The Impact of Perceived Interactivity and Vividness of Video Games on Customer Buying Behavior

About 60 percent of Americans (145 million people) play video games, and the age of 61 percent of all game players is 18 and over (IDSA, 200 1). As the competition to excel in the video game market increasingly becomes difficult for manufacturers, it is becoming more important for manufacturers and video game developers to understand what makes people play and buy games. The major challenge to the gaming industry is to figure out what features of games can catch the consumers\u27 attention. The purpose of this research was to examine what kinds of video games captivate consumers, determine whether more interactivity and vividness in games achieve more positive press, and evaluate how video games of the future should be developed. A survey of 228 game players in U.S.A. was conducted; research results were generated through the use of descriptive analysis, correlation analysis, and multiple regression analysis. The results of this study showed that a video game\u27s creativity, challenge, control, sensory gratification, socialization, audio effect, visual effect, and storytelling have positive relevance to engage consumers\u27 minds and stimulate their imagination to play or purchase video games. The results also showed that gender differences can influence the individual types of video games purchased. Three age groups (18 to 24,25 to 34, and 35 to 56) had different patterns of purchasing video games. The results showed that respondents\u27 buying behavior is significantly influenced by the characteristics of interactivity and vividness. This study contributed to developing the characteristics of video games by identifying to what extent consumers\u27 emotional responses and behaviors are directly affected by interactivity and vividness in gaming characteristics. The framework of this study can be used to analyze and evaluate customer buying behavior in various video games in the industry. To increase the video game marketplace, merging the features of interactivity and vividness may be a key to enhancing customers\u27 buying behavior and playing intentions

“It’s Dangerous to Go Alone”: An Autoethnography of College English Students Reading Video Games as Texts

My dissertation research studies the use of video games as texts for analysis in a College English course. The purpose of the study was to see what happens when College English students are asked to engage with a video game as a class text, use their engagement with a video game to make sense of other texts, and how reader-response theory applies to making meaning of video games as texts. A secondary purpose was to study, if this transaction does take place, whether video games can support the kind of analysis required of a College English curriculum and what this curriculum might look like. I conducted this study as an autoethnography of a course designed for this purpose as the course instructor. Observing my students’ participation and analyzing their written work served as the primary data, as well as self-reflection on my own meaning-making processes. My final observations suggest that students engaged with the video game as a class text, though not more than they might have any other text; however, the nature of playing the text (and the multiple interpretations that afforded individual students) encouraged a critical reading in which students readily participated. For this reason, game choice was of paramount importance, that it might align with learning objectives but was accessible to a wide variety of prior experience with video games. Finally, a committee of department faculty deemed the majority of student work as of the quality expected for the course, suggesting video games can serve as texts for analysis that the field expects of its students. The implications of this study should inform English Education’s adaption to teaching the multiple literacies of the 21st century, as this research itself is multimodal and requires multiple literacies to read. This choice of research method and format was also meant to serve as examples of the transactions I and students experienced in the study

Developing multiliteracies with digital games and digital literature in a college-level English course with first language and second language learners

