Playing power: gendered discourses in a computer games magazine

1997 ◽  
Vol 6 (1) ◽  
pp. 43-55 ◽  
Author(s):  
Joanna Thornborrow
Keyword(s):  
Computer Games ◽  
Computer Game ◽  
Stylistic Analysis ◽  
Game Playing ◽  
Gender Specific ◽  
Conflicting Discourses

The focus of this article is the language of computer game previews and guides in the magazine Sega Mean Machines. I examine the presence of conflicting discourses within these texts, and discuss the possible effects they may have on the construction of gender-specific identities for the reader. Through a stylistic analysis of these texts, I will argue that entering the computer game-playing world means essentially a shift for the female readers/players into male-centred discourses.

Dependence on Computer Games by Adolescents

1998 ◽  
Vol 82 (2) ◽  
pp. 475-480 ◽  
Author(s):  
Mark D. Griffiths ◽  
Nigel Hunt
Keyword(s):  
Pathological Gambling ◽  
Computer Games ◽  
Computer Game ◽  
Questionnaire Study ◽  
Game Playing

As computer game playing is a popular activity among adolescents, a questionnaire study was undertaken with 387 adolescents (12–16 years of age) to establish their “dependence” using a scale adapted from the DSM-III-R criteria for pathological gambling. Analysis indicated that one in five adolescents were currently “dependent” upon computer games. Boys played significantly more regularly than girls and were more likely to be classified as “dependent.” The earlier children began playing computer games it appeared the more likely they were to be playing at “dependent” levels. These and other results are discussed in relation to research on other gaming dependencies.

Telling Stories with Digital Board Games

2009 ◽  
pp. 174-190
Author(s):  
Sanna-Mari Tikka ◽  
Marja Kankaanranta ◽  
Tuula Nousiainen ◽  
Mari Hankala
Keyword(s):  
Computer Games ◽  
Research Question ◽  
Computer Game ◽  
Literacy Skills ◽  
Tool Support ◽  
Game Playing ◽  
Learning Tool ◽  
Multimodal Texts ◽  
Computer Based Learning ◽  
Board Games

In the context of computer games, learning is an inherent feature of computer game playing. Computer games can be seen as multimodal texts that connect separate means of expression and require new kinds of literacy skills from the readers. In this chapter, the authors consider how the computer-based learning tool Talarius, which enables students to make their own digital games and play them, lends itself to literacy learning. The learning subject is a children’s novel, and thus it is narrative by its nature. In addition, the learning tool provides the potential to interweave narrative contents into the games made by it. The focus of this chapter is on the relationship between narrativity and learning in computer games, in this case, digital board games. The research question is: How do the narrative functions of the learning tool support learning in game creation and game playing?

scholarly journals Television viewing, computer game play and book reading during meals are predictors of meal skipping in a cross-sectional sample of 12-, 14- and 16-year-olds

2009 ◽  
Vol 13 (4) ◽  
pp. 537-543 ◽  
Author(s):  
Kathleen Custers ◽  
Jan Van den Bulck
Keyword(s):  
Computer Games ◽  
Television Viewing ◽  
Computer Game ◽  
Cross Sectional Study ◽  
Book Reading ◽  
Game Playing ◽  
Entire Family ◽  
Cross Sectional ◽  
Meal Skipping ◽  
Self Administered Questionnaire

AbstractObjectiveTo examine whether television viewing, computer game playing or book reading during meals predicts meal skipping with the aim of watching television, playing computer games or reading books (media meal skipping).DesignA cross-sectional study was conducted using a standardized self-administered questionnaire. Analyses were controlled for age, gender and BMI.SettingData were obtained from a random sample of adolescents in Flanders, Belgium.SubjectsSeven hundred and ten participants aged 12, 14 and 16 years.ResultsOf the participants, 11·8 % skipped meals to watch television, 10·5 % skipped meals to play computer games and 8·2 % skipped meals to read books. Compared with those who did not use these media during meals, the risk of skipping meals in order to watch television was significantly higher for those children who watched television during meals (2·9 times higher in those who watched television during at least one meal a day). The risk of skipping meals for computer game playing was 9·5 times higher in those who played computer games weekly or more while eating, and the risk of meal skipping in order to read books was 22·9 times higher in those who read books during meals less than weekly. The more meals the respondents ate with the entire family, the less likely they were to skip meals to watch television.ConclusionsThe use of media during meals predicts meal skipping for using that same medium. Family meals appear to be inversely related to meal skipping for television viewing.

