In recent years there has been an increasing interest in the study of video games (ludology). In 2007 the video game industry was valued at $44.9 billion worldwide making it one of the largest entertainment industries(1). As a result of the popularity of video games, game reviews and review scores have become important for video game developers, publishers and potential game buyers. However, the analysis of a video game without a set of guidelines can create large inconsistencies between reviews. A reviewer could prioritize a certain aspect of a game while other aspects are left untouched. To create an universal method for analysing video games the core principles of ludology can be utilized. Knack(2011) carried out experiments on “affective ludology”. According to knack(2011) some principles of ludology, when executed well, contribute more to the overall quality of a game than other. Applied ludology frameworks which incorporate certain principles of ludology for practical usage scenarios have already been developed. In 2007, Malliet published a paper in which a framework was established for video game analysis. In the same year, Järvinen(2007) demonstrated a similar methodology for an approach to game studies. The aim of this paper is to investigate the similarities and differences between Knacks(2011), Malliets(2007) and Järvinens(2007) approach to videogame analysis.
Järvinen(2007) used a set of casual games to conduct experiments on the physiological response to game mechanics, goals and suspense. Järvinen(2007) classified the gameplay into two main mechanics: global and local gameplay mechanics. The global mechanics are divided in primary and sub mechanics. The local mechanics, which are referred to as “modifier mechanics...
... middle of paper ...
...” is divided into five topics of interest: complexity of controls, game goals, character and object structure, balance between user input and pre-programmed rules and spatial properties of the game world. Malliets(2007) study found that videogame analysis using ludology caused problems not demonstrated in earlier reports on applied ludology. Interpretation of video game content was the main problem when objectively analysing the games
This paper has investigated the different approaches one could choose when analysing video games. Järvinen(2007) used an extensive set of elements and criteria to give a game a classification in the form of a “glocal”. In addition the emotional response to the game and player skill was also taken into account. Malliet(2007) did not provide predefined classifications, instead points of interest were given, which could be used for
“Most reported effects of videogames – particularly in the popular press – appear to centre upon the alleged negative consequences… Research has consistently shown that playing computer games (irrespective of genre) produces reductions in reaction times, improved hand-eye co-ordination and raises players’ self-esteem,” (Griffiths p. 47), states Mark Griffiths in his article, “The educational benefits of videogames”. When people think of video games, they often tend to think about the negative side effects that video games can have on a person. Will Wright in his article, “Dream Machines” also defends video games by providing positive effects that video games have on those who play them. Wright presents
This study occurred in the University of Oxford and the University of Rochester with the purpose of examining the effects of video games by having volunteers play a range of different video games while the researchers altered the difficulty of the games. The objective of this experiment was to prove whether or not difficult, but not necessarily violent, video games can lead to spikes in one’s aggression. The result? When a participant in the study could not master the games control in about twenty minutes, increased levels of aggression would often follow, no matter if the participant partook in a violent game or not. In hopes of shedding light on this new hypothesis, scientists conducted an experiment where volunteers played a game known as Half Life 2; however, the game was modified into several different versions. One, being violent, had the participants shoot at monster-like creatures, while the other, instead of shooting, had players tag the creatures causing them to “gently” evaporate (Vincent). Whether or not the player participated in the violent version of Half Life 2 was irrelevant, yet whether or not the contributor got to see the tutorial effected their aggression. The co-author of this study, Richard M. Ryan, came to the conclusion that “aggression stems from feeling not in control or incompetent while playing. If the structure of a game or the design of the controls thwarts enjoyment, it is this, not the violent content, that seems to drive feelings of aggression” (Vincent). This theory easily explains why people tend to feel aggressive after losing something as low-tech as a game of
In pages 20-24 of Reality Is Broken: Why Games Make Us Better and How They Can Change the World, I agree that there are many different video games. For me, I am a fan of single-player games with story modes because I can play by myself and go at a pace that suits me. However, I enjoy playing online multiplayer when I have friends I can play with because it is fun interacting with friends and doing stuff together. I play on a console or my computer, but I have played on my phone and a hand-held device. I have not played a board game or card game in a while, but I would play it if the opportunity presents itself. The video games genres I play are sports, action, and adventure. I agree with Jane McGonigal that video games share four defining traits,
Video games have become a hot topic recently. There have been a lot of controversy over whether to play or not to play. The controversy is due to them being arguably more captivating than all other forms of entertainment. Video games narrate an epic tale like no other form of entertainment can. You can become immersed in video games, because of this they are both a highly entertaining escape from the real world and a complete waste of time.
