Advergame speed influence and brand recall: The moderating effects of brand placement strength and gamers’ persuasion knowledge

This study explores the effect of advergame speed, brand placement strength and consumers’ persuasion knowledge on brand recall from the perspectives of attention and elaboration. Results show that low-speed advergames result in high brand recall as compared to high-speed advergames. A two-way interaction effect between advergame speed and brand placement strength reveals that for a low-speed advergame, a prominent brand placement results in higher brand recall than a subtle brand placement; for a high-speed advergame, there is no difference in brand recall between a prominent brand placement and a subtle brand placement. Further, for a low-speed advergame with prominent brand placement, subjects with high persuasion knowledge report higher brand recall than subjects with low persuasion knowledge. However, for a high-speed advergame with prominent brand placement, there is no difference in brand recall between subjects with high persuasion knowledge and subjects with low persuasion knowledge. Implications are provided.     

Responses to an advergaming campaign on a mobile social networking site: An initial research report

Advergames are a form of branded entertainment that feature advertising messages, logos, and trade characters in a game format. This paper reports a preliminary examination on the effects of an advergame on perceived brand value in a context of mobile social networking sites (SNSs). Drawn upon categorization theory, the study posits that, while mobile SNS engagement stimulates electronic word-of-mouth (eWOM) intention among game players, perceived brand-game fit also drives eWOM intention, which in turn positively affects perceived brand value. Furthermore, perceived brand-game fit is contemplated to be a direct driver of perceived brand value. A research model is validated by a large-scale online survey. Using a real promotional campaign for a popular consumer good (Procter & Gamble’s Pringles), the authors create an advergame for one of the most popular mobile SNSs in Japan. The results from structural equation modeling corroborate all hypothesized relationships. This article closes with some theoretical and managerial implications, as well as recognition of important limitations.     

Two-Player Game: Playing Casual Video Games with Outgroup Members Reduces Levels of Prejudice Toward That Outgroup

Video games have traditionally held a dubious reputation in the media and have been linked to many antisocial behaviors. A large amount of research has borne out some of these concerns, linking video games with addiction and particularly aggression. However, recent work in this area has begun to examine the positive aspects of video gaming. In this work, we examine how playing casual, low-involvement video games with an outgroup member may reduce prejudice. In Study 1, participants played cooperatively or competitively with a (trivial) outgroup member or alone. In Studies 2 and 3, a meaningful social identity was used: students’ university affiliation. Participants played either cooperatively with a rival university student against the computer, or alone. Analyses of all three studies showed that attitudes toward the outgroup were more positive after playing with an outgroup member compared with control conditions. How these findings may be applied to real world groups and extensions for future research are then discussed.     

Learning with quizzes,simulations, and adventures: Students' attitudes,perceptions and intentions to learn with different types of serious games

Students' attitudes, their perceptions of cognitive and affective quality as predictors of attitudes, and the resulting intention toward learning with serious games remains ambiguous, largely due to the use of imprecise measures. The presented studies have aimed to develop and test a measurement of students' attitudes, perceptions, and intentions to learn with serious games in general, and to use the instrument to examine differences for the most common types of serious games, that is quiz, simulation, and adventure. To this end, a pretest (n = 301) and two main studies (Study 1: n = 135, Study 2: n = 375) were conducted. The developed instrument shows high reliability and convergent validity. Results demonstrate positive attitudes, positive cognitive perceptions, and high positive and low negative affective perceptions of students toward learning with serious games in general, as well as with different game types. Findings from a multivariate analysis of variance (MANOVA), however, indicate differences between the three game types that could be related to the perceptions of cognitive and affective quality. Predominately, compared to quizzes and adventures, simulations were perceived as more supportive for the comprehension and application of knowledge while promoting a less positive affect. Additionally, there was a significant difference due to gender. Whereas females reported higher perceptions of negative affective quality compared to males when serious games were addressed in general, answers to questions about the specific game types revealed a more detailed picture. In contrast to previous findings in existing literature, female students reported a more positive attitude, as well as higher perceptions of positive affective quality, than males for all three game types. These results stress the importance of examining the types of serious games separately and considering gender when evaluating students' attitudes and perceptions when learning with serious games.     

