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A Palette of Deepened Emotions: Exploring Emotional Challenge in Virtual Reality Games
Recent work introduced the notion of âemotional challengeâpromising for understanding more unique and diverse player experiences (PX). Although emotional challenge has immediately attracted HCI researchersâ 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
Student attitudes to games-based skills development: learning from video games in higher education
Qualitative interview data is presented in support of previously-published quantitative evidence that suggests commercial video games may be used to develop useful skills and competencies in undergraduate students. The purpose of the work described here was to document the attitudes of those students involved in the quantitative study and to explore how the game-based intervention was perceived. To this end, student attitudes to the use of specified games to develop communication skill, resourcefulness and adaptability are examined. A broadly positive perception of the games' efficacy for skills development is revealed, and the aspects of game play that students believe contribute to skills development are discussed. These aspects include the need to communicate with team mates in order to succeed, and the fluid, unpredictable nature of in-game challenges. It is suggested that while the games played an important role in skills development, interaction between students, facilitated by game play, was also a significant factor
Letâs Play: A Walkthrough of Quarter-Century-Old Copyright Precedent as Applied to Modern Video Games
Looking to the copyright protection over the audiovisual displays of video games, current precedentâcreated by extensive litigation in the 1980s over early arcade gamesâmay be a round hole into which the square peg of todayâs highly complex video games would have difficulty fitting. This is an issue that has increasing importance as the market for the passive consumption of video game audiovisual displays through tournament streams, walk-throughs, etc., continues to balloon. If courts were to apply precedent from litigation in the 1980s to video games as they exist today, the idea that copyright protection automatically attaches to any and all audiovisual displays generated by a game may not hold true. It is uncertain to what extent the reasoning in early arcade game litigation regarding the issues of authorship, the idea/expression dichotomy, and fixation would yield similar holdings. Moreover, it appears similarly uncertain to what extent a retreat from earlier precedent may impact publishersâ rights in downstream uses of audiovisual displays. Even if potential defendants prevailed under either an idea/expression dichotomy theory or a fixation theoryâmeaning the copyright does not attach to audiovisuals at the outsetâlater-fixed audiovisuals may still be protectable. The strongest argument potential defendants have, therefore, is that their interaction with the game precludes copyrightability for the audiovisual displays due to a lack of âoriginal authorshipâ on the part of the publishers
House of Commons Library : Briefing paper number 8498 : 19 December 2019 : Loot boxes in video games
You\u27re Gonna Be Ok: A System to Control the Uncontrollable
This is a written defense to accompany the MFA Thesis Exhibition Youâre Gonna Be Ok, an installation encompassing video, and other sensory components. This defense provides background for the artistâs motivation to make this work, along with a theoretical framework used to construct the installation. Accompanying photos, video, and PowerPoint are also included to give reference and documentation of the installation event
A study of team cohesion and player satisfaction in two face-to-face games
In this paper we investigate the link between game rules, team cohesion and playersâ satisfaction with their teams within face-to-face team-based games. To measure team cohesion, rules from two games were analysed from the perspective of Social Identity Theory in order to form a hypothesis as to which game would be more likely to lead to more cohesive teams, where team cohesion is measured by the extent to which each player identifies with their team. Player satisfaction was measured by looking at three factors: communication within the team, player outcome versus team outcome, and fairness. Significant differences were found in the team cohesion measure suggesting that, as predicted by Social Identity Theory, team cohesion can be fostered by game rules. Team cohesion also correlated positively with player satisfaction. Taken together, this suggests that for games in which team cohesion is an important part, game designers can incorporate game rules in such as a way as to increase the likelihood of both team cohesion and player satisfaction
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