Purpose – The goal of this study is to examine the factors (e.g. enjoyment, skills, challenge, telepresence and flow) that influence players’ purchase intention toward Dota 2 virtual in-game as well as examine the effect of flow toward purchase intention of Dota 2 through the critical mechanism (i.e. continuous intention). Notably, the analysis of the moderating role of enjoyment of buying on the relation of (a) flow and purchase intention of Dota 2 in-game, as well as (b) between (...) flow continuous intention and finally (c) between continuous intention purchase intention of Dota 2. -/- Design/methodology/approach – The data were gained from 331 users using Google Forms and posted to respondents on social media platforms and forums such as Facebook and Reddit, as these websites have the closest reach to gamers. -/- Findings – The study revealed that enjoyment, skill, challenge and telepresence have a positive effect on flow. Also, the flow was significantly related to purchase intention. The continuous intention has significantly mediated the relationship between flow and purchase intention. Importantly, this study found that the moderating role of buying enjoyment increases the relationship between flow and purchase intention (H7a) and between continuous intention and purchase intention (H7c). In contrast, the moderating role of buying enjoyment on the relationship between flow and continuous intention (H7b) was not supported. Hence, this study sheds new light on the notable Dota 2 in-game and continuous intention purchase intention of the users. -/- Originality/value – In response, this study’s main research question can be highlighted on testing how enjoyment, skills, challenge, telepresence, in-game virtual items influence purchasing intention when the enjoyment of buying moderates the proposed relationship? Therefore, this study aims to examine the significant elements like enjoyment, skills, challenge telepresence toward flow, and subsequently, the effect of flow toward purchase intention of Dota 2 in-game through continuous intention as a key mechanism which is urgently needed to minimize the gap in-game virtual items literature. Significantly, this study also intends to explore the contingent role of enjoyment of buying on the relation of flow and purchase intention of Dota-2 ingame, as well as between flow and continuous intention and finally between continuous intention and purchase intention. (shrink)

Discourse shapes the way we see the world. In game design and game studies, discourse also shapes the games we make, the games we play, and how we think about games in general. One key discursive construction in contemporary game culture is to portray some games as ‘real’ or ‘authentic,’ rendering others as fake or lesser. In this essay we analyze the discourse of real games by focusing on four key discursive constructions that prop up notions (...) of real games: developer pedigree, game mechanics, the celebration of depth and complexity, and the payment structure for games. Using the framework of constitutive rhetoric we argue that these appeals also construct a category of real gamers that has a substantial impact on what games are available and how we think about them. (shrink)

What is a game? What are we doing when we play a game? What is the value of playing games? Several different philosophical subdisciplines have attempted to answer these questions using very distinctive frameworks. Some have approached games as something like a text, deploying theoretical frameworks from the study of narrative, fiction, and rhetoric to interrogate games for their representational content. Others have approached games as artworks and asked questions about the authorship of games, about the ontology of (...) the work and its performance. Yet others, from the philosophy of sport, have focused on normative issues of fairness, rule application, and competition. The primary purpose of this article is to provide an overview of several different philosophical approaches to games and, hopefully, demonstrate the relevance and value of the different approaches to each other. Early academic attempts to cope with games tried to treat games as a subtype of narrative and to interpret games exactly as one might interpret a static, linear narrative. A faction of game studies, self-described as “ludologists,” argued that games were a substantially novel form and could not be treated with traditional tools for narrative analysis. In traditional narrative, an audience is told and interprets the story, where in a game, the player enacts and creates the story. Since that early debate, theorists have attempted to offer more nuanced accounts of how games might achieve similar ends to more traditional texts. For example, games might be seen as a novel type of fiction, which uses interactive techniques to achieve immersion in a fictional world. Alternately, games might be seen as a new way to represent causal systems, and so a new way to criticize social and political entities. Work from contemporary analytic philosophy of art has, on the other hand, asked questions whether games could be artworks and, if so, what kind. Much of this debate has concerned the precise nature of the artwork, and the relationship between the artist and the audience. Some have claimed that the audience is a cocreator of the artwork, and so games are a uniquely unfinished and cooperative art form. Others have claimed that, instead, the audience does not help create the artwork; rather, interacting with the artwork is how an audience member appreciates the artist's finished production. Other streams of work have focused less on the game as a text or work, and more on game play as a kind of activity. One common view is that game play occurs in a “magic circle.” Inside the magic circle, players take on new roles, follow different rules, and actions have different meanings. Actions inside the magic circle do not have their usual consequences for the rest of life. Enemies of the magic circle view have claimed that the view ignores the deep integration of game life from ordinary life and point to gambling, gold farming, and the status effects of sports. Philosophers of sport, on the other hand, have approached games with an entirely different framework. This has lead into investigations about the normative nature of games—what guides the applications of rules and how those rules might be applied, interpreted, or even changed. Furthermore, they have investigated games as social practices and as forms of life. (shrink)

In this paper, we report on the development of The Sustainable Port video game, which aims to simulate the complex dynamics and decisions occurring in the present and future development of a port area considering environmental aspects (CO2 emissions) and profit. To evaluate if this game fulfills its purpose, we asked 75 students and 34 employees at the Port of Rotterdam (PoR) to play The Sustainable Port. Our results show that PoR employees score higher than students suggesting a (...) transfer between real-life experience of being an employee in the port and performance in the game. Furthermore, port participants reported that The Sustainable Port can be successfully used to start discussions about the future of the Port of Rotterdam and to raise awareness about the complexity characterizing the decision-making processes occurring in a port environment. Our results, taken together, provide evidence of the effectiveness of The Sustainable Port in simulating dynamics occurring in port development and give us optimism about future applications. (shrink)

In this paper, we report on an experiment with The Walking Dead (TWD), which is a narrative-driven adventure game with morally charged decisions set in a post-apocalyptic world filled with zombies. This study aimed to identify physiological markers of moral decisions and non-moral decisions using infrared thermal imaging (ITI). ITI is a non-invasive tool used to capture thermal variations due to blood flow in specific body regions that might be caused by sympathetic activity. Results show that moral decisions seem (...) to elicit a significant decrease in temperature in the chin region 20 seconds after participants are presented with a moral decision. However, given the small sample involved, and the lack of significance in other regions, future studies might be needed to confirm the results obtained in this work. (shrink)

This paper argues, based on Lewis’ claim that communication is a coordination game (Lewis in Minnesota studies in the philosophy of science, University of Minnesota Press, Minneapolis, pp 3–35, 1975), that we can account for the communicative function of demonstratives without assuming that they semantically refer. The appeal of such a game theoretical version of the case for non-referentialism is that the communicative role of demonstratives can be accounted for without entering the cul de sac of trying (...) to construct conventions of ever-increasing complexity. Instead communication via demonstratives is explained with reference to the general, non-domain specific ability of human beings to solve games of coordination. Furthermore, there is empirical support for such a view. Judgments concerning demonstrative reference have been shown to be sensitive to judgments concerning common ground (Clark et al. in J Verb Learn Verb Behav 22:245–258, 1983), which is exactly what the non-referentialist account would predict. The game theoretical account also allows for an intuitively plausible, non-referentialist treatment of Speaks’ ‘trumping argument’ (Speaks in Philos Stud 174:709–734, 2017), as well as the Carnap/Agnew puzzle (Kaplan in Syntax Semant 9:221–43, 1970). (shrink)

