The differences in motivations of online game players and offline game players: A combined analysis of three studies at higher education level

Computer games have become a highly popular form of entertainment and have had a large impact on how University students spend their leisure time. Due to their highly motivating properties computer games have come to the attention of educationalists who wish to exploit these highly desirable properties for educational purposes. Several studies have been performed looking at motivations for playing computer games in a general context and in a Higher Education (HE) context. These studies did not focus on the differences in motivations between online and offline game players. Equally the studies did not look at the differences in motivations of people who prefer single player games and people who prefer multiplayer games. If games-based learning is to become a recognised teaching approach then such motivations for playing computer games must be better understood. This paper presents the combined analysis of three studies at HE level, performed over a four year period from 2005 to 2009. The paper focuses on differences of motivations in relation to single player/multiplayer preference and online/offline game participation. The study found that challenge is the top ranking motivation and recognition is the lowest ranking motivation for playing computer games in general. Challenge is also the top ranking motivation for playing games in HE while fantasy and recognition are the lowest ranking motivations for playing games in HE. Multiplayer gamers derive more competition, cooperation, recognition, fantasy and curiosity from playing games and online gamers derive more challenge, cooperation, recognition and control from playing games. Multiplayer gamers and online gamers ranked competition, cooperation and recognition significantly more important for playing games in HE than single players and offline participants.     

The Librarian as Video Game Player

Despite media coverage that is usually negative or non-existent, digital (video) game playing is a major form of entertainment for significant numbers of people in developed countries. This paper begins with a brief outline of what these games are, who plays them and why there is interest within the library community. We then move through several examples of the current direct impact of digital games on libraries. This is followed by more abstract examples of how video games could, and do, influence library practise and technology. Attributes of online games are discussed, focusing on one particular game, Second Life. This game is used widely within the library community, with many librarians spending significant time developing avatars, open services and infrastructure. The paper concludes with a summary of the ten attributes of video game players, found across the research literature body, that are of relevance to digital information and library services.     

Cognitive and psychological predictors of the negative outcomes associated with playing MMOGs (massively multiplayer online games)

This study integrates research on problematic Internet use to explore the cognitive and psychological predictors of negative consequences associated with playing massively multiplayer online games (MMOGs). Participants recruited from online discussion boards completed self-report measures on their online game-related cognitions and psychological condition, social skills, psychological well-being, and negative life outcomes associated with game playing. The results demonstrated the important roles that psychological dependency and deficient self-regulation play in negative consequences associated with online gaming. The results also indicated that psychological dependency on MMOGs was predicted by cognitive preference for a virtual life—a construct that is negatively related to social control skills.     

The moderating role of locus of control on the links between experiential motives and intention to play online games

Online games represent a burgeoning market sector with growth potential. The distinctive entertainment-oriented features of such games provide experiential motives for users. However, most previous studies have focused on the single dimensional affective motive of online game use. The multi-dimensional affective motivational aspects of entertainment technologies have been relatively neglected. In addition, previous studies report inconsistent relationships between motives and online game usage. To fill these gaps in the literature, the present study proposes five experiential motives such as concentration, enjoyment, escape, epistemic curiosity, and social affiliation as predictors of intention to play online games. External locus of control is also introduced as a moderator in the links between experiential motives and intention. The model was tested with the data from 576 current online game players who answered online survey. Structural equation model analysis confirmed that three experiential motives with the exception of concentration and epistemic curiosity have a positive effect on intention. χ² difference test confirmed that the coefficients linking experiential motives such as concentration, enjoyment, and escape to intention are higher for people with external locus of control than for people with internal locus of control. Implications are discussed in conclusion.     

