Laura Herrewijn

The efficacy of the friendly attac serious digital game to promote prosocial bystander behavior in cyberbullying among young adolescents : a cluster-randomized controlled trial

Abstract Cyberbullying is a social phenomenon which can bring severe harm to victims. Bystanders can show positive bystander behavior (e.g. defending) and decrease cyberbullying and its harm, or negative behavior (e.g. passive bystanding, joining) and sustain cyberbullying and its negative effects. Few interventions have currently targeted bystanders and evaluated results on their behavior or its determinants. The intervention consisted of a serious game specifically targeting cyberbullying bystander behavior. A cluster-randomized controlled trial was conducted among 8th graders (nxa0=xa0216) in two schools. Measurements were taken at baseline, immediately after the intervention and at 4-week follow-up. The serious game intervention resulted in significant improvements in self-efficacy, prosocial skills, and the intention to act as a positive bystander. These are mainly predictors of positive bystander behavior. No significant effects were found for predictors of negative bystander behavior. The intervention also increased witnessing of cyberbullying incidents, potentially a measure of awareness of cyberbullying taking place, and quality of life. No effects were found on behavior itself, bullying or cyberbullying prevalence. This brief serious game intervention affected determinants of bystander behavior and quality of life among adolescents. Further efforts are needed to address (negative) bystander behavior and cyberbullying involvement.

Affective Involvement in Digital Games

The chapter takes as its main object of study (Calleja’s (2011) In-game: from immersion to incorporation. MIT Press, Cambridge, MA) Player Involvement Model, an analytical framework designed to understand player experience developed through qualitative research. The model identifies six dimensions of involvement in digital games, namely kinesthetic involvement, spatial involvement, shared involvement, narrative involvement, ludic involvement and affective involvement. The goal of the chapter was to develop the model further by testing it in an experimental context. Consequently, three experiments were conducted in order to examine how different components of digital gameplay (i.e. the story that is written into a game, the social setting in which a game is played, and the player’s control in a game environment) can affect the player’s involvement on the six proposed dimensions. Special attention is paid to affective involvement, and how this dimension of player involvement relates to the other dimensions. The findings of the experiments provide initial support for (Calleja’s (2011) In-game: from immersion to incorporation. MIT Press, Cambridge, MA) Player Involvement Model in a quantitative setting.

The effectiveness of in-game advertising : examining the influence of ad format

Digital games are firmly ingrained in our culture. From the 1970s onwards, they have gradually evolved into an extremely popular entertainment medium. 2.2 billion people from all socio-demographic backgrounds are now spending more and more of their leisure time playing games. As a consequence, revenues from the global games industry are expected to reach

Psychometric data of a questionnaire to measure cyberbullying bystander behavior and its behavioral determinants among adolescents

108.9 billion by the end of 2017, making it the largest entertainment sector worldwide (Newzoo, 2017).

The relationship between player involvement and immersion : an experimental investigation

.This paper describes the items, scale validity and scale reliability of a self-report questionnaire that measures bystander behavior in cyberbullying incidents among adolescents, and its behavioral determinants. Determinants included behavioral intention, behavioral attitudes, moral disengagement attitudes, outcome expectations, self-efficacy, subjective norm and social skills. Questions also assessed (cyber-)bullying involvement. Validity and reliability information is based on a sample of 238 adolescents (M age=13.52 years, SD=0.57). Construct validity was assessed using Confirmatory Factor Analysis (CFA) or Exploratory Factor Analysis (EFA) in Mplus7 software. Reliability (Cronbach Alpha, α) was assessed in SPSS, version 22. Data and questionnaire are included in this article. Further information can be found in DeSmet et al. (2018) [1].