The paper has a twofold aim. On the one hand, it provides what appears to be the first game-theoretic modeling of Napoleon’s last campaign, which ended dramatically on 18 June 1815 at Waterloo. It is specifically concerned with the decision Napoleon made on 17 June 1815 to detach part of his army against the Prussians he had defeated, though not destroyed, on 16 June at Ligny. Military historians agree that this decision was crucial but disagree about whether it was (...) rational. Hypothesizing a zero-sum game between Napoleon and Blücher, and computing its solution, we show that it could have been a cautious strategy on the former's part to divide his army, a conclusion which runs counter to the charges of misjudgement commonly heard since Clausewitz. On the other hand, the paper addresses methodological issues. We defend its case study against the objections of irrelevance that have been raised elsewhere against “analytic narratives”, and conclude that military campaigns provide an opportunity for successful application of the formal theories of rational choice. Generalizing the argument, we finally investigate the conflict between narrative accounts – the historians' standard mode of expression – and mathematical modeling. (shrink)

Researchers interested in player’s experience would assumedly, across disciplines, agree that the goal behind enquiries into player’s experience is to understand the how games’ features end up affecting the player’s experience. Much of the contemporary interdisciplinary research into player’s experience leans toward the empirical-scientific, in the forms psychology, sociology and cognitive science, to name a few. In such approaches, for example demonstrating correlation between physiological symptoms and an in-game event may amount to ‘understanding’. However, the experience of computer (...) class='Hi'>game play is a viable topic also for computer game studies within the general tradition of humanities. In such context, the idea of ‘understanding an experience’ invites an approach focusing on the experienced significance of events and objects within computer game play. This focus, in turn, suggests turning to the principles associated with phenomenology, among which is the idea of describing things as they appear, or as they are given, in the experience, from the first-person perspective. From the first-person perspective the challenge lies not in the subjective experience’s inaccessibility but in the inherent personal richness of the experience’s content. Rather than trying to embrace the richness by engaging in direct introspection, it makes sense to focus the search on the conditions of the player’s experience. In this paper, I discuss the idea of “firstperson perspective” in the context of computer game studies. I propose that conditions for player’s experience could be sought from the materiality of the computer game artefact, rather than from the ‘processual’ or ‘ideal game’. I derive the notion of gameplay condition3 from the overlap of the player’s “lusory attitude” and the materiality of the single-player computer game artefact as it appears in the player’s experience. (shrink)

Persons with aphasia suffer from a loss of communication ability as a consequence of a brain injury. A small strand of research indicates effec- tiveness of dialogic interventions for communication development for persons with aphasia, but a vast amount of research studies shows its effectiveness for other target groups. In this paper, we describe the main parts of the hitherto technological development of an application named Dialogica that is (i) aimed at facilitating increased communicative participation in dialogic settings for (...) persons with aphasia and other communication disorders, (ii) based on comput- er game technology as well as on theory in dialogic education and argumenta- tion theory, and (iii) designed for mobile devices with larger screens. (shrink)

Increase in popularity of games like "Second Life" has contributed not only to significant changes in the development of the electronic entertainment industry. Promoting Games 2.0, the new trend of video game production that are assumed to be the virtual worlds that contain user-generated content makes both measured with a specific technological innovation, as well as a serious change in the organization of socio-cultural heritage. The article presents problems of the existing difficulties of terminology, the implications of the availability (...) of Games 2.0 for social life, the concept of leisure as work in the new economy and creative non-material and the characteristics of "Generation C". Work stresses the need for discussion on trends in the development of video games - defined as a choice between the projects’ of "socio-cultural ideology of perpetual motion" and "utopia of universal creativity". These approaches allow to identify the methodological basis for analysis of relations between the operators and users of Games 2.0, taking into account the wider social environment. ** Wzrost popularności gier typu „Second Life” przyczynił siȩ nie tylko do znacznych przemian w rozwoju branży rozrywki elektronicznej. Upowszechnianie Games 2.0, nowego nurtu produkcji gier wideo które z założenia maj¸a} stanowić wirtualne światy zawieraj¸a}ce treści tworzone przez użytkowników sprawia, że mierzymy siȩ zarówno z określon¸a} innowacj¸a} technologiczn¸a}, jak też z poważn¸a} zmian¸a} organizacji życia społeczno-kulturowego. Artykuł przedstawia problematykȩ istniej¸acych trudności terminologicznych, konsekwencje dostȩpności Games 2.0 dla życia społecznego, pojȩcie rozrywki jako pracy w nowej gospodarce niematerialnej i twórczej oraz charakterystykȩ „generacji C”. Praca podkreśla potrzebȩ dyskusji nad kierunkami rozwoju gier wideo - określanymi jako wybór miȩdzy projektami „ideologii społeczno-kulturowego perpetuum mobile” i „utopii powszechnej twórczości”. Podejścia te pozwalaj¸a na wskazanie podstaw metodologicznych do prowadzenia analiz relacji miȩdzy operatorami, a użytkownikami Games 2.0 przy uwzglȩdnieniu szerszego otoczenia społecznego. (shrink)

The emergence of the need for orientation since the past times led the universities to invent innovative ways to prepare their students for the activities and courses they will face. Hence, various types of orientation have been provided during history. However, today with the outbreak of the Covid-19 and the closure of the schools, most of the students are continuing their studies as distance learning. While this situation is very disappointing for all freshmen students who do not know the (...) university's atmosphere, it is extremely disruptive, specifically for the design ones, which are passing tactile courses, demanding being held face to face. This ascertains the research's problem as a need for an interactive solution for the issue to lessen the consequent problems. Game-based orientation (GBO) is a tool, engaging the freshmen students as players with the provided data in it, which are the essentials for a novel student to know before entering the university. It allows the student to be dealt with the school services, Istanbul Technical University in this case, and use them in terms of the game's tasks. The scoring system, the ultimate certificate, the leaderboard leading them to prizes, and the game's non-linearity will attract the students to use GBO frequently to finish it and experience all the possible scenarios. (shrink)

This study evaluated the effectiveness of four game-based activities (GBAs) in teaching ecosystems to Grade 7 Biology students. Involving 69 students (34 control, 35 experimental), the quasi-experimental study used a mixed-methods approach. The researcher utilized a static-group comparison design for the quantitative phase and a thematic analysis for the qualitative phase. Quantitative analysis revealed significant improvements in the experimental group's social skills (p<0.05; Cohen’s d = 0.63) and conceptual understanding (p<0.05; Cohen’s d = 0.86). Descriptive statistical analysis also suggests (...) that GBAs can foster positive attitudes toward using GBAs and learning. Qualitative data from journal entries and teacher-observer interviews highlighted enhanced communication, collaboration, confidence, and participation among students using GBAs. The study also recognized the interconnection between conceptual understanding, social skills, and attitude toward learning, not just as pedagogical tools but also as practical tools in improving students’ affective domain, creating a safe environment beneficial for the learning process in general. (shrink)

