The Dynamics of Video Gaming

2013 ◽  
pp. 684-697
Author(s):  
Sandra Schamroth Abrams
Keyword(s):  
Student Learning ◽  
Video Game ◽  
Digital Literacy ◽  
Qualitative Studies ◽  
Video Gaming ◽  
Game Play ◽  
Educational Gaming ◽  
Factors Influencing ◽  
Insight Into

The idea of bridging literacies has been a topic of much research and theory, and educators continue to struggle to help students understand how their learning transcends the classroom walls. Contributing to the discussion, this chapter focuses on factors influencing video game learning, examining the decisions and game play of eight academically struggling eleventh-grade males. Data from two related qualitative studies suggest that direct and peripheral factors influenced students’ game play. Findings from these two studies are important to the discussion of educational gaming because they can inform educators of students’ struggles and successes in learning outside the classroom. Overall, the evaluation of students’ video gaming can provide educators insight into the affordances of this digital literacy and issues affecting student learning outside the classroom.

The Dynamics of Video Gaming

2010 ◽  
pp. 78-91
Author(s):  
Sandra Schamroth Abrams
Keyword(s):  
Student Learning ◽  
Video Game ◽  
Digital Literacy ◽  
Qualitative Studies ◽  
Video Gaming ◽  
Game Play ◽  
Educational Gaming ◽  
Factors Influencing ◽  
Insight Into

The idea of bridging literacies has been a topic of much research and theory, and educators continue to struggle to help students understand how their learning transcends the classroom walls. Contributing to the discussion, this chapter focuses on factors influencing video game learning, examining the decisions and game play of eight academically struggling eleventh-grade males. Data from two related qualitative studies suggest that direct and peripheral factors influenced students’ game play. Findings from these two studies are important to the discussion of educational gaming because they can inform educators of students’ struggles and successes in learning outside the classroom. Overall, the evaluation of students’ video gaming can provide educators insight into the affordances of this digital literacy and issues affecting student learning outside the classroom.

Game Play Differences by Expertise Level in Dota 2, A Complex Multiplayer Video Game

2016 ◽  
Vol 8 (4) ◽  
pp. 1-24 ◽  
Author(s):  
Lisa Castaneda ◽  
Manrita Kaur Sidhu ◽  
Jonathan J. Azose ◽  
Tom Swanson
Keyword(s):  
Video Game ◽  
Eye Tracker ◽  
Game Play ◽  
Attentional Allocation ◽  
Quantitative Metrics ◽  
Research Findings ◽  
Expert Novice ◽  
Expertise Level ◽  
Game Elements ◽  
Insight Into

Dota 2, a complex team based video game, was used to study expertise and attentional allocation in a multiplayer online battle arena (MOBA) setting. Pre- and post-play survey questions and eye-tracker data were collected from 67 video game players during a session of Dota 2 play. Questions explored abstract versus concrete conceptualizations of game-play and individual versus team focus. Quantitative eye-tracker data was evaluated for differences in visual attention and scan patterns. The authors noted that novices reflected on more concrete game elements and were likely to look back at the same location twice in a row. There was no difference among player categories in amount of time looking at mini-map or in self vs. team focus; however, experts were more able to reflect on abstract game concepts. Expert-novice differences in this study are similar to expertise research findings from other domains. The qualitative and unique quantitative metrics that can be gathered from complex games may provide insight into the development of expertise.

Factors Influencing the Adoption of Video Games in Late Adulthood

2016 ◽  
Vol 12 (1) ◽  
pp. 35-50 ◽  
Author(s):  
Liliana Vale Costa ◽  
Ana Isabel Veloso
Keyword(s):  
Older Adults ◽  
Video Games ◽  
Older Adult ◽  
Video Game ◽  
Cognitive Effects ◽  
Factors Influencing ◽  
Considerable Research ◽  
Adventure Games ◽  
Game Industry ◽  
Insight Into

In the video game industry, older adults tend to be avid consumers. Although considerable research has been devoted to the positive cognitive effects of video games, less attention has been paid to the older adult gamer profile. The aim of this paper is to describe a survey conducted from November 2012 until May 2013, which includes 245 gamers aged 50 and over, about their game preferences. Specifically, the authors examined: (a) what types of video games are played and (b) what leads these players to be engaged by video games. The results indicate that adventure games with problem-solving are preferred, suggesting the skills that participants would like to practise. The study provides insight into a new video gamer profile.

The Relationship between Student Learning Styles and Motivation during Educational Video Game Play

2011 ◽  
Vol 1 (3) ◽  
pp. 63-73 ◽  
Author(s):  
Michael R. Findley
Keyword(s):  
Video Games ◽  
Learning Styles ◽  
Student Learning ◽  
Video Game ◽  
Educational Video ◽  
Game Play ◽  
Educational Video Games ◽  
Video Game Play ◽  
Educational Video Game ◽  
Student Learning Styles

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.

