Relevant bibliographies by topics / Digital games

Academic literature on the topic 'Digital games'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 March 2023

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Journal articles on the topic "Digital games"

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Pivec, Paul, and Maja Pivec. "Digital Games." International Journal of Game-Based Learning 1, no. 1 (January 2011): 1–18. http://dx.doi.org/10.4018/ijgbl.2011010101.

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Digital Games are becoming a new form of interactive content and game playing provides an interactive and collaborative platform for learning purposes. Collaborative learning allows participants to produce new ideas as well as to exchange information, simplify problems, and resolve the tasks. Context based collaborative learning method is based on constructivist learning theory and guides the design of the effective learning environments. The constructivist design required for successful Game-Based Learning is discussed in this chapter and the model of recursive learning is discussed suggesting how Game-Based Learning (GBL) and how to maximize its affect. This chapter defines “Gameplay” and tables the perceptions of both players and teachers in the area of abilities learnt from playing digital games. Resources for implementing GBL are highlighted and the need for these is discussed. We conclude this chapter with design guidelines that will ensure effective learning outcomes are attained and suggest why these steps are necessary.
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Plothe, Theo. "Bearded Dragons at Play." Exchanges: The Interdisciplinary Research Journal 7, no. 3 (June 24, 2020): 1–13. http://dx.doi.org/10.31273/eirj.v7i3.523.

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Animals have long appeared as the subjects and characters in digital games, but game studies scholars have rarely considered animals as players of digital games. This paper examines the mobile digital game Ant Smasher and YouTube videos of bearded dragons playing the game. This article advocates for the inclusion of these bearded dragons in gamerspace as not only a personification of the gamer within the space but as a conduit for play, a channel for gamers to breach the boundaries of gamerspace – the cultural and discursive space surrounding digital games that negotiates the relationship between the digital game and its impact on the world at large. Through an analysis of 50 YouTube videos representing these play experiences, this article considers the place of these videos within gamerspace. The implications of this work serve to better understand the relationships between digital gaming, play, and human and non-human actors in interaction with haptic media. This example also expands upon our understandings of play as a whole.
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Et al., ChePa. "The Influence of Rewards on Games Flow, Challenge, and Its Effects Towards the Engagement of Malaysian Digital Traditional Games." Baghdad Science Journal 16, no. 2(SI) (June 20, 2019): 0534. http://dx.doi.org/10.21123/bsj.2019.16.2(si).0534.

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Games engagement has become one of the main concerns in game industry. Early study revealed that Malaysian digital traditional games are suffering with the same issue due to several factors. One of it is the lack of the game itself. Although many Malaysian traditional games have been digitized, none of them has incorporated rewards despite its importance in games engagement. Realizing the importance of rewards in games engagement, one of Malaysian traditional Congkak has been chosen to be enhanced by incorporating rewards. Experiments have been conducted among 50 gamers among the Millennials. Prior interview, game demo and human test are conducted. Experiments focused on the influence of rewards on games flow, games challenge, and its effects which covers both positive and negative effects through four hypotheses. Findings show that three hypotheses are supported by the experiments thus suggested that rewards have significant influence on the measured constructs. The findings can be useful to new psychologists to obtain more understanding pertaining to games engagement through some experiments of rewards in traditional games. Ideas of incorporating rewards in digital traditional games can useful and beneficial to game developers in attracting gamer and make them hooked to the games.
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Greenberg, Raz. "The Animation of Gamers and the Gamers as Animators in Sierra On-Line’s Adventure Games." Animation 16, no. 1-2 (July 2021): 83–95. http://dx.doi.org/10.1177/17468477211025665.

