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Passion and Intrinsic Motivation in Digital Gaming
Abstract
Digital gaming is fast becoming a favorite activity all over the world. Yet very few studies have examined the underlying motivational processes involved in digital gaming. One motivational force that receives little attention in psychology is passion, which could help us understand the motivation of gamers. The purpose of the present study was to identify subgroups of young people with distinctive passion profiles on self-determined regulations, flow dispositions, affect, and engagement time in gaming. One hundred fifty-five students from two secondary schools in Singapore participated in the survey. There were 134 males and 8 females (13 unspecified). The participants completed a questionnaire to measure harmonious passion (HP), obsessive passion (OP), perceived locus of causality, disposition flow, positive and negative affects, and engagement time in gaming. Cluster analysis found three clusters with distinct passion profiles. The first cluster had an average HP/OP profile, the second cluster had a low HP/OP profile, and the third cluster had a high HP/OP profile. The three clusters displayed different levels of cognitive, affective, and behavioral outcomes. Cluster analysis, as this study shows, is useful in identifying groups of gamers with different passion profiles. It has helped us gain a deeper understanding of motivation in digital gaming.
... SDT discussed three psychological needs: autonomy, competence, and relatedness (Rigby & Przybylski, 2009;Ryan & Deci, 2000b;Wang, Khoo, Liu, & Divaharan, 2008). Autonomy is the ownership of one's behavior. ...
... If these three needs are satisfied, growth and development results, and intrinsic motivation for the task increases. When the three needs are not met, negative emotions (anxiety and anger) may result, and intrinsic motivation is undermined (Wang et al., 2008). ...
... Studies of SDT and education have shown that supporting intrinsic needs of autonomy, competence, and relatedness facilitates deeper and more internalized learning (Rigby & Przybylski, 2009), and that from the self-determination perspective, the fundamental principles that support both enjoyable games and learning are well synchronized (Rigby & Przybylski, 2009). Recent studies confirmed that experiences of competence, autonomy, and relatedness were major contributors to game enjoyment, regardless of the specific content, complexity, or genre of games (Przybylski, Rigby, & Ryan, 2010;Wang et al., 2008). ...
The objective of this paper is to better understand the incentives and rewards structure in online serious games for crowds. We address the issue of feedback mechanisms with a focus on the relationship between game behavior and accumulated game scores (points). We posit that the score keeping system design is likely to inform us regarding patterns of participation in games. Our question is: what is the theoretical basis for designing a solid scoring function that would motivate players in three ways: a. to start playing; b. to continue playing; c. to strive to win? This paper presents a serious game for a large user base (crowd) and highlights some aspects and benefits of using an online serious game for crowds to enhance knowledge sharing. Understanding game scores promises to offer interesting implications in various fields such as business, knowledge sharing, game design, collaborative design environments and education. Currently, this paper is conceptual; however, findings are expected before the MCIS conference.
... The only work we found was that of d'Ornellas et al. [23], where a questionnaire (Game Experience Questionnaire) was used to determine the perceived game engagement of patients. Their performance in the game is important since it could affect the emotions that they may present during the game (e.g., positive effect when patients obtain high scores), and consequently both factors could affect not only the user experience, but also game engagement [13,24]. On the one hand, if a patient achieves a high score in the game, it does not warrant that the patient will have pleasant emotions, because the game could be so easy that it results boring [25]. ...
... We decided to measure effectiveness because generally there is a relation between (1) Effectiveness = Amount of rescued balloons Total of session � s balloons game challenge and game score. Also, players usually present positive emotions when they achieve high scores [13,24]. Thus, effectiveness can be considered a factor that impacts the players' emotions and UX. ...
... Based on the evidence presented, we can deduce that there is not a linear relation between the challenge and the difficulty level of the video game, and the skill level of the player. Skillful participants presented a high rank of enjoyment in difficult levels, despite their not scoring high in effectiveness, understanding that a high score could be satisfying to the player [13,24]. Conversely, skillful participants presented a low enjoyment on the easiest level of the game, despite their achieving a high score, as was also confirmed by Whitlock et al. [14]. ...
In this work, the results of usability and user experience (UX) evaluation of a serious video game for the cognitive stimulation and motor rehabilitation of the upper limb of the elderly are presented. The serious game includes features that allow (1) performing cooperative therapy exercises between two patients, (2) remote session configuration therapy, and (3) monitoring/analyzing the sessions’ results by the therapist. An evaluation of the game with 16 older adults provides evidence about how the tool is perceived by participants, who embraced it as stimulating, useful, usable and even fun, and which impacts in therapy compliance and acceptability by the elderly. In addition, through an in depth analysis of the participants’ performance and observed emotions, as well as their self-report, we determined which engagement attributes are present in the game. Finally, we also found evidence that suggests that the participants’ skill level and the game difficulty level rather than just a good performance on the game are key factors that influence their enjoyment and frustration.
... Boyle et al. quoted an interesting finding from Wang, Khoo, Liu, and Divaharan (2008), that while things like the aesthetic dimensions of a game had positive effects on adolescent life satisfaction, the educational component tended to have a negative effect -i.e. adolescent players were less happy with a game if it was overtly educational. ...
... Age of Empires or Civilization, rather than Disaster Master; 7 where gameplay is the primary focus, so that it does not feel like a classroom session to the user). Wang et al. (2008) investigated the motivations in digital gaming. They found that psychological needs that can be met by games include autonomy, competence, and relatedness, reflecting similar conclusions to Gee (2003) and Prensky (2003). ...
... 3. educational content is better received if it is "stealth learning" than overtly educational in style (Tsai et al. 2015;Wang et al. 2008); 4. the game format and style should be age-appropriate (Boyle et al. 2012): ...
Digital/computer games offer the potential for a number of promising benefits to disaster preparedness education, however, very little academic research exists on the subject. With recent games such as Pokémon Go showing that games can be effective influencers of behaviour, disaster preparedness games (for both education and entertainment) were reviewed against a Knowledge Framework derived from existing sources, and a basic set of criteria to measure their educational effectiveness. With a focus on natural hazards, ten games were selected for analysis, and it was found that while none covered every aspect of the Knowledge Framework, there were games with comprehensive sets of messages, though some disaster types (e.g. volcanoes) do not have any educational games. Discussion is made on Augmented Reality, the need for structure around educational games for them to be effective, how educational games can learn from the game entertainment industry, and some areas of future expansion. It was found that a need exists to validate and coordinate a list of disaster preparedness messages generally, not only for games. Games' most effective application may be in providing motivation for players to engage with disaster preparedness.
... Myös digipelaamista voidaan tarkastella tämän dualistisen mallin valossa: Intohimo pelaamista kohtaan voi ilmetä joko tasapainoisessa tai pakonomaisessa muodossa riippuen siitä, kuinka korvattavina tai ainutlaatuisina yksilö pelaamisen tarjoamat kokemukset ja sisällöt itsensä kannalta näkee. Keskiössä ovat siten pelaamisen innostavuus tai vaihtoehtoisesti sen pakottavuus, jotka voivat molemmat saada yksilön uppoutumaan pelien maailmaan, mutta jotka vaikuttavat pelaamiskokemukseen, pelaamiskäyttäytymiseen ja yksilön hyvinvointiin eri tavoin 46,52,53 . Muun muassa nämä motivaation laadulliset erityispiirteet ovat osoittautuneet potentiaalisiksi tekijöiksi yritettäessä erottaa toisistaan paljon pelaavat digipeliharrastajat ja pelaajat, joilla on lisääntynyt riski ongelmalliseen pelaamiskäyttäytymiseen 52,53 (ks. ...
... Tilanteissa, joissa digipelaamisen ulkopuolinen maailma ei pysty tarjoamaan vaihtoehtoisia kanavia psykologisten perustarpeiden täyttämiselle, saattaa pelaamisesta tulla yksilön hyvinvointia kannatteleva voima, johon on yhä helpompi uppoutua. Tässä yhteydessä puhutaan usein digipelaamiseen liittyvien motiivien pakottavuudesta 46,52,53 . Kuten aiemmin katsauksessa esitettiin, intohimo pelaamista kohtaan voi ilmetä joko tasapainoisessa tai pakonomaisessa muodossa riippuen siitä, kuinka korvattavina tai ainutlaatuisina yksilö digipelaamisen tarjoamat kokemukset ja sisällöt itsensä kannalta kokee. ...
... Kuten aiemmin katsauksessa esitettiin, intohimo pelaamista kohtaan voi ilmetä joko tasapainoisessa tai pakonomaisessa muodossa riippuen siitä, kuinka korvattavina tai ainutlaatuisina yksilö digipelaamisen tarjoamat kokemukset ja sisällöt itsensä kannalta kokee. Muun muassa nämä motivaation laadulliset erityispiirteet ovat osoittautuneet potentiaalisiksi tekijöiksi yritettäessä erottaa toisistaan paljon pelaavat aktiiviharrastajat ja pelaajat, joilla on lisääntynyt riski ongelmalliseen pelaamiskäyttäytymiseen 52,53 . Keskeisenä erottelevana tekijänä on pelaamisen koettu pakottavuus, joka näissä tutkimuksissa on yhdistetty ongelmalliseen digipelaamiseen. ...
