2012

1. Top Ten Research Findings in Games 2012 Dr. Alicia Sanchez & Dr. Clint Bowers

2. Ground Rules • The Top 10 Research Findings for 2012 have been decided by us alone. • All papers included have empirical results • Papers selected not solely based on quality, but on relevance to this particular conference • In some cases we have not presented all of the results that were found by these researchers • We will make our presentation available • We can’t make the research papers available • Everything in this presentation has been subject to our interpretation Sanchez & Bowers Top 10 of 2012

3. 10 Wang, L. & Chen, M. (2012). The effects of learning style and gender consciousness on novice’s learning from playing educational games. Knowledge Management & E-Learning: An International Journal, 4(1), 63-77. The effects of learning style and gender consciousness on novice learning in games • Custom Flash Development to learn programming through game-play • Learning Styles • Reduced into diverging & converging via Kolb(not visual etc…..) • Divergers – best at viewing concrete situations with multiple viewpoints • Convergers – best at finding practical uses for ideas and theories • Gender Consciousness • Gender role, traits, and equality • Participants – 122 eighth grade students (59 m, 63 f) • Goals – examine the effects of learning style and gender consciousness on: • Comprehension of programming concepts • Project performance • Motivation Sanchez & Bowers Top 10 of 2012

4. 10 Wang, L. & Chen, M. (2012). The effects of learning style and gender consciousness on novice’s learning from playing educational games. Knowledge Management & E-Learning: An International Journal, 4(1), 63-77. The effects of learning style and gender consciousness on novice learning in games • Results: • The convergers comprehended the abstract programming principles better than the divergers, but the gender consc did not have an effect • Divergers with low gender conscoutperformedhigh gender conscdivergers on project performance, but both gender consc groups of convergers performed equally • High gender conscconvergersoutperformedhigh gender conscdivergers on project performance, but low gender conscconvergers and divergers performed equally. • Intrinsic & extrinsic motivation was similar and positive for all four groups. • Discussion – Learning style impacted programming comprehension, and gender consc impacted project performance for divergersand convergers differently. Sanchez & Bowers Top 10 of 2012

5. 9 Powers, k. l., brooks, p. j., Aldrich, n. j., palladino, m. a., & Alfieri, l. (2012). Effects of video-game play on information processing: a meta-analytic investigation. Psychomomic bulletin & review, 1-25. Effects of video-game play on information processing: a meta-analytic investigation • Conducted a meta-analysis of the literature on video game use and cognitive change • Included true experiments (n-46) and quasi-experiments (n=72) • Overall results demonstrated that there is a moderate to large effect size support the hypothesis that games can improve information processing. • Largest results for relatively “basic abilities,” such as visual processing and auditory processing. • Smallest was executive functions. • No consistent effect for game type • Older learners benefitted more than younger learners. Sanchez & Bowers Top 10 of 2012

6. 9 Powers, k. l., brooks, p. j., Aldrich, n. j., palladino, m. a., & Alfieri, l. (2012). Effects of video-game play on information processing: a meta-analytic investigation. Psychomomic bulletin & review, 1-25. Effects of video-game play on information processing: a meta-analytic investigation • Effects were much stronger for males • Quasi-experimental effects were stronger than those from true experiments • Overall, supports the use of video games being associated with improved information processing. • Points out gaps in the existing research. Sanchez & Bowers Top 10 of 2012

7. 8 Chen, Z.; Liao, C.C.Y.; Cheng, H.N.H.; Yeh, C.Y.C.; & Chan, T. (2012). Influences of Game Quests on Pupils’ Enjoyment and Goal-pursuing in Math Learning. Educational Technology & Society, 15(2), 317-327. Influences of Game Quests on Pupils in Math Learning • My-Pet-My-Quest • Pet-nurturing game as previous research indicated motivation, and researchers could implement an economic model of needs-consumption-work • Taiwanese students report relatively lower positive attitudes towards math, even though their math performance is high • Included a quest-delivery mechanism as has been used in role playing games to guide players to perform tasks – • Quests provide three elements- objectives, learning tasks and rewards • Related to goal orientation • Researchers implemented a three tiered design process to include learning & quests within the game Sanchez & Bowers Top 10 of 2012

