Key Dimensions of Contemporary Video Game Literacy: Towards A Normative Model of the Competent Digital Gamer

Recent developments in digital games technology, economy, and content have further expanded the popularity of the medium. At the same time, requirements for competent gaming or digital game literacy need to be reconsidered in the light of the rapid evolution of digital games. The paper outlines three important dimensions of contemporary video game literacy: (1) Resilience against effects of game content on automatic cognition (such as stereotypes and aggressive thinking), (2) the ability to cope with social affordances of multiplayer games, and (3) the ability to manage inertia processes in playing motivation that result in a perceived risk of losing investments of time and effort when deciding against playing. Finally, the importance to substantiate game literacy concepts with scientific theory and empirical research is articulated

Key Dimensions of Contemporary Video Game Literacy: Towards A Normative Model of the Competent Digital Gamer

Recent developments in digital games technology, economy, and content have further expanded the popularity of the medium. At the same time, requirements for competent gaming or digital game literacy need to be reconsidered in the light of the rapid evolution of digital games. The paper outlines three important dimensions of contemporary video game literacy: (1) Resilience against effects of game content on automatic cognition (such as stereotypes and aggressive thinking), (2) the ability to cope with social affordances of multiplayer games, and (3) the ability to manage inertia processes in playing motivation that result in a perceived risk of losing investments of time and effort when deciding against playing. Finally, the importance to substantiate game literacy concepts with scientific theory and empirical research is articulated

Enhancing Students’ Motivation in the EFL Classroom Through Life is Strange: A Digital Game-Based Learning Scenario Proposal

Màster Universitari de Formació del Professorat de Secundària Obligatòria i Batxillerat, Facultat d'Educació, Universitat de Barcelona. Curs: 2022-2023. Tutora: Gemma López[eng] This research study introduces a learning scenario integrating the video game Life is Strange (DontNod, 2015) into the English as a foreign language (EFL) classroom. It explores the viability and practicality of incorporating digital game-based instruction into English language learning and investigates its impact on student motivation and engagement. The development and partial implementation of the learning scenario in the 4th of ESO classroom are guided by design principles that align with language learning objectives and follow the task-based supported language teaching (TSLT) methodology. Results indicate that the integration of the video game in the instruction generates a substantial learning experience. Students exhibit increased motivation and engagement, actively participating in the tasks. In conclusion, incorporating the video game Life is Strange into instruction effectively fosters student motivation in English language learning. Further research is needed to explore long-term effects, but video games in education promise to enhance student motivation and create engaging learning experiences.[cat] Aquest estudi de recerca presenta una situació d’aprenentatge que integra el videojoc Life is Strange (DontNod, 2015) a l'aula d'anglès com a llengua estrangera. L'objectiu és explorar la viabilitat per incorporar l'ensenyament basat en jocs digitals en l'aprenentatge de la llengua anglesa i investigar el seu impacte en la motivació dels estudiants. El desenvolupament i la implementació parcial de l'escenari d'aprenentatge a l'aula de 4t d'ESO es guien per uns principis de disseny que s'alineen amb els objectius d'aprenentatge, tot i seguint la metodologia TSLT (task-based language teaching). Els resultats indiquen que la integració del videojoc a la classe genera una experiència d'aprenentatge substancial. Els estudiants mostren una major motivació i compromís, participant activament en les activitats d'aprenentatge. En conclusió, la incorporació del videojoc Life is Strange a l’aula fomenta de manera efectiva la motivació dels estudiants en l'aprenentatge de la llengua anglesa. Es necessiten més investigacions per explorar els efectes a llarg termini, però l'ús de videojocs a l'educació és prometedor per millorar la motivació dels estudiants i crear experiències d'aprenentatge atractives

Effects and applications of video games and virtual environments

The widespread use of virtual environments in today’s society leads to the importance of researching how using these virtual environments affect us, as well as how we can best use them. Video games are a very commonly used type of virtual environment/application of virtual environments. Video game research is rife with conflicting results, from studies into training, effects on emotion, to effects on visual attention. Chapter 2 considers the impacts of playing video games on visual attention and shows that the effects depend on the type of attentional process measured, and the video game genres played. Chapter 3 looks at how studies measure video game experience, and suggests a more sophisticated measure, including video game genres and platforms. This chapter also considers to what extent different video game genres are linked to different cognitive skills. Chapter 4 covers research between video game playing, task switching, and impulsivity. Chapter 5 shows that home video game playing (i.e. on home console platforms) affects both implicit memory and explicit memory, but mobile video game playing does not. Recent technological advances allowed the development of a newer form of virtual environment, virtual reality. Virtual reality has become more popular over the last few years in manufacturing and entertainment industries. However, studies into applying virtual reality to educational settings are limited. Chapter 6 presents a study that tests the effects of virtual reality on learning. The results show increased motivation and engagement with learning materials, when xxiv compared to learning with textbook-style or video materials. Chapter 7 compares learning in virtual reality, mixed reality and traditional lecture style modalities, and finds that participants report higher levels of engagement in both Virtual Reality and Mixed Reality conditions, and higher levels of positive emotions in the Virtual Reality condition. Implications for how individuals are affected by both of these types of virtual environments is discussed, including how they can be applied to learning