Making beautiful digital graphics, wonderful story-lines, and human graphic characters that can talk to an individual through certain scenarios. Although video games are a great revolution for the future, they have had a negative influence upon people of all ages with high problems leading to transition behaviors like addiction, violence, and signs of aggression. First of all, “addiction does not happen by accident and can be based on the interplay between chemical and biochemical processes along with psychological, while the emotional environmental factors that include objects and activities addicts use and how they regard gaming.” (Mcquade et al. 23)
As we evolve into a more advanced species, so does our technology, and along with our overly advanced technology, comes video games. They’ve have certainly come a long way since they were first introduced to the main stream audience and have been slowly creeping its way into many daily lives, making them a lot more entertaining and less dull. Video games’ one and only purpose is to entertain. However, it is indeed true that everything is fun and games until somebody gets hurt, and that is exactly what has happened over the years in video games. With the help of our technology, being more developed than ever, video games have also become increasingly sophisticated and overall more close to reality than
There is much persistent debate throughout culture these days concerning video games. Common questions asked are things like ?Where should the lines be drawn in terms of content? and What audience, if any, is this appropriate for? As lawyers fight, bizarre crimes are blamed on video games, constant studies take place, and technology continues to evolve, the video game world continues to thrive and be extremely profitable. While there is near-constant focus on the supposed ?negatives? of games like simulated killing, drug use, or sex, most people, especially those completely outside of gaming circles, fail to acknowledge that gaming of any kind can possibly have positive effects on players. While increased hand-eye coordination is a common benefit attributed to gaming, one particular study conducted revealed a mixed bag of possibly positive and negative effects.
3. “Video Games” by Chris Jozefowics. Published by Gareth Stevens Publishing 2010. Pleasantville, NY 10570-70000 USA. Produced by Editorials Directions Inc.
Video games have been around about 50 years and they contribute a big part of the U.S. economy. People interact with video games every day throughout different ways, such as cell phone devices, computers, consoles or whatever which has a screen on it. In fact, it has always affected people’s lives. However, not so many people understand the benefits of video games. With video games, people can not only relieve themselves from stress and suffering, but it also improves people’s social experiences while they are exchanging and absorbing knowledge with other people; more than that, people can learn many other things from video games which can help them to achieve great things in lives.
There are several negative stereotypes associated with video games and those who play them; some of these may often hold true. However, there are plenty of learning opportunities in video games. While the direct purpose of some games is to educate or train, other games that do not directly have this purpose can still become a learning experience for the player. As Ntiedo Etuk, president of the educational video game company Tabula Digital said, “The traditional view of video games has been that they are distractions from the task of learning” (Electronic Education Report 1). Video games are an effective tool for learning and retaining skills both inside and outside the classroom environment. The basic cycle of game play--the introduction to the game, game play, collaboration, improvement of these between each round, and evaluation at the end of the game (Klievink and Janssen 159)--are nearly parallel to the traditional classroom learning cycle of reading a textbook or listening to a lecture, taking a quiz, studying, focusing on items missed on the quiz, and taking a test or exam. Within this cycle, there are many opportunities to develop and perfect both educational, life, and occupational skills.
Some students have played violent video games to have fun with their friends or siblings while they are online and offline. Plus they play to try to release their stress, frustration, and pressure after having a hard time doing their homework or in class. Video game developers goal is to make fans happy when they are playing their games. Video games are meant to have feeling of adventure, enjoyment, and excitement. It is helping the player to play video games without harm. Video games also help players to...
Today, video games have become the preferred choice of entertainment among children and teenagers. Research done in 1998 has shown that kids who own video games spend an average of 90 minutes a day playing them. Clearly, the video gaming industry is a profitable one. With the increasing competition between gaming companies, the advancement of technology and content of games began to change. One of the most significant and concerning changes in gaming is graphics.
In society’s current era of technological advancement, video games have gone a long way since they were first created. Video games in the twenty-first century are no longer just toys or junk in the lifestyles of the youth. They have become innovative inventions that not only entertain its users, but also help aid the people in both the academic field and in jobs. The influences that video games bring about in the culture of the youth today are, in fact, not the negative influences that most people think. Video games are actually this generation’s new medium for educating the youth. The information they learn are also mostly positive and useful things that they may apply in their future lives (Prensky 4). In a generation that revolves around technology and connectivity, developers and educators have already been able to produce fun and interesting games that can teach and train people. Video game developers and educators should continue to collaborate in order to create more positive, educational, and appealing games.
The experience of game play can be described as an activity in which the player is virtually embodied in the game world. Anyone who has experienced the world of gaming knows how the engaging experience can manifest itself with “sweaty palms and chills down the spine” (http://www.eludamos.org/index.php/eludamos/article/viewArticle/80/147) when coming face-to-face with alien creatures; or with the adrenaline rush we get when racing a high speed automobile head-to-head with a friend. Gaming is an excellent source of entertainment. It provides an opportunity for social growth, provides a meaningful form of exploring expression, and provides heightened sensitivity.
Movies and video games today, play a significant role in shaping the attitudes, thoughts, and beliefs of society. In terms of being more influential on its particular audience, video games are a much more potent medium of entertainment than movies for a variety of reasons. The influence video games have on their participant are very obvious and overwhelming. Study’s concur the overall impact of video games on their audience is substantial when comparing them to movies. Video games have a substantial influence on its audience because video games are increasing violent behavior of the player, contain more violent content and a deeper complex plot, and video games require a much deeper lever of engagement of the player.