Time,engagement and video games: How game design elements shape the temporalities of play in massively multiplayer online role-playing games

Researchers and developers constantly seek novel ways to create engaging applications that are able to retain their users over the long term, make them desire to spend time using the application or go back to using it after a break. With this aim, video games can be an insightful source of inspiration, as they are specifically designed to maximise playing time, increase players' intentions of playing during the day or enhance their willingness to replay. In a gaming context, ‘time’ is an important factor for engagement because game designers can design the game time to retain players in the game environment. Drawing on social practice theory, which is increasingly used in Information Systems (IS) research, I conducted an ethnographic study in World of Warcraft (WoW) to understand how various temporalities are produced within a video game and the effects that they have on players' engagement. The findings show that game temporalities stem from the complex interaction between the design features of the game and the norms, routines and expectations that are part of the game practices. Moreover, these temporalities can engender temporal experiences that may stimulate engagement in various ways. The study contributes to IS literature by proposing a novel understanding of how time can be intentionally designed to sustain user engagement. Finally, it suggests that ‘time design’ in video games could inspire designs in broader IS contexts, such as in the gamification of online communities, crowdsourcing platforms and crowd working systems.     

Who but not where: The effect of social play on immersion in digital games

The majority of digital games available today offer a variety of multi-player settings including co-located and mediated play between opponents. Immersion, the sense of being “in the game,” is one of the key components of the gaming experience but existing literature suggests that social play provides more fun but less immersion. There is however little empirical support for this. This paper therefore addresses the question: how does playing digital games in a social situation alter the sense of immersion felt by the individuals playing? This paper presents three experiments that test the relationship between social setting and immersion. The three experiments aim to manipulate the social setting in which players play, be it against a computer, against a person online or against a co-located person. Overall the three experiments show that players are more immersed when playing against another person rather than playing against a computer but there is no significant difference in immersion whether the other person is online or in the same room. This refutes previous claims about social play reducing immersion and indeed that social play enhances the sense of being in the game where interaction is through the game.     

Engaging middle school students in scientific practice with a collaborative mobile game

Previous research using collaborative mobile augmented reality games in science education revealed that such games can be used to promote learner engagement and have found that engagement in such mobile games is related to flow. This study investigated whether player's flow experience differed by achievement track, gender, or gender composition of working groups. In an urban school district, 202 students from two eighth‐grade science classes participated in a collaborative mobile science game. Data included a self‐report survey collected after the game that measured player's flow experience. Using a regression model, the relationship of flow experience with achievement track and gender was explored while controlling for group composition and teacher effects. The study found that gender was related to flow experience; specifically, girls reported higher flow experience scores (d = 0.30). Flow experience did not have a statistically significant relationship with achievement track showing that the activity engaged all observed students similarly.     

An old game,new experience: exploring the effect of players’ personal gameplay history on game experience

This experimental study explores how game experience differs between players with different gameplay histories within the same game universe. We are interested in how prolonged engagement with a game series affects the gameplay experience in relation to the most recent game version in the series. A total of 54 participants were divided into four groups depending on their gaming experience, namely non-gamers, new-gamers, old-gamers and core-gamers. They played the mobile version of Super Mario Run, and questionnaire data was collected after the gameplay session. The results of the study showed that not only the players’ personal gameplay history but also the length of experience or degree of familiarity with the game universe affected the experience of playing a new game in the same game universe. Additionally, familiarity with the game universe had a positive impact on the feeling of competence, immersion, emotions and flow.

     

Game feature and expertise effects on experienced richness, control and engagement in game play

The extent to which game play is experienced as engaging is an important criterion for the playability of video games. This study investigates how video games can be designed towards increased levels of experienced engagement over time. For this purpose, two experiments were conducted in which a total of 35 participants repeatedly played a video game. Results indicate that experienced engagement is based on the extent to which the game provides rich experiences as well as by the extent to which the game provides a sense of control. In view of the influence of both game features and players’ expertise on the levels of experienced richness and control, it is concluded that game features should be modified over time to maintain optimal levels of engagement.     

