The relationship between character identification and flow state within video games

Flow is a concept used to describe the pleasurable immersion that individuals experience, often in recreational activities such as video games. A key component in many video games is the player's avatar; through which the player experiences the game world and game play. Past theory suggests that flow and the identification of a player with their avatar are vital aspects of video games and it is this that differentiates them from other forms of media. However, research on the relationship between flow and avatar/character identification is in its infancy. This study aimed to further examine these two concepts and their relationship within video games. This study consisted of 306 participants, who completed a series of self-report questionnaires online. As hypothesised, it was found that character identification was strongly and positively related to flow. It was also found that only the video game specific characteristics of similarity to character and customisation were negatively and positively related to flow respectively. Furthermore, similarity but not customisation was related to character identification, and that similarity was strongly and positively related to character identification. Other findings include Openness to Experience being positively related to character identification, and Extraversion being negatively related to character identification.     

Modeling outcomes of violent video game play: Applying mental models and model matching to explain the relationship between user differences,game characteristics,enjoyment, and aggressive intentions

While much research on video games has focused on aggressive outcomes, the extant research has not come to consensus on the role of other factors, notably enjoyment, frustration and individual differences amongst players, in mediating the link between violent game play and aggression. This experimental design uses a mental models approach to examine game features (e.g., controller naturalness), player characteristics (e.g., first person shooter experience, sex, degree of competitiveness) and the game play experience (e.g., perceived game realism, immersion, game failure, frustration and enjoyment) to explain aggressive outcomes. Results from a revised path model suggest perceived realism, immersion, and experience with other first person shooters all positively predicted enjoyment while frustration negatively predicted game enjoyment. Frustration and enjoyment both predicted state aggression. The findings of this study support the application of mental models as a theoretical approach to unify thinking about violent games, contextual features of violent games, individual difference variables and differences in player perceptions and game experiences with regards to outcome aggression. Results are discussed in terms of the model matching hypothesis and implications for the comprehensive study of violent game play, including the importance of enjoyment and frustration, are also discussed.     

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.     

Virtual ideals: The effect of video game play on male body image

The perpetuation of unrealistic body ideals by popular media has been linked to negative body image and self-esteem; however, the influence of video games has remained largely unexamined despite their growing popularity as a media form, particularly among men. The purpose of this study was to investigate whether playing video games that emphasize an unrealistic male body ideal has a negative impact on body satisfaction. Participants played a highly realistic video game for 45 min and then completed questionnaires measuring muscularity concerns and body image. Men randomized to the experimental group played the game with a character of exaggerated muscularity, whereas those randomized to the control group played with a character of average build. Men in the muscular condition reported significantly lower body satisfaction than men in the control condition. Considering the wide-spread use of video games, as well as the increasing muscularity of the ideal male body in popular culture, this finding could have important implications for the psychological well-being of men who regularly play video games. Further research should assess whether this lowered body satisfaction is maintained and to determine if negative behavioral consequences emerge.     

An examination of psychoticism and motion capture controls as moderators of the effects of violent video games

The current study examined the potential moderating effects of motion capture technology and participants’ own level of psychoticism on their hostility and aggressive thoughts after playing violent video games. A total of 118 participants (68 females, 50 males) first completed a measure of psychoticism and then played either a violent video game or a non-violent video game using either a traditional controller or motion capture controls. Immediately after the video game play period, participants’ current level of hostility and aggressive cognitions were assessed using self-report questionnaires. Results indicated that the use of motion capture controls did not increase the negative effects of violent video games. However, participants with elevated levels of psychoticism were much more affected by violent video games than other participants. Such findings suggest that only some individuals are adversely affected by violent video games and that those who are affected have preexisting dispositions which make them susceptible to such violent media.     

The influence of violent video game enjoyment on hostile attributions

Although catharsis theory as applied to violent media has been repeatedly refuted in the literature, scholars have recently proposed methods by which a cognitive form of catharsis might occur for people who utilize games to manage negative affect. Drawing on these ideas, the current study tests how video games are used to manage feelings of frustration and boost one’s sense of competency. It also explores how these emotional processes influence game enjoyment and hostile attribution bias (HAB). We frustrated half of 82 participants prior to randomizing them to play a violent or nonviolent game. Our results showed that frustrated participants were motivated to progress farther in a video game. This in-game performance decreased their feelings of frustration, boosted their sense of competency, and increased their enjoyment of the game. However, for those who played a violent game, this enjoyment predicted hostile attributions: high enjoyment of violence increased HAB, while low enjoyment of violence decreased HAB. These findings have implications for how video games are used to manage negative feelings.     

