Approaches to HCI

Innovation Approach 150 150 John

Innovation Approach

 

An innovation approach to HCI is a way of addressing the problem of designing human-computer interactions, by introducing a new idea, a method or a device, which constitutes a significant positive change, adding value. For example, different innovation approaches have resulted in novel forms of human-computer interactions, including: virtual reality; voice recognition; gesture sensing; force feedback; wearable interfaces; whole-body sensing; spatial interactions; and transparent interfaces. Some of these novel forms of human-computer interaction are only at the invention stage of development; but have innovation potential, for example, wearable interfaces. Other forms are moving from the invention to the innovation stage of device development, for example, virtual reality, especially in the domain of simulation.

An innovation approach to HCI involves the research and development of innovations for the design of human-computer interactions. For example, the ‘graphical user interface’ (GUI) in the form of ‘windows, icon, menu, and pointing device’, (WIMP) and ‘what you see is what you get (WYSIWYG) is a break-through innovation, resulting largely from different Xerox and Apple research and development (R+D) projects. Note the GUI interface remains an innovation, notwithstanding the original direct manipulation invention of a light-pen to control screen data in World War II radar systems. Incremental innovation best characterises the development of icons as part of the GUI interface from the Apple Lisa onwards. Both types of innovation are associated with R+D groups (for example, Xerox; Apple etc) and members of those and other groups (for example, Engelbert; Kay etc).

The research and development of an innovation approach to HCI constitutes a way forward in  addressing the problem of designing human-computer interactions. For example, the innovation of the GUI resulted from a range of different (and even hotly disputed) patents, emanating from Xerox, Apple and other R+D organisations. The innovation also resulted from many different ideas and the experience afforded by their exchange between such organisations. For example, Apple engineers visited the Xerox Parc facilities and Parc employees subsequently moved to Apple to work on the Lisa and the Macintosh. Patents, expert advice, experience and the design of other innovations supported both preliminary and final steps, as well as the manner for taking such steps, addressing the problem of designing innovative human-computer interactions.

Finally, an innovation approach to HCI has ways of establishing how and  whether the problem of designing human-computer interactions has been addressed or not. For example, the Apple Lisa, released in 1983, featured a high-resolution, stationary-based GUI. However, the most significant, positive change, adding value, is the Apple Macintosh, which was the first commercially successful product to use a multi-panel user interface. The Macintosh used trial-and-error design to build on the experience acquired from the earlier design of the Lisa. The success or not of patents, expert advice, experience and the design of other innovations also indicates, whether the problem of designing human-computer interactions has been addressed or not.

Examples of  Innovation Approaches to HCI

Obrist et al. (2014): Opportunities for Odor: Experiences with Smell and Implications for Technology

This paper suggests how novel, emerging smell technology might be applied to develop smell-enhanced human-computer interaction:

Innovation Illustration – Obrist et al: Opportunities for Odor: Experiences with Smell and Implications for Technology

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Requirement 1: An Innovation Approach to HCI is a way of addressing the problem of designing human-computer interactions, by introducing a new idea, a method or a device, which constitutes a significant positive change, adding value.

The paper claims to address the problems of engineering and understanding novel smell-enhanced human-computer interactions, which apply new smell technologies to interactive systems (Comments 1 and 2).

The address is more invention than innovation at this stage, as a significant positive change, adding value, needs to be made, before smell-enhanced human-computer interaction can be considered an innovation. It is certainly a new idea; but not yet a method or a device.

Requirement 2: An Innovation Approach to HCI involves the research and development of innovations for the design of human-computer interactions.

The research reports the use of story-collecting as a means of acquiring human smell data. The data are organised into categories of smell experience. Data and categories are assumed to aid understanding of smell-enhanced human-computer interactions (Comments 3 and 4).

Requirement 3: The research and development of an Innovation Approach to HCI constitutes a way forward in addressing the problem of designing human-computer interactions.

The paper suggests that implications for the engineering of smell-enhanced human-computer interactions can be based on their use of envisioning and brain-storming techniques (Comment 5).

Requirement 4:  an Innovation Approach to HCI has ways of establishing how and whether the problem of designing human-computer interactions has been addressed or not.

The paper does not attempt to assess explicitly how well the problems of understanding and engineering smell-enhanced human-computer interactions have been met by the research.

Address of both might at best be considered preliminary at this stage.

 

Conclusion: Obrist et al’s research should generally be considered an Innovation Approach to HCI, as it relates to smell-enhanced human-computer interactions. However, the Innovation Approach is currently at an early stage of development, more akin to invention than innovation; but with potential for becoming the latter over time.

 

 

 

 

 

 

 

 

Craft Approach 150 150 John

Craft Approach

A craft approach to HCI is a way of addressing the problem of designing human-computer interactions. Craft seeks to develop ‘best practice’ design to satisfy user requirements in the form of an interactive system. For example, best practice of different kinds has informed the specification and implementation of interactive systems, such as e-mail; internet banking; on-line government services; electronic shopping etc.

A craft approach to HCI involves the research and development of best practice for the design of human-computer interactions to satisfy user requirements in the form of an interactive system. Contributions to such best practice have been made by R+D groups, such as Xerox and Apple, by universities, offering courses in HCI; by text books; by professional organisations; sharing design experience etc. For example, the results of such craft best practice can be observed in the address book facility, associated with e-mail, which obviates the need for users to remember e-mail addresses. Also, the address form-fill facility, following partial typing of the addressee’s name.

The research and development of a craft approach to HCI constitutes a way forward in addressing the problem of designing human-computer interactions to satisfy user requirements in the form of an interactive system. For example, the best practice of design has evolved from word of mouth advice to wire frame specifications. Further, the best practice of evaluation has evolved from scientific experiment on alternative types of design to on-line real-time assessment of user performance and experience. The scope of craft design best practice has evolved from usability to fun to emotion, to experience etc. Best practice is supported by: heuristics; methods; expert advice; successful designs; case-studies etc. Such craft best practice can now be found in HCI courses, text books and practitioner case-study reports.

Finally, a craft approach to HCI has ways of establishing whether the problem of designing human-computer interactions to satisfy user requirements in the form of an interactive system has been addressed or not. For example, the design and evaluation of successive versions of interactive systems, such as e-mail; internet banking etc can be assessed in terms of their success, as reflected by user satisfaction and experience; uptake of the ideas by other designers; professional awards etc. The extent to which this success is supported by heuristics; methods; expert advice; other designs; case-studies etc in satisfying or not user requirements in the form of an interactive system can also be assessed. Current e-mail systems meet many (if not all of these different design criteria).

Examples of Craft Approaches to HCI

Wright et al. – FeedFinder: A Location-Mapping Mobile Application for Breastfeeding Women

This paper reports on four phases of a design and research project, from sensitizing user-engagement and user-centred design, to the development and in-the-wild deployment of a mobile ‘phone application called FeedFinder, a location-mapping mobile application for breastfeeding women.

Craft Approach Illustration: Wright et al. – FeedFinder: A Location-Mapping Mobile Application for Breastfeeding Women

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Requirement 1: A Craft Approach to HCI is a way of addressing the problem of designing human-computer interactions. Such an approach seeks to develop ‘best practice’ design to satisfy user requirements in the form of an interactive system.

The paper reports a design and research project, which addresses the problem of designing human-computer interactions (Comments 1, 2, 3 and 5). The result is FeedFinder, a location-mapping mobile application for breastfeeding women.

Requirement 2: A Craft Approach to HCI involves the research and development of best practice for the design of human-computer interactions to satisfy user requirements in the form of an interactive system (Comments 9 and 10).

The paper reports the authors’ best practice, which takes the form of a four-phases design and research project. The phases include: user-engagement sensitisation; user-centred design development; in-the-wild deployment and evaluation of a mobile ‘phone application called FeedFinder, a location-mapping mobile application for breastfeeding women (Comments 5, 7, and 9).

Requirement3: The research and development of a Craft Approach to HCI constitutes a way forward in addressing the problem of designing human-computer interactions to satisfy user requirements in the form of an interactive system.

The paper reports two ways forward for a craft approach to HCI. First, the particular form of the research and design best practice applied (Comments 5, 7 and 9). Second, how notions of consumers, communities and citizens might inform the design of humans interacting with computers (Comments 10 and 11). Both ways forward are included into the design and evaluation of FeedFinder.

Requirement 4: A Craft Approach to HCI has ways of establishing whether the problem of designing human-computer interactions to satisfy user requirements in the form of an interactive system has been addressed or not.

The paper identifies a number of user requirements for women, who want to breast-feed their babies in public. The extent to which these requirements have been met by Feed Finder (a location-mapping mobile application for breastfeeding women) is evaluated and reported (Comments 6, 8, and 9).

Conclusion: Wright et al’s research and design project clearly demonstrates an approach to HCI. It satisfies all four requirements. In addition, it can be considered a craft approach, because it applies a best-practice generic user-centred design method, whose validation is not an aim of the project. The best practice, as well as being generic, almost certainly derives from the authors’ previous research and design experience and will contribute to future (even better) such practice. Note that this conclusion does not exclude the paper from illustrating other approaches to HCI.

 

 

Applied Approach 150 150 John

Applied Approach

An applied approach to HCI is a way of addressing the problem of designing human-computer interactions, by applying other discipline knowledge to support such design. For example, disciplines such as psychology, sociology, ethnomethodology, linguistics, artificial intelligence etc have all been applied in different ways to the design of human-computer interactions.

An applied approach to HCI involves the research and development of applying other discipline knowledge to support the design of human-computer interactions. Such knowledge may take the form of user models, human performance data etc. Such applications have been made by scientists, HCI researchers, and design practitioners. An example application is the psychology finding that recognition is more effective than memory for activating commands, whether expressed in text or icon form. The application is generally considered to have been a success, in particular in GUI interfaces.

The research and development of an applied approach to HCI constitutes a way forward in addressing the problem of designing human-computer interactions. First, relevant other discipline knowledge is identified as being potentially supportive of HCI design. Such knowledge is almost always descriptive, as in scientific knowledge. For example, psychology’s assertion that recognition is more effective than memory. Second, the applied discipline knowledge is rendered prescriptive for the purposes of applied design. Such prescription may take the form of guidelines; heuristics; methods; expert advice; other designs; case-studies etc.

Finally, an applied approach to HCI has ways of establishing how and whether the problem of designing human-computer interactions has been addressed or not. For example, interactive systems, whose design has been informed by prescribing other discipline knowledge can be assessed in terms of their success – as reflected in user satisfaction; workload; experience; design uptake etc. The extent to which this success has resulted from the application of guidelines; heuristics; methods; expert advice; other designs; case-studies etc derived from other disciplines can also be assessed. In the absence of success, however, it is unclear whether the original other discipline description or the derived HCI applied design prescription is at fault.

Examples of Applied Approaches to HCI

Morton, J., Barnard, P., Hammond, N., and Long, J. B. – Interacting with the Computer: a Framework

The paper argues that recent technological advances in the development of information processing systems will inevitably lead to a change in the nature of human-computer interaction. Direct interactions with systems will no longer be the sole province of the sophisticated data processing professional or the skilled terminal user. In consequence, assumptions underlying human-system communication will have to be re-evaluated for a broad range of applications and users. The central issue of the present paper concerns the way in which this re-evaluation should occur.

Applied Approach Illustration – Interacting with the Computer – a Framework

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Requirement 1: An applied approach to HCI is a way of addressing the problem of designing human-computer interactions, by applying other discipline knowledge to support such design.

The paper makes clear that the theories of cognitive science are the ones, which are to be applied to the design of humans interacting with computers (Comments 1, 2, 3 and 6). Cognitive science seeks to understand human behaviour.

Requirement 2: An applied approach to HCI involves the research and development of applying other discipline knowledge to support the design of human-computer interactions. Such knowledge may take the form of user models, human performance data etc.

