Game Development Reference
In-Depth Information
Table 8 displays that the majority of players
who believed that these four games contribute to
their academic or professional lives because they
can improve relationships inside and outside of
the game (40 players):
skills as well as the achievement of goals because
they possess an open narrative structure without
any indication of the possible paths a player may
take. Furthermore, all games count on a wide
variety of tasks that demand an elevated amount
of cognitive effort. These games benefit from the
collaboration of other players in order to help
solve problems or in the creation of war between
guilds. This permits the acquisition of group work
skills. These same characteristics are understood
by players however, the majority of players are
not able to transfer capacities developed to their
academic or professional lives.
Motivational environments are those where
players feel at ease to explore virtual worlds
thus constructing and testing their knowledge
using feedback supplied by the game environ-
ment. This statement is a reflection of answers
provided by players that are motivated to interact
with other players in an attempt to achieve goals,
the acquisition of specific game rules, and the
search for supplementary material supplied by
the game itself.
These games permit and demand the exchange
of information as well as the construction of col-
lective knowledge. Even though these are rec-
ognized by players that mention friends as being
the main playing motivation and indicate better
I would say yes. Even though games obviously oc-
cupy precious study time, it is obvious that online
games stimulate an individual's social component
as well as one's perspective regarding problems.
This result, in combination with others such
as the promotion of group work (17 players) and
communication (15 players) confirm once more
the socialization potential contained in these games
where player interaction is fundamental. Strategy,
stress relief, problem solving, logic thought, and
goals were also mentioned (Table 9).
It is important to note that a large number of
players, 40 and 23 respectively negatives and
positives, did not justify their responses.
CONCLUSION
Two complementary studies were also conducted.
The first analyzed whether or not Ikariam, OGame,
Gladiatus, and Metin2 promoted problem solving
Table 9. Positive categories between games and academic or professional life
Totals
(N=268)
Ikariam
(n=94)
OGame
(n=44)
Gladiatus
(n=47)
Metin2
(n=83)
Positive Categories
f
%
f
%
f
%
f
%
f
%
Interaction
40
16
12
14
9
25
6
16
13
22
Without motive
23
9
9
11
3
8
4
11
7
12
Group work
17
7
6
7
3
8
5
14
2
3
Communication
15
6
7
8
2
6
2
5
2
3
Strategy
15
6
4
5
1
3
4
11
2
3
Stress relief
12
5
3
4
1
3
0
0
8
14
Problems solving
12
5
1
1
4
11
4
11
1
2
Logical thought
11
5
6
7
1
3
3
8
1
2
Goals
10
4
3
4
1
3
0
0
4
7
 
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