Digipelaaminen on jatkuvasti yleistyvä harrastus, joka yhdistää ihmisiä iästä ja elämäntilanteesta riippumatta. Vaikka suurimmalle osalle digipelaaminen on ensisijaisesti hyvinvointia tukevaa toimintaa, voi pelaamiseen liittyä myös ongelmallisia piirteitä. • Tutkimusten perusteella jollain tavoin ongelmallista pelaamista esiintyy noin 8-12 % digipelaajista. Vakavamman pelihäiriön kriteerit täyttää arviolta 1-3 % pelaajista.• Digipelaamisen ongelmallisuutta ei voi suoraan päätellä pelaamiseen käytetystä ajasta, vaan pelaamista tulee tarkastella aina suhteessa muuhun elämään. Peliajan lisääntyessä lisääntyy kuitenkin myös riski ongelmallisen digipelaamiskäyttäytymisen kehittymiseen. • Ongelmalliseen digipelaamiseen on yhdistetty erilaisia psykososiaalisen hyvinvoinnin ongelmia, kuten univaikeuksia, masennus- ja ahdistusoireita sekä sosiaalisen vuorovaikutuksen kapeutta. • Useimmiten ongelmallinen digipelaaminen näyttäytyy vaikeuksina ajankäytön hallinnassa ja sen priorisoinnissa. Joissain tapauksissa digipelaaminen on nähty varsinaisena riippuvuussairautena. Näissä tapauksissa digipelaaminen on muuttunut pakonomaiseksi toiminnaksi, joka hallitsee yksilön arkea ja ajatuksia. • DSM-V ja ICD-11 nostavat pelihäiriön uudeksi mahdolliseksi diagnostiseksi kategoriaksi. Tämän luokituksen tavoitteena on varmistaa yhtenäinen kriteeristö tutkimustulosten vertailtavuuden tueksi. • Digipelaamisen ongelmallisuutta pohdittaessa on erityisen tärkeää kuunnella digipelaajan kokemusta pelaamisen merkityksestä elämässään: Miksi pelaan ja mitä se tuo elämääni?
... ost widely used is the Self Determination Theory (SDT) which is the theory of players' motivation (Bhagat et al., 2020;Broom et al., 2019;Br€ uhlmann & Mekler, 2018;Br€ uhlmann et al., 2020;Chang & Zhang, 2008;Dindar & Akbulut, 2015;Dodds et al., 2022;Fox et al., 2018;Patzer et al., 2020;Przybylski et al., 2010;Tsai et al., 2021;Vella et al., 2019;C. K. J. Wang et al., 2008;L. Wang & Yan, 2015;Winand et al., 2020). SDT is based on the motivation to engage in any activity to meet three basic psychological needs: autonomy, competence, and relatedness (Ryan & Deci, 2017). SDT has been defined as the individual's making his own decisions based on his own personal beliefs and value judgments rather than social n ...
... In addition to determining the causes, it was also stated whether each cause is internal or external motivation, based on SDT and OIT (Burgers et al., 2015;Johnson & Gardner, 2010;Keeney et al., 2019;Tamborini & Bowman, 2010;Tyack & Mekler, 2020;C. K. J. Wang et al., 2008). According to findings, intrinsic motivation was more effective in satisfying three basic psychological needs when players started playing multiplayer games and wanted to continue, increasing their desire to play. Accordingly, the reason why young people start playing games is based on involvement and social, which are intrinsic motivat ...
The aim of this research is to understand why young people start, continue, reduce, and intend to quit playing online multiplayer games. In-depth interviews were conducted with 25 male undergraduate students who continue to play online multiplayer games. Interview transcripts were analyzed through MAXQDA 2020 with content analysis. The four themes and eleven categories were revealed: starting (social, involvement), continuing (achievement, social, immersion, enjoyment, monetary), reducing (conflict, negative emotions) and intention to quit (non-involvement, self-regulation). The most-reported categories under each theme were involvement, achievement, conflict, and non-involvement, respectively. Socializing was the most-reported subcategory for the starting theme; advancement, refreshment, socializing for the continuing theme; deterioration of performance and health for the reducing theme; lack of interest/enjoyment; lack of time for intention to quit theme. The study contributes by providing a holistic perspective for understanding young peoples’ motivation factors to start, continue, reduce, and intend to quit.
... While research has not yet directly explored the relationship between passion and helping nor passion and empathy, based on existing research showing various positive outcomes associated with harmonious passion and negative outcomes with obsessive passion, we assessed whether passion predicted videogame empathy and/or helping behaviour directly. Given research showing that harmionious passion is associated with increased positive affect (Wang et al., 2008) and that positive affect enhances empathy (Li et al., 2017), it was expected that harmonious passion would lead to increased empathy. Apart from direct effects, we also sought to test the mediational effect of empathy on the relationship between passion and helping. ...
... These approaches would potentially also generate insight regarding the mechanisms through which passion influences empathy (e.g., improved affect may play a key role; Li et al., 2017;Wang et al., 2008). Additionally, through multi-time point data collection, it will be possible to confirm whether the various associations shown in the current research are causal. ...
The primary aim of the current study was to explore the extent to which videogame helping behaviour could be explained by need satisfaction and passion. The study extends previous research by looking specifically at in-game helping behaviour which has relevance for a range of wellbeing outcomes as well as reducing in-game toxicity. Survey data was collected from 389 participants assessing need satisfaction, passion, empathy and in-game helping behaviour during the past four weeks. Path analysis revealed that helping behaviour is associated with empathy which is more likely in the context of harmonious passion and less likely in context of obsessive passion. Competence and Relatedness were also found to increase the likelihood of helping behaviour.
... Finally, social relatedness refers to being connected with other people and the feeling that the individual occupies a place in society. If the three needs are satisfied when performing an activity, intrinsic motivation increases, while in the opposite case, states of anxiety or anger might appear, affecting motivation [18,50,51]. Recent studies have confirmed that the greatest contributors to enjoyment of games are autonomy, competence and social relationships, regardless of the content, type or genre of the game [50,52]. ...
... If the three needs are satisfied when performing an activity, intrinsic motivation increases, while in the opposite case, states of anxiety or anger might appear, affecting motivation [18,50,51]. Recent studies have confirmed that the greatest contributors to enjoyment of games are autonomy, competence and social relationships, regardless of the content, type or genre of the game [50,52]. Conversely, certain studies have shown that extrinsic motivation is autonomously associated with greater engagement, achieving lower abandonment rates and better levels of development in tasks [44]. ...
Profiles of millennial reviewers and gamification can contribute to digital sustainability as a driver of innovation and growth. The study aims to detect if there are profiles of reviewers that can be grouped together, in order to apply a specific gamification to them and to make it sustainable over time. In this way, more information will be generated through the reviews that will help responsible consumers to choose better in their purchase decisions. The objective of this study is twofold. First, it aims to characterize online product reviewers based on their intrinsic motivations and self-perception when they comment, identifying their main motivations. Second, it aims to classify these individuals based on the acceptance of gamification elements while commenting on and relating them to the intrinsic attributes that determine their behaviors. A survey method design was used to capture responses from 187 millennial reviewers of Amazon in Spain. The relationships between motivations and the types of reviewer were extracted from the accommodation of the dataset using decision trees (DTs), specifically, the J48 algorithm. To contribute to the second objective, this paper elaborates a typology of reviewer analysis based on cluster analysis and DTs. It is confirmed that online product reviewers can be characterized based on their intrinsic motivations, which are mainly egoistic motives, competence and social relatedness. The obtained results show that the J48 DT provides excellent classification accuracy of approximately 95% in identifying reviewers based on intrinsic motivations. Similarly, egoistic intrinsic motives are decisive in focusing gamification strategies.
... People experience flow when engaged in an activity that is appropriately challenging to one's skill level. Recent research in the area of serious education games have reported specific flow components such as challenge [20], time transformation [21], positive affect [22], and motivation [23] with players in game environments. In addition, players' sense of time loss was found to be associated with the game's complexity, use of multi-levels, missions, multiplayer interactions, and narrative [21]. ...
... Each level of the Likert-scale had a different numeric value with "I strongly disagree" equal to 1 and "I strongly agree" equal to 5. Total possible scores ranged from 10 to 50. The survey derived from the Short Flow State scale (S FSS-2) and the Core Flow State scale (C FSS-2) developed by Jackson, Eklund, and Martin (2010) and has been used twice by Bressler and Bodzin [21,22]; Cronbach's alpha for the instrument in our feasibility study was 0.80. The users also completed a 12-item Likert-scale measuring Students' Perceptions of Learning with VR Games survey designed to understand attitudes toward learning with VR games, immersion and presence, and usefulness. ...
An immersive game-based Virtual Reality (iVR) module for secondary students to learn about locations in their watershed with a primary focus on their city was designed and developed. A design model and associated theory that focuses on elements that lead to engagement and learning with iVR game-based experiences is described. A series of design principles that were used in the iVR environment are discussed. The iVR game was implemented in an urban school in the eastern USA with 54 economically disadvantaged adolescents ages 16-18 who typically are unengaged in traditional school-based learning environments. After game completion, the participants completed a 10-item survey measuring elements of flow and a 12-item survey designed to measure attitudes toward learning with VR games, immersion and presence. The findings revealed that all students experienced a flow state when they played the VR learning game. Almost all users (98.1%) had positive attitudes towards using the VR game. Student responses noted that they experienced high immersion and presence. In addition, students responded with favorable attitudes towards learning with iVR games in school environments. Index Terms—virtual reality, learning game, engagement, flow
... Harmonious passion is defined as a passion for an activity that is in harmony with other life activities. 20,63 This type of passion is associated with positive outcomes for the activity. Obsessive passion, on the other hand, is internal pressure that forces a person to engage in the chosen activity. ...
... Obsessive passion, on the other hand, is internal pressure that forces a person to engage in the chosen activity. 20,63 In contrast with harmonious passion, this type of passion is in conflict with other life activities and is associated with negative outcomes for the activity. In light of the above conception, it is uncertain whether these two dimensions of work passion will transfer similarly between a teacher and a student. ...
