No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Playing video games as entertainment
... Thus, the success of this type of multimedia content is today an indisputable phenomenon in our country: videogames are a fundamental element of both the entertainment industry and western contemporary culture (Vorderer, Bryant, Pieper, & Weber, 2006). But why this enormous popularity? ...
... Expectations and values can be conceptualized as stable individual trends (Palmgreen & Rayburn, 1985), i.e., as non-equivalent elements, but very associated with personality patterns related to self-perception and the individual's self-beliefs (Krampen, 2000). These self-beliefs imply a prior evaluation of the situation to which the individual is confronted (in this case, the videogame) in terms of their skills and their ability to adapt to it, and they precede the affective evaluation linked to the needs, values or expectations of the person that can be satisfied in said situation (Vorderer et al., 2006). That is to say, to the extent that a user has a certain perception of himself/herself (for example, considering himself/herself extroverted), he/ she will tend to opt for a general type of content (for example, multiplayer videogames), with which he/she will seek to respond to certain specific personal needs (for example, social interaction). ...
... Sherry et al. (2006) presented an updated scale of motives for the use of videogames based on the classic studies of Bartle (1996), composed of 27 items articulated in six theoretical dimensions such as (a) arousal, (b) challenge, (c) competition, (d) diversion, (e) fantasy, and (f) social interaction. On this scale, the competition and challenge factors appeared as the two main reasons for playing videogames (Vorderer et al., 2006), while the number of hours spent on videogame consumption was mainly related to fun, social interaction and arousal (Sherry et al., 2006). ...
This paper proposes a scale of motives for playing video games in adolescents, adapted to Spanish from the previous works of Selnow (1984), Wigand et al. (1985), Raney et al. (2006) and Sherry et al. (2006). We used the data obtained from 400 questionnaires applied to Spanish students between 14 and 20 years was analyzed. The reliability of the model was verified through facto-rial confirmatory analysis and internal consistency analysis. The construct and criterion validity of the scale model were studied relating the four factors of the model with consumer variables and personality traits, respectively.
... Así, el éxito de este tipo de contenidos multimedia es hoy en día un fenómeno indiscutible en nuestro país: los videojuegos son un elemento fundamental tanto de la industria del entretenimiento como de la cultura contemporánea occidental (Vorderer, Bryant, Pieper, & Weber, 2006). Pero ¿a qué se debe su enorme popularidad? ...
... Las expectativas y valores pueden conceptualizarse como tendencias individuales estables (Palmgreen & Rayburn, 1985), es decir, como elementos no equivalentes, pero sí muy asociados a patrones de personalidad relacionados con la autopercepción y las creencias del individuo sobre sí mismo o self-beliefs (Krampen, 2000). Estas self-beliefs implican una evaluación previa de la situación a la que el individuo se enfrenta (en este caso el videojuego) en términos de su competencia y su capacidad de adaptarse a ella, y preceden a la evaluación afectiva vinculada a las necesidades, valores o expectativas de la persona que pueden verse satisfechas en dicha situación (Vorderer et al., 2006). Así, la interacción de ambas daría lugar a los motivos de selección de determinados productos por sobre otros (Krampen, 2000;Vorderer et al., 2006). ...
... Estas self-beliefs implican una evaluación previa de la situación a la que el individuo se enfrenta (en este caso el videojuego) en términos de su competencia y su capacidad de adaptarse a ella, y preceden a la evaluación afectiva vinculada a las necesidades, valores o expectativas de la persona que pueden verse satisfechas en dicha situación (Vorderer et al., 2006). Así, la interacción de ambas daría lugar a los motivos de selección de determinados productos por sobre otros (Krampen, 2000;Vorderer et al., 2006). Es decir, en la medida en la que un usuario tenga una determinada percepción de sí mismo (por ejemplo, considerándose extrovertido), tenderá a decantarse por un tipo general de contenidos (por ejemplo, videojuegos multijugador), con los que buscará dar respuesta a ciertas necesidades personales específicas (por ejemplo, la interacción social). ...
Este artículo propone una escala de motivos para jugar videojuegos en adolescentes, adaptada al castellano a partir de los estudios previos de Selnow (1984), Wigand et al. (1985), Raney et al. (2006) y Sherry et al. (2006). Se utilizaron datos obtenidos a partir de 400 cuestionarios aplicados a estudiantes españoles de entre 14 y 18 años. Se ha comprobado la fiabilidad del modelo mediante el análisis factorial confirmatorio y de consistencia interna, así como la validez de criterio y constructo relacionando los cuatro factores del modelo con variables de consumo y rasgos de personalidad, respectivamente.
... Hartmann & Klimmt (2006) stressed the need to investigate personal attributes and specific, detailed preferences for video games. Simultaneously, Vorderer, Bryant, Pieper, & Weber (2006) noted that while certain foundational elements of importance to games have been identified, such as challenge and competition, they have not been clearly defined. Later, Wilson et al. (2009) pointed to a lack of knowledge about which game characteristics affect learning outcomes. ...
... Enjoyment has been characterized as the core experience of all entertainment media, including games (Ritterfeld & Weber, 2006;Vorderer, Klimmt, & Ritterfeld, 2004). In addition, the enjoyment of games has been related to several preceding media theories, including uses and gratifications (John L Sherry, Lucas, Greenberg, & Lachlan, 2006), selective exposure (Bryant & Davies, 2006), and mood management (Vorderer, et al., 2006). Further, Garris, Ahlers, & Driskell (2002, p. 453) explained that "A central characteristic of games is that they are fun and a source of enjoyment." ...
... While evidence exists linking enjoyment to several positive outcomes in education (Blunsdon et al., 2003;Gomez et al., 2010;Mitchell et al., 2005;Muilenburg & Berge, 2005;Pekrun et al., 2002), little is currently known about the relationship between learning and enjoyable gameplay. Since enjoyment is the primary experience associated with gameplay (Garris, et al., 2002;Ritterfeld & Weber, 2006;Vorderer, et al., 2006;Vorderer, et al., 2004) and considered a prerequisite for the effectiveness of serious games (Fu, Su, & Yu, 2009;Heeter, Lee, Magerko, & Medler, 2011), it is reasonable to expect that similar positive learning outcomes can result from well-designed gameplay. Nevertheless, such determinations can only be made through future research. ...
