A taxonomy of griefer type by motivation in massively multiplayer online role-playing games

Achterbosch, Leigh; Miller, Charlynn; Vamplew, Peter

doi:10.1080/0144929x.2017.1306109

Cited by 30 publications

(17 citation statements)

References 14 publications

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“…The methodology employed to create the taxonomy was based on the process of thematic analysis described in [25]. This analytical method was chosen since it is a widely employed method of analysis in qualitative research that focuses on examining themes or patterns of meaning within data (most commonly text) [32], and has previously been employed successfully to analyze interactive narrative games in great detail [25] as well as create game taxonomies, e.g., [13,130].…”

Section: Methodsmentioning

confidence: 99%

A (Visual) Novel Route to Learning: A Taxonomy of Teaching Strategies in Visual Novels

Camingue

Melcer

Carstensdóttir

2020

International Conference on the Foundations of Digital Games

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Interactive narratives are widely used to frame and contextualize education in games. However, the specifics of how their designs aid the learning process and outcomes remains relatively unexplored. To better understand this space, a study was conducted that focused on one sub-genre of interactive narrative, Visual Novels. Specifically, in this paper we conducted a survey of thirty-one existing educational Visual Novels, analyzing design elements that fostered learning and delivered educational content. The resulting taxonomy consists of five key dimensions for educational design and teaching strategies within Visual Novels: 1) Teaching Through Choice, 2) Teaching Through Scripted Sequences, 3) Teaching Through Mini-games, 4) Teaching Through Exploration and 5) Non-interactive Teaching. These dimensions demonstrate that there are a number of design considerations for supporting learning through Visual Novels. This work has implications for designers of educational games by classifying the different designs a Visual Novel can employ to teach-ultimately informing how to better present educational subject matter in interactive narrative games. CCS CONCEPTS • Applied computing → Interactive learning environments; • Human-centered computing → Human computer interaction (HCI); HCI theory, concepts and models.

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Section: Methodsmentioning

confidence: 99%

A (Visual) Novel Route to Learning: A Taxonomy of Teaching Strategies in Visual Novels

Camingue

Melcer

Carstensdóttir

2020

International Conference on the Foundations of Digital Games

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“…Nine nationalities were represented, with the largest number of participants reporting Australia as their nationality (7 participants in total). Others included China (3), Indonesia (2), Malaysia (2), Sri Lanka (1), Switzerland (1), Germany (1), New Zealand (1), Australia/Japan (1), and Australia/China (1). Ages ranged from 18-50 (M=29.7, SD=8.95); hours played per week ranged from 1-40 (M=13.5, SD=11.46); and years of playing multiplayer games ranged from 3-32 (M=13, SD=7.84).…”

Section: Methodsmentioning

confidence: 99%

Apathetic Villagers and the Trolls Who Love Them

Sparrow

Gibbs

Arnold

2019

Proceedings of the 31st Australian Conference on Human-Computer-Interaction

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Players are sometimes understood to hold an 'amoral' stance in games, morally disengaging from game content and in-game player behaviours because 'it's just a game'. This amorality is often seen as problematic and in need of refuting or amendment, particularly if we wish to encourage more ethical play online. However, few studies have approached a theory of player amorality from the player's perspective in multiplayer games. This study aims to address this gap by conducting 20 in-depth interviews with a wide range of multiplayer game-players, exploring players' ethical views towards problematic or disruptive in-game behaviours. Preliminary results show that while players do exhibit a certain amorality regarding in-game actions, players express, justify and explain this amorality in a variety of considered ways that go beyond notions of 'it's just a game' and the 'sociopathic griefer', and step outside the framework of moral disengagement. This paper puts forward a preliminary framework of player amorality termed 'Apathetic Villager Theory', encapsulated by six key attitudes/themes that highlight the nuances involved in the (un)ethical standpoints of a range of players. It is hoped that this framework will be useful in approaching and responding to player amorality in a way that gives due recognition of the various voices and understandings involved in multiplayer digital gameplay.

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“…Though there exists no uniform definition of toxicity, it is commonly used as an umbrella term to describe negative player behavior [20] that deviates from social norms and game rules. It can take various forms such as harassment, insults, spamming, ability abuse or intentionally bad team-play and is often also referred to as trolling or griefing [1,6,13,14,20]. On a general level, we can differentiate between verbal toxicity (communication abuse) and behavioral toxicity (abuse of game mechanics) [6,13].…”

Section: Toxicity In Competitive Gamingmentioning

confidence: 99%

“…By interviewing confessed toxic players, Cook et al [6] identified three key motivations: personal enjoyment, revenge, and thrill-seeking. Following a similar approach, Achterbosch et al [1] report the four main motives pleasure, power, challenge, and control. Thus, toxic players seem to enjoy annoying other players, see it as a challenge or opportunity to demonstrate dominance or behave toxically because they have been victims of toxicity themselves.…”

Section: Toxicity In Competitive Gamingmentioning

confidence: 99%

“…This general negative mood may lead to higher frustration or higher needs for control and power, which might increase players' sensitivity to toxicity and facilitate toxic gaming behavior (cf. [1,20]). At the same time, we can observe that more and more people seem to use online multiplayer games as a means of social interaction during the pandemic [10].…”

Section: Toxicity In Competitive Gamingmentioning

confidence: 99%

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