Consumer attitudes toward blogger’s sponsored recommendations and purchase intention: The effect of sponsorship type,product type,and brand awareness

Sponsored recommendation blog posts, a form of online consumer review, are blog articles written by bloggers who receive benefits from sponsoring marketers to review and promote products on their personal blog. Because national regulations require that marketer sponsorship must be revealed in the blog post, sponsored recommendation posts can no longer conceal their marketing intent. Consumer’s attitudes toward sponsored recommendation posts are thus a vital issue in assessing the effectiveness of the advertisement. This study uses a 2(sponsorship type) × 2(product type) × 2(brand awareness) experimental design and a total of 613 valid samples to examine consumer attitudes toward sponsored recommendation posts and purchase intention. The results show that when products recommended in blog posts are search goods or have high brand awareness, consumers have highly positive attitudes toward sponsored recommendation posts, which improves purchase intention. The directly-monetary/indirect-monetary benefits received by the bloggers have no significant effect on readership attitudes. Using these features in blog writings appears to improve online readers’ trust toward and the credibility of sponsored recommendation posts and thus can be a vital online marketing tool for marketers.     

A case study of computer gaming for math: Engaged learning from gameplay?

Employing mixed-method approach, this case study examined the in situ use of educational computer games in a summer math program to facilitate 4th and 5th graders’ cognitive math achievement, metacognitive awareness, and positive attitudes toward math learning. The results indicated that students developed more positive attitudes toward math learning through five-week computer math gaming, but there was no significant effect of computer gaming on students’ cognitive test performance or metacognitive awareness development. The in-field observation and students’ think-aloud protocol informed that not every computer math drill game would engage children in committed learning. The study findings have highlighted the value of situating learning activities within the game story, making games pleasantly challenging, scaffolding reflections, and designing suitable off-computer activities.     

Sexism in online video games: The role of conformity to masculine norms and social dominance orientation

Sexism toward women in online video game environments has become a pervasive and divisive issue in the gaming community. In this study, we sought to determine what personality traits, demographic variables, and levels of game play predicted sexist attitudes towards women who play video games. Male and female participants (N = 301) who were players of networked video games were invited to participate in an anonymous online survey. Social dominance orientation and conformity to some types of masculine norms (desire for power over women and the need for heterosexual self-presentation) predicted higher scores on the Video Game Sexism Scale (i.e., greater sexist beliefs about women and gaming). Implications for the social gaming environment and female gamers are discussed.     

The effects of interactive brand placements in online games on children’s cognitive,affective, and conative brand responses

This study investigated how persuasive messages integrated in an online game affects children’s cognitive, affective, and conative responses to the brand, as well as their attitude toward the game itself. An experiment conducted among 2453 girls between the ages of 11 and 17 demonstrated that confrontation with interactive brand placement in the game resulted in more positive attitudes toward the game, higher top of mind awareness of the brand, more positive brand images, and more favorable behavioral intentions. In addition, consistent with persuasion literature and theories on child development, this study showed that there was a three-way interaction effect between exposure to the brand placement, age, and prior brand use for behavioral intentions. The youngest girls who had no prior experience with the brand were more strongly influenced by the brand placement than the oldest girls who had no prior brand experience.     

品牌网站Flash游戏设计

本文以对品牌网站中Flash游戏如何设计才能更好的与品牌结合并为品牌创造最大效益的研究为目的。首先,通过Flash游戏兴起原因以及种类和特点进行分析;然后,对品牌网站Flash游戏的目的、目标受众及内容特点等前期策划进行分析论述,阐述Flash游戏设计前期策划中的重点,并强调Flash游戏前期策划的重要性;阐述了品牌与游戏应该如何紧密的结合在一起。     

Multiplayer online games as educational tools: Facing new challenges in learning

This paper outlines a proposal for the development of educational multiplayer online games based on the activity theory, as an alternative to the current trend in multiplayer gaming and a means of promoting collaboration among students. In order to examine whether online games are engaging for learners, we consider multiple factors regarding game play – such as frequency of game use, gender differences, identification with the characters, and game preferences – as well as some psychosocial factors that may influence learning – such as academic performance, self-esteem, and computer self-efficacy. This paper suggests that online multiplayer educational games should be approached as a complex learning system, based on the principles of activity theory, where the Subjects would interact with other Subjects, Objects and Tools of the game, under specified Rules and create Communities through division of labor, leading to the expected learning outcome. Thus, we suggest taking into account some important issues concerning the Subjects that the activity theory refers to, such as gender differences in playing games, academic performance, self-esteem and computer self-efficacy.     

