Video Game Preferences Research Articles

Seeking justice in video games: Belief in a just world and video game preferences.

Seeking justice in video games: Belief in a just world and video game preferences.

The effect of a physically formidable competitor or cooperator on attraction to violent video games

Typically, men prefer violent video games more than women do. However, little is known about the motivational factors driving this greater preference for violent games in men. The integrative motivational model of violent video games (IMT-VVG) suggests that the pull of violent video games should be strongest in men because men have faced stronger evolutionary pressures to physically compete within an explicit hierarchy relative to women. In two experiments, individuals were led to believe they were competing (Experiment 1; N = 122) or cooperating (Experiment 2; N = 121) with an ostensible same-gender partner to complete a physical strength program. The partner was presented as either high or low in physical formidability. Participants then selected a violent or non-violent video game to play for up to 15 min. In Experiment 1, men showed a stronger preference for violent video games than women when they anticipated facing a stronger opponent in an impending physical strength competition. In Experiment 2, for the physical cooperation task, men also chose the violent game over the non-violent game, but did so independent of the formidability of their cooperation partner. In sum, these data suggest that men may be attracted to violent video games when faced with a competitive task that requires physical strength, but not necessarily a cooperative task. In support of this hypothesis, participants who played the violent games reported greater subjective toughness after game play. These results provide evidence for a new integrative motivational theory of violent video game play.

From thrill seekers to social creatures: dimensions of curiosity differentially predict video game preferences and behaviours

ABSTRACT Research has shown that curiosity leads to improved performance in formal activities (e.g. school and work). However, there is an underappreciation of the motivating role that curiosity plays in more recreational activities, such as video gaming. Moreover, curiosity has historically been conceptualised in various ways, presenting a challenge when choosing a measure of curiosity. Using an updated curiosity framework (Five-Dimensional Curiosity Scale Revised), this study investigated how six dimensions of curiosity predicted video gaming behaviours, including play time and structural characteristics of video games (i.e. features of games that players enjoy, such as good graphics). The sample comprised 398 self-identified video gamers (50.30% males) from Malaysia and the Philippines, with a mean age of 37.30 (SD = 12.05). Confirmatory multiple regression analyses revealed that, of the six dimensions of curiosity, thrill-seeking predicted overall time spent playing video games, while joyous exploration predicted enjoyment of rewarding and punishing features. Overt social curiosity predicted enjoyment of social features in video games, but covert social curiosity did not. Other associations between dimensions of curiosity and structural characteristics of games were observed in exploratory analyses. Our findings offer insights into aspects of games that individuals enjoy based on the dimensions of curiosity.

78 Empowering Patients with Congenital Heart Disease: Insights into Serious Video Game Preferences

OBJECTIVES/GOALS: Serious video games are designed for skill-building and are increasingly being used for healthcare interventions with adolescents and young adults (AYAs). The study goal was to identify AYAs’ preferred game features, by demographic groups, to inform the development of a game to improve AYA’s engagement in their congenital heart disease (CHD) care. METHODS/STUDY POPULATION: Pediatric patients, 12-18 years old, completed surveys at a routine CHD care visit. Participants rated their likelihood of using games to learn CHD management skills (5-point Likert) and preferences for ten game features commonly used, such as: personalization (make your own avatar) and levels (unlock new, advanced stages as you do better). Participants selected one of three response options: 1=would make me less interested in the game, 2=doesn’t matter, 3=would make me more interested in the game. Descriptives and frequencies assessed interest in different game features. Chi-square tests were used to identify potential differences in game feature preferences by gender identity, age group (early/mid-adolescence vs. late adolescence), and race and ethnicity. RESULTS/ANTICIPATED RESULTS: Of 83 participants who completed surveys, the mean age was 15 years old (12-18; SD=1.73), 55% were male, 79% were Non-Hispanic White, and 70% were interested in video games for gaining CHD management skills. The top-rated game features were: levels (78%; unlock advanced stages), conflict (74%; face challenges), personalization (70%; create avatar), and story (70%; journey-based). The three lowest-ranked features were: time (29%; restricted time to complete challenge), competition (47%; score/play against others), strategy (53%; plan to reach goal). No significant differences in game feature preferences were found by demographic characteristics. DISCUSSION/SIGNIFICANCE: Most AYAs with CHD were interested in games, offering a promising avenue for future healthcare interventions. Given no significantly different preferences by demographics, the game may not require tailoring game features for certain groups. However, additional research with diverse participants is needed to fully inform game development.

