Chee Siang Ang

A model of cognitive loads in massively multiplayer online role playing games

Being one of the most commercially successful entertainment software applications, massively multiplayer online role playing games (MMORPGs) continue to expand in term of the revenue they generate as well as the involvement of users who congregate in their virtual space and form communities around them to support each other. Unlike conventional offline computer games, or networked games with limited numbers of players, MMORPGs are not merely software applications as they are usually seen as a space with complicated dynamics of social interactions. Hence, it is believed that playing these games might cause cognitive overload problems among the players as they have to constantly interact with the game world as well as with other users. We conducted an exploratory study using qualitative methods to explore cognitive overloads in Maple Story, a typical MMORPG. Our results reveal that several types of cognitive overloads emerge during the game playing. While some of these overloads pose serious problems even to expert players, players seem to develop strategies to overcome them. It is found that some forms of cognitive load are actually desirable in order to make the game challenging. We have also created a set of recommendations that can help game developers handle cognitive load problems in MMORPGs.

Editorial: HCI issues in computer games

The mid 20th century witnessed some serious attempts in studies of play and games with an emphasis on their importance within culture. Most prominently, Huizinga (1944) maintained in his book Homo Ludens that the earliest stage of culture is in the form of play and that culture proceeds in the shape and the mood of play. He also claimed that some elements of play crystallised as knowledge such as folklore, poetry and philosophy as culture advanced. A more contemporary play scholar, Crawford (1982), in his seminal book. The Art of Computer Game Design scrutinised play within computer games and maintained in line with Huizinga that play is the sources of knowledge and that the most fundamental motivation of play is, in fact, to learn. As cultures move forwards, the notion of play seems to receive more positive recognition among the society. In the society where youthfulness is regarded as a desirable state of human life (where cosmetic surgery is popular especially for women, and both sexes alter their hair colour with chemical dyes to hide the natural greying that occurs with age), playful behaviour might be one of the ways by which their members can present themselves as youthful (Kucklich, 2004). In addition, as human civilisation advances toward the post-industrialism era, people have more leisure time and disposable income to engage in play activities. As more emphasis is put on creative forms of labour, the boundaries between work and leisure time become blurred. Offe (as cited in Bills, 2003) for example, identified a trend away from work and toward leisure as the means by which people establish their identities in contemporary society.

Rules, gameplay, and narratives in video games

An explanatorystudy is conductedto examine the different kinds of rules in video games. Two layers of game, the abstract and the narrative layer, are explored to unify the study of gameplay and narratives. Derivatives of paidea rules and ludus rules are analyzed in relation to gameplay and narratives. A model is presented to show the relation between rules, gameplay, and narratives. Video games are seen as having two layers, an abstract layer and a narrative layer, which are linked by game rules. It is hence maintained that gameplay and narratives should not be antagonistic; they should be complementary when studying video games.

Issues and challenges of teaching and learning in 3D virtual worlds: real life case studies

We aimed to study the characteristics and usage patterns of 3D virtual worlds in the context of teaching and learning. To achieve this, we organised a full‐day workshop to explore, discuss and investigate the educational use of 3D virtual worlds. Thirty participants took part in the workshop. All conversations were recorded and transcribed for analysis. Thematic analysis was carried out to identify prominent issues and topics. We found that to fully utilise 3D virtual worlds for teaching and learning, students, tutors and educational institutions face a number of socio‐psychological, pedagogical and technological challenges. The paper highlights and discusses the issues that emerged from the workshop, supporting them with real life experiences and case studies provided by the workshop participants. Probleme und Herausforderungen des Unterrichtens und Lernens in virtuellen 3D Welten: “echte” Lebensfallstudien Wir hatten zum Ziel, die Eigenschaften und die Gebrauchsweise von 3D‐virtuellen Welten im Zusammenhang mit Unterricht und Lernen zu studieren. Dazu organisierten wir einen ganztägigen Workshop, um den Gebrauch von 3D virtuellen Welten im Bildungsbereich zu erforschen, zu besprechen und zu untersuchen. Dreißig Teilnehmer nahmen an diesem Workshop teil. Alle Gespräche wurden aufgezeichnet und für die Analyse transskribiert. Eine thematische Analyse wurde ausgeführt, um gängige Probleme und Themen herauszufinden. Wir meinen, dass, um virtuelle 3D‐Welten komplett zu verwerten, um darin zu unterrichten und Erfahrungen zu sammeln, Studenten, Tutoren und Bildungseinrichtungen mehreren sozialpsychologischen, pädagogischen und technologischen Herausforderungen gegenüberstehen. Dieser Beitrag beleuchtet und bespricht die Probleme, die innerhalb des Workshops auftauchten und unterstützt ihr Verständnis durch von den Workshopteilnehmern selbst zur Verfügung gestellten Lebenserfahrungen und Fallstudien. Problèmes et défis de l’enseignement/apprentissage dans des mondes virtuels en 3D: des études de cas empruntés à la vie réelle Nous avions pour but d’étudier les caractéristiques et les schémas d’usage des mondes virtuels en 3D dans un contexte d’enseignement et apprentissage. Pour y parvenir, nous avons organisé un atelier d’une journée entière pour débattre, explorer et mener une recherche sur l’emploi éducatif des mondes virtuels en 3D. L’atelier a accueilli 30 participants. Toutes les conversations ont été enregistrées et transcrites à des fins d’analyse. On a effectué une analyse thématique pour identifier les problèmes et les thèmes les plus marquants. Nous avons découvert que pour utiliser à fond les mondes virtuels en 3D pour l’enseignement et l’apprentissage, les étudiants, les tuteurs et les institutions éducatives doivent faire face à un certain nombre de défis socio‐psychologiques, pédagogiques et technologiques. Dans cet article l’accent et le débat portent sur les questions qui sont apparues au cours de l’atelier, le tout appuyé sur des expériences de la vie réelle et sur des études de cas fournies par les participants à l’atelier. Problemas y desafíos de la enseñanza/aprendizaje en mundos virtuales 3D: estudios de casos de la vida real Nuestro propósito era el estudio de las características y de los esquemas de uso de los mundos virtuales 3D dentro del contexto de la enseñanza/aprendizaje. Para llevar esto a cabo hemos organizado un taller de un día completo para explorar, discutir y investigar el uso educativo de los mundos virtuales 3D. Treinta personas participaron en el taller. Todas las conversaciones fueron grabadas y transcribidas para ser analizadas. Un análisis temático fué realizado para identificar los temas y problemas más destacados. Hemos descubierto que para aprovechar plenamente los mundos virtuales 3D para la enseñanza/aprendizaje, los alumnos, los tutores y las instituciones educativas tienen que hacer frente a un número de desafíos socio‐psicológicos, pedagógicos y tecnológicos. En el artículo los autores destacan y discuten los problemas que han surgido del taller, apoyandoles con experiencias de la vida real y estudios de casos suministrados por los participantes del taller.