The paper exemplifies the application of cognitive science models to the hypothetical design of interactive systems (Comment 4). Human performance is expressed in terms of errors (Comment 3).

Requirement3: The research and development of an applied approach to HCI constitutes a way forward in addressing the problem of designing human-computer interactions. First, relevant other discipline knowledge is identified as being potentially supportive of HCI design. Second, the applied discipline knowledge is rendered prescriptive for the purposes of applied design. Such prescription may take the form of guidelines; heuristics; methods; expert advice; other designs; case-studies etc.

The paper reports two ways forward for an application approach to HCI. First, the acquisition of cognitive science models of humans interacting with computers (Comments 1, 2, 3 and 6). Second, the use of these models to supply output to designers to support their practice. The particular form of this out put is not addressed in the paper (Comments 3, 4 and 6).

Requirement 4: Finally, an applied approach to HCI has ways of establishing how and whether the problem of designing human-computer interactions has been addressed or not.

The paper exemplifies the application of cognitive science models to the design of humans interacting with computers. Its novelty lies in its conceptualisation of the latter rather than its operationalisation, test or generalisation

Conclusion: Morton et al’s research clearly demonstrates an approach to HCI. It satisfies all four requirements. In addition, then, it can be considered an applied approach, because it proposes the construction and application of cognitive science models to the design of human-computer interactions. The approach proposed in the paper is well conceptualised, although otherwise at an early stage. Note that the paper characterises itself as proposing a framework for interacting with the computer. Successful application of framework criteria would confirm this characterisation without invalidating the claim here that it constitutes an applied approach.

 

 

Science Approach 150 150 John

Science Approach

A science approach to HCI is a way of addressing the problem of designing human-computer interactions by seeking to understand such interactions. For example, scientific disciplines, such as psychology, sociology, ethnomethodology, linguistics, artificial intelligence etc all seek to understand in different ways human mental and physical behavioural phenomena, of which human-computer interactions constitute part.

A science approach to HCI involves the research and development of scientific knowledge to support HCI design. Scientific knowledge takes the form of: theories; models; laws; data; hypotheses; analytical and empirical methods and tools etc. An example of psychology knowledge is the finding that recognition is more effective than memory for performing laboratory tasks and the associated theories of memory, intended to explain and to predict such behaviour, that is to understand it.

The research and development of a science approach to HCI constitutes a way forward in addressing the problem of designing human-computer interactions, albeit indirectly. The understanding offered by science can be indirectly applied to HCI design – implicitly by trained psychologists or explicitly by the formulation of prescriptive design guidelines, as part of an applied approach to HCI (see Applied Approach).

Finally, a science approach to HCI has ways of establishing, whether the problem of designing human-computer interactions has been addressed or not. For example, understanding human-computer interactions comprises explanation of known associated behavioural phenomena and prediction of unknown phenomena – both by theory. Taken together, explanation and prediction constitute the validation of theory and an understanding of the phenomena. The knowledge, however, can only be applied (implicitly or explicitly) to HCI indirectly by means of an applied approach to HCI (see Applied Approach).

Examples of Science Approaches to HCI

Morton, J., Barnard, P., Hammond, N., and Long, J. B. – Interacting with the Computer: a Framework

The paper argues that recent technological advances in the development of information processing systems will inevitably lead to a change in the nature of human-computer interaction. Direct interactions with systems will no longer be the sole province of the sophisticated data processing professional or the skilled terminal user. In consequence, assumptions underlying human-system communication will have to be re-evaluated for a broad range of applications and users. The central issue of the present paper concerns the way in which this re-evaluation should occur.

Science Approach Illustration – Morton et al. Interacting with the computer: a Framework

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How well does the Morton et al. paper meet the requirements for constituting a Science Approach to HCI?

Requirement 1: A science approach to HCI is a way of addressing the problem of designing human-computer interactions by seeking to understand such interactions.

The paper makes clear that humans interacting with computers is a phenomenon, which can be understood in terms of the theories of the Cognitive Sciences and in particular of those of Cognitive Psychology (Comments 1, 2, 3, 6, 9 and 10). The latter theories can be used to support the HCI practice of design (Comment 5).

Requirement 2: A science approach to HCI involves the research and development of scientific knowledge to support HCI design. Scientific knowledge takes the form of: theories; models; laws; data; hypotheses; analytical and empirical methods and tools etc.

The paper argues for the development of scientific knowledge, in the form of the Cognitive Sciences (in particular Linguistics and Cognitive Psychology) and as expressed as: theories; models; hypotheses; data; analytical and conceptual tools (Comments 1-5 and 8-10). The latter forms of knowledge can be used to support HCI design practice (Comment 5).

Requirement3: The research and development of a science approach to HCI constitutes a way forward in addressing the problem of designing human-computer interactions, albeit indirectly. The understanding offered by science can be indirectly applied to HCI design –  as part of an applied approach to HCI (see Applied Approach).

The paper reports two ways forward for a science approach to HCI. First, the acquisition of cognitive science models of humans interacting with computers (Comments 1, 2, 4, 6, 7 and 9). Second, the use of these models to supply output to designers to support their practice. The particular form of this out put is not addressed in the paper (Comment 5).

Requirement 4: Finally, a science approach to HCI has ways of establishing how and whether the problem of designing human-computer interactions has been addressed or not.

The paper exemplifies the application of cognitive science models to the design of humans interacting with computers. Its novelty lies in its conceptualisation of the latter rather than its operationalisation, test or generalisation, either with respect to Cognitive Science or with respect to HCI design practice.

Conclusion: Morton et al’s research clearly demonstrates a science approach to HCI. It satisfies all four requirements. In addition, then, it can be considered a science approach, because it proposes the construction and application of cognitive science models to the design of human-computer interactions. The approach proposed in the paper is well conceptualised, although otherwise at an early stage. Note that the paper characterises itself as proposing a framework for interacting with the computer. Successful application of framework criteria would confirm this characterisation without invalidating the claim here that it constitutes a science approach.

Engineering Approach 150 150 John

Engineering Approach

An engineering approach to HCI is a way of addressing the problem of designing human-computer interactions. Engineering seeks to support ‘design for performance’. For example, if e-shopping check out performance is too slow, engineering design would seek to speed it up by improving the shopper/shopping kart interactions or some such.

A engineering approach to HCI involves the research and development of design for performance in terms of its specification as a design problem and its implementation as a design solution.

The research and development of an engineering approach to HCI constitutes a way forward in addressing the problem of designing human-computer interactions for performance. For example, support for design for performance has evolved from design guidelines to design models to design principles. Performance has evolved from errors to how well the task itself is carried out.

Finally, an engineering approach to HCI has ways of establishing whether the problem of designing human-computer interactions for performance has been addressed or not. If a design problem is specified , then the solution implemented can be evaluated in terms of performance, for example, speed and errors, usability, workload etc. If desired performance is achieved, then the extent to which this success is supported by guidelines, models, principles etc can also be assessed.

Examples of Current Engineering Approaches to HCI

Blandford, A. (2013) Engineering works: what is (and is not) “engineering” for interactive computer systems?

The paper’s aim is to facilitate discussion on the role and value of engineering in relation to interactive computer systems. It is, intentionally, not a well engineered argument for a particular position; but a series of vignettes putting forward different cases, for and against particular views of engineering in relation to interactive computer systems (ICS). The intention is that the community should establish a better shared understanding of the nature, value and role of engineering in the ICS context.

Engineering Approach Illustration – Blandford (2013) Engineering works: what is (and is not) “engineering” for interactive computer systems?

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Requirement 1: An Engineering Approach to HCI is a way of addressing the problem of designing human-computer interactions by seeking to support ‘design for performance’.

Blandford claims that engineering addresses the practical problems, associated with human-computer interactions with a view to their resolution. See Comments 2, 3, 4, 7, and 13.

Design for performance is clearly implicated in criteria, identified with well-engineered. See Comments 2, 3, 4, 5, 6, 17, 18 and 19.

The requirement is, then,  considered to have been met.

Requirement 2: An engineering approach to HCI involves the research and development of design for performance in terms of its specification as a design problem and its implementation as a design solution.

Blandford supports the idea that engineering addresses practical problems, seeking their solution. See Comments 7, 13 and 16.

Research acquires both modelling and methodological knowledge to address practical problems with assurance. See Comments 2, 6, and 8.

The requirement is, then, considered to have been met.

Requirement 3: The research and development of an engineering approach to HCI constitutes a way forward in addressing the problem of designing human-computer interactions for performance.

Blandford identifies a number of ways forward for HCI engineering, including: principles research; a phased design process; requirements and testing; and cognitive modelling. See Comments 1, 8, 9, 10, and 11.

The requirement is, then, considered to have been met.

Requirement 4: Finally, an engineering approach to HCI has ways of establishing whether the problem of designing human-computer interactions for performance has been addressed or not.

Blandford identifies both verification and validation as ways to support engineering being done well and to increase the assurance of the latter. See Comments 2, 3, 4, 11, 14, 15 and 16.

The requirement is, then, considered to have been met.

Conclusion: Blandford’s paper, then, meets all the requirements for being considered an engineering approach to HCI. The approach is at a high level of description in keeping with its aim to facilitate discussion on the role and value of engineering in relation to interactive computer systems.

Art Approach 150 150 John

Art Approach

An art approach to HCI is a way of addressing the problem of designing art human-computer interactions.  The artist uses human-computer interactions to produce a creative, technical and imaginative expression of the relationship between people and the world, to be experienced interactively by the user. That expression is intended to correspond to some ideal or criterion, such as beauty, aesthetic form etc. Art includes both visual and literary arts, fine and craft arts, as well as combinations thereof. For example, different art approaches have produced artistic forms of human-computer interactions, such as: interactive robots; multi-media websites; digital paintings; contingent novels and plays; video games etc. More artistic forms continue to be developed – digital theatricals, interactive art artefacts etc.

An art approach to HCI involves researching and creating artistic artefacts, as concern the design of human-computer interactions to be experienced interactively by others. For example, interactive robots, affording emotional and social stimulation and experience constitute such artefacts. Most artefacts are created by individuals, on the basis of their experience; but are now also produced by groups. At this time, there is little agreement as to the criteria, for example, beauty, aesthetic stimulation etc by which such artefacts are to be judged as art.

The research and creation of an art approach to HCI constitutes a way forward in addressing the problem of designing art human-computer interactions. Experience, expert advice and the artefacts of others support such design as trial-and-error. For example, currently, the aesthetics of the emotional and social interactions of humans and robots are at best rudimentary, but little understood and only modestly expressed. However, the artistic potential of such artefacts has been demonstrated and continues to be developed.

Finally, an art approach to HCI has ways of establishing, whether the problem of designing art human-computer interactions has been addressed or not. For example, interactive robots and digital paintings, not to mention multi-media videos, have been exhibited in museums and galleries. The success of experience, expert advice and the artefacts of others in supporting the creation and the appreciation of art is attested by manifestos, artistic biographies and reflections, art criticism etc. The latter also indicate whether the problem of creating art human-computer interactions has been addressed or not.

Examples of Art Approaches to HCI

Salisbury, J. (Initial Draft): Videogame Engagement as a Process of Seeking Cultural Value

This paper suggests that players engage with (video) games, if they can find a sense of net personal cultural value, as they select, play and reflect on their play experiences. If video-games are considered an Art form, then Art experience more generally can be thought of as  engagement seeking cultural value. As such, application of the Art Approach, proposed here, would seem appropriate.

Art Approach Illustration – Salisbury, J. (Initial Draft): Videogame Engagement as a Process of Seeking Cultural Value

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Requirement 1: An art approach to HCI is a way of addressing the problem of designing art human-computer interactions. The artist uses human-computer interactions to produce a creative, technical and imaginative expression of the relationship between people and the world, to be experienced interactively by the user. That expression is intended to correspond to some ideal or criterion, such as beauty, aesthetic form etc. Art includes both visual and literary arts, fine and craft arts, as well as combinations thereof.