Invitations Within and Beyond the Fictitious World: An LDA Discourse Analysis of Female Game Preferences in Chinese CMC Forums

Throughout the conventionally masculine video game culture worldwide, the existing literature on video game preferences mainly focuses on the West, overlooking Chinese female gamers, who make up the largest female gamer population globally. This study aims to explore their preferences by analyzing responses from four female-exclusive video game forums. Using the Latent Dirichlet Allocation (LDA) Topic Model, 1321 responses were analyzed, extracting females’ preferences into six dimensions: characters, design, genre, narrative, engagement, and experience. This multifaceted research offers preliminary insights into female gaming experience. Our findings highlight the evolving portrayal and preference of game characters, a complex interplay between aesthetic appeal, genre, and the intriguing relationship between game narratology and empathy. The study further explores how narrative structures in video games can evoke empathy, and advance understanding of females’ engagement and flow experience in the virtual world, challenging conventional assumptions and expanding the understanding of player interaction with digital media.

Preference for violent video games: The role of emotion regulation, alexithymia, affect intensity, and sensation seeking in a population of French video gamers.

Preference for violent video games: The role of emotion regulation, alexithymia, affect intensity, and sensation seeking in a population of French video gamers.

A comparative study on the development of Chinese and English abilities of Chinese primary school students through two bilingual reading modes: human-AI robot interaction and paper books.

To address the challenges encountered by Chinese primary school students, particularly left-behind and migrant children, who exhibit a preference for animations, video games, and short videos over reading books and struggle with Chinese-English bilingual skills, this study introduces an educational robot AI-assisted method for simultaneous bilingual reading. To assess the effectiveness of this method, a 6-month Chinese-English bilingual extracurricular reading comparative experiment was conducted involving 85 grade 5 students from two classes in a primary school in Hangzhou, China. The AI-assisted class freely read 100 bilingual/English electronic picture books and 200 Chinese electronic classic serial picture books by employing the AI-assisted human-computer interactive electronic reading mode of the "Educational Robot+Audio Electronic Picture Book+Character-play Based Reading." In contrast, the paper book group read the same content presented in the traditional paper book format, following the "regular independent reading" mode. Post-experimental analyses were conducted employing t-tests and MANCOVA and the results revealed that: the primary factors influencing reading effectiveness are the choice of reading materials, reading tools, and reading mode, while reading time does not emerge as the principal influencing factor. Furthermore, students in the AI class demonstrated significant enhancements in bilingual reading motivation, reading amount, reading comprehension, independent learning ability, pronunciation proficiency, and test scores compared to their peers in the paper book class. The AI-assisted reading mode utilizing educational robots garnered positive feedback from teachers, parents, and students. It offers the potential to effectively substitute parental involvement in parent-child reading and English tutoring, while also enabling the simultaneous acquisition of bilingual proficiency in both Chinese and English. This approach proves to be highly effective, cost-efficient, and convenient, particularly for enhancing children's foreign language abilities. Moreover, it fosters positive reading habits and independent learning skills among primary school students, contributes to the establishment of lofty aspirations, and enhances bilingual performance. Overall, this innovative mode offers an effective means of facilitating children's acquisition of bilingualism and foreign language skills, as well as promoting reading education.

