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Well Played 2.0: Video Games, Value and Meaning - OpenLibra

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on presence, flow, <strong>and</strong> learning. However, the qualitative analysis of this<br />

research suggests that four emergent categories (content, emotion, motivation,<br />

engagement) had more influence than perspective. Bad Mojo<br />

was not one of the games used in the research, so within a discussion of<br />

research findings, a comparison to the game play of Bad Mojo reveals<br />

both consistencies <strong>and</strong> inconsistencies for points of presence, flow <strong>and</strong><br />

perspective.<br />

The research was couched using the following definitions: immersion—the<br />

extent to which the computer system delivers a surrounding<br />

environment; <strong>and</strong> presence—the feelings or sense of “being there.” The<br />

findings were based upon an immersive level provided by desktop computers.<br />

Categorized data showed that for both inexperienced <strong>and</strong> avid<br />

gamers, personal preference was highly influential in the progression towards<br />

presence <strong>and</strong> flow. The graphical games had a higher rate of interaction,<br />

which required higher levels of focus <strong>and</strong> use of cognitive faculties.<br />

By in large, the graphical games engaged more players than the<br />

text-based games.<br />

Summary of First- <strong>and</strong> Third-Person perspectives as it relates to player<br />

presence <strong>and</strong> flow (Scoresby <strong>and</strong> Shelton, 2010).<br />

Emotion<br />

Content to Emotion to Motivation to Engagement<br />

Motivation<br />

Personal Preference<br />

Dependent on experi-<br />

Possible gender<br />

ence <strong>and</strong> personal<br />

Third-Per-<br />

Genre/ difference<br />

preference<br />

son<br />

content Ownership of character<br />

Character possible<br />

Perspective<br />

important <strong>and</strong> activity, could or<br />

distracter for<br />

could not relate to<br />

progression<br />

character<br />

More dependent on<br />

personal preference<br />

First-Per-<br />

Genre/ Personal preference<br />

Genre/Content/<br />

son<br />

content Possible gender<br />

Actions possible dis-<br />

Perspective<br />

important difference<br />

tracter for<br />

progression<br />

The analysis of presence included the sense of “being there,” responses<br />

to events that occurred in the computer environment, <strong>and</strong> the learner’s<br />

memory or knowledge of objects in the virtual environment. Touching<br />

the keyboard or mouse was not a significant influence in adding to or detracting<br />

from the feeling of presence. However, learning how to control<br />

83

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