Exploring sociality and engagement in play through game-control distribution

This study explores how distributing the controls of a video game among multiple players affects the sociality and engagement experienced in game play. A video game was developed in which the distribution of game controls among the players could be varied, thereby affecting the abilities of the individual players to control the game. An experiment was set up in which eight groups of three players were asked to play the video game while the distribution of the game controls was increased in three steps. After each playing session, the players’ experiences of sociality and engagement were assessed using questionnaires. The results showed that distributing game control among the players increased the level of experienced sociality and reduced the level of experienced control. The game in which the controls were partly distributed led to the highest levels of experienced engagement, because the game allowed social play while still giving the players a sense of autonomy. The implications for interaction design are discussed.     

Storification in History education: A mobile game in and about medieval Amsterdam

A mobile and multimedia game designed for History education was analyzed in terms of how it is designed and how it was applied as a narrative learning environment. In History education, narrative can be argued to be very useful to overcome fragmentation of the knowledge of historical characters and events, by relating these with meaningful connections of temporality and sequence (storification). In the game studied, students explore the history of Amsterdam by walking in the city, experiencing characters, buildings, and events, while using UMTS/GPS phones for communication and exchange of information. The History game was played during one day by 216 students, spread over 10 secondary school classes, in groups of four or five students. All information exchanged during the games was collected, and the game play and introduction of the game was observed by team coaches and researchers. The design of the game as well as the actual gaming process was analyzed with respect to how it evoked three types of storification: receiving (spectator), constructing (director) and participating in (actor) the story. Results show that the game evoked a mixture of these three types of storification. Moreover, these types of storification processes differently affected students’ engagement. Participating in the story evoked high activity in the game but less awareness of the whole story, whereas constructing the story triggered awareness of the whole story. Compared to receiving the story, both these types positively affected the engagement of the students being active and motivated during the game.     

The relationships between the structural video game characteristics,video game engagement and happiness among individuals who play video games

The present study investigated the relationships between the structural video game characteristics (e.g. social, presentation and punishment features), video game engagement components (e.g. flow, immersion and psychological absorption) and general happiness among an international sample of individuals who play video games. Online questionnaires were completed by 207 participants who simultaneously had their favourite or most played video game in mind while completing the questionnaires. The results indicated that flow was significantly predicted when individuals rated punishment (e.g. lose a life, restart a level) and presentation (e.g. audio and graphics) characteristics as present and important. A negative and weak relationship was found between general happiness and flow. It was concluded that the punishment and presentation features aid in the facilitation of a flow experience, as the punishment gaming aspects may contribute to the task difficulty and degree of effort required to achieve a flow state, when playing video games.     

Using information technology: engagement modes,flow experience,and personality orientations

The engagement mode (EM) model describes how an IT user (subject) engages in an activity with an object in a certain mode. The model specifies five engagement modes (Enjoying/Acceptance, Ambition/Curiosity, Avoidance/Hesitation, Frustration/Anxiety, and Efficiency/Productivity), which are characterized on three dimensions (evaluation of object, locus of control between subject and object, and intrinsic or extrinsic focus of motivation). Using questionnaire data from 290 participants, we extended previous empirical support for the model as well as described the model’s relationship to flow experience. In addition, it was found that autonomy, controlled and impersonal orientation in conjunction with socio-demographic variables differentiated among specific engagement modes and flow experience. We conclude that the EM-model, flow experience, and causality orientation theories provide a uniform framework for understanding how people adapt to information technology.     

Examining the Effectiveness of Gamification in Human Computation

Within the human computation paradigm, gamification is increasingly gaining interest. This is because an enjoyable experience generated by game features can be a powerful approach to attract participants. Although potentially useful, little research has been conducted into understanding the effectiveness of gamification in human computation. In this experimental study, we operationalized effectiveness as perceived engagement and user acceptance and examined it by comparing the performance of a gamified human computation system against a non-gamified version. We also investigate the determinants of acceptance and how their effects differ between these two systems. Analysis of our data found that participants experienced more engagement and showed higher behavioral intentions toward the gamified system. Moreover, perceived output quality and perceived engagement were significant determinants of acceptance of the gamified system. In contrast, determinants for acceptance of the non-gamified system were perceived output quality and perceived usability.     

