The Gameplay Enjoyment Model

To date, reviews of the games literature have noted a lack of empirical studies examining the relationships between games and their purported benefits (Huizenga, Admiraal, & Dam, 2011; Vandercruysse, Vanderwaetere, & Clarebout, 2012; Young et al., 2012). Furthermore, researchers have called for a better understanding of the specific game features that may lead to beneficial outcomes (Hartmann & Klimmt, 2006; Klimmt, Schmid, & Orthmann, 2009; McNamara, Jackson, & Graesser, 2010; Vorderer, Bryant, Pieper, & Weber, 2006; Wilson et al., 2009). In this survey study, a structural equation modeling (SEM) approach was employed to better understand the specific features that influence player enjoyment of video games. The resulting Gameplay Enjoyment Model (GEM) explains players’ overall Enjoyment of games, as well as their preferences for six specific types of enjoyment, including Challenge, Companionship, Competition, Exploration, Fantasy, and Fidelity. The implications of these model components are discussed in the context of educational game design and future directions for research are offered. GEM provides an empirical framework within which vital progress can be made in understanding the enjoyment of games and the role that games play in education. DOI: 10.4018/jgcms.2012100105 International Journal of Gaming and Computer-Mediated Simulations, 4(4), 64-80, October-December 2012 65 Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. McNamara, Jackson, Graesser, & Baek (2010) called for research on which game features are most important to the motivational and learning benefits of games. Most recently, Vandercruysse et al. (2012) and Young et al. (2012) cited a lack of specificity, abundant overgeneralization, and insufficient consideration of individual differences as hampering empirical progress towards understanding the learning effects associated with educational games. From these recommendations, there is a clear need to identify the specific game features that influence player perception and hold potential benefits for educational gaming. A few prior studies have shown positive relationships between educational games and learning performance. In a series of three studies, undergraduate business, economics, and management students who played educational games as a part of their respective courses showed statistically significantly higher test scores than students who did not play the games (Blunt, 2007). Likewise, pre-post academic performance increases have been demonstrated in K-12 social studies using an off-the-shelf commercial game (Foster, 2011) and in undergraduate history education using a modified commercial game (Moshirnia & Israel, 2010). Similarly, the use of games has lead to pre-post learning gains in K-12 math education (Cordova & Lepper, 1996; Ke & Grabowski, 2007; Parker & Lepper, 1992). So too have learning performance improvements been demonstrated through the use of science games at the K-12 (Clark et al., 2011) and undergraduate levels (Barab et al., 2009). Although empirical research investigating the relationships between games, enjoyment, and learning, is limited, promising evidence from related fields suggests that these relationships warrant further exploration. In the field of information systems, enjoyment has shown several positive benefits for the adoption of internet and computer systems. Enjoyment has been associated with increased perceptions of usability (Venkatesh, 2000; Venkatesh, Speier, & Morris, 2002; Yi & Hwang, 2003) and usefulness (Mitchell, Chen, & Macredie, 2005; Venkatesh, et al., 2002; Yi & Hwang, 2003). In addition, users who enjoy systems have shown increased future intention to use those systems (Lee, Cheung, & Chen, 2005; Moon & Kim, 2001), as well as more positive attitudes towards them (Lee, et al., 2005; Moon & Kim, 2001; Van der Heijden, 2003). In some cases, enjoyment has even lead to higher actual use of computers and the internet (Igbaria, Parasuraman, & Baroudi, 1996; Teo, Lim, & Lai, 1999). Meanwhile, in the field of education, enjoyment has been similarly linked to beneficial outcomes. In studies of university students in online and face to face learning environments, enjoyment was associated with increases in perceived learning and transfer (Blunsdon, Reed, McNeil, & McEachern, 2003; Gomez, Wu, & Passerini, 2010; Mitchell, et al., 2005). In another study, students who enjoyed online learning reported barriers, such as lacking social interaction, instructor issues, and low personal motivation, to be substantially lower than students with neutral or negative attitudes towards online learning (Muilenburg & Berge, 2005). Moreover, in a series of studies on academic emotions, Pekrun, Goetz, Titz, & Perry (2002) found that enjoyment lead to increased perceptions of self-regulated learning and predicted high academic achievement. Although other experiences may be associated with playing games, enjoyment can be considered the primary experience derived from gameplay. Enjoyment has been characterized as the core experience of all entertainment media, including games (Ritterfeld & Weber, 2006; Vorderer, Klimmt, & Ritterfeld, 2004). In addition, the enjoyment of games has been related to several preceding media theories, including uses and gratifications (John L Sherry, Lucas, Greenberg, & Lachlan, 2006), selective exposure (Bryant & Davies, 2006), and mood management (Vorderer, et al., 2006). Further, Garris, Ahlers, & Driskell (2002, p. 453) explained that “A central characteristic of games is that they are fun and a source of enjoyment.” Since enjoyment is the primary experience derived from gameplay, and enjoyment has shown positive effects in prior learning and 66 International Journal of Gaming and Computer-Mediated Simulations, 4(4), 64-80, October-December 2012 Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. technology research, it is worthwhile to consider how educational games can be designed to accrue similar benefits. A potentially useful tool for the creators of serious games, particularly in education, is an empirical model of the game features that lead to player enjoyment. While many taxonomies of games and players have been introduced in the past, they have tended to be theoretical in nature and/or wanting for empirical validation (see Quick, Atkinson, & Lin, 2012b for an extended discussion of game taxonomies). Preliminary empirical efforts have begun to identify the game features that influence player enjoyment (Quick & Atkinson, 2011; Quick, et al., 2012b). Exploratory analyses of survey responses from an 18-feature questionnaire have identified Challenge, Companionship, Competition, Exploration, Fantasy, and Fidelity as factors that influence player enjoyment. To date, each of these factors has been defined by two to four specific game features, such as realistic graphics or online play. Although this research has established an initial understanding of gameplay enjoyment, additional work is needed to refine, expand, and validate these findings. Overview of Present Study This survey study aims to build upon the research of Quick et al. (2012b) and transition from an exploratory approach to a confirmatory one. The instrument used by Quick et al. 2012b) is adapted and expanded to explore gameplay enjoyment and player preferences in greater detail. The purpose of this study is to establish a refined and expanded empirical model of gameplay enjoyment, the Gameplay Enjoyment Model (GEM). An examination of the literature reveals that GEM holds promising implications for the design and research of educational games. The applications of GEM to the design of educational games are discussed. In addition, the directions for future research on the benefits of educational games that are enabled by GEM are presented. METHOD