Digital Library Keyword Archives

Video Games

- 55 articles or papers

 

Exploring the Uncanny Valley with Japanese Video Game Characters

Schneider Edward Wang Yifan Yang Shanshan
2007 DiGRA '07 - Proceedings of the 2007 DiGRA International Conference: Situated Play

Dr. Masahiro Mori's robotics design theory, the Uncanny Valley, has become a common reference in virtual character design. The theory holds that robots whose appearance is very close to being human, but not fully, will evoke a very negative human reaction. The theory is often referenced in design outside of robots, especially in video games, but there is very little data to support this application. The attempts at photorealistic graphics in the latest round of video game hardware have made reference to the valley common in even mass media discussion. This study asked 60 subjects their opinions on 75 different virtual characters from both inside and outside video games to investigate the relationship between human-like appearance and attraction. The results found definite parallels between Mori's predictions with robots and subject opinion on virtual characters, and have direct application to video game character design.

 

This is not a Door: an Ecological approach to Computer Games

Linderoth Jonas Bennerstedt Ulrika
2007 DiGRA '07 - Proceedings of the 2007 DiGRA International Conference: Situated Play

In this chapter we outline an ecological approach to computer games and test out how the theory of ecological psychology can be used for understanding digital games and game-play. Ecological psychology holds that learning is a process of differentiating and not of interpreting or construing. Therefore semiotic/cognitive views on learning and perception with computer games, were the perceptual act is thought to be adding experiences to the things we see in a game in order to make meaning, can be questioned. The theoretical points are illustrated with data from an interaction study made on players playing the game Timesplitters 2 on an X-box.

 

Use of Computer and Video Games in the Classroom

Kirriemuir John McFarlane Angela
2003 DiGRA '03 - Proceedings of the 2003 DiGRA International Conference: Level Up

This paper examines the use of “pure” computer and video games in classrooms. It reports the findings of an ongoing informal survey of how and why such games are used as an integrated part of formal classroom learning. The paper presents a number of examples of the use of such games, and tries to determine likely trends in their use in such an environment. Of significance is an examination of the obstacles that teaching staff encounter in attempting to use such software during lesson times, and how some staff have overcome these obstacles.

 

“You Shoot Like A Girl!”: The Female Protagonist in Action-Adventure Video Games

Grimes Sara M.
2003 DiGRA '03 - Proceedings of the 2003 DiGRA International Conference: Level Up

This paper was inspired by the popularity of female video game protagonists despite girls’ and women’s continued hesitance to participate in digital gaming activities. The pilot study examines how the imagery and narrative structure of popular, contemporary video games construct a paradigm of the ideal female heroine. An in-depth content analysis of three best-selling action-adventure video games was conducted. Key findings indicate the recurrence of a paradoxical interplay between beauty ideals and characterization, wherein the female protagonist must reconcile traditional ideals about beauty and body type with the decidedly untraditional gender roles and actions she engages in.

 

The Construction of Ludic Space

Adams Ernest
2003 DiGRA '03 - Proceedings of the 2003 DiGRA International Conference: Level Up

Most modern graphics-based computer games entertain the player in part by presenting him or her with a simulated space, an imaginary two- or threedimensional region whose visual appearance is mapped onto the twodimensional surface of the video screen. The player observes this space and sometimes virtually explores or moves through it in the course of playing the game. As an imaginary space, it is necessarily constructed by human beings, and therefore may be thought of as the product of architectural design processes. In this paper I discuss the psychosensory limitations of perceiving ludic space compared with real-world architectural space, and the primary and secondary functions of ludic space. The primary function is to support the gameplay by providing a context for challenges, and I discuss how this occurs; secondarily, the space informs and entertains in its own right by a variety of means: Familiarity, Allusion, Novelty, Atmosphere, and others, which I illustrate by example.