8. 8 Chen, Z.; Liao, C.C.Y.; Cheng, H.N.H.; Yeh, C.Y.C.; & Chan, T. (2012). Influences of Game Quests on Pupils’ Enjoyment and Goal-pursuing in Math Learning. Educational Technology & Society, 15(2), 317-327. Influences of Game Quests on Pupils in Math Learning • Participants: 53 Taiwanese 4th grade students – within subjects design • Question – What are the influences of game quests on student’s math learning in terms of perception of enjoyment and goal-pursuing • Findings • Quests had positive impact • Quests influenced student’s perceptions including enjoyment, goal orientation & goal intensity • Quests elicited more active participation & promoted more enjoyable experiences • Conclusion – Quests whose goals align with learning objectives are favored by students Sanchez & Bowers Top 10 of 2012

9. 7 Green, c. s., Sugarman, m. a., Medford, k., Klobusicky, e., & Bavelier, d. (2012). The effect of action video game experience on task-switching. Computers in human behavior, (28) 984-994. The effect of action video game experience on task-switching. • Continues their line of research on video games and the enhancement of cognitive/perceptual abilities • This paper focused on how action video games might lead to enhanced “task-switching” ability • Series of 4 small studies: • First focused on whether experienced action game players demonstrated an advantage in modality switching (e.g., motor vs. voice response) in a response time task • Results showed the action game players had a smaller “switch cost” • Results held for motor and vocal switching • Second study sought to replicate the effect with a more cognitive task. • Results found equivalent advantage for game players Sanchez & Bowers Top 10 of 2012

10. 7 Green, c. s., Sugarman, m. a., Medford, k., Klobusicky, e., & Bavelier, d. (2012). The effect of action video game experience on task-switching. Computers in human behavior, (28) 984-994. The effect of action video game experience on task-switching. • Third study replicated this effect with a more complex switching paradigm. The advantage for gamers still held. • Final study tested whether these games could be used to “train” non-gamers to reduce task-switching costs. • Non-gamers were asked to play ~50 hrs of either an action game or a lab game • Both groups improved • Action Game group showed greater decrease • Overall, these results support the hypothesis that action game exposure can assist in reducing task-switching costs. Sanchez & Bowers Top 10 of 2012

11. 6 The Impact of Tutorials on Games of Varying Complexity • Games – Refraction, Hello Worlds & Foldit • Puzzle games of varying complexity with Folditbeing most complicated by far • Tutorials – Hypotheses • Games with tutorials will exhibit better player engagement and retention • Tutorials that present instructions in context will be more effective • Tutorials that restrict player freedom improve engagement and retention (by ensuring the player focuses and must complete the tutorial) • Having on demand access to help improves retention • Online Data methodology – 8 types of tutorials, 3 games, 45,318 total subjects! Sanchez & Bowers Top 10 of 2012 Andersen, E.; O’Rourke, E.; Liu, Y.; Snider, R.; Lowdermilk, J.; Truong, D.; Cooper, S.; & Popovic, Z. (2012). The Impact of Tutorials on Games of Varying Complexity. Paper Presented at CHI’12, Austin, TX.

12. 6 The Impact of Tutorials on Games of Varying Complexity • Results • Tutorials were only justified in Foldit (the most complex game) and not in the other two games whose mechanics might be more easily discovered through experimentation • Tutorial context sensitivity improved player engagement in Foldit (the only game where a tutorial was justified) (players in Foldit with context sensitive tutorial played 40% more levels and 16% longer) • Tutorial freedom did not affect player behavior • On-demand had a negative impact on engagement in Refraction (only 31% used it) but increased engagement a small amount in Hello Worlds. • Discussion – The use of tutorials should be dependent on complexity of game. The functionality of those tutorials review these results! Sanchez & Bowers Top 10 of 2012 Andersen, E.; O’Rourke, E.; Liu, Y.; Snider, R.; Lowdermilk, J.; Truong, D.; Cooper, S.; & Popovic, Z. (2012). The Impact of Tutorials on Games of Varying Complexity. Paper Presented at CHI’12, Austin, TX.