A survey study was conducted to better understand how gameplay enjoyment relates to players’ personality traits and video game preferences. This study demonstrated that the core design elements of games that lead to enjoyment can be empirically identified. Similarly, it showed that considering personality, an individual characteristic, can produce informative insights about how players perceive gaming experiences. Whereas video game research has historically emphasized either games or players in isolation (Juul, 2010), this study is an initial effort towards a holistic approach that considers how design features and player characteristics combine to generate enjoyable video game experiences. Two empirical taxonomies for creating more enjoyable game experiences are presented.
... Hartmann & Klimmt (2006) stressed the need to investigate personal attributes and specific, detailed preferences for video games. Simultaneously, Vorderer, Bryant, Pieper, & Weber (2006) noted that while certain foundational elements of importance to games have been identified, such as challenge and competition, they have not been clearly defined. Later, Wilson et al. (2009) pointed to a lack of knowledge about which game characteristics affect learning outcomes. ...
... Enjoyment has been characterized as the core experience of all entertainment media, including games (Ritterfeld & Weber, 2006;Vorderer, Klimmt, & Ritterfeld, 2004). In addition, the enjoyment of games has been related to several preceding media theories, including uses and gratifications (John L Sherry, Lucas, Greenberg, & Lachlan, 2006), selective exposure (Bryant & Davies, 2006), and mood management (Vorderer, et al., 2006). Further, Garris, Ahlers, & Driskell (2002, p. 453) explained that "A central characteristic of games is that they are fun and a source of enjoyment." ...
... While evidence exists linking enjoyment to several positive outcomes in education (Blunsdon, et al., 2003;Gomez, et al., 2010;Mitchell, et al., 2005;Muilenburg & Berge, 2005;Pekrun, et al., 2002), little is currently known about the relationship between learning and enjoyable gameplay. Since enjoyment is the primary experience associated with gameplay (Garris, et al., 2002;Ritterfeld & Weber, 2006;Vorderer, et al., 2006;Vorderer, et al., 2004) and considered a prerequisite for the effectiveness of serious games (Fu, Su, & Yu, 2009;, it is reasonable to expect that similar positive learning outcomes can result from well-designed gameplay. Nevertheless, such determinations can only be made through future research. ...
In the context of instructional design and educational research, there remains a vexing question. What is a game? How is it different from simulations? In turn, how is each distinct from virtual worlds? A review of the literature on the use of games for learning reveals either a complete lack of definition by authors or some wide disparities in terms of how each explains the necessary components that make up either a game in general, or an educational game specifically. Without clear definitions to which theorists can use to discuss their myriad learning designs, the findings that emerge from research may not translate effectively into useful discourse because there is no agreement as to whether the original design qualifies as a game or simulation. This paper explores the historical evolution of the definitions of the terms in the fields of philosophy and education and suggests a means by which they may be constructed and dynamically updated.
... Broadly, these perspectives help explain our selection and enjoyment of entertainment media. Three of these theories; excitation transfer theory (Zillmann, 1983), mood management theory (Zillmann, 1988), and affective disposition theory (ADT; Raney, 2003;2006) were formulated with non-interactive media in mind (Vorderer et al., 2006). However, with the rise in popularity of interactive components embedded in television and film, as well as the stunning recent success of the video game industry, scholars have undertaken extensive exploration of interactivity as a key component of the entertainment experience (Grodal, 2000;Vorderer, 2000). ...
... As already noted, there is potential difficulty when applying traditional entertainment theories such as ADT to interactive media fare (Vorderer, et al., 2006). However, we argue that ADT and its extensions can certainly apply to a more interactive form of narrative; a narrative that is structured and scripted like a linear film or television show, but incorporates choices for viewers to make into the plot, effectively converting the passive viewer, briefly, into, essentially, the director of the story. ...
This study extends Affective Disposition Theory (ADT) and the Integrated Theory of Enjoyment (ITE) to interactive television/film narratives. In the study, 168 participants were randomly assigned to experience one of two originally-produced films; one with interactive components, the other without. Participants in the interactive condition made choices for the protagonist throughout the films. Path analysis was used to examine hypotheses based on the ITE (using the recent perspective of enjoyment and meaningfulness as outcomes). Results indicate that the principles of ADT and ITE can be applied to interactive narrative forms. Suggestions for future research are offered.
... Gamification strategies and outcomes that extend beyond a single task allow for more than just instantaneous affective and physiological gratification. Self-selected, personally relevant goals, create a more long-term and subjectively derived source of meaning for a player, rooted in cognitive, emotional, and social outcomes (Oprescu, Jones & Katsikitis, 2014;Vorderer, Bryant, Pieper & Weber, 2012). Long-term goals can be satisfied in more than one way, allowing players multiple means to achieve their self-selected, but organisationally desirable objectives. ...
... Regular feedback and checking mechanisms should be inbuilt in gamified systems. The Job Characteristics Model proposed by Hackman and Oldham (1980) stresses the importance of feedback as a means of making jobs more meaningful for employees and 'Real-time' feedback, built into a job through instantaneous visual and aural indicators can serve as a powerful perceptual hook for players (Vorderer, Bryant, Pieper & Weber, 2012). For example, recent studies have emphasised the importance of feedback that is 'juicy' (Deterding, 2015;Mekler, Brühlmann, Tuch, & Opwis, 2015;Schell, 2014), i.e., feedback that "… does not simply communicate information… but also gives the player an immediate, pleasurable experience… enhancing the experience of feeling competent, or clever when playing a game" (Juul, 2012, p. 45). ...
Gamification is a term that has gained currency over the last few years. Gamification refers to the application of characteristics from digital games into non-gaming contexts. The concept under other names has attracted the interest of scholars for more than twenty years, due to its possible value in motivating students to learn. However few scholars have investigated ways in which the concept can be applied to building intrinsic motivation in employees. This is a particularly important area for research, as new generations who have been brought up with computer games become the dominant cohort within the workforce. This paper summarises the literature on game playing as a motivator, and outlines a variety of studied motivational responses to gamified systems as evoked from different categories of users, including students, consumers and employees. The paper goes on to discuss how the concept of gamification may interact with various theories of motivation, including Four-Drive Theory and Self-Determination Theory, and makes recommendations as to which gamification elements are relevant to the 21st century workplace, and may be effectively implemented in such a way that they can help to achieve personal and organisational objectives.
