Are the effects of Unreal violent video games pronounced when playing with a virtual reality system?

This study was conducted to analyze the short-term effects of violent electronic games, played with or without a virtual reality (VR) device, on the instigation of aggressive behavior. Physiological arousal (heart rate (HR)), priming of aggressive thoughts, and state hostility were also measured to test their possible mediation on the relationship between playing the violent game (VG) and aggression. The participants--148 undergraduate students--were randomly assigned to four treatment conditions: two groups played a violent computer game (Unreal Tournament), and the other two a non-violent game (Motocross Madness), half with a VR device and the remaining participants on the computer screen. In order to assess the game effects the following instruments were used: a BIOPAC System MP100 to measure HR, an Emotional Stroop task to analyze the priming of aggressive and fear thoughts, a self-report State Hostility Scale to measure hostility, and a competitive reaction-time task to assess aggressive behavior. The main results indicated that the violent computer game had effects on state hostility and aggression. Although no significant mediation effect could be detected, regression analyses showed an indirect effect of state hostility between playing a VG and aggression.     

Selling points: What cognitive abilities are tapped by casual video games?

The idea that video games or computer-based applications can improve cognitive function has led to a proliferation of programs claiming to “train the brain.” However, there is often little scientific basis in the development of commercial training programs, and many research-based programs yield inconsistent or weak results. In this study, we sought to better understand the nature of cognitive abilities tapped by casual video games and thus reflect on their potential as a training tool. A moderately large sample of participants (n = 209) played 20 web-based casual games and performed a battery of cognitive tasks. We used cognitive task analysis and multivariate statistical techniques to characterize the relationships between performance metrics. We validated the cognitive abilities measured in the task battery, examined a task analysis-based categorization of the casual games, and then characterized the relationship between game and task performance. We found that games categorized to tap working memory and reasoning were robustly related to performance on working memory and fluid intelligence tasks, with fluid intelligence best predicting scores on working memory and reasoning games. We discuss these results in the context of overlap in cognitive processes engaged by the cognitive tasks and casual games, and within the context of assessing near and far transfer. While this is not a training study, these findings provide a methodology to assess the validity of using certain games as training and assessment devices for specific cognitive abilities, and shed light on the mixed transfer results in the computer-based training literature. Moreover, the results can inform design of a more theoretically-driven and methodologically-sound cognitive training program.     

Is playing exergames really exercising? A meta-analysis of energy expenditure in active video games

This article reports a meta-analysis of energy expenditure (EE) of playing active video games (AVGs). In particular, heart rate (HR), oxygen consumption (VO2), and EE were assessed and three moderators for the effects of AVGs--types of AVG, player age, and player weight status--were analyzed. The results show that playing AVGs significantly increased HR, VO2, and EE from resting. The effect sizes of playing AVGs on HR, VO2, and EE were similar to traditional physical activities. AVG type and player age were significant moderators for the effects of AVGs. The finding suggests that AVGs are effective technologies that may facilitate light- to moderate-intensity physical activity promotion.     

Subverting utilitarian subject-object relations in video games: A philosophical analysis of Thatgamecompany’s Journey

In this article, I analyse the self-other relations that underpin the gameplay design of the majority of popular video games. Specifically, these self-other relations can be described as “utilitarian subject-object relations”, in which the player assumes the perspective of the player-character, or subject of the video game, while all the other elements of the video game, including the digital environment and the non-player characters and creatures, are treated as separate objects that merely exist to be used by the player-character. These subject-object relations are usually driven by the violent accumulation of power, which can, in turn, be channelled by the player-character into further violent actions against the so-called objects within the video game. In contrast to this typical model of gameplay, the gameplay of Thatgamecompany’s Journey does not include a subject that merely acts on and uses the other elements within the video game world for its own ends, but rather entails a relation of “becoming-other” in which the player-character and the other elements are involved in constant processes of reciprocal determination. In order to analyse the “becoming-other” relations that underpin Journey’s gameplay, I employ specific concepts from the philosophy of Deleuze and Guattari, including the concepts of “becoming-other”, “percepts” and “affects”. Ultimately, I argue that Journey not only subverts the utilitarian, often violent, subject-object relations that have become an industry trope in the majority of video games, but also promotes self-other relations that are arguably far more positive and creative for video game design in general.     

Do video sounds interfere with auditory event-related potentials?

