Playing with meaning: Productive frictions between gaming and dancing in Bound

2020 ◽  
pp. 135485652093319
Author(s):  
Kate Mattingly
Keyword(s):  
Emotional Intelligence ◽  
Problem Solving ◽  
Video Games ◽  
Game Studies ◽  
Educational Benefits ◽  
Dance Studies ◽  
Positive Effects ◽  
Research Journal ◽  
Creativity Research ◽  
Dance Dance Revolution

Research into gaming and dancing has tended to highlight educational benefits, such as positive effects on problem-solving, creativity, and motivation (Hutton E and Sundar S, 2010. Can video games enhance creativity? Effects of emotion generated by Dance Dance Revolution. Creativity Research Journal 22(3): 294–303.). This article focuses on a game called Bound (2016), developed by Plastic Studios for PlayStation 4 and VR, to show how dancing can be defined as an embodied epistemology and a form of creative exploration that contributes to emotional intelligence. Using methodologies generated by Brendan Keogh, I show how and why dominant understandings of gameplay are insufficient to analyze the experience and meaning produced by playing Bound. Keogh’s theories are relevant to both game studies and dance studies and allow us to examine the fruitful intersections of game studies and screendance. Ultimately I introduce ‘choreographic thinking’ as a mode of engagement that is activated by gameplay and that resonates with Keogh’s theories: by calling attention to the choreographic potential of Bound, I demonstrate the value of noncompetitive gaming models for producing embodied knowledge.

Disability and Video Games Journalism: A Discourse Analysis of Accessibility and Gaming Culture

2021 ◽  
pp. 155541202110210
Author(s):  
Sky LaRell Anderson ◽  
Karen (Kat) Schrier
Keyword(s):  
Discourse Analysis ◽  
Problem Solving ◽  
Video Games ◽  
Game Design ◽  
Game Studies ◽  
Gaming Culture

In this article, we conduct a discourse analysis of 60 articles to reveal themes that describe how games journalism reflects and constitutes understandings of disability and accessibility in gaming. First, we map prior research on media’s relationship to disability, as well as approaches to disability in game studies, including the introduction of two primary paradigms for addressing issues of accessibility in gaming. Second, the project reveals six thematic categories that describe how game journalism reflects and constitutes understandings of disability and accessibility in gaming: gamers with disabilities, portraying disability, game design, game controllers, discussing accessibility, and advocacy. Further comparison of the categories reveals four additional themes of discourses, namely, self-congratulations, fetishization, awareness as advocacy, and problem-solving. The article concludes with implications for the games industry, for theory, and for how the field of game studies can investigate disability.

Analisis Kecerdasan Emosional Anak Pengendalian Diri dan Kemampuan Memecahkan Masalah Perspektif al-Qurân Hadits

2019 ◽  
Vol 8 (1) ◽  
pp. 61
Author(s):  
Amru Almu'tasim
Keyword(s):  
Emotional Intelligence ◽  
Problem Solving ◽  
Self Control

This article examines children's emotional intelligence in terms of self-control abilities and problem solving. Emotional intelligence is formed in children so that children are able to control themselves, resist anger, be able to solve problems. Get to know yourself and others. From the results of the study, the authors can conclude that children's emotional intelligence is the dream of every parent because children are able to recognize the emotions of themselves and others, are able to solve problems without causing problems, are able to motivate themselves and have an empathetic attitude. So that children who have emotional intelligence are not easily offended, are not easily ignited by emotions, become children who are polite and patient. The results of this study show that 1). Parents always become exemplary emotion teachers for children, 2). Advise with constructive advice, 3). Give understanding to children with language and tone that is not scary.

Automated State of Play

2018 ◽  
Vol 4 (1) ◽  
pp. 201-214 ◽  
Author(s):  
Sonia Fizek
Keyword(s):  
Video Games ◽  
Digital Games ◽  
Game Studies ◽  
Necessary Condition ◽  
Fictional Character

Abstract Automation of play has become an ever more noticeable phenomenon in the domain of video games, expressed by self-playing game worlds, self-acting characters, and non-human agents traversing multiplayer spaces. This article proposes to look at AI-driven non-human play and, what follows, rethink digital games, taking into consideration their cybernetic nature, thus departing from the anthropocentric perspectives dominating the field of Game Studies. A decentralised posthumanist reading, as the author argues, not only allows to rethink digital games and play, but is a necessary condition to critically reflect AI, which due to the fictional character of video games, often plays by very different rules than the so-called “true” AI.

