Journal articles on the topic 'Video Game Ethics'
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Roy, Nandita. "Applying Kant’s Ethics to Video Game Business Models." Business and Professional Ethics Journal 40, no. 1 (2021): 109–27. http://dx.doi.org/10.5840/bpej202115106.
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This article expands on existing models of analyzing business ethics of monetization in video games using the concept of categorical imperatives, as posited by the philosopher Immanuel Kant. A model is advanced to analyze and evaluate the business logics of video game monetization using a Kantian framework, which falls in the deontological category of normative ethics. Using two categorical imperatives, existing models of game monetization are divided into ethical or unethical, and presented using the case example of Star Wars: Battlefront II (2017). This analysis aims to provide video game developers and businesses with ethical guidelines for game monetization which may also be profitable for them in the long term. Within the framework of video game monetization, a deontological analysis is relevant due to the fact that the game developer is engaged in a continuous role of making the game more playable/payable. This article applies Kantian business ethics to the context of a new sector, that of video game businesses, and thereby presents a broader ethical perspective to video game developers, which will help them monetize games in an ethical manner which is also profitable in the long run.
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Harviainen, J. Tuomas, Janne Paavilainen, and Elina Koskinen. "Ayn Rand’s Objectivist Ethics Applied to Video Game Business." Journal of Business Ethics 167, no. 4 (April 16, 2019): 761–74. http://dx.doi.org/10.1007/s10551-019-04159-y.
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AbstractThis article analyzes the business ethics of digital games, using Ayn Rand’s philosophy of Objectivism. It identifies different types of monetization options as virtuous or nonvirtuous, based on Rand’s views on rational self-interest. It divides the options into ethical Mover and unethical Looter designs, presents those logics in relation to an illustrative case example, Zynga, and then discusses a view on the role of players in relation to game monetization designs. Through our analysis of monetization options in the context of Objectivist ethics, the article contributes to discussions on game revenue ethics. It also expands the still understudied area of applying Rand’s ethics to business, in the context of a new sector, game development, and business. This research enables ethicists to apply a wider-than-before perspective on virtue ethics to online business, and helps game developers act in a virtuous manner, which provides them with a long-term business advantage.
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McDaniel, Rudy, and Stephen M. Fiore. "Best Practices for the Design and Development of Ethical Learning Video Games." International Journal of Cyber Ethics in Education 2, no. 4 (October 2012): 1–23. http://dx.doi.org/10.4018/ijcee.2012100101.
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This article builds upon earlier research (McDaniel & Fiore, 2010) in which the authors presented case studies focused on the design and development of two original ethical learning video games. Through this case study and a review of relevant literature, the authors explored the content creation of, and theoretical rationale for, the design and development of ethics games. Both games were geared toward an undergraduate student audience as casual learning games to be completed in a few hours of gameplay. To update and expand this original work, the authors reviewed contemporary research on identity, cognition, and self in relation to video game environments as well as literature dealing more specifically with ethics and video games. From this literature base and their applied design experiences, the authors offer ten guidelines as best practices to follow for aspiring ethics game developers.
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Kjeldgaard-Christiansen, Jens. "Narrative video game aesthetics and egocentric ethics." MedieKultur: Journal of media and communication research 36, no. 68 (October 1, 2020): 088–106. http://dx.doi.org/10.7146/mediekultur.v36i68.118777.
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This article argues that video gaming allows for player-focused (egocentric) moral experience that can be distinguished from the other-focused (allocentric) moral experience that characterizes literature and film. Specifically, a Deweyan perspective reveals that video games aff ord fi rst-personal rehearsals of moral scenarios that parallel how, in real life, individuals mentally rehearse the diff erent courses of moral action available to them. This functional equivalence is made possible because the aesthetics of video games bear unique affinities to the human moral imagination. However, whereas the moral imagination may be limited in terms of the complexity and vividness of its analog imaginings, the ethically notable video game may draw on the medium’s digital capacities in order to stage elaborate and emotionally compelling ethical rehearsals. The article concludes by applying this perspective to the ethically notable video game Undertale.
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Hamlen, Karla R. "Understanding Children’s Choices and Cognition in Video Game Play." Zeitschrift für Psychologie 221, no. 2 (January 2013): 107–14. http://dx.doi.org/10.1027/2151-2604/a000136.
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This article provides a synthesis of a group of research studies conducted to better understand in what ways children’s entertainment video game play choices relate to their creativity, motivations, problem-solving strategies, learning preferences, and beliefs about how to play games. Three studies were conducted among American students: (1) a survey and creativity assessment with students aged 9–11, (2) an in-depth qualitative study with three adolescent boys, and (3) an online survey. Key findings from this research relate to both psychological factors motivating video game play, and cognition and choices children make while playing video games. Results from these studies demonstrate that, despite assumptions that children play video games to avoid mental stimulation, children are actually motivated by the challenge and thinking required by video games. The reward system used in video games is a strong continuing motivator for boys in particular. Among both genders, playing certain genres of video games is related to utilizing particular learning strategies. Additionally, though creativity does not appear to be hindered by video game play, the most creative children are generally not choosing to spend their time on video games. Finally, children create their own code of conduct and ethics within video game play, although an individual’s work ethic within video games tends to reflect patterns in other areas of life. Collectively, these studies provide a rich picture of children’s video game play and show consistency, both between game contexts and real life choices, and with other literature related to children’s motivations and strategies for learning.
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Ferchaud, Arienne, Stephanie Orme, and Emory S. Daniel. "Morality inside the matrix: A qualitative exploration of gamers’ moral considerations in video games." Journal of Gaming & Virtual Worlds 14, no. 2 (July 1, 2022): 161–79. http://dx.doi.org/10.1386/jgvw_00056_1.
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Many contemporary video games incorporate decision-making mechanics that can alter a game’s narrative experience for players. Often, these decisions challenge players to engage with questions of ethics, morality and empathy. Much of the previous research on moral decision-making in games assumes that players utilize real-world moral frameworks to make these decisions, without accounting for the way that game spaces function as unique sites for this type of decision-making. Video games can uniquely incentivize or punish players for their in-game decisions, shaping the way players engage with issues of morality. This study examines factors that influence how players approach moral decision-making in video games. Using semi-structured interviews with 24 individuals, we explored how both players’ real-world moral foundations and in-game constraints guide their moral decisions. Findings include how customizable avatars, subsequent playthroughs, in-game rewards and the manner in which a moral conflict is presented to players all influence their choices.
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Søraker, Johnny Hartz. "Gaming the gamer? – The ethics of exploiting psychological research in video games." Journal of Information, Communication and Ethics in Society 14, no. 2 (May 9, 2016): 106–23. http://dx.doi.org/10.1108/jices-02-2015-0003.