This is a two-volume set that provides an introduction to non-cooperative Game Theory. Volume 1 covers the basic concepts, while Volume 2 is devoted to advanced topics. The book is richly illustrated with approximately 400 figures. It is suitable for both self-study and as the basis for an undergraduate course in game theory as well as a first-year graduate-level class. It is written to be accessible to anybody with high-school level knowledge of mathematics. At the end of each (...) chapter there is a collection of exercises accompanied by detailed answers. The book contains approximately 180 exercises. (shrink)

The level of enjoyment in participating in sports activities is one component that causes young athletes to decide to stop or become more motivated to pursue sports activities. Practicing and participating in competitions are the main activities in sports coaching interactions towards optimal performance. This study aims to determine the effect of modifying the match rules implemented in youth soccer competitions on the level of enjoyment of players. Using an experimental method with 20 soccer schools participating in a competition with (...) modified game rules. Players registered by his team amounted to an average of 13.8 players aged 9-12 years. The number of players who are willing to fill out the pleasure level questionnaire is 238 players. Each player was asked to fill out a questionnaire before and after the competition, the questionnaire was analyzed using the mean and percentage test technique. The results of data analysis showed the average score before participating in the competition was 4.10 while after participating in the competition it was 4.47, which means an increase of 8.88%. The results showed that the level of enjoyment of the players increased after participating in the competition. Modification of the rule of the game in competition affects the level of enjoyment of players in the interaction of youth soccer coaching. Coaches, administrators, and match organizers are expected to have a positive paradigm of thinking and policy making towards the organization of competitions for young soccer players. (shrink)

The pandemic brought new norms and techniques of pedagogical strategies in formal education. The synchronous/ asynchronous video streaming brought an emphasis on virtual and augmented realities, which are rapidly replacing textbooks as the main medium for learning and teaching. This transformation requires more extensive online and interactive content with simpler user interfaces. The aim of this study is to report on the design, implementation, and testing of a game based on low-cost and user-friendly content for digital cultural heritage. In (...) this project, a game aimed at inclusive and equitable education was developed using 360° images of the targeted architectural heritage geographically distributed in a pilot site. We promote lifelong learning opportunities for all, following the SDG4, aiming for quality education with the easy-to-use online platform and easy access to immersive education through mobile platforms. Towards a post-carbon future without the need for travel, computational design methods such as using 360° videos and images in combination with virtual reality (VR) headsets allow a low-cost approach to remotely experiencing cultural heritage. We propose developing and testing a GIS-based educational game using a low-cost 360° virtual tour of architectural heritage, more specifically, caravanserais of Anatolia. (shrink)

When game theory was introduced to biology, the components of classic game theory models were replaced with elements more befitting evolutionary phenomena. The actions of intelligent agents are replaced by phenotypic traits; utility is replaced by fitness; rational deliberation is replaced by natural selection. In this paper, I argue that this classic conception of comprehensive reapplication is misleading, for it overemphasizes the discontinuity between human behavior and evolved traits. Explicitly considering the representational roles of evolutionary game theory (...) brings to attention neglected areas of overlap, as well as a range of evolutionary possibilities that are often overlooked. The clarifications this analysis provides are well-illustrated by—and particularly valuable for—game theoretic treatments of the evolution of social behavior. (shrink)

This study utilized four game-based activities (GBAs) developed by the researcher to determine their effectiveness in teaching Ecosystem topics for Grade 7 Biology in terms of (1) conceptual understanding and (2) nature of engagement. This quasi-experimental study used a mixed-method approach. Pre-test and post-test results show that the integration of GBAs in the lessons significantly improved students’ academic performance in terms of conceptual understanding. Students' reports and teachers' observations also indicated that GBAs could enhance students’ engagement in their lessons (...) and learning process. The results of this study support the relevance of using game-based activities as pedagogical and learning tools as they could improve students’ understanding of concepts and engagement in the lessons and learning process. Considering the needs and goals of students can maximize the positive effects of GBA integration. (shrink)

The game of life is an excellent framework for metaphysical modeling. It can be used to study ontological categories like space, time, causality, persistence, substance, emergence, and supervenience. It is often said that there are many levels of existence in the game of life. Objects like the glider are said to exist on higher levels. Our goal here is to work out a precise formalization of the thesis that there are various levels of existence in the game (...) of life. To formalize this thesis, we develop a set-theoretic construction of the glider. The method of this construction generalizes to other patterns in the game of life. And it can be extended to more realistic physical systems. The result is a highly general method for the set-theoretical construction of substances. (shrink)

Games of chance are developed in their physical consumer-ready form on the basis of mathematical models, which stand as the premises of their existence and represent their physical processes. There is a prevalence of statistical and probabilistic models in the interest of all parties involved in the study of gambling – researchers, game producers and operators, and players – while functional models are of interest more to math-inclined players than problem-gambling researchers. In this paper I present a structural analysis (...) of the knowledge attached to mathematical models of games of chance and the act of modeling, arguing that such knowledge holds potential in the prevention and cognitive treatment of excessive gambling, and I propose further research in this direction. (shrink)

Serious games are an effective method of reproducing aspects of the complex interplay between environments and stakeholders in business situations. In the game we describe here, The Sustainable Port, players experience what it is like to make decisions in such a complex environment. Their aim in the game is to grow the Port of Rotterdam while keeping economic growth in balance with sustainability goals. In this study, we assessed whether experienced Port of Rotterdam employees (PoR employees) show different (...) psychophysiological patterns, and more specifically EAR-derived features, compared to students. We did this on the assumption that physiological patterns will tell us something about how people who are familiar with the environment of the Port of Rotterdam, more specifically Port of Rotterdam employees, make decisions compared to those lacking such familiarity.Our sample consisted of 28 PoR employees and 65 students, all of whom played The Sustainable Port game and had their faces recorded with a camera. The Eye Aspect Ratio was extracted from these recordings and then from those we extracted EAR-derived features. Our results show that Port of Rotterdam employees perform better than students and that the two groups are characterized by different physiological variations in their EAR-derived features. A logistic regression model used to identify PoR employees and students obtained an F1 score of 0.62, a PR AUC score of 0.64, and a ROC AUC score of 0.70. performing significantly above baseline suggesting the effectiveness of using EAR-derived features for this task. Our interpretation was further confirmed by a pseudo-R2 score used to evaluate the goodness of fit of a logistic regression model on the entire dataset. We found that Port of Rotterdam employees had a lower variation in blink rate per minute (blinks/m) and higher variation in the root mean square difference of successive difference in blinks (RMSSD), the consecutive difference between two continuous blinks. Moreover, this study shows that our methods were robust enough to negate the effects of confounders, such as biological sex and age that affect some other studies that analyze blinks. (shrink)

