Why girls go pink: Game character identification and game-players’ motivations

Based on social role theory and uses and gratifications, this study provides insights into the popularity of so-called pink games. This study is the first to examine the roles of identification, playing time, and age in the experience of motivations while playing an online role-playing game. Drawing upon a survey among 2261 girls between10 and 17 of age, our results show that identification with characters in the game is an important process in explaining girls’ gaming motivations. In addition, identification and motivations are intensified with playing time. Although age affects identification negatively, age is not related to the most important motive in playing pink games: social interaction. This study has important theoretical and practical implications for the popularity of pink games among girls.     

Effects of screen size,viewing angle,and players’ immersion tendencies on game experience

This study investigated the effects of viewing angle manipulated through screen size and the moderating role of players’ immersion tendencies on presence experience in the context of computer game playing. Thirty participants played a third-person computer game, Tomb Raider 2, in two screen size conditions: a 12.7-in. and an 81-in. display. ANCOVA analyses showed that playing in front of a large screen led to a more favorable impression on the game character, a more positive mood change, and significantly higher feelings of both physical and self-presence, confirming previous research. Our findings also revealed that individuals’ intrinsic immersion tendencies have a positive moderating effect on the sensation of physical and self-presence, above and beyond the influence of screen size. The results suggest that feeling of presence as well as overall game experience is determined by the interaction between technological factors and human influence.     

‘Migrating to a new virtual world’: Exploring MMORPG switching through human migration theory

Online gaming has become a popular leisure-time activity. In this study, we enlisted and adapted the Push-Pull-Mooring model, which analyzes human migratory behavior based on the Demographic Migration Theory, to study the game switching of gamers. Data was obtained via an empirical survey of 654 online gamers and then was analyzed using the Structural Equation Modeling (SEM) technique. The results indicate that the Push-Pull-Mooring model can be extended to explain the switching intentions of online gamers. The “mooring effect” appears to have a stronger influence on the player’s switching intention than the “pull effect”, while the “push effect” appears to have no influence at all. We discuss the implications of our findings and offer possible avenues of exploration for managers of online game providers in order to help them understand their customers better.     

Online game addiction among adolescents: motivation and prevention factors

Online game addiction has become a common phenomenon that affects many individuals and societies. In this study we rely on the functionalist perspective of human behavior and propose and test a balanced model of the antecedents of online game addiction among adolescents, which simultaneously focuses on motivating, and prevention and harm reduction forces. First, a sample of 163 adolescents was used for validating and refining a survey instrument. Second, survey data collected from 623 adolescents were analyzed with Partial Least Squares techniques. The findings point to several functional needs (e.g., need for relationship and need for escapism) that drive online game playing and addiction, as well as to several prevention and harm reduction factors (e.g., education, attention switching activities) that reduce game playing time and alleviate online game addiction. The effects of motivation and prevention factors on online game addiction are often partially mediated by online game playing. Implications for research and practice are discussed.     

Online chronemics convey social information

Chronemic research explores the involvement of time-related messages in communication, and has shown that time is an important component of the message in both traditional and online communication. Social information processing (SIP) theory posits that online communicators exchange social information through chronemic cues. This study points to a gap in SIP theory research, and proceeds to close the gap by demonstrating that changes in socially important attributes are reflected in measurable chronemic changes. A two-person social dilemma online game is used to demonstrate that changes in a simple chronemic variable, interpost pause, reflect differences in the players’ personality (level of extraversion), as well as differences in trust within the dyad. These findings support SIP theory by showing how online chronemics provide cues to important personal and situational information.     

Getting closer and experiencing together: Antecedents and consequences of psychological distance in social media-enhanced real-time streaming video

Social media services such as YouTube and Flickr have become online necessities for millions of users worldwide. Social media are online services that enable users to share contents, opinions, and perspectives that support communication with other users. Social media places an emphasis on the shared experience between users, which we call co-experience. However, the online characteristics of social media increase psychological distance between users, which, in turn, results in a decrease in the quality of co-experience. Hence, as the goal of this study, we theoretically modeled and empirically verified the antecedents and user experience-based consequences of psychological distance in a social media-enhanced real-time streaming video service. In order to reduce psychological distance, we introduced two system elements: inhabited space (the degree of being situated in context and in a meaningful place) and isomorph effects (the degree of preserving the structure of a user’s actions). We constructed a social media-enhanced real-time streaming video service prototype and conducted a field experiment with actual social media users. The prototype, which streamed a live baseball game, enabled users to simultaneously view the game from remote locations and to interact with each other through cheering tools. The results indicate that inhabited space and isomorph effects reduce psychological distance between users, and this, in turn, enhances co-experience. This paper ends with theoretical as well as practical implications of the study.     