A cognitive-behavioral model of problematic online gaming in adolescents aged 12–22 years

The aim of this study was to apply the cognitive behavioral model of problematic Internet use to the context of online game use to obtain a better understanding of problematic use of online games and its negative consequences. In total, 597 online game playing adolescents aged 12–22 years participated in this study. Results showed that the cognitive behavioral model of problematic Internet use can also be used in the context of online game use. More specifically, preference for online social interaction, mood regulation and deficient self-regulation appeared to play an important role in predicting negative outcomes from problematic online game use. Together, these cognitions and behaviors explained 79% of the variance of negative outcomes scores. These findings can be used to develop strategies that aim at reducing problematic online game behavior and its negative consequences.     

Determining reactive and proactive aggression and empathy levels of middle school students regarding their video game preferences

The studies existing on the effects of video games with violent content and aggression in research literature have controversial results. Accordingly, some studies indicate that empathy may play a determining role in the relationship between video games and aggression. In this context, the study aim was to describe the game types that middle school students play and analyze the relationship between the game types, their reactive and proactive aggressions, and empathic skills. Participants were 318 students from middle schools in Turkey. An important finding obtained from this study was the relationship between the frequency of proactive and reactive aggression and the playing of aggressive games; a relationship was also identified between emotional and cognitive empathy and the playing of aggressive games. Therefore, it is important to talk to children about the real-life consequences of aggressive games, and teach them appropriate methods of conflict management that they can use in real-life conflicts, which may diminish the negative effects of games with aggressive content.     

A model of cognitive loads in massively multiplayer online role playing games

Being one of the most commercially successful entertainment software applications, massively multiplayer online role playing games (MMORPGs) continue to expand in term of the revenue they generate as well as the involvement of users who congregate in their virtual space and form communities around them to support each other. Unlike conventional offline computer games, or networked games with limited numbers of players, MMORPGs are not merely software applications as they are usually seen as a space with complicated dynamics of social interactions. Hence, it is believed that playing these games might cause cognitive overload problems among the players as they have to constantly interact with the game world as well as with other users. We conducted an exploratory study using qualitative methods to explore cognitive overloads in Maple Story, a typical MMORPG. Our results reveal that several types of cognitive overloads emerge during the game playing. While some of these overloads pose serious problems even to expert players, players seem to develop strategies to overcome them. It is found that some forms of cognitive load are actually desirable in order to make the game challenging. We have also created a set of recommendations that can help game developers handle cognitive load problems in MMORPGs.     

Engagement in digital entertainment games: A systematic review

Since their introduction over 40 years ago, digital entertainment games have become one of the most popular leisure activities globally. While digital games clearly provide highly engaging activities, the nature of this engagement is not well understood. The current study aims to advance our understanding by reporting a systematic review of recent literature addressing engagement in computer games. The papers in the review comprise a sub-sample of papers relating to engagement in digital games that was selected from a broader literature search carried out on the outcomes and impacts of playing computer games. A diverse range of studies was identified that examined varied aspects of engagement in games including subjective experiences while playing games, the physiological concomitants of these experiences, motives for playing games, game usage and time spent playing games and the impact of playing on life satisfaction. A narrative review was carried out to capture these diverse aspects of engagement and to develop a more coherent understanding of engagement in computer games.     

The relationship between online game playing motivation and selection of online game characters – the case of Taiwan

The alarming growth rate in the online game industry calls for a need of understanding the determinants of online gamers’ behaviour. Investigating how online gamers choose different online characters assists online game vendors to design characters that match the needs of different online gamers. Recently, numerous online game designers have introduced celebrity figures as characters for certain online games. The popularity of those celebrities has resulted in greater awareness of these games, and hopefully further increases the playability of online games. While different online gamers are motivated by different desires for playing, it is insufficiently researched whether these online celebrity characters have actually altered players’ choice in giving preference to these games. Thus, this study conducts an experimental design to study the reasons behind players’ choice of characters by studying how online games perceive the interpersonal attractiveness of celebrity online characters, and how online gamers with different playing motivations display different behaviours in their choice of online game characters. Results from the survey filled out by participants after the experiments show that the attractiveness of celebrity online characters is significantly higher than that of non-celebrity characters. Further, online game players with a social playing motivation tend to choose celebrities as their online game characters.     