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Purpose The purpose of this paper is to investigate the ethical implications of video game companies employing psychologists and using psychological research in game design. Design/methodology/approach The author first argues that exploiting psychology in video games may be more ethically problematic than familiar application domains like advertising, gambling and political rhetoric. Then an overview of the effects particular types of game design may have on user behavior is provided, taking into account various findings and phenomena from behavioral psychology and behavioral economics. Findings Finally, the author concludes that the corresponding ethical problems cannot – and should not – be addressed by means of regulation or rating systems. The author argues instead that a more promising countermeasure lies in using the same psychological research to educate gamers (children in particular) and thereby increase their capacity for meta-cognition. Originality/value The importance of this lies in the tremendous effect these behavior-modifying technologies may have upon our self-determination, well-being and social relations, as well as corresponding implications for the society.
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Salor, Enrinc. "Neutrality in the Face of Reckless Hate : Wikipedia and GamerGate." Nordisk Tidsskrift for Informationsvidenskab og Kulturformidling 5, no. 1 (March 13, 2016): 23–29. http://dx.doi.org/10.7146/ntik.v5i1.25880.
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The year 2015 will very likely be remembered as a turning point in video game industry and culture. While tensions were slowly escalating regarding diversity of representation in video games across the cultural sphere and the position and treatment of women and other minorities within the industry, these insular debates finally, and violently, broke into mainstream consciousness in the second half of 2014. As we grimly note the one-year anniversary of the birth of the amorphous movement called GamerGate, the games industry is showing slow but hopeful signs of change regarding inclusion and representation of gender and ethnic diversity. Meanwhile, since GamerGate as a movement strives to achieve its self-declared goal of "ethics in video game journalism" primarily through constant and brutal harassment of women across the cultural space of games, their frequent targets are slowly and painfully trying to rebuild their lives.
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Beuthan, Ralf. "Schiller meets “Grand Theft Auto”: Perspectives of Video Game Ethics." Korean Journal of Philosophy 148 (August 31, 2021): 113–38. http://dx.doi.org/10.18694/kjp.2021.8.148.113.
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Piero, Mike. "Gaming Under Biopolitical Sovereign Power." Eludamos: Journal for Computer Game Culture 11, no. 1 (September 3, 2021): 55–70. http://dx.doi.org/10.7557/23.6431.
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This article argues that a spatiotemporal approach to abjection in video games helps scholars understand how confronting the abject in gameplay maps onto biopolitical conditions of living and gaming under sovereign state power. By means of a slow reading of The Binding of Isaac: Rebirth, this essay offers the chronotope of the abject as a flexible, interpretive tool to account for game narrative, mechanics, and iconography that map onto out-of-game lived realities. Drawing upon Kristeva’s psychoanalysis and Agamben’s philosophy of politics, I adapt Bakhtin’s chronotope of the threshold to the mutable video game medium in order to take up the threshold concepts of the abject, life/death, responsibility/ethics, and reading/writing presented in the game. Through the chronotope, I also reconsider this game’s critical response and relation to a Christian cosmology. Ultimately, the chronotope opens up a threshold space through which more just and equitable chronotopic relations might emerge.
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Hamlen, Karla R., and Holly E. Gage. "Negotiating Students’ Conceptions of ‘Cheating’ in Video Games and in School." International Journal of Gaming and Computer-Mediated Simulations 3, no. 2 (April 2011): 44–56. http://dx.doi.org/10.4018/jgcms.2011040103.
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Technology use, and video game play in particular, occupies a large amount of time in a typical teenager’s life. Methods of learning and playing video games differ from that of traditional learning settings in that it is common to collaborate and use alternative methods known as “cheats” in the gaming world, strategies that might be considered unethical in the traditional classroom setting. This study took a phenomenological approach to developing an understanding of student views of cheating in these two different settings, and investigating their motivations for engaging in cheating behaviors. Researchers explore the narratives of three teenage males as they described their experiences in gaming and in school, and their views of ethics, honesty, and acceptable forms of information gathering in the two contexts. Analyses reveal three themes relating to students’ conceptions of cheating. Implications are discussed, particularly as they relate to setting and maintaining ethical standards in the school setting.
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jagodzinski, jan. "Video Game Cybersubjects, the Ethics of Violence and Addiction: A Psychoanalytic Approach." Psychoanalysis, Culture & Society 11, no. 3 (November 10, 2006): 282–303. http://dx.doi.org/10.1057/palgrave.pcs.2100088.
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Mukherjee, Souvik. "Playing Subaltern." Games and Culture 13, no. 5 (February 9, 2016): 504–20. http://dx.doi.org/10.1177/1555412015627258.
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The postcolonial has still remained on the margins of Game Studies, which has now incorporated at length, contemporary debates of race, gender, and other areas that challenge the canon. It is difficult to believe, however, that it has not defined the way in which video games are perceived; the effect, it can be argued, is subtle. For the millions of Indians playing games such as Empire: Total War or East India Company, their encounter with colonial history is direct and unavoidable, especially given the pervasiveness of postcolonial reactions in everything from academia to day-to-day conversation around them. The ways in which games construct conceptions of spatiality, political systems, ethics, and society are often deeply imbued with a notion of the colonial and therefore also with the questioning of colonialism. This article aims to examine the complexities that the postcolonial undertones in video games bring to the ways in which we read them.
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Heimo, Olli I., J. Tuomas Harviainen, Kai K. Kimppa, and Tuomas Mäkilä. "Virtual to Virtuous Money: A Virtue Ethics Perspective on Video Game Business Logic." Journal of Business Ethics 153, no. 1 (December 10, 2016): 95–103. http://dx.doi.org/10.1007/s10551-016-3408-z.
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Edwards, Darren J., and Andrew H. Kemp. "A novel ACT-based video game to support mental health through embedded learning: a mixed-methods feasibility study protocol." BMJ Open 10, no. 11 (November 2020): e041667. http://dx.doi.org/10.1136/bmjopen-2020-041667.
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IntroductionIn recent years, serious video games have been used to promote emotional regulation in individuals with mental health issues. Although these therapeutic strategies are innovative, they are limited with respect to scope of treatment, often focusing on specific cognitive skills, to help remediate a specific mental health disorder.ObjectiveHere, we propose a protocol for assessing the feasibility of a novel acceptance and commitment therapy (ACT)-based video game for young adults.Methods and analysisThe Medical Research Council (MRC) framework will be used for developing a complex intervention to design and test the feasibility of an ACT-based video game intervention using a mixed-methods approach involving qualitative and quantitative data. The primary outcomes will include feasibility testing of recruitment processes and the acceptability of the intervention through qualitative interviews, attendance and rates of attrition. Secondary outcomes will involve a series of quantitative questionnaires to obtain effect sizes for power analysis, allowing for the ideal sample size for an appropriately powered, randomised controlled trial to be determined.Ethics and disseminationThis study has been approved by the Psychology Department Research Ethics Committee (2020-4929-3923) at Swansea University in the UK. Dissemination activities will involve publications in peer-reviewed journals, presentations at local and national conferences and promotion through social media.Trial registration numberNCT04566042.
