At the Core of Player Experience: Continuation Desire in Digital Games

Schoenau-Fog, Henrik

doi:10.1002/9781118796443.ch14

Cited by 28 publications

(37 citation statements)

References 19 publications

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“…Beyond the technology used, the variety of games and materials in the program came to the fore as a powerful factor in ensuring the integrity of the program. Studies on this topic indicate that various physical activities and games for school-age children also diversify targets and enable children to become more active (Lindqvist, Castelli, Hallberg, and Rutberg, 2018;Prichard, 2012;Schoenau-Fog, 2011).…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Experiences of Prospective Physical Education Teachers on Active Gaming within the Context of School-Based Physical Activity

Yüksel¹

2019

EUROPEAN J ED RES

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The present study aims to explore the experiences of prospective physical education teachers on active gaming. The study, which used qualitative case study design enrolled 2 prospective physical education teachers (1 male, 1 female) who were included in extracurricular activities and physical education classes in 2015-2016 academic year. For data collection, semi-structured interview forms, diaries and extended field notes were used. For data analysis, the content analysis method was used: following the transcription process, coding was performed in two categories and themes and sub-themes were created that reflect common codes. The findings have revealed that according to prospective teachers, active gaming ensures active participation of students and facilitates classroom management in physical education classes, which, in turn contributes to the learning environment where every student can participate. It also has been found that active gaming in the extracurricular activities contributes to the arousal of the initial participation desire in students, and establishment of an environment suitable for the improvement of physical competence. According to prospective teachers, active gaming should be used not in every part, but in certain parts of classes or of extracurricular activities.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Experiences of Prospective Physical Education Teachers on Active Gaming within the Context of School-Based Physical Activity

Yüksel¹

2019

EUROPEAN J ED RES

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“…This investment makes people want to keep playing […]’. Indeed, the ability of the SG to arouse the player's emotions – and more particularly, positive emotions such as enjoyment excitement, curiosity, anticipation, surprise or satisfaction (Schoenau‐Fog, ) – has an influence on the user's game experience and multiplies the chances that the SG is played longer.…”

Section: Discussionmentioning

confidence: 99%

Serious game‐based learning: the place of users’ verbalization in the acquisition of specific skills

Denami¹

2018

Int J Training Development

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This study focuses on the analysis of peripheral phenomena such as verbalization and over-learning by users while playing serious games (SGs) in order to develop their competences. For this purpose, we used an SG aimed at training the operators who are meant to work in cleanrooms devoted to pharmaceutical production. Data concerning the effectiveness of developing competences will be interpreted here, as well as the unexpected results concerning the way the SG is actually used in a naturalistic context. Indeed, some additional phenomena such as flow, immersion, thinking aloud, problem solving and open discussion will be presented in this paper.

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“…Some authors used the term to refer to pre-game incentives that make a potential player play. Others, however, use motivation to refer to elements that keep players playing during a game, which is sometimes also referred to as engagement [38,39]. This distinction is seldom made explicit, and we therefore also use the term motivation to refer to both types of activations interchangeably in this work.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Many players of location-based games are classified as so-called explorers [74]. The majority of players, therefore, perceive the exploration of a geographical space as a rewarding, motivating element of location-based games with high intrinsic value [1,31,32,38,75,76]. In particular, the combination with high degrees of autonomy, as outlined above, is able to increase the motivational potential of extensive territorial exploration [60,63].…”

Section: Geographic Motivational Factorsmentioning

confidence: 99%

Behavioural Effects of Spatially Structured Scoring Systems in Location-Based Serious Games—A Case Study in the Context of OpenStreetMap

Westerholt

Lorei

Höfle

2020

IJGI

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Location-based games have become popular in recent years, with Pokémon Go and Ingress being two very prominent examples. Some location-based games, known as Serious Games, go beyond entertainment and serve additional purposes such as data collection. Such games are also found in the OpenStreetMap context and playfully enrich the project’s geodatabase. Examples include Kort and StreetComplete. This article examines the role of spatially structured scoring systems as a motivational element. It is analysed how spatial structure in scoring systems is correlated with changes observed in the game behaviour. For this purpose, our study included two groups of subjects who played a modified game based on StreetComplete in a real urban environment. One group played the game with a spatially structured scoring system and the other with a spatially random scoring system. We evaluated different indicators and analysed the players’ GPS trajectories. In addition, the players filled out questionnaires to investigate whether they had become aware of the scoring system they were playing. The results obtained show that players who are confronted with a spatially structured scoring system are more likely to be in areas with high scores, have a longer playing time, walk longer distances and are more willing to take detours. Furthermore, discrepancies between the perception of a possible system in the scoring system and corresponding actions were revealed. The results are informative for game design, but also for a better understanding of how players interact with their geographical context during location-based games.

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At the Core of Player Experience: Continuation Desire in Digital Games

Cited by 28 publications

References 19 publications

Experiences of Prospective Physical Education Teachers on Active Gaming within the Context of School-Based Physical Activity

Experiences of Prospective Physical Education Teachers on Active Gaming within the Context of School-Based Physical Activity

Serious game‐based learning: the place of users’ verbalization in the acquisition of specific skills

Behavioural Effects of Spatially Structured Scoring Systems in Location-Based Serious Games—A Case Study in the Context of OpenStreetMap

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