The paper’s art approach, as video-games, to HCI assumes the seeking of cultural value to be a problem of understanding (Comment 2). He considers that such understanding may have some utility for the field of game design (Comment 8), although this notion is not addressed explicitly by the research (Comment 2).

The game designer is assumed to produce a creative, technical and imaginative expression of the cultural relationship between game players and the world (Comment 1). No ideal or other criteria are offered for such an expression. Video games include text, images (both static and animated) and combinations of both.

Requirement 2: An art approach to HCI involves researching and creating artistic artefacts, as concern the design of human-computer interactions to be experienced interactively by others.

The research uses Classic Grounded Theory to analyse, depict and understand video-game interactions. The matter of their design is not addressed explicitly in the paper (Comments 2, 3, 5 and 8).

Requirement 3: The research and creation of an Art Approach to HCI constitutes a way forward in addressing the problem of designing art human-computer interactions. Experience, expert advice and the artefacts of others support such design as trial-and-error.

The research suggests that its theory of understanding video-game engagement as a process of seeking cultural value might be of utility to the field of game design (Comment 8); but proposes no suggestion of how this might be done (Comments 5 and 8).

Requirement 4: Finally, an Art Approach to HCI has ways of establishing, whether the problem of designing art human-computer interactions has been addressed or not.

The paper does not attempt to assess explicitly how well the problem of understanding has been addressed by the research.  The problem of designing human-computer interactions has not been explicitly addressed.

Conclusion: Salisbury’s research can be considered as an art approach to HCI, providing video-games are considered to be art (maybe even a form of performance art). Either-way, engagement with art can be interestingly characterised in terms of a ‘process seeking cultural value’, as in the title of the paper. However, as an art approach, it is at the earliest stage of development, being currently limited to an initial attempt to understand video-games; but not to their design.

 

 

 

Innovation Approach Illustration – Obrist et al. (2014) Opportunities for Odor: Experience with Smell and Implications for Technology 150 150 John

Innovation Approach Illustration – Obrist et al. (2014) Opportunities for Odor: Experience with Smell and Implications for Technology

Opportunities for Odor: Experiences with Smell and Implications for Technology

Marianna Obrist1,2, Alexandre N. Tuch3,4, Kasper Hornbæk4 m.obrist@sussex.ac.uk | a.tuch@unibas.ch | kash@diku.dk 1Culture Lab, School of Computing Science Newcastle University, UK 2School of Engineering and Informatics University of Sussex, UK 3Department of Psychology, University of Basel, CH 4Department of Computer Science, University of Copenhagen, DK

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CHI 2014, April 26 – May 01 2014, Toronto, ON, Canada

Copyright 2014 ACM 978-1-4503-2473-1/14/04…$15.00.

http://dx.doi.org/10.1145/2556288.2557008

ABSTRACT

Technologies for capturing and generating smell are emerging, and our ability to engineer such technologies and use them in HCI is rapidly developing.

Comment 1

Smell technologies continue to be developed. Making them part of smell-enhanced human-computer interactions would be a novel application. One problem, addressed here, is how to engineer smell technology for HCI.

Our understanding of how these technologies match the experiences with smell

that people have or want to have is surprisingly limited.

Comment 2

Understanding human-computer smell interactions constitutes a further problem, addressed by this paper.

We therefore investigated the experience of smell and the emotions that accompany it. We collected stories from participants who described personally memorable smell experiences in an online questionnaire.

Comment 3

The research used story-collecting as a means of acquiring human smell data.

Based on the stories we developed 10 categories of smell experience.

Comment 4

The data were organised into categories of smell experience.

We explored the implications of the categories for smell-enhanced technology design by (a) probing participants to envision technologies that match their smell story and (b) having HCI researchers brainstorm technologies using the categories as design stimuli.

Comment 5

The implications of the smell categories for smell-enhanced human-computer interactions were explored using envisioning and brain-storming techniques.

We discuss how our finding can benefit research on personal memories, momentary and first time experiences, and wellbeing.

Author Keywords : Smell; smell experiences; odor; olfaction; user experience; smell-enhanced technology; narratives; smell stories; crowd-sourcing; design brainstorming; designing for smell.

ACM Classification Keywords H.5.2 Information interfaces and presentation (e.g., HCI):

Miscellaneous. General Terms Experimentation, Human Factors, Design.

INTRODUCTION

Smell plays an important role for memories and emotions. Compared to other modalities, memories evoked by smell give stronger feelings of being brought back in time, are more emotionally loaded, are experienced more vividly, feel more pleasant, and are autobiographically older (ranging back to childhood) [15,33]. Smell is incredibly powerful in connecting humans to past events and experiences.

Matsukura et al. [22] recently proposed the Smelling Screen, an olfactory display system that can distribute smells. Earlier work in HCI has proposed other systems that capture and generate smells. For example, Brewster et al. [5] developed a smell-based photo-tagging tool, and Bodnar et al. [4] showed smell to be a less disruptive notification mechanism than visual and auditory modalities. Thus, smell technologies are already emerging. Our understanding of how these technologies match the experiences with smell that people have or want to have is surprisingly limited.

First, while technologies such as those mentioned above are often evaluated, the results mainly concern the perception of smell. The evaluations say little about the general potential of smell technologies for humans or their ability to generate particular experiences. Second, whereas earlier work states that the subjective experience of smell stimulation is crucial for the success of a system (e.g., [5]), we are unaware of work in HCI that studies the subjective experience of smell (though see [17]). Third, several hundred receptors exist for smell and we cannot rely on any primary smells to stimulate a particular experience, as might be imagined for other human senses [2]. Taken together, these points suggest that we can only link smell tenuously to particular experiences or emotions. This limits our ability to design for a spectrum of experiences.

The present paper focuses instead on experiences and emotions related to smell and links them to potential technologies. Inspired by work on user experience [14,34], we concentrate on personal memorable smell experiences and their links to emotion. From the focus on experience we developed design guidance for smell-enhanced technologies. The goal is to contribute knowledge on subjective smell experiences and their potential for design. We collected 439 smell stories, that is, descriptions of personal memorable experiences involving smell.We distributed a questionnaire through crowdsourcing, ensuring a large-scale coverage and variety of smell stories. We analyzed the stories and identified 10 main categories and 36 sub-categories. Each category was described with respect to its experiential and emotional characteristics and specific smell qualities. Besides smell stories associated with the past (e.g., memory of loved people, places, life events) we identify stories where smell played an important role in stimulating action, creating expectations, and supporting change (e.g., of behavior, attitude, mood). Smell can sometimes also be invasive and overwhelming, and can affect people’s interaction and communication. Within the categories, we identify common smell qualities and emotions, which support the exploration of opportunities for design. In particular, we discuss the implications for technology based on feedback from participants and on a brainstorming session with HCI researchers working on smell technologies.

The main contributions of this paper are:

(1) an experiencefocused understanding of smell experiences grounded in a large sample of personal smell stories, which allowed us

(2) to establish a systematic categorization and description scheme for smell experiences, leading to

(3) the identification of technology implications by participants, and

(4) the exploration of design potentialities by HCI researchers.

THE HUMAN SENSE OF SMELL

The sense of smell is the most complex and challenging human sense. Hundreds of receptors for smell exist and the mixing of the sensations, in particular with our sense of taste, is immense [2]. The sense of smell is further influenced by other senses such as vision, hearing, and touch; plays a significant role for memory and emotion; and shows strong subjective preferences. Willander and Larsson [33] showed that autobiographical memories triggered by smell were older (mostly from the first decade of life) than memories associated with verbal and visual cues (mostly from early adulthood). Moreover, smell-evoked memories are associated with stronger feelings of being brought back in time, are more emotionally loaded, and are experienced more vividly than memories elicited through other modalities [15,33]. No other sensory system makes the direct and intense contact with the neural substrates of emotion and memory, which may explain why smell-evoked memories are usually emotionally potent [15].

The emotion-eliciting effect of smell is not restricted to the context of autobiographical memories. Smell is particularly useful in inducing mood changes because they are almost always experienced clearly as either pleasant or unpleasant [8]. For instance, Alaoui-Ismaïli et al. [1] used ‘vanilla’ and ‘menthol’ smells to trigger positive emotions in their participants (mainly happiness and surprise) and ‘methyl methacrylate’ and ‘propionic acid’ to trigger negative emotions (mainly disgust and anger). Interestingly, Herz and Engen [15] pointed out that almost all responses to smell are based on associative learning principles. They argued that only smells learned to be positive or negative can elicit the corresponding hedonic response and that people, therefore, should not have any hedonic preference for novel smells. The only exceptions are smells of irritating quality that strongly stimulate intranasal trigeminal structures. Such smells often indicate toxicity. While neuroscientists and psychologists have established a detailed understanding of the human sense of smell, insight into the subjective characteristics of smell and related experiences is lacking. The exploration of this subjective layer of smell is often understood as going beyond the interest of these disciplines, but is highly relevant for HCI and user experience research.

SMELL IN HUMAN-COMPUTER INTERACTION

Ten years ago, Kaye [17] encouraged the HCI community to think about particular topics that need to be studied and understood about smell. While some attempts have been made to explore smell during recent years, the potential of smell in HCI remains under-explored. Most work on smell in HCI focuses on developing and evaluating smell-enhanced technologies. Brewster et al. [5] used smell to elicit memories, and developed a smell-based photo-tagging tool (Olfoto). Bodnar et al. [4] showed smell to be less disruptive as a notification mechanism than visual and auditory modalities. Emsenhuber et al. [9] discussed scent marketing, highlighting the technological challenges for HCI and pervasive technologies. Ranasinghe et al. [24] further investigated the use of smell for digital communication, enabling the sharing of smell over the Internet. More examples of smell-enhanced technologies can be found in multimedia applications [13], games [16], online search interfaces [19], health and wellbeing tools (e.g., http://www.myode.org/), and ambient displays [22].

The exploration of smell-enhanced technologies is mostly limited to development efforts and the evaluation of users’ smell perception of single smell stimuli. The smells used are often arbitrary and not related to experiences. This is because of the lack of knowledge pertaining to the description and classification of smells required for HCI [17]. Kaye points out that “There are specific ones [classification and description schemes] for the perfume, wine and beer industries, for example, but these do not apply to the wide range of smells that we might want to use in a user interface” (p. 653). Thus, previous work has a general and quite simple usage of smell.

THE POTENTIAL OF STUDYING SMELL EXPERIENCES

In contrast to the work reported above, the present paper focuses instead on experiences with smell and links them to potential technologies. We do so through stories of experiences with smell. Stories are increasingly used within user experience research to explore personal memories of past experiences, but also to facilitate communication in a design process [3,34]. Stories are concrete accounts of particular people and events, in specific situations [10], and are more likely to stimulate empathy and inspire design thinking than, for example, scenarios.

STUDY METHOD

We asked a large sample of participants to report smell experiences that were personal and meaningful. We refer to the description of these experiences as smell stories. These stories were captured through a questionnaire described below, which included inspirational examples of smell-enhanced technologies at its end. Based on the examples we asked participants to reflect on their experience and future technologies. The rationale of this approach was to begin from smell experiences that matter to participants, instead of starting from an application or a particular technology.

Questionnaire

We created a web-based questionnaire consisting of six parts. We started with an open question to stimulate the report of a personal memorable smell experience. This was followed by closed questions aiming to elucidate the relevant emotional and experiential characteristics, as well as the smell qualities. Participants could freely choose the story to report. The questionnaire was administered through a crowdsourcing platform to obtain a large sample of smell stories. Crowdsourcing provides valid and reliable data [20] and has been used for capturing user experiences [31].