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Bassiouni, Dina H., Chris Hackley, and Hakim Meshreki. "The integration of video games in family-life dynamics." Information Technology & People 32, no. 6 (December 2, 2019): 1376–96. http://dx.doi.org/10.1108/itp-11-2017-0375.
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Purpose Empirical studies using the technology acceptance model (TAM) have mainly focussed on utilitarian technologies. The purpose of this paper is to extend the TAM in order to develop a more nuanced understanding of the family dynamic around video game acceptance within households. Design/methodology/approach This paper proposes a new and unique adaptation of the TAM to study the acceptance of hedonic technologies in the context of parents’/carers’ acceptance and integration of video games within family-life dynamics. This adaptation of the TAM attempts to shed light on the social influences and intrinsic motivations behind parents’ and carers’ intentions to purchase video games for their children’s consumption. Findings The usefulness of video games lies in how enjoyable and entertaining they are, and this seems to be influenced by the convenience and ease of use that ultimately affects the behavioural intention towards video games. Convenience of use brings in social influences on perceived enjoyment and on parents’ actual behaviour towards video games. Some social influences seem to play a direct role in affecting children’s behaviour towards video games. Research limitations/implications The authors acknowledge that using Facebook as a tool for data collection has limitations attributed to selection bias. Another limitation is not giving voice to the children to account for their own subjective experience of video games and relying on their parents’ perceptions on the matter. Social implications This study advocated extending TAM within a hedonic framework in the context of examining parents’/carers’ acceptance of video games, while re-validating past theories of TAM and introducing new contextual variables adapted to address hedonic technologies. Originality/value Empirical studies using TAM have focussed on the utilitarian nature of technologies and very few considered hedonic technologies. This study’s key contribution to research lies in explaining the effects of parents’ perceived enjoyment, ease of use and convenience on the intention to purchase and play video games. The findings feed into work on the ethics and developmental issues around the marketing of video games to and for children.
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Cena, Loredana, Matteo Rota, Alice Trainini, Sara Zecca, Sofia Bonetti Zappa, Nella Tralli, and Alberto Stefana. "Investigating Adolescents’ Video Gaming and Gambling Activities, and Their Relationship With Behavioral, Emotional, and Social Difficulties: Protocol for a Multi-Informant Study." JMIR Research Protocols 11, no. 2 (February 25, 2022): e33376. http://dx.doi.org/10.2196/33376.
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Background Growing empirical evidence suggests that adolescents have a relatively greater propensity to develop problematic video gaming or gambling habits. Objective The main objectives of this study are to estimate the prevalence of potential pathological gambling and video game use among adolescent students and to evaluate their risk factors. Methods This is a cross-sectional multi-informant study based on an online survey. It will include a sample of adolescents attending secondary schools located in Brescia, northern Italy, their schoolteachers, and parents. The survey includes extensive data on adolescents’ (1) demographic, social, economic, and environmental characteristics; (2) behavioral, emotional, and social problems and adaptive functioning; (3) emotional and social loneliness; (4) perception of the reasons to use social networks; (5) video game habits and pathological use of video gaming; and (6) gambling behaviors. Results This protocol was approved by the Institutional Ethics Board of the Spedali Civili of Brescia (Italy). We expect to collect data from 793 or more adolescent students, as determined by our sample size calculation. Conclusions This multisite project will make a substantial contribution to (1) the implementation of a system for identifying pathological gambling and pathological video game use among adolescents, allowing for interventions aimed at improving adolescents’ financial, emotional, and social well-being; and (2) the identification of distinct profiles of gamblers and pathological video gamers that will contribute to setting up effective targeted prevention measures. Understanding the causes and impact of gambling and pathological video gaming on adolescents is a public health issue. International Registered Report Identifier (IRRID) DERR1-10.2196/33376
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Demir, Abdurrahman, and Manolya Akın. "Examining the effects of active video games and balance training on static balance in 6 years old children6 yaş grubu çocuklarda aktif video oyunları ve denge antrenmanlarının statik dengeye etkisinin incelenmesi." Journal of Human Sciences 15, no. 4 (December 21, 2018): 2376. http://dx.doi.org/10.14687/jhs.v15i4.5435.
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The purpose of this study was to examine the effects of active video games Nintendo Wii and Wobel Board balance exercises on static balance development in children aged 6 years. 54 children, participated in the research voluntarily on informed consents from according to Helsinki criteria by taking permission from Mersin University Ethics Committe. The study was carried out with 3 groups with similar physical characteristics (mean age = 6,21, mean weight= 21,3, mean height = 116,8). The balance training were applied to a group with a 'wobble board' and another group with a 'nintendo wii game console' from active video games. The pre and post test static balance measurements of all groups were measured using the 'Balance Error Scoring System' and the differences between the groups were examined. For parametric results, 3x2 repetitive measurements were performed with anova analysis, and for non-parametric results kruskall wallis test was applied. There was no significant difference between the groups participating in active video game and wobble board balance training in the measurements made after the study (p>,05). The difference between the experimental group and the foot and tandem position were found statistically significant. (p <,01). There was no significant difference between the two groups in paired feet values (p>, 05). Both the wobbel board and the active video game training have been found to improve the static balance in children. It has been seen that there is no meaningful development in the control group. This result shows us that active video games are as effective as balance training in 6 years old children. In this context, active video games can be proposed as an alternative method to improve balance.Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Bu çalışmanın amacı, 6 yaş çocuklarda aktif video oyunları nintendo wii ve wobble board denge antrenmanlarının statik denge gelişimleri üzerine etkisini incelemektir. Araştırmaya, 54 çocuk, Mersin Üniversitesi etik kurulundan izin alınarak Helsinki kriterlerine uygun olarak katılmıştır. Çalışma benzer fiziksel özellikte (yaş ort.=6,21, kilo ort.=21,3, boy ort.=116,8) 3 grupla yürütülmüştür. Denge antrenmanları haftada üç gün 8 hafta ‘wobble board’ denge tahtası ve aktif video oyunları ‘nintendo wii oyun konsolu’ ile uygulanmıştır. Kontrol grubuna ise herhangi bir uygulama yaptırılmamıştır. Tüm grupların statik denge ölçümleri ‘Denge Hata Skoru Sistemi’ kullanılarak ölçülmüştür.Parametrik sonuçlar için, çalışmada 3x2 tekrarlı ölçümler anova analizi yapılmış, non-parametrik sonuçlar için ise kruskall wallis testi uygulanmıştır. Araştırma sonrasında aktif video oyunu ve wobble board denge antrenmanına katılan gruplar arasında istatistiksel olarak manidar fark bulunmamıştır (p>,05). Deney gruplarının, zeminde ve köpükte tek ayak ve tandem duruşlarda bulunan fark kontrol grubuna göre istatistiksel olarak anlamlı (p<,01) iken, çift ayak değerlerinde, üç grup arasında da anlamlı bir fark bulunmamıştır (p>,05). Hem wobble board hem de aktif video oyunları nintendo wii denge antrenmanlarının çocuklarda statik dengeyi geliştirdiği bulunmuştur. Kontrol gurubunda ise anlamlı bir gelişimin olmadığı görülmüştür. Bu sonuç bize aktif video oyunlarının 6 yaş grubu çocuklarda denge antrenmanları kadar etkili olduğunu göstermektedir. Bu bağlamda aktif video oyunları dengeyi geliştirmek için alternatif bir yöntem olarak önerilebilir.