Digital technology has had an increasing presence in the lives of children and young adults over the last 20 years. The American, non-profit organization Common Sense Media claims that 89% of teens now own a cellphone while 70% use social media multiple times a day (Rideout & Robb, 2018). Similarly, in Canada, Statistics Canada reports that 96% of young people use the Internet on a daily basis or own their own smartphone (Statistics Canada, 2018, p.13). As a result of this, recent calls for critical education in regards to social and digital media argue for the importance of 21st century media and literacy skills (Butler, 2017; Storksdieck, 2016). These calls join a chorus of academics who have long been calling for the importance of multiliteracy development in education (Cope & Kalantzis, 2000; Gee & Hayes, 2011; Lankshear & Knobel, 2011; New London Group, 1996). In searching for texts that may facilitate multiliteracy development, digital games has emerged as an option in formal education, given the complex critical thinking, learning, and literacy practices they can afford (Beavis, O'Mara, & McNeice, 2012; Gee, 2007; Salen & Zimmerman, 2004; Squire, 2008; Steinkhueler, 2010). Similarly, recent scholarship has discussed using digital games in language and literature courses, particularly L2 environments, demonstrating how digital games can increase motivation, vocabulary attainment, and provide other linguistic benefits (Guerrero, 2011; Vahdat & Behbahani, 2013; Yang & Chen, 2012). Despite these claims, little research, has demonstrated the ways in which such texts can engender multiliteracies in both L1 and L2 environments. The study presented here sought to explore the multitliterate affordances when using digital literature and digital games for L1 and L2 learners at an English first language college in Quebec. 23 students participated in the qualitative, exploratory, design-based research study conducted in an English literature class. Results show that the implications of using digital games to engender multiliteracy development are substantive. Moreover, the study’s findings indicate that students were able to apply literary concepts through playing these games, as well as interrogate terms such as empathy, multimodality, and procedural rhetoric. Therefore, digital games can be understood as convergent texts (Jenkins, 2006) in that they afford a multitude of literacies, engagement, reflexivity, and lend themselves to critical, literary analysis. However, more research is needed, particularly on the specific ways these texts might be integrated into the classroom so that teachers are provided with detailed information on how to teach with them.Au cours des 20 dernières années, une présence accrue de la technologie numérique s’est manifestée dans la vie des enfants et des jeunes adultes. L'organisation à but non lucratif américaine Common Sense Media affirme que 89 % des adolescents possèdent désormais un téléphone portable, tandis que 70 % utilisent les médias sociaux plusieurs fois par jour (Rideout et Robb, 2018, p. 8). De même, au Canada, Statistique Canada rapporte que 96 % des jeunes utilisent Internet quotidiennement ou possèdent leur propre téléphone intelligent (Statistique Canada, 2018, p. 13). En conséquence, les récents appels au bénéfice d'une éducation critique en matière de médias sociaux et numériques plaident en faveur de l'importance des compétences en matière de médias et de littératies du XXIe siècle (Butler, 2017; Storksdieck, 2016). Ces appels rejoignent un groupe de chercheurs qui revendiquent depuis longtemps l'importance du développement des multilittératies en éducation (Cope et Kalantzis, 2000; Gee et Hayes, 2011; Lankshear et Knobel, 2011; New London Group, 1996). Parmi les textes qui peuvent faciliter le développement des multilittératies, les jeux numériques représentent une option possible en éducation, compte tenu de leurs possibilités de susciter la pensée critique ainsi que d’autres pratiques multilittéraires complexes (Beavis, O'Mara et McNeice, 2012; Gee, 2007; Salen & Zimmerman, 2004; Squire, 2008; Steinkhueler, 2010). De même, des travaux récents ont porté sur l'utilisation de jeux numériques dans les cours de langue et de littérature, en particulier dans des situations d’apprentissages de L2, démontrant ainsi comment les jeux numériques peuvent augmenter la motivation, l'acquisition du vocabulaire et d'autres avantages linguistiques (Guerrero, 2011; Vahdat & Behbahani, 2013; Yang et Chen, 2007, 2012). En dépit de ces affirmations, peu de recherches ont démontré la manière dont de tels textes peuvent engendrer les multilittératies dans les environnements de L1 et L2. L'étude présentée ici cherchait à explorer les avantages des multilittératies, lors de l'utilisation de la littérature numérique et des jeux numériques dans un collège anglophone au Québec. Vingt-trois étudiants ont participé à une étude qualitative, exploratoire, basée sur une recherche orientée sur la conception (design-based research) en éducation, dans un cours de littérature anglaise. Les résultats montrent que les conséquences de l’utilisation des jeux numériques pour générer un développement en multilittératie sont considérables. De plus, les conclusions des recherches indiquent que les étudiants parviennent à appliquer les concepts de littératie dans leurs jeux numériques en revisitant certains termes tels que : empathie, multimodalité et rhétorique procédurale, tout en les questionnant. Par conséquent, les jeux numériques peuvent être appréhendés comme des textes convergents (Jenkins, 2006) dans la mesure où ils permettent une multitude de littératies de même qu’un engagement et une réflexivité accrus en se prêtant à une analyse littéraire critique. Cependant, des recherches supplémentaires s’avèrent nécessaires, en particulier sur les moyens précis d’intégrer ces textes dans la classe afin que les enseignants disposent d’informations détaillées sur la manière de les utiliser dans leur enseignement

Cadenland: An Ethnographic Case Study Exploring a Male's Videogaming Literacies on Crayta Within the Larger Stadia Culture

