Video Game Engagement Research Articles

Evaluating the Efficacy of LLMs to Emulate Realistic Human Personalities

To enhance immersion and engagement in video games, the design of Affective Non-Player Characters (NPCs) is a key focus for researchers and practitioners. Affective Computing frameworks improve Non-player characters (NPC) by providing personalities, emotions, and social relations. Large Language Models (LLMs) bring the promise to dynamically enhance character design when coupled with these frameworks, but further research is needed to validate the models truly represent human qualities. In this research, a comprehensive analysis investigates the capabilities of LLMs to generate content that aligns with human personality, using the Big Five and human responses from the International Personality Item Pool (IPIP) questionnaire. Our goal is to benchmark the performance of various LLMs, including frontier models and local models, against an extensive dataset comprising over 50,000 human surveys of self-reported personality tests to determine whether LLMs can replicate human-like decision-making with personality-driven prompts. A range of personality profiles were used to cluster the test results from the human survey dataset. Our methodology involved prompting LLMs with self-evaluated test items for each personality profile, comparing their outputs to human baseline responses, and evaluating the accuracy and consistency. Our findings show that some local models had 0% alignment of any personality profiles when compared to the human dataset, while the frontier models, in some cases, had 100% alignment. The results indicate that NPCs can successfully emulate human-like personality traits using LLMs, as demonstrated by benchmarking the LLM's output against human data. This foundational work serves as a methodology for game developers and researchers to test and evaluate LLMs, ensuring they accurately represent the desired human personalities and can be expanded for further validation.

The role of football video games in boosting cognitive abilities critical to football performance

Background and Aim: Football requires rapid decision-making and quick reaction times, crucial cognitive abilities that traditionally develop through physical training. This study explores whether football video games, which simulate real game scenarios, can enhance these cognitive abilities among college-level male football players. Materials and Methods: The study involved 51 football players from SRM Group of Institutions, divided into three groups: regular video game players (Group A), occasional players (Group B), and non-players (Group C). A mixed-methods approach was used, combining quantitative cognitive abilities tests (decision-making, reaction time, situational awareness). The video game used in the study was eFootball 2024 with participants engaging in gameplay over a period of 6 weeks. Tests were conducted before and after a set period of video game engagement. Data were analyzed using mixed-design ANOVA and Pearson’s correlation. Results: Significant improvements were observed in Group A across all cognitive abilities tested. Decision-making showed notable group and time effects (F (2, 48) = 5.76, p = 0.005, η² = 0.17; F (1, 48) = 12.54, p < 0.001, η² = 0.25), with interaction effects indicating substantial enhancements over time (F (2, 48) = 3.45, p = 0.035, η² = 0.08). Reaction time and situational awareness followed similar patterns, with significant group, time, and interaction effects. Correlation analysis revealed strong interrelations between the cognitive abilities, indicating that improvements in one area positively influenced others. Conclusion: Regular engagement with football video games significantly enhances cognitive abilities essential for football performance. These findings suggest that integrating video games into training programs could complement traditional methods, offering a valuable tool for cognitive development in sports.

Exploring the Relationship Between Video Game Engagement and Creative Thinking in Academic Environments: Cross-Sectional Study

This study explores the relationship between video game engagement and creative thinking among university students in an academic setting. Utilizing a descriptive cross-sectional qualitative approach, semi-structured interviews were conducted with 40 university students aged 17–25 years, from various academic disciplines. The sample, predominantly female (57.5%) and aged 22 years (27.5%), provided diverse perspectives on the impact of video games on their academic and creative capabilities. The thematic analysis of the interviews revealed significant insights into how video games may enhance creative problem-solving skills and overall creative thinking in an educational context. The study found that a high percentage of participants (47.5%) had a grade point average (GPA) of 4.0, suggesting a potential link between academic performance and video gaming habits. The results highlight the need for further research into specific game genres and their distinct influences on creativity among different demographics. This study contributes to the growing body of literature on the cognitive benefits of video games and their potential to foster creative skills in higher education environments.