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Nordby, Mette, and Erik Knain. "Elevers møte med komplekse utfordringer i digitale spill i naturfagStudents’ dealing with complex issues in video gaming in school science." Nordic Studies in Science Education 10, no. 2 (October 24, 2014): 195–211. http://dx.doi.org/10.5617/nordina.779.
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In this design-based study we have examined students’ encounters with a computer game, Energispillet.no, in school. How do students deal with complex issues related to energy and environment in a digital simulation-based video game? How does the meetings between the gaming arena and the school arena unfold? The study was conducted in a vocational class (electricity), two groups with respectively 3 and 4 pupils. We have analyzed spoken and written student texts with selected elements from Halliday’s systemic functional grammar. In our material, we saw two different encounters between the gaming arena and the school arena. One group that predominantly interpreted Energispillet in a gaming frame and one group that drew on working methods associated with both gaming- and school arena. In the game the students encounter “texts” that do not convey facts or certain knowledge, but on the contrary entrusts the players to do their own considerations. Based on their own values and attitudes students must jointly make use of knowledge from different disciplines such as natural science, social studies, economics and ethics to make ongoing assessments, argue points of view, and make informed choices during gameplay. One group explored the game extremely and one-sided and reflected on the complex issues in the game once they left the game world. The other group did more joint reflection, both during and after gaming.
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Ewell, Patrick J., Rosanna E. Guadagno, Matthew Jones, and Robert Andrew Dunn. "Good Person or Bad Character? Personality Predictors of Morality and Ethics in Avatar Selection for Video Game Play." Cyberpsychology, Behavior, and Social Networking 19, no. 7 (July 2016): 435–40. http://dx.doi.org/10.1089/cyber.2015.0207.
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Baroni, Andrea, Giulia Fregna, Giada Milani, Giacomo Severini, Giulia Zani, Nino Basaglia, and Sofia Straudi. "Video game therapy on mobility and dual tasking in multiple sclerosis: study protocol for a randomised controlled trial." BMJ Open 11, no. 10 (October 2021): e052005. http://dx.doi.org/10.1136/bmjopen-2021-052005.
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IntroductionMultiple sclerosis (MS) is one of the major causes of disability in young adults and affects mobility, compromising daily living activities and participation in social life. Cognitive domain is also frequently impaired in people with MS (PwMS), particularly the capacity to perform dual-task activities. Impaired cognitive processing abilities need to be treated, and motor and cognitive aspects need to be considered together. Recently, video game therapy (VGT) has been used in rehabilitation to improve motor outcomes and cognitive processing speed. The aim of this study is to test the efficacy of commercially available VGT on mobility and dual tasking in PwMS compared with standardised balance platform training (BPT).Methods and analysisThis will be a parallel-assignment, double-blinded, randomised control trial. Forty-eight (24 per arm) PwMS with Expanded Disability Status Scale 4–5.5 will be randomly assigned to receive 1 hour training session over 4 weeks (three sessions/week) of either: (1) VGT on commercial video game console to train balance and mobility-related activities or (2) BPT to perform balance, postural stability and weight-shifting exercises with and without visual feedback. The same assessor will evaluate outcome measures at points: before and after the 12 training sessions and at 3 months of follow-up. The primary outcome will be functional mobility, assessed by the Timed Up and Go test. We will also evaluate gait, risk of fall, fatigue and health-related quality of life as well as cognitive and psychological aspects (depression, anxiety and attentional performance) and stability through posturographic evaluation. Dual-tasking assessment will be performed combining posturographic and neuropsychological tests. Data analysis will be performed to compare the efficacy of the two treatments.Ethics and disseminationEthical approval have been granted from the local Ethics Committee. Study results will be communicated through high-quality journals and national and international conferences.Trial registration numberNCT03353974
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Nebeker, Camille. "mHealth Research Applied to Regulated and Unregulated Behavioral Health Sciences." Journal of Law, Medicine & Ethics 48, S1 (2020): 49–59. http://dx.doi.org/10.1177/1073110520917029.
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Behavioral scientists are developing new methods and frameworks that leverage mobile health technologies to optimize individual level behavior change. Pervasive sensors and mobile apps allow researchers to passively observe human behaviors “in the wild” 24/7 which supports delivery of personalized interventions in the real-world environment. This is all possible because these technologies contain an incredible array of sensors that allow applications to constantly record user location and can contextualize current environmental conditions through barometers, thermometers, and ambient light sensors and can also capture audio and video of the user and their surroundings through multiple integrated high-definition cameras and microphones. These tools are a game changer in behavioral health research and, not surprisingly, introduce new ethical, regulatory/legal and social implications described in this article.
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Liu, Kuang-Tai, Ryi-Kui Yu, and Hsin-Yun Ma. "Discriminant analysis predicted undisciplined policemen." Science Progress 104, no. 4 (October 2021): 003685042110556. http://dx.doi.org/10.1177/00368504211055638.
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In the wider spectrum of Taiwanese public service spheres, the herculean services and dedication of its committed Police personnel have long been recognized, respected, and admired. However, regrettably, question marks concerning their conduct, discipline, and abuse of power have surfaced on intermittent occasions. A classic example that lingers in the public memory is the bribing of Taiwanese video game companies to some unscrupulous elements of the police department, in the closing decades of the 20th century that triggered public outrage and called for scrutiny concerning serious lapses in the discipline and conduct of Police personnel. This research paper endeavors to understand, analyze and address some of those issues based on empirical data on the police personnel of certain specific work zones/areas taking into account holistically both the sentenced police officers vis-à-vis the law-abiding police officers. This module looks into and sieves through available data for seven critical variables, including their degree of variation through the Identification and Analysis Method to develop a Predictive Model on Police Ethics and the important factors that affect Police Ethics. Concretely based on the integrated research, it is proposed that this Predictive Model has good applicability as well as accurate predictive ability in addressing the core issues that affect Police Ethics. It is hoped that through this Early Warning Predictive Model—all the stakeholders that are Policy and Decision-makers, Regulatory Police Agencies but more importantly the Police personnel themselves would effectively address the criticality of the issues that affect the Police Ethics so as to undertake competent and effective measures to erase/lessen the menace and provide an early rehabilitative care/assistance to build a strong, constructive and visionary Taiwanese Police Force to meet the challenges of 21st century and beyond.