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Produced throughout the 1980s using the company’s Adventure Game Interpreter engine, the digital adventure games created by American software publisher Sierra On-Line played an important and largely overlooked role in the development of animation as an integral part of the digital gaming experience. While the little historical and theoretical discussion of the company’s games of the era focuses on their genre, it ignores these games’ contribution to the relationship between the animated avatars and the gamers that control them – a relationship that, as argued in this article, in essence turns gamers into animators. If we consider Chris Pallant’s (2019) argument in ‘Video games and animation’ that animation is essential to the sense of immersion within a digital game, then the great freedom provided to the gamers in animating their avatars within Sierra On-Line’s adventure games paved the way to the same sense of immersion in digital. And, if we refer to Gonzalo Frasca’s (1999) divide of digital games to narrative-led or free-play (ludus versus paidea) in ‘Ludology meets narratology: Similitude and differences between (video) games and narrative’, then the company’s adventure games served as an important early example of balance between the two elements through the gamers’ ability to animate their avatars. Furthermore, Sierra On-Line’s adventure games have tapped into the traditional tension between the animator and the character it animated, as observed by Scott Bukatman in ‘The poetics of Slumberland: Animated spirits and the animated spirit (2012), when he challenged the traditional divide between animators, the characters they animate and the audience. All these contributions, as this articles aims to demonstrate, continue to influence the role of animation in digital games to this very day.
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Pinnguaq. "Digital Games Stills." Public 27, no. 54 (December 1, 2016): 187–90. http://dx.doi.org/10.1386/public.27.54.187_7.

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Heintz, Stephanie, and Effie L. C. Law. "Digital Educational Games." ACM Transactions on Computer-Human Interaction 25, no. 2 (April 26, 2018): 1–47. http://dx.doi.org/10.1145/3177881.

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AYDEMİR, Filiz. "DİJİTAL OYUNLAR VE ÇOCUKLAR ÜZERİNDEKİ ETKİLERİ." Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, no. 41 (August 30, 2022): 40–69. http://dx.doi.org/10.14520/adyusbd.1116868.

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Nowadays, alongside the development and widespread use of technology, the concept of the "digital game" has emerged. With easier access to technology, the popularity of digital games among children is increasing. Digital games appear in various forms such as console games, PC games, and online games. Besides these, it is seen that digital games are also played with portable technologies such as mobile phones and tablets. Children who enter the world of digital games find themselves in a different world. Hence, digital games have an important effect on children. These games, which attract children's attention, alongside their benefits, bring certain dangers and problems as well. Therefore, questioning the positive and negative effects of digital games on children has also emerged. The definition and types of digital games, the effects that digital games have on children were discussed in this study.
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Vaz de Carvalho, Carlos, Manuel Pereira Lopes, and António Galrão Ramos. "Lean Games Approaches – Simulation Games and Digital Serious Games." International Journal of Advanced Corporate Learning (iJAC) 7, no. 1 (April 3, 2014): 11. http://dx.doi.org/10.3991/ijac.v7i1.3433.

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Vitytė, Birutė. "Stereotyping of Digital Games." Pedagogika 136, no. 4 (December 20, 2019): 172–93. http://dx.doi.org/10.15823/p.2019.136.11.

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The article analyses the stereotyping characteristics of digital games. It presents research data obtained by the classical Glaser’s strategy version of the Grounded Theory. The results of the research demonstrate that digital games are not often perceived as a multidimensional phenomenon but, instead, they are understood through one or several properties of the game, i.e. through stereotyping.The following dominant stereotypes applicable to digital games (Digital games are addictive; They reduce children’s creativity and skills; Girls do not play. Games are not a feminine thing; Digital games are no art; They promote aggressive behaviour; A game is a game. Science is science; When playing, people do not think; The goal is to make people addicted to the product) are analysed in terms of stereotype forming characteristics associated with digital games, in terms of stereotype formation stages, and in terms of maintaining, changing and denying stereotypes.Feelings, emotions, initial experience influencing any new experiences, and social context are important factors of the stereotype formation process related to digital games. Stereotype formation stages described by other researchers are also characteristic of the stereotypes applicable to digital games. The stereotypes of digital games are maintained through: illusory correlation and assimilation, attributional and automatic processes and, also, by the fact that they often are self-fulfilling prophecies. The existing stereotypes on digital games are resistant but they can still be changed. The researchers have distinguished between the following stereotype change models: bookkeeping, conversion, subtyping, and exemplar-based model, which can also be seen in the stereotype change mechanisms related to digital games.
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Gatzidis, Christos. "Learning with Digital Games." International Journal of Game-Based Learning 2, no. 1 (January 2012): 90–91. http://dx.doi.org/10.4018/ijgbl.2012010106.

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Dissertations / Theses on the topic "Digital games"

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Falk, Anders. "Sacred Games - Becoming Gods : Priming digital game ethics." Licentiate thesis, Blekinge Tekniska Högskola, Institutionen för teknik och estetik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-18570.

