Thesis (M.Phil.)--Hong Kong University of Science and Technology, 2008. / Includes bibliographical references (leaves 42-44). Also available in electronic version.

Thesis (M.A.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 14, 2009) Includes bibliographical references.

Thesis (Ph.D.)--University of Waikato, 2007. / Includes bibliographical references (p. 363-371) Also available via the World Wide Web.

Thesis (Ph. D.)--Ohio State University, 1985. / Includes bibliographical references (leaves 228-237). Available online via OhioLINK's ETD Center.

159f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-01T17:54:25Z No. of bitstreams: 1 Vitor%20Cayres.pdf: 2856366 bytes, checksum: ec75678b591de7e098c906a015c82808 (MD5) / Approved for entry into archive by Ednaide Gondim Magalhães(ednaide@ufba.br) on 2013-04-10T13:49:53Z (GMT) No. of bitstreams: 1 Vitor%20Cayres.pdf: 2856366 bytes, checksum: ec75678b591de7e098c906a015c82808 (MD5) / Made available in DSpace on 2013-04-10T13:49:53Z (GMT). No. of bitstreams: 1 Vitor%20Cayres.pdf: 2856366 bytes, checksum: ec75678b591de7e098c906a015c82808 (MD5) Previous issue date: 2010 / A pesquisa investiga as relações entre drama e jogo nos video games desenvolvidos para consoles domésticos, analisando a maneira que o desenvolvimento tecnológico impacta no uso de procedimentos dramatúrgicos em tais jogos. O pesquisador adotou uma metodologia calcada em pesquisa bibliográfica de caráter interdisciplinar e no estudo analítico de jogos, considerando a implicação de aspectos subjetivos e a experiência do autor como gamer e levando em conta as especificidades do mercado e da indústria brasileira. A primeira etapa da pesquisa bibliográfica concentrou-se em referenciais acerca do drama, recorrendo a autores da filosofia, teoria da literatura e, sobretudo, das artes cênicas para delimitar o uso de tal termo na presente dissertação além de levantar ferramentas de análise da teoria do drama para aplicá-las ao estudo de video games. Em seguida, realizou-se um estudo acerca da ideia de jogo, a fim de delimitar também esta noção e reconhecer seus aspectos formais, visto que, o presente trabalho compreende os video games, em primeiro lugar, como jogos e leva em consideração suas idiossincrasias enquanto tal. Posteriormente, consultou-se bibliografia acerca dos video games, na qual estão inseridas obras teóricas, historiográficas, revistas e reportagens destinadas ao público gamer e referências mais abrangentes sobre o meio digital. O cruzamento dos dados levantados na pesquisa bibliográfica com as informações subjetivas relacionadas à trajetória do pesquisador enquanto jogador estabeleceu os critérios para a seleção dos jogos analisados. O pesquisador jogou todos os games mencionados na dissertação e/ou assistiu a ação de outros jogadores através de vídeos disponibilizados na internet e, a partir de tal experiência, elencou uma série de procedimentos dramatúrgicos utilizados pelos desenvolvedores de video games ao longo das sete gerações de consoles, estas definidas pela crítica especializada, observando o impacto do desenvolvimento tecnológico na relação entre o drama e o jogo. Por fim, os dados coletados na análise dos jogos são cruzados com os resultados de uma discussão teórica acerca da delimitação da noção de drama e sobre os aspectos formais da Dramática. Com viés sincrônico-diacrônico, a presente dissertação contribui com a produção historiográfica e reflexiva sobre a dramaturgia para video games, esta ainda escassa no meio acadêmico. Oferece, assim, um repertório de estratégias a serem utilizadas, recicladas e/ou reelaboradas por dramaturgos ou game designers. E apresenta ainda como resultado a perspectiva de compreensão dos video games enquanto interfaces entre drama e jogo, sem desconsiderar as idiossincrasias do meio digital. / Salvador

