Just how expert are “expert” video-game players? Assessing the experience and expertise of video-game players across “action” video-game genres

Latham, Andrew James; Patston, Lucy L. M.; Tippett, Lynette J.

doi:10.3389/fpsyg.2013.00941

Cited by 44 publications

(47 citation statements)

References 19 publications

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“…Furthermore, expertise can be hard to classify [19,24]. We settled on a combination of questions to assess participants that related to not just how often they play, but what genres and platforms and for how long they had played.…”

Section: Discussionmentioning

confidence: 99%

“…Outside of formal education, there has also been a focus on investigating the process of learning within commercial games, where researchers have examined the problems that players encounter and how to overcome them [4,24,35]. For instance, Iacovides et al [18,20] build upon work by Sharples [37] to introduce the notion of gameplay breakdowns and their converse, breakthroughs.…”

Section: Evaluating Learning In Gamesmentioning

confidence: 99%

See 1 more Smart Citation

A Mixed Method Approach for Evaluating and Improving the Design of Learning in Puzzle Games

Scozzi

Iacovides

Linehan

2017

Proceedings of the Annual Symposium on Computer-Human Interaction in Play

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Despite the acknowledgment that learning is a necessary part of all gameplay, the area of Games User Research lacks an established evidence based method through which designers and researchers can understand, assess, and improve how commercial games teach players game-specific skills and information. In this paper, we propose a mixed method procedure that draws together both quantitative and experiential approaches to examine the extent to which players are supported in learning about the game world and mechanics. We demonstrate the method through presenting a case study of the game Portal involving 14 participants, who differed in terms of their gaming expertise. By comparing optimum solutions to puzzles against observed player performance, we illustrate how the method can indicate particular problems with how learning is structured within a game. We argue that the method can highlight where major breakdowns occur and yield design insights that can improve the player experience with puzzle games.

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Section: Discussionmentioning

confidence: 99%

Section: Evaluating Learning In Gamesmentioning

confidence: 99%

A Mixed Method Approach for Evaluating and Improving the Design of Learning in Puzzle Games

Scozzi

Iacovides

Linehan

2017

Proceedings of the Annual Symposium on Computer-Human Interaction in Play

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show abstract

“…Within this Research Topic, Towne et al (2014) and Latham et al (2013) raise interesting and important questions regarding how to measure and classify video game expertise. Many studies use fairly simplistic, undifferentiated definitions of game experience.…”

mentioning

confidence: 99%

Video Games as Tools to Achieve Insight into Cognitive Processes

2015

Frontiers Research Topics

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“…(Green & Bavelier, 2015). A exigência de respostas rápidas e acuradas a diversos estímulos faz com que jogadores profissionais, por exemplo, executem mais de 250 ações por minuto (Latham, Patston & Tippett, 2013b).…”

Section: Videogames De Ação E Transferência De Aprendizagemunclassified

“…Mesmo que alguns desses critérios já foram questionados (Latham et al 2013b;Dobrowolski, Hanusz, Sobczyk, Skorko, e Wiatrow, 2015). Porém é possível que existam outras variáveis significantes em treino com VG?…”

Section: A Resolução Temporal Dos Vg De Açãounclassified

Resolução temporal de videogames de ação e seus efeitos em tarefas visuais

Tiraboschi¹

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Action video game play enhances perceptual, attentional, and cognitive skills, such as leading to faster recovery of visual attention over time and improvement of temporal dynamics of visual perception. Correlational data suggest that these temporal enhancements extend to lowlevel vision processes, but stronger evidence is needed. Also, in the multimedia computing field it was pointed out that video game screen frame rate affects players performance and enjoyment, but it is unclear how such technical aspects of the games play a role in cognitive augmentations. To shed more light on these issues, we tested whether action video game play and the frame rate at which they are played affects flicker detection in the central visual field and performance in attentional blink task. Thirty two (16 M, 16F) non-video game players volunteered to a longitudinal experiment. They were randomly split into four groups (4M, 4F). All of the groups performed a critical flicker-fusion frequency task (by method of limits) and attentional blink task at the first day of the experiment. Two experimental groups underwent action video-game training with different screen frame-rate caps each (15 and 120 frames per second, respectively). And one control group trained with a control game and a second control group had no training. The total amount of time in video-game training was 10 hours (75 min per day for consecutive 8 days), except for the no-training group. On the 10th day, all participants performed the flicker-detection and attentional blink tasks (post-test). Generally, critical flicker-fusion thresholds increased at the post-test for all groups, particularly for the non-training group, there were no group effect. Only marginal increased were observed in lag 2 for participant trained in low-frame-rate action video games. Our data suggest that playing video games do not increase flicker sensitivity threshold, it may actually prevent increase. And lower frame rate training produce transfer effects to Attentional Blink task, but not the higher frame rate training, at least in the first 10 hours.

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Just how expert are “expert” video-game players? Assessing the experience and expertise of video-game players across “action” video-game genres

Abstract: Just how expert are "expert" video-game players? Assessing the experience and expertise of videogame players across "action" video-game genres. Frontiers in Psychology, 4, 941.

Cited by 44 publications

References 19 publications

A Mixed Method Approach for Evaluating and Improving the Design of Learning in Puzzle Games

A Mixed Method Approach for Evaluating and Improving the Design of Learning in Puzzle Games

Video Games as Tools to Achieve Insight into Cognitive Processes

Resolução temporal de videogames de ação e seus efeitos em tarefas visuais

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