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Woolbright, Lauren. "Environmental Game Design as Activism // El diseño del juego medioambiental como activismo." Ecozon@: European Journal of Literature, Culture and Environment 8, no. 2 (October 31, 2017): 88–102. http://dx.doi.org/10.37536/ecozona.2017.8.2.1350.
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The disconnect between climate activists and their skeptical audience is a multipart communication challenge of representing the unrepresentable. Even if we accept climate change as reality, enormous barriers stand between humans and effective action, the first being a crisis of imagination: climate change is too big for representation, scholars such as Morton (2013) and Marshall (2014) have argued. This paper examines games that have taken climate-related themes into account and analyzes them in search of resonant design elements that might work to communicate about climate change. Focusing particularly on two independent games that stand out as climate change fiction (cli-fi), Little Inferno and The Flame in the Flood, this paper highlights the narrative and representational capabilities of digital games to facilitate engaging, educational, emotional environmental experiences. Rather than focusing on doomsday, as cli-fi tends to do, there may be more effective ways to explore climate change solutions. Some of the video game design principles that could be manipulated to this end include: nonhuman avatars; dynamic game environments that impact player-characters; mechanics that reflect climate change characteristics; and reliance on player ethics. If game design can persuasively communicate about climate change and encourage players to innovate solutions, games may have the potential to turn play into activism.Resumen La desconexión entre los activistas climáticos y su audiencia escéptica es un reto multiparte de comunicación para representar lo irrepresentable. Incluso si aceptamos el cambio climático como una realidad, existen enormes barreras entre los humanos y la acción efectiva: la primera es una crisis de la imaginación ya que el cambio climático es demasiado grande para su representación, tal y como argumentan académicos como Morton (2013) y Marshall (2014). Este ensayo analiza juegos que han tenido en cuenta temas relacionados con el clima y los analiza en búsqueda de elementos de diseño resonantes que pudieran funcionar a la hora de comunicar sobre el cambio climático. Centrándose en particular en dos juegos independientes que destacan como ficción de cambio climático (cli-fi), Little Inferno y The Flame in the Flood, este trabajo recalca las capacidades narrativas y representacionales de los juegos digitales a la hora de facilitar experiencias cautivadoras, educativas, emotivas y medioambientales. En vez de centrarse en el día del juicio, como tiende a hacer la cli-fi, pueden existir formas más efectivas de explorar soluciones al cambio climático. Algunos de los principios del diseño de videojuegos que pueden manipularse para este fin incluyen: avatares no-humanos; entornos de juegp dinámicos que impactan en los personajes-jugadores; mecánicas que reflejan las características del cambio climático; y la dependencia en la ética del jugador. Si el diseño de juegos puede comunicar persuasivamente sobre el cambio climático y animar a los jugadores a innovar en cuanto a soluciones, los juegos pueden tener el potencial de convertir el juego en activismo.
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Brown, Logan. "‘They have to help themselves’: Saw and the horrors of neo-liberalism." Horror Studies 11, no. 2 (October 1, 2020): 259–77. http://dx.doi.org/10.1386/host_00022_1.
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Critical examinations of the Saw films have generally focused on their post-9/11 production context and the link between the War on Terror and images of spectacular violence. This article argues that Saw and its sequels can instead fruitfully be understood as products of new neo-liberal regimes of subjecthood. As neo-liberal ideology and policy push market logics further into everyday lives, new forms of immaterial labour force the worker to act both as disciplining manager and as disciplined worker. By tracing neo-liberal subjectivity’s emphasis on individualized agency and responsibility through Jigsaw’s ideology, this piece shows that Saw dramatizes the parody of freedom offered by late capitalism. Jigsaw, like neo-liberalism itself, operates through a complex assemblage of technology, ethics and guilt, which forces the neo-liberal subject to enact its own punishment. Saw’s trademark traps are explored through the series’ use of video game logic and language in order to position Jigsaw’s victims within the more subtle mechanisms of control necessitated by contemporary capitalism.
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Rocha, Ana Clara Bonini, Jorge Luís Barreto Pereira, Caio Felipe Teixeira Soares, Priscilla Barbosa, Amanda Cindy da Silva, André Marques de Moraes, and Wagner Rodrigues Martins. "The effects of a video game on student performance in the knowledge test in the discipline "Professional Practice and Ethics in Physiotherapy" from the University of Brasilia." ETD - Educação Temática Digital 19, no. 2 (April 27, 2017): 570. http://dx.doi.org/10.20396/etd.v19i2.8645950.
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The current study aimed the evaluation of the long term effect of the educational video game (EVG) in the specific knowledge test (SKT) performance, opinion of satisfaction with the discipline (OSD) and learning perception of the subject matter (LP) of a graduation discipline in the Physiotherapy course of the Universidade de Brasília (UnB). This study is a randomized clinical trial with two groups: Experimental Group (EG): presential classes with extra class use of the EVG; Control Group (CG): only presential classes. Classes occurred once a week with the presence of both groups. Students allocated in EG accessed the EVG platform at least once a week. After 17 weeks the assessment tools were applied for the dependent variables: (I) SKT, (2) OSD, (3) LP. The Student t test was used to compare the SKT means between groups and absolute and relative frequencies were used to report SOD and LP scales. Data was analyzed with significance level of 5%. The sample consisted of a total of 71 students (22,83 [±3,35] years), composed by 62 female (87,3%) and 09 male (12,7%) individuals. There was significant statistical difference between EG and CG in SKT (p=0.006), with EG having higher means than CG. Regarding the secondary endpoints, EG had 100% answers in categories 4 and 5, while GC also showed responses in category 3. Results points that the EVG improved the performance in SKT. The opinion results indicate that the use of the EVG can increase the satisfaction with the discipline and LP.
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Warner, Dorothy E., and Mike Raiter. "Social Context in Massively-Multiplayer Online Games (MMOGs):." International Review of Information Ethics 4 (December 1, 2005): 46–52. http://dx.doi.org/10.29173/irie172.
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Computer and video games have become nearly ubiquitous among individuals in industrialized nations, and they have received increasing attention from researchers across many areas of scientific study. However, relatively little attention has been given to Massively-Multiplayer Online Games (MMOGs). The unique social context of MMOGs raises ethical questions about how communication occurs and how conflict is managed in the game world. In order to explore these questions, we compare the social context in Blizzard’s World of Warcraft and Disney’s Toontown, focusing on griefing opportunities in each game. We consider ethical questions from the perspectives of players, game companies, and policymakers.
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Patridge, Stephanie L. "Pornography, ethics, and video games." Ethics and Information Technology 15, no. 1 (January 6, 2013): 25–34. http://dx.doi.org/10.1007/s10676-012-9310-1.
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Anderson, Sky LaRell. "The interactive museum: Video games as history lessons through lore and affective design." E-Learning and Digital Media 16, no. 3 (March 7, 2019): 177–95. http://dx.doi.org/10.1177/2042753019834957.