CREATING DIGITAL GAMES AS INTERACTIVE LEARNING ENVIRONMENTS: FACTORS THAT AFFECT PALESTINIAN TEACHERS' SUCCESS IN MODIFYING VIDEO GAMES FOR INSTRUCTION The purpose of this study was to investigate the factors that might predict Palestinian teachers' success in modding games for instruction. An instructional game design model named Game Modding for Non-Professionals (GMNP) was created specifically for the training of Palestinian teachers during this study. This study addressed the question: To what extent do the variables gender, age, teaching experience, experience in playing video games, and adherence to the GMNP model predict teachers' success in modding video games for instruction when using the GMNP model? Gaining an understanding of teachers' performance in modding video games for instructional use may identify potential interventions that can be utilized to increase the use of this technology in the classroom. This investigation is useful in pointing out the need for teacher training to administrators and policy makers. The data for this study was collected from teachers at two Palestine Technical Colleges. All the teachers at the two Colleges were invited to participate, and 79 teachers agreed. Three teachers withdrew from the study before finishing it; hence, only 76 completed the study, and their data was used in the regression analysis. A workshop was conducted to train the teachers in using the GMNP model as a guide to game modding to modify video games for instructional use. During the workshop, the participants were asked to complete a worksheet. The participants were directed to use this worksheet to modify Neverwinter Nights 2 to teach a given instructional objective. At the end of the workshop, the completed GMNP model worksheet and the game mod created were collected from each participant as research data. The GMNP Model Rubric and the Educational Games Rubric were used to assess respectively the worksheets (for adherence to the GMNP model) and the game mods (for success in modifying a video game for instruction). Multiple linear regression was conducted to answer the research question. Tests to verify that the data met the various conditions required for multiple regression analysis were conducted and no violations of these conditions were detected. Findings indicated that gender was not a significant predictor of teachers' success in modding video games for instruction when the variance attributed to the other predictor variables was controlled, and the variables age, experience in playing video games, and adherence to the GMNP model were significant predictors of teachers' success in modding video games for instruction. The study suggested some implications and recommendations for policy makers and for future researchers who are interested in conducting similar studies about video game integration.

The effect of rewards on Kickstarter funding for video games.

Research conducted during the 1990s revealed that video games increasingly represent the medium through which children are first exposed to technology, that early gaming can enhance future technological literacy, and that girls tend to play video games less frequently than boys. These findings preceded efforts by feminist entrepreneurs, followed by established video game producers, to develop ‘girl games.’ Such ‘girl-centred,’ ‘girl-friendly,’ and girl-targeted video games now represent a lucrative branch of the contemporary video game industry. In this project, I utilized a multi-method approach to explore how ‘the ideal teen girl’ is re/constructed in three tween-airned ‘girl games.’ My discourse analysis of the ‘dominant’ messages in the games includes an examination of various available feminine subject positions, and how ‘race,’ class, and (hetero)sexuality are implicated in these positions. My analysis of semi-structured interviews that I conducted with eight tween girls provides insight into their everyday readings of the ‘girl games.’ Unlike earlier research that framed girls as passive recipients of ‘damaging’ messages included in gendered texts, my findings suggest that the girls in my study engaged in active and diverse readings of the interactive texts. The multiple ways in which the girls recognized, identified with, resisted, and/or reworked elements of the feminine subject positions demonstrated their management of such contradictory images of ideal girlhood. According to my analysis, while several girls engaged in sceptical readings, none of the girls ultimately rejected the video game messages, or linked them to the wider social order in which they are produced, and which they work to re/produce. My research also revealed that the girls’ identification of and with the subject positions was shaped and augmented by knowledge they had gained from previous exposure to associated transmediated representations (television, movies, music, and fashion products). My research suggests that while ‘the ideal teen girl’ re/constructed for tween garners reflects contemporary notions of girlhood, as she is active and capable, she reaffirms Western standards of hegemonic femininity. The rules of play, beauty ideals, behaviours, and priorities of consumption included in the games work to re/construct White, middle class, heterogendered ‘teen femininity’ as normal and ideal. / Arts, Faculty of / Sociology, Department of / Graduate

The value of video games in education has been displayed in more than one field (Gee, 2007; Devlin, 2011). The possible effects of using video games as a learning tool have been studied in numerous academic situations: with young students ranging from elementary to secondary levels (Barab et al., 2009; Cipollone, 2015; Kellert, 2018; Seidel et al., 2019; Sherry et al., 2019; Tüzün et al., 2019), with postsecondary students (Mahood & Hanus, 2017; Smith et al., 2020; Vásquez & Ovalle, 2019), and with educators employing video games in the classroom (Bell & Gresalfi, 2017). The purpose of this study was to investigate how adult gamers perceive their learning when playing video games for enjoyment. To conduct this study, Barbara Rogoff's interpretation of sociocultural theory (2003) was adopted, which offers a closer look on the influences of cultural communities. This study recruited a sample size of 6 adult gamers and adopted a narrative inquiry model, allowing participants to share their lived experiences about video game play and everything related to it. The results indicate that what participants were learning during their video game play could fall under one or more of these four themes: wellbeing, problem-solving, transferable skills, and multimedia literacy. By understanding how video games function as an inherent learning tool, this study helps create a foundation for future research in the field.

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