Throughout history, education has always been essential for humanity's justice and fundamental for the creation of a free and satisfying society with the dissemination of knowledge. Hence, in addition to the life occurrences educating people, traditional higher education methods have played an important role for a long period. However, the age of technology has changed the educational system along with the people's lifestyles to meet the continuously changing conditions. During the past twenty years, the Information and Communication Technologies (ICTs) led (...) to the emergence of e-learning non-traditional educational methods bringing about an innovative dimension of virtual learning. With its beneficial features provided by the Internet and various technologies, this method passes the control of time and location from the tutors to the students during the learning process. Despite the entrance of online education into the students' life many years ago, the Covid-19 outbreak initiated in 2020 turned this method into the only possible way of education for almost two years. Afterward, plenty of studies investigated its effects on students' social and academic life, mostly considering its negative impacts on their mental health and motivation due to interaction issues. They also pointed out the specific problems of tactile learner students in the lack of face-to-face design courses. As an innovative solution able to be adopted, game technologies, increasing immersion of the learner in a real-world skill, and triggering motivation are one of the best methods integrated into educational systems. Known as serious games, these games, adopted by almost any domain, convey educational content along with entertainment, increasing interaction. They train or enhance a certain skill or topic to the player by immersing them. While serious games are more expanded nowadays, they are still not being played by the mass public due to people's immersiveness expectations of a game. Hence, the Head-Mounted Displays (HMDs), with their emergence, increased the players' engagement and immersion with all types of virtual environments in digital games. This technology, however, evolved serious games area most, among others, by enabling the opportunity to provide a riskless and low-cost learning environment for real-world skills. In the process of suggesting serious games as a replacement for the traditional educational methods, the most important factor is being aware of their effectiveness for education. Generally, digital games, one of the world's biggest and fastest-growing industries, rely heavily on the virtual landscape, a major part of its development process. Its design demands remarkable effort, and it directly affects the whole game's characteristics. Hence, serious games, as a type of digital game, carry the same attributes. With the appearance of virtual reality technology, gaming started to gain more immersiveness and engagement with artificial elements and environments. Although virtual landscapes were always being developed since the emergence of digital games, the studies taking virtual landscapes into account are mostly using them as a tool for enhancing real spaces, not as a domain for the sake of its development. While other design domains are applying various design methodologies, it is challenging to find a standard design methodology for the design and production of virtual landscapes in the gaming industry, leading to inconsistent and low-quality results. Hence, it comes to the question of what is the virtual landscapes' role in serious games and their effect on the data comprehension rate. Since the literature lacks regarding the gradual change of the virtual landscape in serious games and the content they transmit, this thesis aims to figure out the gradual chronological evolution of the virtual landscapes in serious games. It also aims to seek how this change and the virtual reality technology invention have affected the contents transmitted by digital games and its influence on the player interaction and learning rate. To do so, in the process of this thesis, we developed, tested, and evaluated various serious games, both text-based and with 360° photos. The steps taken revealed the reluctance of the players to follow the providing educational content and their inadequacy of interaction. Hence, the thesis seeks the reasons ending to this result and the ways of increasing this learning rate. Afterward, the thesis uses a currently available but not massively used digital game classification methodology. This methodology, which is based on the principles of architecture, landscape architecture, and urban planning, classifies the games based on their constituting virtual landscapes. Hence, the thesis considers all Steam games, one of the biggest video game digital distribution services, filtered with the 'education' tag, ending in 2531 digital games. Afterward, adding the 'game' tag the result reduced to 1102 games. Finally, with some manual filterings ignoring the irrelevant content, the final number decreased to 702. Sorting chronologically, we made an Excel database including the games' introductory information, the content they transmit, their release date, if they support HMD or not, and whether they are simulation games or not. Due to Steam's dating spectrum, our database includes games dating back from 1992 to 2020. Afterward, we classified all of these games using the virtual landscape classification methodology and generated their related codes based on their player scale, story, dimension, space shape, and interaction level. Investigating the results, they revealed some growth patterns relating to the content educated in the game, the VR technology, and the virtual landscape evolution. Adding the user reviews of Steam, we reverse engineered five of the best serious games on the database due to the digital game design methodology. This methodology divides the games' virtual environment into five layers, namely, player activity map (PAM), story layer, natural environment layer, virtual environment layer, and media layer. Reverse engineering the five best digital games ever, based on the IGN database, enabled us to compare the outcomes. Due to released data, we understand how the games' assets are distributed within the various layers of the virtual environment in the most successful games. Finally, the thesis aims to provide a framework based on these results for developing serious games to increase player interaction and enhance the learning rate. However, these results can be expanded to any virtual landscape other than only serious games' for their interaction enhancement. Currently, the landscape architecture domain only adopts the virtual landscape area as a tool for enhancing design in the real world. However, in the near future, landscape architects will perform in the virtual landscape area as a domain to be enhanced. Hence, that day, the results of this study will play an important role and will be a roadmap for generating highly interactive virtual landscapes. (shrink)

This paper takes up Bethesda Game Studios' Starfield (2023) as an aesthetic artefact, carefully attending to the thematics of the game's narrative in their operation as structuring "thought patterns" for the player's experience of the game, thought patterns that give form to the "sensible fabric" of the game and so constitute an imaginary or "distribution of the sensible" that requires critique (Rancière, 2013). Utilizing the aesthetic and material-economic theories of Nicolas Bourriaud, Jacques Rancière, Jussi Parikka, and (...) David Graeber, this paper examines the aesthetics of the techno-ecological imaginary that Starfield institutes, close reading the play of perspectives into which the game invites the player-character, and analysing this play in its problematic orientation to the key dramatic revelation of planetary catastrophe that occurs late in the game's main campaign. If, as climate and games scholar Benjamin Abraham writes (2022), "[b]ringing the climate crisis 'home' to all of our lives, all of our workplaces, all of our hobbies, is the necessary first step in acting to reverse climate action," then illuminating and critiquing Starfield's deployment of such a crisis will help players, scholars, and developers alike take the first step in learning to pay attention to the very "modes of perception" that prevent us from effecting real change in the global technological systems that have brought us to the brink of planetary collapse. (shrink)

The aim of this article is to give students a small sense of what metamathematics is—that is, how one might use mathematics to study mathematics itself. School or college teachers could base a classroom exercise on the letter games I shall describe and use them as a springboard for further exploration. Since I shall presuppose no knowledge of formal logic, the games are less an introduction to Gödel's theorems than an introduction to an introduction to them. Nevertheless, they show, in (...) an accessible way, how metamathematics can be mathematically interesting. (shrink)

