Digital games and society Monday 1:00-4:00pm Da Yong Building, Room

Instructor Jih-Hsuan Tammy Lin Office Research Building 825 Office hours Monday after class or by email appointment (Skype meeting preferred) Email [email protected] (preferred channel to contact) Webpage http://comm.nccu.edu.tw/en/member/faculties/JIH-HSUAN-LIN-99471720 *This syllabus is tentative and the instructor has rights to change throughout the semester. Overview The seminar in Digital Games and Society will focus on the development of theories and research trends/topics in digital game literature. Students will learn how digital game research evolve in communication research. In addition, students will examine phenomena and their effects on human well-being, cognition, and emotions. Furthermore, we will look at how different areas employ digital games as a persuasive and educational tool and identity experiment. The goals of the course are threefold: First, understand the seminal constructs in digital games. In addition, be familiar with related research published in “flagship” journals including Journal of Communication, Communication Research, Human Communication Research. Mainstream journals dedicated digital games including Media Psychology, Journal of Computer Mediated Communication, New Media and Society, Cyberpsychology, Behavior, and Social Networking, and Computers in Human Behavior. Second, be able to critically analyze and interpret how scholars in these fields frame research issues and investigate the effects of these two media on human being. Third, be able to build logical and precise argument to contribute to advance the knowledge of these two fields, theoretically and empirically. All students should be able to propose a clear-designed, well-argued research proposal at the end of the semester.

Grading Course leading 20% Class Participation and after-class activities 20 Midterm bibliography 10 Original Research Paper/Term project 40 (Presentation 15, paper 25) Extra Credit up to 5%

1 Criteria/Requirements: For graduate students: Research paper is expected for graduate students as the term projects. You are welcome to do the term project individually or with a group of other students. In addition, graduate students have to prepare to the lead the course discussion and summarize the papers assigned for readings. Please use lots of examples/news stories to link to the theory. For undergraduate students: You can choose to do literature review in chosen topic or design a game (exergame, advergame, serious game, VR game) for your term project. You are welcome to do the term project individually or with a group of other students. You are expected to engage in course discussion, and try to learn to do the course leading.

Plagiarism Don’t do it! Copying or using the material of another author or student without clearly referencing that work is considered plagiarism and in violation of NCCU’s rules of student conduct. It will result in an automatic failing grade.  Individual/Group course “host” 20% The 20 percent of your grade will go to leading discussion. These people/groups will do three things. First, they will begin the discussion by posing a question, or taking a controversial position, or showing us something interesting that is related to the topic of the day (perhaps something outside the texts). Second, they will introduce the fundamental concepts of the articles and help keep the discussion moving. Third, at the end of the discussion, they should point us toward other resources that may help us understand this topic of inquiry. A PowerPoint presentation is preferred.

 After-class activities and class participation 20% Class participation is based on your on-going contributions to each class meeting. You are expected to make multiple, substantive contributions during each class session. There will be random after-class activities, and students are required to submit activity reports or projects in class. Late assignment deducts 5 points per day.

 Research paper 40% The original research paper is expected to be of publishable quality, focusing on the theory, issue, or context of your choice. It begins with a synthesis of relevant theory and research, concludes with a set of testable hypotheses, and includes a comprehensive list of references (in APA 6th style), such as we might find in any peer reviewed social science journal. The purpose of this paper is to demonstrate that you understand how to apply a theory and what it means to synthesize an original research problem.

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This paper will be about 12-15 pages in length (double spaced, 12 point type, 1 inch margins), exclusive of the references, and will be carefully edited into clear, concise, and grammatical language prose. Turgid, windy, and/or ungrammatical submissions will be returned for rewrites without comment. American Psychological Association (APA) style will be followed.

Texts  Required: All texts will be PDF files which you can find on WM5.

Seminar Schedule Wee Date Required Readings Assignments k 1 9/9 Introduction to class： *Group Video games as a field in communication confirmation,  Origins of digital games *Read the syllabus

2 9/16 Game, play, development of digital games Watch the  The game, the player, the world-Juul, 2003 TedTalk:  Quandt, T., Van Looy, J., Vogelgesang, J., Elson, Gaming can make M., Ivory, J. D., Consalvo, M., & Mäyrä, F. (2015). a better world | Digital games research: a survey study on an emerging field and its prevalent debates. Journal of Jane McGonigal Communication, 65(6), 975-996.  More than stories with buttons: Narrative, mechanics, and context as determinants of player experience in digital games-Elson et al. 2014 Play, technology, and culture (“Game Cultures: Computer Games As New Media: Computer Games as New MediaBy Dovey, Jon, Kennedy, Helen W.)  Caillois: play and games Extension: Homo Ludens, Huzinga, 1955 http://art.yale.edu/file_columns/0000/1474/homo_luden s_johan_huizinga_routledge_1949_.pdf 3 9/23 Technology in console games: Motion-sensing systems Let’s Play! Meet at Room 320. 4 9/30 Defining enjoyment and mood management as intrinsic needs  Vorderer, P., & Reinecke, L. (2015). From Mood

