Parental confirmation of rating symbols and technology-focused mediation for digital game play: Relationship with the adaptation of children

AbstractThe current study aims to integrate the findings of previous research on the use of video games by older adults by applying the Uses & Gratifications (U&GT) paradigm (Blumler and Katz, 1974). A qualitative study was performed with 35 participants aged between 50 and 74, who were selected from a larger sample of 213. Based upon their primary playing motives and the gratifications they obtain from digital game play, a classification was developed, resulting in five categories of older adults who actively play games: “time wasters”, “freedom fighters”, “compensators”, “value seekers” and “ludophiles”.

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Bodies That Count: Augmentation, Community, and Disability in a Science Fiction Game

Journal of Literary & Cultural Disability Studies ◽

10.3828/jlcds.2020.28 ◽

2020 ◽

Vol 14 (4) ◽

pp. 421-436 ◽

Cited By ~ 1

Author(s):

Diane Carr

Keyword(s):

Science Fiction ◽

Disability Studies ◽

Game Studies ◽

Digital Game ◽

Game Play ◽

Disability Theory ◽

The Grotesque

The article examines the overlaps between disability studies and digital game studies through an analysis of the science fiction digital game Deus Ex: Mankind Divided. Using an adaptation of Mitchell and Snyder’s work on disability and narrative prosthesis in literature, the power implied by erasure-by-metaphor is considered, as are issues of migration, appropriation, and the grotesque. By examining ability, disability, and tangibility in relation to the game’s rules, game-play, and narrative elements, this analysis demonstrates the relevance of disability theory to science fiction games.

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Strategy Instruction and Maintenance of Basic Multiplication Facts through Digital Game Play

International Journal of Game-Based Learning ◽

10.4018/ijgbl.2013040103 ◽

2013 ◽

Vol 3 (2) ◽

pp. 36-54 ◽

Cited By ~ 6

Author(s):

André R. Denham

Keyword(s):

Conceptual Understanding ◽

Strategy Instruction ◽

Digital Game ◽

Game Play ◽

Multiplication Facts ◽

Instructional Content ◽

Narrow View ◽

Significant Difference ◽

Concurrent Development ◽

Stages Of Learning

Formative instruction on multiplication primarily focuses on rote memorization. This leads to factual fluency, but also develops a narrow view of multiplication and hinders the development of conceptual understanding. Theory and research recommend the concurrent development of conceptual understanding and factual fluency during the initial stages of learning about multiplication. Woodward (2006) conducted a field study to investigate this instructional approach and found a significant difference between those who received instruction on multiplicative properties and timed-drills of multiplication facts on a conceptual measure than those who only spent time on timed drills. This study investigated the efficacy of integrating the same approach within a digital game. There was a significant decrease between pre- and post- measures of participants timed retrieval of multiplication facts, but no differences were found between conditions on pre- and post-measures of conceptual understanding. These findings indicate that special attention must be paid to intrinsic integration of instructional content in order to address conceptual understanding through digital game play.

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Classification of public elementary students' game play patterns in a digital game-based learning system with pedagogical agent

Proceedings of the 6th International Conference on Information and Education Technology - ICIET '18 ◽

10.1145/3178158.3178160 ◽

2018 ◽

Author(s):

Prometheus Peter L. Lazo ◽

Chris Lionel Q. Anareta ◽

Jule Brianne T. Duremdes ◽

Ellenita R. Red

Keyword(s):

Elementary Students ◽

Learning System ◽

Digital Game ◽

Game Based Learning ◽

Pedagogical Agent ◽

Game Play

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Exploring factors related to college student expertise in digital games and their relationships to academics

Research on Education and Media ◽

10.1515/rem-2017-0006 ◽

2017 ◽

Vol 9 (1) ◽

pp. 28-36

Author(s):

Karla R. Hamlen

Keyword(s):

Academic Success ◽

Undergraduate Students ◽

Latent Variables ◽

Digital Games ◽

Personal Control ◽

Success Factor ◽

Academic Outcome ◽

Digital Game ◽

Game Play ◽

Subject Specific

AbstractDigital game play is a common pastime among college students and monopolizes a great deal of time for many students. Researchers have previously investigated relationships between subject-specific game play and academics, but this study fulfills a need for research focusing on entertainment game strategies and how they relate to strategies and success in other contexts. Utilizing a survey of 191 undergraduate students, the goal was to investigate students’ digital game play habits, strategies, and beliefs that predict gaming expertise, and to determine if these relate to academic success. Factor analysis revealed three latent variables that predict expertise: dedication, solo mastery, and strategic play. Multiple regression analysis was used to determine whether these three components could also predict academic outcome variables. Findings point to the absence of a relationship between these variables and academic GPA, but to the presence of a tentative relationship between confidence in game play and confidence in personal control over academic success.

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Moral Choices in Digital Games

The Oxford Handbook of Moral Development ◽

10.1093/oxfordhb/9780190676049.013.41 ◽

2020 ◽

pp. 707-724

Author(s):

Cleve Graver ◽

Fran C. Blumberg

Keyword(s):

Real World ◽

Digital Games ◽

Moral Judgments ◽

Digital Game ◽

Game Play ◽

Game World ◽

Moral Decisions ◽

Theoretical Perspectives ◽

Growing Body ◽

Moral Choices

Digital game play is increasingly acknowledged as an activity in which moral decisions are made. Research to date has largely addressed decisions pertaining to transgressions despite opportunities for prosocial moral choices. These decisions range from relatively benign acts of cheating to gain advantage within a game to the more egregious infliction of physical harm on virtual others to advance one’s goals. Research examining the ramifications of these transgressions as they apply to perceptions of game play and to real-world behaviors is still relatively new and largely studied among undergraduate participants. We survey this growing body of work with consideration of the theoretical perspectives that have been used to frame it and the factors, such as game narrative and mode of play, that have been identified as impacting players’ moral judgments and choices in the digital game world.

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