Role models in gaming: Wishful identification and maladaptive daydreaming mediate the association between desire for fame and game engagement

BackgroundThe popularity of video games has considerably increased in recent years, with approximately 3.24 billion players worldwide in 2021. Empirical evidence suggests that the quality of engagement in video games can determine whether a gaming activity is associated with psychological distress (i.e., problematic gaming) or self-enhancing outcomes (i.e., esports career pursuits). This study investigates the role of influential gaming role models and other external factors relating to fame appeal in gamers' different ways of engagement. MethodsA total of 803 adolescent and adult gamers (89.29 % male, Mage = 24.90 years, SD = 6.13) were recruited through an online questionnaire. ResultsA path analysis was constructed demonstrating that wishful identification partially mediated the relationship between desire for fame and esports career planning. Moreover, maladaptive daydreaming fully mediated the association between desire for fame and gaming disorder symptoms. Wishful identification with gaming role models predicted both esports career planning and gaming disorder symptoms. ConclusionsThe findings shed light on the importance of considering the role of gaming role models in predicting healthy and problematic gaming patterns.

Development and Validation of the Psychological Motivations for Playing Video Games scale (PMPVGs)

Background The gaming industry is experiencing rapid growth, and videogames in various forms have become an integral part of our daily routines. While research has delved into motivations for playing specific types of videogames, such as online multiplayer games, there is still a need for exploration of the broader concept of video game engagement, irrespective of the genre. Aim The primary aim of this study was to develop and validate a gaming motivation scale that focuses on the intrinsic reasons and psychological aspects of video game motivation. Additionally, the goal was to create a scale that does not rely on game genres to assess gamers’ motivational profiles. Research methods The study was conducted in two phases, involving a total of 2641 Italian participants. In the first phase, exploratory factor analysis (EFA) was performed with data from Italian 543 participants ( M = 28.92; sd = 8.26). In the second phase, confirmatory factor analysis (CFA) was conducted with data collected from 2098 participants ( M = 31.60, sd = 8.81), showing an adequate fit to the theorized model (𝑥2 (878) =3843.28; CFI = .95, TLI = .95, RMSEA = .040, and SRMR = .042). Key Findings and Discussion In the first part of the study, EFA confirmed 14 dimensions out of the original 18. While CFA demonstrated that the scale had good reliability, with values ranging from .77 to .94. Furthermore, significant correlations were found between the Psychological Motivations for playing Video Games (PMPVGs) scale and dimensions from the Motives for Online Gaming Questionnaire (MOGQ) and Gaming Motivation Scale (GAMS) scales. The final version of the scale comprises 12 dimensions with 45 items in total and it holds potential to explore the players’ psychological needs satisfied through the gaming activity.

Turning Livestreaming Viewers into Game Players: Exploring the Impact of Game Streamers on Viewer Video Game Engagement Based on an Extended Means-End Chain Framework

This study aims to explore how perceived influence of game streamers affects viewer video game engagement. We propose a research model based on an extended means-end chain framework and validate this model through a two-wave field survey with 465 respondents. The results show that perceived attractiveness, perceived competence, and perceived trustworthiness are important attributes of perceived influence of game streamers. Additionally, viewer value perception—encompassing perceived utility value, perceived hedonic value, and perceived symbolic value—which is derived from watching game streaming, partially mediates the relationship between perceived influence of game streamers and viewer video game engagement. These findings not only provide insights into the psychological mechanisms underlying the impact of game streamers on viewer behavioral intention but also contribute to a better understanding of the contemporary game streaming landscape.

Effects of action video game engagement on attention and working memory.

Effects of action video game engagement on attention and working memory.

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.

