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Computer games

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The rapid developments of new communication technologies have facilitated the popularization of digital games, which has translated into an exponential growth of the game industry in the last decades. The ubiquitous presence of digital games has resulted in an expansion of the applications of these games from mere entertainment purposes to a great variety of serious purposes. In this edited volume, we narrow the scope of attention by focusing on what game theorist Ian Bogost has called "persuasive games", that is, gaming practices that combine the dissemination of information with attempts to engage players in particular attitudes and behaviors. This volume offers a multifaceted reflection on persuasive gaming, that is, on the process of these particular games being played by players. The purpose is to better understand when and how digital games can be used for persuasion, by further exploring persuasive games and some other kinds of persuasive playful interaction as well. The book critically integrates what has been accomplished in separate research traditions to offer a multidisciplinary approach to understanding persuasive gaming that is closely linked to developments in the industry by including the exploration of relevant case studies.

Game, play, persuasion, game design, serious games

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With the climate crisis and its repercussions becoming more and more tangible, games are increasingly participating in the production, circulation, and interrogation of environmental assumptions, using both explicit and implicit ways of framing the crisis. Whether they are providing new spaces to imagine and practice alternative forms of living, or reproducing ecomodernist fantasies, games as well as player cultures are increasingly tuned in to the most pressing environmental concerns. This book brings together chapters by a diverse group of established and emerging authors to develop a growing body of scholarship that explores the shape, impact, and cultural context of ecogames. The book comprises four thematic sections, Today's Challenges: Games for Change, Future Worlds: New Imaginaries, The Nonhuman Turn, and Critical Metagaming Practices. Each section explores different aspects of ecocritical engagement in and through games. As a result, the book's comprehensive scope covers a variety of angles, methodologies, and case studies, significantly expanding the field of green media studies.

Ecogames, games for change, future worlds, nonhuman epistemologies, metagaming practices. --- NON-CLASSIFIABLE.

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This edited volume collects current research by academics and practitioners on playful citizen participation through digital media technologies. With the emergence of digital and mobile technologies our conceptions and hopes of what citizen participation entails have changed profoundly. Interactive, networked and affordable technologies have transformed the relationship between knowledge, creativity and power. Citizens use media technologies in playful ways to engage in creative knowledge production and to alter professional roles and power structures.This book, available in Open Access, provides an overview of the potentials and limitations of citizen's engagement in the digital age through a collection of chapters from various academic fields. What connects these contributions is a focus on what we call playful participation. It is through this ludic engagement, we argue, that the contemporary production of knowledge and creative interventions in journalism, research, activism, art, politics, city making, and many other areas, should be understood. The book editors hold positions at Universities in the Netherlands (Utrecht University) and the UK (University of Warwick). They have published widely about digital media technologies, play, and identity.

Media studies --- Political participation. --- Play --- Political aspects. --- Recreations --- Recreation --- Amusements --- Games --- Citizen participation --- Community action --- Community involvement --- Community participation --- Involvement, Community --- Mass political behavior --- Participation, Citizen --- Participation, Community --- Participation, Political --- Political activity --- Political behavior --- Political rights --- Social participation --- Political activists --- Politics, Practical --- Digital media, play, citizen participation, knowledge, citizen science.

