Prior Gaming Experience Research Articles

Learning With Board Games: Interplay of Context and Students’ Prior Knowledge

Board games can support engagement, deep information processing and learning outcomes for university students. The instructional context, notably the way an activity is introduced to students, can influence students’ behavior and learning outcomes. Yet, despite its potential important influence on in-game behavior and learning, the impact of the instructional context used to introduce a game-based learning activity has not received much attention. In two studies, we examined how framing a game-based learning activity with a serious or a non-serious context can impact university students’ behavior and learning outcomes. In the first study, 44 graduate students played the same word association game that was either introduced as a game or as a study activity. Results showed that the serious context increased recall as compared to the gaming context. In the second study, involving 87 participants playing the same game, results showed that the gaming context and prior gaming experience also reduced students’ recall. Overall, grouped analysis showed that the gaming context led to poorer learning than the serious context for recognition and recall measures, even when considering prior knowledge, in-game behavior, and prior gaming experience. Theoretical and practical implications for educators are discussed.

A qualitative evaluation study of introducing game-based learning methods during pre-service teachers’ Internship

This study presents the results of a qualitative evaluation of how pre-service teachers incorporate games into their classroom practices during internships. Two Game-Based Learning (GBL) methods, namely the PCaRD model and the GameChangers approach, were introduced to assist pre-service teachers in delivering game-based learning activities effectively within disciplines such as English and Sports, as part of their university course requirements. Data was collected from 48 pre-service teachers, highlighting the perceived benefits of both methods in teaching with games and emphasizing their complementarity. Essential competencies identified included prior gaming experience, training in game creation, digital skills, and understanding of student behavior and reactions. Main challenges encountered included time constraints, classroom equipment deficiencies, class management issues, pupil behavior, and aligning games with the curriculum.

Effects of the instructional message used to introduce game-based learning, prior knowledge, prior gaming experience and flow on learning

PurposeThis paper aims to examine whether the instructional message used to introduce game-based learning (GBL), prior knowledge, flow and prior gaming experience have an impact on secondary students’ learning outcomes, perceived game utility and motivation to use the game.Design/methodology/approachFifty-four 9th grades students enrolled in this quasi-experimental study. Both groups played the same game. The experimental group was told that they would be playing a game, whereas the control group was told that they would be doing an exercise. The game was designed to promote knowledge recall about familiar mathematical concepts. Prior knowledge was assessed. An immediate and a two-days delayed post-evaluated learning outcomes. Flow, prior gaming experience, perceived game utility and motivation to use the game were assessed with questionnaires after playing.FindingsIntroducing the GBL activity as a game increased immediate learning outcomes for low knowledgeable students, but these benefits did not extend to longer term. Indeed, when the GBL activity was presented as an exercise, low higher knowledgeable students obtained poorer longer-term learning outcomes than more knowledgeable ones, whereas no difference appeared when the GBL was introduced as an exercise. Prior gaming experience and the type of instructional message used to introduce a GBL activity positively influenced perceived game utility and motivation to use the game.Originality/valueThis study is the first to highlight that the way a GBL activity is framed affects differently low and higher knowledgeable students’ learning outcomes and influences perceived game utility and motivation to use the game.

Enhancing middle school students’ computational thinking competency through game-based learning

AbstractComputational thinking is acknowledged as an essential competency for everyone to learn. However, teachers find it challenging to implement the existing learning approaches in K-12 settings because the existing approaches often focus on teaching computing concepts and skills (i.e., programming skills) rather than on helping students develop their computational thinking competency—a competency that can be used across disciplinary boundaries in accordance with curriculum requirements. To address this need, the current study investigated how game-based learning influenced middle school students’ learning processes, particularly on the development of computational thinking competency, self-efficacy toward computational thinking, and engagement during gameplay. Additionally, the study examined how these outcomes were moderated by individual differences. We observed evidence that the gaming experience influenced students’ computational thinking self-efficacy, but not computational thinking competency or game-based engagement. Compared to age (grade) and prior gaming experience, gender tended to play a more important role in moderating students’ computational thinking competency, self-efficacy toward computational thinking competency, and game-based engagement. Implications and possible directions for future research regarding using game-based learning to enhance computational thinking competency are discussed.