... The interactive nature of games transforms spectators into participants; agents who have a hand in determining the outcome of the game (Vorderer, 2000;Grodal, 2000). Furthermore, video games offer competition and challenges which cannot be found via a passive medium like television (Vorderer, Bryant, Pieper, & Weber, 2006). As Vorderer et al. (2006) state, ''The fusion of narrative and interactivity results in a much different emotional experience than that of traditional entertainment'' (p. ...
... Furthermore, video games offer competition and challenges which cannot be found via a passive medium like television (Vorderer, Bryant, Pieper, & Weber, 2006). As Vorderer et al. (2006) state, ''The fusion of narrative and interactivity results in a much different emotional experience than that of traditional entertainment'' (p. 3); primarily because the user of a game is able to exert some control over the outcome of the game. ...
This study investigated suspense as a predictor of sports video game enjoyment by including the variable as a key part of a working model that also included presence, fanship, disposition, skill, and outcome. Results of a path analysis indicate a complex network of relationships impacting enjoyment. Suspense strongly impacted presence, which was an important determinant of enjoyment, while skill and outcome also explained a large portion of variance in enjoyment. The study highlights the complexity of the enjoyment experience as it relates to video games, and provides direction for future work on a theoretical model of video game enjoyment.
... When it comes to the relative influence of these basic needs on a player's motivation for gaming, Competence is the prime need satisfied in video gaming, as argued by many researchers (e.g. Vorderer, Bryant, Pieper, & Weber, 2006). A primary role is also reserved for the need for Relatedness in various socialpsychological studies: communicating with other gamers is often essential for the gaming experience (e.g. ...
... This result exactly replicates the pattern reported by Ryan, Rigby and Przybylski (2006, Study 4). The findings are also in line with previous studies which illustrate not only the importance of the need for self-efficacy and Competence in gaming Vorderer et al., 2006), but also the value of integrating these needs within the broader framework of SDT. The top position of the fulfillment of Autonomy that is found in gaming illustrates the added value of the SDT framework for understanding the motivations behind this pursuit. ...
... This study builds on this research by considering TPE of violent media content. Additionally, this study extends previous TPE research to consider TPE of a technology that has gone beyond the designation of "fad" or "new technology" to a customary component of modern-day entertainment (Vorderer, Bryant, Pieper, & Weber, 2006): the video game. ...
... In 2005 games contain content that is modified by the user and can change as play develops (Vorderer et al., 2006). When the player abstains from communicating, the game ceases to exist (Grodal, 2003;Kiousis, 2002;Newman, 2004). ...
... Playing digital games is an increasingly popular form of media entertainment, of which enjoyment is one of the core experience dimensions (Vorderer et al., 2004Vorderer et al., , 2006). Klimmt (2003) proposed that digital game enjoyment is based on three experiential factors: experience of effectance or immediate feedback to the player as a causal agent, cyclic feelings of suspense and relief, and the fascination from being drawn into an alternative reality or a fi ctional world. ...
... Experiences that are already extensively discussed in current gaming literature, like overall enjoyment, immersion, competence and control (e.g. Ermi and Mäyrä, 2005; Jennet el al, 2008; Klimmt, 2003; Vorderer et al., 2006) were also mentioned as primary experiences throughout our focus groups. Further, fl ow was mentioned by some players as a positive peak experience, or a state of optimal performance in which all attention is drawn into the game. ...
Digital game experience is not a one-dimensional concept. Great variety exists in game genres and players, and game experiences will differ accordingly. To date, game experience is studied in a differentiated way, meaning that most studies focus on one specific game experience dimension. The objective of our study was twofold. First, we wanted to obtain a comprehensive picture of first-hand experiences of playing digital games. We conducted six focus group interviews including different types of gamers with the aim of eliciting a wide array of lay-conceptualizations of game experience. Second, we aimed to develop a categorization of game experience dimensions. This was established by discussing and integrating theoretical and empirical findings. Our categorization revealed nine dimensions: enjoyment, flow, imaginative immersion, sensory immersion, suspense, competence, tension, control and social presence. This categorization has relevance for both game scholars and game developers wanting to get to the heart of digital game experience.
... Games are entertaining almost by definition (cf. Vorderer, Bryant, Pieper, & Weber, 2006), and typically developing (TD) young people use them for enjoyment purposes, mood regulation, and to escape everyday stressors ( Durkin & Aisbett, 1999;Kubey & Larson, 1990;Jansz, 2005;Raney et al., 2006;Sherry, Lucas, Greenberg, & Lachlan, 2006;von Salisch et al., 2006). Games provide cognitive and perceptuo-motor skills challenges, and gamers report consistently that these challenges are powerful attractions ( Durkin & Aisbett, 1999;Klimmt & Hartmann, 2006;Sherry et al., 2006;von Salisch et al., 2006). ...
... In respect of Swettenham's third suggestion, interactivity and control are attractive to most videogamers (cf. contributions to Vorderer & Bryant, 2006). It would be useful to obtain evidence to confirm that this is the case for children with autism, too, though it would not identify a distinctive orientation. ...
Young people with developmental disorders experience difficulties with many cognitive and perceptual tasks, and often suffer social impairments. Yet, like typical youth, many appear to enjoy playing videogames. This review considers the appeal of videogames to individuals with autism spectrum disorders, attention deficit hyperactivity disorder, and specific language impairment. It examines how they respond to the various challenges that play entails with particular reference to sensory, cognitive, and social dimensions. It is argued that research into how these young people engage voluntarily with this dynamic and challenging medium offers great potential to extend our empirical and theoretical understanding of the disorders. Many gaps in our current knowledge are identified and several additional themes for possible future research are proposed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... The authors of this study elaborate on this thesis. Video games are primarily a form of entertainment and a ubiquitous activity in everyday life (Hendrikx et al., 2012;Quiroga et al., 2009;Vorderer et al., 2006). Movement in virtual space is much more dynamic than movement in real space, so the use of the map itself should be short and for a specific purpose. ...