Video Game Preferences and Their Impact: Aggression and Sexualization Exposures among Indonesian Millennials

For years, the world of games has impacted people’s lives and become one of the largest industries in the world. In 2022, most gamers will be Millenials who know what kind of game they prefer and its effects on their lives, which might help them understand how the world of games evolved. For this reason, the conjoint survey is being conducted to understand the Millenials’ game preferences. The quantitative data was gained from 111 respondents from Indonesia using the conjoint method, where the country holds the record of being the third-biggest country in the world in which gamers reside. The attributes of importance and the preference of levels analyzed by conjoint analysis showed that the most likable game preferences for Indonesian Millennials are single- player, free, online, computer, or mobile format games. The result of this research also recommends that the game industry reconsider its exposure to violence and sexualization toward gamers since a quarter of their consumers experienced disturbing effects on their mental health as a result of the game they played.

Implementasi Agile Scrum Pembuatan Game Visual Novel Cerita Asal Usul Kota Surabaya

Surabaya is the second largest city in Indonesia after Jakarta. The city of Surabaya has a distinctive designation, namely "the city of heroes" because of the great support from the people of Surabaya in fighting for Indonesian independence. The lack of interest of Indonesia's younger generation in Indonesian folklore and their preference for video games and other advanced technology, does not rule out the possibility that history will be forgotten and slowly extinct because it is only passed down orally. The purpose of this research is to implement the agile-scrum method in making visual novel games as an effort to attract the interest of the younger generation to know and preserve the history of the origins of the city of Surabaya with a modern approach and according to the target audience. The visual elements used in this game are costume details, props, poses and various expressions according to modified references. In addition, the narration/storyline used has also been developed with a story style and choice of words that are relevant to the target user. The method used in this final project is agile-scrum which has 8 stages of development, starting from the stage of exploring problems that can become product ideas to the final testing stage. From the results of the final test, the creation of a visual novel game based on the story of the origins of the city of Surabaya can be used properly by users.

University Students’ Video Gaming - Reasons, Preferences, and Behavioural Effects

Research on players’ reasons for video gaming, their video game preferences, and the behavioural effects of video gaming on the players tends to study those issues separately. This study attempts to explore all those issues collectively with the aim of facilitating game designers to develop appealing educational games for university students without inflicting negative behavioural impacts on the students. Relevant data from 100 undergraduates were collected from an online survey. Cluster analysis of the eight major reasons for playing video games resulted in grouping the respondents into five clusters. The cluster that rated peer effect as the major reason for playing is male-dominated whereas the cluster that rated family influence as the major reason is female-dominated. A similar analysis of the respondents’ video game genre preferences reveals that the cluster favouring fighting and battle games is male-dominated, whereas the cluster favouring family entertainment games is female-dominated. Both genders enjoy playing challenging adventure-strategy games. Most respondents perceived that their cognitive functioning had improved through video gaming, but no conclusion can be drawn as to whether video gaming can improve their social and psychological functioning. Except for poor sleeping habits, most respondents had not experienced any significant negative effects from playing video games. No statistical evidence supports that playing violent video games would induce aggressive behaviours. As games that involve a high demand for players’ motor skills may not be a good choice for educational games and violent games may induce poor sleep quality, it is concluded that challenging adventure games and strategy games are suitable educational game genres for undergraduate students.

Identifying Video Game Preferences Among Adults Interested in Quitting Smoking Cigarettes: Survey Study.

BackgroundSmoking is the most prevalent cause of morbidity and mortality in the United States. Although most individuals who smoke express a desire to quit smoking, only a small percentage are successful. Serious games have become popular in health sectors as a potential avenue for delivering a scalable treatment that is both accessible and engaging for the smoking population. Several smoking cessation games have already been developed, but these games feature a broad range of gameplay elements and are not necessarily based on existing video game preferences in the general or smoking population.ObjectiveTo better inform treatment development, this study aims to evaluate video game genre preferences among treatment-seeking individuals who smoke (N=473).MethodsParticipants responded to a screening survey to enroll in a larger, serious game intervention for smoking cessation. During this screening survey, participants were asked to disclose their favorite video games, which resulted in 277 unique game titles. These titles were coded for genre categories based on publisher listings and game features. The genres were then analyzed for the frequency of reporting overall and across age groups.ResultsAction, Role-Playing, and Action-Adventure were the most reported genres among adults aged ≤34 years; Action, Action-Adventure, and Logic were the most reported genres among adults aged 35-44 years; and Logic and Action were the most reported genres among adults aged ≥45 years.ConclusionsThese data indicate that treatment-seeking individuals who smoke have different game preferences across age groups, and the data provide novel information to inform the development of future serious games targeting the smoking population that are tailored to the preferences of their age group.Trial RegistrationClinicalTrials.gov NCT03929003; https://clinicaltrials.gov/ct2/show/NCT03929003

