Children’s choices and strategies in video games

It is important to develop an understanding of children’s engagement and choices in learning experiences outside of school as this has implications for their development and orientations to other learning environments. This mixed-methods study examines relationships between the genres of video games children choose to play and the learning strategies they employ to improve at these games. It also explores students’ motivations for playing the games they choose to play. One hundred eighteen fourth- and fifth-grade students participated in this study. Qualitative analyses of student responses resulted in a model for classifying motivation for game choices. Children primarily cite reasons that can be classified as psychological or cognitive reasons for choosing to play certain video games, and are motivated by the challenge and thinking required in the games. Analyses using Chi-square tests of association demonstrated significant relationships between video game genre and learning strategy used for two of the six learning strategies (p < .05). Children playing action games are more likely to use repetition to learn the game and children playing adventure games are more likely to use their imaginations to take on the role of the character in the game and think the way the character would to make decisions in the game. There were also several gender differences in learning preferences.     

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.     

Using commercial video games in flipped classrooms to support physical concept construction

Based on the flipped‐classroom model and the potential motivational and instructional benefits of digital games, we describe a flipped game‐based learning (FGBL) strategy focused on preclass and overall learning outcomes. A secondary goal is to determine the effects, if any, of the classroom aspects of the FGBL strategy on learning efficiency. Our experiments involved 2 commercial games featuring physical motion concepts: Ballance (Newton's law of motion) and Angry Birds (mechanical energy conservation). We randomly assigned 87 8th‐grade students to game instruction (digital game before class and lecture‐based instruction in class), FGBL strategy (digital game before class and cooperative learning in the form of group discussion and practice in class), or lecture‐based instruction groups (no gameplay). Results indicate that the digital games exerted a positive effect on preclass learning outcomes and that FGBL‐strategy students achieved better overall learning outcomes than their lecture‐based peers. Our observation of similar overall outcomes between the cooperative learning and lecture‐based groups suggests a need to provide additional teaching materials or technical support when introducing video games to cooperative classroom learning activities.     

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

In this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs.     

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.     

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.     

Connecting the dots: Understanding the interrelated impacts of type,quality and children's awareness of design features and the mathematics content learning goals in digital math games and related learning outcomes

This study focused on an examination of how type, quality and children's awareness of design features in digital math games, along with an awareness of the mathematics goals of the game, were related to learning outcomes. We conducted a parallel conversion mixed methods study with 45 students in Grades 3 and 4 (ages 9–10). Students participated in clinical interviews using three digital math games. The results suggest a moderated mediation relationship in which the quality of the design features moderated the mediating impact of children's awareness of the game's design features, specifically when the child was aware of the mathematics content learning goal (MCLG) of the game. These findings show how important it is that design features are of high quality in a digital math game, and how this is intertwined with children's awareness of the features and the MCLG. When these variables intertwined in just the right way, the interactions between the children and the digital math game afforded mathematical learning growth.     

Will the experience of playing a violent role in a video game influence people’s judgments of violent crimes?

The present study investigates the impact of the experience of role playing a violent character in a video game on attitudes towards violent crimes and criminals. People who played the violent game were found to be more acceptable of crimes and criminals compared to people who did not play the violent game. More importantly, interaction effects were found such that people were more acceptable of crimes and criminals outside the game if the criminals were matched with the role they played in the game and the criminal actions were similar to the activities they perpetrated during the game. The results indicate that people’s virtual experience through role-playing games can influence their attitudes and judgments of similar real-life crimes, especially if the crimes are similar to what they conducted while playing games. Theoretical and practical implications are discussed.     

The effect of violent and non-violent computer games on cognitive performance

Two studies were conducted in order to determine the impact computer games had on the cognitive performance. Study 1 evaluated a measure of cognition, which incorporates aspects of short-term working memory, visual attention, mathematical decision making, and auditory perception. Study 2 measured the cognitive performance between those who did not play video games versus those who played either a violent or non-violent video game. Results from Study 1 indicate participants needed approximately four trials to reach asymptotic performance on the cognitive measure. Results of Study 2 showed that participants who did not play any video game did not have a change in their cognitive performance, while those who played either a violent or non-violent video game had an increase in their cognitive performance.     