This article examines the significance of the world map in video games for the interpretation of spatial situations. An example is the popular role-playing game The Witcher 3: Wild Hunt (TW3). Nowadays, most video games are characterized by the presence of a spatial aspect. The game world map is the most important navigational element of the game that the gamer can use. To this end, the authors decided to test the importance of the game world map in the context of analyzing different examples of spatial situations that appear in TW3 by the respondents. Eye movement tracking was chosen as the research method. The analysis was conducted using statistical tests. Both gamers and non-gamers of TW3, gamers and non-gamers in general, participated in the survey. Each subject was shown 5 movies (1 introductory movie, 4 movies in the main part of the study) from the gameplay of the game, in which the game world map was opened. After each video, a question was asked about both the gameplay and the game world map. It was found that familiarity with TW3, frequency of playing video games influenced the correctness and time of answering the questions asked. In addition, by analyzing mean pupil diameter it was found that the game world map and gameplay segments do not cognitively burden the users. By analyzing the duration of fixations and the number of fixations, differences in visual strategy were observed between the groups of test subjects.
... Video games have diversified in terms of their content. Entertainment video games provide players with fun, excitement, and thrills [6], while cultural video games offer an opportunity to explore different cultures and traditions [7], and educational video games provide a platform for interactive learning [8]. ...
Video games participate effectively in the educational process due to their attractive visual features, but there are many challenges that teachers face when using them. Among these challenges is designing games to suit the goals of the educational process and respecting societal identity. Although there are many studies on educational video games, limited approaches that enhance teachers' education have been explored. The current study focuses on stimulating pre-service teachers' design thinking skills and improving the quality of their video games that have a visual identity by incorporating a design thinking approach into a makerspace. This study followed a quasi-experimental approach, in which 38 pre-service teachers from the departments of Art Education, Early Childhood Education, and Educational Technology at the College of Education at King Faisal University in Saudi Arabia participated. They designed and produced educational video games that consider visual identity and completed the design thinking scale. The results showed that there was great cooperation between participants from all disciplines in the work team, which affected the generation of creative and innovative ideas and the quality of the educational video games. This is due to the use of design thinking elements such as empathy, identification, ideation, and prototyping with different tools in the makerspace. This study calls for the use of a design thinking approach in the classroom learning space for teachers' education, discusses implications for educational practices, and recommends further research in this area.
... However, the fact that players invest large amounts of money and time in different kinds of video games is not entirely new. Online games have been one of the most popular media products and have become the most popular form of entertainment for all kinds of people (Buckley & Anderson, 2006;Vorderer et al., 2006). Recently, more women have gained visibility in the field as players and designers alike. ...
Introduction
Existing research has focused on sex and gender to explain video games playing motivations and enjoyment. This study investigated gender traits and sexual orientation to further explain why people play games and what leads to gaming enjoyment.
Methods
Participants ( N = 198) answered questions on gender traits (positive/negative feminity/masculinity), gaming motivations, enjoyment, sexual orientation (32.0% of the sample belonged to the lesbian, gay, and bisexual community, later LGB community), and demographics.
Results
Only certain gender traits are linked to specific gaming motivations. Negative masculinity increased competence and relatedness while negative femininity decreased autonomy. Similar results were found for sexual orientation. LGB people showed less competence and intuitive control motivations. Additionally, LGB people spent more time playing video games than non-LGB people. They reported playing puzzles more as well. No other differences were found for game genre selection.
Discussion
The lack of differences based on sexual orientation and gender traits shows that video games offer an environment for everybody and thus have the potential to bring people together.
... Gratification is a form of enjoyment (Fang et al. 2010). Past studies have (e.g., Phillips et al. 1995;Vorderer et al., 2006;Bowman 2012;Olson, 2010) revealed gratifications uses of video game play, including "to pass time," "to avoid doing other things," "to cheer oneself up," and "just for enjoyment." In addition, research in psychology and neuroscience (Elliot and Thrash, 2002) have often used the term enjoyment to describe the affective state of the player and to explain positive reactions derived from computer game play . ...
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.
... Overall, this factor is not surprising, as players do indeed enjoy games. This topic has been widely studied in the past, as games are, after all, a form of entertainment [83]. Therefore, this factor does not add any new knowledge to the field, but reaffirms players can be motivated to play games because they are fun. ...
[Preprint Version] The player experience literature has many questionnaires to identify individual differences between digital game players. However, each is typically developed without reference to explicit conceptual underpinnings and its conceptual relationship to other questionnaires. This paper reports on a study where 11 such questionnaires were compiled into one 180-item survey. The analysis of responses (N = 1978) assesses individual questionnaires and compares across questionnaires through six analyses, including reliability analysis and both confirmatory and exploratory factor analyses. These showed only moderate support for the original questionnaire structures, and seemingly related subscales tended to measure unrelated concepts. An EFA of all 46 original subscales indicated a 9-factor solution, and a 180-item EFA a 19-factor solution, suggesting considerable conceptual confusion. Overall, there are concerning shortcomings in these questionnaires as instruments for measuring player differences. A more robust theoretical basis is needed to address the value of such questionnaires in advancing player experience research.
... On the other hand, studying video games also proved to be a promising path to extend established theories of media entertainment (Raney & Bryant, this volume). As most traditional concepts have been developed to explain entertainment experiences stemming from non-interactive, "linear" media fare (e.g., crime drama), challenges occurred when scholars applied those models to interactive video games, which ultimately fueled new theorizing (Vorderer, Bryant, Pieper, & Weber, 2006). ...
... Accordingly, the term "informational" refers to a non-judgmental, transparent and comprehensible method of providing feedback (Vansteenkiste et al., 2010), without incorporating controlling or pressuring elements (Gagné and Deci, 2005). Beyond that, computer-based gamification should use its ability to provide immediate feedback, which is potentially more pleasurable than feedback on a discrete basis (Juul, 2012;Vorderer et al., 2012). This can occur via progress bars, experience points, and level-ups (Antin and Churchill, 2011;Singer and Schneider, 2012;Hsu et al., 2013). ...
The present dissertation, which is entitled “New Perspectives on Incentive and Control Systems for Shareholder Value Enhancement,” aspires to provide different perspectives on contemporary management accounting. In particular, I concentrate on incentive and control systems—namely, value-based management as one of the most recent management and control systems, along with incen-tives provided to employees—namely, gamification, target ratcheting, and relative performance information that shall ultimately lead to increased shareholder value. As a whole, this dissertation contains five major parts, which contribute to either incentive or control systems.
