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Emotions, Technology, and Digital Games
1st Edition - September 24, 2015
Editors: Sharon Tettegah, Wenhao David Huang
Paperback ISBN:
9 7 8 - 0 - 1 2 - 8 0 1 7 3 8 - 8
eBook ISBN:
9 7 8 - 0 - 1 2 - 8 0 1 8 4 0 - 8
Emotions, Technology, and Digital Games explores the need for people to experience enjoyment, excitement, anxiety, anger, frustration, and many other emotions. The book provides… Read more
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Emotions, Technology, and Digital Games explores the need for people to experience enjoyment, excitement, anxiety, anger, frustration, and many other emotions. The book provides essential information on why it is necessary to have a greater understanding of the power these emotions have on players, and how they affect players during, and after, a game.
This book takes this understanding and shows how it can be used in practical ways, including the design of video games for teaching and learning, creating tools to measure social and emotional development of children, determining how empathy-related thought processes affect ethical decision-making, and examining how the fictional world of game play can influence and shape real-life experiences.
- Details how games affect emotions—both during and after play
- Describes how we can manage a player’s affective reactions
- Applies the emotional affect to making games more immersive
- Examines game-based learning and education
- Identifies which components of online games support socio-emotional development
- Discusses the impact of game-based emotions beyond the context of games
Psychology faculty, researchers and clinicians in cognition, emotion, informatics, education, and technology. Depts of informatics and computer science. Depts of education.
- Foreword
- Acknowledgments
- Preface
- Emotions, Technology and Digital Games
- Embodied Experiences: Affective and Cognitive Benefits of Gaming
- Emotions, Tools, and Ties
- Emotional Affordances, Video Games, and Learning
- Section I: Embodied Experiences: Affective and Cognitive Benefits of Gaming
- Chapter 1: Video Games, Nightmares, and Emotional Processing
- Abstract
- Dreams
- How Video Games Affect Dreams
- Nightmare Protection
- The Future
- Chapter 2: Infinite Ammo: Exploring Issues of Post-traumatic Stress Disorder in Popular Video Games
- Abstract
- Introduction
- Literature Review
- Violence and PTSD Across Genres
- The Evolution of Violence in Gaming
- Research Question
- Conclusion
- Chapter 3: Emotion, Empathy, and Ethical Thinking in Fable III
- Abstract
- Acknowledgments
- Introduction
- Method
- Results
- Discussion
- Conclusion
- Chapter 4: Half a Second, That is Enough: Involuntary Micro-suspensions of Disbelief and Ectodiegesis as Phenomena of Immersion Processes in Pervasive Games
- Abstract
- Terminology
- Introduction
- Defining the Magic Circle of the Genre of the Game
- This is Not a Game
- Methods
- Immersive Processes in Pervasive Games
- Overflow and Fictional Immersion in Tensional Narratives
- Ectodiegetic Immersion: Spatial Expansions, Temporal, and Social
- Final Considerations
- Chapter 1: Video Games, Nightmares, and Emotional Processing
- Section II: Emotions Tools and Ties
- Chapter 5: Gamers and Their Weapons: An Appraisal Perspective on Weapons Manipulation in Video Games
- Abstract
- Introduction
- Theoretical Discussion
- Limitations
- Implications
- Conclusion
- Chapter 6: Emotional Response to Gaming Producing Rosenblatt’s Transaction
- Abstract
- Introduction
- Literature Review
- Method
- Participants
- Data Collection
- Results
- Discussion
- Chapter 7: What Type of Narrative do Children Prefer in Active Video Games? An Exploratory Study of Cognitive and Emotional Responses
- Abstract
- Acknowledgment
- Introduction
- Theoretical Perspectives and Concepts
- Method
- Results
- Discussion
- Conclusion
- Chapter 8: Educational Neuroscience and the Affective Affordances of Video Games in Language Learning
- Abstract
- Introduction
- Neuroscience, Emotion, and Learning
- How Video Games Affect People
- Case Study Research
- Discussion
- Conclusion
- Chapter 5: Gamers and Their Weapons: An Appraisal Perspective on Weapons Manipulation in Video Games
- Section III: Emotional Affordances, Videogames, and Learning
- Chapter 9: Affect During Instructional Video Game Learning: Story’s Potential Role
- Abstract
- Games, Emotions, and Learning: The Story’s Role in all Three
- Tug-of-War, a Card Game Designed to Teach Children about Fractions
- Links between Fun and Learning in the Presence of Narrative
- Discussion
- Conclusion
- Chapter 10: Social-Emotional Learning Opportunities in Online Games for Preschoolers
- Abstract
- Introduction
- What is Social-emotional Development?