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.     

Competitively versus cooperatively? An analysis of the effect of game play on levels of stress

Many gamers report that playing video games, including those with violent content, helps them to reduce stress. However, few studies have examined competitive and cooperative video game play as they relate to stress reduction. The current study employed a design to acutely stress 100 participants before assigning them randomly to play a mildly violent game either competitively or cooperatively with a female confederate. Results indicated stress levels declined over time at equal levels during both competitive and cooperative game play. Participants in the competitive condition held a slightly less positive impression of the confederate following game play, although players held a generally positive impression of the confederate overall.     

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.     

Stochastic frontier estimation of efficient learning in video games

Stochastic Frontier Regression Analysis was used to investigate strategies and skills that are associated with the minimization of time required to achieve proficiency in video games among students in grades four and five. Students self-reported their video game play habits, including strategies and skills used to become good at the video games they play. Results indicated an association between game play time spent during vacation weeks and proficiency at the game, but no such association existed with game play time during typical weeks when school is in session. Several strategies and skills were associated with the minimization of time spent to achieve proficiency at the game, while a few strategies and skills held a negative association with efficient learning in games. Some of the findings paralleled those of prior research on formal education. Gender differences, as well as implications for games and learning are discussed.     

Game accessibility: a survey

Over the last three decades, video games have evolved from a pastime into a force of change that is transforming the way people perceive, learn about, and interact with the world around them. In addition to entertainment, games are increasingly used for other purposes such as education or health. Despite this increased interest, a significant number of people encounter barriers when playing games due to a disability. Accessibility problems may include the following: (1) not being able to receive feedback; (2) not being able to determine in-game responses; (3) not being able to provide input using conventional input devices. This paper surveys the current state-of-the-art in research and practice in the accessibility of video games and points out relevant areas for future research. A generalized game interaction model shows how a disability affects ones ability to play games. Estimates are provided on the total number of people in the United States whose ability to play games is affected by a disability. A large number of accessible games are surveyed for different types of impairments, across several game genres, from which a number of high- and low-level accessibility strategies are distilled for game developers to inform their design.     

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.     

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.     

Gender and Computer Games: Exploring Females' Dislikes

On average, girls and women are less involved with video games than are boys and men, and when they do play, they often prefer different games. This article reports two studies that investigated the dislikes of German females with regard to video games. Study 1 applied conjoint analysis to female respondents' ( N = 317) ratings of fictional video games and demonstrated that lack of meaningful social interaction, followed by violent content and sexual gender role stereotyping of game characters, were the most important reasons why females disliked the games. Study 2, an online survey ( N = 795), revealed that female respondents were less attracted to competitive elements in video games, suggesting an explanation for gender-specific game preferences. These findings are discussed with respect to communication theory on interactive entertainment and their implications for applied video game design.     

强化学习及其在电脑围棋中的应用

强化学习是一类特殊的机器学习, 通过与所在环境的自主交互来学习决策策略, 使得策略收到的长期累积奖赏最大. 最近, 在围棋和电子游戏等领域, 强化学习被成功用于取得人类水平的操作能力, 受到了广泛关注. 本文将对强化学习进行简要介绍, 重点介绍基于函数近似的强化学习方法, 以及在围棋等领域中的应用.     

Altered Visual Perception in Game Transfer Phenomena: An Empirical Self-Report Study

The aim of this study was to identify, classify, and explain gamers’ perceptual experiences referred to as Visual Game Transfer Phenomena (VGTP) to contribute to the understanding of the effects of post-video-game playing and encourage healthy and safe gaming. A total of 656 experiences from 483 gamers were collected from 54 online gaming forums. The findings suggest that intensive playing can result in misperceptions and visual distortions of real-life objects and environments, stereotypical visual experiences that arise from mind visualization, and pseudo-hallucinatory experiences with video game content. Gamers’ experiences can be explained by the interplay of physiological, perceptual, and cognitive mechanisms. Observation of video game features suggests that in most cases a relationship between the games’ structural characteristics, gamers’ VGTP experiences, and gamers’ playing habits appeared relevant. VGTP can occur while gaming, immediately after stopping play, or after some delay. Further VGTP characteristics and their psychosocial implications are discussed.