Drawing from narratology and design studies, this article makes use of the notions of the ‘implied designer’ and ‘ludic unreliability’ to understand deceptive game design as a specific sub-set of transgressive game design. More specifically, in this text we present deceptive game design as the deliberate attempt to misguide players’ inferences about the designers’ intentions. Furthermore, we argue that deceptive design should not merely be taken as a set of design choices aimed at misleading players in (...) their efforts to understand the game, but also as decisions devised to give rise to experiential and emotional effects that are in the interest of players. Finally, we propose to introduce a distinction between two varieties of deceptive design approaches based on whether they operate in an overt or a covert fashion in relation to player experience. Our analysis casts light on expressive possibilities that are not customarily part of the dominant paradigm of user-centered design, and can inform game designers in their pursuit of wider and more nuanced creative aspirations. (shrink)

Based on the results obtained from primary education students—fifth and sixth graders—the aim of this work is to check the appropriate self-perceived behaviors during and at the end of the game. The study population was made up of 698 students from fifth and sixth grade in the Autonomous Region of Castilla–La Mancha (Spain). Data were collected through a questionnaire (scale) on the social skills of primary school students linked to the adequate skills when losing, the adequate skills when winning, (...) and the adequate skills during the game. Study results revealed that analyzed behaviors vary, depending on the moment of the game, being it more frequently during the development of the game than when losing or winning. (shrink)

Serious games with their educational or skill development purposes besides entertainment, have been used in various fields such as architecture, landscape architecture, urban planning, cultural heritage, and learning of language and culture, easing the data absorption process of the specific topic for the user. The use of serious games in the cultural heritage or cultural landscape, as a subtopic, can have a role in its preservation in addition to the information transition ability. Yedikule Bostans is a serious game designed (...) for cultural heritage, its importance, and maintenance ways. The case study of this article is the İstanbul’s market gardens, existing plenty of them in İstanbul, which have remained since ancient times surviving despite the difficulties of urbanization. This research is focusing on the Yedikule Bostanları with their 1500-year history which are associated with the Theodosian Walls, registered in the list of historic areas of İstanbul in UNESCO. The serious game presented in this research with its immersive text-based time-traveling theme about these gardens aims to attract the public's attention to their perishing danger. Thanks to the abilities of the Twine software used in the game's development, we provide a charming journey to the users throughout the game to increase their awareness of the inherited farming culture and more comprehensively the cultural heritage and cultural landscape, meanwhile. (shrink)

This dissertation was written for the purpose of displacing the negative stereotype of video games being deemed as ‘lowbrow’ entertainment within critical and academic circles, when in actuality the medium has the ability to tell a captivating story through a unique lens unlike the narratives that are traditionally found in a film or a novel. Most of the criticism that games have received in the humanities come from literary scholars who have denounced the medium’s attempts to adapt seminal pieces of (...) literature such as Dante’s Divine Comedy. To counter this assumption, I will be engaging with a video game that has not been marketed as a direct adaptation of the Comedy, but rather uses Dante’s writing as a source of inspiration to enhance its own ludonarrative experience. The game I will be examining in close proximity to the Comedy is the Japanese role-playing game Shin Megami Tensei III: Nocturne released by the studio Atlus in 2003. Nocturne is an incredibly viable case study for this investigation because it exemplifies how, through the unconventional adaptation process of transmediality, a distant text like an RPG can transform the material of a medieval poem to best fit its digital stage while still referencing its source material. In this context, I intend to establish a methodological basis for the transmedial analysis of literature and video games through the creative insight of the Comedy and Nocturne, so that new meaning can be uncovered from both texts and further research can thus commence on relative instances of ludic adaptation. (shrink)

This article introduces a strategic decision-game theoretic approach, the Pardoner’s Dilemma, and juxtaposes it with the Prisoner’s Dilemma. Game theory has emerged as a significant approach in the twentieth century for explaining strategic decision-making in numerous arenas, including economics, business, politics, ethics, international relations, biology, law, and war studies. ‘Game theory’ explains how and why players/actors/agents cooperate or conflict to procure their self-interests in a social world. Life is a game, and human, corporate, and artificial (...) intelligent agents are players who play different games to maximise utility or minimise disutility. The Prisoner’s Dilemma is a promising game-theoretic approach that explains strategic decision-making in zero-sum and non-zero-sum games. ‘Strategic decision-making’ means that the outcome does not depend upon the actions of a player but upon all players. There are numerous essential game strategies, including tossing, negotiation, bargaining, balloting, competition, chance, power, and arbitration. Although the Prisoner’s Dilemma is a good game-theoretic approach, it does not allow players to use the key game strategies. In contrast, Pardoner’s Dilemma is a game theoretic approach that not only explains zero-sum and non-zero-sum games but also allows the players to use different game strategies, such as negotiation, bargaining, tossing, chance, balloting, competition, arbitration, and power. The article develops and defends the Pardoner’s Dilemma in the game-theoretic approach as an alternative to the Prisoner’s Dilemma. The article claims that the Pardoner’s Dilemma is a more promising approach than the Prisoner’s Dilemma in the decision-game theoretic framework. By introducing the Pardoner’s Dilemma, the article enhances the scope of decision/game theory in social sciences. (shrink)

The first learning game to be developed to help students to develop and hone skills in constructing proofs in both the propositional and first-order predicate calculi. It comprises an autotelic (self-motivating) learning approach to assist students in developing skills and strategies of proof in the propositional and predicate calculus. The text of VALIDITY consists of a general introduction that describes earlier studies made of autotelic learning games, paying particular attention to work done at the Law School of Yale (...) University, called the ALL Project (Accelerated Learning of Logic). Following the introduction, the game of VALIDITY is described, first with reference to the propositional calculus, and then in connection with the first-order predicate calculus with identity. Sections in the text are devoted to discussions of the various rules of derivation employed in both calculi. Three appendices follow the main text; these provide a catalogue of sequents and theorems that have been proved for the propositional calculus and for the predicate calculus, and include suggestions for the classroom use of VALIDITY in university-level courses in mathematical logic. (shrink)

Life is getting digital more than ever as technology improves. While the Internet is responsible for two percent of global greenhouse gas emissions, it is underestimated as a pollutant. Since public awareness is one of the most important preservation methods, it can contribute to protecting the environment from carbon emissions by raising people's understanding. In this regard, serious games, as a type of gamification transmitting educational content besides entertainment, immerse the player in enjoyment while teaching them a specific topic or (...) enhancing their skills in a field. This study proposes a serious game, taking the digital unseen carbon footprint and its effects on the landscape into the topic. The game considers SDG goals provided by the United Nations Department of Economic and Social Affairs. In this regard, the research uses SDGs 4 and 7 by providing quality education for all and access to sustainable energy by changing people's everyday habits. (shrink)

The effect of violent video games is among the most widely discussed topics in media studies, and for good reason. These games are immensely popular, but many seem morally objectionable. Critics attack them for a number of reasons ranging from their capacity to teach players weapons skills to their ability to directly cause violent actions. This essay shows that many of these criticisms are misguided. Theoretical and empirical arguments against violent video games often suffer from a number of significant (...) shortcomings that make them ineffective. This essay argues that video games are defensible from the perspective of Kantian, Aristotelian, and utilitarian moral theories. (shrink)

