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The Demographics, Motivations and Derived Experiences of Users of Massively-Multiuser Online Graphical Environments. PRESENCE: Teleoperators and Virtual Environments
- Li Xiong is a PhD student at the Institute of Communications Research at the University of Illinois at Urbana-Champaign. His research interest is in the
, 2006
"... Online survey data were collected from 30,000 users of Massively Multi-User Online Role-Playing Games (MMORPGs) over a three year period to explore users ’ demographics, motivations and derived experiences. Not only do MMORPGs appeal to a broad age range (Mage = 26.57, range = 11-68), but the appeal ..."
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Cited by 143 (19 self)
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Online survey data were collected from 30,000 users of Massively Multi-User Online Role-Playing Games (MMORPGs) over a three year period to explore users ’ demographics, motivations and derived experiences. Not only do MMORPGs appeal to a broad age range (Mage = 26.57, range = 11-68), but the appeal is strong (on average 22 hours of usage per week) across users of all ages (r =-.04). An exploratory factor analysis revealed a five factor model of user motivations- Achievement, Relationship, Immersion, Escapism and Manipulation-illustrating the multi-faceted appeal of these online environments. Male players were significantly more likely to be driven by the Achievement and Manipulation factors, while female players were significantly more likely to be driven by the Relationship factor. Also, the data indicated that users derived meaningful relationships, salient emotional experiences as well as real-life leadership skills from these virtual environments. MMORPGs are not simply a pastime for teenagers, but a valuable research venue and platform where millions of users interact and collaborate using real-time 3D avatars on a daily basis.
Fundamental components of the gameplay experience: Analysing immersion
- In DIGRA. DIGRA
, 2005
"... This paper presents a gameplay experience model, assesses its potential as a tool for research and presents some directions for future work. The presented model was born from observations among game-playing children and their non-player parents, which directed us to have a closer look at the complex ..."
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Cited by 100 (2 self)
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This paper presents a gameplay experience model, assesses its potential as a tool for research and presents some directions for future work. The presented model was born from observations among game-playing children and their non-player parents, which directed us to have a closer look at the complex nature of gameplay experience. Our research led into a heuristic gameplay experience model that identifies some of the key components and processes that are relevant in the experience of gameplay, with a particular focus on immersion. The model includes three components: sensory, challenge-based and imaginative immersion (SCI-model). The classification was assessed with self-evaluation questionnaires filled in by informants who played different popular games. It was found that the gameplay experiences related to these games did indeed differ as expected in terms of the identified three immersion components.
From Content to context: videogames as designed experience
- Educational Researcher
, 2006
"... Interactive immersive entertainment, or videogame playing, has emerged as a major entertainment and educational medium. As research and development initiatives proliferate, educational researchers might benefit by developing more grounded theories about them. This article argues for framing game pla ..."
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Cited by 88 (6 self)
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Interactive immersive entertainment, or videogame playing, has emerged as a major entertainment and educational medium. As research and development initiatives proliferate, educational researchers might benefit by developing more grounded theories about them. This article argues for framing game play as a designed experience. Players ’ understandings are developed through cycles of performance within the gameworlds, which instantiate particular theories of the world (ideological worlds). Players develop new identities both through game play and through the gaming communities in which these identities are enacted. Thus research that examines game-based learning needs to account for both kinds of interactions within the gameworld and in broader social contexts. Examples from curriculum developed for Civilization III and Supercharged! show how games can communicate powerful ideas and open new identity trajectories for learners.
How can exploratory learning with games and simulations within the curriculum be most effectively evaluated?
- COMPUTERS AND EDUCATION 46 (3) 249-264
, 2006
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Changing the game: What happens when video games enter the classroom? Innovate
- Journal of Online Education
, 2005
"... Over the past few years, games have gone from social pariahs to the darlings of the media, technology, and now educational industries. E-learning educators in particular stand to learn a lot about building next-generation learning environments from games (Dalesio 2004). While online courses are usua ..."