Successful implementation of user-centered game based learning in higher education: An example from civil engineering

Goal

The use of an online game for learning in higher education aims to make complex theoretical knowledge more approachable. Permanent repetition will lead to a more in-depth learning.

Objective

To gain insight into whether and to what extent, online games have the potential to contribute to student learning in higher education.

Experimental setting

The online game was used for the first time during a lecture on Structural Concrete at Master’s level, involving 121 seventh semester students.

Methods

Pre-test/post-test experimental control group design with questionnaires and an independent online evaluation.

Results

The minimum learning result of playing the game was equal to that achieved with traditional methods. A factor called “joy” was introduced, according to [Nielsen, J. (2002): User empowerment and the fun factor. In Jakob Nielsen’s Alertbox, July 7, 2002. Available from http://www.useit.com/alertbox/20020707.html.], which was amazingly high.

Conclusion

The experimental findings support the efficacy of game playing. Students enjoyed this kind of e-learning.     

Building effective online game websites with knowledge-based trust

Knowledge-based trust is trust that is grounded in knowledge about another party developed through repeated interaction. Knowledge-based trust is especially important for online business environments where there are repeated transactions between fixed pairs of consumers and merchants. Building on previous studies of trust, this paper examines the proposition that players’ knowledge about website characteristics (i.e., security and interface design) and about website outputs (i.e., online game quality and service quality) has an effect on the development of trust in the context of online game websites. The impact of trust on building an effective online game website is also investigated. A conceptual model of knowledge-based trust is tested with questionnaire responses of 253 online game players. Overall, the results indicate that all of these four classes of knowledge engender trust and that trust helps develop effective online game websites.

The world’s most intense online gaming culture: Addiction and high-engagement prevalence rates among South Korean adolescents and young adults

Failure to establish agreed-upon criteria by which to measure and identify online video game addiction has resulted in a lack of reliable evidence of the actual percentage of individuals who are pathologically dependent. Building upon prior research, the present study sought to better determine the magnitude of pathological online video game play using a distinction between core and peripheral criteria for behavioral addiction. Preferences and perceptions towards online video games and addiction were also examined to better understand players’ habits. A questionnaire was administered to 1332 South Korean students across 11 high schools and 1 middle school in an area surrounding the capital of Seoul. Using a monothetic and a polythetic classification system, findings showed rates ranging between 1.7% and 25.5%, with a 2.7% addiction rate when distinguishing core from peripheral criteria. These results may suggest that online video game addiction rates in intense gaming cultures such as South Korea are not as high as otherwise believed. The findings will be of assistance to educators, policymakers, clinicians, and researchers in understanding the challenges in deriving meaningful video game addiction prevalence rates, and thus being able to better separate reality from conjecture with regard to the notion of pathological game play.     

The social side of gaming: How playing online computer games creates online and offline social support

Online gaming has gained millions of users around the globe, which have been shown to virtually connect, to befriend, and to accumulate online social capital. Today, as online gaming has become a major leisure time activity, it seems worthwhile asking for the underlying factors of online social capital acquisition and whether online social capital increases offline social support. In the present study, we proposed that the online game players’ physical and social proximity as well as their mutual familiarity influence bridging and bonding social capital. Physical proximity was predicted to positively influence bonding social capital online. Social proximity and familiarity were hypothesized to foster both online bridging and bonding social capital. Additionally, we hypothesized that both social capital dimensions are positively related to offline social support. The hypotheses were tested with regard to members of e-sports clans. In an online survey, participants (N = 811) were recruited via the online portal of the Electronic Sports League (ESL) in several countries. The data confirmed all hypotheses, with the path model exhibiting an excellent fit. The results complement existing research by showing that online gaming may result in strong social ties, if gamers engage in online activities that continue beyond the game and extend these with offline activities.     

