scholarly journals Mood Management and Video-Game Engagement

2012 ◽  
Author(s):  
Crystine Serrone
Keyword(s):  
Video Game ◽  
Mood Management ◽  
Game Engagement

The Hitman Study

2010 ◽  
Vol 15 (2) ◽  
pp. 99-108 ◽  
Author(s):  
Christopher J. Ferguson ◽  
Stephanie M. Rueda
Keyword(s):  
Experimental Study ◽  
Young Adults ◽  
Aggressive Behavior ◽  
Video Game ◽  
Real Life ◽  
Mood Management ◽  
Video Game Play ◽  
Video Game Playing ◽  
Violent Video Game ◽  
The Social

This article explores commonly discussed theories of violent video game effects: the social learning, mood management, and catharsis hypotheses. An experimental study was carried out to examine violent video game effects. In this study, 103 young adults were given a frustration task and then randomized to play no game, a nonviolent game, a violent game with good versus evil theme (i.e., playing as a good character taking on evil), or a violent game in which they played as a “bad guy.” Results indicated that randomized video game play had no effect on aggressive behavior; real-life violent video game-playing history, however, was predictive of decreased hostile feelings and decreased depression following the frustration task. Results do not support a link between violent video games and aggressive behavior, but do suggest that violent games reduce depression and hostile feelings in players through mood management.

An empirical validation of consumer video game engagement: A playful-consumption experience approach

2019 ◽  
Vol 29 ◽  
pp. 43-55 ◽  
Author(s):  
Amir Zaib Abbasi ◽  
Ding Hooi Ting ◽  
Helmut Hlavacs ◽  
Liliana Vale Costa ◽  
Ana Isabel Veloso
Keyword(s):  
Video Game ◽  
Empirical Validation ◽  
Consumption Experience ◽  
Game Engagement ◽  
Consumer Video

scholarly journals Adolescent Problematic Gaming and Domain-Specific Perceptions of Self

2016 ◽  
Vol 6 (4) ◽  
pp. 44-56 ◽  
Author(s):  
Devin J. Mills ◽  
Jessica Mettler ◽  
Michael J. Sornberger ◽  
Nancy L. Heath
Keyword(s):  
Video Game ◽  
Future Research ◽  
Video Gaming ◽  
Self Perception ◽  
Social Responsibilities ◽  
Domain Specific ◽  
Self Worth ◽  
Perception Of Self ◽  
Close Friendship ◽  
Game Engagement

Problematic video game use (PVGU) is an inability to meet personal and social responsibilities due to video gaming. It is estimated to affect 5 to 6% of adolescents. Research demonstrates greater video game engagement is associated with a poorer perception of self in several domains; however, the relation between PVGU and self-perception has not yet be examined. The present study explored this association using a sample of 758 Grade 7 adolescents (55.1% Female; Mage= 12.34 years; SD = 0.49 years). Results revealed greater PVGU to be associated with a poorer perception of self within the behavioural conduct and close friendship domains. Similar differences emerged when examining reports of self-perception across the PVGU classifications (i.e., None, Minimal, At-Risk, Problematic). Unexpectedly, two interactions between gender and PVGU classifications were observed for the behavioural conduct and self-worth domains of self-perception. The discussion addresses the implications of these findings and points to areas of future research.

Measuring Video Game Engagement Through Gameplay Reviews

2014 ◽  
Vol 45 (4-5) ◽  
pp. 593-610 ◽  
Author(s):  
David Kirschner ◽  
J. Patrick Williams
Keyword(s):  
Video Game ◽  
Game Engagement

scholarly journals Impact of HEXACO Personality Factors on Consumer Video Game Engagement: A Study on eSports

2020 ◽  
Vol 11 ◽  
Author(s):  
Amir Z. Abbasi ◽  
Saima Nisar ◽  
Umair Rehman ◽  
Ding H. Ting
Keyword(s):  
Video Game ◽  
Personality Factors ◽  
Game Engagement ◽  
Consumer Video

Video Game Engagement: Behavioral Support for the Game Engagement Questionnaire

2009 ◽  
Author(s):  
Jeanne H. Brockmyer ◽  
Christine M. Fox ◽  
Kathleen A. Curtiss ◽  
Evan S. McBroom ◽  
Jaquelyn N. Pidruzny ◽  
...  
Keyword(s):  
Video Game ◽  
Behavioral Support ◽  
Game Engagement

Associations of Subjective Immersion, Immersion Subfactors, and Learning Outcomes in the Revised Game Engagement Model

2020 ◽  
pp. 957-968 ◽  
Author(s):  
Paul A Barclay ◽  
Clint Bowers
Keyword(s):  
Video Games ◽  
Learning Outcomes ◽  
Video Game ◽  
Learning Experience ◽  
Learning Performance ◽  
Educational Video ◽  
Creative Imagination ◽  
System Usability ◽  
Educational Video Game ◽  
Game Engagement

Serious Educational Video Games (SEGs) play a large role in education for both children and adults. However, the budget for SEGs is typically lower than traditional entertainment video games, bringing with it the need to optimize the learning experience. This article looks at the role game immersion plays in improving learning outcomes, using the Revised Game Engagement Model (R-GEM) to determine whether learning outcomes were associated specifically with Immersion itself, or with the various prerequisites to achieving immersion. A sample of 125 undergraduate university students which played an educational video game and were assessed on Immersion, subjective System Usability, Creative Imagination, and learning performance. Immersion and System Usability were shown to be associated with higher learning outcomes, but, after controlling for other factors, it seems that System Usability is only helpful inasmuch as it promotes Immersion. This article concludes that further study is needed to determine whether the same association can be found with different populations and with different types of learning.

scholarly journals Adolescent Problematic Gaming and Domain-Specific Perceptions of Self

2019 ◽  
pp. 1433-1448
Author(s):  
Devin J. Mills ◽  
Jessica Mettler ◽  
Michael J. Sornberger ◽  
Nancy L. Heath
Keyword(s):  
Video Game ◽  
Future Research ◽  
Video Gaming ◽  
Self Perception ◽  
Social Responsibilities ◽  
Domain Specific ◽  
Self Worth ◽  
Perception Of Self ◽  
Close Friendship ◽  
Game Engagement

Problematic video game use (PVGU) is an inability to meet personal and social responsibilities due to video gaming. It is estimated to affect 5 to 6% of adolescents. Research demonstrates greater video game engagement is associated with a poorer perception of self in several domains; however, the relation between PVGU and self-perception has not yet been examined. The present study explored this association using a sample of 758 Grade 7 adolescents (55.1% Female; Mage = 12.34 years; SD = 0.49 years). Results revealed greater PVGU to be associated with a poorer perception of self within the behavioural conduct and close friendship domains. Similar differences emerged when examining reports of self-perception across the PVGU classifications (i.e., None, Minimal, At-Risk, Problematic). Unexpectedly, two interactions between gender and PVGU classifications were observed for the behavioural conduct and self-worth domains of self-perception. The discussion addresses the implications of these findings and points to areas of future research.

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