Purpose:
Research in the education domain has noted the importance of work-based passion and has repeatedly highlighted how passion influences positive work outcomes. However, far too little attention has been given to investigating whether one's passion can be transferred to others. Using two theoretical lenses - crossover theory (CT) and emotional contagion theory (ECT) - the present study intends to deepen our understanding by examining whether a teacher's work passion can be transferred to a student.
Methods:
To address this knowledge gap, we recruited students and their subject teachers (n=226 teacher-student dyads) from the major business schools of Pakistan, based on the convenience sampling method, during the period from November to December 2018. An exploratory factor analysis was run to extract the dimension underlying each construct. A confirmatory factor analysis was conducted using AMOS 24.0 to assess the discriminant and convergent validity of the measurement model. The SPSS PROCESS macro was used to test the hypotheses using SPSS 24.0.
Results:
Consistent with the hypotheses, our results show that a teacher's work passion can be transferred to a student's work passion indirectly via emotional contagion. Our data further establish that the transference of a teacher's work passion to a student's work passion via emotional contagion is more significant when the teacher is educated at PhD level than when she/he is non-PhD educated.
Conclusion:
To the best of the authors' knowledge, this study has been one of the first attempts to thoroughly examine work passion transference from teachers to students in the area of higher education and offers several managerial and theoretical implications alongside future opportunities for practitioners and research scholars.
... In the field of online game research, Wang and Chu [55] found that obsessive passion was positively related to online game addiction, while harmonious passion was not related to online game addiction. Wang, Khoo, Liu, and Divaharan [56] also found that harmonious passion positively affects online gaming behavior and self-regulation, while obsessive passion is positively related to external regulation patterns and spending more time on games. In addition, Lafrenière, Vallerand, Donahue, and Lavigne [57] found that while playing online games, both harmonious and obsessive passion had a positive impact on time commitment, but the obsessive passion was associated with negative psychological consequences and related to problematic gaming behavior. ...
Stay-at-home mandates and quarantines related to the coronavirus disease of 2019 (COVID-19) pandemic have led to significantly increased participation in online gaming. However, as players continue to participate in online games, it may also trigger online game addiction. This study aimed to explore the relationship between players’ flow experience and online game addiction, and to verify whether differences in the type of passion lead to online game addiction. This study used the structural equation model (SEM) to verify the causal relationship between the constructs and then considered model implications with the fit index measurement standard. After investigating 232 players who are passionate about online games, the analysis results show that the higher the flow experience experienced by online game players, the more likely it is to lead to online gaming addiction. Further verification results show that players’ activity passion significantly moderates the relationship between flow experience and online game addiction, and players with obsessive passion are more likely to experience online game addiction than players with harmonious passion. Future work will explore the causes of online game addiction from different perspectives.
... In the smaller-company intervention condition, the anonymous employee described feeling meaningless and feeling angry at work, reflecting low intrinsic motivation. This manipulation was inspired by research demonstrating that low intrinsic motivation prompts negative emotions (e.g., anger, anxiety; Wang et al. 2008). In the larger-company intervention condition, the anonymous employee described feeling meaningful and feeling gratitude at work, reflecting high intrinsic motivation. ...
Companies vary on oft-publicized size metrics (number of employees, revenue). Do consumers prefer otherwise-identical products made by larger or smaller companies? The answer hinges on whether consumers perceive the products as low-tech or high-tech. This prediction stems from a novel framework charting two lay theories regarding key resources companies utilize to provide value to consumers: employees and finances. In the “intrinsic motivation lay theory,” consumers believe that employees of larger (vs. smaller) companies are less intrinsically motivated. In the “financial resources lay theory,” consumers believe that larger (vs. smaller) companies have greater capacity to fund R&D. Critically, product type (low-tech vs. high-tech) differentially affects the accessibility of these two lay theories: For low-tech (vs. high-tech) products, the intrinsic motivation lay theory is more accessible, driving quality evaluations and choice in favor of smaller companies. For high-tech (vs. low-tech) products, the financial resources lay theory is more accessible, driving quality evaluations and choice in favor of larger companies. This research advances theory by reconciling conflicting findings regarding product quality inferences from company size metrics, with guidance for marketers to improve quality evaluations and choice shares by strategically supporting or challenging lay theories and shifting perceptions of company size or product type.
... It has not been examined sufficientlyand focused on research that can be empirically defined in the studied diagrams. Except all this, there is foundone comprehensivestudy which hasinvestigated this issue with cluster analysis and surprisingly found that there were three clusters with 1) high, 2) reasonable and 3) low level of passion, but that people of the high passion cluster had high values in melodious as well as obsessive passion (Wang et al., 2008). The dualistic model of passion, melodic and obsessive (Lafrenière et al., 2011;Vallerand, 2010), is a plan for two different types of passion. ...
This study has been aimed to examine the relationship and impact of passion and emotional reactions to success and failure among athletes of national and international athletes who participated in the 33 rd National Games in Peshawar, Pakistan. Passion and emotional reactions have a high positive correlation (r = 0.651) with significance (p = 0.002) in success. The passion and emotional reactions regarding failure are highly positively correlated (r = 0.792) with each other having significant value (p = 0.016). A simple linear regression was calculated to predicted emotional reactions based on their passion in the case of success and failure. A significant regression equation was found (F (1,74)),p < 0.018 with an R 2 of 0.423. Participants predicted emotional reactions is equal to 2.855 + 0.143 passion, participants average emotional reaction increased 0.143 regarding passion in the case of success.A
... Studies that apply self-determination theory to intrinsic motivational aspects of play show that perceived autonomy and competence are key to game enjoyment and changes in well-being (Ryan, Rigby, and Przybylski 2006). Intrinsic motivation becomes dominant if players experience a convergence between their ideal self and their game self (Przybylski et al. 2012), and a passion for play is associated with intrinsic regulation and positive affects (Wang et al. 2008). These positive potentials of play are key to accepting and enabling people's autonomy, self-choice, and self-regulation, as well as aiming for inclusion and self-organization. ...
The article dissects approaches to playfulness with persons with learning difficulties. It questions the intersection of dis/ability and play by reassessing (who determines) the role of play in people with dis/abilities’ lives with a focus on discursive practices of belittlement and diagnosing, as well as the positive potential in play, such as empowerment in an inclusive game session. As part of an international research project, we facilitated an open play session and gathered data by recording it and the reflective discussions that followed. The research methodology follows a Grounded Theory approach, using Situational Analysis to map the empirical material. Initiating play and negotiating rules proved relevant throughout initial mapping. Additionally, the question of whether and how discursive practices of belittlement and diagnosing were reproduced, disrupted, and reassessed took centre stage. The findings show that both discursive practices of belittlement and positive potentials of play surfaced throughout the open play session.
... A frequent statement posits that passionate individuals experience either a predominant HP or a predominant OP, and could thus be classified into "mainly harmonious individuals" and the "mainly obsessive individuals" (Philippe et al., 2009). However, the few withinperson studies on within-person profiles of HP and OP revealed that there were almost no individuals with higher obsessive than harmonious passion, and that most individuals experienced HP and OP together in either both high, or both moderate, or both low levels (e.g., Moeller et al., 2015;Wang et al., 2008). This suggests that within-person methods can really change our interpretations of the experiences that individuals make and that further within-person studies on the Dual Model of Passion promise to make interesting contributions to our understanding of the ambivalent motivation experienced by individuals. ...
Personalizing assessments, predictions, and treatments of individuals is currently a defining trend in psychological research and applied fields, including personalized learning, personalized medicine, and personalized advertisement. For instance, the recent pandemic has reminded parents and educators of how challenging yet crucial it is to get the right learning task to the right student at the right time. Increasingly, psychologists and social scientists are realizing that the between- person methods that we have long relied upon to describe, predict, and treat individuals may fail to live up to these tasks (e.g., Molenaar, 2004). Consequently, there is a risk of a credibility loss, possibly similar to the one seen during the replicability crisis (Ioannides, 2005), because we have only started to understand how many of the conclusions that we tend to draw based on between-person methods are based on a misunderstanding of what these methods can tell us and what they cannot. An imminent methodological revolution will likely lead to a change of even well-established psychological theories (Barbot et al., 2020). Fortunately, methodological solutions for personalized descriptions and predictions, such as many within-person analyses, are available and undergo rapid development, although they are not yet embraced in all areas of psychology, and some come with their own limitations. This article first discusses the extent of the theory-method gap, consisting of theories about within-person patterns being studied with between-person methods in psychology, and the potential loss of trust that might follow from this theory-method gap. Second, this article addresses advantages and limitations of available within- person methods. Third, this article discusses how within-person methods may help improving the individual descriptions and predictions that are needed in many applied fields that aim for tailored individual solutions, including personalized learning and personalized medicine.
... Obsessive/Harmonious Engagement Scale. Passion was assessed using a shortened 10-item version [66] of Vallerand's [60] Passion Scale. It measures harmonious passion, which reflects a balanced and authentic passion for a loved activity (e.g., "My playing videogames reflects the qualities I like about myself ") and obsessive passion, which reflects a preoccupation with and persistent inflexibility toward a beloved activity (e.g., "I have a tough time controlling my need to play videogames") for people who play videogames. ...
With ongoing interest in the relationship between videogame and mental health alongside recent focus on gaming's role in coping with stressful life events, we sought to explore the relationship between videogame play and wellbeing among people experiencing their first episode of psychosis. Specifically, we aimed to explore the associations between videogame play and wellbeing among consumers of a first episode psychosis (FEP) service and further to compare their motivations for play, need satisfaction, passion for play and wellbeing to a control group. A sample of 88 people experiencing FEP (57 who played videogames and 31 who did not) and a control sample of 46 (all of whom played videogames) completed a survey containing a range of questionnaires related to the variables of interest. Key findings include that among those experiencing FEP, people who played videogames reported better wellbeing outcomes than those who did not. Among participants who played videogames, the FEP sample reported lower levels of need satisfaction through gaming, lower levels of harmonious passion, higher levels of external types of motivation and lower levels of internal types of motivation for play than the control group. Finally, the relationships between passion orientation (both harmonious and obsessive) and psychological distress were stronger in the control group than the FEP sample, suggesting that passion for gaming may be less influential on wellbeing for those experiencing FEP.
