The development of video game enjoyment in a role playing game

This study examines the development of video game enjoyment over time. The results of a longitudinal study (N=62) show that enjoyment increases over several sessions. Moreover, results of a multilevel regression model indicate a causal link between the dependent variable video game enjoyment and the predictor variables exploratory behavior, spatial presence, competence, suspense and solution, and simulated experiences of life. These findings are important for video game research because they reveal the antecedents of video game enjoyment in a real-world longitudinal setting. Results are discussed in terms of the dynamics of video game enjoyment under real-world conditions

The Dynamics of Rewards and Punishments in Video Games: A Content Analysis

In recent years, concerns over video game addiction have increased. Both individual factors (such as impulsivity and reward sensitivity) and content features in video games (such as reward and punishment features) play a role in the development of video game addiction. In the current study, a content analysis coding procedure is developed in order to categorize the reinforcement schedules of three existing commercial video games from three different genres. Our findings indicate that the reward features in the game The Mighty Quest for Epic Loot resembles a partial reinforcement schedule while the reward features in the games Team Fortress 2 and Destination Sol resemble a continuous reinforcement schedule. This key finding demonstrates that the reward content features in commercial video games can be classified along a theoretically meaningful dimensions put forth by Operant Conditioning Theory. Furthermore, in this study we pilot tested several outcome measures related to video game addiction that will be crucial to our conceptualization of video game addiction in the future including a measure of playing time, game enjoyment, trait impulsivity, a measure of behavioral impulsivity, and the game addiction scale. We found that the video game with a partial reinforcement schedule was significantly more enjoyable than the video games with a continuous reinforcement schedule

Video games as meaningful entertainment experiences

We conducted an experiment to examine individuals’ perceptions of enjoyable and meaningful video games and the game characteristics and dimensions of need satisfaction associated with enjoyment and appreciation. Participants (N = 512) were randomly assigned to 1 of 2 groups that asked them to recall a game that they found either particularly fun or particularly meaningful, and to then rate their perceptions of the game that they recalled. Enjoyment was high for both groups, though appreciation was higher in the meaningful- than fun-game condition. Further, enjoyment was most strongly associated with gameplay characteristics and satisfaction of needs related to competency and autonomy, whereas appreciation was most strongly associated with story characteristics and satisfaction of needs related to insight and relatedness

Putting the "Fun Factor" Into Gaming: The Influence of Social Contexts on Experiences of Playing Videogames

The increasingly social nature of gaming suggests the importance of understanding its associated experiences and potential outcomes. This study examined the influence of social processes in gameplay and different gaming contexts on the experience of individual and group flow when engaged in the activity. It also examined the affective experiences associated with different types of social gaming. The research consisted of a series of focus groups with regular gamers. The results of the thematic analysis revealed the importance of social belonging, opportunities for social networking and the promotion of social integration for game enjoyment. However, social experiences could also facilitate feelings of frustration in gameplay as a result of poor social dynamics and competitiveness. The analysis furthermore suggested that group flow occurs in social gaming contexts, particularly in cooperative gameplay. A number of antecedents of this shared experience were identified (e.g., collective competence, collaboration, task-relevant skills). Taken together, the findings suggest social gaming contexts enhance the emotional experiences of gaming. The study demonstrates the importance of examining social gaming processes and experiences to further understand their potential influence on associated affective outcomes. Areas of further empirical research are discussed in reference to the study’s findings

It’s not the model that doesn’t fit, it’s the controller! The role of cognitive skills in understanding the links between natural mapping, performance, and enjoyment of console video games

This study examines differences in performance, frustration, and game ratings of individuals playing first person shooter video games using two different controllers (motion controller and a traditional, pushbutton controller) in a within-subjects, randomized order design. Structural equation modeling was used to demonstrate that cognitive skills such as mental rotation ability and eye/hand coordination predicted performance for both controllers, but the motion control was significantly more frustrating. Moreover, increased performance was only related to game ratings for the traditional controller input. We interpret these data as evidence that, contrary to the assumption that motion controlled interfaces are more naturally mapped than traditional push-button controllers, the traditional controller was more naturally mapped as an interface for gameplay

The motivational pull of video game feedback, rules, and social interaction: Another self-determination theory approach

This paper argues that most video game enjoyment can be understood in terms of the type of feedback used, the rules set out by the game and the social elements of the game - concepts that have been identified as critical to video games. Self-determination theory (SDT) is used as a lens for understanding the mechanism by which these traits might lead to enjoyment. Specifically, the argument is that feedback, rules, and social elements of games will fulfill the dimensions of SDT - competence autonomy, and relatedness. Then, the dimensions of SDT will predict enjoyment. Participants were presented with a game that emphasized feedback, rules, or social elements. Games that emphasized flexible rules led to feelings of competence while games that emphasized social elements led to feelings of relatedness. Competence and elatedness then led to feelings of enjoyment. In doing so, this study identifies key elements of video games while illuminating ways to understand video game enjoyment

Challenge in Digital Games: Towards Developing a Measurement Tool

Challenge is arguably the most important experience that players seek in digital games. However, without a measure of how challenged players feel during the act of play, it is hard to design games that are neither too easy nor too hard and, therefore, truly enjoyable. Especially in industry, challenge is dominantly assessed by means of manual play testing in ad-hoc trials. The aim of this research is to create a more systematic, complete, and reliable instrument to evaluate the level of players' experienced challenge in games in the form of a questionnaire. This paper presents the key results from an extensive literature survey which will inform further development. We survey definitions of challenge, challenge types, and their relation to player experience based on the observations of game designers. We furthermore draw from empirical findings in a diverse range of fields such as game studies, human-computer interaction (HCI) and artificial intelligence (AI)

Fun Versus Meaningful Video Game Experiences: A Qualitative Analysis of User Responses

Emerging research on video games has suggested that feelings of both enjoyment and meaningfulness can be elicited from gameplay. Studies have shown enjoyment and meaningfulness evaluations to be associated with discrete elements of video games (ratings of gameplay and narrative, respectively), but have relied on closed-end data analysis. The current study analyzed participants’ open-ended reviews of either their “most fun” or “most meaningful” video game experience (N = 575, randomly assigned to either condition). Results demonstrated that “fun” games were explained in terms of gameplay mechanics, and “meaningful” games were explained in terms of connections with players and in-game characters

'I play, therefore I learn?' Measuring the Evolution of Perceived Learning and Game Experience in the Design Flow of a Serious Game

This article explores how the serious game Poverty Is Not a Game (PING) is experienced by high school students in its subsequent design stages. We first focus on the multifaceted construct of game experience and how it is related to serious games. To measure game experience we use the Game Experience Questionnaire and add a perceived learning scale to account for the specificity of serious games in a classroom. Next, the data obtained from testing PING in 22 classrooms are analyzed. Results suggest that the evolution in the different design stages of the game is not just an issue of game experience, but also of usability. Furthermore, little evidence is found indicating that the learning experience changed positively during the different test phases. However, findings show a strong effect of the game experience on perceived learning while the game experience also varies significantly between different classrooms