Game Enjoyment Research Articles

Impact of rewards on cognitive game performance: Competition with peers increases enjoyment in easy, but not difficult tasks

Gamification has been widely used in non-gaming contexts to motivate participants to actively engage in tasks. However, game difficulty can alter the efficacy of different motivational elements (e.g., rewards, feedback, and leaderboards). To examine the relationship between game difficulty and participant motivation, we report findings from two studies (N > 400 for the two studies combined) on gamified assessments for cognitive executive functions. In each study, the same set of five different reward conditions are compared in a between-subjects design. The studies used cognitive tasks, implemented as modified Whack-A-Mole games, where students had to make a cognitively defined (e.g., working memory, or response inhibition) distinction between target (to be hit) and distractor (not to be hit) characters (moles). Response time and accuracy were collected along with rated game enjoyment and motivation. Overall, Leaderboard was the most enjoyable reward condition. The Within-subject Comparison condition provided self-comparison feedback and led to stable performance over time. A key result was that peer competition motivated better performance in easy, but not difficult tasks.

The Use of Deep Learning to Improve Player Engagement in a Video Game through a Dynamic Difficulty Adjustment Based on Skills Classification

The balance between game difficulty and player skill in the evolving landscape of the video game industry is a significant factor in player engagement. This study introduces a deep learning (DL) approach to enhance gameplay by dynamically adjusting game difficulty based on a player’s skill level. Our methodology aims to prevent player disengagement, which can occur if the game difficulty significantly exceeds or falls short of the player’s skill level. Our evaluation indicates that such dynamic adjustment leads to improved gameplay and increased player involvement, with 90% of the players reporting high game enjoyment and immersion levels.

Exploring the World of Game Development: A Python-based Space Shooter Game

Abstract: This research paper discusses the development of a Space Shooter game using Python programming language. The objective of the game is to shoot and destroy alien spaceships while avoiding their attacks. The game is designed using Pygame,a Python module specifically created for game development. The paper begins with an introduction to the project, followed by a literature review of related work in game development using Python. The details of the project, including the game’s features, design, and code implementation, are then presented. The future scope of the project is discussed, highlighting potential improvements and enhancements. Finally, the paper concludes bysummarizing the project’s key findings and contributions. The development of a Space Shooter game using Python provides an exciting opportunity for game enthusiasts to explore the world of game development using a popular and versatile programming language. The result of coding a space shooter game is a fully functional and interactive game where players control a spaceship to combat enemy ships in a dynamic space environment. Players can move theirspaceship horizontally, shoot projectiles, and avoidobstacles. The game features multiple levels, increasing difficulty, and keeps track of scores and lives. The graphics and animations are rendered, creating an immersive space-themed experience. Collision detection accurately detects when projectiles hit enemies or obstacles, providing a satisfying gameplay experience. The game includes game over conditions and allows players to restart or quit, providing a complete and enjoyable gaming experience

Stealth Literacy Assessments via Educational Games

Literacy assessment is essential for effective literacy instruction and training. However, traditional paper-based literacy assessments are typically decontextualized and may cause stress and anxiety for test takers. In contrast, serious games and game environments allow for the assessment of literacy in more authentic and engaging ways, which has some potential to increase the assessment’s validity and reliability. The primary objective of this study is to examine the feasibility of a novel approach for stealthily assessing literacy skills using games in an intelligent tutoring system (ITS) designed for reading comprehension strategy training. We investigated the degree to which learners’ game performance and enjoyment predicted their scores on standardized reading tests. Amazon Mechanical Turk participants (n = 211) played three games in iSTART and self-reported their level of game enjoyment after each game. Participants also completed the Gates–MacGinitie Reading Test (GMRT), which includes vocabulary knowledge and reading comprehension measures. The results indicated that participants’ performance in each game as well as the combined performance across all three games predicted their literacy skills. However, the relations between game enjoyment and literacy skills varied across games. These findings suggest the potential of leveraging serious games to assess students’ literacy skills and improve the adaptivity of game-based learning environments.

Development and initial validation of the German version of the Exergame Enjoyment Questionnaire (EEQ-G).