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The point of departure for my research is a perceived breach and resulting dissonance between how digital games and other parts of society that are similar in form, enact certain aspects of life. This shift was made especially clear in massive multiplayer games in 2004 with the release of World of Warcraft, the design of which panders to cultural weak points, rather than attempting to mimic them. Digital games are far-reaching. In February 2019, ‘Apex Legends’ reached over 10 million players in less than 72 hours. Nonetheless, the idea of games as separate from the ‘real’ is persisting. Digital games have become a cyclopean gathering of liminality, and there are still no form-based ethics emerging, from either industry or society. Even though society is now undergoing the same abstracting digitisation, that has been a base for game design for a long time, there is a continuing separation in the knowledge applying to games or ‘reality’. The purpose of this thesis is to explore different ontological, epistemological, and ethical understandings of digital games as media, technology, modes of experience, and form. This is undertaken by using the situated and reality producing grating1 of technoscience, together with an eclectic range of concepts such as media as a message, agential reality, liminal phases, anticipation, and ergon. The research delineates a primer for applied studies within the rhizomatic structure of digital games, digitisation, technoscience, and media-technology. In accordance with this aim, the thesis has a fragmented, non-linear, and mosaic approach. This licentiate thesis is a compilation of three papers with a complementary introduction and an epilogue.
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Larsson, Andreas, and Jonas Ekblad. "Physical vs Digital Tabletop Games." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20793.

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This paper shows the difference in User Experience between Physical and Digital tabletop games. The goal of the project is to get an understanding of how and why playing tabletop games differentiates depending on the platform. Seven tabletop games have been chosen from different genres with an official digital adaptation. We’ve measured four key factors, Usability, Aesthetics, Social Connectivity and Engagement. The key factors have been used to gather User Experience metrics that were used to compare the digital and physical versions of the tabletop games. The result from this thesis is that physical tabletop games have a higher rating than the digital versions in all key factors except in usability where the differences were miniscule. Games that rely on imperfect information offer a much higher social connectivity and engagement when it’s played around a table. Games relying on tile-placement offers a higher usability and engagement when played digitally due to the assistance provided by the game. Physical tabletop games are the preferred option of the two but the accessibility of the digital versions makes them remain relevant.
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Jin, Chengyue. "Game narrative conveyed through visual elements in digital games." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20104.

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This thesis compares the different concepts of game narrative and traditional narrative, and aims to explore and analyze the relationship between visual elements and game narrative in video games. Game narrative is an emerging narrative based on digital media. It can not only include stories from traditional narratives, but also convey narratives through the virtual environment and mechanisms of games. This thesis discusses the concepts of traditional narrative and game narrative from the basic concepts of narrative, and lists different visual narrative elements and video games of different narrative types on this basis. In addition, this thesis designs a study that includes different dimensions of immersion to investigate the impact of narratives conveyed through visual elements on player immersion.
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Tahmassebi, Shadi. "Digital Game Design for Elderly People." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20133.

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Researchers have found that digital gaming is beneficial for the cognitive,psychological, and physical health of the elderly people [1][6]. The percentage of theelderly people playing digital games is growing increasingly (and so do thedemographics) and thus the elderly generation form a potential base for a yetinexperienced game market. Nevertheless, the game industry seems to have ignoredthis important layer of the population as a special category of users [3]. Neither thehardware nor the software are designed with the elderlies’ age-related cognitive andphysical impairments.While there is a lot of research on the positive effects of digital games on the elderlies’well-being, the characteristics of the elderly gamers have rarely been explored [1]. Thepurpose of this study is to find out the elderly people’s perceptions and experiences ofplaying games and map the difficulties they experience. Based on the collected dataand facts, a number of important factors to be considered by the designers of gamesfor the elderly people are recommended.Almost 50 individuals between 65 and 90 years of age, living in their homes andenjoying a for their age normal health, have been interviewed by the author. The resultsreveal that a considerably high majority of the respondents show interest in playinggames. Meanwhile, they complain about the complexity of both hardware andsoftware in relation to their age-related cognitive and physical limitations. Most of theelderly individuals say that they need help with both playing games and using thedevices. An important conclusion from the findings of this research is that gamestargeting the elderly users should be designed beyond the general usability issues,considering the possibility of customizing the technologies to individual needs andrequirements, as the health and physical conditions of the elderly people vary greatly.The study concludes that for the elderly population to be motivated and benefit fromdigital games, developers producing the software and hardware, and designersengaged in the design of user interface, need to consider this population as a separatecategory of gamers and offer games meeting age-related needs and requirements.
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Wenz, Karin. "Narrative logics of digital games." Universität Potsdam, 2010. http://opus.kobv.de/ubp/volltexte/2010/4275/.