To make the electroencephalogram (EEG) recording procedure more tolerable, listeners have been allowed in some experiments to watch an audible video while their auditory P1, NI, P2, and mismatch negativity (MMN) event-related potentials (ERPs) to experimental sounds have been measured. However, video sounds may degrade auditory ERPs to experimental sounds. This concern was tested with 19 adults who were instructed to ignore standard and deviant tones presented through headphones while they watched a video with the soundtrack audible in one condition and silent in the other. Video sound impaired the size, latency, and split-half reliability of the MMN, and it decreased the size of the P2. However, it had little effect on the P1 or N1 or on the split-half reliability of the P1—N1—P2 waveform, which was significantly more reliable than the MMN waveform regardless of whether the video sound was on or off. The impressive reliability of the P1 and N1 components allows for the use of video sound during EEG recording, and they may prove useful for assessing auditory processing in listeners who cannot tolerate long testing sessions.     

Causal effects of violent sports video games on aggression: Is it competitiveness or violent content?

Three experiments examined the impact of excessive violence in sport video games on aggression-related variables. Participants played either a nonviolent simulation-based sports video game (baseball or football) or a matched excessively violent sports video game. Participants then completed measures assessing aggressive cognitions (Experiment 1), aggressive affect and attitudes towards violence in sports (Experiment 2), or aggressive behavior (Experiment 3). Playing an excessively violent sports video game increased aggressive affect, aggressive cognition, aggressive behavior, and attitudes towards violence in sports. Because all games were competitive, these findings indicate that violent content uniquely leads to increases in several aggression-related variables, as predicted by the General Aggression Model and related social-cognitive models.     

Why do people play violent video games? Demographic,status-related,and mating-related correlates in men and women

The numerous negative and positive consequences of playing violent video games are well-documented. Specifically, violent games improve many aspects of cognition and attention but can also increase aggression. Compared to these established effects of exposure to violent video games, very little is known about who plays violent video games and why they play them. Taking an evolutionary psychological approach to address this gap, in two studies we surveyed 1000 men and women who reported playing video games in the past 30 days. We assessed three classes of predictors of violent video game exposure: demographic, status-related, and mating-related. In both studies, women who played the most violent video games reported feeling a greater sense of mate value than women who played fewer violent video games. Women also reported being motivated to play violent video games because doing so enhanced their sense of attractiveness to romantic partners. In both studies, men reported playing more violent video games than women as did both men and women who reported higher sexual interest. These findings highlight the counterintuitive and complex motivations underlying violent video game exposure. We discuss the need for more research on who plays violent video games and why they play them.     

Does driving experience in video games count? Hazard anticipation and visual exploration of male gamers as function of driving experience

Risk perception and distribution of visual attention while driving are crucial elements for accident prevention and new-driver improvement. This study investigates how racing videogames could shape the visual exploration of virtual and real road in male pre-drivers. The visual performance of players of racing video games with and without driver’s license was tested in virtual vs. real scenarios. Attention to specific elements of different types of road interactions was monitored using an eye-tracking system. Results showed that habitual use of racing video games was not found to foster a positive effect on users’ distribution of visual attention, supporting visual patterns typical of novice drivers. Gamers without driving experience replicated the same patterns in a real road scenario, ignoring road signs and potential areas of interactions with other drivers, while experienced drivers gamers explored video games roads like real roads. The fact that the gamers’ driving performance was not comparable to drivers in the virtual scenario suggests that there are other variables in the gameplay that create a less complex traffic scene, still the visual complexity of different real road interactions is kept in video game interactions, opening new perspectives towards gamers’ visual exploration of the road.     

Faster,slower or real time? Perceptual-cognitive skills training with variable video speeds

ObjectiveWe examined whether a short-term, off-field training intervention using different video speed manipulations (i.e., normal speed, 75%, and 125% of normal speed), enhances the offside decision-making performance of international level assistant referees. Moreover, we explored the optimal sequence of various video speed manipulations during training.DesignAll groups were exposed to a pre- and posttest. During acquisition, the assistant referees assessed 60 offside video simulations during three different training sessions. The order of the video speed conditions varied during the training intervention depending on participant group assignment: increasing speed group (n = 33; 75%–100%–125%); decreasing speed group (n = 33; 125%–100%–75%); and arbitrary speed group (n = 30; 100%–75%–125%).ResultsFirst, the decision-making accuracy was higher during the presentation of real time and faster video conditions when compared to the slower video condition. Second, only the decreasing speed group improved their offside decision-making performance from pre- to posttest.ConclusionsWe conclude that scheduling a decreasing video speed sequence throughout training is more beneficial to enhance learning than increasing or arbitrary speed conditions. Although it is too premature to replace existing training protocols that typically use constant speed videos, the present study offers evidence to suggest that training interventions for elite performers that decreasing the speed of exposure during the learning process may have some benefits over regular speed presentations.     