GUIDE: Games with UML for interactive design exploration

In this paper we present our design tool GUIDE, which allows the user to explore a design in UML interactively by playing a game. The game incorporates both the design model and a specification of what it means for the design to be correct. The central idea of this approach is that the designer can increment the game during a play and gradually add more detail to it. Specification and design are refined by repeated plays of the game. The designer stops playing when design and specification are detailed enough for his purpose and match each other. The interactive game approach helps to cope with incompleteness and informal definition of UML models, which make strictly formal verification techniques difficult. The designer may resolve these problems when they arise during a play or let the GUIDE tool determine how the play should proceed. We discuss the potential impact of GUIDE and tools like it on software development.     

An investigation of social casino gaming among land-based and Internet gamblers: A comparison of socio-demographic characteristics,gambling and co-morbidities

Social casino games are free-play online games that feature gambling themes, but do not payout winnings in monetary form. These games are distinct from Internet gambling; however, the cross-over between these consumer markets is not well understood. This study compared the use of social casino games among a population of 2010 Australian adult Internet and land-based gamblers who completed a nationally representative telephone survey. The most popular social casino games were poker, gaming machines and casino table games and this popularity differed by gender. Social casino game players were more likely to be younger than non-social casino game players and had more similarities with Internet than land-based gamblers. Internet gamblers were more likely to also play social casino games than land-based gamblers, and use of these games was related to high engagement with gambling. Social casino gamers were more likely to smoke and use illicit drugs, and to have higher levels of psychological distress and gambling problems compared to non-social casino game players. This study is highly significant as it is one of the first comprehensive studies to examine the relationship between social casino game play and gambling in a representative adult population. Consumer protection measures should be strengthened where social casino games are offered in close proximity to gambling and when social casino players are encouraged to migrate to gambling opportunities.     

Body Movement Reduces Pain Intensity in Virtual Reality–Based Analgesia

In this study we investigated the relationship between body movement during virtual reality (VR) analgesia and the experience of pain. Thermal (cold) stimulation was used to inflict pain. Two measures of pain were used—pain tolerance and pain intensity. Participants were wearing head mounted displays (Oculus Rift DK2) and were playing a game created by authors of the study.

Forty-six students of Wroclaw University participated in a within-subject design experiment. Each subject participated in a non-VR control condition and in two experimental conditions. Participants navigated the VR game using a computer mouse, but the mouse sensitivity (and therefore amount of physical movement necessary to navigate) was different in each experimental condition. We also measured feeling of presence in VR, game behavior, and attitudes toward the game.

The amount of body movement while steering the game was related to a decrease in pain intensity, but not in pain tolerance. This was an opposite result to our previously published experiment where we found an effect on pain tolerance but not on sensitivity. There was no significant correlation between presence and any of the pain measures.     

How do presence,flow, and character identification affect players’ empathy and interest in learning from a serious computer game?

This study develops and tests an integrated model of how three psychological variables—presence, flow, and character identification—contribute to interest in learning and empathy with people from other cultures through a simulation game. U.S. college students played one of two roles (an American journalist or Haitian survivor) in the game that dealt with the aftermath of the 2010 Haiti earthquake. Presence was a powerful predictor of flow, character identification, and empathy felt during the games. Furthermore, empathy experienced by game play significantly predicted interest in learning more about the game topics. Flow and identification made secondary contributions to learning outcomes, with flow mediating the effect of presence on males’ empathy and identification contributing to females’ interest in learning. While the proposed model was generally successful at predicting outcomes, it did a better job of accounting for the experience of participants who played a role rooted in their own culture (the journalist) than in a different culture (the survivor), and for female than male players. Our results suggest that serious game designers should prioritize inducing empathy and immersive presence in players, giving secondary attention to designing for flow and character identification.     

