Steven Malliet

Bridging behavior science and gaming theory

IntroductionThe Intervention Mapping Protocol (IMP) was applied to the design of a serious game against cyberbullying among adolescents (12-14y). MethodThe IMP comprises 6 predefined steps. A systematic review assessed the cyberbullying problem and associated health risks (Step 1). Surveys and focus groups collected information on behavior and its determinants from adolescents (surveys, n?=?1979 and n?=?453; focus groups, n?=?69), parents (surveys, n?=?48 and n?=?323) and educators (survey, n?=?451) (Step 1, 2). Meta-analyses analyzed effective methods for cyberbullying programs and serious games (Step 3). A survey (n?=?530) and focus groups (n?=?69 adolescents, n?=?8 adolescents) assessed preferences and program material appreciation (Step 4). Planned activities for step 5 (implementation) and step 6 (effectiveness) are reported. ResultsTargeting positive bystander behavior (defending, reporting and comforting) was chosen as a viable approach to reduce cyberbullying. Bystander behavior differed by context and was predicted most by positive outcome expectations for the victims. Adolescents valued educator and parental support. Predictors for educator behavior and parental support are described. Serious game design was based on effective change methods and features, and took stakeholder and user preferences into account. ConclusionFindings may aid professionals in evidence- and theory-based design of cyberbullying interventions and serious games. The evidence- and theory-based design of an anti-cyberbullying program is presented.Promoting positive bystander behavior may help end cyberbullying and its harm.Behavior change methods need to be balanced with gaming features, based on evidence.User testing is crucial, and amended the program design.The protocol used professional, user, and stakeholder expertise in game design.

How male young adults construe their playing style in violent video games

This study explores the various ways in which male young adults engage with violence in video games. Based on an ethnographic study (N = 26) with triangulation of diary reports, focus group interviews and a video commentary model, three conceptual axes are distinguished along which players differ in their enactment of video game violence: narration versus action, discovery versus mission-based play and reaction versus strategic play. The results suggest that individual playing styles result in exposure to different quantities and a different quality of virtual violence.

Perceived realism in shooting games: Towards scale validation

Perceived realism is a key concept in explaining the mental processing of media messages and the societal impact of media. Despite its importance, few studies have examined its conceptualization and dimensional structure from an empirical point of view, especially with regard to digital games. In this paper we present three studies aimed at 1) validating a dimensional structure of realism judgements on shooting games and 2) creating a valid measurement instrument. Exploratory and confirmatory factor analyses support five dimensions of perceived game realism that are commonly presented in previous studies. An investigation of the internal reliability and psychometric properties of the constructs reveals that the measurement instrument conforms to a large extent to the requirements of scale validation.

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

.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].

The Enjoyment of Shooting Games: Exploring the Role of Perceived Realism

Abstract The enjoyment of violent digital games (e.g., shooting games) is paradoxical in the sense that players often enjoy shooting and killing people in the virtual world, even though they would reject this in the real world. Earlier studies indicated that perceived realism is an important concept to understand this paradox. However, no consensus exists on the nature of the relationship between perceived realism and game enjoyment. On the one hand, the enjoyment players experience when engaging with virtual violence can be initiated by an increased sense of realism which causes the player to feel present in the virtual world. On the other hand, a decreased sense of realism can allow players to justify and take moral distance from in-game violence. This study explores how a multidimensional conceptualization of perceived realism can reconcile these seemingly contradictory perspectives. We distinguish five dimensions of perceived game realism that may impact game enjoyment: simulational realism, freedom of choice, social realism, character involvement, and perceptual pervasiveness. Based on survey data of 728 college students who played a shooting game, perceptual pervasiveness and character involvement were found to positively and significantly relate to game enjoyment, while the other three dimensions did not. This study provides clarification on a theoretical level, contributing to the integration of research on the enjoyment of virtual violence.