This thesis explores the effects of ludic structure—defined as the elements of game play not considered content—on video game communities. Counter to the focus on video game content and its effects by other scholars, this study argues the importance of the study of game structure and its influences on player interactions. Two games, League of Legends and Puzzle Pirates were examined. I played both games for 20 hours, as well as interviewing four players from each game. Using Laura Ellingson’s (2009) crystallization as a guiding approach, I analyzed the games using both a traditional thematic analysis and personal narratives in an attempt to create a richer dataset from which to draw conclusions. I discovered that one game was more competitively structured (League of Legends), which resulted in more aggressive and negative interactions among players in the community. Puzzle Pirates, on the other hand was more cooperatively structured, which resulted in an open and friendly community of people who were wanting to help each other. I argue that ludic structure does have a significant impact on player interactions, and that game companies should strive for more cooperatively structured games to encourage a positive community of gamers. / Literature review -- Methodology -- Close analysis of League of legends -- Close analysis of Puzzle pirates -- Conclusions, flaws and future research. / Department of Communication Studies

With the growth of recent research on the internal benefits of gesture for second language learners, the emphasis has begun to shift away from the traditional focus on addressee-related benefits. The current study explores student-student interactions which reflect internal benefits during face-to-face video game play. Data was collected in the conference room at a local Victoria high school and involved 7 participants; 6 English as a Second Language students and one native English speaker. Using discourse analysis as a method of data analysis, Long’s social constructivist model is taken as the grounded theory whereby it is thought that learners construct their new language through interaction that is socially mediated (Brown, 2007). The database is composed of videotaped sessions where student dyads, in a laddered consecutive order, take turns first as ‘novice’ gamers when learning how to play and then teaching in the next dyad. Each dyad experienced 5 minutes of instruction, 10 minutes of game play and 10 minutes of reflection about the game using a set number of questions. Videotapes of participants and transcripts were later examined and re-examined for face and body gestures, signs of social bonding as well as different types and uses of vocabulary. Two dyads emerged as having the most interesting results on almost all measures. These dyads both displayed a high number of gestures, vocabulary, mimicking and simultaneous gesturing. These findings reflect the potential utility of using student gesture to predict and gauge learner readiness, engagement and learning. This study has implications for both the instruction and learning of a second language as well as the use of interactive media and even video games for educational purposes. In addition, it contributes to the understanding of student-student interaction and the social construction of learning English as a second language. / Graduate

Thesis (M.A.)--York University, 2005. Graduate Programme in Communication and Culture. / Typescript. Includes bibliographical references (leaves 125-130). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19676

Thesis (Ph. D.)--University of Nevada, Reno, 2007. / "August, 2007." Includes bibliographical references (leaves 104-108). Online version available on the World Wide Web.

Thesis (Ph.D.) -- University of Adelaide, Dept. of Psychology, 2000? / Bibliography: p. 273-300.

Thesis (M.A.(Hons.))--University of Wollongong, 2004. / Typescript. Includes bibliographical references: leaf 141-156.

Thesis (M.A.)--University of Delaware, 2007. / Principal faculty advisor: Elizabeth M. Perse, Dept. of Communication. Includes bibliographical references.

Thesis--(M.A.)Cleveland State University, 2009 / Abstract. Title from PDF t.p. (viewed on June 11, 2009). Includes bibliographical references (p. 42-44). Available online via the OhioLINK ETD Center. Also available in print.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 75-83). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 75-83). Also available on the Internet.