Dynamic Bayesian approach for detecting cheats in multi-player online games

Massively multi-player games hold a huge market in the digital entertainment industry. Companies invest heavily in game developments since a successful online game can attract millions of users, and this translates to a huge investment payoff. However, multi-player online games are also subjected to various forms of “hacks” and “cheats”. Hackers can alter the graphic rendering to reveal information otherwise be hidden in a normal game, or cheaters can use software robots to play the game automatically and thus gain an unfair advantage. To overcome these problems, some popular online games release software patches constantly to block “known” hacks or incorporate anti-cheating software to detect “known” cheats. This not only creates deployment difficulty but new cheats will still be able to breach the normal game logic until software patches or updates of the anti-cheating software are available. Moreover, the anti-cheating software themselves are also vulnerable to hacks. In this paper, we propose a “scalable” and “efficient” method to detect whether a player is cheating or not. The methodology is based on the dynamic Bayesian network approach. The detection framework relies solely on the game states and runs in the game server only. Therefore, it is invulnerable to hacks and it is a much more deployable solution. To demonstrate the effectiveness of the proposed method, we have implemented a prototype multi-player game system to detect whether a player is using any “aiming robot” for cheating or not. Experiments show that the proposed method can effectively detect cheaters on a first-person shooter game with extremely low false positive rate. We believe the proposed methodology and the prototype system provide a first step toward a systematic study of cheating detection and security research in the area of online multi-player games.     

Making games in the classroom: Benefits and gender concerns

This paper argues that making computer games as part of a classroom project can develop a range of new media storytelling, visual design and audience awareness skills. This claim is supported by data from the evaluation of a six week game making project in a state funded primary school in which 11–12 year old learners made their own computer games using software called Adventure Author. The paper reports on analysis of the games produced by the children and documents the range of new media storytelling skills used as well as examining how the pupils responded to peer reviews of their games. In light of concerns raised in the literature that girls may be disadvantaged by classroom games projects, it investigates whether there are gender differences in the game making skills displayed by the learners. The results of the study indicate that girls' games score more highly than boys', particularly on skills relating to storytelling.     

Commitment to multiplayer online games: An investment model approach

Multiplayer online games have highly committed players who continue playing these games for years. In the present study, commitment to multiplayer online games was examined from an investment model perspective. The investment model was originally developed to explain persistence in romantic relationships, ultimately identifying the three predictors of commitment as satisfaction, quality of alternatives, and investment size. Furthermore, commitment has been linked to greater accommodation (i.e., constructive responses) in relationship conflicts. The present study extended the model to the context of multiplayer online games. Participants (N = 176) who regularly played a multiplayer online game completed modified versions of the investment model and accommodation scales in an online questionnaire. Structural equation modeling analyses showed that satisfaction and investment predicted greater game commitment, which in turn predicted greater accommodation toward the game's problems (i.e., lower endorsement of exit behaviors, greater endorsement of voice and loyalty behaviors). Findings showed that the investment model provides a valid framework for examining game commitment.     

An instrument to build a gamer clustering framework according to gaming preferences and habits

In the era of digital gaming, there is a pressing need to better understand how people's gaming preferences and habits affect behavior and can inform educational game design. However, instruments available for such endeavor are rather informal and limited, lack proper evaluation, and often yield results that are hard to interpret. In this paper we present the design and preliminary validation (involving N = 754 Spanish secondary school students) of a simple instrument that, based on a 10-item Game Preferences Questionnaire (GPQ), classifies participants into four ‘clusters’ or types of gamers, allowing for easy interpretation of the results. These clusters are: (1) Full gamers, covering individuals that play all kinds of games with a high frequency; (2) Hardcore gamers, playing mostly first-person shooters and sport games; (3) Casual gamers, playing moderately musical, social and thinking games; and (4) Non-gamers, who do not usually play games of any kind. The instrument may have uses in psychology and behavioral sciences, as there is evidence suggesting that attitudes towards gaming affects personal attitudes and behavior. Besides, we propose applying the instrument to help designers of educational games to get better tailored their games to their target audiences.     

Effects of cognition demand,mode of interactivity and brand anthropomorphism on gamers’ brand attention and memory in advergames

This paper explores how game and message related characteristics of interactivity and brand anthropomorphism interact each other with gamers' cognition demand (high cognition versus low cognition demand) to influence gamers' brand attention, brand recall, and brand recognition in advergames. The mixed-measures experimental design study revealed that in high cognition demand game play, gamers' brand attention, recognition, and recall are low, in comparison with low cognition demand game. However, in high cognition demand condition, gamers exposed to brand interactivity game (versus no interactivity and game interactivity) showed higher brand attention and memory. The results also showed that gamers’ brand anthropomorphism works as a boundary condition which further shapes the above-said effects.     