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The debate whether to locate the narrative of digital games a) as part of the code or b) as part of the performance will be the starting point for an analysis of two roleplaying games: the single-player game ZELDA: MAJORA’S MASK and the Korean MMORPG AION and their respective narrative logics. When we understand games as abstract code systems, then the narrative logic can be understood as embedded on the code level. With a focus on the player’s performance, the actualization of the possibilities given in the code system is central. Both logics, that of code and that of performance, are reflected in players’ narratives based on the playing experience. They do reflect on the underlying code and rules of the game system as they do reflect on the game world and their own performance within. These narratives rely heavily on the source text – the digital game –, which means that they give insights into the underlying logics of the source text. I will discuss the game structure, the players’ performance while playing the game and the performance of the player after playing the game producing fan narratives. I conceive the narrative structure and the performance of the player playing as necessarily interconnected when we discuss the narrative logics of a game. Producing fan narratives is understood as a performance as well. This performance is based on the experience the players made while playing and refers to both logics of the game they use as their source text.
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Holmqvist, Erik, and Cecilia Marklund. "Combining Digital Games and Rehabilitation." Thesis, Högskolan i Halmstad, Akademin för informationsteknologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-30188.

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AbstraktGenom att använda digitala verktyg går det att stödja barn som är i behov av rehabilitering och på så sätt underlätta deras vardagliga liv. Digitala verktyg som inkluderar ett salutogent perspektiv blir ett allt mer förekommande tillvägagångsätt för att behandla och främja hälsa över en längre tid. Denna form av verktyg kan tillhandahålla aspekter som social interaktion, lärande, kamratstöd, motivation och underhållning. Genom att kombinera och sammanföra dessa aspekter med spelutveckling hoppas vi kunna svara på frågan: Hur kan spelmekaniker integreras och designas in i digitala verktyg för att användas som stöd för barn i rehabiliteringsprocesser? Studien har genom ett holistiskt perspektiv överblickat problemområdet och tagit hjälp av metoder från designforskningen för att praktiskt utforska frågeställningen. I studien har barn som inte lider av någon sjukdom inkluderats i en deltagande designprocess för att få feedback under hela utvecklingen. Detta gjordes för att bättre lämpa de framtagna prototyperna för en riktig slutanvändare i dess verkliga miljö. Även en sjuksköterska har intervjuats för att bredda vårt perspektiv inom vården. Vår slutsats är att en kombinerad metod som omfattar både riktlinjer från Serious Games och traditionell speldesign stärker spelets syfte som en helhet och bidrar med andra viktiga egenskaper som kan användas inom ramen för digitala rehabiliteringsverktyg. Vårt resultat avbildas i de prototyper som utvecklats samt de riktlinjer i hur mätning kan genomföras och designas i detta sammanhang. Dessa erfarenheter och kunskaper kan användas för att bidra till utvecklingen av liknande digitala spel och verktyg för barn. Nyckelord: Mätning inom spel, Kamratstöd, Salutogent perspektiv, Serious Games, Spelutveckling, Spelutveckling, barn och rehabilitering.
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Kluge, Jacob, and Jonas Bjärnmark. "Digital Games and Language Learning." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31841.

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With this survey paper we have contrasted and summarized research on digital games and language learning in order to investigate whether digital games can be used to instil communicative competence in students. In addition, we have examined what kinds of considerations that need to be made by teachers when applying digital games in educational settings. In order to acquire an indication of whether games were being used as a language-learning tool in schools today, we conducted a small pilot study in the region of Skåne. In this pilot study, we asked 10 language teachers whether they had ever used videogames in their language teaching. The pilot study suggested that digital games were not being used as a teaching aid. However, the research examined in this survey paper suggests that videogames can be used to instil dimensions of communicative competence. Research also suggested that digital games only inherently supported one or two dimensions of communicative competence. With regard to this, we argued that all four dimensions of communicative competence can be supported through the use of different pedagogical strategies in combination with other approaches. Furthermore, research suggested that there are necessary precautions for teachers to consider before implementing digital games in teaching (e.g. having sufficient knowledge of the games to be used in order to be able to scaffold them according to students’ needs). Since the research explored in this paper suggest that videogames can be used to instil communicative competence in students, we argued that digital games might be an overlooked asset in language learning.
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Jonsson, Sandra. "Are games more than fun? : Motivational aspects on digital games." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-63288.

