Game Engagement Research Articles

Reimagining how to understand learning game experiences: a qualitative and exploratory case study

While the use of games for learning in higher education is well established, existing research provides limited understanding of individual experiences that shape engagement and learning in collaborative learning games. Insights into players’ individual experiences can, however, contribute to a more nuanced utilization of learning games and to better understand differences in individual learning outcomes. Therefore, this study seeks to explore how learning is experienced by players in a collaborative learning game. To achieve this, the study investigates the incentive and interaction dimensions of learning and the role of engagement and motivation for learning in an online collaborative board game using an exploratory qualitative case study approach. The study draws on diverse data comprising several sources, including in-depth interviews, observation of participants during a learning game, written free-form feedback, and a survey regarding the play experience. Results accentuate the role of individual and contextual differences, especially pertaining to prior knowledge and applying knowledge in realistic settings, perception of novelty related to game learning, and support from instructors and group members. Findings are further contextualized by positioning them into theoretical foundations related to transactive memory systems and collaborative engagement. Suggestions are made for collaborative learning game practitioners to strive for intragroup acquaintance and establishing purpose and use before play, and for instructors to be trained to dynamically adapt the type and amount of support provided based on player needs.

Assessment of Gaming Addiction and Perceived Psychological Distress Among Filipino Young Adults During COVID-19 Pandemic

<p style="text-align:justify">Online game addiction and psychological distress are two continuously developing problems in the Philippines, with Filipinos aged 18 to 24 being the second largest age group to overuse interactive online-related games. This sequential explanatory mixed method study aimed to assess the young adults’ gaming addiction and perceived psychological distress during the COVID-19 pandemic and identify the other factors contributing to the respondents’ frequent engagement in online interactive games, which served as a basis for a preventive intervention program. The researcher administered the survey questionnaires of the Gaming Addiction Scale and Depression Anxiety Stress Scale-21 to 399 young adults aged 18–24 and a semi-structured interview guide to 20 addicted and non-addicted gamers. Key results showed that a small percentage of the respondents experienced polythetic and serious monothetic addiction to interactive online games. In contrast, half of the respondents manifested mild to moderate symptoms of depression and anxiety during the COVID-19 pandemic. Major findings also found no significant gender differences in the level of online game addiction and psychological distress during the COVID-19 pandemic, and a moderate level of relationship substantiated the association. Further results revealed that the negative compensatory factors were associated with addicted gamers’ frequent engagement with online games, whereas non-addicted gamers were associated with positive, beneficial factors. This phenomenon has hardly ever been the focus of in-depth research, and the results of this study can be used to further refine the conceptualization of “internet gaming disorder” as a mental disorder and develop a more comprehensive treatment method.</p>

The mechanism of the role of online servicescapes on customer engagement in gaming communities - mediated by customer psychological ownership

In recent years, the virtual brand community has become a platform for customer communication based on the Internet. This paper uses the base of the research results on online servicescapes, customer engagement, customer psychological ownership and customer service appropriation. It builds a theoretical model of online service scenario on customer engagement based on the game community. The results of the study show that: online service scenarios positively influence customer engagement; customer psychological ownership mediates the path of aesthetic appeal and financial security of online service scenarios on customer engagement; and customer service appropriation moderates the relationship between aesthetic appeal, financial security, customer psychological ownership and customer engagement. The results of this study will help academics and industry to understand better the utility of the dimensions of online servicescapes on customer engagement and provide managers with some ways to improve their communities.

Behavioral and Psychophysiological Measures of Engagement During Dynamic Difficulty Adjustment in Immersive Virtual Reality

Dynamically Difficulty Adjustment (DDA) has been widely used to preserve engagement in serious and entertaining games, reach better learning, and enhance user performance. A variety of studies suggests that in DDA, task performance (score) rises until hitting a plateau associated with the skill level. However, the sense of engagement is individual and context-dependent, and the effect of DDA on other engagement indicators for immersive virtual environments is still unclear. This study measured objective indicators of engagement while study subjects played an immersive virtual game with DDA to find evidence of dynamic response, similar to game performance. Participants were demanded to perform repetitive upper-limb motions while recording the following indicators: Response Latency as perceptive engagement (elapsed time after sensory stimulus), Exercise Intensity as motion engagement (hand velocity), and psychophysiological responses as emotional engagement (Heart Rate, Skin Conductance, and Respiratory Rate). In addition, 30 features were extracted from the signals to evaluate their variations between time windows. Results indicate that response latency, vertical hand velocity, and heart rate showed significant changes over time during DDA and grew until hitting a plateau, i.e., at the subject's maximum performance. Moreover, some of the features extracted from the signals showed significant differences between time windows, and having strong correlation with the mean of score: max Latency, min velocity on the Y-axis, and mean heart rate, which suggest a promising application for evaluating changes in engagement between different experimental conditions in VR.

