View, play and pay? – The relationship between consumption of gaming video content and video game playing and buying

Consuming live-streamed or pre-recorded gaming video content through video sharing services such as YouTube and Twitch has become a significant aspect of the modern gaming and online media culture. Although it has been argued that watching such content may replace some first-hand gaming activities, it has also been argued that consuming gaming video content may further increase both gaming activities and purchases related to gaming. This study provides the first empirical evidence on how the consumption of three popular types of gaming video content (game reviews, let’s plays and esports) affect the gameplay activity and game related purchasing behaviour and therefore extends our knowledge about digital consumer behaviour and its latest forms. Results indicate that all three forms of gaming video content have a positive association with time spent playing games. Moreover, gaming video consumption, especially the consumption of review video content, is positively associated with game purchasing behaviour

Architecture of Belonging – A Social Identity-based Design Theory of Community Identification in Multiplayer Video Games

Recently several studies have worked towards a better understanding of reasons to play multiplayer online games (MOGs). Despite multiple approaches used, understanding of the topic remains incomplete due to its complexity. This study constructs an explanatory design theory of community identification as a predictor of engagement in MOGs. To that end, a structured multimixed-method study was conducted. First, a quantitative survey (N=236) was used to illustrate the explanatory power of community identification in the specific context of our study. Second, a workshop (N=10) was held identifying similarity and mutual influence as the most meaningful design elements of community identification. On this basis, and building off the design science paradigm, and assumptions from the contrast model and interactive richness, an explanatory design theory to foster community identification in MOGs is derived. The model features the elements of the design factors similarity (high vs. low) and interactive richness (rich vs. poor) that can be tested in future (experimental) research

Reasons to Engage in and Learning Experiences From Different Play Strategies in a Web-Based Serious Game on Delirium for Medical Students:Mixed Methods Design

BACKGROUND: Although many studies have recently been published on the value of serious games for medical education, little attention has been given to the role of dark play (choosing unacceptable actions in games). OBJECTIVE: This study aimed to investigate potential differences in the characteristics of medical students who have the opportunity to choose normal or dark play in a serious game. This study also aimed to compare their reasons for choosing a play strategy and their perceptions of what they learned from their game play. METHODS: We asked undergraduate medical students to play a serious game in which they had to take care of a patient with delirium (The Delirium Experience). After getting acquainted with the game, students could opt for normal or dark play. Student characteristics (age, gender, experience with caring for older or delirious patients, and number of completed clerkships) were collected, and the Delirium Attitude Scale and Learning Motivation and Engagement Questionnaire were administered. Reasons for choosing normal or dark play were evaluated with an open-ended question. Information on lessons they had learned from the game was collected using an open-ended question and self-reported knowledge on delirium. RESULTS: This study had 160 participants (89 normal play, 71 dark play). Male students (26/160, 56.5%) chose dark play significantly more often than female students (45/160, 39.5%; P=.049). We did not find significant differences in student characteristics or measurement outcomes between play strategies. Participants' main reason for choosing normal play was to learn how to provide care to delirious patients, and the main reason for dark play was to gain insight into what a delirious patient has to endure during delirious episodes. All participants learned what to do when taking care of a delirious patient and gained insight into how a patient experiences delirium. We found no differences in self-reported knowledge. CONCLUSIONS: When medical students have the opportunity to choose dark play in a serious game, half of them will probably choose this play strategy. Male students will more likely opt for dark play than female students. Choice of play strategy is not affected by any other student characteristic or measurement outcome. All students learned the same lessons from playing the game, irrespective of their learning strategy

Getting Healthy by Catching Them All: A Study on the Relationship Between Player Orientations and Perceived Health Benefits in an Augmented Reality Game

In recent years, location-based augmented reality games such as Pokémon Go have become increasingly popular. These games not only afford a novel gaming experience, but also have the potential to alter how players view their physical realities and alter the dynamics of traditional game play from its sedentary nature towards a more physical one. In this paper we investigate what kinds of players (achievement, immersion or social interaction -oriented) are more likely to derive health benefits from playing augmented reality games. We employ online survey data gathered among players of Pokémon Go (N=1190). The results show that playing location-based augmented reality games has a positive association with perceived mental, physical and social health outcomes overall. The results also suggest that the way in which players approach the game and what kinds of aspects of the game they emphasize can have a differential dynamic on how the health benefits of the game manifest. Results show that social gaming orientation is positively associated with physical, mental and social health outcomes, whereas achievement and immersion orientations are associated with physical and mental health outcomes

