Understanding Gaming Perceptions and Experiences in a Women's College Community

Self-Determination Theory in HCI Games Research: Current Uses and Open Questions

“…While the PENS and IMI were clearly the most popular SDTbased measures used, a total of 15 papers assessed SDT concepts by alternative means. Specifically, we observed the measurement of basic need satisfaction via the Ubisoft Perceived Experience Questionnaire (UPEQ) [108], Player Experience Inventory (PXI) [83], and Basic Psychological Need Satisfaction scale (BPNS) [54]; intrinsic motivation via measures of free-choice behaviour [17,29,112,113], and scale items adapted from other measures [15,133]; intrinsic and extrinsic motivations via the Situational Motivation Scale (SIMS) [2,20,87], Gaming Motivation Scale (GAMS) [170], and Exercise Self-Regulation Scale (SRQ-E) [86]; and autonomy support via the Sport Climate Questionnaire (SCQ) [6].…”

“…The remaining papers varied widely in subject matter -for example, employing SDT to pursue more realistic player AI [73,154]; understand women's motivations, attitudes, and experiences with respect to videogame play [170]; and evaluate the effectiveness of game-based advertisements [4].…”

Makers and Quilters

“…Hackerspaces, makerspaces, game jams, and hackathons are all examples of informal learning environments (ILEs) [18], which provide contextualized, motivating spaces that facilitate personal meaning. Incorporating making into educational contexts supports the growth and long-term attitudes of students towards science and STEM in general [12,37,44,51,53]. Therefore, there is increasing support in the public domain for the appropriation of these formats in places like schools, libraries, cities, and museums as "new" approaches to engaging communities [16,18,31,46].…”

“…These events have emerged as a way to generate and inspire novel game ideas and new ways of thinking [10]. Recent efforts show that while gaming is no longer necessarily a boys' "club house" [53], the continuation of overt discriminatory actions or frequent microaggressions [45] demonstrate a pervasive gendered tint to what community members perceive as being "a maker" or "a gamer" [15]. Game jams can provide benefits that have "intrinsic value" such as making new friends, business partnerships, portfolio pieces, development practice, skill acquisition, and improved confidence in personal abilities [55].…”

“…Game jams can provide benefits that have "intrinsic value" such as making new friends, business partnerships, portfolio pieces, development practice, skill acquisition, and improved confidence in personal abilities [55]. Early positive experiences in gaming environments have been shown by Shaer et al [53] to relate to higher intention or ideas of continuing in that field in the future among women. Game jams, as makerspaces and sites of informal learning, can therefore assist with establishing positive self-identity in a field currently suffering from severe lack of diversity in the workforce [43].…”