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Journal articles on the topic 'Digital games'

To see the other types of publications on this topic, follow the link: Digital games.

Author: Grafiati

Published: 4 June 2021

Last updated: 9 March 2023

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1

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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McNamara, Alison. "Digital Gesture-Based Games." International Journal of Game-Based Learning 6, no. 4 (October 2016): 52–72. http://dx.doi.org/10.4018/ijgbl.2016100104.

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This study aims to provide an account of phase three of the doctoral process where both students and teachers' views contribute to the design and development of a gesture-based game in Ireland at post-primary level. The research showed the school's policies influenced the supportive Information and Communication Technology (ICT) infrastructure, classroom environments influenced a student's ability to participate and teachers' perspectives impacted upon whether they adopted games into their classrooms. While research has been conducted in relation to training schemes for teachers, it is agreed that they are the main change agents in the classroom. Therefore, this study focuses on the game itself and its design elements that support and enhance mathematics education within the Irish context. Practical guidelines for both the game, school's policies and classroom environments are provided based upon the research for mathematics educators and practitioners of game-based learning strategies in their classrooms.

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MIYAKE, Youichiro. "Visualization in Digital Games." Journal of the Visualization Society of Japan 38, no. 151 (2018): 28–33. http://dx.doi.org/10.3154/jvs.38.151_28.

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Flowers, Lamont A. "Testing educational digital games." Communications of the ACM 64, no. 9 (September 2021): 38–40. http://dx.doi.org/10.1145/3450758.

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Cardoso, Tiago, Joao Sousa, and José Barata. "Digital Games’ Development Model." EAI Endorsed Transactions on Game-Based Learning 4, no. 12 (December 8, 2017): 153399. http://dx.doi.org/10.4108/eai.8-12-2017.153399.

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Gros, Begoña. "Digital Games in Education." Journal of Research on Technology in Education 40, no. 1 (September 2007): 23–38. http://dx.doi.org/10.1080/15391523.2007.10782494.

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Magerko, Brian. "Adaptation in Digital Games." Computer 41, no. 6 (June 2008): 87–89. http://dx.doi.org/10.1109/mc.2008.172.

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Calleja, Gordon. "Digital Games and Escapism." Games and Culture 5, no. 4 (October 2010): 335–53. http://dx.doi.org/10.1177/1555412009360412.

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Aarsand, Pål. "Parenting and Digital Games." Journal of Children and Media 5, no. 3 (August 2011): 318–33. http://dx.doi.org/10.1080/17482798.2011.584382.

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Henderson, Lyn, Yoram Eshet-Alkalai, and Joel Klemes. "Digital Gaming: A Comparative International Study of Youth Culture in a Peaceful and War Zone Country." Eludamos: Journal for Computer Game Culture 2, no. 1 (February 29, 2008): 73–103. http://dx.doi.org/10.7557/23.5973.

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This paper reports an exploratory survey in Australia and Israel of the leisure habits, attitudes and preferences of 716 teenagers aged 13-14 years who are part of the international digital games culture. The rationale was threefold: (a) this age group is not singled out in other surveys; (b) examination of gaming across five platforms would contribute new insights; and (c) the premise that a comparison between eGamers in a war zone and a peaceful country would produce striking contrasts. Virtually all participants played digital games for an average of 10-12 hours per week, the majority using all gaming platforms daily. Notable country differences were identified, particularly game genre preferences but there was also commonality as digital gamers. Digital games remain “boys’ games”, with males devoting more time to playing across five game platforms than did the females who, however, demonstrated a narrowing gap. Isolation and unfitness due to digital gaming proved contrary to popular media reports even though playing digital games was one of two top-rated leisure activities across country and gender.

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Park, Leesun. "Before Entering Games: The Base and Accessibility of Games." Center for Asia and Diaspora 12, no. 2 (August 31, 2022): 103–40. http://dx.doi.org/10.15519/dcc.2022.08.12.2.103.