scholarly journals Design and Development of a Video Game to Assess Problem-Solving Competence in Chemistry Education

2019 ◽  
Author(s):  
Amany Annaggar ◽  
Rüdiger Tiemann
Keyword(s):  
Problem Solving ◽  
Video Games ◽  
Video Game ◽  
Game Design ◽  
Chemistry Education ◽  
Self Determination Theory ◽  
Self Determination ◽  
Scientific Content ◽  
3D Game ◽  
Problem Solving Model

<p>The aim of this study is to present how to implement the constructive learning theory and self-determination theory into a video game. This video game is designed as a new kind of teaching tool for chemistry concepts and as an assessment tool for domain-specific problem-solving competence, by applying a problem-solving model and the factors of self-determination theory through game elements. These types of video games are designed not only to have fun and motivate students, but also to help the teachers and educators to assess their students according to their weaknesses and strengths in each particular phase of the competence. Thus, educators could improve their teaching strategy or use the tools to improve weak areas. Based on this idea, we developed ALCHEMIST. ALCHEMIST targeted the 9th-grade students in the German chemistry curriculum. The scientific content is about acids, bases, and indicators, and is designed and based on the problem-solving model to access this competence of the students. The 3D game framework was chosen for this game since it makes the game efficient, interactive and drives it into more virtual reality. The designing process was complicated, as it includes multidisciplinary work across psychology, design, scientific content, development and programming, which makes it challenging. To cover these points, we followed a game design model, adding some steps to cover the educational needs and the aim of the game.</p><p>In order to make the game more effective and interactive, and to drive it into a more virtual world, the 3D game framework was chosen for this game since for this age group a 3D educational game is expected to be more effective (Gunter et al, 2008; Terzidou et al, 2012) . Moreover, the use of avatars in the 3D virtual environment establishes non-verbal communication (NVC) features, which can foster collaboration interactions, and enhance the student’s ability to apply abstract knowledge later in reality (Dede, 1992; Tsiatsos and Terzidou, 2010). The log file provided shows the player points and gameplay path which indicates the performance levels for each problem set. Also, it can help teachers to evaluate each particular phase of problem-solving competence. After the success of the development of our game-based theoretical background, it will be tested and validated by experts in chemistry education. This validation process should examine if the problem-solving model is correctly applied and test the significance of the game design, scientific content and the game’s objective.</p><p>It may also be of interest to develop such video games with scientific content and educational background in other fields. It also would be a success for the scientist to apply the scientific content through a fantasy 3D video game to the students at different ages to have fun, to learn, and to assess their competencies.</p>

scholarly journals On the Publishing Methods of Our Time: Mobilizing Knowledge in Game Studies

2015 ◽  
Vol 6 (3) ◽  
Author(s):  
Steve Wilcox
Keyword(s):  
Video Games ◽  
Video Game ◽  
Game Studies ◽  
First Person ◽  
Academic Interest ◽  
Middle State ◽  
The University

There is a considerable amount of academic and non-academic interest in the production and reception of video games. At the same time game scholars encounter questions such as, “are video game academics irrelevant?” In this article I connect questions of relevancy in game studies with the need to develop forms of publishing capable of asserting that relevancy more broadly. As the co-founder and editor-in-chief of First Person Scholar (FPS), a middle-state publication based in the Games Institute at the University of Waterloo, I detail how FPS has attempted to reach beyond the traditional scope of game studies to engage a wider audience and assert a new degree of relevancy for the game scholar.

scholarly journals Emotional Intelligence and Stress Coping Strategies Among Students of Physical Education and Sport Study Programs

2020 ◽  
Vol 4 (115) ◽  
Author(s):  
Romualdas Malinauskas ◽  
Tomas Saulius ◽  
Giedrius Kaufmanas
Keyword(s):  
Social Support ◽  
Emotional Intelligence ◽  
Problem Solving ◽  
Physical Education ◽  
Coping Strategies ◽  
First Year ◽  
Stress Coping ◽  
First Year Students ◽  
Study Programs ◽  
Stress Coping Strategies