Preservice Teachers’ Knowledge and Attitudes toward Digital-Game-Based Language Learning

There is a good body of literature about digital-game-based language learning (DGBL), but research has mainly focused on students as game players rather than as future educators. This paper reports on a research conducted among 154 teacher candidates at a higher-education institution in Spain regarding the adoption of digital games in education. It analyzes the participants’ knowledge of and attitudes toward digital games in foreign language learning. Quantitative and qualitative data were gathered through a pre/post-test, digital game presentations, and student blog posts. The research comprised five stages associated with critical thinking skills (definition, selection, demonstration, discussion, and reflection), including a game learning module. In the first two stages, preservice teachers completed the module activities and selected different games aimed at teaching English to children in preschool and elementary education. In the last two, they illustrated, discussed, and evaluated the digital games in class following a rubric and reflected on their perception in blog posts. In this four-week research based on a mixed method and convenience sampling, quantitative and qualitative data were gathered through a pre- and post-test survey about student perceptions toward the use of video game in the classroom, class discussion, and blog posts. Statistical data analysis unveiled gender-based differences related to gameplay frequency and genre preferences. The Wilcoxon signed-rank test was used as a nonparametric statistical hypothesis test to compare the two sets of scores resulting from the same participants, and it showed a significant difference (p ≤ 0.05) after the treatment in two of the five dimensions in the survey about teacher candidates’ attitudes toward game usage in education, namely, usefulness (U) and preference for video games (PVG). Research findings revealed preservice teachers’ positive attitudes but lack of practical knowledge about the use of digital games in foreign-language learning.

Designing Video Games for Nutrition Education: A Participatory Approach

ObjectiveTo describe the participatory approach used to inform the development of a video game designed to increase children's nutrition knowledge. The objectives were to (1) assess children's nutrition areas of focus, (2) explore parents’ and children's perceptions of video games for nutrition education, and (3) collect information on children's video game preferences. DesignQualitative research design using 10 focus group interviews and 5 workshops. Children's nutrition knowledge and game player type were assessed by questionnaires. SettingSouth Island, New Zealand. ParticipantsSixty-two primary school children, aged 7–11 years. Ten parents completed an online questionnaire. Phenomenon of InterestParticipatory approach in designing digital nutrition education resources. AnalysisA general inductive approach was used to develop the themes. ResultsThe following 3 themes were identified through thematic analysis: (1) positive impacts associated with video games for nutrition education, (2) factors for engagement, and (3) barriers for sustained use. Conclusions and ImplicationsBoth children and parents perceived that video games offered an avenue to increase nutrition knowledge. However, negative views such as screen time usage need to be addressed before widespread adoption. The participatory design approach provided information about game mechanics that will inspire the game design and enhance engagement of video games for nutrition education.

Violent acts ((Online)Games)