Who Engages and Why It Matters?

While the use and benefits of serious games in health care are increasingly recognized, the impact of individuals' game engagement remains understudied, limiting the potential for impact. This pilot study aims to describe game engagement and its associations with learning outcomes, sociodemographics, and health factors in women with advanced cancer receiving a 12-week self-advocacy serious game intervention. Game engagement was collected from study tablets and weekly self-reported surveys. Participants' game engagement was overall high but with large amounts of variation and did not differ by their sociodemographics and health factors. Participants with lower baseline symptom severity were more likely to repeat game scenarios, and those who engaged in all scenarios had higher connected strength post-intervention. Knowing what prevents patients with advanced cancer from engaging in the serious game enlightens ways to refine the gamified interventions. Future research is suggested to evaluate patients' engagement to deepen understanding of its impacts on learning outcomes.

Esports as playful consumption experiences: Examining the antecedents and consequences of game engagement

This study aims to propose and test a conceptual model identifying playful-consumption experiences (i.e., role-projection, fantasy, escapism, enjoyment, sensory experiences, emotional involvement, and arousal) as potential drivers of consumer esports videogame engagement as well as continuance intentions, electronic word-of-mouth (eWOM), and online reviews as possible outcomes. Using the esports games' context and analyzing data from 290 gamers, the study utilized PLS-SEM using SmartPLS 3.3.9 to test the structural model. The results showed that the proposed playful-consumption experiences such as enjoyment, sensory experiences, emotional involvement, and arousal positively affect consumers’ esports game engagement. Furthermore, the results indicate the positive influence of esports game engagement on continuance intentions to play esports, eWOM and post online reviews. This study extends the esports gaming literature by examining both the antecedents and consequences of esports game engagement and provides valuable theoretical and practical implications.

The Ethical Implications of Gadamer's Playful Concept

Gadamer gives the idea of "playfulness" particular emphasis. Playfulness, in his opinion, possesses the cognitive abilities of judgment and choice. Aesthetics and playfulness go hand in hand. It derives from an appreciation of beauty and can enliven the body. Games that can maximally promote living vitality can best display the acquisition of the fun interest. Playful engagement in games fosters the formation of genius. The goal of ethical playfulness is to nurture flawless people and create innovative people by preventing the degeneration of people's abilities and capabilities. Playfulness serves as a tool for education in this way. The meaning of nurturing is that people have a duty not to allow their talents to deteriorate. The finest expression of morality, playfulness describes the ideal human. Merely utilizing the law and morality to govern life frequently results in a lack of inventiveness. The traditional moral and legal judgments of society are supplemented with playfulness. A better society values playfulness. Gadamer's ethical levity has significant practical implications for developing creative abilities and enhancing personality.

The art of education: Creative thinking and video games

The COVID-19 pandemic has shed new light on some significant problems that have been present in the education systems for decades. Тhe lack of various educational methods is becoming more and more evident, leading to a decreasing interest in learning and critical thinking. Оn the other hand, more and more research shows that different types of digital games can enhance creative and critical thinking in students. А closer look at the requirements of the educational programs shows how strict they are in their demands on students. Digital games like role playing games can be a bridge between students’ imaginations and complex educational material. Video games feature a variety of game mechanics that stimulate creative thinking and spark interest in otherwise difficult to understand topics. Motivation and engagement in digital games can be used in a specific way for educational purposes. If we think of teaching as an art in itself, what better method of teaching than through interactive arts.

Understanding adolescent esports bettors: Are they a homogeneous group?