... While video game studies have largely and traditionally focused on the negative effects of gaming on well-being (Jones et al., 2014), related findings from the technology-use literature have cautioned against studies that only examine a linear relationship between video gaming and well-being. In fact, several studies have surfaced revealing that video gaming might, to some extent, be beneficial for well-being (Desai, Krishnan-Sarin, Cavallo, & Potenza, 2010;Durkin & Barber, 2002;Lemmens, Valkenburg, & Peter, 2011;Wang, Khoo, Liu, & Divaharan, 2008), thus highlighting the potential importance of viewing the amount of time spent on video gaming along a continuum and evaluating potential non-linear relations between video gaming and well-being. ...
The appeal of video gaming has undoubtedly withstood the test of time. In view of its increasing popularity, lay people and researchers alike have taken an interest in the psychological consequences of video gaming. However, there seems to be a paradox associated with the effect of video gaming on gamers' well-being—namely, while most video game players cite “fun” as their motivation to play video games, video games continue to hold a notorious reputation among some researchers for being detrimental to mental health and emotional well-being as measured by indicators such as happiness, perceived stress, anxiety, and depressive symptoms. We suggest that a significant contributor to the mixed literature is the oversight of contextual factors that may moderate this relationship. The current review highlights five important contextual factors that should be considered when studying the associations between the frequency of video gaming and well-being. Specifically, we suggest that unless the social context (who), type (what), motivation (why), time and day (when), and amount (how much) of video gaming activities are adequately considered, examinations of well-being outcomes in relation to video gaming will remain incomplete.
... However, the handful of first within-person studies on the Dual Model of Passion have revealed that there were almost no individuals with higher obsessive than harmonious passion, and that most individuals experienced HP and OP together in either both high, or both moderate, or both low levels (Moeller, Keiner et al., 2015;Wang et al., 2008). ...
Personalizing assessments, predictions, and treatments of individuals is currently a defining trend in psychological research and applied fields, including personalized learning, personalized medicine, and personalized advertisement. For instance, the recent pandemic has reminded parents and educators of how challenging yet crucial it is to get the right learning task to the right student at the right time. Increasingly, psychologists and social scientists are realizing that the between-person methods that we have long been using in the hope to describe, predict, and treat individuals may fail to live up to these tasks (e.g., Molenaar, 2004). Consequently, there is a risk of a credibility loss, possibly similar to the one seen during the replicability crisis (Ioannides, 2005), because we have only started to understand how many of the conclusions that we tend to draw based on between-person methods misunderstand what these methods can tell us and what they cannot. An imminent methodological revolution will likely change even very established psychological theories (Barbot et al., 2020). Fortunately, methodological solutions for personalized descriptions and predictions, such as many within-person analyses, are available and rapidly being developed, although they are not yet embraced in all areas of Psychology, and some come with their own limitations. This article first discusses the extent of the theory-method gap between theories about within-person patterns versus methods examining only between-person patterns in Psychology, and the potential loss of trust that might follow from these limitations of the commonly used between-person methods. Second, this article addresses advantages and limitations of available within-person methods. Third, this article discusses how within-person analytical methods may help improving the individual descriptions and predictions that are needed in many applied fields aiming for tailored individual solutions, including personalized learning with educational technology and personalized medicine.
... When learners in non-game conditions are compared to those in game conditions, studies have revealed that the game participants experience more flow (Bressler & Bodzin, 2016;Kelders et al., 2018). Other game researchers have found confirmation of specific flow elements such as time transformation (Wood et al., 2007), positive affect (Wang et al., 2008), and motivation (Huang, 2011). Overall, there is a case to be made that well-designed learning games can be structured to promote the positive psychological state known as flow. ...
We report on a design-based research study that was conducted over three iterations. It chronicles the design, development, and implementation of School Scene Investigators, a forensic science game series for middle school students that utilizes mobile augmented reality. Played on mobile devices while exploring the school environment, School Scene Investigators embeds scientific practices in a real-world context. Students work collaboratively playing unique, interdependent roles as they collect and analyze scientific data in order to solve a mystery. School Scene Investigators aims to (1) engage students through the experience of flow, a positive psychological state often experienced during well-designed games and (2) trigger science interest. In order to better understand how to design mobile game environments that engage students in flow and trigger their interest in science, we analyzed students’ self-reports of flow and interest after playing the game. Previous research demonstrated that each iteration of School Scene Investigators engaged students in a substantive flow-like experience. In this study, since engagement does not guarantee interest, we tested whether such engagement, measured as flow, was predictably related to triggered science interest. Data were pooled from all three iterations into a Bayesian multilevel model. Findings demonstrated that students with higher flow had a higher probability of triggered interest. Implications for the findings are discussed.
... Relatedly, in the context of behavioral addiction and physical fitness, researchers have found that individuals who are obsessively passionate about exercising are at increased risk for experiencing exercise addiction (Kovacsik et al., 2018) and express controlled motivation for exercising (Sicilia et al., 2018). Applications of the DMP to virtual gaming contexts further suggest that the quality of passion (HP or OP) can have implications for the well-being of individual, such that HP for gaming has is associated with greater positive affect and life satisfaction, while OP for gaming has been associated with negative affect while gaming, greater time spent gaming, problematic behaviors, and negative physical symptoms (e.g., dizziness, numbness, sleeping problems; Lafrenière et al., 2009;Przybylski et al., 2009;Seguin-Lévesque et al., 2003;Wang et al., 2008). While obsessive passion is conceptually related to substance disorder criteria, including difficulty in controlling consumption, it has no direct overlap with other symptoms of substance use disorders and is conceptually considered to be an antecedent to behavioral addiction (e.g., Steers et al., 2015). ...
Integrating theoretical frameworks on psychological need satisfaction and passion we suggest that a pathway toward behavioral addiction is the development of an obsessive passion for an activity. In two studies with samples of video game players (Study 1) and gamblers (Study 2) we considered need satisfaction and passion as motivational antecedents of symptoms of behavioral addiction. Additionally, Study 2 focused on different sources of need satisfaction (global and context-specific) to better understand the origins of passion and its role in behavioural addiction. Results of both studies suggested that harmonious passion for the activity was positively related to life satisfaction and unrelated to symptoms of behavioral addiction, while obsessive passion was positively related to symptoms of addiction. Furthermore, both studies found that need satisfaction within the activity was positively associated with the development of passion. However, lower levels of global need satisfaction were uniquely positively associated with higher levels of symptoms of behavioural addiction through the indirect effect of obsessive passion (Study 2). Overall, these findings point to a compensatory model such that high levels of obsessive passion may lead to symptoms of behavioral addiction when context-specific need satisfaction is high and global need satisfaction is low. This represents the first research to test the role of need satisfaction and passion in symptoms of behavioral addiction in two domains.
... Encouragingly, a growing body of research (Connolly et al., 2012;Ferguson, 2007;Jones et al., 2014) suggests that videogame play has a positive impact on wellbeing for the majority of players. These positive impacts are varied, including positive emotions (Ryan et al., 2006;Wang et al., 2008), greater relaxation and recovery from stress (Russoniello et al., 2009;Wack & Tantleff-Dunn, 2009), and increased social connections (Depping & Mandryk, 2017;Perry et al., 2018). However, alongside work demonstrating the positive effects of videogame play, there has also been an increase in concerns around the possibility of disordered engagement with videogames (Allen & Anderson, 2018;Pontes et al., 2019), problematic gaming (Billieux et al., 2011;Deleuze et al., 2018;Desai et al., 2010), and potential addiction (Lemmens & Hendriks, 2016). ...
... The concepts of self-efficacy are also included in the Self-determination Theory (SDT) by Ryan and Deci [45], which provides further explanations for behavior changes. The SDT is based on the fulfillment of three needs that lead to one's well-being via its influence on motivation and can be addressed by gamified interventions [60]: the need for competence (also named mastery), autonomy, and social relatedness [45]. The fulfillment of the basic needs influences motivation in two different ways [47]: intrinsic and extrinsic motivation. ...
... The concepts of self-efficacy are also included in the Self-determination Theory (SDT) by Ryan and Deci [45], which provides further explanations for behavior changes. The SDT is based on the fulfillment of three needs that lead to one's well-being via its influence on motivation and can be addressed by gamified interventions [60]: the need for competence (also named mastery), autonomy, and social relatedness [45]. The fulfillment of the basic needs influences motivation in two different ways [47]: intrinsic and extrinsic motivation. ...
An unhealthy diet has become a leading risk factor for many diseases. The use of gamification elements (GEs) in nutrition apps offers a promising approach to change the eating habit. But, the design of GEs is often insufficient, leading to low user retention. Hence, the consideration of the underlying context and the target users' preferences is essential. By conducting a survey with 220 possible users following the best-worst-scaling method, we found that goals, performance graphs, progress bars, rewards, and levels were the most preferred GEs in nutrition context. Leaderboards, narratives, social interaction, and badges were less desired. On average, five elements are perceived as optimal by most survey participants. Compared to users' preferences in education and physical activity contexts, similarities, but also differences, were found. Our findings contribute to a better understanding of contextual differences of GE preferences and provide starting points for further research on gamification.
... This sense of compulsion produces a negative effect on well-being. The dualistic model of passion has been successfully applied to modern day activities, such as internet use 22 and video games 23,24 and thus it provides a means for assessing "want to" vs "have to". ...
