Longer you play, the more hostile you feel: examination of first person shooter video games and aggression during video game play

2007 ◽  
Vol 33 (6) ◽  
pp. 486-497 ◽  
Author(s):  
Christopher P. Barlett ◽  
Richard J. Harris ◽  
Ross Baldassaro
2020 ◽  
Author(s):  
Christopher R Madan

Video games are sometimes used as environments to evaluate AI agents' ability to develop and execute complex action sequences to maximize a defined reward. However, humans cannot match the fine precision of timed actions of AI agents--in games such as StarCraft, build orders take the place of chess opening gambits. However, unlike strategy games, such as chess and go, video games also rely heavily on sensorimotor precision. If the `finding' was merely that AI agents have superhuman reaction times and precision, none would be surprised. The goal is rather to look at adaptive reasoning and strategies produced by AI agents that may replicate human approaches or even result in strategies not previously produced by humans.Here I will provide: (1) an overview of observations where AI agents are perhaps not being fairly evaluated relative to humans, (2) a potential approach for making this comparison more appropriate, and (3) highlight some important recent advances in video-game play provided by AI agents.


Author(s):  
Kathy Sanford ◽  
Timothy Frank Hopper ◽  
Jamie Burren

This chapter explores the intertextual nature of video games. Video games are inherently intertextual and have utilized intertextuality in profound ways to engage players and make meaning. Youth who play video games demonstrate complex intertextual literacies that enable them to construct and share understandings across game genres. However, video game literacy is noticeably absent from formal education. This chapter draws from bi-monthly meetings with a group of youth video gamers. Video game sessions focused on exploring aspect of video game play such as learning and civic engagements. Each session was video recorded and coded using You Tube annotation tools. Focusing on intertextuality as an organizing construct, the chapter reports on five themes that emerged that were then used to help explore the use of video games as teaching tool in a grade 11 Language Arts class. A critical concept that emerged was the idea of complex intertextual literacy that frames and enables adolescents' engagement with video games.


Challenges ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 18
Author(s):  
Christopher R. Madan

Video games are sometimes used as environments to evaluate AI agents’ ability to develop and execute complex action sequences to maximize a defined reward. However, humans cannot match the fine precision of the timed actions of AI agents; in games such as StarCraft, build orders take the place of chess opening gambits. However, unlike strategy games, such as chess and Go, video games also rely heavily on sensorimotor precision. If the “finding” was merely that AI agents have superhuman reaction times and precision, none would be surprised. The goal is rather to look at adaptive reasoning and strategies produced by AI agents that may replicate human approaches or even result in strategies not previously produced by humans. Here, I will provide: (1) an overview of observations where AI agents are perhaps not being fairly evaluated relative to humans, (2) a potential approach for making this comparison more appropriate, and (3) highlight some important recent advances in video game play provided by AI agents.


2020 ◽  
Vol 51 (5) ◽  
pp. 653-665
Author(s):  
Karlie A. Krause ◽  
Chelsie Smyth ◽  
Kate L. Jansen

Background. The prevalence of video game play has continued to increase. Previous literature has suggested negative emotional consequences related to violent video game play, such as an increase in aggression and decrease in empathy. Healthcare providers require high levels of empathy to effectively work with patients. The purpose of this study was to explore the effects of video games on empathy on a sample of graduate-level healthcare trainees. Methods. A sample of 81 students on a healthcare campus completed a 30-item survey assessing video game habits and empathy levels. Participants were then placed into two groups (violent and non-violent) based on the amount of video game violence they are exposed to. Results. The results revealed no differences between healthcare trainees on overall empathy. A follow-up analysis examining individual subscales that comprise the overall empathy score, indicated the violent video game players had lower scores on the Personal Distress scale. Conclusion. Findings suggest that healthcare trainees who play violent video games do not experience decreased Empathic Concern or Perspective Taking, compared to individuals who do not play violent games. However, healthcare trainees who play violent video games indicated lower levels of Personal Distress. Given the intensity in healthcare settings, findings suggest violent video game play may be adaptive to healthcare trainees, as lower personal distress can lead to better decision-making and potentially prevent burnout. Further research is necessary to determine the role of video game play in healthcare professionals.


Nordlit ◽  
2019 ◽  
Author(s):  
Jaroslav Švelch

The article explores the manufacturing of monsters in video games, using the case of the influential 2007 first-person shooter BioShock, and ‘splicers’—its most numerous, zombie-like enemies. I combine two methodological perspectives on the ‘manufacturing’ of splicers by analyzing [a] the title’s developer commentary and other official paratexts to trace the design of splicers, and [b] the game’s embedded narrative to reconstruct the diegetic backstory of splicers. I argue that video game enemies, including splicers, are ‘computational others’, who may appear human on the level of representation, but whose behavior is machinic, and driven by computational algorithms. To justify the paradoxical relationship between their human-like representation and machinic behavior, BioShock includes an elaborate narrative that explains how the citizens of the underwater city of Rapture were dehumanized and transformed into hostile splicers. The narrative of dehumanization, explored following Haslam’s dehumanization theory (2006), includes [a] transforming splicers into atomized creatures by depriving them of political power and social bonds, [b] creating fungible and interchangeable enemies through splicers’ masks and bodily disintegration, [c] justifying splicers’ blindness to context and their simplistic behavior by portraying them as mentally unstable addicts. The article concludes that all video game enemies are inherently monstrous, and that critique of video game representation should focus on how games fail to make monsters human, rather than how games render humans monstrous or dehumanized.