Part 1: Smell Story

The smell stories were elicited through an initial exercise, where participants were asked to think about situations and experiences where smell played an important role. The aim was to get participants into the right frame of mind and sensitize them to smell. Next, participants were asked to describe one memorable smell experience in as much detail as possible, inspired by the questioning approach used in explicitation interviews [23]. This questioning technique is used to reconstruct a particular moment and aims to place a person back in a situation to relive and recount it. Part 1 of the survey was introduced as follows: Bring to your mind one particular memorable moment of a personal smell experience. The experience can be negative or positive. Please try to describe this particular smell experience in as much detail as possible. You can use as many sentences as you like, so we can easily understand why this moment is a memorable experience involving smell for you. Participants were asked to give a title to their story (reflecting its meaning) and indicate if the experience was positive, negative, or ambivalent (i.e., equally positive and negative). They were also asked to indicate how personally relevant the experience was (from ‘not personally relevant at all’ to ‘very personally relevant’).

Part 2: Context

Part 2 asked participants to give further details of their reported experience via open and closed follow-up questions. There were four questions on the context of the described experience, including the social context (who else was present), the place (based on the categories used by [26]), the location (as an open field), and the time when the reported experience took place (days, weeks, months, or years ago).

Part 3: The smell

Specific questions on the characteristics and qualities of the smell were asked in Part 3. Participants characterized the smell itself using a list of 72 adjectives (i.e., affective and qualitative terms) derived from the ‘Geneva Emotion and Odor Scale’ (GEOS) [7]. Participants could also add descriptions to characterize the smell in an open feedback box. In addition, they rated the smell with respect to its perceived pleasantness, intensity, and familiarity.

Part 4: Experienced emotions

In Part 4 participants had to describe how they felt about the experience as a whole, using a list of affective terms (101 in total). They could go through the list and tick the words that best described their emotions during the experience. The words were derived from Scherer [27]. Participants could also add their own words in a free-text field.

Part 5: Smell technologies

After the participants had selected, thought about, and described a particular smell episode, Part 5 linked their personal experience to technology. The participants were engaged in a envisioning exercise inspired by work on mental time travel [30]. They were shown six inspirational examples of smell technologies, namely: Olfoto: searching and tagging pictures (CHI, [5]); Smelling screen: ambient displays (IEEE, [22]); Digital smell: Sharing smell over the Web (ICST, [24]); Scent dress: interactive fabric with smell stimulation (http://www.smartsecondskin.com/); Mobile smell App: iPhone To Detect Bad Breath and Other Smells (BusinessInsider 01/2013), and Smell-enhanced cinema: Iron Man 3 Smell-Enhanced Screening (Wired 04/2013). These six technologies cover areas of relevance for HCI (mobile, ambient, wearable, personal, and entertainment computing), give realistic examples of smell technologies from research, and include recent, commercial examples.

We asked the participants to imagine any desirable change that future smell technology might make (or not) with respect to their personal smell experience. We asked them the following questions: (1) How could your experience be enhanced? (2) What technology are you thinking about? (3) Why would such a combination of your experience and the technology be desirable, or why would it not? Finally, the participants could express any other ideas for smell technology in a free-text field.

Part 6: Personal background

At the end of the questionnaire, participants answered questions on their socio-demographic and cultural background. The goal was to try to identify any geographical and cultural influences on smell attitudes (as found by Seo et al. [29]). The participants were also asked to assess their own smell sensitivity. All the questions, except for those on demographics, were mandatory. On average, the survey took 16 minutes to complete (SD = 7.57 minutes). Participants received US$ 1.50 for completing the questionnaire, corresponding to an hourly salary of 5.63 dollars.

Collected data and participants

A total of 554 participants began the questionnaire. Of these, 480 completed the questionnaire and answered three verification questions at its end. These questions required participants to describe the purpose of the study without being able to go back and look at the earlier questions or guidelines. After data cleaning, 41 stories were excluded. Fake entries (n = 11) were identified immediately, while repeated entries (n = 10), incomplete stories (unfinished sentences; n = 6), and incomprehensible stories (which did not make sense on their own; n = 14), were excluded iteratively throughout the coding process. This left us with 439 smell stories.

At the time of the study, all 439 participants (52.8% female) lived in the US; most had grown up in the US (95%). The participants’ age ranged from 18 to 67 years (M = 31.5, SD = 10.0). A majority of participants (84%) indicated being sensitive to smell (rating 4 or higher on a scale from 1 to 5).

Data analysis

The analysis process followed an open and exploratory coding approach [25]. Two researchers conducted the qualitative coding process. After coding an initial 25% of the stories, two more coding rounds (to reach 33% and then 50% of the data), led to the establishment of an agreed coding scheme. The coding scheme contained 10 main categories and 36 sub-categories, and a category entitled ‘not meaningful’ for cases where smell did not seem to have any relevance in the described experience. Based on this coding scheme, one researcher coded the remaining 50% of the data, and the second researcher coded a subsample of 25% of that data, resulting in a good inter-coder agreement (Cohen’s kappa of κ = .68) [12].

Follow up design brainstorming

In addition to the feedback from our participants, we also explored the design value of the smell stories with experts in the field. We organized a two-hour design brainstorming session with three HCI researchers, two working on smell technologies and one working on advanced interface and hardware design. None of them were from the same organization as the authors and none were familiar with the details of the study before the session.

The brainstorming session aimed to share and interpret the smell stories and followed four stages [11]: (1) prompting, (2) sharing, (3) selecting, and (4) committing. We selected 36 stories (one representative story for each sub category) as brainstorming prompts. All 36 stories were printed on A6 sheets (including the story title, the smell story, context information, and personal background). Each researcher was asked to read through the stories individually before discussing them together. They were asked the same questions as our participants (e.g., how they might imagine a connection between the experience and technology). Each researcher chose the most interesting/inspiring stories to share with the group, then they generated ideas as a group, and selected three to four ideas to be developed in more detail. The outcome of the brainstorming session is presented in the implication section, after the description of the findings from the smell stories.

FINDINGS ON EXPERIENCES WITH SMELL

In the following sections we present our findings according

to the 10 identified categories. The 439 smell stories were

organized via their primary category, as agreed by the

coders. This categorization does not define a strict line

between the categories, as they are not wholly independent,

but it does enable us to organize the material and generate a

useful dataset for design.

Below we provide for each category a rich description of the particularities of the

stories, excerpts from example stories, and their associated

smell qualities and emotions. Each category also contains

information about the participants’ own rating of the stories

as positive, negative, or ambivalent.

Category 1: Associating the past with a smell

This category is the largest and contains 157 stories. In

these stories, the participants described a past experience in

which a smell was encountered during a special event in life

(e.g., ‘Wedding Day’, ‘New House’), at a special location

(e.g., ‘The Smells of Paris’, ‘Grandma’s House’), or as part

of a tradition (e.g., ‘The Smell of Thanksgiving’ or

‘Christmas Eve’). In these stories the smell was described

as having a strong association to those particular moments

in the past, with no actual smell stimulus in the present. A

particularity of this category is the distinction between

stories describing personal memorable events versus

personal life events (e.g., ‘Disneyland’ versus ‘When my

mother died’). Smells were also associated with personal

achievement/success (e.g., ‘Scent of Published Book’,

‘New Car Smell’) and other important episodes of change,

such as “‘Fresh Start’: I was taking a job in a new city. …. I

took a plane trip across the country and the moment I took

a step off the plane and took a deep breath will always stick

with me. It felt so clean and the air actually smelled fresh

and new” [#488]. Within this story, the qualities of the

smell were for instance described as fresh, energetic, and

invigorating. Some of the emotions experienced at this

moment were courageousness and excitement. Although

this category is dominated by positive experiences (n =

127), negative experiences were also reported (n = 27),

such as ‘Car Crash’.

Category 2: Remembering through a smell

The 40 stories in this category described a recent

experience of a smell, which reminded participants about

past events, people, locations, or specific times in their life.

In contrast to the previous category (where stories describe

a direct link from the recollected past smell to the present;

e.g., the smell of ‘Grandma’s House’), this category

contains stories that describe an indirect link from the

present experienced smell stimulus

to the past event, person or place (e.g., the smell of chocolate cookies as sudden

reminder about grandma). Most stories in this category

contain reminders of childhood described as ‘sweet’,

‘reassuring’ and ‘nostalgic’ with respect to the qualities of

the smell. A sub-set of stories in this category (n = 10) also

highlight the particular power of smells to take a person

back in time. The description of such a flashback caused by

a sudden smell stimulus was described as: “‘My first love’:

It was the next day, when I was walking through the local

Macy’s that I smelled something that threw me back into

that situation, I could feel and see everything that had

happened the day before when I smelled a perfume in the

store” [#630]. Some of the qualities used to describe the

smell were attractive, erotic, and fresh. The experienced

emotions were described as amorous, aroused, excited,

hopeful, and interested. The stories in this category were

mainly positive (n = 37), except for three.

Category 3: Smell perceived as stimulating

The 62 stories in this category described experiences with a

unique, mostly unknown smell (all stories, except one, were

positive). The smells arose from different sources, such as

perfume, food, and nature. A particularity of this category is

the quality of ‘first time’ encounters with a smell across all

origins. One participant described the first time he was at a

beach: “The smell was very different from anything I had

ever experienced before. At first I was kind of grossed out

by the smell, but I grew to love it” [#921]. Another

participant described the smell of a tornado experienced for

the first time: “It was similar to the smell before rain but

had a certain sharpness to it, as if to warn of the incoming

danger. I felt like I knew this smell but at the same time, it

felt foreign to me. It wasn’t a bad smell, it was just slightly

unfamiliar” [#713]. The smell qualities and experienced

emotions were often described with mixed attributes (e.g.,

heavy, imitating, and stimulating; attentive, serious, and

calm), but still rated as positive experiences by participants.

Most of the other stories in this category reported on the

first experiences with food (e.g., ‘Slice of Heaven’) and

nature (e.g., ‘Grass’), and were described as desirable,

fresh, or pure, and provoked feelings of happiness at the

moment they occurred. Although specific memories were

established, including unique new associations (e.g.,

‘Tornado smell’), the stories in this category did not evoke

the kind of strong connections to the past as described in

Category 1 and 2.

Category 4: Smell creating desire for more

This category contains 48 stories (45 positive). Key to these

stories is that the smell grabbed the persons’ attention

unexpectedly. The smell was either associated with food

(triggering appetite), nature (triggering curiosity), or the

scent of other people (triggering attractiveness), which

motivated one to do or get something. In some stories smell

was described in relation to the sensation of newness (e.g.,

“‘The sweet smell of CPU’: …There was the smell of the

cardboard boxes it all arrived in, the smell of new metal–

perhaps it was a combination of these and other things, but

when the building was complete there was just a singular

smell that was unique to a new computer built by my own

hands” [#685]). The qualities of the smell in this story

included beneficial, heavy, sophisticated, energetic, and

pleasantly surprising. The experienced excitement was

expressed through words such as confident, delighted,

enthusiastic, impressed, or triumphant. This category also

contained one story where the smell at a funeral stimulated

reflection in the moment (e.g., ‘The scent of moving on’).

The story was rated as a positive experience and at the same

time the smell was described as clean, penetrating, and

persistent, and the participant indicated that she was afraid,

anxious, discontented, sad, tired, and uncomfortable.

Despite the negative situation described in this story, the

smell gave hope and a desire to live and move on, looking

into the future in contrast to the stories in Category 1 and 2.

Category 5: Smell allowing identification and detection

This category captures the enabling role of smell in certain

situations, such as allowing one to identify or detect a smell

(e.g., “‘Gas leak’: I was cooking something on a gas stove

and went out for a few minutes. When I came back, the fire

was extinguished but the gas was still on. My roommate

was sat at the table doing schoolwork, completely oblivious

to the poisonous gas that was filling the room. I told him to

get the hell up and open the windows and doors” [#951]).