Objectives
Most studies that have reported the adverse effects of social media (SM) usage on mental health have been conducted on adolescents. Additionally, such studies have used frequency or duration as the only indicator of SM usage. The present study aims to relate SM usage (frequency, duration, and emotional investment) with anxiety, depression, and self-esteem in university students.
Methods
In this cross-sectional study, we adapted a non-probability convenience sampling technique. The data from 893 university students was collected through questionnaires, which were developed in Google forms and their links were shared in social media groups. The study tools used were Hospital Anxiety and Depression Scale, Rosenberg self-esteem scale, Social Integration and Emotional Connection subscale of the Social Media Use Integration Scale. We recorded variables for overall SM use (volume and frequency), night-time specific SM usage, emotional investment in SM, anxiety, depression, and self-esteem levels. Based on the scores achieved in SM variables, participants’ data were classified into different quartiles.
Results
We found a significant positive correlation of emotional investment in SM with anxiety (r = 0.71; p-value < 0.001) and depression (r = 0.72; p-value 0.003). The results of the one-way ANOVA revealed significantly increased anxiety and depression scores (p-value 0.03 and 0.02, respectively) in quartile four versus quartile one. The probability or likelihood of being anxious and depressed significantly increased by factors of 1.76 and 1.48, respectively with per unit increase in emotional investment in SM.
Conclusion
Higher emotional investment in SM is related to anxiety and depression in university students. The probability of being anxious and depressed significantly increases with per unit increase in emotional investment in SM.
... These games are purposefully designed for the achievement of learning goals through flow-like experiences (Fu et al. 2009). Research in the area of serious education games have reported specific flow components such as challenge (Hamari et al. 2016), time transformation (Wood et al. 2007), positive affect (Wang et al. 2008), and motivation with players in game environments (Huang 2011). In addition, players' sense of time loss was found to be associated with the game's complexity, use of multi-levels, missions, multiplayer interactions, and narrative (Wood et al. 2007). ...
An immersive virtual reality (iVR) game for high school students to learn about locations in their watershed with a primary focus on their city was designed and developed, employing a design model that focuses on flow. An exploratory study with the iVR game was conducted in an urban school in the eastern USA with 57 adolescents ages 16-18 from a population that is economically disadvantaged and includes students who are typically unengaged in traditional school-based learning environments. After game completion, the participants completed a 10-item survey measuring elements of flow and a 12-item survey designed to measure perceptions toward learning with VR games, immersion and presence. Participant focus groups were conducted with an emphasis on features that promoted engagement, learning, immersion, and presence. The findings revealed that all students experienced a flow state when they played the iVR learning game. Almost all users (98.1%) had positive attitudes towards using the iVR game. Students experienced high immersion and presence. In addition, students had favorable attitudes towards learning with iVR games in school environments.
... Research has shown that HP is positively associated with the experience of flow (Lafrenière, Jowett, Vallerand, Donahue, & Lorimer, 2008), positive emotions (Mageau & Vallerand, 2007), and general psychological wellbeing (Rousseau & Vallerand, 2008). In contrast, OP is negatively related to these features (Vallerand, 2015;Wang, Khoo, Liu, & Divaharan, 2008). Furthermore, experimental research reveals that OP and HP are mindsets that can be situationally induced using a manipulation asking people to recall a time when their activity was in conflict (vs. ...
This research examines how social networks contribute to the process of radicalization, building on work showing that obsessive (vs. harmonious) passion for a cause is linked to greater support for political violence. Study 1 (N = 331) shows that obsessive (vs. harmonious) passion is related to affiliating with radical (vs. moderate) social networks, which in turn is associated with support for political violence. Study 2 (N = 381) provides experimental evidence for this phenomenon, by showing that inducing an obsessive mindset produces a greater proclivity to connect with radical activists, which in turn is associated with greater support for political violence. Drawing from social network analysis, Study 3 (N = 366) shows that network density intensifies obsessively passionate individuals’ affiliation to radical networks. The results offer insight into the group processes behind radicalization across different cultural contexts and ideologies.
... 33) and relatedness as "the feeling of being connected to others". If these three needs are not satisfied, negative emotions may arise and intrinsic motivation undermined (Wang et al., 2008). The opposite situation, that is, an environment where students feel autonomous, competent, and related to complete a task, would trigger development and growth results as well as an increase in motivation. ...
In this paper, a gamification experience applied to a medical translation class will be presented in order to verify whether it is a success or failure as a way to improve students' skills for the translation of texts of this area of specialization. First of all, the theoretical framework and the gamified activities that were developed will be presented. Then, the four research questions will be answered based on the information obtained from the participants' perception of the experience , and we will reflect on the adequacy of this type of methodology for the didactics of medical translation.
... Therefore, many educationists have started using ICT to complement their teaching and learning activities. Similarly, many researchers agreed that technology provides children with a chance to learn four English skills not only within the class but also outside it by social interactions (Gee, 2005;Wang et al., 2008). In this paper, Pear Deck is used as a reinforcement tool to assist pupils in acquiring vocabulary skill. ...
... In a cross-sectional study with Singaporean adolescents, harmonious passion for gaming, compared to obsessive passion for gaming, was more strongly, positively related to intrinsic regulation, identified regulation, flow, and positive affect (C. K. J. Wang et al., 2008). In contrast, obsessive passion, compared to harmonious passion, was more strongly, positively related to external regulation, weekday playtime, and weekend playtime. ...
Research on self-determination theory has demonstrated that the satisfaction of basic psychological needs improves well-being and can thus be considered psychologically nutritious. Most of this work has focused on need satisfaction in the real world, but some studies have shown that need satisfaction experienced during video game play also leads to short-term improvements in well-being. It is not yet clear, however, how need satisfaction derived from video games compares to need satisfaction derived from real-world experiences. Can video game need satisfaction improve well-being beyond real-world need satisfaction? The present study addressed this and related questions using a two-week daily-diary study with a sample of 133 undergraduates who regularly played video games.
Multilevel models revealed that well-being was higher on days with (a) above-average levels of video game playtime (without considering need satisfaction or frustration), and (b) above-average levels of video game need satisfaction (after controlling for the satisfaction and frustration of needs in the real world). The effect of real-world need satisfaction on well-being was nearly 10 times the size of the effect of video game need satisfaction, however. This suggests that video games are psychologically nutritious, but less nutritious than need-satisfying real-world experiences. People with an obsessive passion for gaming and those with IGD symptoms also had poorer daily well-being. Separate models revealed that video game playtime was lower on days with above-average levels of real-world need frustration. People with a harmonious passion for gaming and those with IGD symptoms spent more time playing across the two weeks.
... It takes into account the fact that different people experience flow differently (Jackson & Eklund, 2002). While Jackson was using the flow scales for measuring the flow among athletes, Wang adopted DFS for measuring the flow in online games (Wang, Khoo, Liu, & Divaharan, 2008). Hamari and Koivisto used DFS method for measuring the flow during a gamified physical exercises (Hamari & Koivisto, 2014). ...
Flow is a positive state of mind where participants concentrate on the task in hand so deeply that they lose the sense of time and stop worrying about other things (Csikszentmihalyi, 1990). For generating this kind of state it is recommended to follow the model of flow and make sure that the flow conditions are achieved. The model of flow can be used for measuring the level of user engagement in games and gamified services. The goal of this paper is to introduce a refined model of flow by using multiple regression analysis (aka. path analysis). Different scales exist for measuring the flow. In most of them the level of flow is calculated as a total value of all flow dimensions (balance between challenges and skills, clear goals, feedback, control, concentration, user-activity merging, loosing the sense of time and loosing self concern). Although several researchers suggest that some of the flow dimensions are flow-enabling factors and some of them are evidences of achieving the flow, there is no consensus how flow elements are connected with each other and what game elements are enabling certain flow dimensions. In order to help to find the consensus in this domain several university-level courses were gamified and empirical data was collected. Iterative regression analysis was done with the collected data and path analysis was conducted and a theoretical model of flow was constructed. Also, the connection between flow dimensions and game elements (like: characters, luck, competition, collaboration, interaction, reward) was investigated. The results of this analysis shows that flow dimensions: merging, loosing self concern and time transfer are evidences of flow, concentration and control are important conditions for achieving the flow and balance, goals and feedback are flow enabling factors. The refined model of flow can be a useful tool for game and instructional designers for generating the engagement among players or students.
... Researchers (e.g., Bagheri, Roohani, & Ansari, 2012;Gee, 2003;Hirschel & Fritz, 2013) have also identified computer games as an appropriate computer application that produces motivation in its users. Technology provides young language learners with an opportunity to learn language skills outside the classroom when they interact actively (Gee, 2005;Wang, Khoo, Liu, & Divaharan, 2008). As Ilter (2015) points out, children can improve their language and cultural awareness by using technology in different social and cultural contexts, and language awareness can be faster through intercultural communication; in fact, technology gives unlimited resources. ...
The study aimed to investigate (a) the effect of digital games, songs, and flashcards on
vocabulary knowledge of Iranian EFL preschool learners and (b) the young learners‟ performance on mid-course tests of vocabulary with different topics. The participants included 350 preschool female learners in Oshnaviyeh, a town in Western Azarbaijan Province and were divided into three tablet, song, and traditional groups. Pre and post-tests of vocabulary and four mid-course tests based, on the learnt vocabularies, were administered during the research. The materials also consisted of a digital game, 16 songs, a structured student book, a workbook, and 60 flashcards. The analysis of the
data revealed that there was no significant difference in the vocabulary knowledge of preschool learners who learnt vocabularies via games, songs, and flashcards. The results also showed that there was a significant difference in the three groups‟ mid-course tests with different topics. The findings recommend that using different techniques in the classroom considering learners‟ interest and needs can improve vocabulary knowledge of young learners.