Background. Studies of various scholars confirm the relation between the application of stress coping strategies and emotional intelligence, but there is a lack of research about the relationship between individual coping strategies and emotional intelligence levels among the first- and the fourth-year students. The aim of the research was to reveal peculiarities of emotional intelligence and stress coping strategies of undergraduate students of physical education and sport study programs.Methods. The Shutte Self-Assessment Questionnaire was used to measure the level of emotional intelligence of the participants (Schutte & Malouff, 1999). The questionnaire composed by Grakauskas and Valickas (2006) was used to identify the stress coping strategies. It consists of four factors: social support factor, problem-solving factor, emotional discharge factor and avoidance factor. The research was based on the following ethical principles: confidentiality, anonymity, impartiality and privacy. The first- and the fourth-year students of the Lithuanian Sports University and Lithuanian University of Educational Sciences, Physical Education and Sports Programs were surveyed. The research sample consisted of 123 participants. Male participants comprised 66.7% of the sample, and the female participants comprised 33.3%. of the sample. The first-year undergraduates made up 57.7% of the sample, and the fourth-year undergraduates made up 42.3% of the sample.Results. Analyzing the data on the stress coping strategies according to the participants studying experience, it was found that the fourth-year students used the social support strategy more frequently in comparison with the first-year students. In addition, the fourth-year students applied emotional discharge and avoidance strategies more often than the first-year students. Comparing stress coping strategies and emotional intelligence according to the gender of participants, no statistically significant differences were found. There was a statistically significant relationship between the stress coping strategy and the ability to evaluate and express one’s emotions.Conclusions. Comparing emotional intelligence of the first- and the fourth-year students of physical education and sports study programs, no statistically significant differences were found. Comparison of stress coping strategies applied by the first- and the fourth-year students of physical education and sports degree programs revealed that the fourth-year students tended to use social support, emotional discharge and avoidance strategies more frequently than the first-year students. Comparison of stress coping strategies and emotional intelligence according to gender did not show any statistically significant differences. However, there was a statistically significant relationship between stress coping strategies and emotional intelligence, though it was a weak, but significant difference between emotional intelligence components such as the ability to express and manage emotions and problem-solving focused stress coping strategy.Keywords: stress, stress management strategies, emotional intelligence.

The effects of active video games on health-related physical fitness and motor competence in overweight or obese children and adolescents: A systematic review and meta-analysis. (Preprint)

2021 ◽  
Author(s):  
Cristina Comeras-Chueca ◽  
Jorge Marin-Puyalto ◽  
Angel Matute-Llorente ◽  
German Vicente-Rodriguez ◽  
Jose Antonio Casajus ◽  
...  
Keyword(s):  
Body Mass Index ◽  
Video Games ◽  
Physical Fitness ◽  
Body Fat Percentage ◽  
Fat Percentage ◽  
Motor Competence ◽  
Positive Effects ◽  
Active Video Games ◽  
Active Video ◽  
Health Related

BACKGROUND Childhood obesity is one of the most important public health problems of the 21st century and active-video games have been proposed as a good alternative to exercise and are being investigated to find out their effectiveness against childhood obesity. OBJECTIVE to summarize the current research and extract conclusions about the effects of active video games on health-related physical fitness and motor competence in children and adolescents with overweight and obesity. METHODS The search strategy was applied to PubMed, Medline, Web of Science and SPORTDiscus, including randomized and non-randomized controlled trials investigating the effects of programs using active video games on health-related physical fitness and motor competence of children and adolescents with overweight and obesity. Two different quality assessment tools were used to measure the risk of bias for randomized and non-randomized controlled trials. Fifteen articles met the inclusion criteria and the variables of interest were body mass index, body fat percentage, cardiorespiratory fitness, waist circumference, fat-free mass, muscular fitness and motor competence. A meta-analysis was performed. RESULTS Positive effects were found for body mass index and body fat percentage, favouring the active video games group compared with a control group with no intervention (MD, -0.209; 95% IC, -0.388, -0.031; an d MD, -0.879; 95% IC, -1.138, -0.602, respectively). Positive effects seem to be found for cardiorespiratory fitness. The effects of interventions with active video games on muscular fitness, fat-free mass and waist circumference and motor competence are unclear. CONCLUSIONS Programs using active video games showed positive effects on body mass index, body fat percentage and cardiorespiratory fitness. Active video games could be a good strategy to fight against childhood obesity. CLINICALTRIAL A protocol was registered in the International Prospective Register of Systematic Reviews, PROSPERO (CRD42020189138).

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