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Funology 2Can Games Be More Than Fun?

Funology 2: Can Games Be More Than Fun? [The aim of this chapter is to help discuss some of the problems of transferring the success of digital games into other domains and the challenges of even researching this area. The chapter discusses three specific topics: flow, learning and research design. Flow is regularly seen as a key outcome of game that may have important psychological benefits for players. However, flow experience and what is called flow in players of games may be quite different things. Games also seem to have a lot of potential for use in education as a way of getting players to engage, voluntarily, with new or difficult concepts. This chapter describes how recent research undermines naive attempts at learning in games because mere exposure to concepts in games is not enough to initiate the learning process via priming players to think about those concepts. What is needed is more research but we also discuss how players in research projects are susceptible to all sorts of influences that can be very hard to remove and which can influence research results.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Funology 2Can Games Be More Than Fun?

Part of the Human–Computer Interaction Series Book Series
Editors: Blythe, Mark; Monk, Andrew
Cairns, Paul
Funology 2 — Jul 19, 2018
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Publisher
Springer International Publishing
Copyright
© Springer International Publishing AG, part of Springer Nature 2018
ISBN
978-3-319-68212-9
Pages
33 –46
DOI
10.1007/978-3-319-68213-6_3
Publisher site
See Chapter on Publisher Site

Abstract

[The aim of this chapter is to help discuss some of the problems of transferring the success of digital games into other domains and the challenges of even researching this area. The chapter discusses three specific topics: flow, learning and research design. Flow is regularly seen as a key outcome of game that may have important psychological benefits for players. However, flow experience and what is called flow in players of games may be quite different things. Games also seem to have a lot of potential for use in education as a way of getting players to engage, voluntarily, with new or difficult concepts. This chapter describes how recent research undermines naive attempts at learning in games because mere exposure to concepts in games is not enough to initiate the learning process via priming players to think about those concepts. What is needed is more research but we also discuss how players in research projects are susceptible to all sorts of influences that can be very hard to remove and which can influence research results.]

Published: Jul 19, 2018

Keywords: Influence Research Outcomes; Mere Exposure; Digital Games; Time Perception; Player Experience

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