 

Understanding the Contribution of Biometrics to Games User Research

Mirza-babaei Pejman Long Sebastian Foley Emma
2011 DiGRA '11 - Proceedings of the 2011 DiGRA International Conference: Think Design Play

Utilising biometric data has become an increasingly active area in the video games user research community, and a number of academic papers have been published introducing various biometric based analysis techniques in video games research. This paper aims to quantify the value of biometric methods as an addition to traditional observation-based user research methodologies, and their respective contributions to the production of formative feedback during the development of video games. Our results show that observation-based techniques can expose the majority of issues relating to usability, however the biometrics-based approach enabled researchers to discover latent issues in related to players’ feelings, immersion and gameplay experience and, in certain categories of issue, reveal up to 63% more issues than observation alone.

 

Games and machinima in adolescents’ classrooms

Lacasa Pilar Martínez Rut Méndez Laura
2011 DiGRA '11 - Proceedings of the 2011 DiGRA International Conference: Think Design Play

This presentation identifies innovative educational practices when commercial video games, combined with other new or traditional technologies are present in the secondary education classrooms. The major goal of the project was to generate new knowledge about how to design scenarios, using commercial video games as the starting point, which may contribute to the development of new literacies when students work with specific curriculum contents. Our data has been analyzed exploring the machinima productions in order to analyze the relationships between the video productions, the game and, the gamers’ perspective about his/her own activity. To examine these strategies several dimensions have been considered in order to compare different approaches to machinima.

 

Evaluating Interactive Entertainment using Breakdown: Understanding Embodied Learning in Video Games

Ryan William Siegel Martin A.
2009 DiGRA '09 - Proceedings of the 2009 DiGRA International Conference: Breaking New Ground: Innovation in Games, Play, Practice and Theory

This paper describes evaluating interactive entertainment by understanding embodied learning in games, which is a perspective that situates the learning that a player must go through to play a game in a skill-based environment. Our goal was to arrive at a tool for designers to improve learnability from this perspective. To study embodied learning, we use the concept of breakdown, which happens when our experience fails to aid our everyday actions and decision-making. We conducted a study to investigate learning in games from which we constructed a framework of 17 patterns of breakdown and a set of guidelines to aid heuristic evaluation of video games and to help designers support breakdown in interactions, which support players’ learning, so that they do not become breakdowns in illusion, which break players’ immersion.

 

The Ideology of Interactivity (or Video Games and Taylorization of Leisure)

Garite Matt
2003 DiGRA '03 - Proceedings of the 2003 DiGRA International Conference: Level Up

Interactivity is one of the key conceptual apparatuses through which video games have been theorized thus far. As many writers have noted, video games are distinct from other forms of media because player actions seem to have direct, immediate consequences in the world depicted onscreen. But in many ways, this “interactive” feature of video games tends to manifest itself as a relentless series of demands, or a way of disciplining player behavior. In this sense, it seems more accurate to describe the human-machine interface made possible by gaming as an aggressive form of “interpellation” or hailing. Drawing primarily upon the work of Louis Althusser, I argue that traditional theories of interactivity fail to acknowledge the work of video games—in other words, the extent to which video games define and reconstitute players as subjects of ideology.

 

The use of Video Game Technology for Investigating Perceptual and Cognitive Awareness in Sports

Mulligan Desmond Dobson Mike McCracken Janet
2005 DiGRA '05 - Proceedings of the 2005 DiGRA International Conference: Changing Views: Worlds in Play

This paper describes a framework for investigating and manipulating the attentional components of video game play in order to affect learning transfer across different task environments. Several groups of video game players (VGP) and non video game players – both hockey and non-hockey groups (NVGPH, NVGP) will be tested at baseline on several aspects of visual processing skill. The NVGP and NVGPH groups will then train for one week in an action video game playing environment. They will then be re-tested for attentional efficiency. The hockey group will also be tested before and after training on a pattern and cue recognition sport video test. We intend to show that, not only does video game play alter basic components of visual attentional resources, but that it can also enhance perceptual learning transfer across unrelated task domains.