This study sought to create a digital game-based physics lesson for seventh-grade students. It sought answers to respondents' least mastered competencies in physics by identifying their preferred game-based learning activity and determining their level of critical thinking, creative thinking, and problem-solving. A descriptive-developmental design was used in the study of selected learners from 129 grade 7 students, carried out at Bukal Sur National High School in Candelaria, Quezon, during the academic year 2022-2023. The study's findings revealed that the (...) respondents' least mastered competency in Physics was describing an object's motion in terms of distance or displacement, speed or velocity, and acceleration, as well as creating and interpreting visual representations of object motion such as tape charts and motion graphs and inferring that waves carry energy. Respondents prefer to play digital games, particularly puzzle games, on their mobile devices. The respondents' mean pre-test score indicated low critical thinking, creative thinking, and problem-solving, whereas the mean post-test score was very satisfactory. Finally, there is a significant difference between the respondents' pre-test and post-test scores for critical thinking, creative thinking, and problem-solving. (shrink)

Abstract: The study aimed to identify the technological games and their relation to the level of student achievement. The data and information were collected through a questionnaire designed specifically for this purpose. The study population consisted of all teachers and teachers of the seventh grade stage. The sample consisted of (30) In the Gaza City, 30 questionnaires were retrieved at a 100% recovery rate and analyzed using the statistical analysis program. The researcher used the analytical descriptive approach to achieve the (...) research objectives. The results indicated that the responses of the basic elementary school teachers in Gaza city towards technological games The percentage of response to the total score was very high in terms of the percentage (76.67%). There were statistically significant differences at the α = 0.05 level between the responses of the tests on the impact of technological games on scholastic achievement. (shrink)

In this study, we extracted facial action units (AUs) data during a Hearthstone tournament to investigate behavioural differences between expert, intermediate, and novice players. Our aim was to obtain insights into the nature of expertise and how it may be tracked using non-invasive methods such as AUs. These insights may shed light on the endogenous responses in the player and at the same time may provide information to the opponents during a competition. Our results show that player expertise may be (...) characterised by specific patterns in facial expressions. More specifically, AU17 (chin raiser), AU25 (lips apart), and AU26 (jaws drop) intensity responses during gameplay may vary according to players' expertise. Such results were obtained by training a random forest classifier to test whether we can use these three AUs alone to accurately detect players' expertise. The classifier reached 0.75 accuracy on 5-fold cross-validation, after balancing the class weights, and 0.85 after having applied the Synthetic Minority Over-sampling Technique (SMOTE) function. These results suggest that AUs can be effectively used to discriminate different levels of expertise in competitive video game players. (shrink)

This study which utilized the critical analysis, analyzed Wittgenstein’s concept of language-game and its implications in philosophical discipline and contemporary society. To delineate the origin of the problem of language in terms of epistemological dimension, the researcher analyzed the related concepts on classical philosophy. To determine the origin of the concept of language-game, the researcher used the historical method. To constructively criticize the end-goal of language-game, the hermeneutical approach of Hans Georg Gadamer was employed. From the findings (...) and with the aid of the above-mentioned methods, the researcher had come up with these conclusions. Language is inalienable in the sociological nature of man. Man is always related or connected to the other. In this sense, man shares his very subjectivity with the other. Unless he realizes this, he cannot actualize the essential part of his nature. In every aspect of man’s life, it is imperative for him to negotiate, communicate, and collaborate with the members of his household and society. Wittgenstein is the one of the philosophers who gave deeper commitment and emphasis on the concerns of language in man’s life. Mastering our use of language is not just for the sake of conventional understanding, but, more importantly, we use it in its proper context in order to express our thoughts clearly and in the process to understand ourselves. It is because, as we speak or write using language as medium of communication, we are projecting ourselves to the other. If we come up with the c common understanding, then we will be able to create a harmonious society. This study provided the readers with a better understanding of the importance of proper use of words or terminologies in their proper context. It is because this research delved on the conceptual and analytical mechanisms of using language in order to give a systematic pattern of corrective thinking and application for word’s use. Aside from affirming the importance of language in connection with our contemporary activities, this research looked into a deeper realization on the workings of language. This realization originated from Wittgensteinian context of understanding. As affirmation for Wittgenstein, it is appropriate to say that to understand a word in its proper context is to understand the sentence. To understand a sentence is to understand a language. To understand a language means to be master of technique. This signifies that understanding is to know how to do something; in the case of language, understanding language means knowing how to use it. The researcher realized that understanding the meaning of a word is not something private to the mental life of an individual, but something which exist out in the open, in the public domain. This means that understanding the meaning is objectively understandable by people. However, the researcher did not agree with Wittgenstein’s view that philosophy should stop once we clear the way of understanding how our language works. Instead, the researcher adheres to the fact that philosophy as enterprise is an undying process in search for truth. For the researcher, we do not stop philosophizing because our imaginations continue to desire progress in terms of creativity. Thus, he affirmed Gadamer in claiming that we should not hinder our philosophical endeavors by breaking it. Even if we can clear the confusions and misunderstanding of language, still our active minds cling to what is new in the field of learning things. This research led to the formulation of other theories which can be useful tool in understanding the complexities with regards to ourselves and our society as a whole. Henceforth, all the laborious efforts of this research and the regimented time invested in the writing of this work are meaningfully compensated. (shrink)

This chapter considers the presence, in digital games, of experiences of dwelling. Starting with an engagement with the philosopher Edward S. Casey's distinction between hestial and hermetic spatial modes, the chapter argues that the player's spatial engagement with digital game worlds has tended to align with the hermetic pole, emphasizing movement, traversal and exploration. By contrast, hestial spatial practices, characterized by centrality, lingering and return, are far less prevalent both in digital games themselves and in discussions on spatiality in (...) the game studies discourse. To counter this lack, this chapter draws upon philosophical work on space by Casey, Martin Heidegger, Yi-Fu Tuan and Christian Norberg-Schulz, using these as a conceptual lens to identify spatial structures and practices in digital games that diverge from the hermetic mode. Attention is paid to games that invite pausing and lingering in place, games where the player's relation to place is structured around practices of building, the phenomenology of home and dwelling in games, and familiarity and identity as experiential characteristics of being at home. Minecraft and Animal Crossing: New Leaf are examined in detail as case studies, though the chapter also refers to examples from other games. (shrink)

Previous work in Game Studies has centered on several loci of investigation in seeking to understand virtual gameworlds. First, researchers have scrutinized the concept of the virtual world itself and how it relates to the idea of “the magic circle”. Second, the field has outlined various forms of experienced “presence”. Third, scholarship has noted that the boundaries between the world of everyday life and virtual worlds are porous, and that this fosters a multiplicity of identities as players identify (...) both with themselves-offline and themselves-in-game. Despite widespread agreement that these topics are targets for research, so far those working on these topics do not have mutually agreed-upon framework. Here we draw upon the work of Alfred Schutz to take up this call. We provide a phenomenological framework which can be used to describe the phenomena of interest to Game Studies, as well as open new avenues of inquiry, in a way acceptable and useful to all. This helps to distinguish the core of the field from the supplemental theoretical and critical commitments which characterize diverse approaches within the field. (shrink)