An Investigation of Factors Influencing Attitudes Towards Online and Offline Games with the Moderator Effects of Gender in Iran

Due to the escalating popularity of video games, the industry’s annual income rose to $197 billion in 2022. To promote video games, it is imperative to possess adequate insights into the attitudes and emotions of adolescent gamers. This study aims to investigate the factors influencing video game engagement in Iran by utilising quantitative data obtained from 205 students participating in video gaming activities in Mashhad. The results proved that playing online and offline games at home, hand in hand with the participants’ interest in play, has a positive impact on the gamers’ attitudes towards playing games. Moreover, no relationship was found between prior game experience, playing games (team/individual—online/offline) patterns and attitudes towards playing games.

The Impact of Educational Gamification on Student Learning Outcomes

This study examined the impact of educational gamification on student engagement, motivation, and academic performance in higher education. Employing a mixed-methods research approach, a quasi-experimental pretest-posttest design was utilized with 133 undergraduate students from three private universities in Manila, Philippines. Gamification elements, including points, badges, leaderboards, and collaborative challenges were integrated into an online learning environment. Quantitative data were collected through pre- and post-intervention test scores and motivation surveys, while qualitative insights were gathered via focus group discussions and interviews. The results revealed statistically significant improvements in academic performance and motivation following the gamification intervention. Thematic analysis of qualitative data highlighted students’ positive perceptions of the gamified learning environment, with increased engagement and enjoyment reported. However, individual differences, such as prior gaming experience, influenced responses to gamification, suggesting the need for tailored approaches. This study concluded that gamification could serve as a powerful tool for enhancing student outcomes when thoughtfully designed and aligned with educational objectives. Future research should investigate the long-term effects of gamification and its applicability across diverse educational contexts.

Assessing virtual reality acceptance in long-term care facilities: a quantitative study with older adults

Purpose Our study aimed to investigate the factors associated with the acceptance of virtual reality (VR) games among older adults living in LTC, with a particular emphasis on identifying social and individual factors that have been overlooked in existing technology acceptance models. Materials and methods We conducted VR gaming sessions, followed by a composite questionnaire to explore the factors associated with the acceptance of VR games among residents of LTC with a focus on technology acceptance models (TAM) and social factors derived from Selective Optimization with Compensation (SOC) theory and Socioemotional Selectivity Theory (SST). Results We studied 20 older adults aged 65 and older. Participants were moderately sedentary, with the majority of them having prior gaming experience. Participants with prior gaming experience had higher mean scores in most SOC theory and SST subscales, except for elective selection. Participants perceived the technology as useful and easy to use, with no heightened gaming-related anxiety. Significant correlations were found between perceived ease of use and selection strategies, and between attitudes towards gaming and elective selection strategies. No significant score differences were observed between male and female participants. Conclusions The positive correlation between VR acceptance and using SOC strategies suggests a positive response to straightforward experiences. Our study highlights VR exergaming’s potential benefits for encouraging LTC residents’ engagement in valued activities and pursuing goals. Moreover, social theories of aging can inform technology acceptance and guide the design and marketing of VR exergames to better suit older adults’ needs and preferences in LTC. IMPLICATIONS FOR REHABILITATION The findings of this study have important implications for rehabilitation programs aimed at enhancing physical activity (PA) and engagement among older adults living in long-term care (LTC) facilities. The use of virtual reality (VR) games can be an important tool to promote PA and improve the overall well-being of LTC residents. Based on the results, the following implications can be drawn: Integrating VR exergaming in rehabilitation: The positive perception of VR technology’s usefulness and ease of use among older adults in LTC suggests that VR exergaming can be effectively integrated into rehabilitation programs. Healthcare professionals and rehabilitation specialists in LTC facilities can consider incorporating VR-based exercise routines and gaming sessions to motivate and engage residents in physical activities. By doing so, they can create enjoyable and interactive rehabilitation experiences that may lead to improved adherence to exercise regimens. Addressing social factors for VR acceptance: Our study highlights the significance of social factors derived from theories of aging, such as Selective Optimization with Compensation (SOC) and Socioemotional Selectivity Theory (SST), in influencing VR acceptance among LTC residents. Rehabilitation programs should take into account these social aspects and create a supportive and encouraging environment for older adults to engage with VR exergames. Encouraging social interactions and providing opportunities for residents to share their experiences with VR gaming may enhance acceptance and overall engagement. Tailoring VR exergames for older adults: The correlation between VR acceptance and the use of SOC strategies indicates that customized experiences may be well-received by LTC residents. Game developers and rehabilitation specialists should consider designing VR exergames that align with the specific preferences and needs of older adults. This could involve providing choices and options for users to optimize their gaming experiences based on their individual abilities and interests. Recognizing gaming experience: Our study highlights that prior gaming experience positively influenced participants’ attitudes towards VR gaming. Rehabilitation professionals should acknowledge and leverage this prior experience when introducing VR exergaming to older adults in LTC. By incorporating elements familiar to older adults or providing guidance for those new to gaming, rehabilitation programs can foster a more seamless and enjoyable transition to VR exergames. Promoting goal pursuit and valued activities: Our study suggests that VR exergaming has the potential to encourage LTC residents’ engagement in valued activities and goal pursuit. Rehabilitation programs can utilize VR exergaming as a means to help residents achieve specific rehabilitation goals and engage in activities that are meaningful to them. This approach can contribute to a sense of purpose and satisfaction in the rehabilitation process. Overall, the integration of VR exergaming in rehabilitation for older adults in LTC facilities has promising implications for improving physical activity levels, enhancing engagement, and addressing the holistic well-being of residents. By considering the social factors influencing VR acceptance and tailoring experiences to individual preferences, rehabilitation professionals can optimize the potential benefits of VR technology in LTC settings.

