Player identification in American McGee’s Alice : a comparative perspective

In this paper I analyse personal identification in three incarnations of Alice in Wonderland: the original novels, the 1950s Disney animation film and the computer game American McGee’s Alice. After presenting the research corpus, I lay out the analytical framework derived from Kendall Walton’s theory of representational artefacts as props for evoking imagining in games of make-believe. From this perspective, the Alice heritage relies on spectacle rather than plot to entertain. This spectacle differs across media as each medium’s strengths are played out: language-play in the novels, colour/motion/sound in the film and challenges in the game. There are two types of imagining involved: objective, whereby a person imagines a scene outside of himself, and subjective, in which case the imagining revolves around a version of himself. Both the novels and the film primarily evoke objective imagining whereas the game invites the player to be introjected into the Alice character evoking subjective imagining. The picture is not unambiguous, however, as the novels and the film stage a broad array of subjectifying techniques and the game objectifying ones. This gives us some indication as to the nature of representation which, to be of interest, presents a tension between here and there, between the self and an other

The development of a free stereopsis test for active shutter displays

While many people enjoy S-3D, it is a well-known fact that a minority of the population is not able to perceive S-3D. These people have problems with stereopsis, or the ability of our brain to unconsciously fuse two 2D images into a single 3D percept. In clinical practice, several stereopsis tests are used to measure this deficiency. Most of these tests are expensive paper-and-pencil tests requiring trained observers. In this paper, we discuss a recently developed method to test stereopsis on active shutter glasses displays. This allows researchers in the lab or S-3D users at home to test stereopsis in a free and easy way. Furthermore, we were interested in the distribution of test scores. More specifically, we wanted to know if our test resulted in a continuous (graded stereopsis) or bipolar (stereopsis present or not) distribution. Results of a preliminary study (N = 128) showed evidence for the second

Me, us and them: evaluation of cooperation and competition in a location-based serious game design

