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motivation
New entry in Digiplay games research bibliography:
Computer games have become an enormous industry over the past two decades and have dramatically changed the leisure activities of adolescents and many adults as well as children. More recently there is a growing appreciation of the potential of computer games as a medium for learning. Such games were initially referred to as edutainment, although this is now a deprecated term and are nowadays referred to as games for learning or serious games. Indeed many people now believe that the games for learning industry is set to make a significant impact over the next decade with a wide variety of educational computer games being developed to support learning. Researchers have examined computer games from many different perspectives, some positive (for example, motivation, engagement, learning, skills development) and some negative (for example, violence, aggression, gender stereotyping). One particular type of game that has not been explored in detail for educational purposes is the Alternate Reality Game (ARG), a form of interactive narrative, often involving multiple media and game elements, to tell a story that may be affected by participants' ideas or actions. In this paper we describe the use of an ARG to help support the teaching and learning of modern foreign languages; by European secondary school children (ages 14-16).
New entry in Digiplay games research bibliography:
With the proliferation of hedonic information systems, understanding users' acceptance of hedonic information systems has become a new topic for practitioners and academics. While perceived playfulness or perceived enjoyment has been found to have a significant influence on the behavioral intention to use hedonic information systems, little research has been conducted to Investigate empirically the antecedents of perceived playfulness and the mediating role that perceived playfulness has in user acceptance of hedonic information systems. Thus, the main purpose of this study is to explore the mediating role of perceived playfulness in the psychological process of user acceptance of hedonic online game systems. Based on previous literature, two individual difference variables (i.e., computer self-efficacy and computer anxiety) and three system characteristics variables (i.e., challenge, feedback, and speed) were proposed as potential antecedents of perceived playfulness in the context of massive multiplayer online games. The results indicate that perceived playfulness plays a partial mediating role in the relationship of system characteristics and individual differences to behavioral intention. Both challenge and computer self-efficacy were found to have a significant influence on behavioral intention via perceived playfulness, with computer self-efficacy also having a direct influence on behavioral intention. Computer anxiety, however, was only found to have a direct influence on behavioral intention. Also, neither feedback nor speed was found to have a significant effect on perceived playfulness. The results of this study provide several important implications for research and practices of hedonic information systems/online game design and promotion.
New entry in Digiplay games research bibliography:
This paper addresses the development of a computer game design and development curriculum at the authors' institution. The basis for curriculum decisions, as well as comparison to the other institutions' curricula is covered. In situating the curriculum within the current degree programs, games-based versions of existing courses are also being offered. The experience of the authors with the initial offering of a games-based introductory programming course is also explained, along with the initial assessment of results from the experience. Our experience of using games-based learning in an introductory laboratory is presented. Finally, we demonstrate how games-based learning can be extended beyond the classroom as we work to promote science, technology, engineering, and mathematics (STEM) with local elementary schools; our current project develops an ocean ecosystem exploration game that teaches oceanography and ecological sustainability.
New entry in Digiplay games research bibliography:
This study examined computer game development as a pedagogical activity to motivate and engage students in curriculum-related literacy activities. We hypothesized that as a consequence, students would improve their traditional reading and writing skills as well as develop new digital literacy skills. Eighteen classes of grade 4 students were assigned to either an experimental or control group. Both groups studied the same curriculum unit over a 10 week period, however, in addition the experimental group developed computer games related to the unit using a game development shell. An analysis of pre- and post-unit scores on two standardized literacy test batteries revealed that the experimental students performed significantly better on one of the subtests, a measure of logical sentence construction (p = .002). Field notes and teacher interview data indicated that game development helped improve student content retention, ability to compare and contrast information presented, utilize more and different kinds of research materials including digital resources, editing skills, and develop an insight into questioning skills. (C) 2009 Elsevier Ltd. All rights reserved.
