Publication Type: Conference Paper/Unpublished Manuscript
Abstract: During the past several years, video games have increased in popularity and become increasingly more violent and interactive. Past research suggests both a positive and null effect between video game play and aggression. The current research explores how gaming environment (VR, standard console, and watching), game type (fighting, shooting, and racing), and competitor (person and CPU agent) influence levels of presence, arousal, and short-term hostility measured as aggressive behavior, aggressive thoughts, and aggressive feelings. In addition to game environment influencing perceived presence, results indicate the interaction between game environment and game type significantly influences aggressive behavior and thoughts and arousal. Finally, competitor and game environment interact to influence aggressive feelings.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Although violent video game content and its effects have been examined extensively by empirical research, verbal aggression in the form of profanity has received less attention. Building on preliminary findings from previous studies, an extensive content analysis of profanity in video games was conducted using a sample of the 150 top-selling video games across all popular game platforms (including home consoles, portable consoles, and personal computers) at the time the sample was taken (133 games after removing some duplicate game versions made for different platforms). The frequency of profanity, both in general and across three profanity categories, was measured and compared to games’ ratings, sales, and platforms. Generally, profanity was found in only about one in five games, and appeared primarily in games rated for teenagers or above. Games containing profanity, however, tended to contain it frequently. Profanity was not found to be related to games’ sales or platforms.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Many studies have investigated how different technological features impact the experience of playing video games, yet few have specifically focused on how control schemes from different game consoles may be affecting the game play experience. This research employed a between subjects design to explore the relationship between type of game console played (Nintendo Wii, Playstation 2) and participant gender (male, female) on feelings of flow during game play and enjoyment of the overall experience. Results indicated that both males and females reported greater feelings of control and enjoyment with a traditional control scheme (Playstation 2) than the more technologically advanced control scheme (Nintendo Wii). Although female participants generally felt less in control of their play experiences and reported less overall enjoyment than males, the primary effects of console and control scheme were consistent across gender. Theoretical and practical implications are discussed.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Despite the growing popularity of computer and video games, academic researches on games are somewhat limited. Among those existing studies, most of them are focused on the violence in games and its negative effects. Though is has long been acknowledged that computer and video games are beneficial in certain domains, there is no comprehensive study on the positive effects of computer games. In this paper, current literature on computer game effects, especially the positive effects in learning are reviewed. Classification of computer games is discussed. This review of positive effects of computer games is based on the classification of computer games by its purpose as for education or for entertainment. Positive effects of educational games cover the areas of learning, motivation, retention memory, spatial skills, utility for special groups, and cognitive abilities. For entertainment games, positive effects in training and academic performance are discussed.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This study investigated whether competitive and noncompetitive educational mathematics computer games influence 4-7-year-old boys’ and girls’ mathematical learning. A mixed repeated measures within-and-between-subjects experiment was conducted to evaluate the effects of type of computer games and gender on preschool children’s learning of mathematical addition. The results showed that both boys and girls demonstrated improved mathematical learning after playing either competitive and noncompetitive computer games. Preschool girls learned mathematical addition as effectively as did preschool boys. Thus, this study suggested that both competitive and noncompetitive mathematics computer games might have the potential to be used effectively in teaching preschool girls mathematics.