3 to Meaning: The Changing Model of the User in Entertainment Research. Communication Theory, 25(4), 447-453.  Tamborini, R., Bowman, N. D., Eden, A., Grizzard, M., & Organ, A. (2010). Defining media enjoyment as the satisfaction of intrinsic needs. Journal of Communication, 60, 758-777. doi: 10.1111/j.1460-2466.2010.01513.x  Reinecke, L., Tamborini, R., Grizzard, M., Lewis, R., Eden, A., & David Bowman, N. (2012). Characterizing mood management as need satisfaction: The effects of intrinsic needs on selective exposure and mood repair. Journal of Communication, 62(3), 437-453. 5 10/7 Underlying mechanism: character identification  Cohen, J. (2001). Defining identification: A theoretical look at the identification of audiences with media characters. Mass Communication & Society, 4(3), 245-264.  Klimmt, C., Hefner, D., & Vorderer, P. (2009). The Video Game Experience as "True" Identification: A Theory of Enjoyable Alterations of Players' Self-Perception. Communication Theory, 19(4), 351-+. doi: 10.1111/j.1468-2885.2009.01347.x  Lin, J. H. (2013). Identification matters: A moderated mediation model of media interactivity, character identification, and video game violence on aggression. Journal of Communication, 63, 682-702. doi: 10.1111/jcom.12044  (optional) Van Looy, J., Courtois, C., De Vocht, M., & De Marez, L. (2012). Player identification in online games: validation of a scale for measuring identification in MMOGs. Media Psychology, 15(2), 197-221. doi: 10.1080/15213269.2012.674917 6 10/14 Underlying mechanisms: player-avatar relationship, proteus effect, Construal theory, presence

 The Proteus effect—Yee & Bailenson, 2007 Yee, N., & Bailenson, J. (2007). The Proteus effect: The effect of

4 transformed self-representation on behavior. Human communication research, 33(3), 271-290.

 Banks, J.*;Bowman, N.;Lin, J.H.;Pietschmann, D.;Wasserman, J. 所有作者共享第一作者, 2019.03, 'The common player- avatar interaction scale (cPAX): Expansion and cross language Validation, ' International Journal of Human-Computer Studies, Vol.129, pp.64-73  Ahn, S. J. (2015). Incorporating immersive virtual environments in health promotion campaigns: A construal level theory approach. Health communication, 30(6), 545-556.  (optional) Self-presence, explicated: Body, emotion, and identity extension into the virtual self. Ratan, R. A. (2012). 7 10/21 Virtual reality, games, and experience  Let’s have the class in virtual reality! (Meet in Room 320)

8 10/28 Virtual reality: concept and VR journalism  Slater, M. (2009). Place illusion and plausibility can lead to realistic behaviour in immersive virtual environments. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1535), 3549-3557.  De la Peña, N., Weil, P., Llobera, J., Giannopoulos, E., Pomés, A., Spanlang, B., ... & Slater, M. (2010). Immersive journalism: immersive virtual reality for the first-person experience of news. Presence: Teleoperators and Virtual Environments, 19(4), 291-301.  Tajadura-Jiménez, A., Banakou, D., Bianchi-Berthouze, N., & Slater, M. (2017). Embodiment in a Child-Like Talking Virtual Body Influences Object Size Perception, Self-Identification, and Subsequent Real Speaking. Scientific reports, 7(1), 9637. 9 11/4 Virtual reality in games and persuasion Submitting term  Lin, J.-H.*;Wu, D.-Y.;Tao, C.-C., (2018), 'So scary, yet so project/research fun: the role of self-efficacy in enjoyment of a virtual paper tentative reality horror game, ' New Media and Society, 20, 3223- topic and some 3242. references/bibliogr  Lin, J.-H.*, 2017.07, 'Fear in Virtual Reality (VR): Fear aphy