... Estamos ante un objeto de estudio altamente cambiante y con una multidimensionalidad en su determinación aún en proceso de definición. Una de las áreas de investigación importantes en el estudio de los videojuegos es tanto el estudio de su uso sobre el manejo de las emociones como el estudio del lugar de las emociones en el uso de los videojuegos (Bartsch, Mangold, Viehoff, & Vorderer, 2006;Vorderer, Bryant, Pieper, & Weber, 2006). Dichos estudios tienen su anclaje en las teorías desarrolladas para la investigación con otros medios (Bryant, Roskos-Edwolsen, & Cantor, 2003). ...
Este estudio busca indagar la relación entre el uso de videojuegos con diferente intensidad de activación demandada sobre la activación fisiológica percibida y los estados de ánimo. Se utilizó un diseño de medidas repetidas (N = 27). Los resultados muestran que el estado de ánimo positivo aumenta ante el juego de alta activación demandada, mientras que el uso de videojuegos no afecta los estados de ánimo negativos. En cuanto a la activación fisiológica percibida, se encontró que, tanto ante el juego de baja como con el de alta activación demandada, se presenta un aumento en la activación percibida. Igualmente, se encontraron variaciones por género en el juego de baja intensidad. Se discuten las implicaciones de los resultados.
... Indeed, many game developers intentionally avoid creating realistic portrayals of violent game action, possibly to enhance the fantasy elements of such video games as well as to avoid restrictive ESRB ratings. Vorderer et al. (2006) state that enjoyment in some video games genres often comes from our ability to engage in a fantasy world that we can distinguish both physically and morally from the real world. [1994] alistic hand-to-hand stunt work simulating actual combat. ...
Historically, debates over media violence have been a central focus of media research. Yet lacking from these debates is a meaningful discussion about the conceptualization of media violence. We argue that violence is not a monolithic construct, and is based on viewer perceptions of
specific types of images and framing in media content. This idea has scholarly precedence: In 2002 and 2003, Potter and his colleagues proposed that perceptions of violence are formed as audience members make assessments about the relative levels of (in order) graphicness, realism, and justification
for witnessed, on-screen violent actions. This article furthers this tri-partite conceptualization by using a binary-choice conjoint analysis to determine the role of each attribute in guiding audience perceptions of and preference for violent media in film and video games. For both media
types, justification was the most central factor in shaping perceptions of violence, but realism was the most important predictor for the preference of violence.
... Estamos ante un objeto de estudio altamente cambiante y con una multidimensionalidad en su determinación aún en proceso de definición. Una de las áreas de investigación importantes en el estudio de los videojuegos es tanto el estudio de su uso sobre el manejo de las emociones como el estudio del lugar de las emociones en el uso de los videojuegos (Bartsch, Mangold, Viehoff, & Vorderer, 2006;Vorderer, Bryant, Pieper, & Weber, 2006). Dichos estudios tienen su anclaje en las teorías desarrolladas para la investigación con otros medios (Bryant, Roskos-Edwolsen, & Cantor, 2003). ...
Resúmen Este estudio busca indagar la relación entre el uso de videojuegos con di-ferente intensidad de activación demandada sobre la activación fisiológica percibida y los estados de ánimo. Se utilizó un diseño de medidas repetidas (N = 27). Los resultados muestran que el estado de ánimo positivo aumenta ante el juego de alta activación demandada, mientras que el uso de video-juegos no afecta los estados de ánimo negativos. En cuanto a la activación fisiológica percibida, se encontró que, tanto ante el juego de baja como con el de alta activación demandada, se presenta un aumento en la activación percibida. Igualmente, se encontraron variaciones por género en el juego de baja intensidad. Se discuten las implicaciones de los resultados. Palabras clave videojuegos; estados de ánimo; activación fisiológica percibida; psicología de los medios de comunicación; efectos psicológicos
Abstract
This study analyzes the relationship between videogames use with different activation intensity and the perceived arousal and mood. It has been used a repeated measures design (N= 27). Results show that positive mood increase with high required activation game, meanwhile videogame use doesn't affect negative mood. In regards to perceived arousal, it has been found both low and high required activation videogames there is an increase in perceived arousal. Likewise, there are sex differences in the low required activation videogame. Implications and findings are discussed.
... ADT has found support empirically in several contexts including mirth and news (Zillmann, 2000; Zillmann, Taylor, & Lewis, 1998). However, this theory has not been studied in the context of interactive new media such as video games (Klimmt & Vorderer, 2003; Vorderer, Bryant, Pieper, & Weber, 2006). Interactive and non-linear aspects of video games help players explore a variety of spaces and identities across time through imaginative play. ...
This exploratory study proposes the Mixed Emotions and Character Appeal
(MECA) Model to understand the role of emotions in evaluations of fictional video
game characters. This model seeks to integrate the Stereotype Content Model
(SCM) and the Perceiving and Experiencing Fictional Characters (PEFiC)
framework by suggesting that character morality, competence, and aesthetics
influence individuals’ emotional responses to characters, which in turn determine
the level of interest in playing the character. Specifically, participants (N=95), in
a 2 (Character Ethics) x 2 (Character Competence) x 2 (Character Aesthetics)
within-participants experiment viewed eight characters in a video game trailer.
Dependent measures were self-reported feelings (admiration, pity, envy, and
contempt) and perceptions of character appeal. Results suggest that character
competence was the leading factor, followed by aesthetics, and then by morality in
determining character appeal. Implications for Affective Disposition Theory (ADT),
SCM, and PEFiC are discussed.
... Games are highly engaging and motivational to students (Schneider, Bleimann, & Stengel, 2009), and they also encourage active learning (Garris, Ahlers, & Driskill, 2002). Many mathematics games are visually stimulating, and their fast pace is appealing to many students (Vorder, Bryant, Pieper, & Weber, 2006). Students enjoy challenges and obstacles as games allow new players to experience mastery and then increase the challenge as they continue to play, keeping the students' self efficacy intact (Klimmt & Hartmann, 2006). ...
