Model For The Continuance Use Intention Of Mobile Learning Games

Published ArticleMobile educational applications encompass some of the most valuable learning tools that have ever been developed. Games for learning are most effective when multiple sessions are involved. Previous research on the use of educational games in mathematics education has focused primarily on the learning potential of these games and has not adequately addressed the continuance use intention of these games. The purpose of this paper is to provide a model for the continuance use intention of mobile mathematical learning games. A mixed method research methodology was employed where qualitative and quantitative data was gathered through surveys and interviews. Sixty children, aged 8 to 12, from selected schools in one of South Africa’s provinces, participated in the study. The results indicated that a combination, balance and interplay of the various dimensions of enjoyment and engagement (cognitive, affective and physical) in a mathematical mobile learning game influenced the continuance use intention of learners. The resultant theoretical model could provide educators, parents and educational game designers with an integrated approach that should allow them to design and evaluate specific mathematical mobile learning games for motivational potential

Understanding Social Interactions in Location-based Games as Hybrid Spaces: Coordination and Collaboration in Raiding in Pokémon GO

The overlaying of physical spaces with digital information produces hybrid spaces, redefining people’s experience of social interactions. Location-based games (LBGs) with social components are a good case. Yet, the impact LBGs have on sociability remains under-researched. In April 2020, the new in-person/remote raiding format in the LBG Pokémon GO provided a lens to explore people’s social interactions in hybrid spaces. We interviewed 41 Pokémon GO players to understand how players coordinate and collaborate for in-person/remote raids and other social patterns. Our findings demonstrate that new social dynamics occurred: participants’ social interactions highly rely on external social media groups bridging cyberspace and the physical world. In such external social media groups, spontaneously formed leadership roles and mentor-mentee relationships demonstrate autonomy among players in the hybrid space. However, we observed that the interoperability issue challenges people’s experience. Overall, this work sheds light on the social interactions in LBGs as hybrid spaces

Characterizing Novelty as a Motivator in Online Citizen Science

Citizen science projects rely on the voluntary contribution of nonscientists to take part in scientific research projects. Projects taking place exclusively over the Internet face significant challenges, chief among them is the attracting and keeping the critical mass of volunteers needed to conduct the work outlined by the science team. The extent to which platforms can design experiences that positively influence volunteers’ motivation can help address the contribution challenges. Consequently, project organizers need to develop strategies to attract new participants and keep existing ones. One strategy to encourage participation is implementing features, which re-enforce motives known to change people’s attitudes towards contributing positively. The literature in psychology noted that novelty is an attribute of objects and environments that occasion curiosity in humans leading to exploratory behaviors, e.g., prolonged engagement with the object or environment. This dissertation described the design, implementation, and evaluation of an experiment conducted in three online citizen science projects. Volunteers received novelty cues when they classified data objects that no other volunteer had previously seen. The hypothesis was that exposure to novelty cues while classifying data positively influences motivational attitudes leading to increased engagement in the classification task and increased retention. The experiments resulted in mixed results. In some projects, novelty cues were universally salient, and in other projects, novelty cues had no significant impact on volunteers’ contribution behaviors. The results, while mixed, are promising since differences in the observed behaviors arise because of individual personality differences and the unique attributes found in each project setting. This research contributes to empirically grounded studies on motivation in citizen science with analyses that produce new insights and questions into the functioning of novelty and its impact on volunteers’ behaviors

Preferences, emotions, and visual attention in the first-person shooter game experience