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Games are increasingly becoming a powerful and effective tool for training. The use of games as a training tool increase intrinsic motivation which enhances learning. This study concerns why people play and why they continue play. The study consists of two parts; a focus group and a web questionnaire. The results suggest that people prefer playing together with others, and that they play mainly because of entertainment, fellowship and pastime. Results also show that the participants come to an agreement of five different characteristics a game must have in order for the participants to play; a pleasant game feeling  i.e.- effects like sounds, characters and environments, variation in tasks, successively increased difficulty, a exciting story and that the game must be understandable. These findings are important because these are factors that game designers must take into consider when designing training games. After all, entertainment and intrinsic motivation in games is some of the general reasons why people play and why they learn, and therefore, a game only designed for training is doomed to fail.
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Barwick, Joanna. "Where have all the games gone? : an exploratory study of digital game preservation." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10222.

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It is 50 years since the development of the first computer game and digital games now have an unprecedented influence on our culture. An increasingly popular leisure activity, digital games are also permeating other aspects of society. They continue to influence computer technology through graphics, animation and social networking; an influence which is also being felt in other media, in particular film and television. They are a new art form and they are seen to be influential on children s learning and development. However, despite their pervasiveness and apparent importance within our society and culture, they are still largely ignored as part of our cultural heritage. Dismissed as disposable, entertainment products, they have not specifically been addressed in most of the academic literature on digital preservation which represents a serious omission in past research. This was justification for an exploratory study into the preservation of digital games and the aim of this study has been to explore the value of digital games, their significance in our culture, and the current status of their preservation. Investigating the relationship of games to culture; reviewing current preservation activities and drawing conclusions about the value of digital games and the significance of their preservation were the study s objectives. These have been achieved through interviews with key stakeholders the academic community, as potential users of collections; memory institutions, as potential keepers of collections; fan-based game preservation experts; and representatives from the games industry. In addition to this, case studies of key game preservation activities were explored. Through this research, a clearer picture of attitudes towards digital games and opinions on the need for preservation of these cultural products has been established. It has become apparent that there is a need for more coherent and collaborative efforts to ensure the longevity of these important aspects of digital heritage.
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Heintz, Stephanie Alexandra. "Digital educational games : methodologies for evaluating the impact of game type." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/37613.

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The main research question addressed in this thesis is how the choice of game type influences the success of digital educational games (DEG), where success is defined as significant knowledge gain in combination with positive player experience. Games differ in type if they differ at least by one game feature. As a first step we identified a comprehensive set of unique game features, summarised in the Game Elements-Attributes Model (GEAM), where elements are the defining components that all games share (e.g. Challenges) and attributes are their possible implementation (e.g. time pressure). To deepen the understanding of relationships amongst game features, we conducted a survey based on the GEAM and received 321 responses. Using hierarchical clustering, we grouped 67 games, selected by the survey respondents, in terms of similarity and mapped the identified clusters on a 2D space to visualise their difference in distance from each other. On the resulting Game Genre Map, five main areas were detected, which proved to conform mostly to a selection of existing game genres. By specifying their GEAM attributes, we redefined these genres: Mini-game, Action, Adventure, Resource, and Role-play. Based on the aforementioned groundwork, two empirical studies were conducted. Study 1 compared three DEGs of the Mini-game genre, differing in a single GEAM attribute - time pressure vs. puzzle solving and abstract vs. realistic graphics. Study 2 compared DEGs of different genres which vary in the implementation of several GEAM attributes. For both studies, statistically significant differences were found in learning outcome, for Study 2 also in the player experience dimensions: Flow, Tension, Challenge, and Negative Affect. However, the influences of the covariates - learning and play preconditions, learning style, and personality traits - were not confirmed. Further research based on the methodological frameworks developed is needed.
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Books on the topic "Digital games"

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Digital games and learning. New York: Continuum International Pub. Group, 2010.

