Hobbs, Renee; Vacker, Barry; Saari, Timo (Temple University. Libraries, 2011)
      Video games are often thought of as a type of social media, yet social media are not often thought of as a type of video game. Due to the fact that both are media that arguably play a large role in identity formation and perception of reality, this paper argues that social media should be looked at as providing a type of video game experience. While the study is not limited in its scope to teens, they play an important role. This paper explores identity as being social and interactive and also affected by media. The relationship between representation and reality is also explored and applied to the current celebrity culture. Social media and video games are explored through their similarities, including their goals of becoming a hero/celebrity, exemplified in social media through users acting like their own paparazzi. A systematic analysis is conducted to compare research regarding identity and reality in social media and video games since 2005. While similar themes emerged, the way that these themes are studied within video games and social media differ. These gaps in research lead me to four new research area suggestions for social media: mirrors, stereotypes, immersion and definitions. Through these new research areas, I propose five possible future studies.
    • Motivation to Mine: An Analysis of the Motivation for Extended Video Game Play among Preadolescents in a Physical Learning Environment

      Cai, Deborah A.; Lombard, Matthew; Schifter, Catherine; Shaw, Adrienne, 1983-; Bowman, Nicholas David (Temple University. Libraries, 2015)
      The relationship between video games and learning is a topic of interest for academic fields. But how can a voluntary activity, like playing video games, motivate students to be academically productive? This dissertation used the popular video game, Minecraft, to measure the intrinsic motivation of 7th and 8th grade students in mathematics class, using a Self-Determination Theory (SDT) framework. The results demonstrated that intrinsic motivation remained at high levels, as long as students are competent in game controls and were relatively free to do what they wanted within the general guidelines in the video game environment. Second, the role of social presence contributed to immersion in the video game environment and played a role in the continued motivation to play. Third, although there was no impact on rote measures of learning, such as memorizing vocabulary definitions, the Minecraft video game environment affected students’ ability to problem solve, as was evidenced by pre- and post-tests of rote and conceptual learning.
    • The Impact of Virtual Geographies: Video Gaming and Wayfinding

      Sanders, Rickie; Kohl, Benjamin H.; Newcombe, Nora (Temple University. Libraries, 2010)
      Success in spatial skills can be an indicator of success in mathematics and sciences. Wayfinding, the ability to purposefully navigate, is one such important spatial skill. Spatial skills can be developed in a number of ways, one of which may include playing video games. Research gathered from a survey and mapping exercise, indicates that though video games may not have a statistically significant impact on wayfinding, experience does. When properly utilized, video games could become part of that important spatial skill training experience.