Excessive Computer Game Playing among Norwegian Adults: Self-Reported Consequences of Playing and Association with Mental Health Problems

2009 ◽  
Vol 105 (3_suppl) ◽  
pp. 1237-1247 ◽  
Author(s):  
H. G. Wenzel ◽  
I. J. Bakken ◽  
A. Johansson ◽  
K. G. Götestam ◽  
Anita Øren
Keyword(s):  
Mental Health ◽  
Computer Games ◽  
Mental Health Problems ◽  
Computer Game ◽  
Leisure Activity ◽  
Health Problems ◽  
Game Playing ◽  
Negative Consequences ◽  
Sleeping Problems ◽  
Playing Time

Computer games are the most advanced form of gaming. For most people, the playing is an uncomplicated leisure activity; however, for a minority the gaming becomes excessive and is associated with negative consequences. The aim of the present study was to investigate computer game-playing behaviour in the general adult Norwegian population, and to explore mental health problems and self-reported consequences of playing. The survey includes 3,405 adults 16 to 74 years old (Norway 2007, response rate 35.3%). Overall, 65.5% of the respondents reported having ever played computer games (16-29 years, 93.9%; 30-39 years, 85.0%; 40-59 years, 56.2%; 60-74 years, 25.7%). Among 2,170 players, 89.8% reported playing less than 1 hr. as a daily average over the last month, 5.0% played 1-2 hr. daily 3.1% played 2–4 hr. daily, and 2.2% reported playing>4 hr. daily. The strongest risk factor for playing > 4 hr. daily was being an online player, followed by male gender, and single marital status. Reported negative consequences of computer game playing increased strongly with average daily playing time. Furthermore, prevalence of self-reported sleeping problems, depression, suicide ideations, anxiety, obsessions/compulsions, and alcohol/substance abuse increased with increasing playing time. This study showed that adult populations should also be included in research on computer game-playing behaviour and its consequences.

A Cooperative Computer Game for Public Efficiency Development

2014 ◽  
Vol 13 (8) ◽  
pp. 4760-4766
Author(s):  
Sachchida Nand Prasad
Keyword(s):  
Group Therapy ◽  
Group Work ◽  
Computer Games ◽  
Computer Game ◽  
Target Population ◽  
Design Interfaces ◽  
Design Case Study ◽  
Effective Group ◽  
Public Group

This paper presents a design case study of SIDES: Design Interfaces to Develop Effective Public Efficiency. SIDES is a tool designed to help adolescents in Public group therapy, specifically individuals with Asperser’s Syndrome, practice effective group work efficiency using a four-player cooperative computer game that runs on computer games technology. We are represent the design process and evaluation of SIDES conducted over a period of six months with a middle school Public group therapy class. Our findings indicate that   computer games   are a motivating and supported tool for effective group work among. My target population and reveal different design lessons to inform the development of similar systems.

Learning to program with Game Maker

2017 ◽  
Vol 1 (2) ◽  
pp. 17 ◽  
Author(s):  
Claire Johnson
Keyword(s):  
Computer Games ◽  
Computer Game ◽  
Visual Programming ◽  
Cultural Significance ◽  
Pair Group ◽  
Positive Attitudes ◽  
Programming Software ◽  
Constructionist Approach ◽  
South East England ◽  
Computing Curriculum