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Virtual reality is often considered a space independent of reality. A typical example of virtual reality is digital games. However, digital games can only run when there is a machine with an electrical signal. In addition, space for the machine to be installed is also essential. Until now, game studies have mainly dealt with the inside of the game based on the media attributes of the game. The outside of the game, for example, space or machines that form the physical foundation, has not received much attention. Before talking about the process of entering the game, discussions have already begun since accessing virtual reality. This study aims to showcase the barriers to entry in the game culture that is considered open to everyone and to urge research interest. We have chosen this approach as if we only discuss the difficulties after entering the game without imagining the process that has taken place beforehand, it will be difficult to see the inequality. Gaming is also a mobility phenomenon because it moves from reality to virtual reality. Kaufmann’s concept of motility is used as the theoretical background to explore this problem. By collecting and reading various previous studies such as mobility infrastructure, the digital divide, and the context of domestication of game consoles, this research aims to reveal the realistic conditions of virtual reality considered transparent today.

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Vuksanović, Divna. "Aesthetics, Media, Games." Diogenes 30, no. 2 (December 19, 2022): 142–57. http://dx.doi.org/10.54664/rdrd7616.

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This paper reflects the relationship between contemporary media and games in the context of aesthetic research and the existing practice of digitalization of culture. The essay aims to explore and re-examine how the traditionally conceived notion of game can be considered and applied in theoretical terms in our time, taking into account the prevailing digital media culture and the presence of artificial intelligence in it. Furthermore, the essay deliberately addresses a possible critique of digital culture from the perspective of freedom and the general humanistic worldview.

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Denikin, Anton A. "In Support of Video Games." Observatory of Culture, no. 3 (June 28, 2014): 53–59. http://dx.doi.org/10.25281/2072-3156-2014-0-3-53-59.

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Critically examines some of the research approaches to video games both in Russia and abroad. The article summarizes conclusions of the leading Western specialists in video games studies and proposes an alternative understanding of video games as particular emergent interactive socialcommunicative means of contemporary digital culture that input to general education, goalsetting, and other gamers’ skills.

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Do Nascimento Guercy, Ana Luiza, and Lucila Ishitani. "Digital game adaptations to attract more girls to play." iSys - Brazilian Journal of Information Systems 14, no. 4 (December 27, 2021): 5–44. http://dx.doi.org/10.5753/isys.2021.2134.

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Until the early years of the 21st century, games were seen as activities for male teenagers and adults. Gradually, women are gaining representation in the universe of games, but they still encounter difficulties, face judgments, prejudice, and often feel discouraged to play. Games can encourage girls to see technology positively, which can motivate career choice in computing. As the number of female professionals in computing careers is still small, characterizing what girls like or dislike in games can contribute to the increase in that number. Thus, this work aims to propose adaptations for digital games, to attract more girls to play them. To reach this objective, we conducted interviews with girls, to collect information about what they like or dislike in games, and later a triangulation was performed for validation, which used information extracted from a questionnaire. The analysis of the interviews shows that aspects suchas game graphics, the possibility of playing in a group, the reality of the game, and freedom to choose avatars and paths the game will follow are characteristics significantly valued by the participants, regardless of whether they already play games or not. Based on the analysis, this work generated suggestions for better matching games for girls contributing to reducing the gap between men and women in computing careers. Some of the main suggestions address the need to pay attention to how the game will work the interaction between players; the need to provide the gamer constant feedback and rating features suchas ranking, promoting competition, and the insertion of female avatars within the games that are representative and that have physical variations in the characters, in addition to representing women as champions and not just as support for other players.

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Cole, Jennifer M., and Sarah Grogan. "‘Kind of like a Barbie doll, but for grown men!’: Women gamers’ accounts of female bodies in digital games." Psychology of Women and Equalities Section Review 1, no. 2 (2018): 19–29. http://dx.doi.org/10.53841/bpspowe.2018.1.2.19.