First-person shooter (FPS) games are one of the most popular yet notorious genres of digital games. They contain visceral emotional content and require intense visual attention from players, leading some people to appreciate and others to resent these types of games. This thesis investigated individual differences in the game experience of FPS games by exploring how preferences for violent game dynamics (e.g., preferences for shooting, killing, and exploding) affect players’ emotions and perceptions of curiosity, vitality, and self-efficacy. In addition, the thesis explored how visual attention skills affect the viewing of FPS games as indexed by viewers’ eye movements. In Study I, the role of visual attention skills in viewing FPS gameplay videos was explored. The results showed that viewers’ eye movements tended to progress from a diffuse scanning mode towards a more focal and central viewing mode as time passed. Visual qualities and saliency of events also guided eye movements. Individual differences in visual attention skills (namely, the ability to track multiple objects, perform a visual search for targets, and to see rapidly appearing serial targets) were related to what was attended to in the screen. The role of visual attention skills on eye movements was more prominent during visually distinct events. In sum, the results showed that specific visual attention skills predicted eye movement patterns during FPS gameplay video viewing. Study II explored whether game dynamics preferences and emotion-related responses to an FPS game are connected. Participants’ heart rate, electrodermal activity, and electric activity of facial muscles were recorded as indexes of emotion-related responses both during playing (active participation) and gameplay video viewing (passive watching). The participants also rated their level of experienced arousal and valence. The results showed that there were individual differences in physiological emotion-related responses as a function of dynamics preferences, especially in measures of physiological arousal. Those who liked violent dynamics showed a rather stable level of physiological arousal state both when playing and when viewing the game. In contrast, participants who disliked violent dynamics showed an overall higher level of physiological arousal during playing than when viewing, and the level of arousal increased across time in both conditions. The results on facial muscle activity likewise showed that activity differed between people who liked versus disliked violent dynamics. However, the results were somewhat conflicting: those who liked violent game dynamics showed a steep increase in the activity of the corrugator supercilii muscle, an index of negative valence. Instead, those who disliked the dynamics showed less increase in corrugator supercilii activity. The dynamics preferences did not affect self-reported emotional valence or arousal. Thus, the results highlight that game dynamics preferences were associated with physiological signals, although they may not be a straightforward index of emotions in a gaming context. In Study III, associations between game dynamics preferences and self-reported experiences of vitality, self-efficacy, and curiosity were explored both in association with life in general and with playing an FPS video game. The results showed that players who were neutral or mildly positive towards violent content experienced stable levels of vitality, curiosity, and emotional valence both in life in general and when playing. They also experienced a slight decline in self-efficacy in the playing context. Conversely, those who disliked violent dynamics experienced a clear decline in all of these measures in the playing context. Thus, game dynamics preferences were connected with wider experiential reflections related to playing. Overall, the results of all three studies showed why there is individual variation in the playing experience: players and viewers have differing skills and preferences. These skills and preferences affect how players and viewers pay attention to the game, and what kind of emotional reactions and experiences they have. This is valuable for understanding the psychological outcomes of FPS games, as well as why people hold differing opinions about these types of games. Likewise, the results have importance for game design, as they show that players respond in different ways to game contents. Thus, it may be fruitful to personalize and tailor game contents based on players’ preferences and visual attention skills.Mieltymykset, tunteet ja näönvarainen tarkkaavuus ensimmäisen persoonan ammuntapelien pelikokemuksessa Ensimmäisen persoonan ammuntapelit (FPS-pelit) ovat sekä yksi suosituimmista että pahamaineisimmista digitaalisten pelien genreistä. Ne sisältävät voimakasta tunnepitoista sisältöä ja vaativat äärimmäistä näönvaraista tarkkaavuutta. Näiden seikkojen takia toiset arvostavat ja toiset paheksuvat