... To our knowledge, no study has previously examined the intra-individual patterns of mixed emotions across the range of low to high passionate employees. The mixed emotions described here would have been overlooked if only inter-individual, correlation or regression-based approaches had been applied (see also Moeller, Keiner, & Grassinger, 2015;Wang, Khoo, Liu, and Divaharan, 2008;Wang & Yang, 2008). It would be an interesting new angle to apply similar intra-individual examinations of mixed feelings to the research on entrepreneurial passion, which previously emphasized the positive emotions of passionate entrepreneurs (e.g., Cardon, Wincent, et al., 2009) ...
That passion for work matters is a widespread assumption. But how many people are passionate about their work? How does passion for work feel? Does passion matter for relevant work outcomes? Who is likely to experience more passion for work, who less? We examined these questions with a sample of 14,645 employees from across the U.S. in a mixed-method approach. Passion for work was assessed through open-ended questions, a single item rating the frequency of feeling ‘passionate’ at work, and a multi-faceted passion scale. Self-reports about job experiences were obtained and jobs were classified using O*NET job descriptions.While employees almost never reported passion spontaneously in their open-ended responses, the majority endorsed passion on the rated measures. Highly passionate employees experienced more positive than negative emotions and job experiences, but one out of three highly passionate employees reported mixed feelings (co-occurring negative and positive emotions) in rated measures. Passion incrementally predicted job outcomes (e.g., creativity, turnover intentions, burnout), beyond the variance explained by related constructs (positive emotions, job satisfaction, engagement).Employees’ work passion was predicted by their socioeconomic status, rank in the organization, industry sector, and O*NET information about creativity required in their job.
... Research in online MMORPG gaming tends to emphasise its negative impact on psychological wellbeing, with studies suggesting that MMORPG players are more vulnerable to negative psychological and physical outcomes [25,35,28,30,34]. Less attention has been given to the positive impact of online gaming on psychological wellbeing, such as helping players develop social skills, foster a social support network, enhance positive affect, and improve wellbeing [10,19,29,51,53]. It is imperative to further evaluate the relationship between online gaming and psychological wellbeing, as there may be important factors that can influence the direction and strength of this relationship. ...
The impact of increased online gaming play time on psychological wellbeing was examined focusing on the Multiplayer Online Battle Arena (MOBA) game genre. This relationship was explored with respect to motivators for playing and resilience factors. A cross-sectional, online questionnaire design was employed with participants (N = 165) to examine the relationship between weekly average hours played and psychological wellbeing. Five previously reported motivators for playing were tested as mediating variables. In addition, exploratory analyses were conducted to determine the moderating effects of self-esteem and self-efficacy on ‘escapist’ gaming and psychological wellbeing. Results revealed a significant correlation with higher levels of play time associated with poorer psychological wellbeing. This relationship was partially mediated by ‘escapist’ motivation. Self-esteem was found to moderate the negative impact of ‘escapist’ gaming on psychological wellbeing. Research and the associated clinical implications are discussed.
... Furthermore, Tsai et al. (2011) asserted that using a digital game can develop learners' verbal capabilities and social skills. Similarly, many researchers stressed that technology provides children with a chance to learn four English skills not only within the class but also outside it by social interact (Gee, 2005;Wang et al, 2008). Children can develop their English by using these games in social contexts. ...
Digital games play a significant role in the life of the new generation. Although there are many criticisms, many studies focus on the importance of digital games in improving learner’s vocabulary in the target language. Researchers have begun conducting several researches on how using games in the class can foster vocabulary learning. The aim of this paper is to investigate the impacts of digital games on children’s vocabulary learning depending on a literature review. Many studies focus on the impacts of digital games on different aspects of education. This conceptual paper aims to shed light on some games' benefits, and challenges which educators and children face in the use of digital games. The findings of this paper show that Games are used not only for making children successful in EFL classes but more importantly, for motivating them and increasing the cooperation among children. In addition, the findings state that there are advantages as well as disadvantages in using games for learning English vocabulary.
... HP has been shown to be positively associated with the experience of flow (Lafrenière, Jowett, Vallerand, Donahue, & Lorimer, 2008), positive emotions (Mageau & Vallerand, 2007), and general psychological well-being (Rousseau & Vallerand, 2008;Vallerand, 2012). In contrast, OP is negatively related to these features (Vallerand, 2008;Wang, Khoo, Liu, & Divaharan, 2008). Although OP and HP are relatively stable over time, experimental findings suggest that OP and HP is a mindset that can be situationally and temporarily induced by asking participants to think of a time when their passionate activity was in conflict (as opposed to well-integrated) with other life domains (see Bélanger et al., 2013b;Bélanger et al., 2019). ...
Objective
Four studies examined the relationship between motivational imbalance ― the degree to which a goal dominates other goals ― and political activism.
Method
Based on the dualistic model of passion (Vallerand, 2015) and recent theorizing on violent extremism (Kruglanski, Jasko, Chernikova, Dugas, & Webber, 2017), we predicted that obsessive passion, which facilitates alternative goal suppression, would increase support for violent political behaviors. In contrast, we predicted that harmonious passion, which facilitates the integration of multiple goal‐pursuits, would increase support for peaceful political behaviors.
Results
Study 1a demonstrated that obsessive passion for environmentalism was positively associated with moral disengagement, which in turn predicted violent behaviors. Harmonious passion was positively associated with peaceful behaviors. Political activism among Democrats yielded similar findings in Study 1b. Study 2 replicated Studies 1a‐1b using an implicit measure of moral disengagement. Study 3 replicated Studies 1‐2 by demonstrating that experimentally inducing a harmonious (vs. obsessive) passion mindset indirectly reduced violent behaviors through the attenuation of moral disengagement, while directly promoting peaceful behaviors. Study 4 conceptually replicated Studies 1‐3 by experimentally manipulating moral disengagement.
Conclusions
These results offer insights into the workings of radicalization and suggest theory‐driven methods of reducing political violence.
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... , flexible task engagement (Rip, Fortin, & Vallerand, 2006) and psychological well-being (Rousseau & Vallerand, 2008). In contrast, OP is negatively related to these features (Wang, Khoo, Liu, & Divaharan, 2008) and related to greater negative emotions (Philippe, Vallerand, Houlfort, Lavigne, & Donahue, 2010), and rumination when the person is prevented from engaging in the activity (Ratelle, Vallerand, Mageau, Rousseau, & Provencher, 2004). ...
The present research tested whether increasing people’s ability to effectively manage multiple goal-pursuits would facilitate the satisfaction of their basic psychological needs and, in turn, promote harmonious (vs. obsessive) passion for an activity. Studies 1 and 2 provided cross-sectional and experimental evidence for the proposed model, respectively. Study 3 replicated Studies 1–2 using implementation intentions (i.e., if-then plans) to change people’s passion for an extended period of time. Two weeks after implementing their if-then plan, participants reported greater ability to manage
multiple goal-pursuits than participants who merely formulated a goal intention. In turn, people’s ability to manage multiple goals led to more need-satisfying experiences, which resulted in greater harmonious passion and less need-frustrating experiences, which resulted in less obsessive passion.
İnternet ve teknoloji bağımlılığı günümüzde salgının etkisi ile beraber çok ciddi problem haline gelmiştir. Araştırma kapsamında teknoloji bağımlılığına müdahale etmek amacına ilişkin araştırmacı tarafından geliştirilmiş olan “Pozitif Psikoloji ve Pozitif Psikoterapi Yönelimli Psikoeğitim Programı” ile bağımlılık problemine müdahale edilmesi amaçlanmıştır. Bu kapsamda “Pozitif Psikoloji ve Pozitif Psikoterapi” yaklaşımları esas alınmıştır. “Pozitif Psikoloji ve Pozitif Psikoterapi” yaklaşımı ile bireylerin yaşamlarında yer alan “ilişki, başarı, beden ve maneviyat” boyutları ile denge kurabilmesini sağlayarak internet bağımlılığı sorununun çözülmesi amaçlanmıştır. Bu araştırma, deneme modelinde olup gerçek deneme modellerinden olan ön-test/son-test kontrol guruplu model olarak tasarlanmıştır. Desende bağımlı değişken Teknoloji Bağımlılığı, Duygusal Zekâ Puanları ve Mutluluğu Artırma Stratejileri puanlarıdır. Bireylerin Teknoloji Bağımlılık Düzeylerine ve Duygusal Zekâlarına ve Mutluluğu Artırma Stratejilerine etkisi incelenen bağımsız değişken ise Pozitif Psikoloji ve Pozitif Psikoterapi yönelimli grupla psikolojik danışma programıdır. Çalışmada deney grubuna seçilen teknoloji bağımlılık puanı yüksek, duygusal zekâ düzeyi ve mutluluğu artırma stratejileri puanı düşük bireylere Pozitif Psikoloji ve Pozitif Psikoterapi temelli grupla psikolojik danışma programı uygulanırken, kontrol grubundaki bireylere herhangi bir program uygulanmamıştır. Araştırmacı tarafından uygulanan 13 haftalık Grupla Psikolojik Danışma Programı Pilot Çalışmasının bulguları şu şekildedir. Deney grubundaki bireylerin İnternet Bağımlılığı Ölçeği (İBÖ), Duygusal Zekâ Özelliği Ölçeği (DZÖÖ) ve Yetişkinler İçin Mutluluğu Artırma Stratejileri Ölçeğinin (YİMAÖ) ön test ve son test puanları arasında anlamlı bir farklılık görülmüştür (p
Purpose
This study aims to investigate the drivers that motivate employees and guests' hotel service participation to understand how that can influence the implementation of Value Co-Creation (VCC) in sub-Saharan African context.