With the rapid rise of competitive video gaming (esports), increased attention has been placed on understanding the profiles of youth who wager on esports. With adolescents being at increased risk of gambling problems and endorsing high rates of past year engagement in video games, there is a need for research investigating psychological and social correlates of adolescent esports bettors and to identify whether youth who engage in esports betting are a homogenous group. Survey responses were collected from 5,997 high-school students (48.4 % male, Mage = 14.7 years [SD = 1.6], age range 12–17) from Wood County, Ohio, United States. A latent class analysis was conducted to identify subgroups of esports bettors based on self-reported measures of gambling frequency, risk for problem gambling, gaming frequency, disordered gaming, preference for virtual life and risky loot box use. Results indicated that 5.5 % of the sample reported esports betting over the past year. Four classes of esports bettors were identified which were indicative of a group of low-risk esports bettors, a group of esports bettors at risk of gaming problems, a group of esports bettors at risk of gambling problems, and a group of esports bettors at high risk of both gambling and gaming problems. Although no significant differences based on sex and age were noted between the classes, differences were noted in experienced childhood adversity, mental health symptoms and problem behavior severity. Results are discussed in line with previous findings relevant to adolescent and adult esports betting.

Association Between Different Attachment Styles and Trends of Engagement in Violent Video Games

Objective: To evaluate the association of different attachment styles with the exposure of Lebanese male adolescents to violent video games.Methods: This cross-sectional survey study was conducted between October and December 2019 among 388 Lebanese male adolescents (aged 13-17 years) from 5 Lebanese schools. Participants answered questions regarding the 4 attachment styles (secure, preoccupied, fearful, and dismissing) and violent video game engagement.Results: Dismissing attachment style (β = -1.389) was significantly associated with less violent video gaming. Higher fearful attachment style (β = 2.981) was significantly associated with more violent video gaming.Conclusions: Adolescents with more insecure attachment styles were found to be more engaged in violent video games. Further research is needed on stress and empathy in association with these attachment styles to investigate whether they have an impact on violent gaming exposure. Future studies should focus on the type of video games and whether they require interaction with others.

Satiation and cross promotion: Selling and swapping users in mobile games

One of the main challenges facing the mobile game industry is an alarming level of satiation, that is, a decline in user engagement and consequently in ad viewing, spending, and retention. Satiation lowers users’ CLV to an extent that renders acquisition from the likes of Facebook and Google untenable, driving game publishers to cross-promote, that is, sell and swap users among themselves. We model this cross-promotion as first, a screening mechanism, in that the fact of playing a game indicates specific preferences that might be suitable to an exchange with similar games; and second, as a resetting mechanism that enables the swapped users to reset their engagement in the new game, thus rendering the swap or sell beneficial to both buyer and seller. We show that there exists an optimal level of satiation with a game, and with this level, we show the conditions under which the game publisher cross promotes, and when it does, what the conditions are for selling rather than swapping. We extend the analysis to the case in which advertising costs and conversion rates are related; explain why they might be negatively correlated, and show that our main results still hold.

DETERMINING THE DEGREE OF PLAYER ENGAGEMENT IN A COMPUTER GAME WITH ELEMENTS OF A SOCIAL CAMPAIGN USING COGNITIVE NEUROSCIENCE TECHNIQUES

Due to the popularity of video games in various applications, including both commercial and social marketing, there is a need to assess their content in terms of player satisfaction, already at the production stage. For this purpose, the indices used in EEG tests can be used. In this publication, a formula has been created based on the player's commitment to determining which elements in the game should be improved and for which graphic emblems connected with social campaigns were more memorable and whether this was related to commitment. The survey was conducted using a 2D platform game created in Unity based on observations of 28 recipients. To evaluate the elements occurring in the game at which we obtain a higher memory for graphic characters, a corresponding pattern was created based on player involvement. The optimal Index for moving and static objects and the Index for destruction were then selected based on the feedback. Referring to the issue of graphic emblems depicting social campaigns should be placed in a place where other activities such as fighting will not be distracted, everyone will be able to reach the level where the recently placed advertisement is. This study present the developed method to determine the degree of player's engagement in particular elements in the game using the EEG and to explore the relationship between the visibility of social advertising and engagement in a 2D platform game where the player has to collect three keys and defeat the ultimate opponent.

