International Journal of Games and Social Impact, Vol. 2, Nº. 2 (2024)

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http://hdl.handle.net/10437/15163

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Percorrer International Journal of Games and Social Impact, Vol. 2, Nº. 2 (2024) por autor "HEI-LAB - Human Environment Interaction Lab"

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    Beyond the screen : exploring the player’s role and its impact on emotional experiences in video games
    (Lusofona University, 2024-09-01) Pinto, Filipe; HEI-LAB - Human Environment Interaction Lab
    This article explores the idea of the player as a co-creator of their own experience in video games, focusing on how we can define their role within the game’s architecture and how they shape their emotional experiences. By agreeing to an implicit ‘contract’ as they play a video game, players not only accept to adhere to the rules of the game world but allow themselves to become engaged in the game’s narratives, landscapes, characters, and other elements, opening themselves to deep emotional involvement and becoming integral parts of the narrative structure. Drawing on examples from games like Mass Effect, God of War, Doki Doki Literature Club!, and The Last of Us, among others, the article examines how players form emotional connections through romantic relationships, familial bonds, and friendships. Using concepts inherent to video games, such as agency and immersion, alongside others like involvement and incorporation, as well as those applicable to all fictional works, like suspension of disbelief and rational distance, the article ties these concepts together to better understand the player’s role and its impact on their experience. It highlights how that role influences these emotional experiences, allowing them to extend beyond the game world and leave lasting personal impacts on players.
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    Editorial : Programmed to love: choice, inclusivity, and connection
    (Lusofona University, 2024-09-01) Ntelia, Renata; HEI-LAB - Human Environment Interaction Lab
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    Gameful pedagogy : towards a students' bill of rights
    (Lusofona University, 2024-11-14) Pintar, Judith; Richardson, Courtney; Choi, Alyssa; Cruz-Taylor, Jessica; Hopping, David A.; Mecolli, Megi; Oshe, Rewo; HEI-LAB - Human Environment Interaction Lab
    Adopting the central premise of gameful pedagogy that the rules and mechanics of classrooms can be productively analyzed as if they were games, this paper summarizes the results of a study that adopts the concerns of player-centered user-experience to evaluate the effects of instructional design on students’ well-being. Taking inspiration from game designer Graham Nelson’s “Players’ Bill of Rights,” we conducted focus group sessions with undergraduates at the University of Illinois, asking them to connect specific elements of instructional design with their emotional experiences in the classroom. In crafting an analogous “Students’ Bill of Rights,” we reframed course development as a student-centered design process. Student well-being is often implicit within learning frameworks which promote inclusive course design, but there is a need to make the connection between instruction and wellness more explicit. This study provides empirical support for best practices in instructional design and recommends that instructional designers become more conscious of the effect of course design elements on the emotional well-being of students. Gameful Pedagogy, User Experience (UX), Game Design, Gamer’s Bill of Rights, Student Well-being