Social Roles in an Online Support Community for Older People

In this article, an online support community for older people is studied, with the aim of developing a taxonomy of social roles based on content analysis and social network analysis. Four hundred messages (posted between August 9, 2007, and February 5, 2008) in an online support community for older people (http://www.seniornet.org) were investigated. The data were analyzed to identify and shed light on patterns of the online functional behavior as well as the social structure of active members. Drawing on the findings, a set of six social roles were identified, defined, and described in depth. The findings showed that the structural positions of online community members were associated with the kind of content these members tended to post. For example, it was found that central members were very likely to give support, whereas members not very well connected were more inclined to post self-disclosing messages.

Computer Games and Sociocultural Play: An Activity Theoretical Perspective

Various forms of play emerge around computer games. These types of play, known as out-of-game play or extrinsic play, take place beyond the original game context. Despite their significant contribution to the overall play experience, they are often neglected by the game research community. Conventional game theories such as ludology and narratology do not provide an insightful account of the sociocultural aspects of game play. Therefore, in this article, we report our observations and investigations into different forms of extrinsic play activities in an online virtual setting. Founded on activity theory, we articulate theoretical models that explicate game play in a sociocultural context. Our findings reveal that extrinsic play constitutes reflective play and expansive play, which transform the play activity and transport the players beyond the original boundary of play.

Recreating living experiences from past memories through virtual worlds for people with dementia

This paper describes a study aimed to understand the use of 3D virtual world (VW) technology to support life engagement for people with dementia in long-term care. Three versions of VW prototypes (reminiscence room, virtual tour and gardening) utilising gestured-base interaction were developed iteratively. These prototypes were tested with older residents (80+) with dementia in care homes and their caregivers. Data collection was based on observations of how the residents and care staff interacted collaboratively with the VW. We discussed in depth the use of VWs in stimulating past memories and how this technology could help enhance their sense of self through various means. We also highlighted key approaches in designing VWs to sustain attention, create ludic experiences and facilitate interaction for older people with dementia.

Exploring the potential of virtual worlds in engaging older people and supporting healthy aging

There is an increasing need to find innovative activities to help the older population maintain a healthy life. Virtual worlds, which can provide social engagement, entertainment and creativity as well as useful information and services for older people might offer a solution to this issue. Although emerging studies have begun to look into the benefits of virtual worlds in healthcare, little has been done in the context of older people. Based on semi-structured interviews and previous research on healthy aging, we identified and described in depth four areas in which virtual worlds could be useful to support older people. In general, it was found that virtual worlds could help empower older people to manage their disabilities, facilitate social engagement, provide mental stimulation and productive activities.

Large-scale analysis of self-disclosure patterns among online social networks users: a Russian context

Online social network services (SNS) provide an unprecedented rich source of information about millions of users worldwide. However, most existing studies of this emerging phenomenon are limited to relatively small data samples, with an emphasis on mostly “western” online communities (such as Facebook and MySpace users in Western countries). To understand the cultural characteristics of users of online social networks, this paper explores the behavioral patterns of more than 16 million users of a popular social network in the Russian segment of the Internet, namely, My.Mail.Ru (also known as “My World” or “Moj Mir” in Russian). Our main goal is to study the self-disclosure patterns of the site users as a function of their age and gender. We compare the findings of our analysis to the previous studies on Western users of SNS and discuss the culturally distinctive aspects. Our study highlights some important cultural differences in usage patterns among Russian users, which call for further studies in SNS in various cultural contexts.

Age differences in the perception of social presence in the use of 3D virtual world for social interaction

3D virtual worlds are becoming increasingly popular as tool for social interaction, with the potential of augmenting the users perception of physical and social presence. Thus, this technology could be of great benefit to older people, providing home-bound older users with access to social, educational and recreational resources. However, so far there have been few studies looking into how older people engage with virtual worlds, as most research in this area focuses on younger users. In this study, an online experiment was conducted with 30 older and 30 younger users to investigate age differences in the perception of presence in the use of virtual worlds for social interaction. Overall, we found that factors such as navigation and prior experience with text messaging tools played a key role in older peoples perception of presence. Both physical and social presence was found to be linked to the quality of social interaction for users of both age groups. In addition, older people displayed proxemic behavior which was more similar to proxemic behavior in the physical world when compared to younger users.