The basic premise of this paper is the notion that computer game production can be conceptualised as a game played among various players, on a heterogeneous and distributed playing field, and according to rules which are subject to constant changes. The playing field on which digital games production takes place can be regarded as structurally analogous to the gamespace of digital games themsel...

Why and how do digital games make us play with them? What are their argumentative strategies of make-believe like, shaped as they are by possibilities and necessities? How do games induce constant cooperation and persuade us to play, and keep playing1? Finally, what signifies the relationship between game design(er), gameplay, and player? Let us sidestep typical answers to these questions and i...

Ideology and its function in digital games has received considerable scholarly interest in the field of game studies, though only more recently has criticism interested itself with the ideological implications of game mechanics in conjunction with a game's representational content. Relying on an Althusserian definition of ideology, this paper builds upon the existing methodology of procedural r...

This paper reviews the research literature on gender and gaming in light of the growing interest in digital games for learning. It outlines three different approaches that have been developed to address gender issues in digital games: ‘games for girls’ that build on gender differences by promoting different notions of femininity, ‘games for change’ that support gender play by challenging stereo...

Consumers’ product evaluation, choice, and use are driven by both utilitarian and hedonic considerations. Digital games, that are typically considered to be a homogenous product category, are often claimed to be high on hedonic value. However, there is a multitude of digital games genres available. Differences in their appeal, gameplay, and purpose in practice indicate that digital games vary s...

Video games or computer games are an important part of most young people’s lives today in OECD countries. PISA (2003) showed that 53% of OECD students age 15 play games frequently (“almost every day” or “a few times a week”). In the U.S. studies show that teenagers are spending more time playing computer games and other digital media (e.g. computers and the Internet), than watching TV. Specific...

The consumption of digital games has become increasingly gamblified (Gainsbury et al, 2015; Zanescu 2020) in recent years. Due to the changes media landscape such as development new forms gambling via Internet and mobile phones, consumers can now play gamble real-time from almost any location (Newall 2019; King 2010; Griffiths & Parke, 2010). growing intersections between games, gambling, pract...