... It is methodologically dubious to assume that onlookers might have played the same way as their matched player. Moreover, controlling for individual differences (e.g., demographics) between players and onlookers (Ritterfeld, Shen, Wang, Nocera, & Ling Wong, 2009) is likewise questionable because participants apply different psychological processing mechanisms when using interactive versus noninteractive media content (Sohn & Lee, 2005;Vorderer, 2000;Vorderer, Bryant, Pieper, & Weber, 2006). Alternately, researchers have compared the playing of several different games to study how divergent content can impact video game outcomes (e.g., Carnagey, Anderson, & Bushman, 2007). ...
Video games are a popular form of new media, and their use is impacting multiple fields of study within the communication discipline. For instance, research programs in mass communication, health, instructional, feminist/gender, interpersonal, and intercultural communication have all examined video games. Interactivity is the hallmark of video games and consequently is a common concept in the video game literature. While video game interactivity (VGI) is still an under-specified concept, previous research suggests that interactivity has the potential to moderate both positive and negative effects of video games, and therefore it is crucial for understanding general video game effects. We developed a theoretical model of video game interactivity and tested a multidimensional scale to assess video game interactivity across five studies using six independent samples. Exploratory and confirmatory factor analyses as well as item analyses revealed a reliable and valid metric consisting of six dimensions of video game interactivity.
... Meta-analysis of the extant research on violent video games suggests that playing these games increases people's aggressive thoughts, feelings, and behavior (Anderson et al., 2010). Given the popularity of violent video games (Entertainment Software Association, 2012;Vorderer, Bryant, Pieper, & Weber, 2006), the findings on violent video game play would suggest that video game players should be aggressive toward each other, which should decrease the motivation to play in groups. However, the current literature on the aggression-facilitating effects of violent video games has predominantly focused on single player game play, suggesting that this research may not be applicable to socially oriented video game players Velez et al., 2012). ...
Research suggests that video games are becoming a social activity. Previous research has neglected the complicated social context in which people now play video games. However, a growing body of literature suggests that playing violent video games cooperatively with others can attenuate their aggression-facilitating effects and increase prosocial behaviors between players. To better understand which types of social game play can foster helping behaviors between players and which players may be engaging in these helping behaviors during game play, the current study administered a survey to 252 students who self-identified as video game players. The results suggest that participants who reported playing cooperatively/competitively with other players were more likely to report engaging in helping behaviors during game play. Additionally, participants who reported being motivated to play specialized roles in group game play and have an altruistic personality were more likely to report engaging in helping behaviors during game play. The results are discussed in terms of the theory of Bounded Generalized Reciprocity.
... While evidence exists linking enjoyment to several positive outcomes in education (Blunsdon et al., 2003; Gomez et al., 2010; Mitchell et al., 2005; Muilenburg & Berge, 2005; Pekrun et al., 2002 ), little is currently known about the relationship between learning and enjoyable gameplay. Since enjoyment is the primary experience associated with gameplay (Garris, et al., 2002; Ritterfeld & Weber, 2006; Vorderer, et al., 2006; Vorderer, et al., 2004) and considered a prerequisite for the effectiveness of serious games (Fu, Su, & Yu, 2009; Heeter, Lee, Magerko, & Medler, 2011), it is reasonable to expect that similar positive learning outcomes can result from well-designed gameplay. Nevertheless, such determinations can only be made through future research. ...
To date, reviews of the games literature have noted a lack of empirical studies examining the relationships between games and their purported benefits (Huizenga, Admiraal, & Dam, 2011; Vandercruysse, Vanderwaetere, & Clarebout, 2012; Young et al., 2012). Furthermore, researchers have called for a better understanding of the specific game features that may lead to beneficial outcomes (Hartmann & Klimmt, 2006; Klimmt, Schmid, & Orthmann, 2009; McNamara, Jackson, & Graesser, 2010; Vorderer, Bryant, Pieper, & Weber, 2006; Wilson et al., 2009). In this survey study, a structural equation modeling (SEM) approach was employed to better understand the specific features that influence player enjoyment of video games. The resulting Gameplay Enjoyment Model (GEM) explains players' overall Enjoyment of games, as well as their preferences for six specific types of enjoyment, including Challenge, Companionship, Competition, Exploration, Fantasy, and Fidelity. The implications of these model components are discussed in the context of educational game design and future directions for research are offered. GEM provides an empirical framework within which vital progress can be made in understanding the enjoyment of games and the role that games play in education.
... This carrier is then packaged in a box or jewel case and sold at a retail store (Müller-Lietzkow et al., 2006;Williams, 2002). As for this research, the fun- damental difference between video games and computer games is that the latter are played on a multifunctional device (a PC), whereas video games are exclusively run- ning on dedicated gaming consoles (Kerr, 2006;Vorderer et al., 2006). The term digital games can be seen as an umbrella term for both video and computer games. ...
Contrary to experiences from other media industries, participatory approaches and prosumerism have been integrated into gaming culture and the computer game industry's value generation process for a relatively long time. This is emphasized by the industry's development away from strictly retail-based business toward digital online distribution. This article presents an integrated model of the value chain deduced from an analysis of existing online-based providers. It gives implications for the management of online distribution platforms and the role of prosumerism within the business.
... In addition to the mass media discussed above, interactive media, especially video and computer games, are growing in relevance for entertainment research (Vorderer, Bryant, Pieper, & Weber, 2006). Since the late 1980s the market for video and computer games has Games and Recovery 4 seen a constant growth in the United States (Williams, 2006a). ...