An exploration of why gaming communities may make younger and non-normative gamers vulnerable to Internet Gaming Disorder

Existing literature has primarily evaluated how exposure to video game content impacts social and behavioral functioning. However, the parameters of video game engagement have expanded with multiplayer online gaming, live streaming, and community discussion on social media platforms. This study sought to examine how participation in online gaming communities is associated with problematic gaming behaviors and symptoms of Internet gaming disorder (IGD). A sample of 1176 gamers completed an online survey investigating game habits, community involvement, and gaming preferences as measured by both the Game Community of Inquiry Scale (GCoIS) and the Internet Gaming Disorder Scale-Short form (IGDS9-SF). Results from a multiple hierarchical regression indicated several predictors of problematic gaming, including both community attractiveness and community receptiveness. Moreover, data showed that younger gamers and non-normative gamers were more vulnerable to problematic gaming and more severe symptoms of IGD.

Video Game Engagement and Academic Performance: A Correlation Analysis Approach

Playing video games is a popular leisure activity among adolescents and youths. People's motivations for playing video games, as well as the potential benefits and drawbacks, are an issue of continual debate. Some researchers believed that playing video games negatively impacted academic achievement among students. Consequently, the purpose of this analytical paper is to identify the link between the academic performance of UiTM Pahang Branch, Jengka Campus students and the amount of time they devote to video games. A survey was distributed online in order to collect information regarding the amount of time students spend playing video games and their academic performance. The sample for the study was comprised of 103 students from UiTM Jengka, Pahang, who were chosen at random. This study indicates that there is a statistically significant correlation between the amount of time students spend playing video games and their academic performance at UiTM Jengka, Pahang. The findings reveal that gaming time accounts for 3.72 percent of the total variation in academic achievement, while the remaining 96.28 percent can be attributed to other variables. Moreover, the outcomes show that students who play video games have substantially lower CGPAs compared to students who don't engage in video games. In order to reduce the prevalence of online gaming addiction in the future, this study suggests that awareness campaigns on the adverse consequences of online gaming should be strengthened.

Relations between Video Game Engagement and Social Development in Children: The Mediating Role of Executive Function and Age-Related Moderation.

The global proliferation of video games, particularly among children, has led to growing concerns about the potential impact on children's social development. Executive function is a cognitive ability that plays a crucial role in children's social development, but a child's age constrains its development. To examine the association between video game engagement and children's social development while considering the mediating role of executive function and the moderating role of age, a questionnaire was distributed to a sample of 431 parents. The results revealed a negative relation between video game engagement and social development in children, with executive function found to mediate this relation fully. Additionally, the negative association between video game engagement and executive function became more pronounced as children grew older. In light of these findings, it is advisable to adopt proactive strategies to limit excessive video game use, consider the developmental characteristics of children at different ages, and prioritize the promotion of executive function to facilitate social development among children.

Examining the Predictors of Video Game Addiction According to Expertise Levels of the Players: The Role of Time Spent on Video Gaming, Engagement, Positive Gaming Perception, Social Support and Relational Health Indices.

This study aimed to examine the predictive relationship between video gaming addiction (VGA) and the level of video gaming competency among video gamers. Additionally, the role of time spent playing video games, video game engagement (VGE), video game positive perception (VGPP), social support and quality of relationships with peers were examined. We recruited 227 participants using the purposive sampling method. Of the participants, 50.20% self-identified as Novice-Amateur video gamers while 49.80% indicated being a regular-expert level players. We collected data from participants utilizing a personal and video games information form and five scales and (video game positive perception, videogame addiction scale, video engagement scale, multidimensional scale of perceived social support and relational health indices). These scales are valid and reliable instruments suitable for research purposes. The primary data analysis method was the Partial least squares- structural equation modeling (PLS-SEM). Our results demonstrated that the relationship between VGA and VGE differs based on the participants' video gaming competency level. Another important result is that VGPP has a significant positive relationship with VGA (p < 0.001), VGE (p < 0.001) and video game playing and watching activities (p < 0.001). Furthermore, an increase in the time spent on watching Twitch content is associated with an increased VGA level (p < 0.05). Finally, the time spent on playing video games has different patterns with perceptions of social support according to the level of expertise of the players. This study indicates that VGPP plays a crucial role in predicting VGA and VE and highlights the importance of considering the level of players when examining the relationship between VGA and VE. The conclusions also exhibit that the increasing popularity of esports and video game content tracking may significantly impact VGA. The role of social support in video gaming behaviors varies based on the player's level of expertise.