I�ve Got to Play That Game - An Analysis of Embedded Persuasion in Game Design

We explore the role of persuasion in game design through a combination of cognitive biases, the roles of the individual and society in persuasive game design and game play. We examine the role of scarce player resources in the areas of monetary, temporal, spatial and cognitive spheres on the persuasive nature of a game. We argue that a persuasive game contains three distinct elements: the element of surprise and attention, the element of alignment with cultural norms and the element of tradeoff between player resources and incentives to play the game. We also present the ethical implications of persuasive game design

Video games as a multifaceted medium: a review of quantitative social science research on video games and a typology of video game research approaches

Although there is a vast and useful body of quantitative social science research dealing with the social role and impact of video games, it is difficult to compare studies dealing with various dimensions of video games because they are informed by different perspectives and assumptions, employ different methodologies, and address different problems. Studies focusing on different social dimensions of video games can produce varied findings about games' social function that are often difficult to reconcile - or even contradictory. Research is also often categorized by topic area, rendering a comprehensive view of video games' social role across topic areas difficult. This interpretive review presents a novel typology of four identified approaches that categorize much of the quantitative social science video game research conducted to date: "video games as stimulus," "video games as avocation," "video games as skill," and "video games as social environment." This typology is useful because it provides an organizational structure within which the large and growing number of studies on video games can be categorized, guiding comparisons between studies on different research topics and aiding a more comprehensive understanding of video games' social role. Categorizing the different approaches to video game research provides a useful heuristic for those critiquing and expanding that research, as well as an understandable entry point for scholars new to video game research. Further, and perhaps more importantly, the typology indicates when topics should be explored using different approaches than usual to shed new light on the topic areas. Lastly, the typology exposes the conceptual disconnects between the different approaches to video game research, allowing researchers to consider new ways to bridge gaps between the different approaches' strengths and limitations with novel methods

Derogatory, Racist, and Discriminatory Speech (DRDS) in Video Gaming

Video games have been examined for their effects on cognition, learning, health, and physiological arousal, yet research on social dynamics within video gaming is limited. Studies have documented the presence of derogation, racism, and discrimination in this anonymous medium. However, gamers‟ firsthand experiences are typically examined qualitatively. Thus, this study aimed to establish a quantitative baseline for the frequency of derogatory, racist, and discriminatory speech (DRDS) in gaming. DRDS frequency, sexual harassment, and hate speech measures were administered to 150 individuals from online forums and social media groups. Descriptive and inferential analyses were used to gauge which factors affected DRDS rates. Sex, intergroup and fast-paced game types, time played with others, and identity portrayal showed positive correlations with DRDS. Results indicate an array of complex social and developmental factors contribute to experiencing, perceiving, and personally using DRDS. Implications include psychosocial health impacts similar to everyday harassment, with women being at a higher risk and age as a contributing factor

Computer games as a subject of psychological research – negative and positive aspects of gaming

Computer games are an interactive form of entertainment that is popular with younger and younger players. Therefore researchers are actively seeking information on the consequences of pursuing this type of pastime. At the beginning, the researchers’ attention was focused mainly on the negative aspects of gaming. Nowadays, more and more benefits related to this activity are being indicated. In 2014, Granic, Lobel and Engels published an article on the benefits of playing computer games. The researchers focused on four areas: cognitive, motivational, emotional, and social. They wanted to inspire new research on mental health benefits of gaming by pointing to various research reports they selected. This paper aims to present the research directions explored in recent years by researchers who strive to describe the positive and negative consequences of gaming. I present the main directions and examples of research in these areas, highlighting the ambiguity of the current results. Problematic areas related to gaming include aggression and violence, addiction, weakening of social relations, experiencing undesirable emotions, sexualization, racial prejudice, and racial discrimination. The indicated opportunities and benefits are the strengthening of cognitive, motor, emotional, and social competences