Analyzing and adjusting training programs to increase exercise enjoyment is crucial to achieve long-term adherence and thus also maximize health benefits. The Exergame Enjoyment Questionnaire (EEQ) is the first questionnaire specifically developed to monitor exergame enjoyment. To be used in German speaking countries, the EEQ must be translated, cross-culturally adapted, and tested on its psychometric properties. The aim of this study was to develop (i.e., translate and cross-culturally adapt) the German Version of the EEQ (EEQ-G) and investigate its psychometric properties. Psychometric properties of the EEQ-G were tested using a cross-sectional study design. Each participant performed two consecutive exergame sessions (i.e., 'preferred' and 'unpreferred' condition) in randomized order and rated the EEQ-G as well as reference questionnaires. Internal consistency of the EEQ-G was assessed by calculating Cronbach's α. Construct validity was assessed by calculating Spearman's rank correlation coefficients (rs) between the scores of the EEQ-G and reference questionnaires. Responsiveness was analyzed by performing a Wilcoxon signed-rank test between the median EEQ-G scores of the two conditions. Fourty-three healthy older adults (HOA; mean age = 69.4 ± 4.9 years; 53.5% females) were included. Cronbach's α of the EEQ-G was 0.80. The rs values between the EEQ-G and reference questionnaire scores for intrinsic motivation, game enjoyment, physical activity enjoyment, and external motivation were 0.198 (p = 0.101), 0.684 (p < 0.001), 0.277 (p = 0.036), and 0.186 (p = 0.233), respectively. The EEQ-G was rated higher in the 'preferred' than the 'unpreferred' condition (p < 0.001, r = 0.756). The EEQ-G has high internal consistency and is responsive to changes in exergame enjoyment. The highly skewed data with ceiling effects in some of the reference questionnaires deem the construct validity of the EEQ-G to be inconclusive and thus in need of further evaluation.

E-Learning Games Enjoyment to Pupils’ Learning Behaviors in Mathematics Classroom

One of the hardest courses for students to grasp is mathematics, yet it’s a crucial ability to have. In order to figure out why students behave in a certain way when studying mathematics, researchers must look for the factors that influence their behaviors. This study helped by presenting the Grade 6 students’ learning behaviors in mathematics and their enjoyment of e-learning games. With thirty (30) grade six students as respondents to the adapted-modified survey questionnaire, the study’s objectives for the academic year 2021–2022 were successfully met through the descriptive-correlational research design and purposive sampling technique. The findings demonstrate a positive significant relationship between interest, confidence, motivation, and usefulness that is consistent with students’ learning behavior in mathematics and the enjoyment of e-learning games in terms of concentration, goal clarity, feedback, challenge, autonomy, immersion, social interaction, and knowledge improvement. Findings showed that e-learning games were helpful at increasing students’ interest in the subject. This means that using e-learning games as a good teaching tool can help to enhance and enhance students’ learning behavior. Taking into account the limitations on a specific subject, the study suggests further scrutiny on the enjoyment of e-Learning games as applied in other disciplines.

Adopting the eGameFlow Model in an Educational Game to Increase Knowledge about Vaccination

Vaccination is one preventive measure to prevent oneself from getting any diseases. Vaccinations work by training our immune system to produce antibodies and weaken the targeted disease. Unfortunately, the number of unvaccinated children has increased because some parents reject or doubt the effectiveness of vaccines. This skepticism could result in a resurgence of vaccine-preventable diseases. Additionally, some contribute to vaccine refusal due to other reasons like vaccine misinformation, religious convictions, and insufficient knowledge. The game aims to develop knowledge and awareness to enhance vaccine behavior and acceptance among individuals. eGameFlow model were used as the methodology for game development. This model was chosen as it focuses on the educational game environment, which addresses learning components in the game. There are eight criteria to be considered to evaluate enjoyment using this model. To measure the users’ enjoyment, a set of questionnaires adopted from the eGameFlow model has been used for the evaluation. It is created explicitly to measure learners’ enjoyment of e-Learning games. This game gathers positive feedback from 30 respondents and shows promising results to achieve the objective. All eGameFlow criteria were positive towards enjoyment, with knowledge improvement being the highest contributor. The overall average of the evaluation was at an agreeable level, with a score of 81%, considered as achieving the goal. For future enhancement in increasing player’s enjoyment and game effectiveness, the game can be created in 3D environment to provide deep immersion and autonomy to the player.