Do violent video games impair the effectiveness of in-game advertisements? The impact of gaming environment on brand recall, brand attitude, and purchase intention

The present study examined whether a violent video game impairs the effectiveness of in-game advertisements compared to a nonviolent video game. Participants recalled and evaluated in-game ads after navigating identical violent or nonviolent game scenarios. Participants' brand recall, recognition, and attitudes were comparatively lower after navigating the violent video game. Also, females in the violent game condition reported lower brand attitudes in comparison to males in the violent game condition, thus suggesting that the effects of gaming environment interacts with participants' gender. The findings supported the predictions of the limited capacity model of attention and cognitive priming effects. The results also extend previous studies on how violent media impair advertising effectiveness and provide practical implications for researchers and practitioners.     

Interventions with video feedback and attachment discussions: Does type of maternal insecurity make a difference?

Parents' insecure representations of attachment are associated with lower parental sensitivity and insecure infant–parent attachment relationships, leading to less optimal conditions for the children's socio-emotional development. Therefore, two types of short-term intervention were implemented in a group of lower middle-class mothers with an insecure representation of attachment as assessed with the Adult Attachment Interview. In one group of mothers, the intervention efforts were directed at promoting maternal sensitivity by means of written information about sensitive parenting and personal video feedback. In the other group, additional discussions about the mothers' early attachment experiences took place, aiming at affecting the mothers' attachment representation. The interventions were implemented during four home visits between the 7th and the 10th month after the baby's birth. Preliminary results on 30 mothers pointed at an intervention effect: Mothers in both intervention groups were more sensitive at 13 months than mothers in a control group, t(28) = −2.3, effect size d = .87, p = .01. Mothers who were classified as insecure dismissing tended to profit most from video feedback, whereas mothers who were classified as insecure preoccupied tended to profit most from video feedback with additional discussions about their childhood attachment experiences, F(1,16) = 1.9, d = .65, p = .19. © 1998 Michigan Association for Infant Mental Health     

Usability evaluation with screen reader users: a video presentation of the PCTA’s experimental setting and rules

In the study entitled “Web usability evaluation with screen reader users: Implementation of the Partial Concurrent Thinking Aloud technique” (Federici et al. 2010), we have proposed a modified protocol of usability evaluation technique for blind users, which integrates the features of the concurrent and the retrospective techniques. This new technique, called partial concurrent thinking aloud (PCTA), while respecting the properties of classic verbal protocols, overcomes the structural interference and the limits of concurrent and retrospective protocols when used with screen reader users. In order to facilitate understanding and acquisition of the PCTA’s technique for practitioners and researchers, we have video recorded three different verbal protocols by visualizing five experimental sections. In the first two videos, we have compared a concurrent with a retrospective’s verbal protocol of a sighted user, showing the difference of the verbalizations provided by the user in these two conditions. The third video shows the structural interference of the screen reader, during a blind user concurrent thinking aloud. In the last two videos, we show the difference of a blind user behaviour when PCTA or retrospective protocol is adopted. The videos clearly visualize the advantage of the PCTA use in respect of the two other protocols. In conclusion, the visualization of the PCTA technique confirms that this new verbal protocol promotes and guarantees a more user-driven usability assessment with disabled people, by better involving screen reader users, overcoming the structural interference and the limits of the concurrent and retrospective protocols.     

Monitoring animals’ movements using digitized video images

An animal’s movements can be monitored continuously using video digitization techniques. We outline the differences between video frame-grabbers and column-scan digitizers, and describe two applications using column-scanners: detecting episodes of spontaneous locomotion and tracking the position of a moving appendage. Strategies are discussed for increasing the speed of software and for compressing the information in the video images into an analog motion signal to be displayed and stored for later analysis. Finally, the advantages and limitations of frame-grabbers and column-scan digitizers are assessed.     

Children’s strategy use when playing strategic games

Strategic games require reasoning about other people’s and one’s own beliefs or intentions. Although they have clear commonalities with psychological tests of theory of mind, they are not clearly related to theory of mind tests for children between 9 and 10 years of age “Flobbe et al. J Logic Language Inform 17(4):417–442 (2008)”. We studied children’s (5–12 years of age) individual differences in how they played a strategic game by analyzing the strategies that they applied in a zero, first, and second-order reasoning task. For the zero-order task, we found two subgroups with different accuracy levels. For the first-order task, subgroups of children applied different suboptimal strategies or an optimal strategy. For the second-order task only suboptimal strategies were present. Strategy use for all tasks was related to age. The 5- and 6-year old children were additionally tested on theory of mind understanding and executive functioning. Strategy-use in these children was related to working memory, but not to theory of mind after correction for age, verbal ability and general IQ.     

Mother–child interaction on video compared with infant observation: Is five minutes enough time for assessment?