Video Game Engagement: A Passkey to the Intentions of Continue Playing, Purchasing Virtual Items, and Player Recruitment (3Ps)

People of all ages enjoy playing games, making online gaming a part of the modern lifestyle. Online games as digital products can reach gamers without being hindered by various limitations such as time and location. With a large selection of freemium and premium games in the virtual marketplace, gamers have the opportunity to switch between various games from different genres and make purchases of virtual goods. Therefore, the challenge that developers have to overcome is whether gamers will have the intention to play, pay, and recruit players (3Ps). To manage future behavior intentions, game developers need to ensure that gamers and the games they play have a solid engagement. Data collection comes from the results of distributing questionnaires to Twitter users with the self-reporting method. The amount of data processed was 370 respondents. The model was assessed using the partial least square of structural equation modeling. The results of this study show that video game engagement plays a crucial role as a mediator between gamer experience and the intention to continue playing, purchase game items, and recruit new players. Enjoyment is the strongest predictor of gamer experience, followed by arousal, social interaction, escapism, and challenge.

Attentional inhibitory control interference related to videogames, pornography, and TV series exposure: An experimental study in three independent samples

Attentional inhibitory control (AIC) is responsible for ignoring salient yet irrelevant stimuli (i.e., distractors) to focus cognitive resources on goal-oriented demands. While the relevance of this cognitive process is well established when it comes to explaining the etiopathogenesis of substance use disorders, few studies have investigated AIC in the context of non-substance-related addictive behaviors. This experimental study focused on exploring the contribution of AIC to understanding problematic engagement in videogames, pornography, and TV series. The main aim of this study was to compare AIC when exposed to these contents and their correlates with different indicators of Gaming Disorder (GD), Problematic Pornography Use (PPU), and binge-watching (BW). Participants from three independent samples (40 men from Luxembourg; 91 men from Spain; and 108 women from Spain) completed an adapted version of the Stroop task designed to measure AIC when exposed to pornography, videogames, and TV series, as well as different self-reports assessing problematic engagement in these activities. Participants experienced more AIC problems –i.e., increased reactions times– when answering the Stroop task while presented with TV series and pornography as distractors, but not when presented with videogames. Furthermore, we only found few anecdotal results supporting the relationship between individual differences in the level of AIC when confronted with these contents and an increased risk of displaying GD, PPU, or BW symptoms. Although preliminary, our results question the notion that AIC may constitute a central process in explaining the initiation and/or maintenance of non-substance-related addictive behaviors.

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.

To Triumph or to Socialize? The Role of Gaming Motivations in Multiplayer Online Battle Arena Gameplay Preferences

Background Individuals choose to engage in multiple types of online team-based video games. Gameplay options allow for player preferences to shape their gaming experience. Within the multiplayer online battle arena (MOBA) genre, players can decide whether to play matches with familiar or random teammates and whether their performance impacts their skill rating. Individual differences in video game engagement and genre preferences have been connected with player motivations and uses of video games and psychological traits that influence social interactions. The present study examined the extent to which the match preferences of MOBA players related to these factors. Methods Individuals attending an international MOBA tournament were recruited for the present research. Player MOBA match selection history was collected along with questionnaires measuring video game uses and gratifications, preference for solitude, tolerance of disagreement, and a test of theory of mind ability. Results Three main findings were observed. First, the highest-rated video game motivation was to socially interact with others. Second, players that displayed different preferences for types of MOBA matches varied in social interaction and competition video gameplay motivation scales. Third, although individual differences in fantasy video game motivation were correlated with theory of mind ability and preference for solitude, they did not vary by MOBA match preferences. Conclusion The results of the present study indicated that MOBA players were more strongly motivated by social aspects of video gameplay and variations in video game motivation to compete correlated with the extent to which they engaged in different types of MOBA play.