Is the use of information and communication technology related to performance in working memory tasks? Evidence from seventh-grade students

The main purpose of this study was to assess whether seventh-grade students use of information and communication technology (ICT) was related to performance on working memory tasks. In addition, the study tested whether the relationship between ICT use and performance on working memory tasks interacted with seventh-grade students’ socioeconomic level and gender. 275 students recruited from 30 Chilean schools were grouped according to their self-reported use of PC, the Internet, Chat and Video games. To assess students’ working memory performance, they were tested with a digit span test and a visuo-spatial measure. Only one of our two dependent variables reflected a relationship between specific profiles of ICT use and working memory. Higher scores on the digits span test were related to those user profiles combining PC use and video game play, that is, those identified as Full users and as PC and Console Gamers. We did not find an interaction effect of gender and ICT use or an interaction effect of socioeconomic level and ICT use. There are three possible explanations for these results: first, a proclivity of students with higher working memory capacity to engage in technology use; second, an impact on working memory of potential differences in multitasking; and, third, an impact on working memory of video game play. However, these results must be interpreted cautiously since scores on the GEFT, our visuo-spatial working memory measure, were not related to any profile of technology use. As serious educational games become more regularly used at school, previous differences in video game experience become growingly important. Future research must study whether the intended benefits of serious educational games are being mediated by individual differences in previous exposure to video games and other information and computer technologies, with independence of the directionality of the relationship between video game play and working memory.     

Technology and young children: How 4–7 year olds perceive their own use of computers

This study examined young children’s access, perceptions and use of technology within and outside of school settings. One hundred sixty seven children from varied ethnic and socio-economic backgrounds participated in the study. Regardless of gender, socio-economic status or ethnic group, most children had access to computers in and outside of schools. In both settings, pre-K through grade 2 children report that they primarily use computers to play games. Children’s attitudes toward computers are positive. Older children tend to use the computer more often, are better able to operate the computer and their attitudes towards computers are more positive. Boys’ attitudes towards computers are more positive than the attitudes of girls, but no gender differences were found for computer use nor ability level. While no significant differences were found between the attitudes of Dutch and immigrant children, the latter group indicated more frequent use. Also, children from a lower socio-economic neighborhood had more positive attitudes towards computers and used computers slightly more often than middle class children. The findings of this study inform the debate on the desirability of young children’s exposure to computers at home as well as in educational settings. Further, these findings may help educators and parents to both critically assess their current practices (e.g. the relative value of the most frequently used applications – games), and strive to integrate developmentally appropriate uses of technology at home and in classrooms.     

Effects of constructing versus playing an educational game on student motivation and deep learning strategy use

In this study the effects of two different interactive learning tasks, in which simple games were included were described with respect to student motivation and deep strategy use. The research involved 235 students from four elementary schools in The Netherlands. One group of students (N = 128) constructed their own memory ‘drag and drop’ game, whereas the other group (N = 107) played an existing ‘drag and drop’ memory game. Analyses of covariance demonstrated a significant difference between the two conditions both on intrinsic motivation and deep strategy use. The large effect sizes for both motivation and deep strategy use were in favour of the construction condition. The results suggest that constructing a game might be a better way to enhance student motivation and deep learning than playing an existing game. Despite the promising results, the low level of complexity of the games used is a study limitation.     

The atomic intrinsic integration approach: A structured methodology for the design of games for the conceptual understanding of physics

Computer simulations combined with games have been successfully used to teach conceptual physics. However, there is no clear methodology for guiding the design of these types of games. To remedy this, we propose a structured methodology for the design of conceptual physics games that explicitly integrates the principles of the intrinsic integration approach for designing instructional games (Habgood & Ainsworth, 2011) with an atomic analysis of the structure of games (Cook, 2007; Cousins, 2005; Koster, 2005). To test this approach, we redesigned an existing game to teach electrostatics and compared the educational effectiveness of the original and redesigned versions. Our studies also compared an endogenous fantasy version of the game with a non-fantasy version.     

Automatic speech recognition- an approach for designing inclusive games

Computer games are now a part of our modern culture. However, certain categories of people are excluded from this form of entertainment and social interaction because they are unable to use the interface of the games. The reason for this can be deficits in motor control, vision or hearing. By using automatic speech recognition systems (ASR), voice driven commands can be used to control the game, which can thus open up the possibility for people with motor system difficulty to be included in game communities. This paper aims at find a standard way of using voice commands in games which uses a speech recognition system in the backend, and that can be universally applied for designing inclusive games. Present speech recognition systems however, do not support emotions, attitudes, tones etc. This is a drawback because such expressions can be vital for gaming. Taking multiple types of existing genres of games into account and analyzing their voice command requirements, a general ASRS module is proposed which can work as a common platform for designing inclusive games. A fuzzy logic controller proposed then is to enhance the system. The standard voice driven module can be based on algorithm or fuzzy controller which can be used to design software plug-ins or can be included in microchip. It then can be integrated with the game engines; creating the possibility of voice driven universal access for controlling games.