New entry in Digiplay games research bibliography:
A stimulus, by virtue of its pairing with a rewarding or an aversive outcome, can acquire motivating properties reflecting that outcome. However, there is uncertainty concerning the extent to which such properties might be carried across contexts. In the current study we sought to determine whether conditioning-dependent motivational properties can transfer from a computer game to the real world and, further, whether this conditioning might be expressed in terms of brain responses measured using functional magnetic resonance imaging (fMRI). We studied healthy participants conditioned with aversive and appetitive drinks in the context of a virtual cycling race. Three days after conditioning, participants returned for a fMRI session. We took this opportunity to observe the impact of incidental presentation of conditioned stimuli on a real-world decision (seat choice). We found a significant influence of conditioning on seat choice and, moreover, noted that individual susceptibility to this influence was reflected in differential insula cortex responses during subsequent scanning. The choice was also predicted by participants' personality scores and, as a statistical trend (p = 0.07), by their sense of immersion in the game environment. Our data show that motivational properties of stimuli can transfer from the virtual to the real world. While much concern has been expressed over the impact of virtual experience on general levels of aggression and mood, our data point to another important consideration: the fact that a stimulus in the virtual environment can acquire motivational properties that persist and modify behavior in the real world.
New entry in Digiplay games research bibliography:
The term "mobile culture" reflects a phenomenal role that mobile devices play in our everyday lives. Accordingly, in the eyes of many current students, computing technology is associated with their mobile phones and gadgets instead of larger desktops that are commonly used in the academic environment. Most of them carry mobile phones with them at all times, and being able to develop and immediately run an application on their phone may offer an experience that is as practical and as close to the real world as it gets. By using mobile computing and, in particular, mobile game development, it may be possible to make course material more relevant to students; this also may show a stronger connection to real-world applications and technology that surround our students.To better understand the role of mobile culture and mobile phones in the life of contemporary students, we surveyed a group of 251 undergraduates, which included 117 females and 134 mates, between 18 and 25 years of age. 100% of respondents said that they have a mobile phone. 49% of males and 47% of females said that they regularly play mobile games; on average they did that on 3.3 days each week. Students were asked to name three different places where they are most likely to play a mobile game. Answers included being at home (41%) with nothing else to do, in class (39%) during a lecture or another boring activity, in some form of transport (16%), at the airport or on a plane, at work (15%) and apparently not working, while waiting (14%) for an appointment (e.g. at a doctor's office), at school (9%) between classes, and others. We also asked to name three games that students play most frequently on their mobile phones. Out of 72 games that were mentioned, Tertis, Pacman and Solitaire were the three most popular, while over 40 other games were named only once. There was an approximately equal ratio between males and females who play the top three games. All of the top ten mobile games played by our respondents belong to the class of casual games. Such games are typically played in short bursts of time; their rules are simple, and unlike many desktop or console games, they do not require any major time commitment or any special skills. Most notably, many studies indicate that the demographics of mobile gamers are split equally between the two sexes.Compared to traditional computer games, introduction of mobile game development into Computer Science curricula received relatively little attention. There are very few reports about leveraging the appeal and relative simplicity of mobile game development to increase student interest in pursuing a degree in computing. Compared to desktop or console game development, mobile games are significantly less complex due to their simplified gameplay, smaller scale, simpler graphics, and other factors. In many ways, it may be easier to adopt mobile game development in the Computer Science curriculum than traditional game development while offering additional motivational benefits for students.Traditional game development has become a popular motivational tool; however, it is most effective for students who have already advanced down the course pipeline. In contrast, a playable mobile game could be successfully developed even in an introductory Computer Science course and thus provide a satisfying result to students eager to see tangible outcomes of their projects. Mobile computing can give students a sense of instant gratification - they can quickly compile a working graphical application and play the resulting game on their own mobile device and proudly show it off to their friends.Mobile game development is well positioned to address the challenges of its adoption to the curriculum. Because of a relative simplicity and a smaller scale, a playable mobile game can be developed within reasonable time by many CS students even with limited programming skills. Challenges of developing user interfaces for mobile devices can be a good topic for an in-depth discussion in a human-computer interactions course; overcoming connectivity and security issues could provide a good study framework in a computer networks course; while mobile-specific development issues are a good topic for a software engineering course. Mobile games can help broaden the horizons and motivate many students in introductory computing courses by exposing them to a variety of advanced topics early in the curriculum.As our survey shows, whether we like it or not, students do play games on their mobile phones and mobile gaming is here to stay. It is up to us, however, to use this situation for the benefit of Computer Science education and turn mobile gaming from a disruptive technology into a motivational tool.