Introduction Parallel to the growing interest in the deployment of digital games as an instructional tool for educational and social purposes and their theoretical underpinning and viability (Egenfeldt-Nielsen, 2006), the social aspect of gaming itself has also gained interest as in how various forms of human interaction in digital games and game play manifest. For example, Zagal, Nussbaum and Rosas (2002) developed a model for multiplayer game design to support initial steps in the design process of multiplayer games, proposing that social interaction depends on elements of the game (i.e. player(s), rules and goals, and props and tools) and characteristics of a multiplayer game. Moreover, mobile technologies offer new opportunities to embed and exploit multiplayer game and/or game features to various contexts, potentially adding an extra element to the human interaction and digital games, such as the spatial environment in which the digital game is played). For instance, due to GPS integration in mobile devices, game play progression in so called location-based games is based on players’ interaction with certain game features in a predefined physical location. For example, Huizinga, Admiraal, Akkerman and Dam (2009) developed a mobile city game for students from secondary education to acquire historical knowledge and motivation for history. Likewise, Facer et al. (2004) developed a mobile game experience to encourage the development of children’s conceptual understanding of animal behavior in a direct physical interaction with space and with other players. Due to new game formats, new media and technology opportunities, the social aspect of multiplayer digital gaming the complexity of optimizing game design and eventually game play rises. This paper therefore aims to further explore the competition and cooperation elements (Zagal et al, 2002) for a location-based serious game. This study was part of a larger study aimed to design and develop a game-based road safety campaign from a user-centered design perspective using several mixed methods throughout the game development process (Pagulayan, Keeker, Wixon, Romero, & Fuller, 2003). The goal was to develop a serious game to enhance the awareness of road safety and to stimulate safe behavior on the road among adolescents. In the first part of the game development process a literature review, interviews and focus groups with relevant stakeholders resulted in a game design concept. [Reference removed to protect anonymity] involved stakeholders in a co-design sessions to gather input on the perception and needs of the target group on several game mechanics. Insights obtained in part one led to the creation of a beta version of the game ‘City Jam’. The game’s goal is to become the most popular band of the city by collecting virtual items spread throughout the city center and therefore competing against one another in teams (four > team < ten); each team consists of two to four players and players have the option to cooperate given the game mechanics and features. In order to evaluate the results we considered a social hourglass shaped framework as to describe cooperation and competition during game play (see figure 1). Methodology Three field tests were deployed during the game development process of the beta version of the location-based serious game ‘City Jam’ with roughly one and a half month between each test. A total of 43 adolescents from the third cycle of secondary education were recruited from eight schools (see table 1). Field test Game testers (N=41) Number of teams Age range (years) Gender M F 1 18 4 14-18 15 3 2 7 3 14-17 6 1 3 16 5 15-17 8 8 Table 1. demographics of game testers in the iterative testing phase. Each field test consisted of two parts: the game test and a focus group held directly afterwards to evaluate the game play and experience among the target group. In preparation for each field test a checklist with predefined and/or adjusted goals to optimize game experience were established in collaboration with the game developer. Game mechanics throughout the development process were subject to adjustment based on the insights and results obtained in the test phase. In the game test audio and video recordings were gathered with a Go Pro camera with head mount and audio recordings and survey data were collected in focus groups sessions with (a selection of) the game testers. A semi structured list was used as guidance throughout the focus group. Survey field test included game experience. However, given that the full final version of the game was developed after field test three, researchers evaluated the value of the Likert scale survey on its contribution and decided to reduce survey to open questions only: game testers were asked to write down the 3 most positive and 3 most negative experiences during game play. The field tests were held after school time in the low traffic city center. Each game test was approximately two hours and focus group sessions were around one hour. Results Our preliminary results from field test one showed that on the competitive level sabotaging other teams (dropping virtual bombs to steal points) was considered one of the most positive aspects of overall game play. Also, the menu function ‘newsfeed’ was also received positive as to obtain knowledge on the movements and actions of other teams (although not all teams used this function). Although game testers enjoyed the location based game (good concept), they stated that the game was seen as an individual rather than a team game. Discussing strategy, explaining game features was mixed from team to team and testers addressed that they were not always involved in the game given the restriction of game play on one tablet (size, visibility and walking makes cooperation difficult). Additional physical maps with information on items and scores for non-tablet holders for each team were often neglected during game play. Four promo actions (e.g. taking group pictures with virtual fans) were integrated as to promote cooperation and interaction, however, actual interaction with these elements were considered as mildly interactive. When players were asked during the focus group which elements they would add to improve game experience, several suggestions were made to interact with other groups (via chat) and to expand options and scores of sabotaging other teams. Furthermore suggestions were made to improve cooperation (extra tablet or sync with mobile devices). Field test two results strengthened the positive game experience of sabotaging other teams as it was a recurrent topic of discussion in the focus group. In focus groups, teams addressed that city maps were not used during game play although a game element was changed so that pubs were removed from the tablet map and only shown on the physical city map in order to stimulate cooperation within teams. Traffic questions implemented in the game with the purpose to stimulate cooperation and discussion resulted in mixed results; some teams negotiate and in other teams the tablet holder made decisions and proceeded without mentioning or providing team members with information. Some game testers addressed that the game was not that difficult and in another team the switching of tablet was a considerable issue, which influenced negative game experience on an individual level and resulted in minimal cooperation within the team. In field test three, new game mechanics were integrated and introduced to game testers as to improve cooperation (and to a lesser extent competition, hence it was evaluated based on the previous field tests that this game dynamic was working to expectations in line with the expectations and goals of the game). Results showed that sabotaging was again one of the top positively received game mechanics. The role of a bodyguard was implemented to safeguard that the game was played in a safe manner; hence tablet usage can lead to a decrease in situational awareness due to attention shift. However, all game testers were confused on the extra roles implemented in the game, given the initial role of ‘musician on tour’ and traffic participant. Furthermore, go pro results obtained showed that although interaction during game play is obvious, game related cooperation was mild. As in previous field tests, the improvement in theory did not match expectations on cooperation improvement; decisions and strategy for game play were mainly discussed among two players who were directly into contact with the tablet. The other team member(s) were seldom involved and often not aware of their status in the game. Traffic questions were mostly discussed together which influenced cooperation positively and promo actions were received as positive. A full analysis on the extensive audio and video data will be conducted as to evaluate how to optimize cooperation and competition considering the hourglass social framework in a location-based serious game

Playing at school, learning at home? Exploring the effects of social context on educational game experience