Design/methodology/approach
Using an interpretive paradigm, the study draws on 32 in-depth interviews, 6 focus group discussions involving 32 participants and participant observation field notes. Data were analysed using thematic analysis.
Findings
The study unravels nine motives that drive employee–guest VCC participation: passion, relationship, belongingness, shared and enhanced experiences, satisfaction, reputation development, openness, communication and rewards.
Research limitations/implications
This exploratory, cross-sectional study was undertaken in hotels within sub-Saharan Africa. Thus, findings cannot be generalised. However, it provides an opportunity for future quantitative approaches within different contexts involving other stakeholders.
Practical implications
Considering the numerous challenges from COVID-19 pandemic on the service industry, hotel managers might want to use the findings to not only formulate policies that support employee–guest co-creation for service improvement and survival but also introduce enhanced innovative service practices that deliver on employee and guest service expectations for retention. The findings encourage hotel managers to identify employee and guest context-specific motivations to be able to match with value-driven service activities, aimed at attracting positive behaviours to better respond to the numerous COVID-19-related challenges.
Originality/value
This work adds to the VCC literature by investigating the collective and individual drivers at the employee and guest dyadic level within sub-Saharan African hotel context. The authors propose a comprehensive model to guide the successful implementation of employee–guest VCC.
This article is devoted to the importance of learning vocabulary as one of the core elements of language aptitude which reflects how well listeners listen, speak, read and write. In order to communicate well in the target language, students need to know enough number of words as well as how to apply them. Learning vocabulary through games provides opportunities for target language practice, encourages the pupils to communicate by using all four language skills and creates a real life situation for using language. The use of technology helps educators to adapt and develop different learning materials for the students to enrich their vocabulary. The use of games and Pear Deck helps to enhance the students’ vocabulary skills and improves the students’ level of motivation.
The current study aims to evaluate the existing literature on the characteristics and the usage of video games within the framework of Self-Determination Theory (SDT). In the first part of the article, the essential characteristics of SDT and video games were presented. In the second part, video games were examined based on basic psychological needs and motivational processes. Research shows that the content and mechanics of video games play a significant role in the satisfaction of basic psychological needs. Moreover, video games affect psychological well-being, quality of life, and intrinsic motivation via the satisfaction of basic psychological needs. The options and feedback provided in a game promote autonomy; success achieved in the face of difficulties promotes competence; and playing video games with other people in pairs or groups satisfies the need for relatedness. This satisfaction increases motivation and psychological well-being. On the contrary, the frustration of psychological needs in video games can harm these areas. IIt is emphasized that video games can be used within various intervention programs, and they are successful in acquiring and changing behavior and can support treatment process, especially in the fields of health and education.
The global digital gaming industry has grown rapidly in recent years. Rapid technological advancements are changing the ways in which players can interact with video games as individuals and collectives. In addition to the increased penetration of games, the reasons for which people play and employ games need careful attention. In this paper, we have systematically reviewed the peer-reviewed journal articles (n = 91) relevant to the gamers’ motivations of playing digital games. In addition to analysing the publication trends, we have identified and discussed a set of six key motivational themes (immersion and flow, gratification and affect, escapism, social interaction, identification, and goal orientation). Subsequently, we call for further research on theoretical and methodological advancement as well as individual/social wellbeing and dark sides of digital gaming in relation to players’ motivation.
Fantasy football (“soccer” in North America, Australasia, and certain other countries) is a rapidly growing online game with over seven million individuals playing the Official Premier League version alone. Whilst there is an abundance of anecdotal evidence associating the game with mental health concerns, to date there has been no empirical research conducted in this field. This study aimed to address this by having fantasy football players (N = 1995) complete questionnaires measuring low mood, anxiety, functional impairment, and problematic behavior in relation to playing the game. Descriptive statistics revealed that only a minority of players experienced mental health concerns toward fantasy football; however, it was also found that individuals who engaged most in fantasy football (i.e., high time spent playing, researching, and thinking about the game) had significantly worse mental health scores toward the game than those who engaged less. Interestingly, experience in fantasy football showed the opposite effect. It may be that players of fantasy football establish coping mechanisms over time or develop an emotional numbness to the game. Future research should explore this, as well as investigate other factors (such as in‐game success, social media use, and perceived locus of control) that may impact the feelings of low mood, anxiety, functional impairment, and problematic behavior that can exist when playing fantasy football.
Students in Oman have negative attitudes towards learning English. An action research where a gamification implementation including various elements such as a leaderboard, badges, and a progress bar was conducted. Three instruments were used to investigate how gamification could increase the learners' motivation: motivation tests, interview protocols, and complete participant observations. The motivation tests were analyzed using Wilcoxon signed-rank test. The interview and observation data were analyzed using a thematic coding qualitative method. Results revealed that over the two cycles of implementation of the gamified approach to learning English, 92% of students demonstrated an increase in their motivation to learn English. The interviews revealed the specific aspects of the gamified approach that contributed to this increase. Extrinsic motivation was replaced by intrinsic motivation. This leads to implications for a future study where the gamified approach to teaching could be trialed across different classes and subjects in the same school.
Educational games play an essential role in the life of the new generation. Although there are many criticisms, many studies focus on the importance of educational games in improving EFL vocabulary learning of early childhood students with learning disabilities in the target language. Researchers have begun to research how games are used in class to enhance vocabulary learning. This paper investigates the effects of educational games on EFL vocabulary learning of early childhood students with learning disabilities based on a literature review. Many studies focus on educational games' effect on various aspects of education. This concept paper aims to shed light on some of the benefits of games and the challenges teachers and early childhood children face in using educational games. This paper's results show that games are used not only for the success of early childhood students with learning disabilities in EFL classes but, more importantly, to motivate them and increase cooperation between children. Additionally, the results indicate that there are advantages and disadvantages of using games to learn English vocabulary.
By analysing reading and writing in a specific context online, we can better understand evolving social and teaching practices. For instance, various online platformsonline platforms, such as The Open University of Hong Kong’s OLE and The Hong Kong Polytechnic University’s Moodle, and Facebook, have been gradually incorporated into teaching and learning. “The medium, or process, of our time—electric technologytechnology—is reshaping and restructuring patterns of social interdependence and every aspect of our personal life” (McLuhan, 1967, p. 8). The technologytechnology-related transformation is embedded in broader social changes, influencing people’s language and communicative practices. The domestication of technologytechnology (Berker et al., 2005) reveals that people are digitally transformed in their everyday lives. Teenagers are considered as “digital natives” who are specifically adept at using innovative technological devices whilst older people, or “digital immigrants,” have to become familiar with new technologiestechnology (Prensky, 2001). Nevertheless, it is of great significance not to stereotype a generation of people via this division because technologytechnology expands the variety of knowledgeKnowledge and experience in teenagers and the elderly alike (Bennett et al., 2008; Hargittai, 2010). In this global era, research on new mediamedia has followed a wider range of how language and literacyliteracy practices can transform educational practices. As Barton (2009) notes, “…by examining the changing role of texts we uncover the central tensions of contemporary change: new literacyliteracy practices offer exciting possibilities in terms of access to knowledgeKnowledge, creativitycreativity and personal power” (p. 39). This paper, therefore, aims to examine how language teaching and learningLanguage teaching and learning can be changed through innovative digital mediamedia, particularly in relation to educational settings. In doing so, it is found that computer-mediated discourses can be highly effective in promoting literacyliteracy via online language learning spaces.
This report is a deliverable on the EU Horizon2020 research and innovation project, CSI-COP. It details the literature review conducted to find the best practices in citizen science engagement.
Players report losing some games can be as much fun, or more than winning. It is imperative to identify what motivates a player to pursue failure in games due to the importance of many games now used for educational and health purposes. The game’s intended outcomes can be entirely undermined if players would rather lose than win the game. To achieve reliable predictions on the win/lose dilemma, we propose a new model of challenge, Dynamic Probability Response, which quantifies the degree and type of challenge. Many previous studies focus on individual differences in play. This study focuses on how different play motivations interact. Three conceptualisations of winning were tested against each other by giving players a mutually exclusive choice between challenge, gratuitous feedback from interaction (juice hypothesis), and compliance with visual cues denoting victory (game value adoption hypothesis). Each potential motivation for play was derived from psychological theory that is prevalent in the game design literature. Using a within-subject ANOVA, the three hypothesised motivations investigated were each individually supported. Some hypotheses about which motivations can disrupt the game’s goal were supported. Others were not. The applications of these results to game and simulation design are discussed.
Habit and addiction are two distinct drivers of information technology (IT) use that nonetheless bear increasing resemblance in how they are conceptualized and modeled in the information systems (IS) literature. The purpose of this study is to aid the further growth of these heretofore-independent streams of research by developing a comparative framework that allows us to distinguish between them. Drawing on the theories of automaticity and incentive-sensitization, we developed a theoretical model that describes the nature, antecedents, and consequences of habit and addiction of IT use in the context of social networking services. The proposed model was tested based on the data collected from 420 actual users of Twitter. We found that habit was indeed influenced by its proposed unique antecedents of routine seeking and cognitive rigidity, whereas addiction was not. Similarly, addiction was influenced by its proposed unique antecedents of focused immersion and concern for social acceptance, whereas habit was not. Looking at their outcomes, we found that although both drivers positively affected goal-congruent outcomes, only habit enhanced goal-congruent usage and addiction had a negative impact. Overall, this study contributes to the IS literature by offering a robust conceptual framework that allows us to observe the profound differences between these superficially similar drivers of routine IT use.