The qualities used to describe the smell were distinguished,

penetrating, dirty, and light. The emotions related to this

situation were described as anxious, conscientious,

confident, and serious. Although the category is rather

small (n = 11), the lesson to be learnt from the shared

stories was the immediacy of the smell, allowing the

participant to act or prevent something.

Category 6: Overwhelming power of smell

This category includes 37 stories where the smell

overwhelmed the person in a positive way (n = 5; e.g., ‘The

Chocolate Factory’) but predominately in a negative way (n

= 30; e.g., ‘The Smell of Death’). In the latter case, people

described the smell as something disturbing, as something

that hit them suddenly on their way or during an activity. A

subset of the stories was recounted as traumatizing, so that

the person could still vividly remember the particular

moment in the past although years have passed and no

recent similar smell stimulation had occurred unlike in

Category 2 (e.g., “‘Visit to a local county jail’: My guide

warned me ahead of the time that it was going to be a little

foul in there, but nothing could have prepared me for the

obscenely acrid stench of hundreds of men crammed into

every available space of the jail, right down to windowless

storage rooms converted into more cells. … For days

afterwards, I couldn’t shake the smell…. There weren’t

enough showers to take it away. It’s been several years

since then, and my memory of that smell is just a strong as

ever” [#604]). In this category, the qualities of the smell

were described as heavy, penetrating, dirty, or sickening.

Amongst others, the experienced emotions were described

as alarmed, anxious, distressed, frustrated, or

uncomfortable. In contrast to Category 1 and 2 (where the

smell was associated with an event from the past or

triggered a specific memory), Category 6 is about the smell

as such during the experience and not about the memory

associated with this smell. As opposed to the first two

categories, in most stories forgetting – not remembering –

the smell was the key element.

Category 7: Smell invading private and public spaces

All the stories in this category (n = 32) described an

experience where one could not get rid of the smell. The

smell invaded private and public spaces. In contrast to the

previous category, the smell entered the person’s personal

space (the person did not enter the space where the smell

already existed) and took over the space. The loss of control

over the smell was linked to the lingering quality of the

smell (e.g., “‘Don’t want to smell that twice!’: I woke up

one morning suddenly confused and was hit with an odor so

horrible I couldn’t figure out what it was. … It was not like

the smell you get a whiff of when a skunk stinks up the

outdoors” [#530]). In the story the power of the smell,

causing them to leave the house for several hours, was

described with qualities such as foul, nauseous, penetrating,

and persistent. One of the experienced emotions was

surprisingly ‘amused’, however it was overruled by other

emotions including annoyed, anxious, disgusted, taken

aback, and uncomfortable. Despite the glimpse of humor in

some stories, this category mainly contains negative

experiences and underlines the power of the smell with its

sudden and lingering qualities.

Category 8: Social interaction is affected by the smell

Within this category, smell was related to a person’s own

smell or to the smell of others. Smell negatively affected

the interaction among people and their togetherness (e.g.,

“‘Dragon breath teacher’: Once a teacher yelled at me

during class. She got so close up into my face that I could

smell her bad breath. This made the experience much worse

because I wanted to get up and walk away but she was

grabbing me to keep me focused on her while she was

talking” [#744]). The smell qualities were described as

nauseous, penetrating, and sickening, and caused negative

emotions experienced as bitter, distressed, or insulted.

Despite frequent interactions among people, this category

only contains 11 stories. This set of stories (overall negative

experiences, apart from two) contains interesting elements

with respect to a person’s own awareness of body smell and

the overbearing effect of other peoples’ smell on one’s

comfort.

Category 9: Smell changes mood, attitude and behavior

This category contains 23 stories, which underlined the

power of smells to change a person’s mood, attitude, or

behavior. Stories reported the active regulating effect of

smells with respect to mood, but mostly (n = 14) the change

of behavior due to smells (e.g., ‘Accidental vegetarian’ or

‘Saved by the Smell!’). One story showed the active usage

of smells to change one’s mood. A participant had recently

been divorced and reported on the day her husband had

moved out: “‘White Lilac Sheets’: “I made the bed with my

lilac sheets and the atmosphere changed. I still remember

that scent and how I felt on that day. I was going to be

okay. The room didn’t look or feel or smell lonely anymore.

It looked and smelled fresh and clean and lovely and a bit

romantic and it was mine” [#526]. The qualities of the

smell were described as fresh, reassuring, and spring-like,

while the experienced emotions were determined, hopeful,

longing, tense, but also worried. Overall, the stories in this

category were reported as mainly positive (n = 12)

experiences, but also as negative (n = 7) and four stories

were rated ambivalent, neither positive nor negative.

Category 10: Smell builds up and changes expectations

This category shows the potential of smell to build up

expectations and to surprise. In the former case (11 stories)

the smell was building up expectations until the actual

contact with the trigger, such as food or a perfume (e.g.,

“‘The Smell of Hungry Anticipation’: “I was trying a new

soup for the first time. When it was brought to the table, the

soft smell of rosemary immediately hit my nostrils. …It

complimented the taste of the soup and built anticipation”

[#585]). The smell was described as mouthwatering,

healthy, and pleasantly surprising, and was further related

to emotions such as conscientious, expectant, and relaxed.

In other stories (n = 7), expectations were exceeded to the

extent that they surprised and diverted anticipations (e.g.,

‘PomVinegar Surprise’: “I could smell the pomegranate

and vinegar from about 10 steps away, and it was a very

pungent (thought not unpleasant) odor. I almost felt my

nose becoming runny and took out a tissue. When I tasted

the dish, however, the taste wasn’t nearly as sour as I

expected it to be from the smell” [#542]). The smell in this

story was described as distinguished and penetrating, and

was associated with emotions such as attentive and excited.

Key quantitative facts behind the smell stories

While the above-described categories can be used as an

inspiration and as a starting point for exploring design

opportunities for smell in HCI,

our quantitative data provides additional background information. Below, the

key quantitative information across all the collected smell

stories is summarized. The majority of the 439 collected

stories were positively valenced (n = 296), 112 were

negative, and 31 were ambivalent. On average, negative

stories tended to be slightly longer (M = 90 words) than

positive stories (M = 79 words), but the difference is

statistically not significant (U = 14600, p = .063, r = .09).

Contextual information

Most stories occurred in a context where one or more familiar persons were present (64.2%)

or where participants were alone (21.6%). The presence of

one or more strangers was reported less frequently (8.7%).

With regard to location, most of the experiences happened

at the participant’s or a friend’s home (38.1%) or in a public

building (20.7%). Quite a few participants reported that

their experience took place in the streets or another public

space (14.4%), in a natural setting (7.3%), or at work

(6.4%). The remaining participants (13.2%) indicated other

places (e.g., stranger’s home). On average the reported

experiences occurred 8.7 years ago (SD = 10.3), ranging

from 1 day to 58 years ago.

The qualities of smell

The most frequent smell qualities

reported in positive stories were pleasant (60%), fresh

(42%), sweet (38%), clean (31%), and mouthwatering

(30%). Smells in negative stories were described as

unpleasant (62%), penetrating (55%), heavy (54%), foul

(53%), and nauseous (51%). In ambivalent stories the smell

was perceived as fresh (39%), pleasant (32%), mouthwatering

(32%), attractive (26%), and penetrating (23%).

Experienced emotions

When asked to describe how they felt during their experience, participants’ used the affective

terms happy (63%), pleased (53%), joyous (42%), delighted

(41%), and excited (39%) in positive stories and

uncomfortable (55%), disgusted (51%), distressed (43%),

miserable (42%), and taken aback (29%) in negative stories.

Ambivalent experiences were most frequently described as

happy (42%), excited (39%), enthusiastic (35%), joyous

(32%), and serene (29%).

An overview of all 10 categories and 36 sub-categories

including qualitative and quantitative information

(including a full example for each sub-category, used in the

design brainstorming session) is provided as supplementary

material. All smell stories and related qualities of smell,

experienced emotions, and context information, are also

available at www.multisensory.info for further exploration.

IMPLICATIONS FOR TECHNOLOGY

This study focused first on experiences and second on the

implications for technology. This section turns to

technology. Below we summarize the feedback from the

participants on how technology would fit with their

experience, and describe input from a brainstorming session

with HCI researchers working on smell technologies and

advanced interface and hardware design, based on a sub-set

of the smell stories (one from each sub-category).

Ideas for technology from participants

Below we summarize the six areas and ideas for desirable

future smell technologies mentioned by participants in Part

5 of the questionnaire:

(1) To share smells with family/friends: allow one to

participate in a family event through remote smelling; share

smells of special moments such as the smell of a newborn

baby with distant relatives; share smells with people who

they know would appreciate it (such as through social

media); allow capturing and sharing of smells to create a

common understanding where you can’t explain it.

Participants also desired to be able to design and share new

smells from a personal database and create a personal smell

box/bottle.

(2) To support decision making: use smells for a quick

judgment in online shopping (like/dislike can be determined

easily); create smell profiles about holiday places and travel

destinations; smell match maker in dating websites for

allowing a better decision making about going on a date or

not with a person (smell enhanced profiles).

(3) To regulate mood actively/passively: smell to relive

good experiences whenever you want to get in a better

mood; to calm yourself down in stressful moments such as

in traffic jam or at work; as a reminder of past memories

you would have forgotten otherwise but that can cheer you

up when you feel depressed and life seems too difficult.

(4) To combine with other technologies and activities:

integrate smell into radio; combine smell with music such

as with ‘soundhound’ or ‘shazam’ apps; smell-enhanced

advertisement on TV (for food channels); enhance visits of

concerts, theater and performances with smell; allow underwater

smelling when diving.

(5) To combine with everyday objects: enhance wristband

with smell for keeping a preferred perfume lingering; have

special glasses to see and smell the beach; smell-enhanced

jewelry and clothes. One participant imagined her wedding

ring enhanced with the smell of that day.

(6) To make oneself and others aware about body smell: to

avoid embarrassing moments; provide invisible cues to a

person about her/his smell level; quick smell check after

sporting activities.

The first idea matches the experiences in Categories 1 and

2, where particular events/moments in life are associated

with a smell. The desire for capturing and sharing these

experiences enhanced with smell becomes prevalent and

suggests design implications for real-time smell-enhanced

technologies (e.g., mobile phone, photo or video camera).

The second idea can be linked to Category 5, allowing

people to identify and detect a smell. Moreover, smells are

seen as very powerful for supporting quick decision-making

(e.g., smell-enhanced website navigation and searching).

The third idea shows a direct link to Category 9 and the

potential of smell to change mood. Interestingly participants

whose story was in Category 1 or 2 were wishing for the

possibility to capture pleasant smells, for instance from

their childhood, and released to them in the present. This

desire for smell-enhanced technologies or products is also

apparent in the fourth and fifth ideas, where technology,

objects, or even activities can be enhanced through smells

from the past, or actual smells sourced through nature (e.g.,

diving in the ocean). Finally, the sixth idea is linked to

Category 8, aiming to avoid embarrassing moments in

social interactions.

Participants also expressed concerns about future smell

technologies. They were concerned about the possible

misuse of smell when sharing it through the Internet or

mobile phones (e.g., teasing people with smells, how to

trust a smell message), and about the potential manipulation

through smell (e.g., TV ads, online shopping). Some

participants were also afraid to get sick, catch an allergy, or

become addicted if they are exposed to chemical

stimulations from technology. Finally, one participant

raised the question of copyright and ownership of smells

(e.g., ‘can I share others’ smells?’).

Ideas for technology from HCI researchers

Below we outline the ideas that emerged from the two-hour

brainstorming session prompted by 36 smell stories (one

from each sub-category). Four groups of design ideas

emerged from this session and are described below:

(1) Smell-enhanced performance regulator: a technology

stimulating smell in order to structure the day, taking

activities and moods into account, and combining different

smells to avoid habituation (training and evaluation phase

needed). Smell as a reminder to take a break or as

motivation to keep going a bit longer to meet the deadline

[inspired by #526 ‘White Lilac Sheets’, Category 9].

