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Title Games  and  Play Board  and  table  games  from  many   civilizations   Man,  play,  and  games Teens,  video  games,  and  civics.  

Video  games:  adults  are  players  too

Teens  and  Mobile  Phones

Parents  &  Teens  2007-­‐8  Survey

Play-­‐Styles BrainHex:  Preliminary  results  from  a   biological  gamer  typology  survey

Author

Year

Journal

N

Methodology

N/A

Case  Studies Case  Studies  Quantitative  survey   questionnaire  and     comparative  statistical   analysis  Quantitative  survey   questionnaire  and     comparative  statistical   analysis

Bell,  R.  C

1979 Book

Cailois,  R Lenhart,  A.,   Kahne,  J.,   Middaugh,  E.,   Macgill,  A.   Lenhart,  A.,   Jones,  S.,   Macgill,  A.

1961 Book 2008 Pew  Internet  &   American  Life  Project  

N/A 1,102

2008 Pew  Internet  &   American  Life  Project  

2,054

Lenhart,  A.,  Ling,   2010 Pew  Internet  &   R.,  Campbell,  S.,   American  Life  Project   Purcell,  K.   Pew  Internet  &   American  Life   Project

2008 Pew  Internet  &   American  Life  Project

800

1,100

Nacke,  Bateman,   2011 Proceedings  from  the     11,526 &  Mandryk International  Conference   on  Entertainment   Computing

 Quantitative  survey   questionnaire  and     comparative  statistical   analysis  Quantitative  survey   questionnaire  and     comparative  statistical   analysis

Findings

Almost  all  teens  play  games,  Gender  and  age   are  key  factors,  Youth  play  many  different   kinds,  its  often  a  social  experience,  etc. Over  half  of  American  adults  play  video   games,  and  4  out  of  5  young  adults  play.   Among  adults,  computers  are  the  most   popular  gaming  device,  but  among  young   adults  gaming  consoles  are  preferred.  Virtual   worlds  only  draw  a  small  crowd.  

46%  play  games  on  their  phones. More  than  half  of  American  families  with   teenagers  use  filters  to  limit  access  to   potentially  harmful  content  online.  But  both   teens  and  parents  believe  that  teens  do   things  on  the  internet  that  their  parents   would  not  approve  of.  

 Quantitative  survey    To  study  finds  a  connection  between  interest   questionnaire  and     in  digital  games  and  introversion    tendencies   comparative  statistical   including  intuitive  preferences. analysis


Hearts,  clubs,  diamonds,  spades:   Players  who  suit  MUDs  The  neurobiology  of  play

Demographic  game  design The  game  brain:  New  theories  &   concepts  for  experiential  learning

 Bartle,  R Bateman,  C.,   Nacke,  L.  

Bateman,  C Atkinson,  T.  &   Hirumi,  A

Games  and  immersive  participatory   Barab,.  S  &   simulations  for  science  education:  an   Dede,  C emerging  type  of  curricula.

Transformational  play  as  a  curricular   Barab,  S.,  Scott,   scaffold:  Using  videogames  to  support   B.,  Siyahhan,  S.,   science  education Goldstone,  R.,   Ingram-­‐Goble,   A.,  Zuiker,  S.,  &   Warren,  S. Learner  Motivation  Through  Play Neurobiology:  Shedding  light  on  visual   Baringa,  M imagination

1996

Journal  of  MUD   Research 2010 Proceedings  of  the   International  Academic   Conference  on  the   Future  of  Game  Design   and  Technology 2004 International  Hobo 2011 Workshop  presented  at   the  Research  in  Virtual   Worlds  and  Virtual   Environments,  American   Educational  Research   Association  annual   conference 2007 Journal  of  Science   Education  &  Technology  

2009 Journal  of  Science   Education  &  Technology

1999 Science

Qualitative    survey  of   participants Cross-­‐disciplinary   literature  review

N/A N/A

 Based  on  player  type,  users  view  the  same   experience  in  different  ways.  Application  of  the  understanding  of  brain   responses  to  recurrent  patterns  inherent  in   play,  a    biologically-­‐grounded  player   satisfaction  framework  is  put  forward.

Cross-­‐disciplinary   literature  review

N/A

Theory

51

Experimental

N/A

Theory

Preface  to  Transformational  Play  asserts   Throught  the  immersive  environment,   Students  develop  a  rich  perceptual,   conceptual,  and  ethical  understanding  of   science. The  immersive-­‐world  dyad  condition   performed  significantly  better  than  either  the   expository  textbook  or  the  descriptive   framing  condition.

Discusses  the  advance  in  cognitive   neuroscience  with  the  use  of  transcranial   magnetic  stimulation  (TMS)  to  show  a   correlation  between  brain  activity  and  a  given   functio


The  neurobiology  of  play

Bateman,  C.,   Nacke,  L.

Amygdala  and  reward

Baxter,  M.  G.  &   Murray,  E.  A

Perceptual  pleasure  and  the  brain

Biederman,  I.  &   Vessel,  E.  A

BrainHex:    Preliminary  results  from  a   Nacke,  L.,   neurobiological  gamer  typology  survey Bateman,  C.,  &   Mandryk,  R.  

Learning  in  virtual  worlds:  Using   Oliver,  M.,  &   communities  of  practice  to  explain   Carr,  D.   how  people  learn  from  play. Game-­‐based  feedback  for  educational   Charles,  et  al multi-­‐user  virtual  environments Game-­‐based  Inspired  Tool  Support  for   e-­‐Learning  Processes The  demographics,  motivations  and   derived  experiences  of  users  of   massively-­‐multiuser  online  graphical   environments.