Interactive story authoring: A viable form of creative expression for the classroom

The unprecedented growth in numbers of children playing computer games has stimulated discussion and research regarding what, if any, educational value these games have for teaching and learning. The research on this topic has primarily focused on children as players of computer games rather than builders/constructors of computer games. Recently, several game companies, such as BioWare Corp. and Bethesda Softworks, have released game story creation tools to the public, along with their games. However, a major obstacle to using these commercial tools is the level of programming experience required to create interactive game stories. In this paper, we demonstrate that a commercial game story construction tool, BioWare Corp.’s Aurora Toolset, can be augmented by our new tool, ScriptEase, to enable students in two grade ten English classes to successfully construct interactive game stories. We present evidence that describes the relationship between interactive story authoring and traditional story authoring, along with a series of factors that can potentially affect success at these activities: gender, creativity, intellectual ability, previous experiences with programming, time playing computer games, and time spent online. Results indicate that students can successfully construct sophisticated interactive stories with very little training. The results also show no gender differences in the quality of these interactive stories, regardless of programming experience or the amount of time per week playing computer games or participating in general online activities, although a subset of female students did show a slightly higher level of performance on interactive story authoring. In the educational context of this study, we show that ScriptEase provides an easy-to-use tool for interactive story authoring in a constructionist learning environment.     

TOWARDS OPTIMIZING ENTERTAINMENT IN COMPUTER GAMES

Mainly motivated by the current lack of a qualitative and quantitative entertainment formulation of computer games and the procedures to generate it, this article covers the following issues: It presents the features—extracted primarily from the opponent behavior—that make a predator/prey game appealing; provides the qualitative and quantitative means for measuring player entertainment in real time, and introduces a successful methodology for obtaining games of high satisfaction. This methodology is based on online (during play) learning opponents who demonstrate cooperative action. By testing the game against humans, we confirm our hypothesis that the proposed entertainment measure is consistent with the judgment of human players. As far as learning in real time against human players is concerned, results suggest that longer games are required for humans to notice some sort of change in their entertainment.     

Gender differences in Taiwan high school students’ computer game playing

The purpose of this study is to explore gender differences among adolescents who play computer games: key areas of study include hours played, motivation, enjoyment experienced, and the impacts on the students’ lives. The data were obtained from 535 Taiwan high school students. Results indicated that males spent more time playing computer games than did females and also enjoyed it more. Results also indicated that male students are more strongly motivated to play computer games. Gender differences exist in both the frequency and the types of games the subjects played. It is interesting to note that even with significant gender differences, both genders overwhelmingly concluded that playing computer games has helped the quality of their friendships. Finally, results also showed a slight gender difference regarding the predictors of Taiwan high school students’ game playing enjoyments.     

Gender and player characteristics in video game play of preadolescents

The present study explores the relation among different characteristics of preadolescents and their video game habits and preferences. Specifically, the predictive power of age, gender, and psychological adjustment on time spent playing video games and game preference was explored. Children ages 10–15 were given two surveys: a video game habits survey and the BASC-II self-report assessment of personality. Results confirm previous findings of significant gender differences in both time spent playing video games and game type preference. For preadolescents, males were found to spend more time overall playing video games, but for both males and females time spent playing increased with age. No relation was found between time spent playing video games and negative psychological adjustment, as assessed by the BASC-II. Game type preference was predicted by several psychological characteristics. For example, females’ positive feelings about the self were associated with increased likelihood of electing First Person Shooters as a favored game type, and males’ internalizing difficulties were associated with decreased likelihood of electing Massively Multiplayer Online Role Playing Games (MMORPGs). The current findings confirm previous results with preadolescents, an under-studied age group, and lend novel insight into the psychological processes that contribute to video game preference.     