New entry in Digiplay games research bibliography:
Uncertainty may be an important component of the motivation provided by learning games, especially when associated with gaming rather than learning. Three studies are reported that explore the influence of gaming uncertainty on engagement with computer-based learning games. In the first study, children (10-11 years) played a simple maths quiz. Participants chose their preferred reward for a correct answer prior to seeing each question. They could either receive a single point or toss an animated coin to receive 2 points for heads or none for tails. A preference for the uncertain option was revealed and this increased during the quiz. The second study explored the discourse around learning when pairs of participants (13-14 years) competed against the computer in a science quiz. Progress depended on the acquisition of facts but also on the outcomes of throwing dice. Discourse was characterised by a close intermingling of learning and gaming talk without salient problematic constructions regarding fairness when losing points due to gaming uncertainty. A final experiment explored whether, in this type of game, the uncertainty provided by the gaming component could influence players' affective response to the learning component. Electrodermal activity (EDA) of 16 adults was measured while they played the quiz with and without the element of chance provided by the dice. Results showed EDA when answering questions was increased by inclusion of gaming uncertainty. Findings are discussed in terms of the potential benefits of combining gaming uncertainty with learning and directions for further research in this area are outlined.
New entry in Digiplay games research bibliography:
In recent years, an aging demographic majority in the Western world has come to the attention of the game industry. The recently released “brain-training” games target this population, and research investigating gameplay experience of the elderly using this game form is lacking. This study employs a 2×2 mixed factorial design (age group: young and old×game form: paper and Nintendo DS) to investigate effects of age and game form on usability, self-assessment, and gameplay experience in a supervised field study. Effectiveness was evaluated in task completion time, efficiency as error rate, together with self-assessment measures (arousal, pleasure, dominance) and game experience (challenge, flow, competence, tension, positive and negative affect). Results indicate players, regardless of age, are more effective and efficient using pen-and-paper than using a Nintendo DS console. However, the game is more arousing and induces a heightened sense of flow in digital form for gamers of all ages. Logic problem–solving challenges within digital games may be associated with positive feelings for the elderly but with negative feelings for the young. Thus, digital logic-training games may provide positive gameplay experience for an aging Western civilization.
New entry in Digiplay games research bibliography:
Although most agree that games can be engaging and that games can be instructive, there is little consensus regarding the essential characteristics of instructional games. Implicit in the research literature is the notion that if we pair instructional content with certain game features, we can harness the power of games to engage users and achieve desired instructional goals. We present an input-process-output model of instructional games and learning that elaborates (a) the key features of games that are of interest from an instructional perspective, (b) the game cycle of user judgments, behavior, and feedback that is a hallmark of engagement in game play, and (c) the types of learning outcomes that can be achieved. We discuss the implications of this approach for the design and implementation of effective instructional games.
New entry in Digiplay games research bibliography:
Massively multiplayer online computer games are played in complex, persistent virtual worlds. Over time, the landscape of these worlds evolves and changes as players create and personalise their own virtual property. In contrast, many non-player characters that populate virtual game worlds possess a fixed set of pre-programmed behaviours and lack the ability to adapt and evolve in time with their surroundings. This paper presents motivated reinforcement learning agents as a means of creating non-player characters that can both evolve and adapt. Motivated reinforcement learning agents explore their environment and learn new behaviours in response to interesting experiences, allowing them to display progressively evolving behavioural patterns. In dynamic worlds, environmental changes provide an additional source of interesting experiences triggering further learning and allowing the agents to adapt their existing behavioural patterns in time with their surroundings.
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