The roles of task difficulty and prior videogame experience on performance and motivation in instructional videogames

Flawless victory! Investigating search and experience qualities as antecedent predictors of video game success

In recent years, video games have been on the rise as entertainment goods, leading to a growing interest by practitioners, researchers, and, of course, consumers alike. While a few unusually successful video games produce overall high revenues, most released games struggle to break even. Hence, there is an urgent need to better understand what distinguishes financially successful games from nonsuccessful video games. Accordingly, several researchers have called for investigations into the drivers of the financial success of video games. However, empirical studies within this respect are still lacking. Based on longitudinal data of 351 video games, the current study strives to fill this research gap by investigating the relative importance of potential success factors for the short-term and long-term financial success of video games. The results of multiple regression analyses confirm that search qualities such as brand popularity, reviews, and awards as well as experience qualities such as graphics, sound, and game duration significantly drive financial success in terms of the total number of sold video games in Europe. Consequently, managers in the video game industry can boost their chances for the production of a successful video game by focusing on these factors.

Usefulness of Digital Serious Games in Engineering for Diverse Undergraduate Students

The use of educational digital games as supplemental tools to course instruction materials has increased over the last several decades and especially since the COVID-19 pandemic. Though these types of instructional games have been employed in the majority of STEM disciplines, less is known about how diverse populations of students interpret and define the value of these games towards achieving academic and professional pursuits. A mixed-method sequential exploratory research design method that was framed on the Technology Acceptance Model, Game-Based Learning Theory and Expectancy Value Theory was used to examine how 201 students perceived the usefulness of an intuitive education game that was designed to teach engineering mechanics used in designing civil structures. We found that students had different expectations of educational digital games than games designed for entertainment used outside of classroom environments. Several students thought that the ability to design their own structures and observe structure failure in real-time was a valuable asset in understanding how truss structures responded to physical loading conditions. However, few students thought the educational game would be useful for exam (14/26) or job interview (19/26) preparation. Students associated more value with engineering games that illustrate course content and mathematical calculations used in STEM courses than those that do not include these elements.

Is self-determination good for your effectiveness? A study of factors which influence performance within self-determination theory

Despite the vast body of studies within self-determination theory, the impact of factors which influence performance in experimental paradigm is still underresearched. The aim of the two studies presented in this paper was to investigate the impact of basic psychological needs on performance with the simultaneous presence of external incentives. Study 1 tested whether the satisfaction of competence and relatedness during task performance (while external incentives were present) can impact individual’s performance. Study 2, on the other hand, investigated whether the basic psychological needs and provision of external incentives can impact an individual’s performance. Moreover, in both studies the mechanisms behind the need–performance relationship was checked. Our results showed that out of the three basic needs, competence had the strongest positive impact on performance, which was partially mediated by the subjective evaluation of the levels of difficulty and intrinsic motivation. The weak relationship between relatedness and task performance was fully mediated by the level of intrinsic motivation.

Does Dynamic Tailoring of A Narrative-Driven Exergame Result in Higher User Engagement among Adolescents? Results from A Cluster-Randomized Controlled Trial

Physical activity interventions for youth are direly needed given low adherence to physical activity guidelines, but many interventions suffer from low user engagement. Exergames that require bodily movement while played may provide an engaging form of physical activity intervention but are not perceived as engaging to all. This study aimed to evaluate whether dynamic tailoring in a narrative-driven mobile exergame for adolescents played in leisure settings, can create higher user engagement compared to a non-tailored exergame. A cluster-randomized controlled trial assessed differences in user engagement between a dynamically tailored (based on an accelerometer sensor integrated in a T-shirt) and non-tailored condition. In total, 94 participants (M age = 14.61 ± 1.93; 35% female) participated and were assigned to one of the two conditions. User engagement was measured via a survey and game metric data. User engagement was low in both conditions. Narrative sensation was higher in the dynamically tailored condition, but the non-tailored condition showed longer play-time. User suggestions to create a more appealing game included simple and more colorful graphics, avoiding technical problems, more variety and shorter missions and multiplayer options. Less cumbersome or more attractive sensing options than the smart T-shirt may offer a more engaging solution, to be tested in future research.

What do females really dream of? An individual-differences perspective on determining how narrative identity affects types of life projects and the ways of telling them

This article presents the findings of a study on life projects (LPs) created by adult females. It aims to show the specifics of future plans and of ideas on aspects of narrative identity in order to extend the existing literature. The study revealed the broad spectrum of LPs, with the most common categories related to study and work, regardless of the narrative identity incorporated into the study. However, separately taken, motives of agency and communion turned out to show some visible differences within the other types of LPs. The adoption of the identity development construct showed the specific meaning that projects had for each subgroup of narrators, who were distinguished based on the identity maturation level. In consequence, it exposed both content and formal aspects of LPs that appeared to differentiate and be characteristic for the next stages of maturity in the surveyed sample.

