Impasse-driven learning in the context of video games

This study was designed to elucidate the problem-solving skills used by frequent and infrequent video game players to negotiate impasses encountered while playing a novel video game. All participants were instructed to think aloud while playing a video game for 20 consecutive minutes. Comments made were then used to make inferences about the problem-solving skills that participants used to resolve impasses encountered during the game. Findings showed that frequent players made significantly greater reference to insight and game strategies than infrequent players. After reaching an impasse, all players also were most likely to comment on their game progress and potential game strategies to use. Over the course of game play, all participants showed increasing emphasis on their problem-solving skills as evidenced through their greater mention of insight, game strategies, and goal comments.     

Serious games as new educational tools: how effective are they? A meta‐analysis of recent studies

Computer‐assisted learning is known to be an effective tool for improving learning in both adults and children. Recent years have seen the emergence of the so‐called ‘serious games (SGs)’ that are flooding the educational games market. In this paper, the term ‘serious games’ is used to refer to video games (VGs) intended to serve a useful purpose. The objective was to review the results of experimental studies designed to examine the effectiveness of VGs and SGs on players' learning and engagement. After pointing out the varied nature of the obtained results and the impossibility of reaching any reliable conclusion concerning the effectiveness of VGs and SGs in learning, we stress the limitations of the existing literature and make a number of suggestions for future studies.     

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.     

Using Cultural‐Historical Activity Theory to design and evaluate an educational game in science education

The aim of this paper is to describe a methodology for using Cultural‐Historical Activity Theory (CHAT) at the initial stages of the design process of an educational game, by exploring how the theory can be used as a framework for producing not only usable but also useful computer tools. The research also aimed to investigate how the theory could be used for designing computer tools for learning science. Although CHAT and specifically the concepts of ‘activity system’ and ‘contradictions’ were used as the basis for the design and development of the educational game, subsidiary design guidelines also contributed significantly to this process. These derived from the research fields of Human Computer Interaction and Science Education and from students' everyday experiences when playing video games at home. The educational game produced was concerned with the teaching and learning of ‘Expansion and Contraction of Air’ in primary science, a subject that existing research suggests is conceptually difficult for students. As far as the main outcomes of the study are concerned, it was revealed through the implementation of the game that contradictions could be adequately resolved, while stakeholders' needs and motives could be appropriately addressed.     

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.     

Public Displays of Play: Studying Online Games in Physical Settings

As research on virtual worlds gains increasing attention in educational, commercial, and military domains, a consideration of how player populations are ‘reassembled’ through social scientific data is a timely matter for communication scholars. This paper describes a large‐scale study of virtual worlds in which participants were recruited at public gaming events, as opposed to through online means, and explores the dynamic relationships between players and contexts of play that this approach makes visible. Challenging conventional approaches to quantitatively driven virtual worlds research, which categorizes players based on their involvement in an online game at a particular point in time, this account demonstrates how players' networked gaming activities are contingent on who they are playing with, where, and when.     

针对色彩教育的游戏化设计及效果分析

当前的研究普遍关注于运用游戏化来提高学习的参与度，但对于色彩教育这样的特定领域的游戏化研究还不充分，而且缺少对游戏化要素及学习效果影响因素的分析。针对这一问题，设计了一款用于训练色彩辨识能力的游戏模型。首先设计了核心玩法相同、但交互方式不同的两种玩法；然后在这两种玩法中都加入了相同的虚拟奖励；最后分别比较在有或无虚拟奖励的情况下两种玩法对训练效果的影响，以及在相同玩法下有无虚拟奖励对训练效果的影响。结果显示，玩法设计影响学习效率，而虚拟奖励显著影响参与度。     

Video games and the perception of very long durations by adolescents

In the present study, we tested the hypothesis that adolescents might underestimate time while playing a video game. To test this hypothesis, 116 adolescents (14–15 years old) had to judge prospectively or retrospectively the duration of three consecutive tasks: a 8 min and a 24 min task of playing video game (Tetris) and an 8 min task of reading on a computer screen (control task). The main hypothesis received support: for a same duration, the video game task was estimated as shorter than the reading task. Moreover, participants with a game-inclined profile showed a stronger underestimation of time while playing. Finally, the short durations were overestimated and the long duration underestimated. The main findings are accounted for by an attention-based explanation.     

Influence of head-up displays’ characteristics on user experience in video games

Head-up displays (HUD) are important parts of visual interfaces of virtual environments such as video games. However, few studies have investigated their role in player–video game interactions. Two experiments were designed to investigate the influence of HUDs on player experience according to player expertise and game genre. Experiment 1 used eye-tracking and interviews to understand how and to what extent players use and experience HUDs in two types of commercial games: first-person shooter and real-time strategy games. Results showed that displaying a permanent HUD within the visual interface may improve the understanding of this environment by players. They also revealed that two HUD characteristics, namely composition and spatial organization, have particular influence on player experience. These critical characteristics were manipulated in experiment 2 to study more precisely the influence of HUD design choices on player experience. Results showed that manipulation of design of these HUD characteristics influences player experience in different ways according to player expertise and game genre. For games with HUDs that are perceived as very useful, the higher player expertise is, the more player experience is influenced. Recommendations for video game design based on these results are proposed.     

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.     

Computer games that exercise cognitive skills: What makes them engaging for children?

This paper stems from a mixed-methods study in which we scientifically tested 15 computer games to investigate their suitability for cognitive training. After determining which cognitive functions are utilized while playing these games, we were able to relate schoolchildren's game performance to their cognitive abilities (e.g., executive functioning, perception, memory). As a continuation, we sought to identify the factors that lead to greater engagement in games, such as children's age, gender, and cognitive skills, as well as game genres and features. Forty-one children played 15 computer games, each three times, under the scrutiny of two raters who completed an observational scale for each game. This scale was constructed as a reliable measure of engagement, comprising factors such as enjoyment, frustration, and effort. The data were analyzed using correlations and content analyses. The results indicated that game performance increased with greater levels of engagement and that games involving planning and problem solving tended to be too difficult for younger children. The findings of this study are informative for psychologists, educators, as well as game designers, and can be used to recommend engaging and beneficial games for children.     