Outcomes for design and learning when teenagers with autism codesign a serious game: A pilot study

Digital educational games research tends to lack ecological validity by not adequately taking into account the views and perspectives of children and young people with autism spectrum disorders (ASD). This paper is a pilot study that explores and analyses an academic‐based educational game that was co‐designed with and for young people with ASD. The serious game aims to help the players learn Geography‐specific knowledge and integrates several strategic features so that users can collaborate together against the computer or compete against each other. The educational game was evaluated over 5 sessions by 3 peer teams from 2 different special educational institutions, involving a total of 6 students with ASD. The participants were positive about their enjoyment, motivation, and social engagement. The results showed that the players' level of competitiveness not only influenced the experience within the game but also the interaction within the peer teams. The game mechanisms did help the participants with ASD increase their knowledge in Geography content. The main conclusion is that there are considerable benefits of including children with ASD in the design process and future research should explore more fully on how their involvement can enhance curriculum‐based learning as well as social engagement within the classroom.     

Age invaders: social and physical inter-generational mixed reality family entertainment

Age invaders (AI), is a novel interactive intergeneration social-physical game which allows the elderly to play harmoniously together with children in the physical space, while parents can participate in the game play in real time remotely in the virtual world through the internet. Traditional digital games are designed for the young where normally the player sits in front of a computer or game console. Unlike standard computer games, age invaders brings the game play to a physical platform, and requires and encourages physical body movements rather than constraining the user in front of a computer for many hours. Age invaders is an interactive social-physical family digital game designed specially for a harmonious game play between the elderly and young. Adjusting game properties automatically compensates for potential elderly disadvantages, for example slower reaction time and slow movement.     

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.     

Video game experience predicts virtual, but not real navigation performance

In recent years, studies have shown that video game experience is related to improvements across a variety of cognitive and visuospatial tasks. This study investigated the relationship between prior video game experience and spatial performance in virtual and real environments. Across two experiments, gaming experience was related to performance in desktop virtual environments; those with more video game experience were more accurate in pointing to nonvisible targets. In contrast, gaming experience was unrelated to three different real environment tasks, suggesting that video games may primarily influence perceptual and cognitive abilities in the visual domain over abilities that also involve kinesthetic or vestibular input. Contrary to expectations, gaming experience was also related to performance in immersive virtual environments, which may be related to the use of a joystick interface during immersive travel. Video game experience was also positively related to performance in a dynamic spatial task and to verbal SAT and math SAT scores. Sex differences in desktop virtual navigation and dynamic spatial ability were eliminated when game experience was included as a covariate.     

Designing for collaboration: a study in intergenerational social game design

This paper presents a study of a computer game designed for the elderly, allowing them to train their memory while playing the game. The game supports both a single-player and a multiplayer mode, in which the elderly can play with their friends or family using an embedded video chat application. The main question that is addressed in this paper is how the elderly gamers’ experience is influenced by the possibility to communicate directly with the other players. The study presents a comparison of the game experience and appreciation of older users and their (grand)children playing the game together, with or without the video chat application. Most importantly, the study shows that the added value of video chat is not limited to social contact, but that it also provides opportunities for the younger generation to assist the elderly during the game. In conclusion, the paper points out some intergenerational game design implications, and some future research suggestions.     

Comparing the retention and flow experience in playing Solitary and Heart Attack games of San Zi Jing: A perspective of Dual Process Theory

Most educational games require high speed process; they require fast recognitions and accurate hand-eye coordination to play. Under this constraint, Dual Process theory (DPT) indicated players have different levels of cognitive process over different games which affect their mood. Csikszentmihalyi highlighted that a flow experience is the essential psychological effect on mood and cognitive process. According to DPT, how students engage in different game design will affect their learning retention effects. The flow experiences were examined in this study in relation to Solitary and Heart Attack games of San Zi Jing (a Chinese educational poem). The present study was implemented with a sample of 209 5th and 6th grade elementary school students. The students were assigned with one of the games randomly. The results indicated that in terms of flow experiences, Heart Attack group was significantly higher than that of the Solitary group; secondly, solitary game showed a better retention rate than Heart Attack game did after one month; even though the retention rate of both type games have slight loose after one month. The results of this study suggest if the game design emphasizes on learning retention, solitary game is recommended for higher grade students. Whereas, game design for hedonic values, then Heart Attack type is recommended. Future studies may focus on additional contents and establish more trials to examine the effects of flow experiences and engagement effects.