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Although various authors have argued women’s bodies in video games are unrealistically thin and large breasted, few studies have asked women who make frequent use of video games to discuss their experiences of viewing these kinds of images. In the present study, 32 women who identified as ‘women gamers’ answered an open-ended questionnaire on the portrayal of women’s bodies in video games. Responses were analysed using thematic analysis broadly informed by discursive analysis. Women presented complex accounts where they constructed themselves as informed gamers, not duped into wanting to emulate the sexualised images on display. The idealised bodies in games were constructed as pandering to the sexual fantasies of male gamers who were seen as malleable and naïve. Participants reported that they were frustrated by the prevalence of hypersexualised bodies in games, but emphasised their mastery over the gaming environment, and their ability to dismiss the images as fantasy. Implications for understanding body image in women gamers are discussed.

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Ioannou, Andri. "Learning games shifting to digital." Educational Technology Research and Development 69, no. 1 (February 2021): 141–43. http://dx.doi.org/10.1007/s11423-021-09948-9.

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Brock, Tom, and Mark Johnson. "The gamblification of digital games." Journal of Consumer Culture 21, no. 1 (February 2021): 3–13. http://dx.doi.org/10.1177/1469540521993904.

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Aarsand, Pål. "Young Boys Playing Digital Games." Nordic Journal of Digital Literacy 5, no. 01 (August 24, 2010): 38–54. http://dx.doi.org/10.18261/issn1891-943x-2010-01-04.

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Chaidi, Irene, and Athanasios Drigas. "Digital games & special education." Technium Social Sciences Journal 34 (August 8, 2022): 214–36. http://dx.doi.org/10.47577/tssj.v34i1.7054.

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Educators define three factors of interaction or as they refer to the 3 C's in education: Children (children), Community (communication), and Computer (computers) [1]. Information and Communication Technologies are an integral tool of the educational process for modern educational systems, helping the learning process to turn from passive to active, pushing each student to learn independence and autonomy. In recent years, the sciences of education have turned their attention and have already recognized the importance of games and even digital games as a learning tool, emphasizing the benefits for students with or without educational needs.

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Hlodan, Oksana. "Digital Games: Learning through Play." BioScience 58, no. 9 (October 1, 2008): 791. http://dx.doi.org/10.1641/b580905.

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OZUDOGRU ERDOGAN, Halide Nur. "Anti-Islam in Digital Games." Current Perspectives in Social Sciences 26, no. 1 (March 29, 2022): 162–68. http://dx.doi.org/10.54614/jssi.2022.1052901.

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Alhaq, Muhammad Najmussaqib Diya, Nur Arifah Drajati, and Agus Wijayanto. "IDLE Challenges: Playing Digital Games?" AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (March 30, 2021): 99–106. http://dx.doi.org/10.35445/alishlah.v13i1.440.

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The purpose of this research is to examine the challenges faced by the learner and the activities they undertake concerning informal digital learning of English (IDLE) implementation in the English as foreign language (EFL) context. The impact of the COVID-19 on the education sector feels very challenging. Especially in EFL learning at the high/secondary school level, it is crucial since the skills are needed to support such level students' more complex need. It leads many experts to find the formal model's best alternative: playing digital games as IDLE. However, the current indications showed various challenges in the efforts of implementing IDLE within an academic context. As part of a more extensive sequential qualitative mixed-method study, seven high school students from various Indonesia parts were interviewed. From the findings, it is discovered that there were still some challenges regarding the implementation of IDLE in an academic context: physical and behavioural assumptions, dealing with the growth of physical and behavioural effect misconception and logical fallacy within the community; communal judgment, the a priori assumption of 'gaming stereotype' which massively wide-spread; and, technical challenges, regarding the implemental availability of the contemporary learning model. It is also recommended that finding solutions to these challenges requires many parties' involvement. It is due to some of the challenges were fundamentals. It is expected that many parties' involvement will make the resulting efforts to be a holistic solution.