Optimising engagement for stroke rehabilitation using serious games

Effective stroke rehabilitation must be early, intensive and repetitive, which can lead to problems with patient motivation and engagement. The design of video games, often associated with good user engagement, may offer insights into how more effective systems for stroke rehabilitation can be developed. In this paper we identify game design principles for upper limb stroke rehabilitation and present several games developed using these principles. The games use low-cost video-capture technology which may make them suitable for deployment at home. Results from evaluating the games with both healthy subjects and people with stroke in their home are encouraging.     

Engagement in digital entertainment games: A systematic review

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

Re-using digital narrative content in interactive games

This paper presents a model, called Scene-Driver, for the re-use of film and television material. We begin by exploring general issues surrounding the ways in which content can be sub-divided into meaningful units for re-use and how criteria might then be applied to the selection and ordering of these units. We also identify and discuss the different means by which a user might interact with the content to create novel and engaging experiences. The Scene-Driver model has been instantiated using content from an animated children's television series called Tiny Planets, which is aimed at children of 5–7-year old. This type of material, being story-based itself, lends itself particularly well to the application of narrative constraints to scene reordering, to provide coherence to the experience of interacting with the content.We propose an interactive narrative-driven game architecture, in which a user generates novel narratives from existing content by placing “domino” like tiles. These tiles act as “glue” between scenes and each tile choice dictates certain properties of the next scene to be shown within a game. There are three different game-types, based on three different ways in which tiles can be matched to scenes. We introduce algorithms for generating legal tile-sets for each of these three game-types, which can be extended to include narrative constraints. This ensures that all novel orderings adhere to a minimum narrative plan, which has been identified based on analysis of the Tiny Planets series and on narrative theories. We also suggest ways in which basic narratives can be enhanced by the inclusion of directorial techniques and by the use of more complex plot structures. In our evaluation studies with children in the target age-range, our game compared favourably with other games that the children enjoyed playing.     

The need to achieve: Players' perceptions and uses of extrinsic meta-game reward systems for video game consoles

Microsoft's Xbox and Sony's PlayStation overlay achievement and trophy systems onto their video games. Though these meta-game reward systems are growing in popularity, little research has examined whether players notice, use, or seek out these systems. In this study, game players participated in focus groups to discuss the advantages and disadvantages of meta-game reward systems. Participants described the value of meta-game reward systems in promoting different ways to play games, giving positive feedback about game play, and boosting self-esteem and online and offline social status. Participants discussed completionists, or gamers that want to earn all of the badges associated with the meta-game. Though self-determination theory and its subtheory cognitive evaluation theory suggest that extrinsic rewards might harm players' intrinsic motivation, our findings suggest players may see these systems as intrinsically motivating in this context. The implications of rewards systems for motivation, video game habits, and internet gaming disorder are discussed.     

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.     

Multi-agent simulations for the evaluation of Looting Systems design in MMOG and MOBA games

Massively Multiplayer Online Games (MMOGs) are persistent worlds where a huge number of players interact with each other in order to improve their avatar's characteristics. Multiplayer Online Battle Arenas (MOBAs) - also known as Action Real-Time Strategy (ARTS) games - are video games in which each player controls a single character in one of two competing teams; goal of the game is to destroy the antagonist team. In both genres, players’ characters typically exploit their special abilities, which contribute to the overall strategy of their faction or team. Social interactions among players are at the core of both these game types, and a careful design of the game social architecture is a key factor in determining the success of a specific product.The attention of researchers and practitioners has, till now, focused mainly on several game features, while others have been considered secondary, possibly underestimating their importance in terms of the game overall quality. For instance, in MMOGs, loot items (a type of in-game reward) are not distributed evenly, and the competition for getting the best prize, often, is left in the hands of the players. To handle this issue, players have created resource allocation algorithms called Looting Systems (LS). Generally, the adoption of a specific LS is based on a gentlemen's agreement among the players, and the respect of its outcomes largely depends on mutual trust. Quite recently, ad hoc forms of LS have been introduced also into MOBAs.This topic has received moderate attention by the scientific community, anyway, we sustain that a LS could influence the players' behaviour and, if mismanaged, possibly the survival of the whole community of players in a game. Hence, detecting and tracking the hidden social effects of apparently minor features could become a critical factor in the development of games genres which heavily depend on the quality of social interactions among players. To tackle this issue, we present a simulative study - based on Agent-Based Model (ABM) techniques - of the effects of the adoption of different LSs on heterogeneous player bases. The final goal of our study is to provide several guidelines and hints about the design of LSs to game designers working on MMOs or MOBAs.     

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.     

Ubiquitous games for learning (UbiqGames): Weatherlings,a worked example

This paper provides a rationale for a class of mobile, casual, and educational games, which we call UbiqGames. The study is motivated by the desire to understand how students use educational games in light of additional distractions on their devices, and how game design can make those games appealing, educationally useful, and practical. In particular, we explain the choices made to build an engaging and educational first example of this line of games, namely Weatherlings. Further, we report results from a pilot study with 20 students that suggest that students are engaged by the game and are interested in learning more about academic content topics, specifically weather and climate, after playing the game. Research should continue to determine whether Weatherlings specifically does increase learning in these areas, and more generally to determine whether any learning gains and similar results with regard to engagement can be replicated in other content areas following the general model for game design.