A New Contemporary Profession as Game Boosters: The Behavioural Emergence of Intellectual Opportunism

Abstract

This study investigates the emergence of intellectual opportunism for game boosters in mobile social networks. It shows the supply and demand for upgrading game levels in mobile social networks. These supply and lucrative demand highlight a new temporary profession as game boosters. Game boosters facilitate framed newbie gamers who want to play at a higher game level without playing for a long time. This emergence of professionally game boosters is due to economic opportunism, promising their potential future incomes. Moreover, opportunistic mobile social networks (OMSNs) support the muscular appearance of the game booster profession. On the other hand, this study demonstrates that mobile social networks exploit hedonistic human needs by reflecting their behaviour and social relationships when building efficient and trustworthy business contracts. This study presents uniqueness supported by critical reasoning. First, it shows that the game booster phenomenon has emerged as a contemporary profession in society, promising future cash inflows above the average salaries of typical jobs. Second, this research demonstrates the sequential logic of economic opportunities, intellectual opportunism, and mobile social networks, constructing game boosters’ income generating. Nevertheless, this study acknowledges that the game booster profession has low integrity due to its members’ inconsistent and unprincipled virtues.

Enhancing cognitive combat readiness: Gamers’ Behaviours concentrating on convergent learning style, tacit-latent, and kinetic-active knowledge acquisitions

“…This elastic-active knowledge acquisition also supports the gamers' cognitive combat readiness in building team loyalty (Hanson, 2003;Sumino and Harada, 2004;Mandryk and Birk, 2017). Moreover, the authors explain that gamers use cognitive combat readiness to win the pressured matches, execute punctual decisions (Tyler et al, 2012;Tsarouhas and Makrygianni, 2017;Laanepere and Kasearu, 2021) and compete in a chaotically pressured environment (McAllister et al, 2013;Alexander, 2020;Sumiyana et al, 2022). Finally, this study suggests that gamers have an alternative option to learn convergently and acquire knowledge with a tacit-latent and elastic-active style due to achieving superiority in cognitive combat readiness and reaching strong-mental combat readiness.…”

“…This study posits Bustamante et al (2020), Garcia-Manero et al ( 2016), Jung C. W. (2020), Sumiyana et al (2022), Teng (2008), who find that gamers' social communities affect their social awareness of always existing professionally. Furthermore, this study considers gamers' behaviours characterised by social aspects, such as communicating, collaborating, coordinating, competing, etc.…”

“…It explains gamers' multidimensional conditions when they play a match against others. They should always utilise their conceptual and theoretical endowments to win the matches (Nacke et al, 2014;Dale and Green, 2017;Sumiyana et al, 2022).…”

Students’ game addiction caused by multi-constructs and multi-dimensions: Self-controls, cognitive biases and opportunistic behaviours

“…Online game addiction arises from students' inability to respond to various aspects of their attitudes and behaviour. Currently, the authors highlight that most university students or adolescents are massively addicted to online games in Indonesia, with rising new issues of hedonic needs and professional jobs as game boosters (Hanafi et al, 2019;Rakhmawati et al, 2021;Sumiyana et al, 2022;Vasudevan and Fung, 2022). On the other side, much of the extant research states that online game addiction is a psychopathology of modern culture (Lemmens et al, 2009;Van Rooij et al, 2011;Hyun et al, 2015).…”