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Steinkuehler, Constance. "Video Games and Digital Literacies." Journal of Adolescent & Adult Literacy 54, no. 1 (September 2010): 61–63. http://dx.doi.org/10.1598/jaal.54.1.7.

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Xie, Bo Yang, and De Cai Zhao. "Digital Games and Independent Learning." Applied Mechanics and Materials 333-335 (July 2013): 2183–86. http://dx.doi.org/10.4028/www.scientific.net/amm.333-335.2183.

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[Objective] The research of digital games characteristics and connotations are to explorecreating favorable conditions of independent study; to analyze the learning motivation, learningactivities and process, self-confidence, aesthetic ability of students during the activities of thedigital game, to learn the impact of creativity.[Methods] Simulation, experimental teaching, thecomparison of experimental and traditional teaching methods are used. [Results] The experimentsshow that the vast majority of learners on the digital game for learners to create learning conditionsand elements, as well as to develop learners' abilities and have made a positive evaluation (M= 4.059, SD = 0.732). Endorsement or in favor of digital games very much are to improve theircapacity for cooperation and autonomy which accounted for 93.6% and 78.2% respectively;endorsement or in favor of such an environment favorable to learning accounted for 78.4%; that thelearning environment for students to learn positive emotions accounted for 95.8%; 87.1% of the testthat the environment to cultivate their sense of learning. [Conclusion] Digital game provides theindependent study of effective resources, environment, elements, activities and processes, but alsocontains the self-motivation to learn; digital game activities contributed to enhancing learners'self-confidence, aesthetic skills, creativity, help to lead to a research study of the learners; aneffective way of learning is the integration of learning and entertainment.

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Calleja, Gordon. "Emotional involvement in digital games." International Journal of Arts and Technology 4, no. 1 (2011): 19. http://dx.doi.org/10.1504/ijart.2011.037767.

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Schreiner, K. "Digital Games Target Social Change." IEEE Computer Graphics and Applications 28, no. 1 (January 2008): 12–17. http://dx.doi.org/10.1109/mcg.2008.4.

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Moreno-Ger, Pablo, Daniel Burgos, and Javier Torrente. "Digital Games in eLearning Environments." Simulation & Gaming 40, no. 5 (July 30, 2009): 669–87. http://dx.doi.org/10.1177/1046878109340294.

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Takatalo, Jari, Jukka Häkkinen, Jyrki Kaistinen, and Göte Nyman. "User Experience in Digital Games." Simulation & Gaming 42, no. 5 (August 10, 2010): 656–73. http://dx.doi.org/10.1177/1046878110378353.

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Clark, Douglas B., Emily E. Tanner-Smith, and Stephen S. Killingsworth. "Digital Games, Design, and Learning." Review of Educational Research 86, no. 1 (March 2016): 79–122. http://dx.doi.org/10.3102/0034654315582065.

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Yamane, Shinji R. "A History of Digital Games." Journal of Digital Games Research 3, no. 2 (2009): 185–90. http://dx.doi.org/10.9762/digraj.3.2_185.

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Watts, Evan. "Ruin, Gender, and Digital Games." WSQ: Women's Studies Quarterly 39, no. 3-4 (2011): 247–65. http://dx.doi.org/10.1353/wsq.2011.0041.

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Sandbrook, Chris, William M. Adams, and Bruno Monteferri. "Digital Games and Biodiversity Conservation." Conservation Letters 8, no. 2 (June 16, 2014): 118–24. http://dx.doi.org/10.1111/conl.12113.

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Manolova, Rositsa, and Veneta Stoyanova. "DIGITAL EDUCATIONAL GAMES IN KINDERGARTEN." Education and Technologies Journal 13, no. 2 (August 1, 2022): 307–10. http://dx.doi.org/10.26883/2010.222.4314.

