Evaluating User Experience in Games: Concepts and Methods - Lirmm

More documents

Recommendations

Info

98 P. Lemay and M. Maheux-Lessard Those adjectives whose median is highest (either +2 or –2) are considered as the meaningful ones. The next figure clearly illustrates that videogames were evaluated as: motivating, exciting, pleasant, and popular, but also useless, thought-destroying, and obscure. Questions arise as if these adjectives that were graphically extracted correspond to statistically meaningful results. Wilcoxon tests 1 were performed comparing empirical medians for each pair of adjectives and each activity in order to pinpoint the statistically significant adjectives; as a metric for this information, those values which differ from the neutral evaluation (0) and the weak perception (–1 or +1) were chosen; stated otherwise, this implies a median inferior or equal to –2, or a median superior or equal to +2. The reference p-value was 0.00027 (i.e., 0.05/(7∗26)), which corresponds to a 0.05 level, with a Bonferroni correction applied because the numerous statistical tests performed on the 7 activities and 26 pairs of adjectives could randomly trigger false positive results. Wilcoxon tests were symmetrically performed on the other side of the pairs of adjectives, for each pair of adjectives and each leisure activity, comparing medians inferior or equal to –2. The reference p-value was also p < 0.00027 because of the Bonferroni correction. Making sense of the resulting tables is easy when the significant adjectives are extracted. 2 The statistically significant adjectives are taken out and put into a table (cf. Table 6.1), showing the leisure on one column and the predefined categories on each row. From the table it can be summarized that leisure such as physical activities, reading, and the practice of a musical instrument are globally associated to much more positive perceptions, like being healthy, good, developing, and pleasant. The leisure activities having more negative perceptions (such as useless, harmful, and thought-destroying) are videogames, watching TV, and Internet activities. 6.3.7 Comparisons Between Subgroups Other informative analyses can be undertaken using the rich data gathered with such methodology. The comparisons between subgroups of our population sample are explored here. Because other researches have demonstrated differentiated patterns of game engagement between men and women (Barnett et al. 1997), we wanted to know if the underlying perceptions for these two groups followed this trend. Graphically the two profiles are represented in Fig. 6.3 and summarized in Table 6.2. 1 The R statistical package was used to perform both graphical and numerical procedures; available at www.r-project.org, it is an open-source software similar to Splus. 2 The exact statistical results are not shown for the two 7×26 tables, for a matter of concision; they are available on request.
6 Investigating Experiences and Attitudes Toward Videogames 99 Table 6.1 Statistically significant adjectives describing seven leisure activities. Symbol “–” indicates that no adjective was statistically significant for the activity Videogames Useless, thought- Physical activities General Affect Experience Miscellaneous destroying Useful, good, healthy, instructive Reading Instructive, healthy, good Motivating Exciting, pleasant Developing, satisfying, attractive Developing, attractive Exciting, pleasant Watching TV Harmful – Pleasant, relaxing, Practicing a musical instrument Healthy, instructive, beneficial, good Attractive, motivating, developing Popular Physical, social, calm, sad, peaceful, popular, fast Pleasant, easy Physical, peaceful, calm, social, sad, easy Pleasant, difficult, relaxing affordable Popular, sad Physical, social, active, peaceful Internet Useless Attractive, Easy Popular, sad, motivating active Cross-words/ Instructive Motivating – Affordable, sudokus active, clear There are similarities between the two genders, but there are quite a few dissimilarities. While both genders perceived videogames as useless, thoughtdestroying, exciting, popular, and obscure, they differed on affective aspects: men perceived games as motivating and attractive, while women did not find any such things. Also both genders perceived games as exciting, but men thought they were pleasant and women thought they were difficult. On other aspects, women perceived games as costly and fast. These results corroborate data from other sources and may explain why women engage less with games than men (ESA 2008). The second main finding concerns the comparison of players’ and non-players’ attitudes toward games. The question we wanted to answer was whether there exist important attitudinal differences between these two groups. Previous studies using this methodology have shown that attitudes differ between people who participate in an activity or interact with an object and those who don’t (Cardoso 2007, Bonapace 1999). The comparison yields the following results (cf. Table 6.3) and the graphical representation using the semantic profile (cf. Fig. 6.4). Results are rather interesting and show the full potential of the methodology. Even if overall the participants perceived videogames as useless, non-players