(2) Autonomous smell agent: a technology spreading

ambient cues (e.g., a robot) to guide someone to a certain

place, to build up expectations, and motivate action. Smell

trails in the environment can also make hidden information

accessible, for instance, before entering a room (e.g., smell

warning: tense working atmosphere) [inspired by #801

‘Don’t forget to check your gas stove before you leave the

house’, Category 5].

(3) Reminder alert with smell: a technology to remind us

about important events, birthdays, and appointments.

Although we have reminders on mobile phones and

computers, they are often ignored, snoozed or in the worst

case forgotten about. A smell can provide a pleasant

reminder to say ‘it is time to call your mom’ by presenting

the smell of your favorite dish your mom makes for you.

On the other hand, if more critical, bad smells can be very

powerful as a reminder and are not easily ignored [inspired

by #530 ‘Don’t want to smell that twice’, Category 7].

(4) Smell-enhanced storytelling: a technology that

stimulates storytelling around a digitized version of an

incense stick. A stick was imagined with different layers,

representing smells related to a loved person who passed

away. When friends or family members come together, for

instance at an anniversary year, they can add new smells to

be shared in the group and thus trigger new stories about

the dead person. It is as if looking through a photo album,

telling the stories from the past, and using the smells as

anchor points for keeping the memory alive [inspired by

#672 ‘The Scent of Moving On’, Category 4].

We saw that the smell stories, even if they only provided

limited information (story, story title, context, gender, and

age), triggered vivid discussions, created empathy, and

stimulated the sharing of personal smell experiences. The

four ideas described above provide a starting point for

exploring smell in HCI. The categorization along with

additional background information on smell qualities and

experienced emotions (see supplementary material) can

inspire further explorations of smell technologies.

DISCUSSION

Our findings about experiences with smell in combination

with the ideas for technologies just presented show several

design opportunities for smell. Below we do not provide

solutions for smell-enhanced technology designs, rather we

illustrate where our findings might be relevant to stimulate

novel designs in existing areas of interest within HCI. We

see three anchor points for smell-enhanced technology.

First, the smell stories in Categories 1 and 2 suggest design

opportunities for remembering and recalling the past. Our

findings might enrich ongoing research on the design for

personal memories. Apart from enhancing research

supporting the capturing and sharing of personal

experiences (e.g., in family relationships [18]) through

smell, our findings support research to support people who

are living with memory loss (e.g., patients with dementia

[32]), where smell can play an important role in

remembering the past. An increasing body of research also

explores the potential of digital technologies to support our

memory in everyday tasks (e.g., reminder systems), to

recall past events and experiences (e.g., life-logging tools),

to design end-of-life technologies allowing reminiscence of

passed away people [21], and to record and reproduce

smells [35]. All this research shows the potential of smell to

enrich experiences, for instance by enhancing personal

memories such as photos or videos with smell. Based on

their study of a smell-based photo-tagging system, Brewster

et al. [5] stated that participants asked for personal smells to

be added. The information on how to classify such smells

was still missing; the present analysis allows us to relate

smell qualities to particular types of experiences.

When designing with smell, as for any memory-based

technology, access to such memories has to be considered

carefully to preserve their uniqueness. One participant

wrote: “I could see it being desirable in that it would allow

me to experience the scent whenever I want, but it’s kind of

a two edged sword in that experiencing that scent time and

time again will make it common place” [#513]. The power

of smell might not persist if always available, thus

participants suggested to either restrict the access and

retrieval of smells to special times (e.g., at ‘grandmas

birthday’) or to link them to a certain social setting (e.g.,

smelling only in company with ‘your sister’). This way the

uniqueness of the smell can be preserved.

Second, the stories in Categories 3 to 8 as well as 10 draw

the attention away from past memories and suggest design

opportunities for the present moment. Designing for in-situ

stimulation, the ability to capture and share smells in the

moment, and the capability to mask and neutralize bad

smells creates a vast space for smell interaction design. One

suggestion made by participants was the combination of

smell and social media, such as “An app that would allow

me to store smells, send smells, or attach smells to a picture

that I could post on social media or Instagram or

something”. This supports existing research on the delivery

of smells through the Internet [24]. We draw attention to

three additional design directions concerned with (1) first

time experiences with smell, (2) the power of smell to build

up expectations, and (3) the potential of designing for bad

smells. User experience designers put a lot of effort into

designing ‘out-of-the-box’ and first time experiences to

create positive experiences [13]. Our categorization not

only provides designers with rich descriptions of such first

time experiences, but also describes the related qualities of

smells in combination with descriptors of the experienced

emotions. This can be used to stimulate positive smellenhanced

experiences with technology, build up

expectations, and create anticipation as studied within

experience research [33]. Typically this anticipation stage is

influenced by a variety of aspects (e.g., advertisements,

product descriptions, accounts from existing customers).

Smell stories in Category 10 provide evidence for the

power of smell to build up expectations, create surprise by

exceeding anticipated experiences, and enhance momentary

experiences through capturing and sharing pleasant smells.

Categories 6 to 8 contain stories about bad smells, which

are wished to be neutralized or masked to change the

experience from something negative to something positive.

While the idea of outbalancing smells seems to be

desirable, the design brainstorming session stimulated a

discussion on the usage of bad smell in design, particularly

as part of the design idea (3) Reminder alert with smell.

Designing for bad smells might not seem appropriate at

first, but through intensity manipulation it can open up an

interesting space for design. Similar to a snooze function,

which slowly increases volume, smell stimulations could be

added to certain events (e.g., reminder for mother’s

birthday). Starting with a pleasant smell, it could turn

slowly into something unpleasant if you did not act.

Category 8 also contained stories recounting social

experiences with smell, where the smell of a person or of

other people caused embarrassment or discomfort. Despite

the importance and frequency of social contact in everyday

life, few such stories were shared. They might not seem

meaningful enough to be memorable or to be shared. Yet,

this set of stories holds potential for personal and social

smell-enhanced awareness systems, as well as for wearable

technologies, and smart fabrics. Technology could, as stated

by a participant, “…make the people in those settings feel

more comfortable if I interact with them… My holding my

nose could be insulting and impede communication.”

Third, the smell stories in Category 9 suggest design

opportunities reaching out to the future through positive

stimulation, with potential relevance for wellbeing and

behavior change research in HCI. The stories shared in this

category were about the power of smell to regulate mood,

change attitudes, and behavior. Designing for smell could

be combined with behavior change research in HCI (e.g.,

tools to support healthy nutrition and diet), and thought of

in relation to positive psychology and research on

wellbeing. Seligman and Csikszentmihalyi [28] suggested

that happiness can be learned and cultivated and that

positive psychology can help change how a person feels.

They point to the power of positive emotions for our health,

happiness and wholeness. We would suggest that our

findings add an understanding of the positive emotional

impact of smells that might be a valuable research strategy

in wellbeing research (e.g., for regulating mood).

Smell can have a regulating impact on a person’s mood and can, as in

one case explicitly reported, be used to regulate mood

(‘White Lilac Sheets’). The participant wrote, “I guess the

experience could have been enhanced by some kind of

mood moderator. Something that would have sensed my

sadness and filled the room or house with comforting

scents” [#526]. The participant pointed out that technology

would not change the situation to something more positive,

as it just was not a happy time at all, but that it could

support the sad moments in this transitional period of life.

Limitations

We would like to acknowledge three limitations of this

work. First, by using Amazon Mechanical Turk for

recruiting and asking participants to describe personal

relevant experiences, we were limited to the US and do not

know to what extent the smell stories are representative of

more general experiences with smell. We are aware about

cultural and geographical differences (as described by Seo

et al. [29]), which require further studies with a more

diverse group of participants. Second, collecting narratives

by means of an online questionnaire has an influence on

how people narrate their experience and deprives us of the

advantages of an interview situation where we can engage

in a dialogue with the participant to explore the meaning

behind the shared experience in more depth as described by

Bruner [6]. We tried to collect information beyond the

initial trigger of the shared smell stories in order to allow

the establishment of meaningful categorizations and the

creation of a basic understanding of experiences with smell

in HCI.

Third, our approach provides an overview on the

emerging field of smell-enhanced technologies. Future

studies will, we hope, lead to in-depth research into

experiences with smell inspired by our identified categories.

CONCLUSIONS

Despite interactive technologies increasingly disappearing

into our environment (in ubiquitous and mobile computing)

and becoming essential in everyday life, the senses used to

interact with technology are still limited.

We have discussed the opportunities for smell in HCI based on an

analysis of 439 smell stories. We identified 10 primary

categories for stories about experiences with smell, which

help discuss the potential implications for technology.

Implications were drawn from feedback from our

participants envisaging desired connections between their

own personal experience and future smell technology. The

implications for designing for smell were further enriched

through ideas from an initial brainstorming session with

HCI researchers. Our findings provide guidance for smell

enhanced technology design, not only giving a

categorization of the role of smell in personal experiences,

but also extracting the qualities of smell across the smell

stories and the experienced emotions. We argue that this

research enriches existing technology driven research on

smell in HCI and provides a fruitful starting point when

designing for experiences with smell.

ACKNOWLEDGMENTS

This work is supported by the Marie Curie IEF Action of

the European Union (FP7-PEOPLE-2010-IEF) and the

Swiss National Science Foundation (PBBSP1 144196). We

thank our participants and especially Annika Haas for her

valuable support in designing the supplementary material.

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Paper – Salisbury: Videogame Engagement as a Process of Seeking Cultural Value 150 150 John

Paper – Salisbury: Videogame Engagement as a Process of Seeking Cultural Value

Videogame Engagement as a Process of Seeking Cultural Value

Videogame Engagement as a Process of Seeking Cultural Value

Empirical investigations of videogame play and videogame engagement are often delimited along demographic or genre lines. This paper summarizes an attempt to generate a theory of videogame play and engagement which is not restricted to arbitrary factors of types of players or types of games. In order to achieve this theory a version of Classic Grounded Theory (Glaser 1978) was employed.

The result reveals a highly generalized theory: that players engage with games if they can find a sense of net personal cultural value as they select, play and reflect on their play experiences. The theory is presented and explained and the contributing hypotheses are also presented and explained.

In conclusion it is felt that the methodology has produced a theory with reasonable fit and relevance, suggesting some utility to the fields of Game Design and Videogame Research. Further work is suggested which will clarify and possibly modify the theory to increase the perceived fit, relevance, and utility.

Categories and Subject Descriptors: K.8.0 [Personal Computing]: General

General Terms: Games

Additional Key Words and Phrases: engagement, qualitative analysis, flow, fun, videogames, identity, culture, Pragmatism, Grounded Theory Methodology

1. INTRODUCTION

This paper summarises the findings of a research programme that set out to empirically create a theory relating to individuals’ experiences of videogame playing.

John Long Comment 1

Comment 1

1. Discipline and Discipline Problem

1.1 Research Problem

The paper fails to declare to which discipline, it is intended to contribute by way of the knowledge (‘theory’) it has acquired. It opts for the more general notion of ‘field’, which may be covered by a number of different disciplines, all with their own concepts and criteria etc. As a result researchers are unclear what to take away from the paper (what sort of ‘theory’ is being reported; what could/should be done with it?) and how to build on the research by way of extension, replication or validation. For those, who do not want to commit to the notion of ‘discipline’, ‘approach’ might be an alternative, provided it is made explicit enough for researchers to make a judgement as to how to take the research forward. With the same proviso, ‘following the model or method of another researcher’ might be yet another alternative and indeed even ‘my way’.