The impact of gender differences, school adjustment, social interactions, and social activities on emotional and behavioral reactions to the COVID-19 pandemic among Japanese school children

The COVID-19 pandemic has had negative psychological effects, such as increased depression, anxiety, and suicide, on children worldwide, including in Japan. To effectively mitigate the negative impact of the pandemic among Japanese children, it is necessary to increase understanding of the culturally specific psychological effects on Japanese children, including age and gender differences, as well as related risk and protective factors. However, no previous research has quantitatively evaluated changes in Japanese children's emotional functioning before and after the pandemic began. The present study examined changes in Japanese children's emotional functioning with pre- and mid-pandemic questionnaires, particularly focusing on age and gender differences. The present study also explored the effects of school adjustment, social interactions, and lifestyle activities on children's emotional and behavioral functioning during the pandemic. Data were analyzed from 293 children from the southwestern region in Japan. The pre-pandemic questionnaire assessed emotional and behavioral functioning and school adjustment, while the mid-pandemic questionnaire assessed emotional and behavioral functioning, social interactions, and lifestyle activities. The results indicated that the COVID-19 pandemic negatively impacted the emotional functioning of Japanese children, especially younger boys. Pre-pandemic school adjustment negatively influenced emotional functioning. Spending time alone, spending little time with one's mother, poor sleep regulation, a lack of exercise, and a high frequency of playing video games were related to poor emotional and behavioral functioning. The findings imply that Japanese children, especially younger boys, may benefit from psychological interventions that promote social interactions, especially with their mothers, regulated sleep patterns, adequate exercise, and that support children in managing video game engagement, to mitigate the pandemic's negative psychological impact.

Empirical Validation of Serious Game and Video Game Engagement among College Youth: Understanding its Impact on Learning

This study proposes and validates a conceptual model for predicting student engagement in playing serious and video games. The model comprises affective and behavioural engagement. The serious game involves gameful experience in formal matters like marketing, healthcare, business, or learning, except for pure entertainment. This study compares the perceptions of college students toward serious games and gameful learning to clarify the confusion between serious games and video games. Data are collected from young college students aged 18 and 25 who are also video game players to validate the conceptual model. This model is then used to find out the relationship between the serious game and video games through the engagement of these students, particularly in the area of affective and behavioral engagement. The research requires the students to experience an entertainment game (Krunker.io) and a serious game (Quizziz) in a classroom. Students spend one match of 20 minutes in a web-based browser multiplayer online game (Krunker.io) and spend one round of gamified quiz learning (Quizziz) in a class session. Afterwards, they answer the questionnaire based on affective and behavioural engagement aspects adapted from another research on gameful experience. This study provides new insights for validating models on students’ affective and behavioural engagement that can be ultimately applied to the learning environment of youth for effective learning. This study identifies the limitations of using video games in helping the learning process apart from improving the learning ability with the power of mutual understanding of any subject matter that involves understanding the impact on learning. Keywords: serious game; gamified learning; gameful experience; affective engagement; behavioural engagement

Associations Between Video Game Engagement and ADHD Symptoms in Early Adolescence

Objective: We aim to investigate the direction of causality of the association between adolescent video game playing and later development of ADHD symptoms using a population-based sample of Canadian Youth. Method: The present study is based on longitudinal cohort data (N = 1,467). Youth self-reported weekly hours of video game playing as well as ADHD symptoms at both 12 and 13 years of age. Results: Cross-lagged panel model were estimated to examine how adolescent video game playing prospectively contributes to ADHD symptoms while simultaneously considering how adolescent ADHD symptoms may prospectively contribute to videogame playing. Analyses revealed a significant positive association between adolescent video games playing at age 12 and ADHD symptoms at age 13. Youth ADHD symptoms at age 12 did not predict video game use at age 13. Conclusion: Our results help clarify the direction of causality of the association between video game playing and ADHD symptoms and provide evidence that video game playing can represent a risk factor for the development of attention problems in early adolescence.