5 elements, coping reactions, immediate and next-day fright responses toward a survival horror zombie virtual reality game, ' Computers in Human Behavior, Vol.72, pp.350-361.(SSCI)  Ahn, S. J. G., Bostick, J., Ogle, E., Nowak, K. L., McGillicuddy, K. T., & Bailenson, J. N. (2016). Experiencing nature: Embodying animals in immersive virtual environments increases inclusion of nature in self and involvement with nature. Journal of Computer‐ Mediated Communication, 21(6), 399-419. 10 11/11 Morality in games  Tamborini, R. (2015). Moral intuition and media entertainment. Journal of Media Psychology.  Hartmann, T., & Vorderer, P. (2010). It's okay to shoot a character: Moral disengagement in violent video games. Journal of Communication, 60(1), 94- 119.  Gut or game? The influence of moral intuitions on decisions in video games. Joeckel, Bowman, & Dogruel, 2012  Being bad in a video game can make us morally sensitive. Grizzard et al. 2014  Macbeth and the joystick: Evidence for moral cleansing after playing a violent video game. Gollwitzer & Melzer, 2012 11 11/18 Violence in video games  Anderson, C. A., & Dill, K. E. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life. Journal of Personality and Social Psychology, 78(4), 772-790. doi: 10.1037/0022-3514.78.4.772  Carnagey, N. L., Anderson, C. A., & Bushman, B. J. (2007). The effect of video game violence on physiological desensitization to real-life violence. Journal of Experimental Social Psychology, 43(3), 489-496. doi: 10.1016/j.jesp.2006.05.003  Barlett, C. P., Anderson, C. A., & Swing, E. L. (2009). Video game effects--confirmed, suspected,

6 and speculative: A review of the evidence. Simulation Gaming, 40(3), 377-403. doi: 10.1177/1046878108327539  (optional) Anderson, C. A., Shibuya, A., Ihori, N., Swing, E. L., Bushman, B. J., Sakamoto, A., . . . Saleem, M. (2010). Violent Video Game Effects on Aggression, Empathy, and Prosocial Behavior in Eastern and Western Countries: A Meta-Analytic Review. Psychological Bulletin, 136(2), 151-173. doi: 10.1037/a0018251  (optional) Ferguson, C. J., & Kilburn, J. (2010). Much ado about nothing: The misestimation and overinterpretation of violent video game effects in Eastern and Western nations: Comment on Anderson et al. (2010). Psychological Bulletin, 136(2), 174-178. 12 11/25 Esports and game streaming (Documentary: State of Play)  Consalvo, M., Begy, J., Ganzon, S., & Scully- Blaker, R. (2016, June). Tandem play: Theorizing sociality in single-player gameplay. Paper presented at the International Communication Association, Fukuoka, Japan.  Cheung, G., & Huang, J. (2011, May). Starcraft from the stands: understanding the game spectator. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 763- 772). ACM.  Lin, Bowman, Lin, & Chen (2019). Setting the Digital Stage: Defining Game Streaming as an entertainment experience. Entertainment Computing, 31, 13 12/2 Games for persuasion, health, and social change (Advergames introduction for 1 hour)  van Reijmersdal, E. A., Rozendaal, E., & Buijzen, M. (2012). Effects of prominence, involvement, and persuasion knowledge on children's cognitive and affective responses to advergames.  Ahn, S. J., Hahm, J. M., & Johnsen, K. (2018). Feeling the weight of calories: using haptic feedback

7 as virtual exemplars to promote risk perception among young females on unhealthy snack choices. Media Psychology, 1-27.  Peng, W., Lin, J. H., Pfeiffer, K., & Winn, B. (2012). Need satisfaction supportive game features as motivational determinants: An experimental study of a self-determination theory guided exergame. Media Psychology, 15, 175-196. Extention: *Ryan, R. M., Rigby, C. S., & Przybylski, A. K. (2006). The motivational pull of video games: A self- determination theory approach. Motivation and Emotion, 30, 344-360. doi: 10.1007/s11031-006-9051-8 14 12/9 Newsgames  Peng, W., Lee, M., & Heeter, C. (2010). The effects of a serious game on role-taking and willingness to help. Journal of Communication, 60(4), 723-742. doi: 10.1111/j.1460- 2466.2010.01511.x  Lin, J.-H., & Wu, D.-W. (2018). Newsgames for the greater good: The effects of graphic realism and geographic proximity on knowledge acquisition and willingness to help. Journalism and Mass Communication Quarterly. 15 12/16 Individual meetings 16 12/23 Final paper consulting (online) 15+3 17 12/30 Final paper revision 15+3

18 1/6 Final paper submission 15+3

Resources Games for health, http://www.gamesforhealth.org Games for change, http://www.gamesforchange.org Gamification: http://www.gamification.co/blog/ Health Games Research, http://www.healthgamesresearch.org/database Lumosity (brain games): http://www.lumosity.com/ Newsgaming: http://www.newsgaming.com/ Persuasive games, http://www.persuasivegames.com

8 Persuasive Technology Lab, http://captology.stanford.edu Serious game initiative, http://www.seriousgames.org/index2.html Serious games summit, http://www.seriousgamessummit.com/ Water cooler games, http://www.watercoolergames.org Pokemon Go! https://docs.google.com/document/d/1xYuozfkON- RVZQkr7d1qLPJrCRqN8TkzeDySM-3pzeA/mobilebasic?pli=1

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