Page 2 and 3:
Human-Computer Interaction Series E
Page 4 and 5:
Regina Bernhaupt Editor Evaluating
Page 6:
For Philippe
Page 9 and 10:
viii Foreword Chapter 3, Presence I
Page 11 and 12:
x Foreword personality which evolve
Page 14 and 15:
Contents Part I Introduction to Eva
Page 16 and 17:
Contributors Regina Bernhaupt IRIT,
Page 18:
Contributors xvii Manfred Tscheligi
Page 21 and 22:
xx About the Authors Emily Brown is
Page 23 and 24:
xxii About the Authors a post-docto
Page 25 and 26:
xxiv About the Authors Christina Ko
Page 27 and 28:
xxvi About the Authors MIT Media La
Page 29:
xxviii About the Authors Theft Auto
Page 33 and 34:
Chapter 1 User Experience Evaluatio
Page 35 and 36:
1 User Experience Evaluation in Ent
Page 37:
1 User Experience Evaluation in Ent
Page 41 and 42:
Chapter 2 Enabling Social Play: A F
Page 43 and 44:
2 Enabling Social Play 13 It is als
Page 45 and 46:
2 Enabling Social Play 15 observati
Page 47 and 48:
2 Enabling Social Play 17 for playe
Page 49 and 50:
2 Enabling Social Play 19 to provid
Page 51 and 52:
2 Enabling Social Play 21 Colwell J
Page 53 and 54:
Chapter 3 Presence, Involvement, an
Page 55 and 56:
3 Presence, Involvement, and Flow i
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78: Chapter 4 Assessing the Core Elemen
Page 79 and 80: 4 Assessing the Core Elements of th
Page 101: 4 Assessing the Core Elements of th
Page 104 and 105: 74 E. Brown (2005). Björk and Holo
Page 106 and 107: 76 E. Brown 5.2.3 How We Work Toget
Page 108 and 109: 78 E. Brown could be simulated on p
Page 110 and 111: 80 E. Brown 5.3.2 Pre-production At
Page 112 and 113: 82 E. Brown from the code. This is
Page 114 and 115: 84 E. Brown At this point, there is
Page 116 and 117: 86 E. Brown Game developers have be
Page 119 and 120: Chapter 6 Investigating Experiences
Page 121 and 122: 6 Investigating Experiences and Att
Page 127: 6 Investigating Experiences and Att
Page 135: 6 Investigating Experiences and Att
Page 138 and 139: 108 G. McAllister and G.R. White Th
Page 140 and 141: 110 G. McAllister and G.R. White su
Page 142 and 143: 112 G. McAllister and G.R. White of
Page 144 and 145: 114 G. McAllister and G.R. White te
Page 146 and 147: 116 G. McAllister and G.R. White qu
Page 150 and 151: 120 G. McAllister and G.R. White 7.
Page 154 and 155: 124 G. McAllister and G.R. White an
Page 156 and 157: 126 G. McAllister and G.R. White Al
Page 158 and 159: 128 G. McAllister and G.R. White Ne
Page 161 and 162: Chapter 8 User Experience Design fo
Page 163 and 164: 8 User Experience Design for Inexpe
Page 177: 8 User Experience Design for Inexpe
Page 180 and 181:
150 K. Poels et al. in games. This
Page 182 and 183:
152 K. Poels et al. their game char
Page 184 and 185:
154 K. Poels et al. If we apply thi
Page 186 and 187:
156 K. Poels et al. Participants ge
Page 188 and 189:
158 K. Poels et al. 9.3.2 Exploring
Page 190 and 191:
160 K. Poels et al. If our train is
Page 192 and 193:
162 K. Poels et al. would be intere
Page 195 and 196:
Chapter 10 Evaluating User Experien
Page 197 and 198:
10 Evaluating User Experience Facto
Page 199 and 200:
Page 201 and 202:
Page 203 and 204:
Page 205 and 206:
Page 207 and 208:
Page 209 and 210:
Page 211 and 212:
Page 213:
Page 217 and 218:
Chapter 11 Evaluating Exertion Game
Page 219 and 220:
11 Evaluating Exertion Games 189 pr
Page 221 and 222:
11 Evaluating Exertion Games 191 th
Page 223 and 224:
11 Evaluating Exertion Games 193 to
Page 225 and 226:
11 Evaluating Exertion Games 195 co
Page 227 and 228:
11 Evaluating Exertion Games 197 11
Page 229 and 230:
11 Evaluating Exertion Games 199 an
Page 231 and 232:
11 Evaluating Exertion Games 201 11
Page 233 and 234:
11 Evaluating Exertion Games 203 to
Page 235 and 236:
11 Evaluating Exertion Games 205 Ac
Page 237:
11 Evaluating Exertion Games 207 Pa
Page 240 and 241:
210 M. Brown et al. challenges that
Page 242 and 243:
212 M. Brown et al. was also happen
Page 244 and 245:
214 M. Brown et al. Another importa
Page 246 and 247:
216 M. Brown et al. Albinsson and Z
Page 248 and 249:
218 M. Brown et al. asked to report
Page 250 and 251:
220 M. Brown et al. Table 12.2 Mean
Page 252 and 253:
222 M. Brown et al. Table 12.7 Cont
Page 254 and 255:
224 M. Brown et al. Table 12.9 Cont
Page 256 and 257:
226 M. Brown et al. Count 450 400 3
Page 258 and 259:
228 M. Brown et al. feedback. Thus,
Page 260 and 261:
230 M. Brown et al. Desurvivre H, C
Page 263 and 264:
Chapter 13 Using Heuristics to Eval
Page 265 and 266:
13 Using Heuristics to Evaluate the
Page 267 and 268:
Page 269 and 270:
Page 271 and 272:
Page 273 and 274:
Page 275 and 276:
Page 277 and 278:
Page 279 and 280:
Page 281 and 282:
Page 283 and 284:
Page 285 and 286:
Page 287 and 288:
Index A Advanced interaction games,
show all

Evaluating User Experience in Games: Concepts and Methods - Lirmm

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?