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Cited by 84 (3 self)
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Over the past few years, games have gone from social pariahs to the darlings of the media, technology, and now educational industries. E-learning educators in particular stand to learn a lot about building next-generation learning environments from games (Dalesio 2004). While online courses are usually little more than "online course notes, " games offer entire worlds to explore. While educators wonder if it is possible to create good online learning communities, game designers create virtual societies with their own cultures, languages, political systems, and economies (Kolbert 2001; Steinkuehler, forthcoming). While completion rates for online courses barely reach 50%, gamers spend hundreds of hours mastering games, writing lengthy texts, and even setting up their own virtual "universities " to teach others to play games (Squire, forthcoming). In short, while e-learning has a reputation for being dull and ineffective, games have developed a reputation for being fun, engaging, and immersive, requiring deep thinking and complex problem solving (Gee 2003). Given emerging research on how video games and associated pedagogies work in designed settings (Shaffer 2005), it seems the important question is not whether educators can use games to support learning, but how we can use games most effectively as educational tools. The explosion of research initiatives, conferences, books, and software focused on educational games suggests that computer and video games will have some part in education, just as all media before them have been used for learning. However, the history of educational technology also suggests that educators will
Strangers and friends: Collaborative play in World of Warcraft
- In Proc. CSCW 2006
, 2006
"... We analyze collaborative play in an online video game, World of Warcraft, the most popular personal computer game in the United States, with significant markets in Asia and Europe. Based on an immersive ethnographic study, we describe how the social organization of the game and player culture affect ..."
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Cited by 80 (6 self)
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We analyze collaborative play in an online video game, World of Warcraft, the most popular personal computer game in the United States, with significant markets in Asia and Europe. Based on an immersive ethnographic study, we describe how the social organization of the game and player culture affect players ’ enjoyment and learning of the game. We discovered that play is characterized by a multiplicity of collaborations from brief informal encounters to highly organized play in structured groups. The variety of collaborations makes the game more fun and provides rich learning opportunities. We contrast these varied collaborations, including those with strangers, to the “gold standard ” of Gemeinschaft-like communities of close relations in tightknit groups. We suggest populations for whom similar games could be designed.
Anti-Phishing Phil: The Design and Evaluation of a Game That Teaches People Not to Fall for Phish
- Symposium on Usable Privacy and Security
, 2007
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Serious games for language learning: How much game, how much AI
- In 12: th International Conference on Artificial Intelligence in Education
, 2005
"... Abstract. Modern computer games show potential not just for engaging and entertaining users, but also in promoting learning. Game designers employ a range of techniques to promote long-term user engagement and motivation. These techniques are increasingly being employed in so-called serious games, g ..."
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Cited by 58 (4 self)
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Abstract. Modern computer games show potential not just for engaging and entertaining users, but also in promoting learning. Game designers employ a range of techniques to promote long-term user engagement and motivation. These techniques are increasingly being employed in so-called serious games, games that have nonentertainment
Learning by Design: Good Video Games as Learning Machines
- ELearning
, 2005
"... Many good computer and video games, games like Deus Ex, The Elder Scrolls III: Morrowind, or Rise of Nations, are long, complex, and difficult, especially for beginners [from now on I will simply use the term “video games ” for both computer games and games on platforms like the Playstation 2, the X ..."
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Cited by 55 (0 self)
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Many good computer and video games, games like Deus Ex, The Elder Scrolls III: Morrowind, or Rise of Nations, are long, complex, and difficult, especially for beginners [from now on I will simply use the term “video games ” for both computer games and games on platforms like the Playstation 2, the Xbox, and the Nintendo
Good video games and good learning
, 2007
"... I played my first video game four years ago when my six-year-old son Sam was ..."
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Cited by 53 (0 self)
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I played my first video game four years ago when my six-year-old son Sam was