The Relationship between Student Learning Styles and Motivation during Educational Video Game Play

2013 ◽  
pp. 276-287
Author(s):  
Michael R. Findley
Keyword(s):  
Video Games ◽  
Learning Styles ◽  
Student Learning ◽  
Video Game ◽  
Educational Video ◽  
Game Play ◽  
Educational Video Games ◽  
Video Game Play ◽  
Educational Video Game ◽  
Student Learning Styles

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.

The Moderating Role of Video Game Play in the Relationship Between Stress and Externalising Behaviours in Adolescent Males

2013 ◽  
Vol 3 (3) ◽  
pp. 17-33
Author(s):  
Michael Yates ◽  
Jane Hurry
Keyword(s):  
Video Game ◽  
Self Report ◽  
Future Research ◽  
Video Gaming ◽  
Game Play ◽  
Video Game Play ◽  
Cumulative Stress ◽  
Externalising Behaviours ◽  
Moderating Role

The focus of this research was to investigate whether video game play reframed into the context of cumulative stress could play a moderating role on externalising behavioural outcomes. A sample of 14-15 year old adolescent boys (N = 197) were administered self-report measures relating to video game use, cumulative stress and externalising behaviours. Results showed that video gaming, as measured by time spent playing or genre played had no relationship with externalising behaviours in general. This was true when considered within the context of stress also. Although video game use was not related to conduct disorder, a positive relationship with hyperactivity was found. This may signify that game play is attractive to adolescents who are hyperactive, and that hyperactivity could affect the propensity to play more. Implications of these findings for future research are discussed.

scholarly journals Gender Differences in Video Game Play: Practices of Teenaged Players from Pakistan

2020 ◽  
Vol 04 (02) ◽  
pp. 270-294
Author(s):  
Aniqa Ali ◽  
Dr. Noshina Saleem
Keyword(s):  
Gender Differences ◽  
Video Game ◽  
Role Playing ◽  
Self Report ◽  
Video Gaming ◽  
Game Play ◽  
Video Game Play ◽  
Teenage Girls ◽  
Role Playing Game ◽  
Play Action

The present research study aimed to examining gender differences in gaming patterns and preferences of teenage gamers in Pakistan. The gaming patterns involve frequency of game play and time spent on game play. The video game preferences were measured by exploring game genres and style(mode) in which game players mostly play. The study was quantitative and survey is conducted by using purposive research method as only game player were selected as sample from schools of Islamabad, Pakistan. The close ended questionnaire adapted from ‘Media Self Report Questionnaire’ used by Elliot (2006), Bajovic (2012) and Hodge (2019) was filled by 576 respondents. The study found that teenage girls and boys significantly differ in terms of frequency of game play and time spent on video gaming. It was found that boys mostly play in multiplayer mode and prefer to play action, role playing game and sports game genres. On the other hand girls’ prefer single player mode and adventure, action and horror game genres. The present research can be used as baseline exploratory study for future studies in the domain of video gaming.

Predictors of Problematic Video Game Usage in Childhood and Adolescence

2013 ◽  
Vol 59 (3) ◽  
pp. 153-164 ◽  
Author(s):  
Thomas Mößle ◽  
Florian Rehbein
Keyword(s):  
Social Environment ◽  
School Children ◽  
Video Game ◽  
Video Gaming ◽  
Control Group ◽  
Childhood And Adolescence ◽  
Longitudinal Control ◽  
Peer Problems ◽  
Media Usage ◽  
Usage Patterns

Aim: The aim of this article is to work out the differential significance of risk factors of media usage, personality and social environment in order to explain problematic video game usage in childhood and adolescence. Method: Data are drawn from the Berlin Longitudinal Study Media, a four-year longitudinal control group study with 1 207 school children. Data from 739 school children who participated at 5th and 6th grade were available for analysis. Result: To explain the development of problematic video game usage, all three areas, i. e. specific media usage patterns, certain aspects of personality and certain factors pertaining to social environment, must be taken into consideration. Video game genre, video gaming in reaction to failure in the real world (media usage), the children’s/adolescents’ academic self-concept (personality), peer problems and parental care (social environment) are of particular significance. Conclusion: The results of the study emphasize that in future – and above all also longitudinal – studies different factors regarding social environment must also be taken into account with the recorded variables of media usage and personality in order to be able to explain the construct of problematic video game usage. Furthermore, this will open up possibilities for prevention.

Relationships between video game play factors and frequency of lucid and control dreaming experiences.

Dreaming ◽  
2019 ◽  
Vol 29 (2) ◽  
pp. 127-143 ◽  
Author(s):  
Marc Sestir ◽  
Ming Tai ◽  
Jennifer Peszka
Keyword(s):  
Video Game ◽  
Game Play ◽  
Video Game Play ◽  
And Control
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