Real-world economies are open-ended dynamic systems consisting of heterogeneous interacting participants. Human participants are decision-makers who strategically take into account the past actions and potential future actions of other participants. All participants are forced to be locally constructive, meaning their actions at any given time must be based on their local states; and participant actions at any given time affect future local states. Taken together, these essential properties imply real-world economies are locally-constructive sequential games. This paper discusses a modeling approach, (...) Agent-based Computational Economics, that permits researchers to study economic systems from this point of view. ACE modeling principles and objectives are first concisely presented and explained. The remainder of the paper then highlights challenging issues and edgier explorations that ACE researchers are currently pursuing. (shrink)

Historic preservation, which is a vital act for conveying people’s understanding of the past, such as events, ideas, and places to the future, allows people to preserve history for future generations. Additionally, since the historic properties are currently concentrated in urban areas, an urban-oriented approach will contribute to the issue. Hence, public awareness is a key factor that paves the way for this conservation. Public history, a history with a public audience and special methods of representation, can serve society in (...) this regard. Historical video games, which get their game objectives from the past, can be considered a form of public history, raising people’s awareness and letting them gain historical experience. While plenty of studies focused on this content with various approaches, this study takes the topic under consideration with a player-oriented focus. The research uses the Steam video game digital distribution service database to explore the existing historical games based on their genre, player scale, dimension, VR compatibility attributes, and player rating. The database includes 1,148 games published between 2002 and 2022, filtered as historical by Steam tags and sorted by player review. For the data collection, the study uses the Octoparse web scraping tool for data extraction, and for the data analysis, it uses RapidMiner Studio data mining software. The study aims to provide a framework applicable to the development of commercially playable historical video games contributing to heritage preservation by raising public awareness in the context of public history. (shrink)

Games Studies reveals the performative nature of playing a character in a virtual-game-world (Nitsche 2008, p.205; Pearce 2006, p.1; Taylor 2002, p.48). Tbe Player/Character relationship is typically understood in terms of the player’s in-game “presence” (Boellstorff 2008, p.89; Schroeder 2002, p.6). This gives the appearance that living-into a game-world is an all-or- nothing affair: either the player is “present” in the game-world, or they are not. I argue that, in fact, a constitutive phenomenology reveals the (...) Player/Character relationship to be a multi-dimensional matter of empathy. I advance a broadly Schutzian framework, drawing on his 1932 discussions of “face-to-face encounters” and ”historical predecessors,” showing how at- tention to empathy reveals a variety of “presences” that different kinds of Player/Character relationships afford. The central determinants of empathetic affordances which I focus on here are (i) how much players know about a character (especially the character’s past) and (ii) how players learn this information.The purpose of this discussion will be to show that a phenomenological analysis reveals that the relationship between a player and their character is complex, highly variable, and inherently social. Furthermore, it will add to the growing body of scholarship that demonstrates that video games are rich social objects deserving of study. (shrink)

Questions, and more specifically authentic questions, are at the core of dialogue-based learning and teaching. However, what is a question, and how can it be authentic? This paper addresses this problem by analyzing the distinct dimensions of questions, showing how their pragmatic nature is interwoven with the syntactic and semantic one, and how it can be grasped only by considering their dialogical functions. Questions are maintained to be proposals of different dialogue games (or types), pursuing specific interactional purposes, and potentially (...) contributing to learning processes in different ways. By understanding how questions shape different dialogues it is possible to ask more suitable questions to the questioner’s goals. In this framework, the dichotomy between authentic and inauthentic questions becomes a strategic choice between different types of dialogical possibilities. (shrink)

How can we improve business ethics education for the twenty first century? This study evaluates the effectiveness of a visual case exercise in the form of a 3D immersive game given to undergraduate students at two UK Universities as part of a mandatory business ethics module. We propose that due to evolving learning styles, the immersive nature of interactive games lends itself as a vehicle to make the learning of ethics more ‘concrete’ and ‘personal’ and therefore more engaging. To (...) achieve this, we designed and built an immersive 3D simulation game in the style of a visual case. The effectiveness of the game was evaluated using a mixed methods approach measuring recognised and adapted constructs from the technology acceptance model. Results demonstrate that students found the game beneficial to their learning of ethics with the development of knowledge and skills applicable to the real world and that they engaged with the process due to game elements. Findings demonstrate the potential for the development of simulated games to teach ethics at all levels and modes of delivery and the contribution of this type of visual case model as a pedagogic method. (shrink)

On the question of whether gambling behavior can be changed as result of teaching gamblers the mathematics of gambling, past studies have yielded contradictory results, and a clear conclusion has not yet been drawn. In this paper, I bring some criticisms to the empirical studies that tended to answer no to this hypothesis, regarding the sampling and laboratory testing, and I argue that an optimal mathematical scholastic intervention with the objective of preventing problem gambling is possible, by providing (...) the principles that would optimize the structure and content of the teaching module. Given the ethical aspects of the exposure of mathematical facts behind games of chance, and starting from the slots case – where the parametric design is missing, we have to draw a line between ethical and optional information with respect to the mathematical content provided by a scholastic intervention. Arguing for the role of mathematics in problem-gambling prevention and treatment, interdisciplinary research directions are drawn toward implementing an optimal mathematical module in cognitive therapies. (shrink)

This article criticises David Chalmers’ ‘Reality+’ by interrogating its distinction of virtual reality (VR) from 2D, non-VR video games, a distinction made on the grounds that VR is immersive and these types of video games are not because immersion is a distinct characteristic of 3D perceptually represented VR. Building on the Balcerak Jacksons’ account of ‘representational immersion’, which they acknowledge has ‘perceptual’ and ‘non-perceptual’ elements, I develop an account of ‘non-perceptual representational immersion’ and use it to critique Chalmers’ treatment of (...) VR, immersion, and video games, indirectly problematizing his central ontological claim that ‘virtual reality is genuine reality’ and the reflections he makes about future society which rest upon it. I argue that video games are rich in non-perceptual representational immersion, which includes the representation of non-perceptual information about the structure and behaviour of a virtual world and its systems, the non-perceptual cognitive states that are generated in the player by the virtual world, and the immersion which comes from the constitutively cognitive nature of the player’s engagement with the virtual world, a cognitive engagement construed in an enactive sense. These are just as crucial to the phenomenon of digital immersion as perception. Immersion generally is a much more complicated phenomenon than Chalmers allows for, and it is better conceived as taking place on a spectrum which includes both 3D and 2D experiences of virtual worlds, not as hinging on 3D perceptual representation. I use ‘immersive simulation’ games as a case study. (shrink)

“Play” in biological beings and AI systems, presented as a dissertation at the University of Sussex, critically examines the concept of play in both natural and artificial entities. He differentiates between how biological organisms like humans and animals engage in play, characterized by spontaneity and exploration, versus AI systems, which are more structured and bound by rules when engaging in "games." His study explores the philosophical, psychological, neuroscientific and ethical dimensions of play, looking into how these activities influence learning, behavior, (...) and adaptation in both domains. (shrink)