Motivations for the Use of Video Game Streaming Platforms: The Moderating Effect of Sex, Age and Self-Perception of Level as a Player

A particularly striking new phenomenon in recent years is the live streaming of video games through popular platforms, such as Twitch. This study focuses on the motivations and types of use underlying viewer participation in live streaming platforms. Based on the uses and gratifications theory, this paper aims to analyse how three basic motivations are related to the use of video game streaming platforms. Furthermore, it examines the moderating effects that significant variables, such as the audience member’s age, sex or self-perception of level as a player may exert on this relationship. The results reveal that the three types of motivations are positively associated with use of the platform, although notable differences appear, with informational motivations outweighing entertainment and social motivations. At the same time, no moderating effects on the results of the proposed model were found for the heterogeneity stemming from sex and age. Conversely, the influence of informational motivations on the use of these platforms is moderated by the self-perception of level as a player.

Design of a Physiology-based Adaptive Virtual Reality Driving Platform for Individuals with ASD

Driving is essential for many people in developed countries to achieve independence. Individuals with Autism Spectrum Disorder (ASD), in addition to having social skill deficits, may experience difficulty in learning to drive due to deficits in attention-shifting, performing sequential tasks, integrating visual-motor responses, and coordinating motor response. Lacking confidence and feeling anxiety further exacerbates these concerns. While there is a growing body of research regarding assessment of driving behavior or comparisons of driving behaviors between individuals with and without ASD, there is a lack of driving simulator that is catered toward the needs of individuals with ASD. We present the development of a novel closed-loop adaptive Virtual Reality (VR) driving simulator for individuals with ASD that can infer one's engagement based on his/her physiological responses and adapts driving task difficulty based on engagement level in real-time. We believe that this simulator will provide opportunities for learning driving skills in a safe and individualized environment to individuals with ASD and help them with independent living. We also conducted a small user study with teenagers with ASD to demonstrate the feasibility and tolerability of such a driving simulator. Preliminary results showed that the participants found the engagement-sensitive system more engaging and more enjoyable than a purely performance-sensitive system. These findings could support future work into driving simulator technologies, which could provide opportunities to practice driving skills in cost-effective, supportive, and safe environments.

Analyzing Iterative Training Game Design: A Multi-Method Postmortem Analysis of CYCLES Training Center and CYCLES Carnivale

That games can be used to teach specific content has been demonstrated numerous times. However, although specific game features have been conjectured to have an impact on learning outcomes, little empirical research exists on the impact of iterative design on learning outcomes. This article analyzes two games that have been developed to train an adult audience to recognize and avoid relying on six cognitive biases (three per game) in their decision making. The games were developed iteratively and were evaluated through a series of experiments. Although the experimental manipulations did not find a significant impact of the manipulated game features on the learning outcomes, each game iteration proved more successful than its predecessors at training players. Here, we outline a mixed-methods approach to postmortem game design analysis that helps us understand what might account for the improvement across games, and to identify new variables for future experimental training game studies.

Hierarchical Relationship of Negative Emotion Perception from Violent Video Games

Video games featuring violent contents have become more and more prevalent among children and teenagers. It is therefore imperative to ponder on questions such as ‘Are violent video games dangerous digital games?’ and ‘What negative emotions do they trigger in gamers?’ As such, this study aims to explore the negative emotions that violent video games trigger in gamers and determine the cause for each negative emotion. For the purpose of this research, Resident Evil, a violent video game, has been chosen as the focus. Taking the gamer’s perspective, the study aims to explore and construct a thorough network structure (game triggered event—gamer’s personal belief—feeling of negative emotions) of gamer’s emotions, the structure of gamers’ emotional cluster and the correlation and level of inter-influence between relevant factors. Results of the study reveal that the overall hierarchical value map (HVM) not only presents a comprehensive gamer emotional network structure but also offers a clear illustration of how key game activating events (enemies, stage mission, BOSS level monsters, horror atmosphere, third-person view) lead to the formation of gamers’ personal beliefs of character death, high difficulty, trigger negative emotion, being frightened, enemy ambush and tough enemies, which ultimately lead to negative emotions such as fear, worry, anger, disgust and frustration on gamers’ part. In addition, among the five gamer emotional clusters, the clusters of fear and anger had the heaviest influence on the gamers. The correlation between factors and influence showed different levels of significance.