Charles,  M.T.,   Bustard,  D.   Black,  M.   Yee,  N.

2010 Futureplay  ’10   Proceedings  of  the   International  Academic   Conference  on  the  Future   of  Game  Design  and   Technology 2002 National  Reviews   Neuroscience

Cross-­‐disciplinary   literature  review

Connections  are  presented  between  already   recognized  patterns  of  play  and  recent   research  on  the  brain.

N/A

Cross-­‐disciplinary   literature  review

N/A

Theory

50,000+

Cross-­‐disciplinary   literature  review

Recent  evidence  supports  a  role  for  the   amygdala  in  processing  positive  emotions  as   well  as  negative  ones,  including  learning   about  the  beneficial  biological  valueof   stimuli. Discussion  of  some  of  the  neural  chemistry   and  mechanics  underlying  perception  of   physical  world  properties Connections  are  presented  between  already   recognized  patterns  of  play  and  recent   research  on  the  brain.

N/A

Theory

2010

67

Game-­‐based  Feedback   (GBF)

2009

64

     Experimental  and

2006 American  Scientist

2011 Paper  presented  at  the   10th  International   Conference  on   Entertainment   Computing 2009 British  Journal  of   Educational  Technology

2006

PRESENCE:   Teleoperators  and   Virtual  Environments

30,000

GBF  resulted  in  an  engaging  experience,   more  beneficial  for  weaker  students.

Qualitative  survey  with    MMORPG’s  appeal  to  a  broad  range  with  five   explanatory  factor   factors  identified  as  motivators:   analysis achievement,  relationship,  immersion,   escapism,  and  manipulation.


Does  playing  violent  video  games   Weber,  R.,   2006 Media  Psychology induce  aggression?  Empirical  evidence   Ritterfiled,  U.,   of  any  functional  magnetic  resonance   Mathiak,  K. imaging  study. Game-­‐based  Learning Beyond  the  frontier:  Quest  games  as   Aarseth,  E.   2004 Chapter  in  M.L.  Ryan   post-­‐narrative  discourse (Ed.)  Narrative  Across   Media,  University  of   Nebraska  Press Game  object  model  version  II:  A   Amory,  A 2007 Educational  Technology   theoretical  framework  for  educational   Research  and   game  development.   Development Massively  multiplayer  online  role-­‐ playing  games:  The  past,  present,  and   future The  quest  in  a  generated  world

Motivational  engagement  and  video   gaming:  A  mixed  methods  study. A  taxonomy  of  educational  games

Rules  of  play:  Game  design   fundamentals

Achterbosch,  L.,   Pierce,  R.,  &   Simmons,  G Ashmore,  C.,   Nitche,  M

2007 Computers  In   Entertainment

2007 Proceedings  of  the  2007   Digital  Games  Research   Association.  (DiGRA)   Conference:  Situated   Play Hoffman,  B.  &   2009 Educational  Technology   Nadelson,  L.   Research  and   Development O’Brien,  D.,   2010 Gaming  for  Classroom-­‐ Lawless,  K.  A.,  &   Based  Learning:  Digital   Schrader,  P.  G. Role  Playing  as  a   Motivator  of  Study Salen,  K.,  &   2003 Book Zimmerman,  E.  

13

 Experimental,   quantitative

N/A

Case  Studies/  Book   Chapter

N/A

122

N/A

 A  small  but  noticeable  association  between   video  games  and  aggressive  reactions.  Casual   association  is  rare.

Video  game  quest  designIs  varied  and  falls   under  recognizable  patterns  which  are   described.

 Theoretical  Framework The  Game  Object  Model  (GOM  II)  Is   introduced  outlining  characteristics  of   effective  educational  games  in  and  out  of  the   classroom. Qualitative  Survey  and   Various  play  styles  and  preferences  were   review    of  related   reported  including  frustration  by  being  forced   literature into  one  play  style. Action  Research They  implemented  a  highly  flexible  content   and  context  generator  into  an  existing  game   engine.

189

N/A

Cross-­‐disciplinary   literature  review

N/A

Theory  

Transfer  of  motivational  engagement  in   gaming  for  entertainment  to  educational   contexts  was  unlikely  to  occur. Existing  educational  methodologies  can  be   aligned  to  game  and  play-­‐types.

Definitions  of  games  and  play.


Questbrowser:  Making  quests   playable  with  computer-­‐assisted   design

Sullivan,  A.,   Mateas,  M.,   Wardrip-­‐Fruin,   N.   Sullivan,  A.  

2009 Cognition  and  Creativity

N/A

2009 Proceedings  of  the  4th   International  Conference   on  Foundations  of  Digital   Games.

N/A

The  building  artificially  intelligent   learning  games

Van  Eck,  R.  

N/A

The  demographics,  motivations  and   derived  experiences  of  users  of   massively-­‐multiuser  online  graphical   environments

Yee,  N.  

2007 Games  and  simulations   in  online  learning:   research  and   development   frameworks. 2006 PRESENCE:   Teleoperators  and   Virtual  Environments

Gender-­‐inclusive  quest  design  in   massively  multiplayer  online  role-­‐ playing  games

3,000

Cross-­‐disciplinary   It  is  possible  to  have  computer  generated   literature  review/Theory   quests  with  an  established  player  profile.

Action  Research

 Quantitative  survey   questionnaire  and     comparative  statistical   analysis

Gender  considerations  are  important  in  game   selection  and  quest  design.

The  analysis  revealed  10  motivation   subcomponents  that  grouped  into  three   overarching  components  (achievement,   social,  and  immersion).


Literature Review Table