Game Maker is widely used in UK secondary schools, yet under-researched in that context. This paper presents the findings of a qualitative case study that explores how authoring computer games using Game Maker can support the learning of basic programming concepts in a mainstream UK secondary setting.  The research draws on the learning theory of constructionism, which asserts the importance of pupils using computers as ‘building material’ to create digital artefacts (Papert, 1980; Harel and Papert, 1991), and considers the extent to which a constructionist approach is suitable for introducing basic programming concepts within a contemporary, game authoring context.  The research was conducted in a high achieving comprehensive school in South East England. Twenty-two pupils (12 boys; 10 girls; 13-14 years old) completed a unit of work in computer game authoring over an eight-week (16 x 50 minute lessons) period. In planning and developing their games, they worked in self-selected pairs, apart from two pupils (one boy and one girl) who worked alone, by choice. Nine of the ten pairs were the same gender. Data were collected in planning documents, journals and the games pupils made, in recordings of their working conversations, and in pair, group and artefact-based interviews. Findings indicate that as well as learning some basic programming concepts, pupils enjoyed the constructionist-designed activity, demonstrated positive attitudes to their work, and felt a sense of achievement in creating a complex artefact that had personal and cultural significance for them. However, the findings also suggest that the constructionist approach adopted in the research did not effectively support the learning of programming concepts for all pupils. This research arises out of a perceived need to develop accessible, extended units of work to implement aspects of the Computing curriculum in England. It suggests that using Game Maker may offer a viable entry, and identifies the programming concepts and practices which pupils encountered, the difficulties they experienced, and the errors they made when authoring computer games. It also offers recommendations to increase the readiness with which students engage with key programming concepts and practices when using this visual programming software. In so doing it makes a practical contribution to the field of qualitative research in secondary computing education. 

The Effects of Computer Game on Preschool Children’s Nutrition Knowledge and Junk Food Intake Behavior (Preprint)

2021 ◽  
Author(s):  
Chin-En Yen
Keyword(s):  
Food Intake ◽  
Nutrition Education ◽  
Computer Games ◽  
Computer Game ◽  
Nutrition Knowledge ◽  
Control Group ◽  
Junk Food ◽  
Nutritional Knowledge ◽  
Children's Nutrition ◽  
Game Intervention

BACKGROUND Computer games can increase children’s interest in learning, and then improve their nutritional knowledge, and their dietary intake behavior. OBJECTIVE The purpose of this study was to evaluate the short-term effectiveness of computer games on preschool children's nutrition knowledge and junk food intake behavior. This study was a cross-sectional study. METHODS We recruited 104 preschool children age 5-6 years from preschools and randomly assign to experiment group (n=56) and control group (n=48). The researchers used Construct 2 to design and produce the "Healthy Rat King" computer game as a nutrition education tool for children. The computer game courses intervention was one hour per week for four consecutive weeks in experiment group, and the control group did not received computer game intervention. RESULTS The results showed that the nutrition knowledge score of children in experiment group were significant higher than the control group after four weeks of computer game course intervention, and the frequency of chocolate, candies, and ice cream intake was significantly reduced in experiment group after four weeks of computer game intervention. CONCLUSIONS computer game teaching suggested that improved children’s nutrition knowledge and decreased the frequency of junk food intake.

The Term «Computer Game»: The Experience of an Interdisciplinary Analysis

2021 ◽  
Author(s):  
A.A. Vasiliev ◽  
◽  
Yu.V. Pechatnova ◽  
Keyword(s):  
Video Game ◽  
Computer Games ◽  
Social Evolution ◽  
Computer Game ◽  
Interdisciplinary Approach ◽  
Legal Regulation ◽  
Economic Feasibility ◽  
Point Of View ◽  
Legal Analysis ◽  
New Variety

