The Structural Characteristics of Video Games: A Psycho-Structural Analysis

There is little doubt that video game playing is a psychological and social phenomenon. This paper outlines the main structural characteristics of video game playing (i.e., those characteristics that either induce gaming in the first place or are inducements to continue gaming irrespective of the individual's psychological, physiological, or socio-economic status). This online study is the first ever to assess what structural characteristics (if any) are important to a group of self-selected video game players (n = 382). The main variables examined were sound, graphics, background and setting, duration of game, rate of play, advancement rate, use of humor, control options, game dynamics, winning and losing features, character development, brand assurance, and multi-player features. Although there were many major gender differences, one of the main overall findings was the importance of a high degree of realism (i.e., realistic sound, graphics, and setting). Other important characteristics included a rapid absorption rate, character development, the ability to customize the game, and multiplayer features. Suggestions for future research are outlined.

Towards integration of computer games in interactive health education environments: understanding gameplay challenge, narrative and spectacle

CONTEXT

There is an alarming progress in the health status of the young in western countries, and new methods and tools for behavioural health interventions are urgently called for.

OBJECTIVE

To explore how computer game designs can be integrated in the development of Interactive Health Education Environments.

DESIGN

Qualitative analyses of adolescents' experiences of playing an action-adventure computer game, using data from in-depth interviews.

RESULTS

A model is presented, where the gameplaying experience is connected to four components of computer games. Playing computer games was found to mainly be motivated by the challenges and competition represented in the gameplay scripts.

CONCLUSIONS

Interactive health education environments can be improved by implementing challenging gameplay scripts, spectacular technical features and narratives.

Media violence research and youth violence data: why do they conflict?

OBJECTIVE

Contrary to media headlines and public perceptions, there is little evidence of a substantial link between exposure to violent interactive games and serious real-life violence or crime.

CONCLUSION

Further research is needed on whether violent games may affect less dramatic but real concerns such as bullying, fighting, or attitudes and beliefs that support aggression, as well as how effects may vary by child characteristics and types of games. There is also a need for research on the potential benefits of violent games for some children and adults.

Effective affective user interface design in games

It is proposed that games, which are designed to generate positive affect, are most successful when they facilitate flow (Csikszentmihalyi 1992). Flow is a state of concentration, deep enjoyment, and total absorption in an activity. The study of games, and a resulting understanding of flow in games can inform the design of non-leisure software for positive affect. The paper considers the ways in which computer games contravene Nielsen's guidelines for heuristic evaluation (Nielsen and Molich 1990) and how these contraventions impact on flow. The paper also explores the implications for research that stem from the differences between games played on a personal computer and games played on a dedicated console. This research takes important initial steps towards defining how flow in computer games can inform affective design.

The police officer's dilemma: using ethnicity to disambiguate potentially threatening individuals

Using a simple videogame, the effect of ethnicity on shoot/don't shoot decisions was examined. African American or White targets, holding guns or other objects, appeared in complex backgrounds. Participants were told to "shoot" armed targets and to "not shoot" unarmed targets. In Study 1, White participants made the correct decision to shoot an armed target more quickly if the target was African American than if he was White, but decided to "not shoot" an unarmed target more quickly if he was White. Study 2 used a shorter time window, forcing this effect into error rates. Study 3 replicated Study 1's effects and showed that the magnitude of bias varied with perceptions of the cultural stereotype and with levels of contact, but not with personal racial prejudice. Study 4 revealed equivalent levels of bias among both African American and White participants in a community sample. Implications and potential underlying mechanisms are discussed.

Measuring problem video game playing in adolescents

AIMS

Some researchers suggest that for some people, video game playing is an addictive behaviour similar to substance dependence. Our aim was to design and validate a scale to measure the problems associated with the apparently addictive use of all types of video games and video game systems, because there is no instrument at the present time that can be used for this purpose.

DESIGN

We reviewed the DSM-IV criteria for substance dependence and for pathological gambling, as well as the literature on the addictions in order to design a short scale (PVP; problem video game playing) that is quick and easy to apply.

PARTICIPANTS

The scale was administered to 223 Spanish adolescents aged between 13 and 18 years. The study was carried out in Granada and Algeciras, Spain.

FINDINGS

Psychometric analyses show that the PVP seems to be unidimensional and has acceptable internal consistency (Cronbach's alpha) at 0.69. The pattern of associations between the scale scores and alternative measures of problem play supports its construct validity (higher total scores in the scale were associated with higher frequency of play, mean and longest times per session, self and parents' perception of playing to excess, and scores in the Severity of Dependence Scale).

