Which game narratives do adolescents of different gameplay and sociodemographic backgrounds prefer? a mixed-methods analysis

OBJECTIVE: The aim of this study was to investigate which narrative elements of digital game narratives are preferred by the general adolescent population, and to examine associations with gender, socioeconomic status (SES), and gameplay frequency. Further, the study aims to discuss how results can be translated to serious digital games. MATERIALS AND METHODS: Adolescents were recruited through school to complete a survey on narrative preferences in digital games. The survey included questions on sociodemographic information, frequency of gameplay, and an open-ended question on what could be an appealing narrative for them. Data were analyzed in a mixed-methods approach, using thematic analysis and chi-square analyses to determine narrative preferences and the associations between game narrative elements and player characteristics (gender, SES, and frequency of gameplay). RESULTS: The sample consisted of 446 adolescents (12-15 years old) who described 30 narrative subthemes. Preferences included human characters as protagonists; nonhuman characters only as antagonists; realistic settings, such as public places or cities; and a strong conflict surrounding crime, catastrophe, or war. Girls more often than boys defined characters by their age, included avatars, located the narrative in private places, developed profession-related skills, and included a positive atmosphere. Adolescents of nonacademic education more often than adolescents of academic education defined characters by criminal actions. Infrequent players more often included human characters defined by their age than frequent players. After performing a Bonferroni correction, narrative preferences for several gender differences remained. CONCLUSION: Different narrative elements related to subgroups of adolescents by gender, SES, and frequency of gameplay. Customization of narratives in serious digital health games should be warranted for boys and girls; yet, further research is needed to specify how to address girls in particular

Synthetic worlds, synthetic strategies: attaining creativity in the metaverse

This text will attempt to delineate the underlying theoretical premises and the definition of the output of an immersive learning approach pertaining to the visual arts to be implemented in online, three dimensional synthetic worlds. Deviating from the prevalent practice of the replication of physical art studio teaching strategies within a virtual environment, the author proposes instead to apply the fundamental tenets of Roy Ascott’s “Groundcourse”, in combination with recent educational approaches such as “Transformative Learning” and “Constructionism”. In an amalgamation of these educational approaches with findings drawn from the fields of Metanomics, Ludology, Cyberpsychology and Presence Studies, as well as an examination of creative practices manifest in the metaverse today, the formulation of a learning strategy for creative enablement unique to online, three dimensional synthetic worlds; one which will focus upon “Play” as well as Role Play, virtual Assemblage and the visual identity of the avatar within the pursuits, is being proposed in this chapter

Synthetic worlds, synthetic strategies: attaining creativity in the metaverse

This text will attempt to delineate the underlying theoretical premises and the definition of the output of an immersive learning approach pertaining to the visual arts to be implemented in online, three dimensional synthetic worlds. Deviating from the prevalent practice of the replication of physical art studio teaching strategies within a virtual environment, the author proposes instead to apply the fundamental tenets of Roy Ascott’s “Groundcourse”, in combination with recent educational approaches such as “Transformative Learning” and “Constructionism”. In an amalgamation of these educational approaches with findings drawn from the fields of Metanomics, Ludology, Cyberpsychology and Presence Studies, as well as an examination of creative practices manifest in the metaverse today, the formulation of a learning strategy for creative enablement unique to online, three dimensional synthetic worlds; one which will focus upon “Play” as well as Role Play, virtual Assemblage and the visual identity of the avatar within the pursuits, is being proposed in this chapter

Why Johnny Can't Fly: Treating Games as a Form of Youth Media Within a Youth Development Framework

Part of the Volume on the Ecology of Games: Connecting Youth, Games, and LearningIn this chapter, I use anecdotes and case studies from both work and personal experience to make an argument for treating games as a form of youth media and explore what this means for after-school youth programs. I talk about my son. I talk about a hotdog stand. I talk about two after school programs in which youth make or use games to engage with serious global issues. I explore the creation of Ayiti, a game about poverty in rural Haiti, and what it meant four youth of color to take part in its creation. I explore a teen program in the virtual world of Teen Second Life that created a maze to educate their peers about child sex trafficking. I discuss James Paul Gee's Situated Learning Matrix, the digital literacy theories of Henry Jenkins and the perspectives of other key thinkers in this volume and in the field to explore their implications for media literacy and youth development programs. The chapter concludes by talking about 21st Century Skills as a context for situating games-based learning and references Carol Channing's voice as a source of hope

Digital native identity development in virtual worlds

In the transition from childhood to adolescence, teens are engaged in defining who they are and finding a place in the wide world creates insecurity. Digital natives are growing up as part of digital generation where technology is ubiquitous in a young person’s life. One online technology commonly used by digital natives are virtual worlds. Increasingly, they have come to rely on this digital media to help them navigate the challenges and issues they face in this period of life. This paper presents a research framework designed to provide a road map for the IS community in conducting research into this new and exciting area of virtual worlds and their impact on digital native identity development

Exploring the Effects of Dynamic Avatar on Performance and Engagement in Educational Games