Player Enjoyment in Video Games: A Systematic Review and Meta-analysis of the Effects of Game Design Choices

Enjoyment is a widely assessed dimension of the video game player’s experience. A systematic literature review and a meta-analysis were conducted to provide a more comprehensive view of the elements of game design that affect the feeling of enjoyment, as well as its assessment techniques. The review showed that the studies covered major aspects of game design, such as in-game contents, input/output information, and, to a lesser extent, multiplayer aspects. The meta-analysis showed that only the presence of music in the game had a significant effect on enjoyment. Other factors, including more studied factors such as game difficulty and control mode, did not show significant effects. Implications for future research are discussed, such as further investigation of the effects of both player and game characteristics diversity on enjoyment in isolation and in interaction with game design factors, systematic use of standardized scales to measure enjoyment, and use of multidimensional scales or physiological measures.

The effect of narrative element incorporation on physical activity and game experience in active and sedentary virtual reality games.

The online version contains supplementary material available at 10.1007/s10055-023-00754-7.

Effect of Audio-Visual Appeal on Game Enjoyment: Sample from Turkey

A player’s subjective interaction with a digital game is referred to as player experience. The consequence of playing a game affects a player’s thoughts, feelings, attitudes, and behaviours. To measure player experience there are various qualitative and quantitative methods. Iterative game development and play testing sessions enhance and optimize game designs, to determine the impact of functional and psychosocial consequences of gaming in various cultures, a credible scale is required. To be able to measure and analyse player experience, this study aimed at adapting the ‘Player Experience Inventory’ (PXI) scale developed by V. V. Abeele1 to Turkish. The results of test-retest analysis and back-and-forth translation demonstrate that linguistic equivalence is not applicable for the Turkish variant. Only one item for functional – audio-visual appeal – and two items from psychosocial – immersion and autonomy – consequence of gaming have a proper factor structure. In this way an adaption study was carried out by confirmatory factor analysis (CFA) and explanatory factor analysis (EFA) with three items from the scale. The validity and reliability of the scale and relationship of audio-visual appeal of gaming on game enjoyment were tested and this article proposes a model for the functional and psychosocial consequences of gaming.

A computational game experience analysis via game refinement theory

From the perspective of audiences, game refinement (GR) theory is a theory and measurement that was frequently used to assess the enjoyment and complex features of games. We conjectured that when we play a strategy game, there is a physical information process in our minds which subject to Newton’s laws. It focuses on the uncertainty of game outcomes, where the game’s components were abstracted to produce the game information progression utilizing the game outcome (achievement or solved uncertainty) and game length (usually designed by total steps or moves). This quantification defines the measure of informational acceleration, in which thrills and excitement may be measured using Newton’s second law F=ma (Informational acceleration is correlated with force in mind). Changes in acceleration, on the other hand, would have an impact on game dynamics, particularly in hostile scenarios. The jerk value is used to correct the game dynamic by using a derivative of the acceleration readings. In the gaming setting, many physical factors linked to psychological feelings are explored. To illustrate the physical and psychological relationships, the game information progress is represented in our minds. By determining reasonable informational jerk values related to the game process’s success rate and informational acceleration, this development of game refinement theory provides a more player-driven experience.

Kahoot, is it fun or unfun? Gamifying vocabulary learning to boost exam scores, engagement, and motivation

In language learning environments, technology is rapidly manipulated to encourage engagement, promote autonomy, and boost motivation. Many instructors have initiated to exploit online platforms and tools as a more engaging alternative to conventional activities. One of the engaging, and enjoyable games is Kahoot. The purpose of this study is to perceive the course content of Kahoot in the classroom to increase exam scores in vocabulary, and boost student engagement, and motivation. In addition, this study also explored the issues encountered by students in vocabulary learning through Kahoot. The impact of gamification on student achievement was assessed using quantitative and qualitative methods on the first-year students of the English department (N = 82). The findings revealed that incorporating Kahoot for teaching vocabulary effectively allows learners to expand a deeper understanding of vocabulary and course concepts indicated by exam scores improvement. This method also has a positive impact on student engagement as well as motivation. Furthermore, rigorous future research is needed to fully understand Kahoot’s efficacy and to improve pedagogy in the vocabulary classroom.

Enjoying My Time in the Animus: A Quantitative Survey on Perceived Realism and Enjoyment of Historical Video Games

This study investigates players’ perceived realism of historical video games. Perceived realism is understood as a multidimensional concept, going beyond the more traditional use of ‘realism’ in historical game studies, where it often refers to the plausibility or accuracy of historical reconstructions. The study further examines how perceived realism relates to players’ enjoyment of historical games. Specifically, this study analyses Assassin's Creed, Assassin's Creed Unity and Assassin's Creed Odyssey. Through an online survey among 1,317 respondents, this study found that the five-dimensional structure of perceived realism holds for historical games. The three games differed in their perceptions of social realism, perceptual pervasiveness, freedom of choice and enjoyment. Finally, perceptual pervasiveness and character involvement were identified as strong predictors of enjoyment in historical games. This study contributes towards further validation of the perceived realism scale across game genres and pleads for a systematic use of the multidimensional term ‘realism’ in historical game research.