CONCLUSIONS

Our results confirm that the excessive use of video games is associated with a number of problems which resemble a dependence syndrome, and the PVP appears as a useful instrument for the measurement of such problems.

ADHD outside the laboratory: boys' executive function performance on tasks in videogame play and on a visit to the zoo

One current theory of attention-deficit/hyperactivity disorder (ADHD) proposes that a primary deficit in behavioral inhibition gives rise to secondary deficits in 4 executive functions and motor control. To date, empirical support for this model is based primarily on laboratory-based cognitive methods. This study assessed behavioral inhibition and executive functioning in children with ADHD in 2 real-life contexts: videogames (motor-skill target game, cognitively demanding adventure game) and an outing at the zoo (route tasks). Participants were a community sample of 57 boys diagnosed with ADHD (20 inattentive, 37 combined type) and 57 normally developing control boys, matched individually for age and nonverbal IQ. Operationally defined measures of behavioral inhibition and specific executive functions were derived from these activities and assessed under contrasting conditions of low or high working memory and distractor loads. There were no group differences in basic motor skills on the target game, nor in terms of the ability to inhibit a prepotent or ongoing response in the adventure videogame. However, boys with ADHD exhibited more self-talk, more effortful response preparation, and completed fewer challenges in the latter videogame. Also, they manifested inhibition deficits in terms of interference control during the route task at the zoo and took longer to complete the tasks. Typically, these differences were greatest under conditions of high working memory and distractor loads. Findings from this study suggest that cognitive difficulties in ADHD may be context dependent and that ADHD is associated with deficits in some but not all aspects of behavioral inhibition.

Self-images in the video monitor coded by monkey intraparietal neurons

When playing a video game, or using a teleoperator system, we feel our self-image projected into the video monitor as a part of or an extension of ourselves. Here we show that such a self image is coded by bimodal (somatosensory and visual) neurons in the monkey intraparietal cortex, which have visual receptive fields (RFs) encompassing their somatosensory RFs. We earlier showed these neurons to code the schema of the hand which can be altered in accordance with psychological modification of the body image; that is, when the monkey used a rake as a tool to extend its reach, the visual RFs of these neurons elongated along the axis of the tool, as if the monkey's self image extended to the end of the tool. In the present experiment, we trained monkeys to recognize their image in a video monitor (despite the earlier general belief that monkeys are not capable of doing so), and demonstrated that the visual RF of these bimodal neurons was now projected onto the video screen so as to code the image of the hand as an extension of the self. Further, the coding of the imaged hand could intentionally be altered to match the image artificially modified in the monitor.

Management of chronic pediatric diseases with interactive health games: theory and research findings

In randomized clinical trials, children and adolescents improved their self care and reduced their emergency clinical utilization after playing health education and disease management video games. A diabetes game reduced diabetes-related urgent and emergency visits by 77 percent after diabetic youngsters had the game at home for six months, compared to no reduction in clinical utilization in a control group of diabetic youngsters who took home an entertainment video game that had no health content. Positive impacts were also found in clinical trials of games for asthma self-management and smoking prevention.

Effects of reducing children's television and video game use on aggressive behavior: a randomized controlled trial

CONTEXT

The relationship between exposure to aggression in the media and children's aggressive behavior is well documented. However, few potential solutions have been evaluated.

OBJECTIVE

To assess the effects of reducing television, videotape, and video game use on aggressive behavior and perceptions of a mean and scary world.

DESIGN

Randomized, controlled, school-based trial.

SETTING

Two sociodemographically and scholastically matched public elementary schools in San Jose, Calif.

PARTICIPANTS

Third- and fourth-grade students (mean age, 8.9 years) and their parents or guardians.

INTERVENTION

Children in one elementary school received an 18-lesson, 6-month classroom curriculum to reduce television, videotape, and video game use.

MAIN OUTCOME MEASURES

In September (preintervention) and April (postintervention) of a single school year, children rated their peers' aggressive behavior and reported their perceptions of the world as a mean and scary place. A 60% random sample of children were observed for physical and verbal aggression on the playground. Parents were interviewed by telephone and reported aggressive and delinquent behaviors on the child behavior checklist. The primary outcome measure was peer ratings of aggressive behavior.