Motion sickness and postural sway in console video games

OBJECTIVE: We tested the hypotheses that (a) participants might develop motion sickness while playing "off-the-shelf" console video games and (b) postural motion would differ between sick and well participants, prior to the onset of motion sickness. BACKGROUND: There have been many anecdotal reports of motion sickness among people who play console video games (e.g., Xbox, PlayStation). METHOD: Participants (40 undergraduate students) played a game continuously for up to 50 min while standing or sitting. We varied the distance to the display screen (and, consequently, the visual angle of the display). RESULTS: Across conditions, the incidence of motion sickness ranged from 42% to 56%; incidence did not differ across conditions. During game play, head and torso motion differed between sick and well participants prior to the onset of subjective symptoms of motion sickness. CONCLUSION: The results indicate that console video games carry a significant risk of motion sickness. APPLICATION: Potential applications of this research include changes in the design of console video games and recommendations for how such systems should be used.     

Innovate or game over? Examining effects of product innovativeness on video game success

In recent years, the video game industry has invested significant amounts in the development of innovative elements for its products. However, it is still subject to debate whether these R&D investments always pay off. While prior research has confirmed that enhancing product innovativeness increases business performance in certain industries, corresponding findings for the video game market are lacking. This might be a result of missing theoretical conceptualizations and adequate empirical operationalizations of game innovativeness. Addressing this research gap, this study provides the first conceptualization and operationalization of game innovativeness, shedding first light on its performance effects. Based on longitudinal data on 351 computer games, our findings confirm that innovations in the game’s presentation and principle enhance short-term success, whereas innovations in a game’s storyline can be more of a hindrance than a godsend for companies. However, our results also show that performance effects of game innovativeness diminish over time.

     

Playing for social comfort: Online video game play as a social accommodator for the insecurely attached

Internet connectivity has changed the way video games are played by allowing individuals to connect worldwide in shared gaming spaces. These highly social environments allow players to connect, interact with, and learn from each other. However, there is a growing concern that these social environments also have the potential to displace real-world connections and interactions, contributing to a variety of losses in ‘offline’ sociability. The current study aims to elucidate what users may be gaining or losing (socially) as a result of continued participation in online video game environments, and what potentially underlies these social changes, by examining the associations between social skills and online video game involvement through the perspective of attachment theory. The results challenge the assumption that online video game play is inexorably associated with negative social consequences for the player and indicates the potential for online gaming spaces to serve critical attachment functions by providing a social outlet that promotes a sense of closeness, belonging, and security that satisfies attachment needs for those high in attachment avoidance.     

Relating video game exposure,sensation seeking,aggression and socioeconomic factors to school performance

ABSTRACT

The time displacement hypothesis has been widely used to explain the effects of media use on academic performance. This approach has been criticised for its monocausality and weak explanatory power. Utilising a combination of different theoretical perspectives is better suited than utilising only one. Considering displacement, excitement, attraction and third variable hypothesis, this paper argues that the relation between video game use and school performance is not the same for all types of gamers by considering the influence of socioeconomic, psychological and contextual factors. It investigates how gaming patterns (frequency, time of day) and psychological characteristics (sensation seeking, aggression) are related to academic performance for primary and secondary school students. Five hundred and seven students from five primary and four secondary schools in Singapore participated in a paper-pencil survey. Results showed support for a combination of displacement and third variable hypothesis, as overall time spent on video games was negatively associated with primary school children’s and active gamers’ school performances. There was no significant relationship for secondary school children. For primary school children who play games in the morning and afternoon, video game use was negatively associated with school performance. There was no support for the attraction and excitement hypotheses.     

Creating wheelchair-controlled video games: Challenges and opportunities when involving young people with mobility impairments and game design experts

Although participatory design (PD) is currently the most acceptable and respectful process we have for designing technology, recent discussions suggest that there may be two barriers to the successful application of PD to the design of digital games: First, the involvement of audiences with special needs can introduce new practical and ethical challenges to the design process. Second, the use of non-experts in game design roles has been criticised in that participants lack skills necessary to create games of appropriate quality. To explore how domain knowledge and user involvement influence game design, we present results from two projects that addressed the creation of movement-based wheelchair-controlled video games from different perspectives. The first project was carried out together with a local school that provides education for young people with special needs, where we invited students who use wheelchairs to take part in design sessions. The second project involved university students on a game development course, who do not use wheelchairs, taking on the role of expert designers. They were asked to design concepts for wheelchair-controlled games as part of a final-year course on game design. Our results show that concepts developed by both groups were generally suitable examples of wheelchair-controlled motion-based video games, but we observed differences regarding level of detail of game concepts, and ideas of disability. Additionally, our results show that the design exercise exposed vulnerabilities in both groups, outlining that the risk of practical and emotional vulnerability needs to be considered when working with the target audience as well as expert designers.     

The effect of action video game experience on task-switching

There is now a substantial body of work demonstrating that action video game experience results in enhancements in a wide variety of perceptual skills. More recently, several groups have also demonstrated improvements in abilities that are more cognitive in nature, in particular, the ability to efficiently switch between tasks. In a series of four experiments, we add to this body of work, demonstrating that the action video game player advantage is not exclusively due to an ability to map manual responses onto arbitrary buttons, but rather generalizes to vocal responses, is not restricted to tasks that are perceptual in nature (e.g. respond to a physical dimension of the stimulus such as its color), but generalizes to more cognitive tasks (e.g. is a number odd or even), and is present whether the switch requires a goal-switch or only a motor switch. Finally, a training study establishes that the relationship between the reduction in switch cost and action game playing is causal.     