MedSMA℞T Adventures in PharmaCity Game: Youth Experiences and Recommendation for Use in Opioid Safety Education.

Adolescents are often excluded from the creation of opioid safety interventions; therefore, it is crucial to design evidence-based interventions tailored for and with youth. Video games are ubiquitous and approachable to adolescents making them an accessible educational modality. MedSMA℞T: Adventures in PharmaCity is a serious game that educates adolescents and their families on the safe, appropriate, and responsible use of opioid prescriptions. The first objective of the study was to elucidate adolescents' experiences and perceptions of the game. The second objective was to elicit their recommendations for use and suggestions for improvement. Adolescents were recruited through Qualtrics research panels, social media, listservs, and snowball sampling. Recruitment occurred between April 2021 and October 2021. Eligible adolescents played the game and completed a follow-up virtual semi-structured interview with a study team member. Interviews were transcribed verbatim and uploaded to NVivo for data analysis. A thematic content analysis was performed. A total of seventy-two adolescents participated. Analysis yielded four themes: prior gaming experience, educational salience, game design impressions, and recommendations for improvement. Most adolescents approached MedSMA℞T with prior gaming experience. The youth correctly identified the game's intended objective: the promotion of opioid medication safety. Adolescents had overarchingly positive impressions of the game's levels, characters, and graphics. Study participants suggested expanded game levels, improved controls, and more instructions for gameplay. In summary, adolescents had favorable experiences using the MedSMA℞T game which allude to the wide-spread acceptability of this intervention among young people.

Evaluating the validity of game-based assessments measuring cognitive function among children and adolescents: A systematic review and meta-analysis.

Games offer advantages over traditional methods of assessing cognitive function among children and adolescents. However, the validity of game-based assessments has not been systematically evaluated. We conducted a systematic review and meta-analysis to assess the validity of game-based assessments measuring cognitive function among children and adolescents. We systematically searched several databases using pre-defined inclusion criteria. For papers that met the criteria, we extracted and analyzed the cognitive functions measured by each study, the correlation coefficients between game-based and traditional assessments, and factors that could influence the validity of game-based assessments. Our review identified 19 articles featuring 20 studies, 18 games, and 378 unique correlations between game-based and traditional assessments of cognitive function. Game-based assessments yielded significant correlations (n=282, 75%) with traditional assessments, over half of which were in the low to medium range in strength (r=0.3-0.69, n=227, 80%). Factors related to the child, such as age, gender, and prior gaming experience, may influence the validity of game-based assessments by modifying performance on game-based assessments. In addition, we found that game-based assessments that measured cognitive functions across more than one neurocognitive domain and used a prediction model for scoring were more likely to yield significant correlations. In contrast, including a narrative storyline in a game-based assessment was less likely to yield significant correlations. Most studies were of good quality, although the lack of sample size justification was a limiting factor. Further research is needed to elucidate the influence of identified factors on the validity of game-based assessment to justify the wide adoption of game-based assessments of cognitive function among children and adolescents.