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This article approaches games from the perspectives of design and analysis in order to describe how games might employ pedagogical strategies that capitalize on their strengths as interactive media while avoiding the pitfalls of traditional learning games. Specifically, it draws attention to how games employ world building through lore—such as through item text descriptions—as well as affective game design aesthetics to create a learning experience closer in similarity to touring a museum than reading a textbook. Describing this phenomenon as the interactive museum, the article discusses how the concept operates through an analysis of the game Valiant Hearts: The Great War. The article first addresses games as teaching tools, including their potential to teach about historical wars, while paying close attention to the ethical dilemma of producing an entertaining game that also aims to teach. The design analysis begins by examining item text descriptions, lore and historical world building before describing the affective aesthetic of the interactive museum. The article concludes with a discussion on games’ potential use of tangential learning as a method to teach through interactivity.
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Sax, Marijn, and Jef Ausloos. "Getting under your skin(s): a legal-ethical exploration of Fortnite's transformation into a content delivery platform and its manipulative potential*." Interactive Entertainment Law Review 4, no. 1 (August 2021): 3–26. http://dx.doi.org/10.4337/2021.0001.
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This article investigates the ethical and legal implications of increasingly manipulative practices in the gaming industry by looking at one of the currently most popular and profitable video games in the world. Fortnite has morphed from an online game into a quasi-social network and an important cultural reference point in the lifeworld of many (young) people. The game is also emblematic of the freemium business model, with strong incentives to design the game in a manner which maximizes microtransactions. This article suggests that to properly understand Fortnite's practices – which we predict will become more widely adopted in the video game industry in the near future – we need an additional perspective. Fortnite is not only designed for hyper-engagement; its search for continued growth and sustained relevance is driving its transformation from being a mere video game into a content delivery platform. This means that third parties can offer non game-related services to players within Fortnite's immersive game experience. In this paper, we draw on an ethical theory of manipulation (which defines manipulation as an ethically problematic influence on a person's behaviour) to explore whether the gaming experience offered by Fortnite harbours manipulative potential. To legally address the manipulative potential of commercial video game practices such as the ones found in Fortnite, we turn to European data protection and consumer protection law. More specifically, we explore how the European Union's General Data Protection Regulation and Unfair Commercial Practices Directive can provide regulators with tools to address Fortnite's manipulative potential and to make Fortnite (more) forthright.
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Nyman, Elizabeth, and Ryan Lee Teten. "Lost and Found and Lost Again." Games and Culture 13, no. 4 (November 20, 2015): 370–84. http://dx.doi.org/10.1177/1555412015616510.
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The popularity of video games is at an all-time high among today’s population. Game designers and producers spend years on plot and character development, the creation of appropriate settings, and providing the player with a ludic experience that is both enriching and perplexing. This article looks at the creation of virtual utopian societies as the basis for contemporary video games. Just as the world today sees many conflicts over island rights, island sovereignties, and, sometimes, the creation of artificial islands that seek to escape governance of existing countries, video games have embraced the creation of a separate society for settings that explore new or extreme forms of individual, societal, and political development. Examining the BioShock series, this article looks at how video games and their designers have used utopic theories of society to create new experiences, potentialities, and ethical dilemmas for the players.
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Milburn, Colin, Katherine Buse, Ranjodh Singh Dhaliwal, Melissa Wills, Raida Aldosari, Patrick Camarador, Josh Aaron Miller, and Justin Siegel. "Join the Fold: Video Games, Science Fiction, and the Refolding of Citizen Science." Design Issues 39, no. 1 (January 1, 2023): 70–87. http://dx.doi.org/10.1162/desi_a_00707.
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Abstract This article explores the value of science fiction narratives in games for citizen science. Focusing on the protein-folding game Foldit, it describes the process of modifying and redesigning the game to feature a framing narrative and other alterations to the main tutorial campaign. The campaign narrative, Foldit: First Contact, situates the practices of citizen science in an expanded context of meanings and ethical implications, promoting critical self-reflection on the relations of science and civic values. A study of player responses to Foldit: First Contact suggests the significance of science fiction and critical game design for attuning citizen scientists to the collective responsibilities of experimentation and innovation, drawing attention to the intersecting social, technical, and environmental domains in which gamers may contribute to scientific research.
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Ferrari, Manuela, Sarah V. McIlwaine, Jennifer Ann Reynolds, Suzanne Archie, Katherine Boydell, Shalini Lal, Jai L. Shah, et al. "Digital Game Interventions for Youth Mental Health Services (Gaming My Way to Recovery): Protocol for a Scoping Review." JMIR Research Protocols 9, no. 6 (June 24, 2020): e13834. http://dx.doi.org/10.2196/13834.
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Background Digital or video games are played by millions of adolescents and young adults around the world and are one of the technologies used by youths to access mental health services. Youths with mental health problems strongly endorse the use of technologies, including mobile and online platforms, to receive information, support their treatment journeys (eg, decision-making tools), and facilitate recovery. A growing body of literature explores the advantages of playing digital games for improving attention span and memory, managing emotions, promoting behavior change, and supporting treatment for mental illness (eg, anxiety, depression, or posttraumatic stress disorder). The research field has also focused on the negative impact of video games, describing potential harms related to aggression, addiction, and depression. To promote clarity on this matter, there is a great need for knowledge synthesis offering recommendations on how video games can be safely and effectively adopted and integrated into youth mental health services. Objective The Gaming My Way to Recovery scoping review project assesses existing evidence on the use of digital game interventions within the context of mental health services for youths (aged 11-29 years) using the stepped care model as the conceptual framework. The research question is as follows: For which youth mental health conditions have digital games been used and what broad objectives (eg, prevention, treatment) have they addressed? Methods Using the methodology proposed by Arksey and O’Malley, this scoping review will map the available evidence on the use of digital games for youths between 11 and 29 years old with mental health or substance use problems, or both. Results The review will bring together evidence-based knowledge to assist mental health providers and policymakers in evaluating the potential benefits and risks of these interventions. Following funding of the project in September 2018, we completed the search in November 2018, and carried out data screening and stakeholder engagement activities during preparation of the protocol. We will conduct a knowledge synthesis based on specific disorders, treatment level and modality, type of service, population, settings, ethical practices, and user engagement and offer recommendations concerning the integration of video game technologies and programs, future research and practice, and knowledge dissemination. Conclusions Digital game interventions employ unique, experiential, and interactive features that potentially improve skills and facilitate learning among players. Digital games may also provide a new treatment platform for youths with mental health conditions. Assessing current knowledge on video game technology and interventions may potentially improve the range of interventions offered by youth mental health services while supporting prevention, intervention, and treatment. International Registered Report Identifier (IRRID) PRR1-10.2196/13834
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Luhova, Tetiana. "NARRATIVE AND STORYTELLING IN THE KNOWLEDGE STRUCTURE OF THE EDUCATIONAL BUSINESS VIDEO GAMES AS FACTORS OF THE SYNERGY OF INFORMATION TECHNOLOGIES AND SPIRITUALLY-ORIENTED PEDAGOGY." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 8 (2020): 42–59. http://dx.doi.org/10.28925/2414-0325.2020.8.6.