13. 5 Gonzalez, C.; Saner, L. D.; & Eisenberg, L. Z. (2012). Learning to Stand in the Other’s Shoes: A Computer Video Game Experience of the Israeli-Palenstinian Conflict. Social Science Computer View, Sage Publications. Learning to Stand in the Other’s Shoes • Peacemaker • COTS game that allows you to play multiple roles and make decisions related to those roles within the Israeli-Palenstinian conflict • Researchers hypothesized: • Practice in the game would reduce the effects of religious views and political affiliations on decision making to reduce conflict • Participants: 42 undergrads ages 18-23 • Game used in class activity twice in a semester • Randomly assigned to first role (Palestinian President or Israeli Prime Minister) all played both (Total of 4 plays) • Randomly assigned to Level Difficulty – Calm vs violent Sanchez & Bowers Top 10 of 2012

14. 5 Gonzalez, C.; Saner, L. D.; & Eisenberg, L. Z. (2012). Learning to Stand in the Other’s Shoes: A Computer Video Game Experience of the Israeli-Palenstinian Conflict. Social Science Computer View, Sage Publications. Learning to Stand in the Other’s Shoes • Results • Balance (peace) was the goal of the game and most students did not achieve great balance scores • Role played impacted time spent playing (Palestinian role > time than Israeli role) • Religion correlated with balance in the first session, but not the second. • Political affiliation correlated with balance in the first session, but not the second. • Conclusion – The game intervention mitigated the initial religious and political views of its players. Sanchez & Bowers Top 10 of 2012

15. 4 Thom, J.; Millen, D. R.; DiMicco, J. (2012). Removing Gamification from an Enterprise SNS. Proceedings ACM Conference on Computers Supporting Collaborative Work. Removing Gamification from an Enterprise SNS • SNS based Gamification • Authors implemented gamification constructs into a social networking system of a large organization • The gamification goal was to encourage content contribution • Points were awarded • 5 points for photo or list • 15 points for comments on profile pages, photos or lists • Badges were awarded • 4 tiers of badges were based on accumulated points • Badges were displayed on user’s profile page • Leaderboard • Showing points • For an initial 6 month period half of the user’s had gamification, other half didn’t and didn’t know it existed. After 6 months everyone got it. 10 months after initial introduction, it was completely removed. • Participants – 3486 members who contributed at least one item of content during a four week analysis period Sanchez & Bowers Top 10 of 2012

16. 4 Thom, J.; Millen, D. R.; DiMicco, J. (2012). Removing Gamification from an Enterprise SNS. Proceedings ACM Conference on Computers Supporting Collaborative Work. Removing Gamification from an Enterprise SNS • Results • The gamification construct dramatically increased content contribution initially, but then decayed. • New users who could earn points added more content over the short and long term, but the proportion of new users who contributed was the same for the gamification Vs non gamification site users • The removal of the site significantly impacted the contribution of data • Two main types of comments were observed, terse comments and target of interest comments. After the gamification construct was removed, the prevalence of the terse comments (hi!) subsided • Conclusion – Gamification does motivate some, but not all. If you’re going to implement, have a plan for removing! Sanchez & Bowers Top 10 of 2012

17. 3 Ventura, m., Shute, v., & Zhao, w. (2012). The relationship between video game use and a performance-based measure of persistence. Computers in Education (60)52-58. The relationship between video game use and a performance-based measure of persistence • Investigated whether video game experience was related to increased ability to persist with a difficult task • Also developed a behavioral test of persistence (anagrams & riddles) in an attempt to improve upon traditional self-report measures • Found a small, but significant relationship between time dedicated to unsolved problems and self-reported persistence • Further validity work needed • Results also showed that performance-based persistence was related to video game use. • Game players dedicated more time to difficult problems Sanchez & Bowers Top 10 of 2012

18. 3 Ventura, m., Shute, v., & Zhao, w. (2012). The relationship between video game use and a performance-based measure of persistence. Computers in Education (60)52-58. The relationship between video game use and a performance-based measure of persistence • Need for further research to flesh out these results • Type of video game • Training effects Sanchez & Bowers Top 10 of 2012

19. 2 Smith, P.A. (2012) cooperative versus competitive goal structures in learning game. A dissertation submitted to the university of central florida. Cooperative Vs Competitive Goal Structures in Learning Games • Acquisition Proposition • Acquisition based diner dash style resource management game designed to teach which documents were needed when • Game modified to be cooperative, in which two players could work together or competitive in which two players tried to get a higher score • 3 Experiments, 2 versions of game vs text based content • Coop Vs Comp (no instructions for comp) • Coop Vs Comp (told to compete) • Coop Vs Comp (Winner gets a $10 iTunes card) • Participants – 160 Undergraduates 18-22 Sanchez & Bowers Top 10 of 2012