kyseisiä pelejä. Tässä väitöskirjassa tutkittiin yksilöllisiä eroja FPS-pelien pelikokemuksessa selvittämällä, kuinka mieltymykset väkivaltaisiin pelidynamiikkoihin (esimerkiksi mieltymykset ampumiseen, tappamiseen ja räjäyttämiseen) vaikuttavat pelaajien tunnetiloihin ja kokemuksiin uteliaisuudesta, elinvoimaisuudesta ja minäpystyvyydestä. Tämän lisäksi väitöskirjassa tutkittiin silmänliikkeitä tarkastelemalla kuinka näönvaraisen tarkkaavuuden taidot ovat yhteydessä FPS-pelivideoiden katseluun. Tutkimuksessa I tarkasteltiin, miten näönvaraisen tarkkaavuuden taidot vaikuttavat FPS-pelivideoiden katseluun. Tutkimuksessa havaittiin, että silmänliikkeet etenivät laajemmasta ja hajaantuneemmasta silmäilystä kohti pinta-alaltaan pienempää ja lähempänä näytön keskustaa olevaa aluetta. Lisäksi erilaisten pelitapahtumien visuaaliset ominaisuudet ja huomiota herättävyys suuntasivat silmänliikkeitä. Yksilölliset erot näönvaraisen tarkkaavuuden taidoissa (tässä tutkimuksessa taidot seurata useita liikkuvia kohteita, etsiä kohteita ja nähdä nopeasti peräkkäin ilmestyviä kohteita) olivat yhteydessä siihen, miten katselija tarkasteli pelinäkymää. Näönvaraisen tarkkaavuuden taitojen yhteys silmänliikkeisiin tuli esiin etenkin visuaalisesti toisistaan erottuvien pelitapahtumien aikana. Yhteenvetona tutkimuksen tulokset osoittivat, että tietyt näönvaraisen tarkkaavuuden taidot ennustavat silmänliikkeitä FPS-pelivideon katselun aikana. Tutkimuksessa II selvitettiin, ovatko pelidynamiikkamieltymykset ja FPS-peliin liittyvät tunnereaktiot yhteydessä toisiinsa. Tutkimukseen osallistujien sykettä, ihon sähkönjohtavuutta ja kasvolihasten sähköistä aktiivisuutta mitattiin indikaatioina tunnereaktioista sekä pelaamisen (aktiivinen osallistuminen) että pelivideon katselun (passiivinen tarkkailu) aikana. Osallistujat myös arvioivat oman tunnetilansa koettua virittävyyttä ja valenssia. Tulokset osoittivat, että yksilöiden välillä oli eroja fysiologisissa tunteisiin liittyvissä reaktioissa riippuen siitä, millaiset pelidynamiikkamieltymykset heillä oli. Tämä näkyi erityisesti fysiologisissa autonomisen hermoston tilaa kuvaavissa mittareissa. Väkivaltaisista dynamiikoista pitävillä osallistujilla oli suhteellisen tasainen fysiologisen aktivaation taso sekä pelatessa että pelivideota katsellessa. Sen sijaan niillä osallistujilla jotka eivät pitäneet väkivaltaisista dynamiikoista oli kaiken kaikkiaan korkeampi fysiologisen aktivaation taso pelatessa kuin pelivideota katsellessa, ja aktivaation taso kasvoi ajan kuluessa molemmissa tilanteissa. Kasvojen lihasten sähköiseen toimintaan liittyvät tulokset niin ikään osoittivat, että väkivaltaisista dynamiikoista pitävien ja niitä vieroksuvien henkilöiden välillä oli eroja. Tulokset olivat kuitenkin jossain määrin ristiriitaisia: väkivaltaisista dynamiikoista pitävillä osallistujilla negatiivista valenssia indikoiva corrugator supercilii -lihaksen aktiivisuus lisääntyi ajan kuluessa huomattavasti. Sen sijaan osallistujilla jotka eivät pitäneet väkivaltaisista dynamiikoista corrugator supercilii -lihaksen aktiivisuuden lisääntyminen oli lievempää. Pelidynamiikkamieltymykset eivät olleet yhteydessä osallistujien omiin arvioihin tunnekokemuksen virittävyydestä ja valenssista. Täten tulokset osoittivat, että pelidynamiikkamieltymykset olivat yhteydessä fysiologisiin vasteisiin, mutta niitä ei voida käyttää täysin mutkattomina mittareina tunteista pelikontekstissa. Tutkimuksessa III tarkasteltiin pelidynamiikkamieltymysten yhteyttä uteliaisuuden, elinvoimaisuuden ja minäpystyvyyden kokemuksiin elämässä ylipäätään ja FPS-pelin pelaamiseen liittyen. Tutkimuksessa havaittiin, että uteliaisuus, elinvoimaisuus ja tunteen valenssi olivat samankaltaiset sekä elämässä ylipäätään että pelatessa mikäli pelaaja suhtautui väkivaltaisiin dynamiikkoihin neutraalisti tai jonkin verran positiivisesti. Tällaisilla pelaajilla minäpystyvyys oli kuitenkin jonkin verran alhaisempi pelitilanteessa verrattuna elämään ylipäätään. Sen sijaan pelaajat jotka eivät pitäneet väkivaltaisista dynamiikoista arvioivat kaikkien näiden kokemusten olevan selvästi huonompia pelatessa. Pelidynamiikkamieltymykset olivat siis yhteydessä laajempiin reflektiivisiin kokemuksiin pelaamisesta. Väitöstutkimuksen tulokset auttavat ymmärtämään, miksi pelikokemuksessa on yksilöllistä vaihtelua: pelaajat ja katsojat eroavat taidoiltaan ja mieltymyksiltään. Nämä taidot ja mieltymykset ovat yhteydessä siihen, millä tavoin pelaajat ja katselijat kiinnittävät huomiota peliin ja minkälaisia tunnereaktioita ja kokemuksia heillä on. Näiden seikkojen huomioiminen on tärkeää FPS-pelien psykologisten vaikutusten ja peleihin liittyvien eriävien mielipiteiden ymmärtämiseksi. Tuloksilla on lisäksi merkitystä pelisuunnittelulle, sillä ne osoittavat, että pelaajat reagoivat eri tavoin pelisisältöihin. Tämän vuoksi voisi olla hyödyllistä muovata pelisisältöjä yksilöllisesti pelaajien mieltymysten ja näönvaraisen tarkkaavuuden taitojen mukaan