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The article touches on the issues of humanization of modern technologically advanced education, analyzes the synergy factors of information technology and spiritually-oriented pedagogy to prepare a new generation of humanist managers. For this, the role of narrative and storytelling in the process of creating educational computer games that form the competence of making managerial decisions is determined. An analysis of the knowledge structure of educational games on the basis of the proposed methodology for developing their plot shows the need to balance the processes of formalization of educational processes in the game, preserving narrative by referring to works of folk art, classical fiction as sources of implicit knowledge. The threats of formalization and automation of modern education are described. It has been found that “relay” learning is superficial, it does not contribute to the formation of critical and systemic thinking. As a result, this leads to the emergence of a generation of techno-button-managers. It is indicated that the preservation and effective translation of deep narratives containing educational humanistic meanings is a priority for designers of educational video games. The components of the game by D. Gray, game history and pedagogical strategies in the MDA model are compared, which made it possible to clarify the meaning of the terms “narrative”, “plot”, “storytelling”, to determine the place of their greatest actualization in the process of creating educational computer games. Considering the general tendency of the techno-environment to reduce, optimize and formalize, the task of preserving tacit knowledge, correct translation of it into over-formalized knowledge (morals, formulas) through effective storytelling, embodied in "active learning" of computer games, is crucial. In this case, the narrative plays the role of a base of spiritual-oriented knowledge, and with the help of storytelling it balances the spiritual-ethical meanings and educational results of a business video game. The meaning of the terms "narratives" and "storytelling" is considered, the Ukrainian-language terms-analogues are proposed. The importance of adhering to the principle of non-linear game plot for increasing the effectiveness of business games is revealed. The close relationship of business games with case studies, project- and problem-based training was emphasized. The correlation of narratology and ludology of the game is shown in the matrix of transformation of professional competencies and procedures for making managerial decisions into the rules of the game, their metaphorization and translation into script phrases. It is shown that the gamification of training exercises and situations is a synergy of creative and information-analytical work with databases and game design project documents. The core of educational game design is the balance of narrative and storytelling, explicit and implicit knowledge. This balance is achieved through effective collaboration and communication between all participants in the educational and business processes. Creation of virtual learning environments in which a future leader has an opportunity to formulate and comprehensively develop the competencies of business communication and managerial decision-making in situations of uncertainty and ethical dilemmas is a promising area of digital education.
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Kyshtymova, I. M., and S. B. Timofeev. "Psychological master form of computer games." Social Psychology and Society 10, no. 4 (2019): 160–74. http://dx.doi.org/10.17759/sps.2019100411.
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The article presented the rationale and description of a universal classification model of computer games. The basis of its development was the principle of systematic and psychosemiotic approach that afforded considering both semantic and syntactic (formal) features of a game as factors mediating its effect on gamers. A computer game came under consideration as a system entity whose classification profile took shape following unique combination of thirty-four components that were interconnected in the manner of mutual cooperation. They combined into seven levels, two of which were: the game-play and setting — attributed to the fundamentals inherent to any game, while five were variable: the narrative, semantic, personal, communicative and ethic. Criteria to determine intensity of manifestation of the described components in a game that served as the basis for its expert evaluation, were presented. The results of investigation of «The Witcher 3: Wild Hunt» computer game were quoted. The study involved ten experts (8 men and 2 women) with a higher education and a great interactive gaming experience. The participants were made familiar with the classification algorithm of video games assessment and, in the process of complete ‘play-through’ of a game under consideration, categorized it into thirty-four components. Statistical processing of the data demonstrated high degree of consistency of the estimates: the value of α-Kronbach index amounted to 0.971. That afforded grounds to infer that the Master Form presented may serve as a reliable basis to analyze games and propose hypotheses about the nature of their effect on gamers.
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Mullen, Mark. "Playing it safe." Journal of Gaming & Virtual Worlds 12, no. 3 (October 1, 2020): 303–19. http://dx.doi.org/10.1386/jgvw_00021_3.
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For the past 30 years museums and art galleries on both sides of the Atlantic have been resistant to exhibiting digital games as art and have instead embedded them in exhibitions and displays that have portrayed them as exemplars of design. This conservative approach has largely failed to achieve the stated purpose of many of these exhibitions: to foster a wider public appreciation for games and encourage more sophisticated conversations about gaming. This article argues that curators for video game exhibitions have been co-opted by the ideological norms of the tech sector which has produced a reluctance to engage critically with their subject matter and a willingness to overlook ethical problems within the videogame industry.
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Fothergill, B. Tyr, and Catherine Flick. "The ethics of human-chicken relationships in video games." ACM SIGCAS Computers and Society 45, no. 3 (January 5, 2016): 100–108. http://dx.doi.org/10.1145/2874239.2874254.
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Sow, Jacob, Abdullah Obaieda, Harsha Raoa, and Tet Khuan Chena. "Simulation of Violence in Video Games and Its Ethics." Mass Communicator: International Journal of Communication Studies 10, no. 3 (2016): 4. http://dx.doi.org/10.5958/0973-967x.2016.00013.2.
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Ryan, Malcolm, Paul Formosa, and Rowan Tulloch. "Playing Around With Morality: Introducing the Special Issue on “Morality Play”." Games and Culture 14, no. 4 (October 31, 2017): 299–305. http://dx.doi.org/10.1177/1555412017738862.
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This special issue of Games and Culture focuses on the intersection between video games and ethics. This introduction briefly sets out the key research questions in the research field and identifies trends in the articles included in this special issue.
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Kim, Min Soo, and Steven R. McClung. "Acceptability and Ethics of Product Placement in Sport Video Games." Journal of Promotion Management 16, no. 4 (November 19, 2010): 411–27. http://dx.doi.org/10.1080/10496491003591386.
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Schrier, Karen. "EPIC: a framework for using video games in ethics education." Journal of Moral Education 44, no. 4 (October 2, 2015): 393–424. http://dx.doi.org/10.1080/03057240.2015.1095168.
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Luhova, Tetiana. "JOURNALISM EDUCATION BASED ON SERIOUS GAMES." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 11 (2021): 92–105. http://dx.doi.org/10.28925/2414-0325.2021.118.