20. 2 Smith, P.A. (2012) cooperative versus competitive goal structures in learning game. A dissertation submitted to the university of central florida. Cooperative Vs Competitive Goal Structures in Learning Games • Results • All game players had significant learning outcomes • In Exp 1 (no instruction to compete), the cooperative group reported a larger increase in intrinsic motivation. • Exp 2 & 3 saw overall increases in intrinsic motivation. • Winners of all competitive games had higher self efficacy than losers. • Game winners who won $10 had higher self efficacy than cooperators in Exp 3. • Conclusion – The use of competition in games is a complex variable that can have impacts on learning, motivation and self efficacy. If you want to use it, read this paper! Sanchez & Bowers Top 10 of 2012

21. 1 Sharek, D. J. (2012). Investigating Real-time Predictors of Engagement: Implications For Adaptive Video Games and Online Training. A Dissertation submitted to North Carolina State University. Investigating Real-Time Predictors of Engagement • Gridblocker • Isometric tile-based puzzle game in which player must move a block until the block ends up standing over a goal. Multiple levels of increasing complexity. • 3 conditions • Linear – Players get a harder level when they complete the previous easier level • Choice – Players choose whether the next level will be easier or harder than the just completed level • Adaptive – Uses an algorithm to determine the difficulty of the upcoming level • Goal – To test the impact of condition on engagement • Participants – 340 people recruited through Amazon Sanchez & Bowers Top 10 of 2012

22. 1 Sharek, D. J. (2012). Investigating Real-time Predictors of Engagement: Implications For Adaptive Video Games and Online Training. A Dissertation submitted to North Carolina State University. Investigating Real-Time Predictors of Engagement • Initial results indicated that those in the adaptive or choice conditions did not report significantly: • Higher engagement • Higher personal affect • Lower levels of cognitive load • Adaptive algorithm analysis: • Choice players should have played easier levels less often than they chose • Those in adaptive condition played fewer levels yet achieved greater difficulty than other conditions. No differences in length of time played. • Conclusion – Adaptive leveling when done appropriately can lead to exposure to more challenge (and choice can lead to players selecting less challenge) Sanchez & Bowers Top 10 of 2012

23. Wang, L. & Chen, M. (2012). The effects of learning style and gender consciousness on novice’s learning from playing educational games. Knowledge Management & E-Learning: An International Journal, 4(1), 63-77. Powers, k. l., brooks, p. j., Aldrich, n. j., palladino, m. a., & Alfieri, l. (2012). Effects of video-game play on information processing: a meta-analytic investigation. Psychomomic bulletin & review, 1-25. Chen, Z.; Liao, C.C.Y.; Cheng, H.N.H.; Yeh, C.Y.C.; & Chan, T. (2012). Influences of Game Quests on Pupils’ Enjoyment and Goal-pursuing in Math Learning. Educational Technology & Society, 15(2), 317-327. Green, c. s., Sugarman, m. a., Medford, k., Klobusicky, e., & Bavelier, d. (2012). The effect of action video game experience on task-switching. Computers in human behavior, (28) 984-994. Andersen, E.; O’Rourke, E.; Liu, Y.; Snider, R.; Lowdermilk, J.; Truong, D.; Cooper, S.; & Popovic, Z. (2012). The Impact of Tutorials on Games of Varying Complexity. Paper Presented at CHI’12, Austin, TX. Gonzalez, C.; Saner, L. D.; & Eisenberg, L. Z. (2012). Learning to Stand in the Other’s Shoes: A Computer Video Game Experience of the Israeli-Palenstinian Conflict. Social Science Computer View, Sage Publications. Thom, J.; Millen, D. R.; DiMicco, J. (2012). Removing Gamification from an Enterprise SNS. Proceedings ACM Conference on Computers Supporting Collaborative Work. Ventura, m., Shute, v., & Zhao, w. (2012). The relationship between video game use and a performance-based measure of persistence. Computers in Education (60)52-58. Smith, P.A. (2012) cooperative versus competitive goal structures in learning game. A dissertation submitted to the university of central florida. Sharek, D. J. (2012). Investigating Real-time Predictors of Engagement: Implications For Adaptive Video Games and Online Training. A Dissertation submitted to North Carolina State University.