Sport poses a number of important and no less significant questions, which, on the face of it, may not necessarily seem very important or significant to begin with – a peculiarity that we believe to be integral to sport itself. This article introduces, explores and outlines the psychoanalytic significance of this peculiarity. It explores how the emotions stirred by sport are intertwined with a realm of fiction and fantasy. Despite its lack of practical utility, sport carries an undeniable gravity, encapsulating (...) the aspirations of communities, nations and continents. As a result, psychoanalysis can be used to critically reflect on the purpose and meaning of sport: that is, why do we need sport, and why, for large sections of the world’s population, do we rely on it? Ultimately, while psychoanalysis maintains a unique relation to a variety of unexpected fields of study – including art, culture and neuroscience – we seek to add to this expanding list of inquiry by including sport in this critical domain. By utilising sport as a platform to elucidate psychoanalytic concepts, it is recognised that sport can also prompt questions for psychoanalysis. In so doing, theoretical discussions on the social, cultural and political dimensions of sport through psychoanalytic theory are introduced and applied. (shrink)

Increasing behavioural evidence suggests that expert video game players (VGPs) show enhanced visual attention and visuospatial abilities, but what underlies these enhancements remains unclear. We administered the Poffenberger paradigm with concurrent electroencephalogram (EEG) recording to assess occipital N1 latencies and interhemispheric transfer time (IHTT) in expert VGPs. Participants comprised 15 right-handed male expert VGPs and 16 non-VGP controls matched for age, handedness, IQ and years of education. Expert VGPs began playing before age 10, had a minimum 8 years experience, (...) and maintained playtime of at least 20 hours per week over the last 6 months. Non-VGPs had little-to-no game play experience (maximum 1.5 years). Participants responded to checkerboard stimuli presented to the left and right visual fields while 128-channel EEG was recorded. Expert VGPs responded significantly more quickly than non-VGPs. Expert VGPs also had significantly earlier occipital N1s in direct visual pathways (the hemisphere contralateral to the visual field in which the stimulus was presented). IHTT was calculated by comparing the latencies of occipital N1 components between hemispheres. No significant between-group differences in electrophysiological estimates of IHTT were found. Shorter N1 latencies may enable expert VGPs to discriminate attended visual stimuli significantly earlier than non-VGPs and contribute to faster responding in visual tasks. As successful video-game play requires precise, time pressured, bimanual motor movements in response to complex visual stimuli, which in this sample began during early childhood, these differences may reflect the experience and training involved during the development of video-game expertise, but training studies are needed to test this prediction. (shrink)

This paper presents the design, development, and potential impact of Echoes of Union Depot, a virtual reality (VR) game aimed at promoting historic preservation and raising public awareness about El Paso's Union Depot, a building listed on the National Register of Historic Places Inventory. The game leverages the immersive capabilities of VR technology and 360° images to engage players in exploring the site's rich history and architectural evolution. Players assume the role of a time-traveling detective, guiding lost spirits (...) to resolve their past and move on. The paper outlines the development process, highlighting the use of 360° panoramic images and 3D Vista Virtual Tour Pro software to create an accessible and user-friendly experience that fosters historic preservation awareness and cultural appreciation. The study also discusses limitations and areas for future research, including expanding the scope to include other heritage sites, working with historians and cultural consultants for accurate representations, and evaluating the game's effectiveness in promoting awareness and fostering a sense of community pride. (shrink)

Is there a right or wrong way to play a game? Many think not. Some have argued that, when we insist that players obey the rules of a game, we give too much weight to the author’s intent. Others have argued that such obedience to the rules violates the true purpose of games, which is fostering free and creative play. Both of these responses, I argue, misunderstand the nature of games and their rules. The rules do not tell (...) us how to interpret a game; they merely tell us what the game is. And the point of the rules is not always to foster free and creative play. The point can be, instead, to communicate a sculpted form of activity. And in games, as with any form of communication, we need some shared norms to ground communicative stability. Games have what has been called a “prescriptive ontology.” A game is something more than simply a piece of material. It is some material as approached in a certain specified way. These prescriptions help to fix a common object of attention. Games share this prescriptive ontology with more traditional kinds of works. Novels are more than just a set of words on a page; they are those words read in a certain order. Games are more than just some software or cardboard bits; they are those bits interacted with according to certain rules. Part of a game’s essential nature is the prescriptions for how we are to play it. What’s more, we investigate the prescriptive ontology of games, we will uncover at least distinct prescriptive categories of games. Party games prescribe that we encounter the game once; heavy strategy games prescribe we encounter the game many times; and community evolution games prescribe that we encounter the game while embedded in an ongoing community of play. (shrink)

In 2020, an international team of intercultural philosophers and African linguists created a multilinguistic game named Adinkra. This name refers to a medieval rooted symbolic language in Ghana that is actively used by the Akan and especially the Asante among them to communicate indirectly. The Akan is both the meta-ethnic name of the largest Ghanaian cultural-linguistic group of which the Asante is an Akan cultural subgroup and of a Central Tano language of which Asante-Twi is a dialect. The Adinkra (...) symbols, which have permeated Akan life and the arts, can be found e.g. on Asante royal staffs and gold weights. They are also loosely connected to Akan proverbs. The game Adinkra aims to enhance its players’ intercultural communicative, and moral philosophical understanding by matching Adinkra symbols with Akan proverbs. It was created for educational and therapeutical purposes. This article focusses on the rules, the making of Adinkra, its aims and objectives. The objective of this article is twofold. First, it focusses on the game itself. It elaborates on what its rules are and the content of the game. It also focusses on how playing the multilinguistic game, Adinkra can enhance intercultural understanding and communication. It, furthermore, concentrates on the results of a pilot reception study of this game in the Netherlands among intercultural groups of players. This study has proven that the Adinkra game stimulates creative thinking, engagement in dialogue and reflective ethical thinking. For this reason, the authors believe that it has a lot to contribute to intercultural educational programs with a focus on intercultural communication, philosophy and arts in both Africa and the global North. Finally, a section is devoted to the question of how the Adinkra game was developed and methodologically grounded in Gadamer’s playful hermeneutics, and the theories of the Wheel of the Intercultural Art of living and (African) Indigenous Religions. Secondly, the article focusses on the game’s oral-literary storytelling context and Akan moral ideas. It then throws the searchlight on the creative, therapeutic value and its potential to serve as a ‘cultural detox’. The authors and game makers think that being introduced to an African communitarian ethos hidden in the Adinkra symbols and Akan proverbs can help its players to develop a critical eye for the highly individualistic ethos of Western culture that, among others, is promoted by neoliberal thinking and praxis. The word praxis is used by the authors in the meaning found in educational contexts. Adinkra’s players are stimulated to reflect upon a different moral idea, which can change their mindset and put them into action to contribute to social awareness and societal change. (shrink)