Characterizing player responses to surprising events in 2D platform games

This paper presents an analysis of how players perceive and react to surprising events in a 2D platform game, Spelunky. We present the results of a 34-participant study that focuses on investigating players’ emotional responses to generated events in the game that are designed to evoke a specific emotional response (surprise) from players. Facial recordings, player responses, electrodermal activity (EDA), and interbeat interval (IBI) recordings are correlated to explain the divergence in the perception of surprise across different players. We found that many of the self-reported surprising events did not elicit any physical response from players, and EDA and IBI recordings collected using Empatica E4 could detect only 56% of reactions. However, data aggregated from chosen sources was able to capture 82% of all self-reported surprising events advocating the case of an automatic surprising detection framework for video games. We propose a framework for categorizing surprising events into three distinct categories and show that surprise can have varied responses from a player based on prior gaming experience, which had a negative correlation with the number of perceived surprises. Additionally, we provide suggestions on how to extend the existing theory of surprise in games toward automated game design.

Evaluating Planning-Based Experience Managers for Agency and Fun in Text-Based Interactive Narrative

Artificial intelligence (AI) techniques have been applied to video games to make the overall experience more enjoyable. In games with interactive storytelling (IS), player actions can substantially affect plot events and plot characters. Therefore, AI planning techniques have been used to shape the plot inresponse to player actions that conflict with authorial goals. While such methods are poised to increase player fun andagency, two recent implementations (ASD and PAST) have not been formally evaluated to date. In this paper we do so via a series of user studies for the first time. We show that ASD significantly enhances fun and agency, whereas PAST gets mixed results with an interaction between effects of the experience manager and player prior gaming experience in one user study, and marginally significant results for increased agency in a study with a constrained story domain.

Researchers' commercial video game knowledge associated with differences in beliefs about the impact of gaming on human behavior

Over the past thirty years, research situated in many individual sub-domains of psychology has investigated the potential impact of video game play on behavior. Interestingly, although researchers in the various sub-fields are (presumably) versed in the results of the published research, there nonetheless remain significant individual differences in opinion across researchers regarding what exactly the given literatures “say.” Previous work has suggested that some individual difference factors, such as prior gaming experience, can account for some of this variance. The current study expands this work by examining several additional individual difference factors including field of study (e.g., whether one primarily studies links between video games and aggression, cognitive skill, or well-being) and video game knowledge.Both types of individual differences were associated with differences in belief regarding the state of the literature. In particular, video game knowledge was negatively associated with the belief that video games can lead to addiction and cause aggression and violence, and higher knowledge scores were positively associated with a belief that games can model prosocial behavior. Results are presented in a larger discussion of how researchers’ primary domains of knowledge influence the study of technology of effects, such as those from video game play.

An investigation of game behavior in the context of digital game-based learning: An individual difference perspective