2021 ◽  
Author(s):  
◽  
Pippin Barr

<p>Video games are a form of software and thus an obvious object of study in Human-Computer Interaction (HCI). Interaction with video games differs from the usual understanding of HCI, however, because people play video games rather than use them. In this dissertation we ask: " How can we analyse human-computer interaction in video games when the interaction in question is play?" We propose video game values, defined as sustained beliefs about preferable conduct during play, as a basis for video game HCI. In order to describe and analyse play we use activity theory, focusing on how the interface mediates players' beliefs about preferable conduct. Activity theory allows us to address the multiple levels of context and detail in play as well as the role of conflict. We employ a qualitative case study methodology to gather data about five popular video games: Civilization III, Fable, Grand Theft Auto: San Andreas, Half-Life 2, and The Sims 2. Our core data comes from observation and interview sessions with twenty-five experienced players of these games. We collected further data based on the games' interfaces, participant observation, and documentation such as manuals and walkthroughs. We make three key contributions to video game HCI: 1) We introduce video game values as a means to analyse play as a form of human-computer interaction and show how the values of PAIDIA and LUDUS influence all aspects of play; 2) we develop a video game activity framework for describing and analysing video game play at multiple levels of detail and context; and 3) we extend the video game activity framework to include contradictions and breakdowns as a means to describe and analyse the role of conflict and challenge in video game play.</p>


2014 ◽  
Vol 12 (3) ◽  
pp. 360-376 ◽  
Author(s):  
Carrie Elizabeth Andersen

In this article, I argue that the first-person shooter video game, Call of Duty: Black Ops II, reflects the U.S. military‟s transition as it reimagines the soldier‟s role in war. In the age of drone technology, this role shifts from a position of strength to one of relative weakness. Although video games that feature future combat often “function as virtual enactments and endorsements for developing military technologies,” Black Ops II offers a surprisingly complex vision of the future of drones and U.S. soldiers (Smicker 2009: 107). To explore how the game reflects a contemporary vision of the U.S. military, I weave together a close textual reading of two levels in Black Ops II with actual accounts from drone pilots and politicians that illuminate the nature of drone combat. Although there are moments in Black Ops II in which avatars combat enemies with first-hand firepower, the experience of heroic diegetic violence is superseded by a combat experience defined by powerlessness, boredom, and ambiguous pleasure. The shift of the soldier from imposing hero to a banal figure experiences its logical conclusion in Unmanned, an independent video game that foregrounds the mundane, nonviolent nature of drone piloting. Instead of training soldiers to withstand emotionally devastating experiences of death and violence first-hand (or to physically enact such violence), games like Black Ops II and Unmanned train actual and potential soldiers to tolerate monotony and disempowerment.


2011 ◽  
Vol 1 (3) ◽  
pp. 63-73 ◽  
Author(s):  
Michael R. Findley

Educational video games allow for a level of intrinsic motivation and engagement that is not found in other forms of learning. This study determines if students found educational video game play to be a motivating experience and if a relationship existed between student learning styles and levels of motivation. High school psychology students played two short online educational video games and, upon completion of the activity, their intrinsic motivation levels were determined using an evaluation questionnaire. The data, as determined by the evaluation questionnaire, revealed that students found playing educational video games to be intrinsically motivating. Further examination revealed no statistically significant differences between the student learning styles and the motivation experienced during educational video game play.


Author(s):  
Geert P. Verheijen ◽  
William J. Burk ◽  
Sabine E. M. J. Stoltz ◽  
Yvonne H. M. van den Berg ◽  
Antonius H. N. Cillessen

Abstract. Playing video games during adolescence has been linked to both positive and negative outcomes, but it remains unclear which specific aspects of gaming behavior are associated with adjustment. The current study examines the association between distinct aspects of video game play behavior and adolescent adjustment. We focused on five aspects, namely, gaming frequency, the social context, gamer identification, type of game, and motivation for playing. Participants included 705 Dutch adolescents (33.5% female, Mage = 14.07), who completed a survey including self-report and sociometric measures. Results indicated that the frequency of playing games was not associated with adolescent adjustment. However, significant associations did appear for social context, genre of games, and motivation for playing. In addition, the different aspects of gaming showed both beneficial and deleterious relations with adjustment. This research indicates the importance of disaggregating gaming behavior and the necessity to look beyond frequency of play in order to fully understand the impact of gaming on youth.


2019 ◽  
Vol 7 (4) ◽  
pp. 237-246 ◽  
Author(s):  
Alexander Mirowski ◽  
Brian P. Harper

With the advent of organized eSports, game streaming, and always-online video games, there exist new and more pronounced demands on players, developers, publishers, spectators, and other video game actors. By identifying and exploring elements of infrastructure in multiplayer games, this paper augments Bowman’s (2018) conceptualization of demands in video games by introducing a new category of ‘infrastructure demand’ of games. This article describes how the infrastructure increasingly built around video games creates demands upon those interacting with these games, either as players, spectators, or facilitators of multiplayer video game play. We follow the method described by Susan Leigh Star (1999), who writes that infrastructure is as mundane as it is a critical part of society and as such is particularly deserving of academic study. When infrastructure works properly it fades from view, but in doing so loses none of its importance to human endeavor. This work therefore helps to make visible the invisible elements of infrastructure present in and around multiplayer video games and explicates the demands these elements create on people interacting with those games.


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