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Williams, Andrew. History of Digital Games. Boca Raton, FL: Taylor & Francis, 2017.: Routledge, 2017. http://dx.doi.org/10.1201/9781315715377.

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Angelides, Marios C., and Harry Agius, eds. Handbook of Digital Games. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118796443.

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Chapman, Adam. Digital Games as History. New York, NY: Routledge, 2016. | Series: Routledge advances: Routledge, 2016. http://dx.doi.org/10.4324/9781315732060.

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Voorhees, Gerald. Dungeons, dragons, and digital denizens: The digital role-playing game. New York: Continuum, 2012.

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Mitra, Ananda. Digital games: Computers at play. New York: Chelsea House, 2010.

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Abraham, Benjamin J. Digital Games After Climate Change. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91705-0.

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Peterson, Mark, and Nasser Jabbari. Digital Games in Language Learning. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003240075.

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Lowrie, Tom, and Robyn Jorgensen, eds. Digital Games and Mathematics Learning. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9517-3.

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Chen, John, ed. 50 Digital Team-Building Games. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781119203261.

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Book chapters on the topic "Digital games"

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Beavis, Catherine. "Digital literacies, digital games." In Foreign Language Learning in the Digital Age, 107–20. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003032083-10.

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Moulin, Pierre. "Information-Hiding Games." In Digital Watermarking, 1–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/3-540-36617-2_1.

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Archambault, Dominique, and Jérôme Dupire. "Digital Games Accessibility." In Lecture Notes in Computer Science, 241–44. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94277-3_39.

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Perlin, Ken, and Gerry Seidman. "Autonomous Digital Actors." In Motion in Games, 246–55. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-89220-5_24.

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Limperos, Anthony M. "Advertising in Video Games." In Digital Advertising, 435–38. Third edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315623252-27.

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Becker, Katrin. "Digital Game Pedagogy: Teaching with Games." In Choosing and Using Digital Games in the Classroom, 63–97. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-12223-6_3.

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de Melo, Celso M., Ana Paiva, and Jonathan Gratch. "Emotion in Games." In Handbook of Digital Games, 573–92. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118796443.ch21.

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Dalmoro, Marlon, João Pedro dos Santos Fleck, and Carlos Alberto Vargas Rossi. "Online games." In The Routledge Handbook of Digital Consumption, 399–409. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003317524-37.

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Husøy, Aleksander, and Tobias Staaby. "Teaching with video games." In The Digital Classroom, 78–87. Abingdon, Oxon; New York, NY: Routledge, [2021]: Routledge, 2020. http://dx.doi.org/10.4324/9781003104148-8.

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De Prato, Giuditta. "The Video Games Industry." In Digital Media Worlds, 163–79. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137344250_11.

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Conference papers on the topic "Digital games"

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Gheorghe, Ancuta florentina, Monica Crintescu, Carmen elena Cirnu, Daniel Beligan, Ioana andreea Stefan, and Antoniu Stefan. "PROTOTYPING DIGITAL EDUCATIONAL GAMES." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-044.

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Games are types of media that engage players in structured conflicts, based on sets of rules, which enable players to reach game goals, and obtain the corresponding reward mechanisms. As games are dynamic systems, they have a level of uncertainty that results in unequal outcomes depending on the player strategy. Creating long-term engagement in games is a challenge and building up motivation becomes even a more critical issue when prototyping Digital Educational Games (DEGs) that should seamlessly integrate specific learning objectives the players should reach by playing the game. There is no perfect blend of formal, dramatic, and dynamic elements that should be part of a DEG. Therefore, designers are challenged to employ their knowledge and creativity to construct captivating and fun experiences that expose learners to consistent sets of stimuli to guide and hide the learning flows. How can learning be made more effective through DEGs? How can DEGs be prototyped to exploit games’ capabilities to engage players? How can learning objectives be met without compromising the engagement? How should rewards mechanisms and assessment metrics be defined? The authors address these questions and present a prototype of Tingo, a DEG constructed to support foreign language learning. The game integrates a multilingual dictionary and provides user-friendly customization mechanisms that enable teachers to reuse the game structure and adapt the content to teach new languages. The paper integrates a case study that describes key game mechanics and workflows that support the learning experience. The work presented herein is funded by Unitatea Executiva pentru Finantarea Invatamantului Superior, a Cercetarii, Dezvoltarii si Inovarii (UEFISCDI Contract no. 19/2014).
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Esteves, Augusto, Elise van den Hoven, and Ian Oakley. "Physical games or digital games?" In the 7th International Conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2460625.2460651.