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Evaluation of the game development process of a location-based mobile game

There is a growing interest of government bodies and NGOs in using (serious) video games in awareness campaigns. Until now, however, little was known on how to set up such a campaign so as to effectively cater to the needs of different stakeholders including the target audience. Hence designing, developing and translating a game for educational purposes whilst balancing between fun and learning is a complex process, this paper aims to evaluate this by presenting a methodological framework for involving stakeholders in the design and development of a game-based awareness campaign based on a user-centered software design methodology and assesses its effectiveness in a concrete use case: the development of the location-based mobile game City Jam. The goal was to develop a game-based road safety campaign to confront adolescents with road traffic situations with the aim to positively influence road safety attitude and behavior. Mobile technologies offer new opportunities to embed digital game based learning by in different contexts. Given the nature of the road safety campaign, a location-based game format was chosen, aiming to facilitate learning by means of an extended three-way interaction (human interaction, game and context). Different user-centered design methods were deployed throughout several phases of the game development process: In phase one (the opportunity identification) a literature review was performed to investigate relevant fields for the game’s goal. In phase two (the game concept development) expert interviews and a focus groups were conducted with relevant stakeholders and in phase three (the game concept design) co-design sessions and a focus group resulted in a game design document. In phase four (game development and testing) the beta version of City jam was developed and tested in an iterative field testing design and resulted in the final game. Results obtained throughout the game development process provided us the opportunity to evaluate several major aspects. Firstly the impact of stakeholder involvement on the different phases of the design process and the final product resulted in a game that was tailored to the preferences and needs of the target group. Secondly translating the game concept into practice, such as game elements, proposed educational game elements, were evaluated based on the usability, playability principles and social and technological aspects. Benefits and challenges of user-centered design methods are discussed and how budget constraints and differing desired outcomes of different stakeholders challenge but also enrich the process

Disciplinary identity of game scholars: an outline

There has been academic research work directed at games and play for decades, but the field has been somewhat scattered, and around the turn of the millennium the idea of establishing a new discipline, dedicated to the study of games in their own right gained prominence. The conference, journal and other publication activity in games research has expanded during the last decade, but it remains unclear how many contemporary academics working on games could be seen to represent a unified group, sharing a common disciplinary identity. This paper reports the first results from an international survey (valid n = 544), carried out among the DiGRA mailing list subscribers, as well as among the members of ECREA and ICA games research groups, aimed at probing the background education, orientation and academic practices of games researchers. The findings highlight the great diversity of educational backgrounds and of the current self-identified research fields, but also the dynamic interdisciplinary changes from one field to another, and how strong the identification as a “digital games researcher” is among the survey respondents

Internet gaming disorder as a formative construct : implications for conceptualization and measurement

Background. Some people have serious problems controlling their internet and video game use. The DSM-5 now includes a proposal for ‘Internet Gaming Disorder’ as a condition in need of further study. Various studies aim to validate the proposed diagnostic criteria for Internet Gaming Disorder and multiple new scales have been introduced that cover the suggested criteria. Approach. Using a structured approach, we demonstrate that Internet Gaming Disorder might be better interpreted as a formative construct, as opposed to the current practice of conceptualizing it as a reflective construct. Incorrectly approaching a formative construct as a reflective one causes serious problems in scale development including (a) incorrect reliance on item-to-total scale correlation to exclude items and incorrectly relying on indices of inter-item reliability that do not fit the measurement model (e.g., Cronbach’s α) (b) incorrect interpretation of composite or mean scores that assume all items are equal in contributing value to a sum score, and (c) biased estimation of model parameters in statistical models. Implications. We show that these issues are impacting current validation efforts through two recent examples. A reinterpretation of Internet Gaming Disorder as a formative construct has broad consequences for current validation efforts and provides opportunities to reanalyze existing data. We discuss three broad implications for current research: (1) Composite latent constructs should be defined and used in models, (2) Item exclusion and selection should not rely on item-to-total scale correlations, and (3) Existing definitions of Internet Gaming Disorder should be enriched further

Why girls play digital games: an empirical study into the relations between gender, motivations and genre