In this small‐scale preliminary study, we compared the correlation between assessments based on short videorecordings and infant observation. Five mother–infant dyads were assessed when the child was 1 year of age according to the Parent–Child Early Relational Assessment method (PCERA, 65 items) developed by Roseanne Clark (1985), using both observations covering 1 year and a 5‐min videorecording. The agreement between two video raters was sufficient (κ = 0.41–1.00 or proportion of agreement: 4/5–5/5) in 54 items. In 42 (78%) of these items, there was at least moderate agreement (κ = 0.41–1.00 or proportion of agreement 4/5–5/5), and in another 7 (13%) items fair (κ = 0.21–0.40 or proportion of agreement 3/5) agreement between the video and observation ratings, and both methods revealed the areas of strength and areas of concern of the dyads. Only a few items describing negative interactive style were assessed as identifying concern, but such items identified the dyad which was assessed to have the most constant problems. Most items describing positive interactive style and identifying the areas of concern in the interactive style according to both observation and video assessment were connected with the parental and dyadic engagement in the interaction. Five items with slight or poor (κ ≤ 0.20 or proportion of agreement 1/5–2/5) agreement between video rater and observer gave rise to questions about how the videorecording situation affected the behavior of the dyads, and about the limits of assessment methods and assessment of dyads with children of different ages and dyads from different cultures. ©2005 Michigan Association for Infant Mental Health.     

Finding focus in a difficult landscape: Therapists’ experiences with challenging video guidance processes for parent–infant dyads

Marte Meo video guidance uses filmed interaction of the actual parent–infant dyad in the guidance of caregivers. Exploring the challenges that therapists meet in the guidance of parent–infant dyads may illuminate important aspects of the method itself as well as the therapists’ role and requirements. This could lead to method development and improved practice, but is hitherto little addressed. In this paper, we explore how skilled therapists experience and handle challenging or failing guidance processes with parent–infant dyads. We analyzed interviews with 13 Marte Meo therapists/supervisors using team-based reflexive thematic analysis. Four main themes were identified: promoting relational growth in a coercive context, building an alliance that feels safe for the parents, looking at positive moments in difficult lives, and handling intense feelings as a therapist. Our findings show that therapists experience specific therapeutic and ethical challenges with a vulnerable subgroup of parent–infant dyads where child protective issues arise, where caregivers’ insecurities impede the therapeutic relationship, and where caregivers have unsolved relational or mental health problems. The therapists’ role becomes pivotal and demanding with regard to the therapeutic alliance, the therapeutic interventions in the guidance process, and their own need for regulation, supervision, and structure. Identification of these vulnerable dyads early in the process could facilitate a better adaptation and practice of video guidance. Our findings suggest a need for supporting structures, clinical supervision, and training that address these challenges.     

Locality and modular Ehrenfeucht–Fraïssé games

We study ways to simplify Ehrenfeucht–Fraïssé games. In particular, we consider decompositions of a structure and their effect on Ehrenfeucht–Fraïssé games. We investigate notions of locality and we present a generalisation of the theorem of Gaifman to linearly ordered structures.     

Effective choice in all the symmetric 2 × 2 games

Solution concepts for game play implicitly assume what information is relevant for choosing moves. Maximin and Eliminating Dominated Strategies use payoff order; mixed strategies and Harsanyi??s risk dominance use payoff values. ??Cooperative?? strategies use previous choices, ignoring payoffs altogether. We first define the 12 symmetric 2 × 2 games as a continuous payoff space then use this space to evaluate strategies based on different types of information. Strategic success is shown to be sensitive to actual payoffs and seldom consistent for all games of an ordinally defined category such as Chicken. A new hybrid strategy using both payoff and choice information is introduced and shown to produce efficient outcomes in all symmetric 2 × 2 games when employed by both players. It does well in evolutionary tournaments against strategies of other types, especially in the difficult distribution games including Battle-of-the-Sexes.     

Baby FaceTime: can toddlers learn from online video chat?

There is abundant evidence for the ‘video deficit’: children under 2 years old learn better in person than from video. We evaluated whether these findings applied to video chat by testing whether children aged 12–25 months could form relationships with and learn from on‐screen partners. We manipulated social contingency: children experienced either real‐time FaceTime conversations or pre‐recorded Videos as the partner taught novel words, actions and patterns. Children were attentive and responsive in both conditions, but only children in the FaceTime group responded to the partner in a temporally synced manner. After one week, children in the FaceTime condition (but not the Video condition) preferred and recognized their Partner, learned more novel patterns, and the oldest children learned more novel words. Results extend previous studies to demonstrate that children under 2 years show social and cognitive learning from video chat because it retains social contingency. A video abstract of this article can be viewed at: https://youtu.be/rTXaAYd5adA