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Krzywinski, Aleksander, Weiqin Chen, and Erlend Røsjø. "Digital board games." In the ACM International Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2076354.2076415.

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Bezerra, Daniel Filgueira, Filipe Calegario, Giordano Cabral, and Geber Ramalho. "MySoundtrack: a tool for personalized and adaptive music listening while playing games." In Anais Estendidos do Simpósio Brasileiro de Games e Entretenimento Digital. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/sbgames_estendido.2021.19663.

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Adaptive soundtrack design for video games is an ever-evolving field of study: games that modify its music depending on what is happening around and with the player. Meanwhile, independent game developers struggle with composition of soundtracks, and adaptive soundtrack tools are not accessible to them, mostly because of their complexity. This forces most of them to collage soundtracks with permissive licenses they find online. Besides, there is a growing habit of players to mute the game's original soundtrack to listen to their own songs. This paper introduces MySoundtrack, an asset for Unity that allows the player to keep playing while listening to Spotify songs, chosen according both to the player musical preferences and to the intended emotions on each moment in the game. We review existing approaches on adaptive soundtracks, explain how MySoundtrack's prototype works and its design choices, and discuss future plans for the tool. Validation so far indicates interest and curiosity by game developers and players, indicating the relevance of the proposed plug-in.
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Cirnu, Carmen elena, and Nazime Tuncay. "METAPHORS IN DIGITAL GAME CULTURE." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-119.

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METAPHORS IN DIGITAL GAME CULTURE Nazime Tuncay, PhD. Ministry of Education, Youth and Sports, North Cyprus, drnazimetuncay@gmail.com, Carmen Elena Cirnu, PhD National Institute for Research & Development in Informatics Bucharest, Romania carmen.cirnu@ici.ro Abstract A nation's culture is in the soul of its digital games. In this century, nearly all of the teenagers use digital devices. Digital games play an innovative method in sharing global cultural awareness among the teenagers. What are the differences in students' choices of digital games? Is there a relation between students' digital game choices and their sex or their culture? How much digital games are indispensable for students? How much of their time they spend using digital machines? Most importantly what are their metaphors? Nonetheless, metaphors help people to talk about the inner thoughts and sometimes the unspeakable ones. This research study aims to find out Turkish and Romanian students digital game metaphors and the relationship of these with their cultural values. Online questionnaire was prepared in English language and translated to two different cultures native language: Turkish and Romanian. About 500 questionnaires were distributed to lyceum students, ages between 15 and 17, and students answered 400 questionnaires. As a result of this study, some of the students metaphors were not changing according to the culture and some were remarkably different. Differences about two different cultures digital games were explored, and reasoning has followed in the article. Keywords: Game Culture, Romanian Students, Cypriot Students, Metaphors Keywords: Game Culture, Romanian Students, Cypriot Students, Metaphors
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Ştefan, Antoniu, Ioana Andreea Stănescu, and Jannicke Madeleine Baalsrud Hauge. "Approaches to Reengineering Digital Games." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60061.

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Research has highlighted Digital Games (DG)’ capacity to enhance skill and abilities through their persuasiveness and motivational appeal, which can support immersive, situated and user-centered experiences. DG development remains a challenge both in terms of costs and of the diverse range of advanced, multi-disciplinary expertise required to develop a DG. Developing DGs for such a complex domain as Mechanical Engineering (ME) to better equip engineering students to practice at the intersection of complex systems increases this challenge. An alternative to decrease costs is to capitalize on existing DGs. The paper analyzes opportunities for DG adaptation, in order to enable the reengineer of existing games to fit specific purposes and support knowledge transfer. The authors build upon current research and practices to construct an approach for adapting DG content. Two case studies are presented as a proof of concept to exemplify the different levels of the digital game reengineering process.
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Paavilainen, Janne. "Session details: Digital games: game design & experiences." In AcademicMindTrek '14: Media- Business, Content, Managment, and Services. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/3247495.

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Paavilainen, Janne. "Session details: Digital games: game design & sustainability." In AcademicMindTrek '14: Media- Business, Content, Managment, and Services. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/3247494.