The article is devoted to a comprehensive interdisciplinary study of the term «game» and its relatively new variety – computer game. The need to use an interdisciplinary approach to the study of the term is explained by the versatility and multi-aspect nature of the phenomenon under study. The article reveals the meaning of the concept «game» in the philosophical, aesthetic, historical, cultural, linguistic, psychological, technological and legal dimensions. The research methodology includes historical, systematic methods, as well as the method of formal legal analysis. The author emphasizes the influence of the development of forms of game activity on the development of social evolution, as well as the interaction of the game and the achievements of scientific and technological progress. The relevance of studying the term «computer game» lies in the fact that computer games have become the most popular type of gaming activity and the most profitable commercial product on the modern market. In this regard, terminological certainty is necessary due to the economic feasibility and effective legal regulation of the development, implementation and use of computer games. The authors propose to identify the main features of the concept «game», in general, and the specific features of the term «computer game», in particular. Based on the set of features, the author's definition of the concept «computer game» is proposed. In order to distinguish the studied concept from related categories, the analysis of the terms «electronic game» and «video game» is carried out. In conclusion, the authors assess the approaches to the legal regulation of computer games from the point of view of domestic legislation. As a result of the analysis of the possibility of attributing a computer game to a variety of programs for electronic computers or a variety of multimedia products, the choice was made in favor of the latter. Thus, at present, in order to solve legal problems related to the development and use of a computer game, the authors propose the application of the law analogy.

scholarly journals At Play on the Borders of the Diegetic: Story Boundaries and Narrative Interpretation

2003 ◽  
Vol 35 (1) ◽  
pp. 591-632 ◽  
Author(s):  
Margaret Mackey
Keyword(s):  
Computer Game ◽  
Border Crossing ◽  
Common Element ◽  
Game Playing ◽  
The Novel ◽  
Narrative Texts ◽  
Special Effects ◽  
Young Readers ◽  
Scene Construction ◽  
Narrative Interpretation

Working with young readers, aged 10 to 14, as they responded to narrative texts in a variety of media (Mackey, 2002), I observed a recurring phenomenon: In a variety of ways they repeatedly stepped in and out of the fictional universe of their different stories. Some examples will perhaps give the flavor of this experience: Two 14-year-old girls playing Starship Titanic alternate between lively engagement in the narrative world of the story and stepping outside the fiction to console themselves, “Oh well, if we die, we can just start again.” A 10-year-old girl speaks of alternating between the novel and the computer game of My Teacher is an Alien, using the novel as a source of game-playing repertoire. Two 10-year-old boys look at the DVD of the film Contact, learning how the special effects of an explosion scene were composed, and commenting on how their new awareness of scene construction would affect how they view the film in the future. As I recorded and analyzed numerous examples of such behaviors, I was struck by a common element of interpretive activity on the boundaries of the fictional universe. Sensitized to the topic, I began to notice, and then to collect, examples of contemporary texts that foster various forms of such border crossing, in and out of the diegesis, the framework of events as narrated in the text. This article explores how an awareness of this aspect of contemporary texts may enhance our understanding of interpretive processes and expand what happens in literature classes.

scholarly journals Metazoa Ludens: Mixed Reality Environment for Playing Computer Games with Pets

2006 ◽  
Vol 5 (3) ◽  
pp. 53-58 ◽  
Author(s):  
Roger K. C. Tan ◽  
Adrian David Cheok ◽  
James K. S. Teh
Keyword(s):  
Real World ◽  
Computer Games ◽  
Virtual World ◽  
Mixed Reality ◽  
Leisure Activities ◽  
Computer Game ◽  
Technological Advancement ◽  
The Real ◽  
Computer Mediated ◽  
Pet Owner

For better or worse, technological advancement has changed the world to the extent that at a professional level demands from the working executive required more hours either in the office or on business trips, on a social level the population (especially the younger generation) are glued to the computer either playing video games or surfing the internet. Traditional leisure activities, especially interaction with pets have been neglected or forgotten. This paper introduces Metazoa Ludens, a new computer mediated gaming system which allows pets to play new mixed reality computer games with humans via custom built technologies and applications. During the game-play the real pet chases after a physical movable bait in the real world within a predefined area; infra-red camera tracks the pets' movements and translates them into the virtual world of the system, corresponding them to the movement of a virtual pet avatar running after a virtual human avatar. The human player plays the game by controlling the human avatar's movements in the virtual world, this in turn relates to the movements of the physical movable bait in the real world which moves as the human avatar does. This unique way of playing computer game would give rise to a whole new way of mixed reality interaction between the pet owner and her pet thereby bringing technology and its influence on leisure and social activities to the next level

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