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The article substantiates the use of serious games for training in the specialty 061 Journalism. Serious games are viewed as information and communication technologies for training journalists. Well-known serious games of journalistic direction are analyzed. The role of serious games in the courses «Internet Journalism», «Blogging», «International Journalism», «Fact-Checking», «Art Journalism», etc. is determined. The project of a serious game «J-chess» for journalists using the universal modeling language (UML) is described. It identified the benefits of serious games for learning journalists: work the principles of active- and problem-based learning, a pleasant and deep immersion in professional issues and educational topics. Serious games are also a basis for strengthening the interdisciplinary links between mandatory and selective disciplines of journalists’ professional training. The content and principles of serious games contribute to reaching learning outcomes defined in the Higher Education Standard in journalism. It confirmed this by the four-year results of students' surveys. Problematic issues for the practice of serious games in the educational process are shown: digital inequality, availability of video games, lack of integration of serious games with electronic learning systems, students’ readiness to play, the didactic impact of the game, and ethical dilemmas. Emphasis is placed on the need to create methodological aids for serious games, determine their role and place in the discipline’s structure, formulate the principles and algorithms for pedagogical support of serious games. Solving these problems will promote the academic and practical training of future journalists through serious games, intensify the development of serious games, bring together the gaming industry and education. Integrating serious games with online learning will be the basis for trans-media learning. And this will increase the quality of education and the level of satisfaction of graduates and stakeholders.
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Vari, Judit. "Playful Trajectories and Experimentations." Brill Research Perspectives in Global Youth 1, no. 1 (July 15, 2021): 1–102. http://dx.doi.org/10.1163/25903160-12340001.
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Abstract The main goal of this work is to discuss the place and role of video games in contemporary societies and their impact on individual relationships. It analyses how the development of video games is a sign of and a factor in the democratization of modern societies. It explores how video games contribute to the moral and political socialization of children and teenagers. The work is structured into two parts. The first explores the methodological, ethical and epistemological implications of Games Studies, and shows how the development of an independent field of research on video games can be analyzed as a sign of democratization. The second part focuses on youth identity experimentations and how video games can contribute to the democratization of social relations. Play inequalities are discussed, but it is also shown how video games are reconfiguring family and peer relationships, thereby influencing the movement of democratization of societies.
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Schrier, Karen. "Designing role-playing video games for ethical thinking." Educational Technology Research and Development 65, no. 4 (October 3, 2016): 831–68. http://dx.doi.org/10.1007/s11423-016-9489-7.
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Caracciolo, Marco. "Unknowable Protagonists and Narrative Delirium in American Psycho and Hotline Miami: A Case Study in Character Engagement Across the Media." Acta Universitatis Sapientiae, Film and Media Studies 9, no. 1 (December 1, 2014): 189–207. http://dx.doi.org/10.1515/ausfm-2015-0010.
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Abstract Empathetic perspective-taking is one of the main psychological mechanisms behind audiences’ engagement with narrative (Coplan 2004; Eder 2006). What happens, however, when a story confronts with a character whose emotions, motivations, and beliefs we fail to understand? This paper examines the phenomenon of “unreadable minds” (Abbott 2008) from a transmedial perspective: how do audiences relate to a character who defies all attempts at making sense of his or her identity despite being the main focus of a narrative? My case studies - the novel American Psycho (1991) by Bret Easton Ellis and the video game Hotline Miami (Dennaton Games 2012) - foreground two such characters: by calling attention to the opaqueness of their protagonists, they heighten the audiences’ interest in - and puzzlement at - their identity. In my comparative analysis I explore two dimensions that contribute to audiences’ sense of unknowability of the protagonists: the hallucinations and delusions experienced by both characters (an instance of what Bernaerts [2009] calls “narrative delirium”); and their extreme violence, which raises unanswered ethical questions. While bringing out the continuities between American Psycho and Hotline Miami, I also highlight how the interactivity of Hotline Miami makes the central paradox of relating to an unknowable character even more salient for the audience. In this way, I show that the video game medium has reached a level of interpretive complexity that can stand the comparison with literary fiction.
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Annetta, Leonard, Shawn Y. Holmes, and Loni Crumb. "Investigating Preservice Science Teacher Ethical Sensitivity through Computer Game and Video." JOURNAL OF EDUCATION IN SCIENCE ENVIRONMENT AND HEALTH 5, no. 1 (January 15, 2019): 55–69. http://dx.doi.org/10.21891/jeseh.512108.
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Exmeyer, Patrick C., and Daniel Boden. "The 8-Bit Bureaucrat: Can Video Games Teach Us About Administrative Ethics?" Public Integrity 22, no. 5 (March 12, 2020): 409–24. http://dx.doi.org/10.1080/10999922.2020.1731056.
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Murray, Soraya. "Race, Gender, and Genre in Spec Ops: The Line." Film Quarterly 70, no. 2 (2016): 38–48. http://dx.doi.org/10.1525/fq.2016.70.2.38.
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Spec Ops: The Line (Yager Development, 2012) is widely regarded by game critics as an antiwar statement, an Apocalypse Now (Francis Ford Coppola, 1979) of video games; or, at the very least, one critical of its genre conventions. While most military shooter games are seen as inuring young people to violence and functioning as military simulations, or as recruitment and training tools, The Line presents ethical quandaries, unwinnable scenarios, collateral damage, and the psychological cost of war. This article considers the racialized world-making of an Arab mega-city in ruins as a new heart of darkness, a mythic American construction of militarized masculinity that becomes profoundly troubled under the duress of inglorious conflict, as well as the mobilization of women and children as symbols of victimhood to rationalize a military response. Through its analysis of gameplay, story, and the game's convincing sense of place, this article considers the significance of the physical rubble and moral ruin visualized in Spec Ops: The Line within the context of the gaming industry.
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Young, Garry. "Violent video games and morality: a meta-ethical approach." Ethics and Information Technology 17, no. 4 (December 2015): 311–21. http://dx.doi.org/10.1007/s10676-016-9386-0.
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Jerreat-Poole, Adan. "Virtual Reality, Disability, and Futurity Cripping Technologies in Half-Life: Alyx." Journal of Literary & Cultural Disability Studies 16, no. 1 (February 1, 2022): 59–75. http://dx.doi.org/10.3828/jlcds.2022.4.
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The article takes up Valve’s 2020 science fiction virtual reality (VR) game Half-Life: Alyx as a site through which to explore the complex relationship between bodies, technology, and disability. It discusses the way that VR inadvertently challenges both the fantasy of hyperable-bodiedness found in action-adventure, first-person shooter, and science fiction video games, and the myth of digital disembodiment—the idea that we can (and perhaps should desire to) transcend the physical body through digital avatars. Technology has an intimate relationship with pain, discomfort, and physicality, and this analysis of VR and Alyx foregrounds the messiness of embodied bionic encounters. Within the science fiction alternate reality of the game, technology plays a key role, often explicitly enhancing or augmenting the body. In an imaginative turn, the article takes up drones, gravity gloves, and the telephone headset as objects through which to fashion a more feminist and ethical future. Engaging in imaginative “criptastic hacking” (Yergeau in Hamraie and Fritsch 4), the article discusses potential ways of using technology as access aids, enacting a “cripped cyborg politics” (Kafer 106) and exploring the intimate relationships between organic and inorganic bodies.