scholarly journals Game Ethics - Homo Ludens as a Computer Game Designer and Consumer

2005 ◽  
Vol 4 ◽  
pp. 19-23
Author(s):  
Gordana Dodig-Crnkovic ◽  
Thomas Larsson
Keyword(s):  
Computer Games ◽  
Computer Game ◽  
Ethical Awareness ◽  
Pros And Cons ◽  
Intelligent Communication ◽  
Game Designer ◽  
Game Developers ◽  
Natural Expression ◽  
Historical Necessity ◽  
Policy Vacuums

Play and games are among the basic means of expression in intelligent communication, influenced by the relevant cultural environment. Games have found a natural expression in the contemporary computer era in which communications are increasingly mediated by computing technology. The widespread use of e-games results in conceptual and policy vacuums that must be examined and understood. Humans involved in designing, administering, selling, playing etc. computer games encounter new situations in which good and bad, right and wrong, are not defined by the experience of previous generations. This article gives an account of the historical necessity of games, the development of e-games, their pros- and cons, threats and promises, focusing on the ethical awareness and attitudes of game developers.

scholarly journals Emotional Journeys in Game Design Teams

2011 ◽  
pp. 220-236
Author(s):  
Patrick Stacey ◽  
Joe Nandhakumar
Keyword(s):  
Computer Games ◽  
Game Design ◽  
Research Question ◽  
Computer Game ◽  
Poor Quality ◽  
Design Teams ◽  
Global Game ◽  
Work Related ◽  
Emotional Dimension ◽  
Game Developers

There is little research into the emotional dimension of creative industry personnel, such as computer game designers, and how emotions relate to their creative practices and work-related events. Such socioemotional work is the focus of this chapter. There is a practice-centered relevance to this topic too – it is reported that there exists a poor quality of life in many global game studios. Given our deficient knowledge of emotions in computer game development, and the practical resonance of this topic, our key research question is: What emotions, creative practices and work-related events characterize emotional journeys in computer game design teams, and how do these characteristics inter-relate? To explore and answer this research question, we draw on an in-depth field study of a computer games studio in Singapore. The chapter offers a theory of emotion-mediated improvisation as a coping model for the tumultuous emotional journeys that game developers endure.

What Cognitive Psychology Can Tell Us About Educational Computer Games

2017 ◽  
pp. 1-18
Author(s):  
Michael K. Gardner ◽  
David L. Strayer
Keyword(s):  
Computer Games ◽  
Cognitive Abilities ◽  
Game Design ◽  
Computer Game ◽  
Video Gaming ◽  
Training Environment ◽  
Educational Computer ◽  
Target Environment ◽  
Game Developers ◽  
Educational Computer Games

Developers of educational computer games often have incomplete knowledge of the cognitive abilities of learners, yet this knowledge can be useful in informing game design. This chapter reviews two important cognitive abilities that underlie learning: working memory and attentional capacity/executive function. From a description of the developmental course of each ability, we derive a set of recommendations for game developers to follow when designing games for learners of different ages. The chapter next reviews the psychology of transfer of training, including two major theories on the issue. The doctrine of identical elements appears to give the better description of how transfer occurs from training environment (the educational computer game) to target environment (real world performance of the learned skill). It is recommended that games embody, as closely as possible, the end behavior they hope to produce, as this will produce maximal transfer. Finally, we review some controversial research demonstrating distant transfer in computer video gaming.

What Cognitive Psychology Can Tell Us About Educational Computer Games

2021 ◽  
pp. 399-416
Author(s):  
Michael K. Gardner ◽  
David L. Strayer
Keyword(s):  
Computer Games ◽  
Cognitive Abilities ◽  
Game Design ◽  
Computer Game ◽  
Video Gaming ◽  
Training Environment ◽  
Educational Computer ◽  
Target Environment ◽  
Game Developers ◽  
Educational Computer Games

Developers of educational computer games often have incomplete knowledge of the cognitive abilities of learners, yet this knowledge can be useful in informing game design. This chapter reviews two important cognitive abilities that underlie learning: working memory and attentional capacity/executive function. From a description of the developmental course of each ability, we derive a set of recommendations for game developers to follow when designing games for learners of different ages. The chapter next reviews the psychology of transfer of training, including two major theories on the issue. The doctrine of identical elements appears to give the better description of how transfer occurs from training environment (the educational computer game) to target environment (real world performance of the learned skill). It is recommended that games embody, as closely as possible, the end behavior they hope to produce, as this will produce maximal transfer. Finally, we review some controversial research demonstrating distant transfer in computer video gaming.

The Experience of Women Game Developers

2014 ◽  
pp. 147-169
Keyword(s):  
Computer Games ◽  
Computer Game ◽  
Career Barriers ◽  
Career Motivation ◽  
Person Environment Fit ◽  
Personal Experiences ◽  
Game Industry ◽  
Game Developers ◽  
Computer Game Industry ◽  
Career Factors

This chapter considers the position of women working in computer games through the voices of over 500 women from the international research. The chapter highlights the problems and opportunities of game work, especially pertinent in attracting and retaining women within the industry. It discusses women’s personal experiences of working in the game industry and career factors related to women’s experiences working in the computer games industry, including career motivation, person-environment fit, and job satisfaction. The chapter also identifies career factors in the computer game industry, such as career barriers and the drivers that help enhance the careers of women in this and other male-dominated industries.

Game Workers and the Gender Divide in the Production of Computer Games

2014 ◽  
pp. 123-146
Keyword(s):  
Computer Games ◽  
Computer Game ◽  
International Study ◽  
Content Creation ◽  
Core Content ◽  
Research Findings ◽  
Game Industry ◽  
Working Practices ◽  
Game Developers ◽  
Computer Game Industry

This chapter discusses working practices prominent in the computer game industry. The chapter provides readers with an understanding of how working practices are gendered, which can deter women from entering into and remaining in the industry. The chapter also provides the reader with a review of the issue of gendered occupational segregation in order to understand the effect this has on individuals, society, male-dominated industries, and the computer game industry, specifically. It considers what impact more female game developers in core content creation roles could potentially have within the industry. The chapter also discusses some qualitative research findings from an international study with women working in the computer game development industry and reviews what attracts women to the industry and the issues they have experienced.

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. 

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.

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.

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