1.2. Illustrated Research Solution

Declare the paper’s related discipline/approach/model or method/way etc and its associated problem. Purely, as an illustration, the discipline might be science (Psychology perhaps) and its discipline problem one of understanding (here gaming/videogaming behaviour) by explaining the data collected (usually on the basis of an existing theory or somesuch) and predicting other data (on the basis of the theory being proposed). Alternatively, the discipline/approach/model or method/way etc might be engineering (for example, gaming/videogaming HCI behaviour) with a view to diagnosing and solving design problems (as in ‘gaming design’) by the use of models and methods or other forms of HCI design knowledge. Comparable research solutions could be constructed for other disciplines/approaches/method or model/way alternatives, such as: ethnomethodology; ludicology; culture studies; social psychology etc.

With the perspective that many contemporary empirical theories are too narrow in focus (e.g. Malone 1981 studied only elementary school children) , methodologically inappropriate (e.g. Sweetser and Johnson 2004 report having based part of their work on a “Grounded Theory” analysis of a 4 participant focus group), or place undue weight on folk developed assumptions (e.g. Brown and Cairns 2004 seem to take as their starting point that “immersion” is the ultimate objective of videogame players) and that a data driven approach with minimal a priori assumptions relating to types of games, types of players, or proposed engagements and objectives might have a chance of arriving at a useful theory with broad applicability, a data-driven methodology was selected, interpreted and employed.

Comment 2

Comment 2

The concepts of ‘theory’ and ‘methodology’ here could be set up using the concepts proposed in Comment 1. This additional specification, if carried through into the rest of the paper, should help clarify for researchers how to balance the methodology and its epistemological basis with the fit and relevance of the resulting theory, in favour of the latter (John’s first concern). Also, how other work might be better integrated into the body of the theoretical outline (John’s second concern.

The methodology employed was an interpretation of Glaser’s (1978) Classic Grounded Theory Methodology (CGT), as Glaser positions CGT as a methodology that, if applied correctly, should produce a global dependant variable or central hypothesis supported by contributing variables and sub-hypotheses in a data-driven or empirical manner, that should account for most of the variation found in data related to the domain of study. As this methodology was employed then the resulting theory is a highly generalised concept accounting for players’ reported experiences of engaging with videogames, but with a systematic connection to sub-hypotheses and ultimately data related to the domain. It is hoped that in ‘grounding’ the hypotheses in information about our chosen domain that the theory developed can clearly account for the domain rather than account for arbitrary or ‘grand’ theory.

Comment 3

Comment 3

If the theory provides an ‘account of the domain’, as stated, this is consistent with the account being a scientific (or scientific-like) one -see also Comment 1.

Sections later in this paper summarise the resulting global hypothesis and the sub-hypotheses that contribute to it, and in order that the reader is clear about how this theory was derived the following section explains the particular interpretation of Classic Grounded Theory (CGT) employed. The concluding sections of this paper explore if the utility of the theory with respect to the fields of videogame design and player research, and if such a general theory or the supporting hypotheses can be further modified or reformulated to be of greater utility to interested audiences and if so how. These concluding sections also attempt to place the theory in a broader theoretical context.

Ultimately, the contribution of this work is felt to sit in 2 areas. The first is in applying CGT in a domain quite different from those it might normally be applied to.

Comment 4

Comment 4

2. Method Problem

2.1 Research Problem

It is unclear what the product of the research is, concerning the Grounded Theory method, and so what researchers are intended to take away from the paper and how they might build on the research.

2.2 Illustrated Research Solution.

A number of possible solutions suggest themselves, concerning the GTM:

(a) Evaluate the GTM, that is, does it do what it claims to do and how well?

(b) Declare any difficulties experienced in applying the GTM correctly.

(c) Identify the actual GTM concepts used with respect to the total set of concepts. Provide a rationale for those concepts used and those concepts not used.

The other main contribution is to forcefully express the general hypothesis that players are seeking culturally expressed value though cycles of positive and negative identification with videogame play experiences, and that this value sum drives engagement.

Comment 5

Comment 5

3. Theory Problem

3.1 Research Problem

The status of the theory is unclear and so how it might be carried forward and built on by other researchers. The problem is related also to the Discipline Problem – see Comment 1 earlier.

3.2 Illustrated Research Solutions

(a) One view of theory validation is: conceptualise; operationalise; test; and generalise (Long, 1997). This research may have ‘conceptualised’ the theory. The theory, then, could be recast in terms of a model, which other researchers could operationalise, test and generalize and so develop it further. Even a declaration of the theory/model’s concepts would be a valuable outcome.

(b) Perhaps the theory is in a pre-conceptual stage. In this case, an initial conceptual model could be constructed and reported and other researchers could advance the conceptualisation.

2. INTERPRETATION OF CGT METHODOLOGY AS EMPLOYED

2.1 Overview of Grounded Theory

For various reasons the term Grounded Theory (GT) is applied to multiple research perspectives, including a form of analysis applied to qualitative data (e.g. Sweetser and Johnson 2004) or a means of analysing the behavior of individuals relative to a specific hypothesis (Brown and Cairns 2004; Fabricatore, Nussbaum, and Rosas 2002), delimiting the domain according to a priori hypotheses about what is important. Early in the programme of research which forms the basis of this paper the decision was made to understand the methodology in the broadest sense, and hopefully to develop a theory inductively (though perhaps more accurately abductively) derived from the domain of people playing videogames. This ‘inductive’ approach is most forcefully expressed by one of the co-originators of the term ‘Grounded Theory’, Barney Glaser (BG Glaser and Strauss 1967; BG Glaser 1978; B Glaser 1992).

Comment 6

Comment 6

See Comment 4.

In this version of GT no a priori hypotheses are formed, as the objective of the methodology is to form hypotheses based on available data rather than to validate existing theory. In order to achieve hypotheses about the domain a methodology encompassing data collection, data analysis, and theory formulation is proposed.

Comment 7

Comment 7

The expression ‘validating existing theory’ is relevant to Comment 1.

There are several methods within the methodology, and the understanding of those methods as they have been applied in this research are summarized here in order that the reader can both understand where the theoretical concepts came from and how this research might be differentiated from other similarly labeled work.

There are 5 methods or activities which make up the CGT methodology:

• Data collection

• Comparative coding

• Theoretical ‘memoing’

• Sorting

• Writing

Each method is intended to move the research from information about a domain to a coherent theory about what is going on in that domain.

Comment 8

Comment 8.

Distinguish description/representation (of a domain) from theory. See also Comment 5.

These methods are not linear, sequential activities but methods which apply in different proportion at different times. The following subsections will describe how and when they are used while also describing how these methods were employed in the research described in this paper.

For reasons of brevity no attempt will be made in the following text to explore the merits of the methodology from an epistemological basis, rather the following subsections are provided to allow the reader a means of evaluating how the theory was derived in order to differentiate this research from other similar attempts. For a critique of the Grounded Theory methodology see Bryant (2007).

Comment 9

Comment 9.

Criteria for evaluating the theory in this way would be useful here for other researchers.

2.2 Data Collection Method

Any information which is directly collected from the domain of study or is unequivocally concerned with that domain is useful and should be included. So where the thoughts and actions of people are concerned we might include formal interviews, informal conversations, focus groups, overheard conversations, diaries, and possibly observations, or applicable statistics, while other less textual sources might also provide useful insights. Deciding what to collect and when to use it is determined by the shape and direction of the current theory and progress of coding and memoing (see below). This ‘theoretical sampling’ approach helps to provide a degree of parsimony in the amount of data collected, as in linking data collection to data analysis and theory formation helps to ensure that only as much data will be collected as required. Relative to the process of coding (below) there are essentially two types of targets for sampling: ‘new’ kinds of case (by which we hope to generate new codes) and ‘similar’ kinds of case (by which we hope to flesh out the properties of existing codes).

The research reported in this research started by interviewing by opportunity (friends, relatives and colleagues), attempted to explore diary and observation data, further interviewed specific individuals (non-players, more ‘casual’ or more ‘hardcore’ players, and an increasing number of strangers with disparate tastes ), and included a few field noted observations about overheard and informal conversations. The total number of individuals who contributed either distinct codes or an illustration for a particular memo (post coding) was in the order of the mid 30s. The data was in the form of transcribed interviews, recorded but un-transcribed interviews, recorded observations, and field notes (the diaries proved unproductive).

Comment 10

Comment 10.

Some might consider this form of data collection to be ‘informal’ or somesuch. John needs to categorise it at least in some way (acceptable to himself). There are two reasons. First, other researchers need to know for the purpose or inadvisability of replication. Second, its status will necessarily determine the status of the resulting theory. See also Comment 15.

2.3 Comparative Coding Method

The GT methodology grew out of research by Barney Glaser and Anselm Strauss (1967) which utilized a process they knew as ‘Constant Comparison’. This process is advocated as the coding method for CGT by Glaser (1978). The codes generated in CGT then are initially derived from comparing data to data. If an apparent part of the data appears to have a relationship with some other part then the nature of this relationship is noted as a code. Most simply then, codes are categories of data or properties of already identified categories. At a more complex level codes can be compared themselves producing meta or ‘theoretical’ codes. Coding is an attempt to reframe raw data, making the theory fit multiple cases rather than single interesting occurrences.

Codes were created in two ways in the research reported here, early in the programme transcriptions of the data were marked with subjective observations, which further into the programme (once the constant comparative emphasis was more clearly understood) were clustered into categories and properties which were subsequently added to in further iterations in the constant comparative manner described above. Few theoretical codes were created, but rather theoretical memos were created which accounted for the comparisons between existing codes. This way of coding with memos rather than specific theoretical codes was due in part to the software employed (Atlas.ti Anon. 1993), which made comparative codes or properties, and especially theoretical codes of codes, a little tricky, but in using memos to create theoretical codes rather than a specific ‘theoretical code’ facility of the supporting software, the result is assumed to be the same.

2.4 Theoretical Memoing Method

In the jargon of GT ‘memoing’ is the activity of interest, the main material of the methodology if you will. As the researcher iteratively collects data and codes it, and as they sort and write their outputs they should be constantly capturing each hypothesis they have about what it all means and how it all fits together. This central act of memoing drives every other activity. The researcher finds what to sample for next based on their theoretical observations about the codes they have generated, when to stop collecting and coding data based on how their memos are filling out, and it is the memos which are arranged (and further complemented) in the sorting process, which then yields a structured collection of memoed theoretical ideas to be written.

Memos are critical to two milestones found in the methodology. At some point the researcher will come to believe that their data collection and coding seem to be about a particular code. As the memos coalesce about this code the researcher will come to conclude that they may have identified what the domain may be about (in the jargon of the methodology they have identified the ‘core category’). Once this milestone is met the research moves from collecting data and coding openly for all possibilities and starts collecting data and coding specifically to selectively generate theoretical ideas about this code. The stopping rule for these selective iterations of coding is that once the researcher is no longer generating any new theoretical ideas they might be said to have theoretically saturated the core code. That is not to say that new codes might not be being generated by further iterations, but that as the researcher continues to sample, in accordance with their emerging theory new codes are interchangeable with old. Thus listing out all possible types of subject, perspective, context, tool, strategy, or whatever is not the point and developing categories of only those things that contribute to the emerging theory in terms of new theoretical ideas are important features in ensuring that the theory is developed parsimoniously. We might also say that in recognizing that not every case can be included we are leaving opportunity for any resulting hypothesis to be logically falsifiable.

This research recorded theoretical memos in the appropriate function of the software employed. Generally these memos consisted of short notes about what the codes might represent, as well as relationships between codes and possible targets for data collection. The core category selected for saturation by selective coding related to players’ felt identities and how these identities manifested as roles through which the player ascribed value to different game features. Memos were also raised relating these ideas to general theories drawn primarily from Social Psychology where appropriate, especially during selective coding and sorting. As explained below, the sorting process showed this concept of valorization of game features according to a player’s self sense to be somewhat inadequate in accounting for all the theoretical ideas raised, and as such was duly extended.