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Het onderzoek naar de effecten van het spelen van video games heeft zich tot dusver voornamelijk toegespitst op onderwerpen zoals aggressie en gewelddadigheid. Dit heeft ongetwijfeld te maken met de talloze maatschappelijke en politieke debatten die recent werden gehouden rond de al dan niet schadelijke invloed van dit nieuwe medium. Vanuit een sociaal-psychologische invalshoek werd veelvuldig vastgesteld dat men, tot een kwartier na het spelen van een actiespel, meer opgewonden is dan men zou zijn wanneer men dat spel niet gespeeld had. In psychologische termen wordt hiernaar verwezen als het zgn. 'arousal' effect. Wat betreft de effecten op lange termijn, is het bestaande onderzoek er nog niet in geslaagd om met grote en definitieve conclusies voor de dag te komen. Er werd al steun gevonden voor de desensitizerings theorie, die stelt dat men, doordat men blootgesteld wordt aan enorme hoeveelheden geweld in de virtuele wereld van een spel, afgestompt raakt tegenover geweld in het dagelijkse leven. Sommige auteurs stellen ook vast dat men, doordat men veelvuldig gewelddadige gedragingen inoefent tijdens het spelen van een actiespel, aanleert om zich in het dagelijkse leven gewelddadig te gedragen. Andere auteurs spreken dit tegen, en wijzen erop dat men door veel te spelen net kan leren hoe men zich in groepsverband moet gedragen. De belangrijkste doelstelling van deze doctoraatsthesis was om dieper in te gaan op een aantal vragen die nog niet eenduidig werden beantwoord in het bestaande academische onderzoek. We hebben besloten om ons toe te spitsen op de effecten op de lange termijn van het spelen van video games. Hierbij beperkten we ons niet tot de vraag of men al dan niet gewelddadig wordt doordat men veelvuldig video games speelt. We gingen ook na of jongeren kennis over de realiteit kunnen opdoen doordat ze video games spelen, en of het spelen van games een invloed heeft op de attitudes die men heeft tegenover andere mensen. We probeerden het bestaande onderzoek aan te vullen op drie manieren: 1. We gingen na in hoeverre het belangrijk is welke soorten spellen iemand speelt. Men kan bijvoorbeeld verwachten dat men uit een schietspel en een sportspel totaal andere soorten kennis opdoet. 2. We gingen na in hoeverre het belangrijk is dat jongeren een spel als realistisch beschouwen. Men kan verwachten dat jongeren die games als zeer realistisch beschouwen, sneller iets gaan leren dan jongeren die games als weinig realistisch beschouwen. 3. We gingen na in hoeverre de persoonlijke inleving in een spel een rol speelt. Treedt er een sterker effect op bij jongeren die heel fel opgaan in een spel, dan bij jongeren die een grote afstand nemen van wat er gebeurt in een spel? De doctoraatsthesis is opgebouwd in drie delen. In een eerste deel (part 1: Games) wordt de inhoud bestudeerd van 11 games die van het PEGI een 'Mature' rating hebben meegekregen, en die dus alle als zeer gewelddadig worden beschouwd. We komen tot het besluit dat gewelddadig gedrag in al deze games op een verschillende manier wordt uitgewerkt. In sommige games moeten spelers behoedzaam en tactisch te werk gaan, in andere games gaat het vooral om snelle en spontane actie. In sommige games wordt het plegen van zinloos geweld afgeraden en zelfs afgestraft, in andere games wordt dit net aangemoedigd. In een tweede deel (part 2: Players) worden de resultaten gepresenteerd van een reeks interviews met jongeren die vaan video games spelen. We spitsen ons vooral toe op de mate waarin zij hun favoriete games als realistisch beschouwen, en op hoe fel ze erin opgaan wanneer ze een spel spelen. We stellen vast dat sommige jongeren een grote persoonlijke afstand nemen van wat er gebeurt in een spel, terwijl andere jongeren meer moeite hebben om de grens tussen spel en realiteit te trekken. In een derde en laatste deel (part 3: Exploring Videogame Effects) presenteren we de resultaten van een enquete die werd gehouden in de derde graad van het middelbare onderwijs. We vinden geen steun voor de stelling die zegt dat een sterker effect optreedt bij jongeren die vaak spelen. We stellen wel belangrijke verbanden vast bij jongeren die zeer intensief spelen, en die games als zeer realistisch beschouwen. Research on the effects of video game play has mainly been focusing on topics such as agression, violence and hostility. This is undoubtedly related to the countless social and political debates that have been held on the harmful impact of this new medium. From a social-psychological point of view, researchers have frequently observed that, up to 15 minutes after having played a game of action, one is more excited or aroused than in the case one had not played that game. Concerning the long-term effects, research has not yet been able to produce consistent conclusions. Limited support has already been found for the 'desensitisation theory', positing that, because one is exposed to large amounts of virtual violence, one is less likely to be affected by real-life violence. In addition some authors have argued that, because one repeatedly practices acting violently during game play, one is actually taught to act violently in real life. Other authors contradict this finding, and point to the fact that, during game play, one learns to behave pro-socially. The main goal of this dissertation was to build upon a number of questions that have not yet been consistently answered in existing research. We decided to focus on the long-term effects of video game play. We did not restrict ourselves to violence-related questions, but we also studied whether adolescents acquire knowledge about every day life during video game play, or whether video game play has an impact on the attitudes adolescents have towards othe people. We attempted to complement existing research in 3 ways: 1. We studied to what degree it is relevant taking into account what sorts and genres of games one plays. It can be expected, for instance, that one learns a set of completely different things from a shooting game and from a sports game. 2. We studied to what degree it is important that adolsecents consider their favorite games realistic. It can be expected that youngsters who consider video games highly realistic, are more likely to acquire knowledge than youngsters who consider video games highly un-realistic. 3. We studied the contribution of player involvement to the video game effect model. Are there stronger effects with youngsters who are strongly involved during game play, than with youngsters who take a large personal distance from the action during video game play? The dissertation consists of 3 parts. In a first part ( part 1: Games) the content is studied of 11 games that have received a 'Mature' rating from the PEGI board, and that are all considered extremely violent. We conclude that violent activity takes different shapes within each of these games. In some games players are stimulated to behave cautiously and perform a lot of tactical thinking, in other games the main fast and spontaneous action is the main mode of play. In some games, performing an act of meaningless violence is discouraged or punished, in other games such acts are rewarded. In a second part ( part 2: Players) the results are presented of a series of in-dpth interviews with youngsters who often play video games. We mainly focus on the degree to which they consider their favorite games realistic, and to the degree of personal involvement they have during video game play. We conclude that a majority of adolescents take a large personal distance from the occurences within a game, whereas a minority experience difficulties drawing the line between game and reality. In a third and last part ( part 3: Exploring Video Game Effects) we present the results of a survey that was held with 16 to 18 year olds. We find no support for hypothesis that predicts a stronger effect with youngsters who play a lot of video games. We do find important associations with youngsters wo play very intensively , and who consider games very realistic.