Avatar design types and user engagement in digital educational games during evaluation phase

<span lang="EN-US">Avatar design types can range from human representations to abstract representations. In digital educational games (DEGs), avatars are frequently used to encourage users to play the game. However, the role of avatar design types and their engagement in digital games are still unclear and empirically under research. Therefore, a bespoke digital educational game in geography was developed and validated by six expert users. Then forty-five users participated in the evaluation phase to investigate engagement and avatar types on digital educational games using the user engagement scale (UES). The results reported aesthetics and satisfaction factors somehow influenced the avatar design types, but none of the UES subscales was influenced by preferred avatar design types. Moreover, the human-cartoon avatar, which was not entirely human and cartoonish, was the most popular avatar design type among young adults. Other issues discussed for future developers and research included incorporating more avatar design selections into the study, integrating social interaction features into the game, using the same drawing style for avatars and provide easy access to the bespoke game during data collection.</span>

Gaming the system: Post-crisis video games as ideological state apparatus

Video games that tackle the political discontent that sprang from the 2008 crisis in Spain pose a particular representation of Spanish politics. It is representation that is mainly at stake both in the dynamics of the political field and in the engagement of video games with politics. From mobile games to bigger productions like Riot designed for quick consumption, video games deploy visuals but also user interaction to articulate political positions that renegotiate social interpellation, mobilizing the affective (feelings of playful enjoyment) to re-conceptualize the political. Referencing concepts from Louis Althusser and Ian Bogost, I claim that video games’ cultural specificity is a particular rationale of interpellation and an ambivalent agency that, in the case of political games, plays against – but also within – Ideological State Apparatuses.

Different Typologies of Gamers Are Associated with Mental Health: Are Students DOOMed?

(1) Background: The inclusion of Internet Gaming Disorder in the Diagnostic and Statistical Manual for Mental Disorders (DSM-5) led to a rapid development of assessment instruments based on the suggested diagnosis. However, previous studies suggest that some of the symptoms in the diagnosis reflect engagement in gaming rather than a disorder or addiction. The aim of the present cross-sectional study was to investigate mental health associations with different typologies of gamers. (2) Methods: Data stemmed from a large national survey of students (SHoT2022) that was conducted between February and April 2022 (N = 59,544). Participants were categorized into non-gamers, recreational gamers, engaged gamers, problematic gamers, and addicted gamers. Logistic regression models adjusted for age were analyzed with and without gender-stratification for mental distress and life satisfaction as dependent variables across gaming categories. (3) Results: The proportion reporting case-level mental distress was lower for recreational gamers compared to non-gamers, indicating fewer mental health problems for recreational gamers. However, after stratifying the analysis by gender, female recreational gamers had higher levels of mental distress compared to female non-gamers, reflecting Simpson's paradox. (4) Conclusions: Future studies investigating mental health and gaming should include a gender perspective.

Not all games are created equal: Adolescents who play and spend money on simulated gambling games show greater risk for gaming disorder

Research reports positive associations between gaming disorder (GD) in adolescents and loot box purchasing but has not examined this relationship for other types of simulated gambling. This study examined whether greater engagement and expenditure in three types of simulated gambling were associated with meeting the criteria for GD in adolescents. A sample of Australians aged 12–17 years (N = 826) was recruited through an online panel aggregator. It included 646 gamers (57.7% male) with 89 being classified as having past-year GD, as defined and measured by the Internet Gaming Disorder Scale. Independent variables comprised past-month engagement in three simulated gambling activities (games with ‘mini’ gambling components, social casino games, and loot boxes), loot box purchasing, other microtransactions, impulsiveness, and demographics. Logistic regressions first examined whether engagement in each of the three simulated gambling activities was individually associated with GD, then with all three in the same model, and then controlling for demographic variables and impulsivity. Logistic regressions also examined whether microtransactions and purchasing loot boxes were individually associated with GD, then with both in the same model, and then controlling for demographic variables and impulsivity. Adolescents who had engaged in each simulated gambling activity in the past month were more likely to report meeting the criteria for GD. These relationships remained significant when controlling for common demographics and impulsiveness. Past-month engagement in social casino games increased the odds of GD 2.5 times (95% CI: 1.54; 4.02), 2.4 times for games with ‘mini’ gambling components (95% CI: 1.42; 3.90) and 2.0 times for engaging in loot boxes (95% CI: 1.22; 3.21), but only social casino games remained significant when controlling for engagement in all three activities. The likelihood of meeting the criteria for GD increased 3.8 times with expenditure on microtransactions (95% CI: 2.32; 6.27) and 4.6 times for buying loot boxes, and each remained significant when both were included in the model. Compared to digital games without simulated gambling elements, simulated gambling appears to attract adolescents who report GD. Implications of the results are discussed in detail.

