東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

"i"play: The psychological effects o...

Rogers, Ryan.

Linked to FindBook

Google Book

Amazon

博客來

"i"play: The psychological effects of customized feedback in videogames.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	"i"play: The psychological effects of customized feedback in videogames./
Author:	Rogers, Ryan.
Description:	101 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
Contained By:	Dissertation Abstracts International75-04A(E).
Subject:	Multimedia Communications. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3606763
ISBN:	9781303640018

"i"play: The psychological effects of customized feedback in videogames.
Rogers, Ryan.

"i"play: The psychological effects of customized feedback in videogames. - 101 p.

Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2013.

This dissertation extended the concept of customization to the domain of videogames and explored the nuances of individualized feedback in concert with other important variables in the gaming context (distraction during game play and information on player progress). Specifically, Study 1 employed a 2 (distraction: low vs. high) x 3 (feedback type: customized, non-customized, no feedback) experimental design to explore the interplay between feedback and distraction on the outcome measures of attitude toward the game and game performance. The results revealed that customized feedback was superior to other forms of feedback in generating positive attitudes toward content as well as improving performance of certain types of behaviors. These effects were mediated by perceptions of motivation and relevance. Study 2 aimed to further unravel the role of distraction in customized feedback by including progress information as an additional independent variable. Specifically, Study 2 employed a 2 (distraction: low vs. high) x 4 (progress information: no progress information, low progress medium progress, high progress) experimental design, where all participants were provided individualized feedback. The findings revealed some unexpected patterns such that the absence of any progress information invoked most favorable attitudes while participants in the high distraction condition exhibited high scores on the performance measure via decreased attention. In summary, this dissertation puts forth several explanations for inconsistencies in feedback research while touting the benefits of providing customized feedback.

ISBN: 9781303640018Subjects--Topical Terms:

1057801
Multimedia Communications.

"i"play: The psychological effects of customized feedback in videogames.
LDR:02526nam a2200277 4500 001 1960144
005 20140602084520.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303640018
035 $a (MiAaPQ)AAI3606763
035 $a AAI3606763
040 $a MiAaPQ $c MiAaPQ
100 1 $a Rogers, Ryan. $3 2095735
245 1 0 $a "i"play: The psychological effects of customized feedback in videogames.
300 $a 101 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
500 $a Adviser: Sriram Kalyanaraman.
502 $a Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2013.
520 $a This dissertation extended the concept of customization to the domain of videogames and explored the nuances of individualized feedback in concert with other important variables in the gaming context (distraction during game play and information on player progress). Specifically, Study 1 employed a 2 (distraction: low vs. high) x 3 (feedback type: customized, non-customized, no feedback) experimental design to explore the interplay between feedback and distraction on the outcome measures of attitude toward the game and game performance. The results revealed that customized feedback was superior to other forms of feedback in generating positive attitudes toward content as well as improving performance of certain types of behaviors. These effects were mediated by perceptions of motivation and relevance. Study 2 aimed to further unravel the role of distraction in customized feedback by including progress information as an additional independent variable. Specifically, Study 2 employed a 2 (distraction: low vs. high) x 4 (progress information: no progress information, low progress medium progress, high progress) experimental design, where all participants were provided individualized feedback. The findings revealed some unexpected patterns such that the absence of any progress information invoked most favorable attitudes while participants in the high distraction condition exhibited high scores on the performance measure via decreased attention. In summary, this dissertation puts forth several explanations for inconsistencies in feedback research while touting the benefits of providing customized feedback.
590 $a School code: 0153.
650 4 $a Multimedia Communications. $3 1057801
650 4 $a Psychology, Experimental. $3 517106
690 $a 0558
690 $a 0623
710 2 $a The University of North Carolina at Chapel Hill. $b Mass Communication. $3 1020952
773 0 $t Dissertation Abstracts International $g 75-04A(E).
790 $a 0153
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3606763