The use of video and computer games for recovery purposes was investigated in an online survey of 1614 participants. The data indicate that games are systematically used after exposure to stressful situations and strain, and that recovery experience is a significant facet of the gaming experience. Using structural equation modeling, the relationships among work-related fatigue, daily hassles, social support, coping style, recovery experience, and the use of video and computer games for recovery purposes were tested. Persons who associated stronger recovery experiences with game play used video and computer games more often after stressful and exhausting situations. In addition, participants’ level of work-related fatigue and exposure to daily hassles were both positively associated with the use of games for recovery. Participants with emotion-focused coping style showed a higher tendency to use games for recovery than participants with problem-focused coping style. The relationship between work-related fatigue and game use for recovery purposes was moderated by social support. The stress buffering function of video and computer games was more important for participants receiving less social support. These participants showed a stronger relationship between work-related fatigue and the use of games for recovery than participants receiving more social support. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Raising awareness towards social issues through literary means have always been practiced but as a relatively new medium; the storytelling elements of video games which are being utilized to provide such an awareness raising effect, are still mostly unexplored. Separating from other non-interactive media, a video game that aims to achieve this must be designed to convey the message through both its story and its gameplay and mechanics, while keeping the entertainment factor of a video game. As it is designed to influence the player to thoroughly explore the game and its story beneath, the adventure platformer games, also known as Metroidvanias is a ripe genre to exploit in this context. In the scope of this study, a concept design for a metroidvania game, designed to raise awareness towards visual disability, while influenced by the mechanics of some popular titles of the genre, was created and evaluated through a series of surveys.KeywordsVideo game designRaising social awarenessVisual disabilityGenre-specific framework
The purpose of this study was to investigate the relationships between gameplay enjoyment, gaming goal orientations, and individual characteristics. A total of 301 participants were surveyed and the data were analyzed using structural equation modeling. This led to an expanded Gameplay Enjoyment Model (GEM) with 41 game design features that influence player enjoyment. Furthermore, a 3x2 Gaming Goal Orientations model was established with six dimensions that describe players' motivations for gaming. In addition, players' individual characteristics were used to predict gameplay enjoyment in the GEM-Individual Characteristics model. The six Gaming Goal Orientations dimensions were the strongest predictors, while the commonly used gender and hours played per week variables failed to predict enjoyment. The results of this study enable important work to be conducted surrounding gameplay experiences and individual characteristics. Ultimately, it is believed that the Gameplay Enjoyment Model, Gaming Goal Orientations, and the GEM-Individual Characteristics model will be useful tools for researchers and designers who seek to create effective gameplay experiences that meet the needs of players.
Video games featuring violent contents have become more and more prevalent among children and teenagers. It is therefore imperative to ponder on questions such as ‘Are violent video games dangerous digital games?’ and ‘What negative emotions do they trigger in gamers?’ As such, this study aims to explore the negative emotions that violent video games trigger in gamers and determine the cause for each negative emotion. For the purpose of this research, Resident Evil, a violent video game, has been chosen as the focus. Taking the gamer’s perspective, the study aims to explore and construct a thorough network structure (game triggered event—gamer’s personal belief—feeling of negative emotions) of gamer’s emotions, the structure of gamers’ emotional cluster and the correlation and level of inter-influence between relevant factors. Results of the study reveal that the overall hierarchical value map (HVM) not only presents a comprehensive gamer emotional network structure but also offers a clear illustration of how key game activating events (enemies, stage mission, BOSS level monsters, horror atmosphere, third-person view) lead to the formation of gamers’ personal beliefs of character death, high difficulty, trigger negative emotion, being frightened, enemy ambush and tough enemies, which ultimately lead to negative emotions such as fear, worry, anger, disgust and frustration on gamers’ part. In addition, among the five gamer emotional clusters, the clusters of fear and anger had the heaviest influence on the gamers. The correlation between factors and influence showed different levels of significance.
Eine ganze Reihe an empirischen Studien hat in der Vergangenheit gezeigt, dass die Suche nach Wettbewerb ein wesentliches Zuwendungsmotiv der Computerspielnutzung darstellt (u. a. Vorderer et al. 2006; Schlütz 2002; Williams & Clippinger 2002; Sherry et al. 2001).
The purpose of this study was to investigate the relationships between gameplay enjoyment, gaming goal orientations, and individual characteristics. A total of 301 participants were surveyed and the data were analyzed using structural equation modeling. This led to an expanded Gameplay Enjoyment Model (GEM) with 41 game design features that influence player enjoyment. Furthermore, a 3x2 Gaming Goal Orientations model was established with six dimensions that describe players' motivations for gaming. In addition, players' individual characteristics were used to predict gameplay enjoyment in the GEM-Individual Characteristics model. The six Gaming Goal Orientations dimensions were the strongest predictors, while the commonly used gender and hours played per week variables failed to predict enjoyment. The results of this study enable important work to be conducted surrounding gameplay experiences and individual characteristics. Ultimately, it is believed that the Gameplay Enjoyment Model, Gaming Goal Orientations, and the GEM-Individual Characteristics model will be useful tools for researchers and designers who seek to create effective gameplay experiences that meet the needs of players.
In den vergangenen 30 Jahren hat sich die Industrie digitaler Spiele, d. h. von sowohl Konsolen- als auch Computerspielen, aus der Nische für eine weitgehend junge und männliche Zielgruppe zu einer Kernbranche der Unterhaltungsindustrie entwickelt [Pricewaterhouse- Coopers 2006]. Digitale Spiele werden von mehr als zwei Dritteln aller amerikanischen Familienvorstände genutzt, das Durchschnittsalter der Rezipienten liegt höher als 30 Jahre, und etwa zwei von fünf Spielern sind weiblich [Electronic Software Association 2006; Vorderer et al. 2006]. Die Industrie erwirtschaftet höhere Umsätze als die Kinobranche und nähert sich der Musikindustrie an. Diese Entwicklungen scheinen sich auf zwei Marktsegmente zu stützen: Das wachsende Konsolensegment (die so genannten Videospiele) und die zunehmende Bedeutung des Online-Spiele-Marktes [Müller-Lietzkow 2007; Müller-Lietzkow et al. 2006; Williams 2002]. Es wird angenommen, dass das Onlinesegment in den nächsten fünf Jahren ein Marktvolumen von mehr als 13 Milliarden US$ erreichen wird. Die Hälfte dieser Erlöse wird voraussichtlich in der Form von Abonnementgebühren anfallen; die andere Hälfte stammt aus In-Game-Werbeerträgen, den Verkäufen von virtuellen Gütern und insbesondere dem digitalen Verkauf von Spielen [DFC Intelligence 2007].
Computer and video games have much in common with the strategies used in special education. Free resources for game development are becoming more widely available, so lay computer users, such as teachers and other practitioners, now have the capacity to develop games using a low budget and a little self-teaching. This article provides a guideline for teacher-, clinician-, practitioner-, and parent-developers on the development of a game for the education and/or training of students with disabilities.