Five-Factor Inventory of Intrinsic Motivations to Gameplay (IMG)

In this study, we develop and validate Intrinsic Motivations to Gameplay (IMG) inventory. In Study 1, psychometric properties of a preliminary 10-item version of IMG were investigated by employing an online survey data collected among Finnish and Danish population (N = 2,205). In Study 2, a 23-item version of IMG was developed based on further interview data and survey data collected among Canadian population (N = 1,322). The 23-item version of IMG revealed five factors of intrinsic motivations for gameplay: Relatedness, Autonomy, Competence, Immersion, and Fun. In Study 3, a third survey was conducted among Finnish and Japanese participants (N = 2,057) to design a Self-Determination theory (SDT) informed confirmatory factor analysis (CFA). The CFA validated a 15-item version of IMG inventory, which can be utilized widely in studies on digital gaming and gamification to better understand player preferences

Proceedings of ACM Woodstock conference (WOODSTOCK’18). ACM, New York, NY, USA, 2 pages

We generate player personas from game preference survey data using the system and methodology of automatic persona generation (APG). The purpose is to demonstrate the potential of data driven technologies for segmenting players by their game preferences. The resulting prototype personas are particularly intended for game marketing purposes, e.g. targeting gamers with social media advertising. The personas can also be enhanced by additional data to provide deeper insights.</p

Wellbeing experienced by digital players: Comparing real-life and gaming perspectives

The on-growing consumption of digital games has worried many. Recent barometers show that 75% of Finnish citizens and 67% of Australians play video games. Earlier studies suggest many adverse effects on gaming. Digital games are nevertheless largely used, and thus understanding the positive experiences of gaming is important. To better understand why gaming is so popular, this research examined the positive subjective experience of gaming. The gaming preferences of players and the subjective experiences of digital gaming were examined by a web survey (N=513) distributed to Finnish and Australian gaming forums. The respondents were players from Australia and Finland, who played on average 20.16 hours per week. The players’ specific preferences for game dynamics were examined with an upgraded version of the Game Dynamics Preferences Questionnaire (Vahlo, Kaakinen, Holm & Koponen, 2017) consisting of 50 items. Using exploratory factor analysis, these game dynamics were grouped into core dynamics. A cluster analysis based on the factor scores of the questionnaire answers was then used to divide the gamers to different profiles. The survey also contained four psychological scales: self-efficacy, curiosity, subjective vitality and psychological empowerment. There were two versions of each of these scales: first participants responded to the scales from real-life perspective, then from gaming perspective. By comparing the responses given in real-life vs. gaming perspective, the positive subjective experience of gaming could be calculated. This study conducted six core dynamics: Assault and Coordinate; Manage; Affect, Aesthetics and Expression; Explore and Develop the Gameworld; Interact; and Logic and Problem Solving. Based on the dynamics, the players divided into five gaming profiles: the Wise Adventurer, the Looter­Adventurer, the Explorer, the Commander and the Companion. The profiles consisting of heavy gamers had more positive subjective experiences of gaming, compared to light gamers. All of the different gaming profiles experienced significantly more curiosity when gaming, compared to real-life. The results suggest that heavy gamers have positive subjective experiences during gaming. In the future these subjective experiences should be further examined by controlled intervention studies. KEYWORDS: Digital gaming, player profiles, gamer’s wellbein

A Mixed-Methods Study of Marketing Students’ Game-Playing Motivations and Gamification Elements

In this article, we examine the linkage between students’ game-playing motivations and a wide variety of gamification elements within higher marketing education. Using an interpretive and convergent mixed-methods design, we discover four clusters of students that vary in terms of their game-motivational bases and views on gamification elements. Social completionists want to study together with others and enjoy the social aspects of gamification. Highly motivated completionists could be described as ambitious students who enjoy social learning but are also internally motivated and willing to accept most gamification elements. Independent completionists want to immerse themselves in learning but prefer the individual and noncompetitive elements of gamification. Pure completionists are the “let’s get it done” group, who want to focus on completing their studies and are likely to be critical toward any gamification. We propose that higher education should take into account the differences in students’ game-playing motivations and fine-tune their gamification efforts to engage and motivate different kinds of students. Finally, we provide suggestions to marketing educators on how to consider the various motivational bases of the participants in gamified experiences.© The Author(s) 2022. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).fi=vertaisarvioitu|en=peerReviewed