As content creation becomes more accessible and social through gaming, defying hardware barriers, not deterred by software interfaces, moving gaming into the cloud has made it a massive multiplier for players to explore their literacies and creativity without the clutter of the physical space. Videogaming's popularity has sparked controversy, especially the perception of videogames as violent and having a negative influence on players or having no social value in it. Hence, the need to create a balance by focusing on the merits inherent in videogames. This virtual ethnographic case study explored the literacies found in a 26-year-old male gamer's videogaming on Crayta within a larger Stadia cloud gaming community. The methodology included observations, semistructured and unstructured interviews, in-game chats, game-based artifacts, and thematic analysis to analyze the data gathered from the participant. Findings reveal how videogaming experience enhanced the participant's engagement, resulting in four significant literacy outcomes. Results are discussed regarding implications for collaboration, creativity and innovation, critical strategic thinking, and social skills. Included is a hybrid theoretical framework of layered literacies and the feedback loop for examining the lived-in experiences of the participant

Radicalizing Care

What happens when feminist and queer care ethics are put into curating practice? What happens when the notion of care based on the politics of relatedness, interdependence, reciprocity, and response-ability informs the practices of curating? Delivered through critical theoretical essays, practice-informed case studies, and manifestos, the essays in this book offer insights from diverse contexts and geographies. These texts examine a year-long program at the Schwules Museum Berlin focused on the perspectives of women, lesbian, inter, non-binary, and trans people at the Schwules Museum; the formation of the Queer Trans Intersex People of Colour Narratives Collective in Brighton; Métis Kitchen Table Talks, organized around indigenous knowledge practices in Canada; complex navigations of motherhood and censorship in China; the rethinking of institutions together with First Nations artists in Melbourne; the reanimation of collectivity in immigrant and diasporic contexts in welfare state spaces in Vienna and Stockholm; struggles against Japanese vagina censorship; and an imagined museum of care for Rojava. Strategies include cripping and decolonizing as well as emergent forms of digital caring labor, including curating, hacking, and organizing online drag parties for pandemic times. With contributions by Edna Bonhomme, Birgit Bosold, Imayna Caceres, Pêdra Costa, COVEN BERLIN, Nika Dubrovsky, Lena Fritsch, Vanessa Gravenor, Julia Hartmann, Hitomi Hasegawa, Vera Hofmann, Hana Janečková, k\are (Agnieszka Habraschka and Mia von Matt), Gilly Karjevsky, Elke Krasny, Chantal Küng, Sophie Lingg, Claudia Lomoschitz, Cathy Mattes, Elizaveta Mhaili, Jelena Micić, Carlota Mir, Fabio Otti, Ven Paldano, Nataša Petrešin-Bachelez, Nina Prader, Lesia Prokopenko, Patricia J. Reis, Elif Sarican, Rosario Talevi, Amelia Wallin, Verena Melgarejo Weinandt, Stefanie Wuschitz

Not the Whole Story: Narrative Responses to Contemporary Globalization

This dissertation analyzes contemporary global fiction in English (and, in one chapter, new media literatures such as videogame-based narratives) to examine how individuals, communities, and globalized networks manage differences among historical interpretations, ideologies, lived experiences, and cultural and national traditions making competing demands. Cultural and media theorists like John Tomlinson, Anthony Giddens, Arjun Appadurai, Lev Manovich, and Ian Bogost have demonstrated the overwhelming complexity of life in an age of accelerating globalization. Building on their work and the narrative theory of Maggie Dunn and Ann Morris, I explore how literary narratives employ newly prominent composite narrative structures to represent and enact key methods of managing overwhelming globalized connectivity in our lives and narratives. Narrative compositing is exemplified in recent global fiction structured around multiple focal points dispersed across times, locations, ideologies, identities, geopolitical situations, and technological networks. These composite narrative forms complicate postmodern narrative and require that we rethink the postmodern condition in terms of the diverse influences and experiences of globalization. Early chapters analyze novels centrally concerned with globalization as well as others presenting globalization as an unobtrusive but significant structuring device. Later chapters examine technological as well as thematic and narrative compositing in a new media narrative and how compositing can help explain the posthumanist dynamics of globalization and technology and the interactions of globalization and postmemory, followed by a brief conclusion on classroom pedagogy