Personality profiles and engagement with the augmented reality game Pokémon GO: a cross-sectional study

Background: Since its release in 2016, Pokémon GO™ has achieved not only extensive popularity but has also accrued evidence that it helps to increase physical activity and sense of belonging. Personality traits may explain a differential engagement and fidelity with the game, hence potentially allowing for prediction of different patterns of game engagement as well as its health benefits. Our objective was to compare personality traits between Pokémon GO game players and non-players. Methods: We conducted a cross-sectional study in participants aged 18+ years through an online survey. The following categories of game engagement were defined: active players, occasional players, former players, and never players. Personality was measured with the NEO-FFI inventory that evaluates personality across five domains: openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism. ANOVA and MANOVA models were performed to test differences in personality traits’ scores. Multivariate regression models were also used to describe specific differences across groups of game engagement. Results: Data from 654 participants, average 28.6 years of age, 75% male, were included in the study. In the ANOVA analysis, we observed differences between the three players' subgroups in openness (p=0.015) and conscientiousness (p=0.032). In MANOVA and multivariate regression analyses, we found that active players presented higher scores in openness and agreeableness, but lower scores in conscientiousness compared to former or non-players. Conclusions: We found evidence that people that actively play Pokémon GO are more likely to be friendlier and more open to new experiences, but also scored less on conscientiousness which is related to discipline. This gives us better insight on how personality may help identification of people and their involvement with activities that demand fulfillment of tasks. These findings could help inform the engagement with health-related behaviors, including physical activity and medication adherence.

Augmenting learning of immunology through an online learning package and a digital game – what’s next?


 
 
 Immunology, the study of the immune system, is a subject taken by tertiary life sciences students. It is perceived as difficult due to its technical terminologies and abstract concepts that are interlinked. To address these learning challenges, learning technologies were embedded into the curriculum of an immunology module. This paper describes the design, development and deployment of a digital game as well as an online learning package to enhance the learning of immunology. Key considerations in the incorporation of technology-enhanced learning into the curriculum are described. Student learning was enhanced, mainly through the animations and quizzes for the learning package, and the interaction and visuals for the game. However, not all students found the game engaging. Reflections on the effect of the learning technologies on student learning, sustainability and possible future directions will be discussed.
 
 

Developing an alcohol and other drug serious game for adolescents: considerations for improving student engagement

ObjectivesTo explore perceptions of alcohol and other drug (AOD) education and digital game design preferences among Australian adolescents with the goal of identifying key factors to promote engagement in an AOD serious game for Australian secondary school students. MethodsSemi‐structured focus groups were conducted with 36 adolescents aged between 13 and 18 years. Qualitative data was analysed using thematic analysis. ResultsParticipants described heightened engagement with AOD education that incorporated relatable and relevant real‐life stories and interactive discussions. They also expressed a desire for learning to focus on practical strategies to reduce AOD harm and overcome social pressure to use AOD. Participants highlighted the importance of incorporating relatable characters and context‐relevant scenarios in promoting engagement, and identified social elements, player choice, and optimal challenge as important game design considerations. ConclusionsA focus on meaningful realistic scenarios, relatable characters, relevant information and practical skills may promote high school aged students’ engagement with AOD educational content. Game designs incorporating social elements and decision‐making opportunities may be conducive to promoting engagement and enhancing learning. Implications for public healthFindings from this study can be used by researchers and game designers for the development of future AOD serious games targeted at Australian adolescents.

Investigating Students’ Engagement Patterns and Supporting Game Features in a Personalized Computerized Role-Playing Game Environment

Engagement in educational games was conceptualized as four dimensions but few studies have examined the four dimensions together. Additionally, game features vary greatly in different game genres that demand different engagement dimensions. However, engaging game features were studied in general and did not inquire specific game genres in extant literature. This study aimed at filling in this gap by examining students’ engagement patterns as well as what and how game features provided engagement opportunities in a personalized computerized role-playing game environment through the lens of the four-dimension engagement framework. Results showed the instability of engagement and certain engagement dimensions would predominate in different gameplay stages. Students exhibited cognitive engagement both during and after gameplay. Behavioral engagement dominated during gameplay while affective engagement dominated after gameplay. This study also found that gender, age, employment status, and gameplay experience affected engagement during gameplay. All features of personalized computerized role-playing game could engage students but manipulating a fictional world and portraying game characters could best engage students. Implications and future research were also discussed in the study.