The impact of total knee arthroplasty on golfing activity.

Total knee arthroplasty (TKA) is frequently performed among individuals who golf. This study examines the effect of TKA on pre- and postoperative pain, frequency of sport participation, handicap, driving distance, use of a cart, and overall game enjoyment. This is a survey-based retrospective review of 71 patients after primary TKA at a tertiary medical facility in upstate New York. Patients were evaluated using postoperative pain scores and asked to complete a survey that included questions about their return to sport. A total of 71 patients were included, with an average age of 70 years old. Postoperatively 85% of patients returned to play within 7.9 months, driving distance increased by 4 yards, patients' golf game improved by 1.07 strokes, and pain during and after golf was significantly decreased. Most patients did not change golf cart usage, and reported unchanged or improved performance in and enjoyment of golf. We found that a majority of patients undergoing TKA returned to playing golf postoperatively. Patients were more likely to report decreased pain both before and after play and positive changes to their golf game. Our results suggest that most patients can expect to return to golf after TKA and the majority will enjoy the sport with less pain postoperatively.

Using Self-Determination Theory to Explore Enjoyment of Educational Interactive Narrative Games: A Case Study of Academical

Choice-based interactive storytelling games such asAcademical, our responsible conduct of research training game, show great promise as a novel way of providing efficacious ethics training. However, much work remains to determine what factors of such games contribute to their advantages over traditional text-based training tools, especially if we hope to further improve their enjoyment, engagement and efficacy. In this article, we present a case study exploring how the motivational factors of Self-Determination Theory (SDT) underlie players’ perceived most and least enjoyable experiences arising from the design ofAcademical. Specifically, we discuss how certain elements ofAcademical’s design influence different SDT factors and subsequently player experience, as well as how such elements can be changed to further improve the game. Furthermore, our work highlights potential limitations of existing conceptualizations for the relatedness factor of SDT—discussing ways that it can be extended to properly understand player enjoyment within single-player educational interactive narrative games.

An exploration of MMORPG in-game virtual-item contribution to game enjoyment from the perspectives of purchase behavior and psychological ownership

In-game virtual items, which are an integral element of massively multiplayer online role-playing games (MMORPGs), are obtained by their players using real money, and they can be characters, gestures or “emotes” for a character, weapons, or costumes. MMORPG players can purchase such virtual items through the surprise-free direct purchase method, wherein the players would specify and know the virtual items they are buying. Alternatively, the players can make purchases through the surprise-packed loot box method, whereby they only find out the virtual items they have received after the purchase. This study examines the extent whereto players’ evaluation of in-game virtual-item purchase methods (loot box vis-à-vis direct purchase) and psychological ownership of their virtual-item collection contribute to perceived game enjoyment. A partial least squares analysis of 362 survey returns (comprising 204 samples of the loot box method and 158 samples of the direct purchase method) revealed similarities between both methods. The study found that players had similar perceptions of purchase method evaluation and psychological ownership. Furthermore, it established that purchase method evaluation and psychological ownership positively contributed to perceived enjoyment. However, there is also difference: intimate knowledge of the collection gathered via the direct purchase method is more influential on psychological ownership than that obtained through the loot box method. This study adds to the literature on psychological ownership, compares a relatively new loot box method with the direct purchase method, shows the importance of psychological ownership in game enjoyment, and confirms that the antecedent of psychological ownership is context-sensitive.

Feasibility, Enjoyment, and Language Comprehension Impact of a Tablet- and GameFlow-Based Story-Listening Game for Kindergarteners: Methodological and Mixed Methods Study.

