight the importance of taking the interplay of financial and social engagement, in addition to security and privacy, into consideration when redesigning digital P2P payments platforms. Through this RtD approach, we thus rethink and envision the future landscape of digital P2P payments where such technologies can be designed, developed, and used in a more comfortable, innovative, and emotionally satisfactory way. As we are entering a post COVID-19 pandemic age, there is an increasing interest to make digital financial technologies not only secure but also more human-centered, interaction-centric, and culturally sensitive, which can be used to better support and maintain human connections through daily financial activities with or without face-to-face interaction. Therefore, in a broader sense, this dissertation research on the social values of digital P2P payments also contributes to building a more robust and inclusive digital economy in today\u27s changing society

Gamification - Motivations & Effects

The field of information systems has a sustained tradition of dividing systems into either utilitarian or hedonic systems, with the core idea that some systems are purely utilitarian in nature and some are self-purposeful. However, in recent years, information system design has been increasingly used for motivational purposes, that is, a hedonic or motivational system design is employed as a method for increasing the utility of systems and activities. Simply put, the core idea is that the more enjoyable or motivating a system or activity becomes, it can also become more utilitarian since the user is expected to be more willing to increase the amount and quality of related activities. The most popular conceptual development in this area has sparked wide-ranging interest towards this phenomenon, and has adopted the name 'GAMIFICATION'. This multi-disciplinary term arises from the general conception that game design, if anything, is an art of hedonic system design, since games are one of the pinnacle forms of self-purposeful systems. In other words, self-purposeful systems such as games are thought to be used for the sole purpose of non-utilitarian enjoyment that is derived from the actual use of the system, rather than from any concrete outcomes of that use. Therefore, the term gamification can be read as 'a process of making systems/activities more enjoyable and motivating, in order to support the utilitarian or otherwise beneficial outcomes of the system, service or activity. Although the idea of gamification has been enormously popular over the last couple years, there has remained a dearth of conceptually refined understanding of the phenomenon, as well as a gap in the empirical evidence offered to demonstrate its effectiveness. With these paucities in mind, this dissertation aims to address both the conceptual and empirical gap. From the conceptual perspective, this dissertation presents two studies in which gamification is linked to IS/marketing theory. The first study links marketing literature with observations drawn from actual games on how game developers use game mechanics in their services as means of marketing (Study 1 - Game design as marketing: How game mechanics create demand for virtual goods). The second conceptual study forms a definition of gamification, arrived at by triangulating theories taken from game studies, motivational psychology, service marketing and IS/HCI (Defining Gamification - A Service Marketing Perspective). To investigate the empirical gap, this dissertation presents two studies. The first empirical study investigates what (social) benefits and motivations drive the continued use of gamification services (Social motivations to use gamification: an empirical study of gamifying exercise). The second empirical study presents a 1.5 year long field experiment on the effects of gamification on user activity and retention (Transforming Homo Economicus into Homo Ludens: A Field Experiment on Gamification in a Utilitarian Peer-To-Peer Trading Service)

The effect of Facebook use, self-discipline and parenting styles on the academic achievement of high school and university students

While Facebook is primarily used as a means to communicate with friends, it may serve as a distractor from study. Laptops and tablets with Internet access are almost ubiquitous among primary, secondary and tertiary students in New Zealand. Research on the effects of Facebook use on students’ academic achievement appears inconclusive and there was no New Zealand based research to date. The aim of this study was to investigate the effects of Facebook use, self-discipline and parenting styles on academic achievement through an online study. High school (n = 106) and university students (n = 211) and their parents were recruited from a variety of locations around New Zealand. Facebook use only affected academic achievement for high school students and the strength of the relationship between Facebook use and academic outcomes was weak. Furthermore, the regression model found that overall Facebook use did not predict academic achievement. It is argued that Facebook use does not directly affect academic grades of students as it is an amalgamation of behaviours and/or the expression of traits (e.g., low self-discipline) that lead to non-task related activities. Self-discipline and parenting style, on the other hand, were the strongest predictors of academic achievement. High school and university students who were more able to manage distractions and procrastinating activities had higher grade point average (GPA) scores and overall pass rates. Students with authoritative parents were more likely to achieve high academic grades. In contrast, students whose parents had a permissive parenting style were at high risk of low academic achievement. Teaching students to delay an immediate reward in order to achieve a long-term goal is an important skill that needs to be socialised early in life as it is a pathway to better academic outcomes. While the study does not support the idea that Facebook has a direct effect on academic outcomes, further studies on other social networking sites are needed for replication

The Protagonist: Using Artificial Intelligence & Storytelling to Make Value-Based Career Decisions

Choosing what career to pursue is an important life decision for many. For students in higher education, career indecision can be a major source of anxiety. Values play an essential role in helping one clarify their identity and find a meaningful career that is aligned with one’s authentic self. After a review of the limitations of existing quantitative value clarification tools and explicating the benefits of its qualitative and narrative-based alternatives, this paper proposes a technology-empowered value discovery intervention in the form of a smartphone application (and companion site) that aims to promote and semi-automate the value discovery and mobilization process and bolster the career decision-making and well-being of college students. A proposal for the app is presented in the context of the theories and practices that support its design. A brief review of the technological capabilities that enable text analysis automation would also be discussed