The depiction of violence is the focus of many content analyses of video games. Typically, the occurrence and nature of acts of violence or aggression are coded to quantify the amount of violent content in a particular game. Field of application/theoretical foundation: Quantifying the amount of violence in video games can inform media effects research that looks at the relationship between the exposure to violent video game content and aggression. This allows for more precise measures and hypotheses than simply coding a game as violent or nonviolent which is often done in experimental research in this area. What is commonly coded in content analyses of violent content in video games is the number and nature of aggressive or violent actions. Specific attributes of these acts, such as their realism, graphicness or (narrative) justification (Tamborini et al., 2013) are only considered in a few studies (e.g., Lachlan et al., 2005). While the focus in most studies is on acts of physical aggression/violence in interactions with/between game characters, there are also studies that have investigated verbal aggression between players (Holz Ivory et al., 2017). References/combination with other methods of data collection: Content analysis of violence in video games can be complemented by survey data asking players about the games they play and their rating of the degree of violence they contain and/or age rating from institutions like ESRB or PEGI (see Busching et al., 2015). Example studies Coding material Measure Operationalization Unit(s) of analysis Source(s) (reported reliability of coding) Video recording of playing session Number and duration of violent interactions (attacking and being attacked) (a) combat: “periods of playing time in which a player [i.e., the character controlled by the player] fires his gun” (p. 1021) (b) “under attack–the player is attacked by an opponent before or after using his own weapon” (p. 1022) Distinct phases/events in up to 12 minutes of solo play of the first-person shooter game Tactical Ops: Assault on Terror Weber et al., 2009 (Cohen’s kappa = 0.81) Video recording of the whole game Depictions of injury (present/not present) “An injured or dead character lying on the ground or remnants of blood from a known violent act” (p. 403) 1-second intervals of the game recordings Thompson et al., 2006 (Cohen’s kappa = 0.93) Video recording of the whole game Depictions of violent acts (present/not present) “Intentional acts in which the aggressor causes or attempts to cause physical injury or death to another character” (p. 403) 1-second intervals of the game recordings Thompson et al., 2006 (Cohen’s kappa = 0.93) Video recording of the first 10 minutes of gameplay Depicted harm/pain (none, mild, moderate, extreme) in aggressive exchanges between in-game characters “physical injury or incapacitation of the victim” (p. 64) “an aggressive exchange that occurs between a perpetrator (P) engaging in a particular type of act (A) against a target (T)” (p. 63) Smith et al., 2003 (coefficient according to “Potter and Levine-Donnerstein's (1999) reliability formula for multiple coders”, p. 65: 0.87)

Gen Zers' video game preferences and learning outcomes: toward designing better games

Gen Zers' video game preferences and learning outcomes: toward designing better games

Gender Differences in Video Game Play: Practices of Teenaged Players from Pakistan

The present research study aimed to examining gender differences in gaming patterns and preferences of teenage gamers in Pakistan. The gaming patterns involve frequency of game play and time spent on game play. The video game preferences were measured by exploring game genres and style(mode) in which game players mostly play. The study was quantitative and survey is conducted by using purposive research method as only game player were selected as sample from schools of Islamabad, Pakistan. The close ended questionnaire adapted from ‘Media Self Report Questionnaire’ used by Elliot (2006), Bajovic (2012) and Hodge (2019) was filled by 576 respondents. The study found that teenage girls and boys significantly differ in terms of frequency of game play and time spent on video gaming. It was found that boys mostly play in multiplayer mode and prefer to play action, role playing game and sports game genres. On the other hand girls’ prefer single player mode and adventure, action and horror game genres. The present research can be used as baseline exploratory study for future studies in the domain of video gaming.

A Serious Game on the First-Aid Procedure in Choking Scenarios: Design and Evaluation Study.

BackgroundChoking is one of the causes of unintentional injury death. Gaining the knowledge of the first-aid procedure that has to be applied in case of choking can increase the chances of survival of persons with choking. Serious games can be a good channel for educating people about choking scenarios and the actions to be taken to save the persons with choking.ObjectiveThe objective of this study is to present and evaluate the effectiveness of a serious game designed to prevent choking and to promote the first-aid procedure that needs to be applied in case of choking.MethodsIn this study, we present a serious game as a set of minigames that reproduces the main steps of the protocol for the first-aid performed in choking. In the proposed game, the player acquires the role of a helper who has to save the person in a choking emergency by applying the main steps of the protocol. Time and score restrictions are imposed to pass each minigame. To test this game, we performed a pilot study with 48 high school students. Different tests were performed to assess the students’ preferences and their knowledge on choking before and after playing the proposed game. The obtained results were analyzed using Mann-Whitney U test when a grade variable was involved and by using Fisher exact test when 2 categorical variables were involved.ResultsThe findings of our study showed that the players enjoyed the game. No statistical differences were detected when considering the gender of the player, their preferences for video games, or their previous experience in choking emergencies. By comparing the knowledge of these students before and after playing the game, we found that all the indicators of the knowledge about how to act in case of a choking emergency were improved through this serious game.ConclusionsThe findings of our study show that the proposed game is a good strategy for promoting and teaching first-aid procedures in choking emergencies to nonexperts in this field.