RESULTS

Compared with controls, children in the intervention group had statistically significant decreases in peer ratings of aggression (adjusted mean difference, -2.4%; 95% confidence interval [CI], -4.6 to -0.2; P =.03) and observed verbal aggression (adjusted mean difference, -0.10 act per minute per child; 95% CI, -0.18 to -0.03; P =.01). Differences in observed physical aggression, parent reports of aggressive behavior, and perceptions of a mean and scary world were not statistically significant but favored the intervention group.

CONCLUSIONS

An intervention to reduce television, videotape, and video game use decreases aggressive behavior in elementary schoolchildren. These findings support the causal influences of these media on aggression and the potential benefits of reducing children's media use.

Overview of clinical trials with MIT-MANUS: a robot-aided neuro-rehabilitation facility

We are applying robotics and information technology to assist, enhance, and quantify neuro-rehabilitation. Our goal is a new class of interactive, user-affectionate clinical devices designed not only for evaluating patients, but also-for delivering meaningful therapy via engaging "video games". Notably, the novel robot MIT-MANUS has been designed and programmed for clinical neurological applications, and has undergone extensive clinical trials for more than four years at Burke Rehabilitation Hospital - White Plains, NY. This paper will review results of the first clinical trial of 20 patients, which showed that: - Stroke patients treated daily with additional robot-aided therapy during acute rehabilitation had improved outcome in motor activity at hospital discharge, when compared to a control group that received only standard acute rehabilitation treatment. - This improved outcome was sustained after three years. - The neuro-recovery process continued far beyond the commonly accepted 3 months post-stroke interval.

[Are virtual worlds a threat to the mental health of children and adolescents?]

Video games and the Internet cause enthusiasm but also worry. Among the possible risks, addiction (dependency), isolation, retiring within oneself, and loss of reality, are often put forward. Available data show that serious problems remain exceptional and non-specific, and that these new technological supports do not create new pathologies. Excessive use and isolation have to be solved on an educational basis. Nevertheless, virtual reality, whose applications for the general public are still considered part of the future, needs particular attention.

The CyberCruiser: an investigation of development of prospective memory in children

Prospective memory can be defined as the timely execution of a previously formed intention, and is critical in daily life because of its inherent involvement in goal-directed behavior. Cognitive systems involved in prospective memory have been hypothesized as involving the frontal cortex, and in adults, associated with working memory and executive functions. This study introduces a new computerized measure of prospective memory designed for children. In this study prospective memory is examined in a driving game task called the CyberCruiser. In a sample of 80 children ages 6-12 years, variables from this task demonstrated a significant age effect and were significantly correlated with other well known measures of executive function, even after controlling for chronological age. Performance on this task also demonstrated the anticipated pattern of strategic monitoring that has been demonstrated in other studies of prospective memory.

Video game playing and its relations with aggressive and prosocial behaviour

In this study of 278 children from the seventh and eighth grade of five elementary schools in Enschede, The Netherlands, the relationship between the amount of time children spent on playing video games and aggressive as well as prosocial behaviour was investigated. In addition, the relationship between the preference for aggressive video games and aggressive and prosocial behaviour was studied. No significant relationship was found between video game use in general and aggressive behaviour, but a significant negative relationship with prosocial behaviour was supported. However, separate analyses for boys and girls did not reveal this relationship. More consistent results were found for the preference for aggressive video games: children, especially boys, who preferred aggressive video games were more aggressive and showed less prosocial behaviour than those with a low preference for these games. Further analyses showed that children who preferred playing aggressive video games tended to be less intelligent.

Dependence on computer games by adolescents

As computer game playing is a popular activity among adolescents, a questionnaire study was undertaken with 387 adolescents (12-16 years of age) to establish their "dependence" using a scale adapted from the DSM-III-R criteria for pathological gambling. Analysis indicated that one in five adolescents were currently "dependent" upon computer games. Boys played significantly more regularly than girls and were more likely to be classified as "dependent." The earlier children began playing computer games it appeared the more likely they were to be playing at "dependent" levels. These and other results are discussed in relation to research on other gaming dependencies.

Video and computer games: effect on children and implications for health education

Video and computer-based games have assumed a prominent role in the culture of American children and adolescents. Given the pervasiveness of their influence, it is likely that these games may affect the health and well-being of children. This paper examines the health effects of these games on children, suggests criteria upon which parents and teachers may evaluate the games, and notes some implications for health educators.