Player–video game interaction: A systematic review of current concepts

Video game design requires a user-centered approach to ensure that the experience enjoyed by players is as good as possible. However, the nature of player–video game interactions has not as yet been clearly defined in the scientific literature. The purpose of the present study was to provide a systematic review of empirical evidences of the current concepts of player–video game interactions in entertainment situations. A total of 72 articles published in scientific journals that deal with human–computer interaction met the criteria for inclusion in the present review. Major findings of these articles were presented in a narrative synthesis. Results showed that player–video game interactions could be defined with multiple concepts that are closely linked and intertwined. These concepts concern player aspects of player–video game interactions, namely engagement and enjoyment, and video game aspects, namely information input/output techniques, game contents and multiplayer games. Global approaches, such as playability, also exist to qualify player–video game interactions. Limitations of these findings are discussed to help researchers to plan future advances of the field and provide supplementary effort to better know the role of less-studied aspects. Practical implications are also discussed to help game designers to optimize the design of player–video game interactions.     

(A)Social reputation: Exploring the relationship between online video game involvement and social competence

Affordable and accessible Internet has changed the way video games are played, allowing individuals to connect worldwide in shared gaming spaces. On the surface participation within these environments may seem socially beneficial, as these highly social, playful spaces allow players to connect, interact with, and learn from others. However, there is a growing concern that increased participation within online gaming environments comes with a wide variety of social consequences, contributing to numerous losses in ‘offline’ sociability. While considerable research has examined these claims, consistent relationships between social competence and online video game involvement have yet to be established. The current work (N = 515) aimed to examine the extent to which online video game involvement may support, or undermine, the development and maintenance of traditional social skills. The results indicate that there are unique relationships between social skills and video game involvement within online gaming populations. However, among online video game players, these links were not as negative or broad as hypothesized. The results of this assessment dispute the anecdotal attribution of a global level of social ineptitude amongst online video game players and provide insight into the potential effects of online video game play on skill development and maintenance.     

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 narrative metaphor to facilitate educational game authoring

In this paper we present WEEV (Writing Environment for Educational Video games), a methodology for educational point-and-click adventure game authoring. Our approach aims to allow educators to actively collaborate in the educational game development process, using a narrative-based representation. WEEV is based on a pragmatic reinterpretation of previous works on narrativity and video games, enhanced by the use of a novel visual language to represent the flow of the story or narrative. The WEEV methodology has been implemented into an actual tool based on the already established <e-Adventure> platform for educational games. This tool was improved with feedback gathered from formative evaluation, end-users testing (i.e. educators), and actual use in the development of an educational game. The system, still under development, presents some user-interaction problems along with a need for the educational effectiveness of the resulting games to be further analyzed. However, this paper highlights that, according to the qualitative results of evaluations, WEEV can indeed be successfully applied to simplify the game creation process and that by using representations of games that educators can understand, WEEV can help provide educational value to games.     

Motion sickness, console video games, and head-mounted displays

OBJECTIVE: We evaluated the nauseogenic properties of commercial console video games (i.e., games that are sold to the public) when presented through a head-mounted display. BACKGROUND: Anecdotal reports suggest that motion sickness may occur among players of contemporary commercial console video games. METHODS: Participants played standard console video games using an Xbox game system. We varied the participants' posture (standing vs. sitting) and the game (two Xbox games). Participants played for up to 50 min and were asked to discontinue if they experienced any symptoms of motion sickness. RESULTS: Sickness occurred in all conditions, but it was more common during standing. During seated play there were significant differences in head motion between sick and well participants before the onset of motion sickness. CONCLUSION: The results indicate that commercial console video game systems can induce motion sickness when presented via a head-mounted display and support the hypothesis that motion sickness is preceded by instability in the control of seated posture. APPLICATION: Potential applications of this research include changes in the design of console video games and recommendations for how such systems should be used.     

Enhancing the control of force in putting by video game training.

Even if golf video games provide no proprioceptive afferences on actual putting movement, they may give sufficient substitutive visual cues to enhance force control in this skill. It was hypothesized that this usefulness requires, however, two conditions: the video game must provide reliable demonstrations of actual putts, and the user must want to use the game to make progress in actual putting. Accordingly, a video game was selected on the basis of its fidelity to the real-world game. It allowed two different methods of adjusting the virtual player's putting force in order to hole a putt: an analogue method that consisted of focusing on the virtual player's movement and a symbolic method that consisted of focusing on the movement of a gauge on a scale representing the virtual player's putting force. The participants had to use one of these methods with either the intention of making progress in actual putting or in a second condition to simply enjoy the game. Results showed a positive transfer of video playing to actual putting skill for the learning group and also, to a lesser degree, for the enjoyment group; but only when they used the symbolic method. Results are discussed in the context of how vision may convey force cues in sports video games.