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Toivonen, Saara, and Olli Sotamaa. "Digital distribution of games." In the International Academic Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1920778.1920806.

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Denisova, Alena, and Paul Cairns. "Adaptation in Digital Games." In CHI PLAY '15: The annual symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2793107.2793141.

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Reports on the topic "Digital games"

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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3242.

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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.
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Martins, Francisco, Cíntia França, Francisco Santos, Diogo Martinho, Carolina Saldanha, and Élvio Rúbio Gouveia. Emerging technologies to promote fans interaction in football events: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2023. http://dx.doi.org/10.37766/inplasy2023.2.0015.

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Review question / Objective: The search terms used for this review were constructed using the PICOS framework: (1) population were people in general of both genders and any age, (2) studies based on digital technologies used in football sportive events, (3) comparisons made in the domains of motivation, interaction, satisfaction and interest, (4) data reporting the use of digital tools (studies with no results reported will be considered, besides not having outcomes), (5) Intervention studies with a pre and post-test design, descriptive studies, theorical studies, and protocol proposals, and (6) articles written in English, Spanish or Portuguese. Condition being studied: Our concern is with the acceptance of the fans returning to the stadium with normality after a pandemic period. In addition, we also want to understand what kind of interactive applications are already on the market or with their well defined protocols that intend to increase fan interaction at live games, increasing their motivation to go to the stadium and to have accurate and updated live information.
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Prokhorov, Оleksandr V., Vladyslav O. Lisovichenko, Mariia S. Mazorchuk, and Olena H. Kuzminska. Developing a 3D quest game for career guidance to estimate students’ digital competences. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4416.

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This paper reveals the process of creating a career guidance 3D quest game for applicants who aim to apply for IT departments. The game bases on 3D model of computer science and information technologies department in the National Aerospace University “Kharkiv Aviation Institute”. The quest challenges aim to assess the digital competency level of the applicants and first- year students. The paper features leveraged software tools, development stages, implementation challenges, and the gaming application scenario. The game scenario provides for a virtual tour around a department of the 3D university. As far as the game replicates the real-life objects, applicants can see the department's equipment and class-rooms. For the gaming application development team utilized С# and C++, Unity 3D, and Source Engine. For object modeling, we leveraged Hammer Editor, Agisoft PhotoScan Pro, and the photogrammetry technology, that allowed for realistic gameplay. Players are offered various formats of assessment of digital competencies: test task, puzzle, assembling a computer and setting up an IT-specialist workplace. The experiment conducted at the open house day proved the 3D quest game efficiency. The results of digital competence evaluation do not depend on the testing format. The applicants mostly preferred to take a 3D quest, as more up-to-date and attractive engagement.
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Masduki. Same game, new moves: digital threats to journalists in Indonesia. Edited by Ria Ernunsari and Sarah Bailey. Monash University, May 2022. http://dx.doi.org/10.54377/dc91-4ac8.

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Nicky Kim-McCormack, Nicky Kim-McCormack. A game changer for primate welfare & conservation attitudes: Free-choice digital enrichment & Human-Animal Interaction. Experiment, October 2016. http://dx.doi.org/10.18258/8086.

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Kornelakis, Andreas, Chiara Benassi, Damian Grimshaw, and Marcela Miozzo. Robots at the Gates? Robotic Process Automation, Skills and Institutions in Knowledge-Intensive Business Services. Digital Futures at Work Research Centre, May 2022. http://dx.doi.org/10.20919/vunu3389.

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Against the backdrop of the fourth industrial revolution, this paper examines the emergence of Robotic Process Automation (RPA) as one of the new technologies that are shaping the future of work and reconfiguring sectoral business and innovation systems and models. It discusses how the institutional context can potentially mediate the digital transformation of services, how RPA affects workers’ employment and skills, and how it alters inter-organisational relationships and capabilities. Bringing together different strands of academic literature on employment studies, innovation, and technology studies, it deploys a comparative institutional perspective to explore the potential effects of RPA and illustrates their plausibility through mini case studies from knowledge-intensive business services
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Digital games, apps and e-therapy show promise for helping children manage obesity, anxiety and other long-term conditions. National Institute for Health Research, March 2021. http://dx.doi.org/10.3310/alert_45867.

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