Global ETD Search

1	A Matter of Perspective : A Qualitative study of Player-presence in First-person Video Games Hansson, Mikael, Karlsson, Stefan January 2016 (has links) In this study we aimed to investigate the process through which players of video games situate, and form an understanding of their presence within the virtual game environment. This study specifically investigates this process in games played through a first person perspective with the intention of minimising the amount of visual information provided the participants. For this purpose we created two scenarios within a videogame environment specifically design for the study. A total of thirteen participants took part in the study, and after each season a semi structured interview was performed. In a qualitative content analysis we identified patterns and commonalities ascertaining to our line of questioning, and conclude that while the player-presence relationship would appear to be largely dependent on the individual’s type of play, the varying focus on either narratology or ludology in our two scenarios did indeed influence the participants to approach this relationship similarly within the separate groups. Finally we defined four types of player-presence relationship, and how they can be said to relate to the varying ludonarrative dynamics within the two specified genres, as well as the varying types of play observed amongst the participants in our study. first-person video games identification identity self self-perception perception immersion narrative user-study charakter fictional role-playing narratology ludology ludonarrative ludonarrative dissonance walking simulator crafting survival Dear Esther Minecraft player presence role
2	Deriving Operational Principles for the Design of Engaging Learning Experiences Swan, Richard Heywood 18 July 2008 (has links) (PDF) The issue of learner engagement is an important question for education and for instructional design. It is acknowledged that computer games in general are engaging. Thus, one possible solution to learner engagement is to integrate computer games into education; however, the literature indicates that pedagogical, logistical and political barriers remain. Another possible solution is to derive principles for the design of engaging experiences from a critical examination of computer game design. One possible application of the derived design principles is that instruction may be designed to be inherently more engaging. The purpose of this dissertation was to look for operational principles underlying the design of computer games in order to better understand the design of engaging experiences. Core design components and associated operational principles for the design of engaging experiences were identified. Selected computer games were analyzed to demonstrate that these components and principles were present in the design of successful computer games. Selected instructional units were analyzed to show evidence that these operational principles could be applied to the design of instruction. An instructional design theory—called Challenge-driven Instructional Design—and design considerations for the theory were proposed. Finally, suggestions were made for continued development and research of the instructional design theory. computer game video game engagement instructional design experience design design theory reverse engineering agency agentive learning operational principle feedforward automaticity learning experience challenge-driven design core component primary generator intrinsic motivation recoverability core performance agentive means variable challenge thematic signaling player presence game world self-consistent setting Educational Psychology

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A Matter of Perspective : A Qualitative study of Player-presence in First-person Video Games

Deriving Operational Principles for the Design of Engaging Learning Experiences