Digital game-based learning (DGBL) includes various features. On the other hand, diversities exist among learners. Accordingly, each learner may appreciate different game features. Thus, there is a need to examine how individual differences affect learners' reactions to DGBL. Among various individual differences, the levels of gaming experience, which are associated with playing skills, have important effects. Thus, this study developed a Massively Multiplayer Online Role-Playing Game (MMORPG)-based English learning environment and investigated how the levels of gaming experience affected learners' reactions to the developed MMORPG. A total of 45 sixth graders from an elementary school in northern Taiwan participated in this study and they were divided into high gaming-experience learners (HGEL) and low gaming-experience learners (LGEL) based on the participants' responses to a prior gaming experience questionnaire. A mixed method was employed to analyze both learners' quantitative log data and qualitative interview responses. The results from quantitative log data showed that the HGEL had better game achievement and higher game socialization than the LGEL, especially in terms of buying items, chatting, and teaming up with friends. Conversely, the LGEL needed more in-game assistance than the HGEL, especially for checking the task list and route map. The results from qualitative interview responses showed that the HGEL skipped most of the learning content while the LGEL paid full attention to the learning content. These findings demonstrate the understandings of the effects of individual differences, especially the levels of gaming experience, on learners’ reactions to DGBL. Based on such findings, we contribute to developing a framework and several design solutions, which can be used to implement personalized DGBL to accommodate the needs of learners with different levels of gaming experience.

The Effects of VR Environments on the Acceptance, Experience, and Expectations of Cultural Heritage Learning

This article attempts to understand how present Virtual Reality (VR) environments can contribute to enhancing the communication of cultural heritage by providing an experience of the past that is acceptable for the younger generation and how museums and cultural institutions should adopt and use such technologies. Aspects of acceptance, experience, and expectation of VR with the underlying values are not well understood but are important for the sustainability of the communication of cultural heritage as a bequest to future generations. We conducted a combined quantitative--qualitative study on the participants who have various prior experience with gaming and VR, and different levels of knowledge on the history presented within the virtual environment. This study investigates how participants accept and are stimulated in terms of personal experience and their expectations and ideas for the future of museums if VR is used for enhancing the learning of cultural heritage. Prior gaming and VR experience were investigated to see whether they do indeed influence the preference for using VR for learning cultural heritage. We demonstrated that particular age groups and background are especially agreeable to virtual reality as environments for learning and experiencing cultural heritage, regardless of their knowledge of the historical context of the virtually reconstructed site. Our findings also revealed important behaviours in our demographics group with regards to user preferred length of time and the believability of the virtual environment and how it influences aspects of their experience such as the exploration of the heritage site, familiarity, and meaning making. The study has implications for the use of VR for enhancing the experience of cultural heritage in museums and cultural institutions.

A Mapping Approach to Identify Player Types for Game Recommendations

As the size of the domestic and international gaming industry gradually grows, various games are undergoing rapid development cycles to compete in the current market. However, selecting and recommending suitable games for users continues to be a challenging problem. Although game recommendation systems based on the prior gaming experience of users exist, they are limited owing to the cold start problem. Unlike existing approaches, the current study addressed existing problems by identifying the personality of the user through a personality diagnostic test and mapping the personality to the player type. In addition, an Android app-based prototype was developed that recommends games by mapping tag information about the user’s personality and the game. A set of user experiments were conducted to verify the feasibility of the proposed mapping model and the recommendation prototype.

Expertise and Engagement: Re-Designing Citizen Science Games With Players' Minds in Mind.

Many studies have already shown that games can be a useful tool to make boring or difficult tasks more engaging. However, with serious game design being a relatively nascent field, such experiences can still be hard to learn and not very motivating. In this paper, we explore the use of learning and motivation frameworks to improve player experience in the well-known citizen science game Foldit. Using Cognitive Load Theory (CLT) and Self Determination Theory (SDT), we developed six interface and mechanical changes to the tutorial levels in Foldit designed to increase engagement and retention. We tested these features with new players of Foldit and collected both behavioral data, using game metrics, and prior experience data, using self-report measures. This study offers three major contributions: (1) we document the process of operationalizing CLT and SDT as new game features, a unique methodology not used in game design previously; (2) the user interface, specifically the level selection screen, significantly impacts how players progress through the game; and (3) a player's expertise, whether from prior domain knowledge or prior gaming experience, increases their engagement. We discuss both implications of these findings as well as how these implementations can generalize to other designs.

A prospective study of the effect of video games on robotic surgery skills using the high-fidelity virtual reality RobotiX simulator.