Let There Be Dragons! Towards Designing an Engaging Quest that Enhances Curiosity and Learning About Genetics

This study implemented a convergent parallel mixed methods approach to investigate game-based learning within an educational game compared to a modified entertainment game. Participants (N=31) were recruited from public middle and high schools as well as home school groups. Comparative data of participants’ perceptions, preferences and learning outcomes were investigated to inform better educational game design. This study also considers player personality to determine how dispositional curiosity influences an individual’s approach, acceptance, and interaction with novel learning environments, specifically games. Findings show a statistically significant gain in genetics academic knowledge after the game-based learning intervention. The difference in knowledge gained for the two games was not statistically significant. All dimensions of engagement, motivation and curiosity were statistically significantly higher for the modified entertainment game. Increases in scientific curiosity was statistically significantly higher for the modified entertainment game while scientific curiosity statistically significantly decreased after playing the educational game. Qualitative analysis revealed five themes and provided deeper understanding of game design features that enhance learning, curiosity and engagement from the player’s perception. Integration of quantitative and qualitative results suggest overall convergence and enhanced understanding of theoretical and practical implications of this research and identifies key relationships between game design, player perceptions and learning outcomes to inform better educational game design and implementation

Pressure, Threat, and Fear in the Classroom: Pupils' and Teachers' Perceptions of Soft Failure in an 11+ Context

This thesis concerns both pupils’ and teachers’ perceptions and reactions to soft failure. Whilst there is widespread agreement that errors and impasses in the classroom can be pedagogically useful, pupils do not always respond positively to soft failure, potentially limiting their learning. Teachers, whilst keen to support pupils experiencing temporary academic setbacks, can unintentionally cement perceptions that errors should be avoided, leading to a co-construction between teacher and pupil of a classroom climate that is unfriendly to error making. In taking a bio ecological and interdisciplinary approach, this thesis addresses a gap in error climate studies through examining the intersection of sociocultural and psychological factors that impact perceptions of, and reactions to, soft failure. This thesis argues that pupils’ reactions to soft failure are imprinted, not only with immediate classroom proximal processes, but also from processes within the home, wider values, and ideologies. Drawing upon the case study genre and bound by the entry and exit points of a selective education system, findings from observations and interviews with Y7 and Y5 pupils suggest the facilitation of classroom peer ecologies orientated towards performance and demonstrating success. Through conceptualising gender as heteroglossic, Y7 grammar school girls were seen to enact masculine, highly competitive performances which reinforced a pressured climate where negative evaluation and soft failure was feared. However, these findings are complicated by pupils’ divergent and fluctuating responses and reactions to soft failure, situated and contextualised by teachers’ error handling, classroom organisation and school processes. Therefore, to establish when soft failure matters for pupils, this thesis explores the interplay of competing values, goals, and interactions. In doing so, the antecedents of soft failure adaptivity are identified, with the perceived threat to pupils’ dignity – which I reason must be understood in an adolescent context — argued as the fulcrum on which soft failure appraisals are made