FREE ACCESS TO THIS ARTICLE CLIKING HERE https://authors.elsevier.com/c/1YdLv5EuEpIbw7 BEFORE 16 APRIL 2019. Business simulation games are one of the most effective tools for motivating and engaging players
actively in the learning experience. In this context, understanding which factors promote the
intrinsic motivation of players is of primary importance. Self-determination theory (a theory of
human motivation) postulates that contexts that support satisfaction of the three innate psychological
needs for competence, autonomy, and relatedness allow individuals to maintain intrinsic
motivation. However, no previous research has applied this theory to explain motivation
while playing business simulation games. To address this gap, we propose that satisfaction of the
needs for competence, autonomy, and relatedness influences players’ intrinsic motivation, which
in turn facilitates engagement. This study also explores the impact of intrinsic motivation and
engagement on the development of generic skills and perceived learning. Based on a survey of
360 undergraduate business students who used a business simulation game, the findings provide
support for most of the hypothesized relationships.
distinguishing among intentional acts: the "why" of behavior [intrinsic and extrinsic motivation, internalization and integration, the consequences of different regulatory styles, the social context and motivational orientations] / the "what" of goals: considering content [goal content and mental health, why do some people focus on extrinsic goals, goals and needs: are some goals better than others] (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Used cluster analysis to identify motivational profiles concerning physical activity in young people. Ss were 2,510 students (aged 11–15 yrs) in Grades 7, 8, and 9. Ss completed questionnaires concerning achievement goal orientations, self-determination theory (including amotivation), the nature of athletic ability beliefs, and perceived competence. The results show that a large number of young people in this age range have quite positive motivational responses. Most appear to be task oriented and have an incremental view of sport ability. In addition, they report higher levels of identified regulation and intrinsic motivation than they do for introjected and extrinsic regulation, and amotivation scores are generally low. These findings provide information for likely strategies to promote physical activity in young people. Also, these results suggest that cluster analysis is useful in identifying groups of students with different motivational profiles. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Applications of cluster analysis to marketing problems are reviewed. Alternative methods of cluster analysis are presented and evaluated in terms of recent empirical work on their performance characteristics. A two-stage cluster analysis methodology is recommended: preliminary identification of clusters via Ward's minimum variance method or simple average linkage, followed by cluster refinement by an iterative partitioning procedure. Issues and problems related to the use and validation of cluster analytic methods are discussed.
Applications of cluster analysis to marketing problems are reviewed. Alternative methods of cluster analysis are presented and evaluated in terms of recent empirical work on their performance characteristics. A two-stage cluster analysis methodology is recommended: preliminary identification of clusters via Ward's minimum variance method or simple average linkage, followed by cluster refinement by an iterative partitioning procedure. Issues and problems related to the use and validation of cluster analytic methods are discussed.
In recent studies of the structure of affect, positive and negative affect have consistently emerged as two dominant and relatively independent dimensions. A number of mood scales have been created to measure these factors; however, many existing measures are inadequate, showing low reliability or poor convergent or discriminant validity. To fill the need for reliable and valid Positive Affect and Negative Affect scales that are also brief and easy to administer, we developed two 10-item mood scales that comprise the Positive and Negative Affect Schedule (PANAS). The scales are shown to be highly internally consistent, largely uncorrelated, and stable at appropriate levels over a 2-month time period. Normative data and factorial and external evidence of convergent and discriminant validity for the scales are also presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
Based on a motivational perspective of passion, we investigated the associations between passion for the Internet and level of self-determined motivation toward the couple's relationship. Our results show that an obsessive passion toward the Internet was associated with lower self-determination in the couple, greater conflict in the relationship, and low levels of dyadic adjustment. In contrast, harmonious passion toward the Internet was associated with greater self-determination in the couple, less conflict, and greater dyadic adjustment. Results suggest that use of the Internet is not necessarily associated with negative interpersonal outcomes. Rather, it appears that the way the activity has been internalized is associated with how individuals internalize their reasons for behaving in other domains.
Vallerand et al. (2003) developed a theoretical framework of passion where two types of passions are proposed: obsessive and harmonious passion. Obsessive passion is characterized by an internal pressure that pushes the person to engage in the passionate activity, whereas harmonious passion is characterized by the person's choice to engage in the activity. The goal of the present study was to examine the outcomes of these types of passion toward gambling. A total of 554 participants completed instruments assessing their passion toward gambling, as well as several cognitive and affective outcomes. Results indicated that, in general, harmonious passion was associated with positive outcomes, while obsessive passion was related to negative consequences. Results also showed that casino activities accentuated both positive and negative outcomes by fostering both types of passion toward the gambling activity. Conceptual and practical implications are discussed.
Self-determination theory (Deci & Ryan, 1985, 1991), when applied to the realm of education, is concerned primarily with promoting in students an interest in learning, a valuing of education, and a confidence in their own capacities and attributes. These outcomes are manifestations of being intrinsically motivated and internalizing values and regulatory processes. Research suggests that these processes result in high-quality learning and conceptual understanding, as well as enhanced personal growth and adjustment. In this article we also describe social-contextual factors that nurture intrinsic motivation and promote internalization, leading to the desired educational outcomes.
Theories of internalization typically suggest that self-perceptions of the "causes" of (i.e. reasons for) behavior are differentiated along a continuum of autonomy that contains identifiable gradations. A model of perceived locus of causality (PLOC) is developed, using children's self-reported reasons for acting. In Project 1, external, introjected, identified, and intrinsic types of reasons for achievement-related behaviors are shown to conform to a simplex-like (ordered correlation) structure in four samples. These reason categories are then related to existing measures of PLOC and to motivation. A second project examines 3 reason categories (external, introject, and identification) within the domain of prosocial behavior. Relations with measures of empathy, moral judgement and positive interpersonal relatedness are presented. Finally, the proposed model and conceptualization of PLOC are discussed with regard to intrapersonal versus interpersonal perception, internalization, cause-reason distinctions, and the significance of perceived autonomy in human behavior.
In recent studies of the structure of affect, positive and negative affect have consistently emerged as two dominant and relatively independent dimensions. A number of mood scales have been created to measure these factors; however, many existing measures are inadequate, showing low reliability or poor convergent or discriminant validity. To fill the need for reliable and valid Positive Affect and Negative Affect scales that are also brief and easy to administer, we developed two 10-item mood scales that comprise the Positive and Negative Affect Schedule (PANAS). The scales are shown to be highly internally consistent, largely uncorrelated, and stable at appropriate levels over a 2-month time period. Normative data and factorial and external evidence of convergent and discriminant validity for the scales are also presented.
Ryan & Connell (1989) have demonstrated that different types of behavioural regulation can be located on a continuum of perceived autonomy or perceived locus of causality. The present study applied their formulation in the context of school physical education (PE) and examined the relationships of perceived autonomy, perceived competence and goal orientations with intrinsic interest across two PE activities. School students aged 12-14 years (N = 85) completed an adapted version of the Self-Regulation Questionnaire (Ryan & Connell, 1989) and measures of perceived competence and intrinsic interest separately for two PE activities. They also completed the British version of the Task and Ego Orientation in Sport Questionnaire (Duda, Fox, Biddle & Armstrong, 1992). Students appeared to be differentially motivated for the two activities due to different perceptions of autonomy. Structural equation modelling analysis showed that perceived autonomy and task orientation had direct effects on intrinsic interest for both the activities. Perceived competence, however, was positively associated with intrinsic interest only for one of the activities. The implications of the results for the practice of physical education are discussed.
Evidence supporting the application of Brown's (1991, 1993) conception of behavioural addiction to computing behaviour is presented. Questionnaire items tapping Brown's addiction criteria were factor-analysed along with others, including computer apathy-engagement and computer anxiety-comfort items of Charlton and Birkett (1995). Items relating to some of Brown's criteria (tolerance, euphoria, and cognitive salience) were found to be complex, an Addiction factor loading upon them but an Engagement factor loading more highly. Items tapping other criteria (conflict, withdrawal, behavioural salience, and relapse and reinstatement) were shown to be factor pure, with only the addiction factor loading highly upon them. It is concluded that Brown's conception of behavioural addiction can be applied to computer-related behaviour, although the relationship of milder facets of addiction, which are also merely indicative of high engagement, to computer-related addictions is non-unique. It is also concluded that classifying individuals as exhibiting pathological computer use using checklists based upon adaptations of DSM criteria for pathological gambling is likely to overestimate the number of people addicted to computing activities.
Passion is defined as a strong inclination toward an activity that people like, that they find important, and in which they invest time and energy. Two types of passion are proposed: obsessive and harmonious. Obsessive passion (OP) refers to a controlled internalization of an activity in one's identity that creates an internal pressure to engage in the activity that the person likes. Harmonious passion (HP) refers to an autonomous internalization that leads individuals to choose to engage in the activity that they like. HP promotes healthy adaptation whereas OP thwarts it by causing negative affect and rigid persistence. Results from four studies involving more than 900 participants from different populations supported the proposed conceptualization.
Vallerand et al. (2003) have proposed that individuals can have two distinct types of passion toward an activity. Harmonious passion, an internal force leading one to choose to engage in the activity, is proposed to be associated with positive consequences. Obsessive passion, an internal pressure forcing one to engage in an activity, is posited to be associated with negative consequences. The present study sought to determine the role of the two types of passion in various cognitive and affective states associated with dependence and problems with gambling. Participants (n = 412) were recruited at the Montréal Casino and given a questionnaire measuring passion toward gambling, as well as consequences associated with dependence and problem gambling. Results showed that obsessive passion for gambling predicted poorer vitality and concentration in daily tasks, as well as increased rumination, anxiety, negative mood, guilt, and problem gambling. These relations were not found for harmonious passion for gambling. Results are discussed in light of the motivational approach to passion (Vallerand et al., 2003).
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