This study investigated the impact of new motion-based video game control systems on spatial presence, perceived reality, and enjoyment of video games. In two experiments, university students played video games on either new motion-based (Sony's Move, Microsoft's Kinect, and Nintendo's Wii), or standard video game systems (PS3 and XBOX 360 with gamepads). The results indicate that, in the context of golf, racing, and boxing games, the higher technological interactivity of motion-based systems (particularly Kinect) increases feelings of spatial presence, perceived reality, and enjoyment. Perceived reality predicted spatial presence; and spatial presence, in turn, was a significant predictor of enjoyment. Moving toward a more natural user interface (NUI) between the player and the game world can create a more immersive, realistic, and fun experience for the player. A new model for enjoyment of motion-based video games is proposed.
This study aims to advance the media effects debate concerning violent video games. Meta-analytic reviews reveal a small but noticeable association between playing violent video games and aggressive reactions. However, evidence for causal associations is still rare. In a novel, event-related functional magnetic resonance imaging study, 13 male research participants were observed playing a latest-generation violent video game. Each participant's game play was recorded and content analyzed on a frame-by-frame basis. Onscreen activities were coded as either "passive/dead, no interactions"; "active/safe, no imminent danger/no violent interactions"; "active/potential danger occurs, violent interactions expected"; "active/under attack, some violent interactions"; and "active/fighting and killing, many violent interactions." Previous studies in neuroscience on aggressive thoughts and behaviors suggested that virtual violence would suppress affective areas of the anterior cingulate cortex (ACC) and the amygdala subsequent to activity variations at cognitive areas of the ACC. Comparison of game play activities with and without virtual violence in 11 participants confirmed the hypothesis. The rather large observed effects can be considered as caused by the virtual violence. We discuss the applicability of neuroscience methodology in media effects studies, with a special emphasis on the assumption of virtuality prevalent in video game play.
This study tests whether playing violent video games leads to desensitization and increased cardiovascular responding. In a laboratory experiment, 42 men spent 20 min playing either a high- or low-violence version of a "first-person shooter" game. Arousal (heart rate, respiration rate) was measured continuously. After playing the game, emotional responses to aversive and aggressive stimuli – pictures from Lang, Bradley, and Cuthbert’s (1999) International Affective Picture System – were assessed with self-ratings and physiological measurement (skin conductance). Results showed no differences in the judgments of emotional responses to the stimuli. However, different effects of game violence emerged in the physiological reactions to the different types of stimulus material. Participants in the high-violence condition showed significantly weaker reactions (desensitization) to aversive stimuli and reacted significantly more strongly (sensitization) to aggressive cues. No support was found for the arousal hypothesis. Post-hoc analyses are used to discuss possible moderating influences of gaming experience and player’s trait aggressiveness in terms of the General Aggression Model (Anderson & Bushman, 2001) and the Downward Spiral Model (Slater, Henry, Swaim, & Anderson, 2003).
Eine ganze Reihe an empirischen Studien hat in der Vergangenheit gezeigt, dass die Suche nach Wettbewerb ein wesentliches
Zuwendungsmotiv der Computerspielnutzung darstellt (u. a. Vorderer et al. 2006; Schlütz 2002; Williams & Clippinger 2002;
Sherry et al. 2001).
In einer Untersuchung von Feltes und Goldberg (2006) an über 4.000 Achtklässlern berichten 8.5 % der Befragten, schon einmal jemanden beraubt zu haben, 9.5 % jemanden genötigt zu haben und 13.5 % jemanden so geschlagen oder getreten zu haben, dass dieser zum Arzt musste. In der gesellschaftlichen Diskussion solcher Phänomene werden oft Gewaltspiele als eine Ursache gesehen. Diese Annahme wird von einer aktuellen Meta-Analyse mit 381 Studien gestützt, nach der Gewalt in Computerspielen das Gewaltverhalten erhöht, während es prosoziales Verhalten verringert (Anderson et al. 2010). Umgekehrt zeigen erste Studien (z. B. Greitemeyer/Osswald 2010; Gentile et al. 2009), dass Hilfeverhalten in Spielen das prosoziale Verhalten erhöht. Neben rein prosozialen Spielen und reinen Gewaltspielen gibt es aber auch Computerspiele mit Mischformen von Gewalt und Hilfsbereitschaft. Beispielsweise nimmt der Spieler bzw. die Spielerin im computerbasierten „Rollenspiel“ (RPG) die Rolle einer anderen Person ein. Diese andere Person ist in der Regel ein/e Held/in, die/der oft hilfebedürftigen Figuren helfen muss. Dabei kann es auch vorkommen, dass eine Figur gerettet werden muss, und dies notfalls mit Gewalt. Diese Aufgaben könnten beim Spieler eine Art „Helden“-Skript aktivieren, das bestimmte Formen von Hilfeverhalten fördert (Anderson et al., 2010). Obwohl das Genre RPG zu den populärsten zählt (Annenberg Studies on Computer Games Group, n. d., zit. n. Vorderer, Bryant, Pieper & Weber, 2006), hat sich bis zum Jahr 2010 keine Studie mit der Wirkung solcher Kombinationen von Gewalt- und Hilfeverhalten beschäftigt (Anderson et al., 2010). In dieser Studie wurde daher untersucht, ob gewaltsame Nothilfe im Spiel zu gesteigertem Gewalt- und/oder Hilfeverhalten im realen Leben führt.
To date, most research on user experiences in digital games has focused on what happens during game play. In this chapter,
we conceptualize the phenomenon of postgame experiences, that is, experiences gamers have once they stopped playing. We propose
and tackle two types of postgame experiences: short-term postgame experiences that arise immediately after game play and long-term
postgame experiences that occur after repeatedly and intensively playing a particular game or game genre. We present two focus
group studies that offered qualitative insights into which postgame experiences are at play, to what extent, and under which
conditions. The chapter concludes with a discussion and recommendations for future research.
KeywordsGame enjoyment-Postgame experiences-Play style-Motivation-Perception theory-Focus group methodology
Given the interactive media characteristics and intrinsically motivating appeal, computer games are often praised for their potential and value in education. However, comprehensive research testing these assumptions is still missing. Preliminary comparative studies on the learning effects of games versus traditional media have shown some promise. In this paper, we describe a comparative study that thoroughly investigates the effects of interactivity and media richness on science learning among college students. We also discuss important results and implications yielded from comparisons among four conditions in our experiment (game, replay, hypertext and text).
ResearchGate has not been able to resolve any references for this publication.