Just a game after all: Violent video game exposure and time spent playing effects on hostile feelings,depression, and visuospatial cognition

Research in the domain of video game violence continues to be contentious and debated. Scholars have examined both positive and negative effects of violent games, although results thus far have been inconclusive and systematic internal validity problems have been identified with past research. The current study adds to this growing literature by examining the effects of video game violence exposure and time spent playing on depression, hostility, and visuospatial cognition. This study improves upon previous research by matching game conditions carefully on confounding variables identified as problems by other scholars. In a laboratory setting, 100 participants were randomly assigned into one of six conditions based on two independent variables (time spent playing and type of video game). Results indicated that neither randomized video game play nor time spent playing a video game had any effect on depression, hostility, or, visuospatial cognition. Effect size estimates were below levels for practical significance. These results suggest that both positive and negative influences of violence in video games may be limited in scope.     

教学游戏软件的设计与实现

电脑游戏开发是故事、艺术、音乐、声音效果、动画及程序设计技术的有机结合,以产生一种动态的、具有很强交互性的电子娱乐形式。本文以设计开发角色扮演游戏为目标,在此基础上提出新的探索,即寓教于乐的设计思想,着重从技术上讨论了角色扮演游戏的设计与实现。     

网络游戏与青少年犯罪

网络游戏是近年来兴起的一个新的娱乐方式和新兴产业,青少年网络游戏成瘾的现象越来越严重,而由网络游戏诱发的青少年犯罪也频频发生。本文从网络游戏本身的特点和青少年自身特点出发,深入分析网络游戏对青少年犯罪的影响。最后提出相应的应对措施。     

Perceived control and gender difference on the relationship between trialability and intent to play new online games

With the growing number of online game players and the increasing of new online games development, it is imperative for marketers to develop a better understanding of players’ new game adoption decisions. This study examines perceived control as a mediator of trialability-product adoption relationship, and gender difference as a moderator of the relationship between trialability-product adoptions. A field survey was conducted to test the hypotheses of the study. Respondents were graduate students from Taiwan universities. A total of 411 undergraduate students with massively multiplayer online gaming (MMOGs) experience participated in this study. The structural equation model (SEM) method was employed to analyze the data. The findings indicate that perceived product trialability has a direct influence on intent to play new games, and indirect effects through perceived process control. Gender differences also moderate the trialability effects on the adoption of new online games. Perceived trialability had more of an effect on intention to play new online games for female players than for male players. To develop an effective product development and communication strategy, the finding suggests that online game firms should focus on new product characteristics and consider consumer gender differences.     

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.     

What Drives People to Continue to Play Online Games? An Extension of Technology Model and Theory of Planned Behavior

Online gaming has become one of the fastest growing entertainment industries on the Internet over the past decade. However, little is known about why people continue to play certain online games or which design factors are most closely related to the amount of time spent by players at particular online gaming sites. The purpose of this study is to propose a theoretical research model, which integrates flow experience, human–computer interaction, social interaction, and perceived enjoyment, together with the technology acceptance model and theory of planned behavior to explain why people continue to play online games. The proposed model was examined through an empirical study involving 415 participants using structural equation modeling techniques. The results found that player attitudes, subjective norms, perceived behavioral control, flow experience, and perceived enjoyment have a positive influence on players' continued intention to play online games and explain about 70% of variance. In addition, implications for online games development are discussed.     

Decreasing the problematic use of an information system: An empirical investigation of smartphone game players

Based on protection motivation theory, this study aims to identify factors that influence the intention to decrease problematic smartphone game use, including the effects of a gaming habit and subjective norms. The research model is tested with a scenario‐based survey method. Players' perceived threat refers to the negative consequences (eg, reduced performance or social isolation) that are caused by problematic smartphone game use. The findings indicate that under high fear appeals, threat appraisal creates fearful emotions about suffering from the negative consequences, which further reduces the gaming habit and activates the intention to decrease use. Self‐efficacy in decreasing game playing, the response efficacy of decreasing usage in avoiding the threat and subjective norms effectively promote users' intention to decrease use. Moreover, response costs reduce the intention to decrease use. The findings provide insights into how to activate users' intention to decrease problematic use, and the resulting implications are discussed.