In recent years, several studies have explored the motivations for playing different game genres such as MMO (Yee, 2006a, 2006b) and FPS (Jansz & Tanis, 2007). Others have taken steps towards creating an integrated framework for use across genres (Sherry, Lucas, Greenberg, & Lachlan, 2006). Despite the strong gender bias of the game industry, however, none of these studies have tackled the issue of gender differences in motivations. This paper aims to fill this gap by exploring the relation between genres and gamer motivations. For this we draw upon a sample of 983 gamers recruited on online forums to fill out an online survey. On average, the respondents were 23.94 years old (SD = 6.43) and 37% were female. By means of a principal component analysis (PCA) on 23 Likert items, we distinguish between five motivation components: immersion, social contact, challenge, competition and control. Analysis reveals that women have consistently lower motivation scores than men, with a Cohen's d ranging from -.40 for competition to -.99 for social contact. This indicates that women are generally less strongly motivated to play digital games. The picture becomes more complex, however, when we look at playing frequency and differences between game genres. Again using linear PCA, frequency measures of playing 22 different game genres are reduced to five general components: casual games (e.g. puzzle games, board games), heavy action games (e.g. shooters, role-playing games), light action games (e.g. platform games, party games), management games (e.g. strategy games, simulation games) and sports games (e.g. football and racing games). Except for light action, gender effects are found for all game genre components. This shows that female gamers play casual games more often (d = .66), while male gamers spend more time on heavy action, sports and management games (d ranging from -.42 to -1.18). Next, gaming frequency components are regressed on gender, age, gender*age, game motivation and game motivation*gender. Casual gaming is explained by gender (positive effect), challenge and immersion with immersion being a stronger predictor for females. For heavy action gaming: gender (positive effect for males), challenge, social contact and immersion are positive predictors. Again, interaction effects are found as women share stronger effects for these motivations. Concerning light action gaming, a positive prediction is found for females, social contact, and immersion. Once more, immersion yields a stronger effect for females. Management games' frequency is, apart from gender (positive effect for males), positively predicted by social contact and competition. Furthermore, challenge and immersion interact with gender, marking a strong effect of these motivations for females. Finally, no effect of gender is found on the frequency of playing sports games whereas all five motivations yield significant predictions. Except for competition, these predictions are all positive. Again, an interaction of gender with immersion is found, indicating a stronger effect for females. These results indicate that gender as well as motivations can be used to predict genre preferences. Remarkable, however, is that the interactions between gender and motivations consistently show stronger effects for females. This indicates that women who game more frequently are, in comparison, more strongly motivated than their male counterparts. A possible explanation for this phenomenon can be found in the existing stereotype that digital games are ‘boys’ toys’. Consequently, we hypothesize that females are confronted with a higher threshold to engage in video gaming. In other words, their motivation for playing digital games needs to be stronger than their belief that gaming is for men, hence the relatively higher motivational scores for high-frequency female gamers. Next, we look into inter- and intra-gender differences in attitudes towards gaming which confirm this. There are consistent differences between low-frequency gamers, who game less than once a week, and high-frequency gamers, who game at least once a week. Low-frequency gamers generally have a more negative attitude towards gaming than high-frequency gamers. When including gender, however, we notice that these differences are consistently larger for women than for men. This suggests that low-frequency female gamers tend to support the current stereotype of gaming being for males whereas high-frequency female gamers resist this belief strongly. Thus high-frequency female gamers have a relatively more outspoken positive attitude towards gaming than males which corroborates our hypothesis that female gamers face a higher threshold to becoming a gamer than men which in turn explains the stronger interaction effect of gender on the motivational dimensions. References Jansz, J., & Tanis, M. (2007). Appeal of playing online first person shooter games. CyberPsychology & Behavior, 10(1), 133-136. Sherry, J., Lucas, K., Greenberg, B., & Lachlan, K. (2006). Video game uses and gratifications as predictors of use and game preference. Playing video games. Motives, responses, and consequences, 213-224. Yee, N. (2006a). Motivations for play in online games. CyberPsychology & Behavior, 9(6), 772-775. Yee, N. (2006b). The psychology of massively multi-user online role-playing games: Motivations, emotional investment, relationships and problematic usage. In R. Schroeder & A. Axelsson (Eds.), Avatars at work and play: Collaboration and interaction in shared virtual environments (pp. 187–208)