Avatar research has almost exclusively explored avatars that remain the same regardless of context. However, there may be advantages to avatars that change during use. A plethora of work has shown that avatars personalized in one’s likeness increases identification, while object-like avatars increase detachment. We posit that in certain situations within a game it may be more advantageous to have increased identification, while in other situations increased detachment. We present a study on dynamic avatars, or avatars that change types based on game context. In particular, we investigate what we term the successful likeness avatar. The successful likeness is an avatar that is only a likeness when the player is in a win state and at all other times an object. Our goal is to determine if this type of avatar can foster an increase in user performance and engagement. Our experiment (N=997) compares four avatars: 1) Shape, 2) Likeness, 3) Likeness to Shape, and 4) Shape to Likeness (successful likeness). We found that players using a successful likeness avatar had significantly better performance (levels completed) than all other conditions. Players using a successful likeness avatar had significantly higher play time (minutes played) than all other conditions. We propose a theoretical model in which identification facilitates vicarious outcomes and in which detachment facilitates outcome dissociation. As performance and engagement are correlated to learning (Harteveld, 2015), successful likeness avatars may be crucial in educational games.National Science Foundation (U.S.) (STEM+C Grant 1542970)Natural Sciences and Engineering Research Council of Canada (Fellowship

The seamless integration of Web3D technologies with university curricula to engage the changing student cohort

The increasing tendency of many university students to study at least some courses at a distance limits their opportunities for the interactions fundamental to learning. Online learning can assist but relies heavily on text, which is limiting for some students. The popularity of computer games, especially among the younger students, and the emergence of networked games and game-like virtual worlds offers opportunities for enhanced interaction in educational applications. For virtual worlds to be widely adopted in higher education it is desirable to have approaches to design and development that are responsive to needs and limited in their resource requirements. Ideally it should be possible for academics without technical expertise to adapt virtual worlds to support their teaching needs. This project identified Web3D, a technology that is based on the X3D standards and which presents 3D virtual worlds within common web browsers, as an approach worth exploring for educational application. The broad goals of the project were to produce exemplars of Web3D for educational use, together with development tools and associated resources to support non-technical academic adopters, and to promote an Australian community of practice to support broader adoption of Web3D in education. During the first year of the project exemplar applications were developed and tested. The Web3D technology was found to be still in a relatively early stage of development in which the application of standards did not ensure reliable operation in different environments. Moreover, ab initio development of virtual worlds and associated tools proved to be more demanding of resources than anticipated and was judged unlikely in the near future to result in systems that non-technical academics could use with confidence. In the second year the emphasis moved to assisting academics to plan and implement teaching in existing virtual worlds that provided relatively easy to use tools for customizing an environment. A project officer worked with participating academics to support the teaching of significant elements of courses within Second LifeTM. This approach was more successful in producing examples of good practice that could be shared with and emulated by other academics. Trials were also conducted with ExitRealityTM, a new Australian technology that presents virtual worlds in a web browser. Critical factors in the success of the project included providing secure access to networked computers with the necessary capability; negotiating the complexity of working across education, design of virtual worlds, and technical requirements; and supporting participants with professional development in the technology and appropriate pedagogy for the new environments. Major challenges encountered included working with experimental technologies that are evolving rapidly and deploying new networked applications on secure university networks. The project has prepared the way for future expansion in the use of virtual worlds for teaching at USQ and has contributed to the emergence of a national network of tertiary educators interested in the educational applications of virtual worlds

From the Hands of an Early Adopter's Avatar to Virtual Junkyards: Analysis of Virtual Goods' Lifetime Survival

One of the major questions in the study of economics, logistics, and business forecasting is the measurement and prediction of value creation, distribution, and lifetime in the form of goods. In "real" economies, a perfect model for the circulation of goods is impossible. However, virtual realities and economies pose a new frontier for the broad study of economics, since every good and transaction can be accurately tracked. Therefore, models that predict goods' circulation can be tested and confirmed before their introduction to "real life" and other scenarios. The present study is focused on the characteristics of early-stage adopters for virtual goods, and how they predict the lifespan of the goods. We employ machine learning and decision trees as the basis of our prediction models. Results provide evidence that the prediction of the lifespan of virtual objects is possible based just on data from early holders of those objects. Overall, communication and social activity are the main drivers for the effective propagation of virtual goods, and they are the most expected characteristics of early adopters.Comment: 28 page

Avatar design types and user engagement in digital educational games during evaluation phase

Avatar design types can range from human representations to abstract representations. In digital educational games (DEGs), avatars are frequently used to encourage users to play the game. However, the role of avatar design types and their engagement in digital games are still unclear and empirically under research. Therefore, a bespoke digital educational game in geography was developed and validated by six expert users. Then forty-five users participated in the evaluation phase to investigate engagement and avatar types on digital educational games using the user engagement scale (UES). The results reported aesthetics and satisfaction factors somehow influenced the avatar design types, but none of the UES subscales was influenced by preferred avatar design types. Moreover, the human-cartoon avatar, which was not entirely human and cartoonish, was the most popular avatar design type among young adults. Other issues discussed for future developers and research included incorporating more avatar design selections into the study, integrating social interaction features into the game, using the same drawing style for avatars and provide easy access to the bespoke game during data collection