Conscientiousness in Game-Based Learning

Background. An increasing number of studies support a mediating influence of personality on video-game preferences and player experiences, and in particular, traits associated with playfulness, such as extraversion. Educational institutions, however, tend to reward serious personality traits, such as conscientiousness. Aim.To discern how students respond to Game-Based Learning (GBL) in the classroom, and to understand if and how conscientiousness mediates GBL, we performed a field study at a leading university of technology in northeast China. Method. In May 2019, 60 bachelor and executive students in public-administration studies consecutively played two digital serious games, TEAMUP (multiplayer) and DEMOCRACY3 (single player). Data accrued through surveys with pregame measurements of personality (conscientiousness), mediating factors (motivation, player experience), learning effectiveness (cognitive and non-cognitive learning), and GBL acceptance. Results. Analysis showed a strong overall learning effect for both games. Conscientiousness significantly related to cognitive learning in both games and noncognitive learning in the multiplayer game only. Conscientiousness also significantly related to player experiences in the multiplayer game. Furthermore, the conscientiousness facet of perfectionism was a dominant factor in player experience and learning. We discuss the findings in light of several aspects around GBL that require more attention and research, especially that, alongside other factors, conscientiousness may be an important dimension to consider in the design and implementation of GBL in education, and GBL can have a positive role in the modernization of education in non-Western countries.

Gen Zers Video Game Preferences and Learning Outcomes: Toward designing better games

This study presents the results of a survey consisting of broad, mostly open-ended questions concerning the video game preferences of Generation Z gamers and casual players (N = 427). One of our aims was to gain relevant insights into the gaming preferences of Generation Z players and to describe what they find appealing in AAA entertainment games. In particular, this study revealed the video game genres, characters, and in-game elements and features that Gen Zers find attractive both in general and by gender. Our study also explored the genres, characters, in-game elements, and features that Gen Zers miss and are looking for in future games. Understanding the preferences of Gen Z players allows game designers, especially designers of educational and serious games dealing with current global and social issues, to make inferences about the Generation Z's preferred game features and thus better personalise gameplay. Our findings also confirmed that video games are both fun and educational: our respondents indicated that they learned and reinforced knowledge about the English language, the basics of informatics, strategic thinking, geography and history, teamwork, cultural knowledge, perspective change, and creativity during video gameplay.

Analysis of the Usefulness of a Serious Game to Raise Awareness about Mental Health Problems in a Sample of High School and University Students: Relationship with Familiarity and Time Spent Playing Video Games.

Background: One of the main challenges in the field of mental health today is the stigma towards individuals who have psychological disorders. Aims: This study aims to analyse the usefulness of applying a serious game developed for the purpose of raising awareness among students about mental health problems and analyse whether its usefulness can be influenced by the type of video games or the time that students usually devote to playing with this type of entertainment. Method: The serious game introduces four characters who display the symptoms of different psychological disorders. A total of 530 students participated in the study, 412 of whom comprised the experimental group and 118 the control group, 291 came from secondary school classes and 239 were university students. Results: The findings show that this serious game significantly reduced total stigma among students. Variables like time habitually spent playing video games or video game preference had no bearing on the results. Conclusion: Our findings suggest that the serious game is an appropriated tool to reduce stigma, both in high school and university students, independently of the type of video games that young people usually play, or time spent playing video games.