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This article presents the activities of teachers from IV age group „Slanchitse“ in kindergarten „Edinstvo Tvorchestvo Krasota“ Vratsa under the National Program „We succeed together“ Module 2, „Innovative Kindergarten“. It presents good practices for the use of digital resources in teaching „Bulgarian language and Literature“. The creation and active inclusion of digital educational games and ICT tools contributes to the optimization of the educational process, stimulates children’s potential and provokes interest in learning, to enhance their digital skills and improve Bulgarian language skills. The use of digital games in education contributes to the acquiring the literary Bulgarian language and the readiness for school. Working in small groups engages children’s attention, develops speech and leads to recognizing and identifying their own and others’ emotions.

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Sylvén, Liss Kerstin, and Pia Sundqvist. "Gaming as extramural English L2 learning and L2 proficiency among young learners." ReCALL 24, no. 3 (September 2012): 302–21. http://dx.doi.org/10.1017/s095834401200016x.

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AbstractToday, playing digital games is an important part of many young people's everyday lives. Claims have been made that certain games, in particular massively multiplayer online role-playing games (MMORPGs) provide L2 English learners with a linguistically rich and cognitively challenging virtual environment that may be conducive to L2 learning, as learners get ample opportunities for L2 input and scaffolded interaction in the L2. In this paper, we present empirical evidence that L2 English proficiency correlates with the frequency of gaming and types of games played. We base our observation on a study among young L2 English learners (N = 86, aged 11–12, Sweden). Data were collected through a questionnaire, a language diary, and three proficiency tests. The questionnaire provided demographic background information but was also targeted at measuring extramural English habits, i.e., learners’ out-of-school contact with English (cf. Sundqvist, 2009). The diary measured how much time the learners spent on seven predetermined extramural English activities during one week, while the tests measured their achieved L2 proficiency regarding reading and listening comprehension, and vocabulary. Previous research among learners aged 15–16 (Sundqvist, 2009) showed positive correlations between playing digital games and L2 proficiency, in particular with regard to vocabulary, and also identified gender-related differences regarding vocabulary (boys outperformed girls) as well as the frequency of gaming and types of games played. These results were corroborated in the present study. A clear pattern emerged from our data: frequent gamers (≥ 5 hours/week) outperformed moderate gamers who, in turn, outperformed non-gamers. Background variables could not explain the between-group differences. Even though the boys might have been more proficient or apt than the girls a priori and, therefore, chose to engage more in L2 gaming, the findings suggest that playing digital games at an early age can be important for L2 acquisition.

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Markov-Čikić, Ivana, and Aleksandar Ivanovski. "Digital habits of Generation Z: Students of sports." Sport - nauka i praksa 12, no. 1 (2022): 37–43. http://dx.doi.org/10.5937/snp12-1-37707.

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The new virtual reality of today's society and its interaction with members of the younger population is an increasingly common subject of research. The question is whether and to what extent it is possible to stop the domination of the digital. Is sport an activity that can compete with the new virtual reality and the world of video games? The paper presents online habits and inclinations towards video games of the first-year students of the Belgrade College of Sports and Health, not only qualitatively - in order to examine the time spent on video games and compare it with the time spent on sports and recreation, but also qualitatively, in terms of content - topics that occupy this particular segment of population, talented in sports and sports-oriented, but at the same time digitally-oriented. The paper has demonstrated, on a selected sample of sport-oriented members of Generation Z, some deviations from the digital characteristics of the generation they belong to demographically, the generation in which the use and application of technology is dominant in obtaining any practical information, as well as in communication and entertainment. The sample consisting of students of sports academic courses has demonstrated that a very high percentage of these students practice sports on a regular basis defying the current sedentary lifestyle. Many of them do not belong to the present-day youth subculture - 'the gamers' community', and even those who do belong to the pop culture of computer games prefer sports computer games as their choice of virtual content.