Inducing attitude change toward online gaming among adolescent players based on dissonance theory: The role of threats and justification of effort

The negative impact of online gaming on adolescents has received much attention. The question of how to reduce their pathological use of online gaming is a critical issue. Based on the concept of external justification in dissonance theory, this experimental study aimed to examine whether severity of threat and justification of effort would impact adolescent players’ attitude change toward online gaming and their subjective estimations of online gaming addiction. The results echoed predictions from classic studies in dissonance theory. When participants engaged in attitude–discrepant behavior, i.e., persuading other adolescents that an apparently interesting online game is not fun at all, their attitudes toward online gaming shifted more dramatically to the negative side in the context of a low level of threat rather than a high level of threat. Additionally, the magnitude of attitude change was more prominent when participants exerted more rather than less effort to engage in attitude–discrepant behavior. Moreover, a similar pattern of participants’ evaluations of the likelihood of online gaming addiction was also observed. The findings show that dissonance theory has the potential to be useful for inducing adolescent players to disengage in online gaming.     

An empirical examination of factors affecting college students’ proactive stickiness with a web-based English learning environment

Drawing on the Social Cognitive Theory (SCT) and Uses and Gratifications (U&G) theory, this study develops a conceptual model to investigate the determinants of college students’ proactive “stickiness” with a web-based English learning (WBEL) environment. The model was validated using a cross-sectional survey of 306 college students. The partial least squares (PLS) method was applied to validate the measurement properties and proposed hypotheses. Overall, the empirical results show that computer self-efficacy, system characteristics, digital material features, interaction, learning outcome expectations and learning climate are critical affecting factors in determining student learning gratifications with WBEL, which is crucial to a college student’s proactive stickiness with the WBEL system. This study demonstrates the value in integrating findings from cognitive science and mass communication research to understand the WBEL processes involved. The findings provide initial insights into those factors that are likely critical antecedents for promoting college students’ English learning effectiveness through web-based technologies.     

Power Index axiomatics in the problem of voting with quota

An axiomatics of power indices in voting with quota was proposed. It relies on the additivity and dictator axioms. Established was an important property that the player’s power index is representable as the sum of contributions of the coalitions in which it is a pivot member. The coalition contributions are independent of the players’ weights or the quota. The general theorem of power index representation and the theorem of representation for a power index of anonymous players were formulated and proved.     

Defining the virtual self: Personality,behavior, and the psychology of embodiment

Although researchers have discussed the existence of a virtual self, or embodiment of human characteristics within an avatar, little known about how the virtual self influences a player’s behavior within a virtual environment. To better understand this relationship, World of Warcraft game players were asked to complete personality-rating scales for both themselves and their avatars. In addition, in-world behavior was recorded and then analyzed using a behavioral assessment checklist. Results suggested a relationship between personality and behavior within the domain of agreeableness. Based on these findings, the researchers discuss implications for the construct known as the virtual self, as well as the inclusion of psychological systems design into the overall game design process.     

“Games are made for fun”: Lessons on the effects of concept maps in the classroom use of computer games

Does using a computer game improve students’ motivation to learn classroom material? The current study examined students’ motivation to learn history concepts while playing a commercial, off-the-shelf computer game, Civilization III. The study examined the effect of using conceptual scaffolds to accompany game play. Students from three ninth-grade classrooms were assigned to one of three groups: one group used an expert generated concept map, one group constructed their own concept maps, and a control group used no map. It was predicted that the use of concept maps would enhance the educational value of the game playing activity, in particular students’ motivational levels; however, the opposite happened. Students who used a concept map showed lower motivation on the task relative to their baseline motivation for regular classroom instruction. In contrast, the levels of motivation in playing the game, for students in the control group, met or exceeded their levels of motivation during regular classroom instruction. These results suggest that using a conceptual scaffold can decrease students’ motivation to learn classroom material through game play, perhaps because conceptual maps can (a) focus students’ attention on the difficulty of learning the concepts and on the extrinsic rewards for playing the game and (b) make game play less autonomous, less creative, and less active. All of these can negate the primary property that provides playing its principal potential pedagogical power: fun.     

Emergence of observable rules in a spatial game system

This study focuses on player’s strategies observed from outside our original spatial game iterated by players, each of which is placed in a lattice site on a two-dimensional square lattice. A particularity of the game lies in the fact that a player’s strategy is not given, but is constructed dynamically in response to the spatial pattern of the player’s actions. This means that the strategy can evolve in time. However, the simulations revealed unexpected results. It was found that all the strategies observed from outside did not evolve, but were fixed in time. This article enumerates all the observed strategies in detail, and examines their characteristics.     

Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing

Digital game-based learning (DGBL) has become a viable instructional option in recent years due to its support of learning motivation. Recent studies have mostly focused on identifying motivational factors in digital games (e.g., curiosity, rules, control) that support intrinsic motivation. These findings, however, are limited in two fronts. First, they did not depict the interactive nature of the motivational processing in DGBL. Second, they excluded the outcome processing (learners’ final effort versus performance evaluation) as a possible motivation component to sustain the iterative game playing cycle. To address these problems, situated in the integrative theory of Motivation, Volition, and Performance (MVP), this study examined the relationship between motivational processing and outcome processing in an online instructional game. The study surveyed 264 undergraduate students after playing the Trade Ruler online game. Based on the data collected by ARCS-based Instructional Materials Motivational Survey (IMMS), a regression analysis revealed a significant model between motivational processing (attention, relevance, and confidence) and the outcome processing (satisfaction). The finding preliminarily suggests that both motivational processing and outcome processing need to be considered when designing DGBL. Furthermore, the finding implies a potential relationship between intrinsic motives and extrinsic rewards in DGBL.     

Coordination mechanisms for selfish scheduling

In machine scheduling, a set of jobs must be scheduled on a set of machines so as to minimize some global objective function, such as the makespan, which we consider in this paper. In practice, jobs are often controlled by independent, selfishly acting agents, which each select a machine for processing that minimizes the (expected) completion time. This scenario can be formalized as a game in which the players are job owners, the strategies are machines, and a player’s disutility is the completion time of its jobs in the corresponding schedule. The equilibria of these games may result in larger-than-optimal overall makespan. The price of anarchy is the ratio of the worst-case equilibrium makespan to the optimal makespan. In this paper, we design and analyze scheduling policies, or coordination mechanisms, for machines which aim to minimize the price of anarchy of the corresponding game. We study coordination mechanisms for four classes of multiprocessor machine scheduling problems and derive upper and lower bounds on the price of anarchy of these mechanisms. For several of the proposed mechanisms, we also prove that the system converges to a pure-strategy Nash equilibrium in a linear number of rounds. Finally, we note that our results are applicable to several practical problems arising in communication networks.     

The impact of perceived risk,intangibility and consumer characteristics on online game playing

Online game is the most popular entertainment application in the virtual world and online gamers demonstrate high attachment to playing online games. Previous studies have linked to the numerous negative outcomes in playing online games. The factors contribute to the negative consequences on using online game have been relatively neglected. The purpose of this study is to explore the impact of perceived risk, intangibility, gender and age (adolescent/adult) difference on online game playing consequences and intentions. Past usage frequency is also made to look into the influence additional purchase intention. A total of 1418 useful questionnaires (including 1018 from public interview and 400 from online questionnaire feedback) were collected for final data analysis. The results demonstrated the important roles that time risk, psychological risk, financial risk, physical intangibility, mental intangibility and generality play on the negative consequences associated with online game playing. The results also indicated that male and adolescent individuals spent much more time on online game and intented to act the entertainment more than females and adults did. Finally, past online game playing frequency was showed to be a positive predictor of future online game playing intention.     

How shall I trust the faceless and the intangible? A literature review on the antecedents of online trust

Trust is generally assumed to be an important precondition for people’s adoption of electronic services. This paper provides an overview of the available research into the antecedents of trust in both commercial and non-commercial online transactions and services. A literature review was conducted covering empirical studies on people’s trust in and adoption of computer-mediated services. Results are described using a framework of three clusters of antecedents: customer/client-based, website-based, and company/organization-based antecedents. Results show that there are many possible antecedents of trust in electronic services. The majority of the research has been conducted in the context of e-commerce; only few studies are available in the domains of e-government and e-health. For many antecedents, some empirical support can be found, but the results are far from univocal. The research calls for more, and particularly more systematic, research attention for the antecedents of trust in electronic services. The review presented in this paper offers practitioners an overview of possibly relevant variables that may affect people’s trust in electronic services. It also gives a state-of-the-art overview of the empirical support for the relevance of these variables.