Don't Forget To Properly Use Your Signal: Driving Down New Roads to Selection Decisions

Chamorro-Premuzic, Winsborough, Sherman, and Hogan (2016) note that new talent signals recently adopted by organizations are related to older selection and assessment methods. Drawing this connection between old and new technologies is helpful; however, viewing new technology as either shiny new objects or a brave new world creates a false dichotomy. Recent technology-enhanced human resources (HR) processes like the widespread use of gamified practices and video-recorded interviewing are not just fads or the beginning of a transformation in HR but rather natural evolutions of methods that differ across specific dimensions that can be identified and measured. It is important to view these recent advances as extensions of the existing methods. That is, we need to focus onhowthese new methods are different and not onthatthey are different.

Greater Cognitive Effort for Better Learning: Tailoring an Instructional Design for Learners with Different Levels of Knowledge and Motivation

The capacity limitation of working memory is a widely recognised determinant of human learning. A cognitive load exceeding the capacity hampers learning. Cognitive load can be controlled by tailoring an instructional design to levels of learner prior knowledge. However, such as design does not necessarily motivate to use the available capacity for better learning. The present review examines literatures on the effects of instructional design, motivation, emotional state, and expertise level on cognitive load and cognitive effort, which ultimately affect working memory performance and learning. This examination suggests further studies on the effects of motivation and negative emotional states on the use of working memory. Prospective findings would help better explain and predict individual differences in the use of working memory for cognitive learning and task performance.

Players' expertise and competition with others shape the satisfaction of competence needs, gaming gratifications, and contingent self-esteem in a gaming context

The current study explores how competition and gaming expertise affect the satisfaction of competence needs and gaming gratifications. We demonstrate that competition moderates the effect of gaming expertise on the satisfaction of competence needs, which in turn affects game enjoyment and replay intention. Gaming expertise predicted players' need satisfaction, game enjoyment, and replay intention significantly better in a competitive compared to a noncompetitive context. The effect of gaming expertise on game enjoyment and replay intention was, furthermore, mediated by the satisfaction of competence needs. Finally, gaming expertise positively affected the importance of competition for players' self-esteem only in the competitive gaming context. The present findings demonstrate the importance of competition and gaming expertise for the satisfaction of competence needs, gaming gratifications, and the pursuit of self-esteem during gameplay, attesting to the applicability of self-determination theory to gaming contexts.

Reset Button and Instructional Advice in Computer Simulations

Two experiments involving 107 (Study 1) and 98 (Study 2) students investigated how a computer simulation should be designed and how students should be supported in order to optimize their learning outcome. Thereby, a reset button that served to reset the visualization to its initial state and enabled a more systematic exploration as well as instructional advice were used in the simulation. An introductory text and a simulation were given to students in order to learn fundamental concepts about self-organizing maps, which is a special kind of neural network. Learners who received a reset button in the simulation did not perform better on succeeding retention or transfer tests than learners who did not receive a reset button. Furthermore, nearly 60% learners did not use the button at all (Study 1). Therefore, instructional advice was added before the simulation that asked the student to examine the different parameters in the simulation systematically through the use of the reset button (Study 2). Students who received that advice used the button more often and performed better on transfer than students not receiving that advice. The results can be explained with the extended Scientific Discovery as Dual Search model and with the zone of proximal development.

Game-based Learning: The Impact of Flow State and Videogame Self-efficacy

The science of serious games is growing at a substantial pace, providing new insights into the nature of game-based learning. Recently, research has begun to focus on the elements that comprise serious games and how these elements relate to learning (Wilson et al., 2009; Pavlas et al., 2009). As part of an effort to understand how these attributes impact learning outcomes, a study manipulating a number of game attributes in an immune system game was conducted. From this effort, two psychological constructs initially considered as mere covariates – video game self-efficacy and flow state – emerged as significant and highly explanatory predictors of learning. This article provides an overview of these constructs, describes the research that led to this finding, presents the results of this research, and offers implications and suggestions for future work.

A Distributed Game-Based Simulation Training Research Testbed

[This paper is a companion piece for a presentation to be given as part of a panel discussion on the topic “Leveraging Virtual Reality and Computer-Based Games for Training”]. Our paper describes: the establishment of a testbed to support behavioral research on training applications of online distributed multiplayer gaming systems, several of the initial experiments conducted with the testbed, and some lesson learned. The testbed is itself geographically distributed with military, government, industry, and academia participants. We describe the behavioral research objectives and the technological challenges encountered in adapting commercial off-the-shelf gaming systems for training research use. Our focus is on the performance feedback process within the overall context of using gaming systems for distributed training. Research areas addressed include: factors general to training small teams such as law enforcement, urban search and rescue, or first responder personnel; and specific aspects of kinetic and non-kinetic dismounted infantry operations. Lessons learned involve: voice communications, Internet firewalls and quality of service, and “modeling mania”.