Video games as meaningful entertainment experiences.

Video Games for Entertainment and Education

While the morality of games and their ethical implications in an educational context have been questioned from the very beginning of game technology evolution (e.g., McLean, 1978), video games1 have become not only increasingly attractive for players of both genders (Burke, 2000), various ethnicities (Bickham et al., 2003), and ages (IDSA, 2003), but are also utilized more and more for educatio...

Video Games, Walking the Fine Line between Art and Entertainment

This paper is partly a response to the ongoing debate in the game world about whether games can be art, and partly an excerpt from my Ph.D. research. I aim to offer some insights in the cognitive experiences gamers have while playing hopefully useful to both designers and scholars. I will argue that an art experience is a particular kind of cognitive experience, namely a distinctive type of ima...

Entertainment as Pleasurable and Meaningful: Identifying Hedonic and Eudaimonic Motivations for Entertainment Consumption

The purpose of this research is to broaden the conceptualization of entertainment selection to identify not only pleasure-seeking (hedonic concerns) as a motivator, but to also recognize that individuals may choose media as a means of ‘‘truth-seeking’’ (eudaimonic concerns). This article conceptualized and developed measures to illustrate that entertainment can be used as a means of experiencin...

The Racialized Experiences of Video Games

This research explores the ways different people experience the racial content of video games. Building on DeVane and Squire, this research speaks to content analyses literature that shows games as modern minstrelsies. Using Bonilla-Silva’s definition of Racial Ideology in conjunction with Winddance-Twine’s concept of Racial Literacy, I examined racial ideology and its role as an interpretative...

Video games as nursing interventions.