- Correlates and Outcomes
- Social-Emotional Development in the Early Years
- Predictors of Development
- Programs, Media, and Games
- Method
- Results
- Discussion
- Conclusion
- Chapter 11: Dashboard Effects Challenge Flow-Learning Assumption in Digital Instructional Games
- Abstract
- Acknowledgments
- Affect During Instructional Video game Learning
- The Case Study
- Player Mary: Triangulation Illustrating the Timed Report, Learning Moment, Flow Channels, and Accretion Module
- Motivating, Rewarding, and Informing Achievement Through Badges, Dashboards, Achievements, and Leaderboard
- Conclusion and Discussion
- Chapter 12: Collaboration and Emotion in Way
- Abstract
- Acknowledgments
- Introduction
- Nonverbal Communication and Emotions
- Emotions in Nonverbal Online Environments
- Online Games, Emotions, and Learning
- Methodology
- Results
- Discussion
- Conclusion
- Chapter 13: Evaluating the Use of a Prosocial Digital Game to Identify and Compare Preschool Children’s Social and Emotional Skills
- Abstract
- Acknowledgments
- Introduction
- Method
- Results
- Discussion
- Conclusion
- Chapter 9: Affect During Instructional Video Game Learning: Story’s Potential Role
- Index
- No. of pages: 364
- Language: English
- Published: September 24, 2015
- Imprint: Academic Press
- Paperback ISBN: 9780128017388
- eBook ISBN: 9780128018408
ST
Sharon Tettegah
Sharon Tettegah is a Professor in the Department of Teaching and Learning at the University of Nevada, Las Vegas and Former Program Chair of Digital Environments for Learning, Teaching and Agency in the College of Education, at the University of Illinois, at Urbana Champaign. She has an appointment in the Cognitive Neuroscience in Bio-Intelligence at the Beckman Institute for Advanced Science and Technology. In addition, she is a Research Scientist and affiliate at the National Center for Supercomputing Applications (NCSA). Her research centers on the intersection of STEM learning, Emotions, Equity and Social justice. She was also a Program Director in 2010-2012 at the National Science Foundation where she managed five programs in the Directorates of Education and Human Resources, Computer and Information Science and Engineering and including a NSF cross-cutting program on Science, Engineering, Education for Sustainability (SEES). She is also the Series Editor for Emotions and Technology with Elsevier, Academic Psychology Division.
Affiliations and expertise
College of Education, University of Nevada, Las Vegas, Beckman Institute for Advanced Science and Technology, National Center for Supercomputing Applications affiliate, University of Illinois, IL, USAWH
Wenhao David Huang
Dr. Wenhao David Huang is an Associate Professor at Department of Education Policy, Organization and Leadership at University of Illinois at Urbana-Champaign. His research interests are mainly focused on designing and validating technology-enabled learning engagement systems and environments across subject matter areas in organizations. Dr. Huang is particularly interested in better designing game-based learning and performance solutions for various groups of adult learners across learning and performance contexts, in order to sustain learners’ interests and efforts in engaging with intended affective, cognitive, and behavioral learning processes. Dr. Huang’s work on game-based learning articulates the relationships between learners’ motivational and cognitive processing, various design-relevant attributes for efficient game-based learning environments, learners’ dilemma when interacting with game-based learning environments where distractions are abundant, and considering game-based learning system as an integral part of the organizational learning and performance solution.
Affiliations and expertise
Education Policy, Organization, and Leadership, University of Illinois at Urbana-Champaign, IL, USA