BackgroundEnjoyment plays a key role in the success and feasibility of serious gaming interventions. Unenjoyable games will not be played, and in the case of serious gaming, learning will not occur. Therefore, a so-called GameFlow model has been developed, which intends to guide (serious) game developers in the process of creating and evaluating enjoyment in digital (serious) games. Regarding language learning, a variety of serious games targeting specific language components exist in the market, albeit often without available assessments of enjoyment or feasibility.ObjectiveThis study evaluates the enjoyment and feasibility of a tablet-based, serious story-listening game for kindergarteners, developed based on the principles of the GameFlow model. This study also preliminarily explores the possibility of using the game to foster language comprehension.MethodsWithin the framework of a broader preventive reading intervention, 91 kindergarteners aged 5 years with a cognitive risk for dyslexia were asked to play the story game for 12 weeks, 6 days per week, either combined with a tablet-based phonics intervention or control games. The story game involved listening to and rating stories and responding to content-related questions. Game enjoyment was assessed through postintervention questionnaires, a GameFlow-based evaluation, and in-game story rating data. Feasibility was determined based on in-game general question response accuracy (QRA), reflecting the difficulty level, attrition rate, and final game exposure and training duration. Moreover, to investigate whether game enjoyment and difficulty influenced feasibility, final game exposure and training duration were predicted based on the in-game initial story ratings and initial QRA. Possible growth in language comprehension was explored by analyzing in-game QRA as a function of the game phase and baseline language skills.ResultsEventually, data from 82 participants were analyzed. The questionnaire and in-game data suggested an overall enjoyable game experience. However, the GameFlow-based evaluation implied room for game design improvement. The general QRA confirmed a well-adapted level of difficulty for the target sample. Moreover, despite the overall attrition rate of 39% (32/82), 90% (74/82) of the participants still completed 80% of the game, albeit with a large variation in training days. Higher initial QRA significantly increased game exposure (β=.35; P<.001), and lower initial story ratings significantly slackened the training duration (β=−0.16; P=.003). In-game QRA was positively predicted by game phase (β=1.44; P=.004), baseline listening comprehension (β=1.56; P=.002), and vocabulary (β=.16; P=.01), with larger QRA growth over game phases in children with lower baseline listening comprehension skills (β=−0.08; P=.04).ConclusionsGenerally, the story game seemed enjoyable and feasible. However, the GameFlow model evaluation and predictive relationships imply room for further game design improvements. Furthermore, our results cautiously suggest the potential of the game to foster language comprehension; however, future randomized controlled trials should further elucidate the impact on language comprehension.

Perancangan Game Virtual Pet “My Lonely Tofu”

The game "My Lonely Tofu" is a mini-game combined with a Virtual Pet game. This is a PC-based, offline and single player game. In this game, there are 5 mini-games, which are Tofu Quiz, Tap Tofu, Sad Tofu, Tofu Think Alike and Spot Tofu. The goal of this game is to evolve the virtual pet, Lonely Tofu, by taking care of it. Alpha testing is tested by the supervisor while beta testing is tested by 46 respondents. The results of beta testing show that “My Lonely Tofu” is an enjoyable game suitable for all ages, all 5 minigames have different difficulties, the easiest is Tap Tofu and Tofu Quiz is the hardest.

Virtual reality technology and game enjoyment: The contributions of natural mapping and need satisfaction

Based on self-determination theory, the current laboratory experiment investigates how the use of virtual reality (VR) technology shapes the gaming experience. We hypothesize that playing the VR version offers a more naturally mapped playing experience than playing the non-VR version of the same game. Further, we assume that natural mapping is positively related to autonomy and competence need satisfaction, which in turn will predict higher levels of game enjoyment. One hundred thirty-three participants either played the non-VR or the VR version of the game The Elder Scrolls V: Skyrim. We found that playing the VR version induced higher levels of game enjoyment than playing the non-VR version. Path analysis affirmed our assumption that VR technology can increase game enjoyment via natural mapping and the resulting satisfaction of competence and autonomy needs. Implications of these findings for games research and game design are discussed.

Balancing learning and enjoyment in serious games: Kerbal Space Program and the communication mediation model

When designed well, serious games can support effective learning. This study used the communication mediation model to examine the process and outcomes of playing serious games, in this case, the science-themed game, Kerbal Space Program. During a 4-h research session, 241 undergraduate students played through the game's tutorial missions and completed surveys to measure variables of interest. Results of structural equation modeling showed that game progress was positively related to self-efficacy in computer gaming (β = 0.26) and ordinary science intelligence (β = 0.13). Knowledge acquisition was positively related to game progress (β = 0.21) and positively predicted experiential attitude (β = 0.35) and instrumental attitude (β = 0.35) toward the game. Finally, gaming continuance intention was positively related to experiential attitude (β = 0.68). In addition to those direct effects, there were several indirect effects consistent with the communication mediation model. These findings echo past scholarship on balancing the serious side and the gaming side of serious games but emphasize player traits and other psychological factors of the gaming experience.