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Dunwell, Ian, Petros Lameras, Sara de Freitas, Panos Petridis, Maurice Hendrix, Sylvester Arnab, and Kam Star. "Providing Career Guidance to Adolescents through Digital Games." International Journal of Game-Based Learning 4, no. 4 (October 2014): 58–70. http://dx.doi.org/10.4018/ijgbl.2014100104.

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In an evolving global workplace, it is increasingly important for graduates and school-leavers to possess an understanding of the job market, their relevant skills, and career progression paths. However, both the marketplace and career paths are becoming increasingly dynamic, with employees more frequently moving between sectors and positions than was the case for previous generations. The concept of a “job for life” at a single organization is becoming less prevalent across sectors and cultures. In such a context, traditional approaches to career guidance, which often focused upon identifying a suitable occupation for adolescents at an early stage and establishing a route towards it, are being challenged with the need to communicate the value of transferrable skills and non-linear progression paths. This article explores the role digital games might play in allowing learners to develop these skills as part of a wider careers guidance programme. Through a case study of the “MeTycoon” serious game, the potential reach of such games is discussed, with 38,097 visits to the game's website, and 408,247 views of embedded educational videos. An online survey of players (n=97) gives some insight into their opinions of the game's impact and appeal, with positive comments regarding the design of the game and its emphasis on creating an enjoyable gaming experience whilst providing educational content.

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Pimentel, Fernando Silvio Cavalcante. "Letramento digital na cultura digital: o que precisamos compreender?" Revista EDaPECI 18, no. 1 (March 31, 2018): 7–16. http://dx.doi.org/10.29276/redapeci.2018.18.18545.7-16.

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Compreendendo que estamos vivenciando um momento singular da humanidade, com mudanças aceleradas na forma de se viver e de se comunicar, promovendo o aprimoramento e a disseminação das Tecnologias Digitais da Informação e Comunicação (TDICs), este artigo apresenta os principais elementos teóricos discutidos no evento VII Seminário Nacional do EDaPECI e I Seminário do PNAIC, realizado na Universidade Federal de Sergipe em 2017, especificamente numa mesa redonda sobre Alfabetização Digital. O objetivo desse estudo consiste na análise da atual conjuntura da sociedade, que vivencia a cultura digital, apresenta a necessidade de se pensar num letramento digital e, a partir do pensamento computacional, discute sobre as possibilidades de uso dos games no contexto educacional, promovendo ou não o letramento gamer.

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Warner, Chantelle, Diane Richardson, and Kristin Lange. "Realizing multiple literacies through game-enhanced pedagogies: Designing learning across discourse levels." Journal of Gaming & Virtual Worlds 11, no. 1 (March 1, 2019): 9–28. http://dx.doi.org/10.1386/jgvw.11.1.9_1.

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One of the primary struggles for scholars and practitioners of instructed foreign languages today is how to best teach language as discourse in all its complexity. Digital games, as massively semiotic ecologies, arguably offer a unique opportunity for language learners to experience that complexity in action. This article provides a model for teaching language as discourse in action through digital games, as a means of presenting language learners with opportunities to experience the complexity of text, genre and discourse. The model integrates three levels of discourse essential to digital gaming: (1) the designs of the games, (2) the interactions between gamers, both those that take part in the gaming platform (such as in-game chats) and those between participants in the classroom and (3) social discourses about gaming.

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Denson, Shane, and Andreas Jahn-Sudmann. "Digital Seriality: On the Serial Aesthetics and Practice of Digital Games." Eludamos: Journal for Computer Game Culture 7, no. 1 (December 23, 2013): 1–32. http://dx.doi.org/10.7557/23.6145.