Ambiguous worlds: understanding the design of first-person walker games

The ‘walker’ is a burgeoning form of videogame with a growing body of literature primarily discussing how the genre challenges the accepted norms of games. These discussions widely use the derogatory term ‘walking simulator’, which implies its non-game status. What is also clear from these discussions is how these games draw on, but also push back against game design conventions. Walking is the primary means of interaction in walker games, rather than prioritising ‘skill-based’ mechanics. For example, the mechanics of gameplay in walker games are typically minimal, slow and non-violent. The unique design focus of walker games exists within a contested and complicated area of game design literature, yet many players find the exploration and experiences of these game environments to be compelling. This research asks: What gameplay experiences do walkers elicit, and how might designers understand these experiences? What are the game design attributes that engage players to explore 3D walker environments? How can these design attributes be used to design first-person walker games and 3D games more broadly? Drawing upon game design and design research literature, I explore these questions with specific focus on player interaction and level design in walker game world exploration. My research approach consists of three major investigative stages. I conduct a formal analysis of four existing walker games: Dear Esther, Proteus, Gone Home and The Stanley Parable. My analysis reveals four key themes for investigating walker design. These four themes are then applied to the development of my design project, WORLD4, a multi-view exploration game where players explore a 3D layered abstract world. I develop a methodological approach based upon indie gameplay testing to conduct an analysis of WORLD4’s design through a two-stage qualitative player study. Based on these three stages of analysis, I conclude that a particular kind of experience of curiosity emerges, driving player exploration in walker games. My findings indicate that the experience of curiosity is fostered by incorporating ambiguity into the game design, which modifies game world exploration into a more investigative and interpretive activity. I support this conclusion through three design themes to understand the player experience of WORLD4 and six design strategies for fostering ambiguity in the design of exploratory game environments. More generally, I contribute a perspective on game design that emphasises ambiguity in order to create heightened and compelling exploration experiences

Design Inspiration for Motivating Uncertainty in Games using Stage Magic Principles

Uncertainty is widely acknowledged as an engaging player experience. Practice and research have proposed various types of game uncertainty, yet there is little work explaining when and why they motivate, especially with respect to ‘micro-level’, moment-to-moment gameplay. Moreover, there is little insight into designing for motivating uncertainty in games. In response, this research aims to answer (1) what constitutes motivating moment-to-moment uncertainty and (2) how to elicit it through game design, taking inspiration from stage magic. We survey player motivation, player experience and related literature in psychology, exposing underrepresentation of epistemic emotions in games. We showcase the motivating role of uncertainty in moment-to-moment gameplay, proving its link to curiosity and other epistemic emotions. We present this with a grounded theory taxonomy of seven types of engaging gameplay uncertainty emerging from three sources - game, player, and outcome. For inspiration, we survey the field of stage magic to find design principles used to elicit epistemic emotions. We identify equivoque, an important forcing technique, to create the illusion of choice and thus engaging decision uncertainty in games. We empirically test the efficacy of equivoque through three studies: (1) using playing cards; (2) in a narrative game to create decision uncertainty; (3) repeating the trick four times consecutively in an extended version of the game. Overall, our work exposes gaps in player motivation research, especially regarding empirical work on epistemic emotions in games. It provides a taxonomy of motivating uncertainty types. It establishes magic as a promising source of game design inspiration, and zeroes down on equivoque for evoking uncertainty. Furthermore, it provides empirical evidence that equivoque can be used in narrative games to elicit decision uncertainty. Finally, it provides insights into translational work between creative fields and from theory to design