A Palette of Deepened Emotions: Exploring Emotional Challenge in Virtual Reality Games

Recent work introduced the notion of ‘emotional challenge’promising for understanding more unique and diverse player experiences (PX). Although emotional challenge has immediately attracted HCI researchers’ attention, the concept has not been experimentally explored, especially in virtual reality (VR), one of the latest gaming environments. We conducted two experiments to investigate how emotional challenge affects PX when separately from or jointly with conventional challenge in VR and PC conditions. We found that relatively exclusive emotional challenge induced a wider range of different emotions in both conditions, while the adding of emotional challenge broadened emotional responses only in VR. In both experiments, VR significantly enhanced the measured PX of emotional responses, appreciation, immersion and presence. Our findings indicate that VR may be an ideal medium to present emotional challenge and also extend the understanding of emotional (and conventional) challenge in video games

Profiling the educational value of computer games

There are currently a number of suggestions for educators to include computer games in formal teaching and learning contexts. Educational value is based on claims that games promote the development of complex learning. Very little research, however, has explored what features should be present in a computer game to make it valuable or conducive to learning. We present a list of required features for an educational game to be of value, informed by two studies, which integrated theories of Learning Environments and Learning Styles. A user survey showed that some requirements were typical of games in a particular genre, while other features were present across all genres. The paper concludes with a proposed framework of games and features within and across genres to assist in the design and selection of games for a given educational scenari

A Model to Identify Affordances for Game-Based Sustainability Learning

Sustainability learning requires the assimilation of domain-specific knowledge and the development of mindsets suitable to engage in complex system dynamics to foster sustainable action. There is a need for bespoke educational models and practical tools to foster sustainability learning. Digital games can answer such need, due to their remarkable potential to wholly engage players in sustainability-related contexts and problems entailing complex dynamics, and the advantages of intrinsically motivating game-based learning processes. However, there is evidence suggesting that such potential might be underexploited. To address this, in this paper we present a model for the identification and analysis of game-based sustainability learning affordances. Our model can be used to support the selection of games for educational purposes, or to facilitate the planning and introduction of game-based sustainability learning affordances when designing new games

Gaming for Post-Work Recovery: The Role of Immersion

Playing digital games can be an effective means of recovering from daily work strain. However, limited research has examined which player experiences contribute to this process, limiting the ability of players to select games and play them in a manner which helps them recover effectively. Hence, this paper reports a mixed-methods survey study investigating how a recent post-work recovery episode was impacted by immersion: a player experience which has been implicated in theoretical accounts relating games and recovery. We found that particular dimensions of immersion, such as cognitive involvement, support specific post-work recovery needs. Moreover, participants report not only experiencing benefits in a passive manner, but actively optimising their levels of immersion to achieve recovery. This study extends previous research by improving our understanding of how digital games support post-work recovery and by demonstrating that immersion is key in determining the restorative potential of digital games

Analysis of the impact of various gamification factors on the level of player satisfaction

Gamification has become a very popular term for a wide range of opportunities to increase customer interest and satisfaction. This has many uses, including science, commerce and everyday life. Despite the widespread use of gamification mechanisms, the scale of possible benefits is still unknown. The following work examines the influence of various gamification factors on a player's playing time and satisfaction in order to find the factor that brings the greatest benefit. The research was carried out using a game specially created for this purpose and on the basis of the results of the survey presented to the players. The results show that the five selected gamification factors are the challenges and the badges awarded for them have the greatest impact on both examined metrics

The Effects of a Soundtrack on Board Game Player Experience

Board gaming is a popular hobby that increasingly features the inclusion of technology, yet little research has sought to under- stand how board game player experience is impacted by digital augmentation or to inform the design of new technology-enhanced games. We present a mixed-methods study exploring how the presence of music and sound effects impacts the player experience of a board game. We found that the soundtrack increased the enjoyment and tension experienced by players during game play. We also found that a soundtrack provided atmosphere surrounding the gaming experience, though players did not necessarily experience this as enhancing the world-building capabilities of the game. We discuss how our findings can inform the design of new games and soundtracks as well as future research into board game player experience

Lost at the Edge of Uncertainty: Measuring Player Uncertainty in Digital Games

Uncertainty has previously been identified as an important ingredient of engaging games. Design in games can create different levels of uncertainty in players that they can recognize and describe as being either attributable to external forces, such as chance or hidden information, or internal to their own understanding of what to do in relation to their own goals. While it appears that uncertainty can contribute both positive and negative play experiences, there is little work in trying to operationalize and measure this concept as a component of player experience. Reported in this article is an analysis of data from over 700 players using modern bi-factor analysis techniques resulting in a five factor psychometric scale which captures the broad feelings of players about uncertainty in games. Three of these specific factors appear to point toward a single generic factor of uncertainty that is internal to the players, one captures experiences relating to external uncertainty, with the final factor relating to player’s experience of exploring the game to resolve uncertainty. In order to further validate the scale, we conducted an experiment with a commercial puzzle game manipulating the duration of play with predicted outcomes on the different specific factors of the scale. Overall the scale shows promise with good statistical reliability and construct validity of the separate factors and so will be a useful tool for further investigating player experiences in digital games