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In this paper we are concerned to outline a set of perspectives, methods, and theories with which to approach the seriality of digital games and game cultures – i.e. the aesthetic forms and cultural practices of game-related serialization, which we see unfolding against (and, in fact, as a privileged mediator of) the broader background of medial and socio-cultural transformations taking place in the wake of popular media culture’s digitalization. Seriality, we contend, is a central and multifaceted but largely neglected dimension of popular computer and video games. Seriality is a factor not only in explicitly marked game series (with their sequels, prequels, remakes, and other types of continuation), but also within games themselves (e.g. in their formal-structural constitution as an iterative series of “levels” or “worlds”) as well as on the level of transmedial relations between games and other media (e.g. expansive serializations of narrative worlds across the media of comics, film, television, and games, etc.). Particularly with respect to processes of temporal “collapse” or “synchronization” that, in the current age of digitization and media convergence, are challenging the temporal dimensions and developmental logics of pre-digital seriality (e.g. because once successively appearing series installments are increasingly available now for immediate, repeated, and non-linear consumption), computer games are eminently suited for an exemplary investigation of a specifically digital type of seriality. In the following, we look at serialization processes in digital games and game series and seek to understand how they relate to digital-era transformations of temporally-serially structured experiences and identifications on the part of historically situated actors. These transformations range from the microtemporal scale of individual players’ encounters with algorithmic computation processes (the speed of which escapes direct human perception and is measurable only by technological means) all the way up to the macrotemporal (more properly “historical”) level of collective brokerings of political, cultural, and social identities in the digital age. To account for this multi-layered complexity, we argue for a decidedly interdisciplinary approach, combining media-aesthetic and media-philosophical perspectives with the resources of discourse analysis and cultural history. We approach the seriality of digital games both in terms of textual and aesthetic forms as well as in the broader context of serialized game cultures and popular culture at large.

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Sigurðardóttir, Helga Dís Ísfold. "Domesticating Digital Game-based Learning." Nordic Journal of Science and Technology Studies 4, no. 1 (December 1, 2016): 5. http://dx.doi.org/10.5324/njsts.v4i1.2168.

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<p>This paper analyses the use of digital game-based learning in schools in Norway. It investigates the types of games used in Norwegian schools and how pupils experience this practice. As a result of the increased focus on digital skills in Norwegian education digital game-based learning is widely employed throughout Norway. This paper analyses this usage by way of focus group interviews with a total of sixty-four pupils in four different schools. It draws upon <em>domestication theory</em>, <em>actor-network theory</em>, and the concept of <em>script</em>, and makes use of Latour's <em>assemblage </em>approach.</p><p>Norwegian schools employ a variety of digital games for learning. Games used at the primary school level seem somewhat simpler in structure than those used a secondary school level. The domestication of digital game-based learning occurs through the construction of complex game-based learning assemblages. Games are applied in school and at home, as group work and as individual assignments, played on PCs and iPads. Pupils generally appreciate this practice, although they point out that digital games may have some shortcomings as teaching tools, and at the same time acknowledge a social stigma. Digital games play several different roles as non-human agents and, while educational games are played by the script, commercial games undergo certain script changes when employed in school settings. The domestication of digital game-based learning is a collective kind of domestication whereby both teachers and pupils engage in a two-way process. </p>

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Lenkevich, Alexander S. "Low-level Eschatology: Ruins in Computer Games." Galactica Media: Journal of Media Studies 4, no. 3 (October 3, 2022): 134–56. http://dx.doi.org/10.46539/gmd.v4i3.317.

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The ruins are a well-studied object in the history of culture. The article examines the ruins not only in terms of established approaches, but also from the perspective of media theory, visual ecology and game studies, new humanities oriented on exploring digital experience. Ruins in computer games, continuing the tradition of artificial ruins in European history, load the digital space with meaning, metaphysics, memory, stitch game and non-game contexts together and become a medium in its purest form — an intermediary that leads the gamer to the fragments of his identity, to the ruins of his inner experience. Digital ruins, fragmentary and partial in nature, reveal to us the pleasure of fragmentation and deconstruction that precede the new assemblage of reality. The article deals in addition with digital catastrophism, eschatology and ruinization in 11 bit studios games — This War of Mine (2014) and Frostpunk (2018).

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