BackgroundRobot-assisted surgery is a growing field. Prior video game experience might give advantage to novice robotic surgeons.AimAssessing if prior video gaming experience gives advantage in performing high-fidelity virtual reality (VR)-simulated robotic surgery.MethodsIn this observational study, 30 medical students and 2 interns (17 females; 15 males) with median age 25 years (range, 24–26 years) were recruited and subsequently divided into groups according to prior gaming experience; gamers (≥6 video game hours/week) vs nongamers (<6 video game hours/week). Participants performed VR-simulated urethrovesical anastomosis on RobotiX Mentor, which measured performance parameters. Participants answered a questionnaire for demographics and gaming experience. Groups were compared using Mann–Whitney U and multiple regression.ResultsGamers significantly outperformed nongamers in 3 of 24 performance metrics (p<0.05), and there was a trend toward better results for 7 of the 21 remaining metrics. Males outperformed females in 5 of 24 metrics (p<0.05) but were overrepresented among gamers.ConclusionPrior video game experience >6 hrs/week might give advantage in simulated robotic surgery. We recommend future studies testing this hypothesis to develop simulator programs for certification of robotic surgeons.

Can Pokémon GO catch brands? The fit effect of game characters and brands on efficacy of brand communications

Given the recent popularity of augmented reality (AR) games, such as Pokémon GO, this study explores the congruence effect of game characters and brands on brand evaluations and the underlying mechanisms of the effect. Prior gaming experience and motivations are taken into account. An experiment reveals that inexperienced gamers are likely to have more favorable evaluations of the target brands when the images of game characters match the brand images, whereas these effects disappear for experienced gamers. Furthermore, the research demonstrates that experienced gamers are more likely to hold game-specific motivations than the inexperienced, while inexperienced gamers are motivated more by social interaction for playing AR games. Lastly, a mediation analysis reveals that social interaction-related motivation mediates inexperienced gamers’ preference of character–brand congruence. This study sheds light upon how AR games can be utilized by brand communicators.

What Leads to Player’s Enjoyment and Achievement in a Mobile Learning Game?

This study investigated students’ perceptions of competence and enjoyment of a mobile game within the context of mobile game-based learning. The proposed model showed that perceived competence and game attitude were the main predictors of enjoyment, while no direct relationship was found between perceived competence and gaming achievement. The model simultaneously considered other factors such as prior game experience and intensity of use, and final analysis revealed that these two variables were directly related. Another important finding was the strong impact of prior game experience on perceived competence. Results are interpreted with reference to implications for possible means of improving learning outcomes when using mobile learning games in the academic context.

Effect of Prior Game Experience on Energy Expenditure During Xbox Kinect in Children and Teens

To examine the effect of game-specific and overall Kinect experience and overall gaming habits on energy expenditure (EE) and enjoyment of children and adolescents (8-17 years) while playing Xbox® Kinect exergames. Participants (N = 55) played four active videogames for 6-10 minutes. Height, weight, and resting metabolic rate were measured and participants completed a survey on gaming habits and previous experience. Habit (none, low, moderate, or high) was based on the number of game systems at home, frequency, and duration of game play. Game-specific experience was classified as either inexperienced or experienced. A composite score was created for how much experience they had with each game, classified as none, low, or high. The participant wore a portable metabolic analyzer (total and physical activity energy expenditure [PAEE]), heart rate (HR) monitor, and accelerometer (waist, counts/min). Enjoyment was measured after each game using a three-item face scale. Bonferroni-adjusted three-way ANOVA assessed PAEE, intensity, and enjoyment across overall and game-specific experience and habits (P < 0.05). Intensity, PAEE, and HR were greater in experienced versus inexperienced players (5.1 ± 0.2 vs. 4.4 ± 0.2 metabolic equivalents [METs]; 4.1 ± 0.2 vs. 3.3 ± 0.2 kcal/min; 138 ± 2.5 vs. 130 ± 1.9 bpm). Higher game-specific experience levels elicited greater counts/min compared with no experience. Moderate gaming habits elicited greater PAEE and METs than low gaming habits. Enjoyment was equal in all groups. Participants with more game-specific Kinect experience or overall gaming habits elicited greater PA energy and intensity. This study supports that children and adolescents can play Xbox Kinect without decrements in PAEE or enjoyment.