Comment 11

Comment 11.

The reference to Social Psychology should be understood in relation to the issues raised in Comment 1.

2.5 Memo Sorting Method

Once the core category is felt to be suitably saturated, the collection of memos is not expected to be in a state that would allow for immediate publication, rather while most of the memos are expected to implicitly relate to the core category or how the core category explicitly relates to others, these relations are likely to lack a structure suitable for writing up into a clear publication. There are likely to be gaps and inconsistencies which will need to be dealt with before writing can happen, if one intends to present a coherent theory rather than an incoherent collection of observations. Sorting then is the process of creating a framework for the intended dissemination of the research findings and is performed in order to make as many of the theoretical ideas work towards explaining the derivation of the core hypothesis as possible.

It is likely that new comparisons will be noticed in the act of sorting and as such the process of memoing continues throughout. It is also possible that gaps exist that require some further rounds of data collection and selective coding. It is also possible that the core hypothesis may well need modifying in order to account for more of the theoretical ideas and codes than previously realised. In this sense sorting is critical and is not entirely equivalent to the process of expounding generalised observations which often occurs in ethnographic work (e.g. Carr 2005).

In this research the pre-sort core category which related to a players sense of identity and assumed socio-cultural role relative to game features was felt to be somewhat inadequate, in that that concept failed to account for the mass of data, codes and thus theoretical ideas relating to the cyclical process of engagement. As such the sort revealed that it was more reasonable to talk of players’ cycles of identifying with games at a feature level, which is the theory presented here. The sort was physically accomplished by printing out the electronically captured memos, complimented by hand written memos which were raised during the sort, which were repeatedly placed into piles until almost every memo was included and a writable structure of chapters and subdivisions was visible.

2.6 Theory Writing Method

After sorting, writing then is not the process of structuring an argument as much as it is the process of laying out the sorted theoretical memos in a text, ensuring that the connections and derivations are made clear for the reader. Also in this process other theories are related to the presented theory (which is also possible in the sort, where general theoretical ideas might help to contextualise the saturated theory).

As such the reader can assume that the sections of this paper that set out the theory are in fact directly representative of the sorted memos expanded upon and linked; this paper being a summary of a much more comprehensive thesis which literally contains all the expounded memos.

Comment 12

Comment 12.

This expose is very clear to the reader at this level of abstraction. However, an example pulled through would help understanding of what John actually did. However, given the complexity of the process, it is unclear whether such illustration is possible. This comment is included for reflection.

Comment 13

Comment 13.

See Comment 4. The expose could identify all GTM concepts on their their first appearance. The list of used and unused concepts and the rationale for the difference could be part of a GTM evaluation and an output from the research. This addresses John’s first concern; but not in the way he envisages.

3. The Developed theory

Comment 14

Comment 14

See Comment 5.

As proposed above, the following subsections represent the theoretical memos as an integrated text, with reference to specific data where necessary (and as space allows). Starting with the contributing hypotheses and leading to the composite or core hypothesis will hopefully allow the reader a means to evaluate the theory clearly that a top down presentation might obscure.

3.1 Process of Engagement

A major observation to make about player engagement is that it apparently does not happen as a singular event. The following subsection expands on the interim report published XXXXXX in which an early understanding of the methodology and early findings was published. The following differs from that published work in that the phases or stages were slightly different in the XXXX publication. What is common is that there is a phase of engagement that occurs before play, and the difference between the two presentations is due to greater saturation and borne out of a formal sorting process.

Essentially this sub-hypothesis is that there are 3 indistinct phases of engagement: Selection (before hands-on interaction); Play (actual hands-on interaction); and Reflection.

3.1.1 Selection

The mechanisms employed to select games are complex and depend on the particular individual and their sense of identifications. Tying the cycle of engagements to the sense of identity will be explored later in this report, in the section dealing with the core hypothesis. This sub-section and the sub-sections relating to playing and reflecting will focus on generalized patterns and procedures employed by individuals as they engage with a proposition.

Selection itself can be broken down into broad strategies, situated within contexts:

3.1.1.1 Selection of the singular activity of ‘videogame play’

Firstly we can talk of prospective players selecting videogame play, in current forms, as a potentially agreeable activity. This global point of selection can be best seen in the attitudes of those who reject videogame playing outright. Such individuals expressed attitudes suggesting that for some videogaming represents a male, juvenile, sedentary and solitary activity which is not for them, seeing themselves as variously adult, active, social and not male individuals. While some interest was expressed in novel developments in the products which militate the existing perceptions of gaming (primarily Nintendo’s attempts at introducing motion control and marketing which focused on social settings and players who were not necessarily male or juvenile), the non-gamer subjects had not made the investment of time, money, or effort in exploring these possibilities.

For those individual who had not rejected videogame play outright the data reveals a number of strategies employed and perspectives on what videogame activities they might actively seek. These selection criteria reach into a huge range of potentials for play, and are not simply the user finding an agreeable narrative or representation which is might be an easy assumption to make (Juul 2010). The following subsections explore some of the ‘whats’ or pre-play engagements made based on activities sought and some of the ‘hows’ or strategies employed in ascertaining these potentials. These factors will be revisited when discussing the derivation of the core hypothesis, later in this paper.

3.1.1.2 Selecting for an explicit context

Games are not played in a laboratory environment; they are played in a real-world context. Potential players often account for potential contexts of play and select games based upon those contexts. The data relating to the ways players recognize possible contexts of play before actual play occurs seem to be driven by primarily social factors.

That isn’t to say that prospective players are always seeking experiences which they can share with others, though this is not uncommon. Prospective players also recognize that there may be occasions when they might want an involving experience requiring an extensive commitment in terms of time and concentration possibly during unavoidable periods of solitude. In this sense a player might be looking to become ‘immersed’ in a game (though the term ‘immersion’ was only used by a single individual in this research) as a means of passing the time or avoiding boredom. These ‘anti-social’ sentiments are not shared by all; other subjects suggested that recognizing the potential commitment necessary in order to play certain types of games is the reason that they reject many videogaming activities, preferring to invest these resources in more ‘productive’ pursuits; a sentiment which will also be covered in more depth in later sections.

More social contexts are selected for when a player can imagine playing a game in the presence of or along with other players. As such a prospective player might select a game with performance or multi-player features. While a player might never actually get chance to play the game as a performance, or collaborate or compete with their peers, that a game provides the possibility is often a positive factor. Recognizing the possible tastes of witnesses or co-players is important in helping the prospective player determine the value of the game for social play, which will also be explored in the section of this paper which deals with ‘kinds of players’.

3.1.1.3 Selecting Specific Features

In selecting for a specific context we might expect a prospective player to be investigating the purported features of a game. Features which have a bearing on suitable contexts are not the only ones noticed. Prospective players explicitly or implicitly consider a great many design features. While ‘surface’ features are commonly attended to as suggested by Juul’s suggestion that a prospective player is first drawn to the ‘fiction’ of a game (2010), respondents also discussed ‘deeper’ features such as the type of challenge offered. One specific subject explicitly stated that he would eschew any game which might test his dexterity, preferring to engage in intellectual puzzles instead. Interviewees expressed such targets as graphical style and quality, game mechanics, activities including any overarching story or narrative, and challenge type. In fact it seems that any designed feature may be noted by a prospective player and used as a means of differentiation between possible offerings.

3.1.1.4 Selecting the Familiar

Selecting games according to familiarities seems to operate in two ways, selecting familiar game related features and selecting according to features not immediately related to games.

When a prospective player is selecting features based on their past experience of playing other games they are clearly drawing on their reflections about past experiences of play. This construction of predispositions is also noted by Carr (2005), and might be said to have been predicted by Pragmatist theories of engaging with pleasurable artifacts such as those of Dewey (1934). This act of selecting a game which promises experiences similar to those enjoyed in the past might account for the success of sequels, though obviously not all reflections are positive and can thus turn a prospective player off a certain set of features as well as on to them.

Another interesting facet of selecting according to the player’s past experiences is where a prospective player selects a videogame based on factors external to their videogaming experience. This is usually in the prospective player identifying with the subject matter (or fiction) offered by the game and may account for the successes of sports related properties and games based on films and television series. That is if a player feels that they are a fan of Football or Batman say, then they are more likely engage with games which include such themes. This principle can also act in the opposite direction, with familiar themes that the individual does not identify with acting to drive down the degree of engagement a prospective player has with the concept. For example, one interviewee expressed a dislike of Boxing as a justification for not liking beat-em-up style games. In fact he expressed that he was not someone who enjoys watching Boxing and so wouldn’t be someone who would like fighting games, which seems to be a sophisticated expression of identity, which will be covered later in this paper.

3.1.1.5 Selection Based on Trusted Opinion

The previous sub-sections dealt with what kinds of things prospective players might be evaluating as they select games to play. The following subsections deal with how prospective players get their impressions of games they haven’t yet played.

A clear source of information about what a game is like to play is to consult the opinions of those that have already played it. These opinions could be obtained from peers, reviews in the media, or other ‘expert’ opinion. In social groups where games and game play was seen as a valid topic of conversation information gleaned from the opinions of peers was most valued. However several subjects suggested that gaming was not often a valid topic of conversation, and so one of these subjects had formed a relationship with a clerk in his local game shop where the clerk had learned his tastes to such a degree that he trusted the clerk’s recommendations. Where media reviews were concerned, among the subjects that suggested that they did read such things there was a general impression that they were not as well trusted as peer recommendation, but were never the less used as a source of information about the features and overall quality of a game.

3.1.1.6 Selections Based on Marketing

Information sourced directly from the producers or publishers of videogames is another means by which potential players find out if a game might offer a suitable play experience. This could be information from the company websites of the game producing or publishing companies, media advertisements, media preview editorials, or even the game packaging. The amount of information sources consulted seems to loosely correlate with how much the prospective player identifies themselves as a game player. ‘Hardcore’ players may be aware of release dates and proposed features at a fairly fine grained level, while data from players at the other end of the hobby/commitment spectrum suggests that these players might only consult the game packaging as they browse games in a retail outlet.

The extent to which the player has investigated the promised features of a game may well influence their commitment at later phases of the engagement process. For example a player who might describe themselves as ‘hardcore’ who has tracked the development of a game from announcement through to sale, and who may well have engaged in the online fan community concerned with that specific offering, discussing hopes and fears for the final product, is less likely to give the game 2 minutes of their time before permanently deleting it from their hard disk (as the subject who downloaded games based on their title alone suggested he would).

That some less hobbyist players select games based on packaging, more often than not, suggests that they have very little understanding of the features of a game other than a theme and the positive description of the features commonly summarized on the packaging. The subjects who suggested that packaging information was their primary source of information seemed to select games by their theme (or ‘fiction’) more than any other features, even though this had in the past lead to disappointing play experiences.

3.1.1.7 Selection by Provenance

Where a game comes from can provide important information to a prospective player in helping them determine if it might be engaging. That is information about who made or published the game or who owns a copy of the game or gaming product can push up or pull down the engagement a player has with a game before they play it. If the game was developed by a team responsible for games that the prospective player is fond of, or the game is found in the collection of a friend the prospective player considers to have good taste, then the player is more likely to be engaged by the prospect of the game. Conversely if the game is developed or published by a company the prospective player considers to be producers of bad games or the game is found in the collection of someone considered to have a poor taste in games, then this provenance might act to drive down the individual’s engagement with the prospect of playing the game. Those prospective players who might describe themselves as gamers are more likely to know who produced a game and judge it on this knowledge, but such knowledge is also held, to some degree, by those who play more casually. For example one ‘casual’ subject suggested that Nintendo are more likely to produce games which are more aligned to what they are personally seeking than other publishers. Less hobbyist or ‘hardcore’ players are likely to trade games amongst their peers as a means of determining quality, essentially pooling agreeable games.

3.1.1.8 Selection by Availability

Often players might make no conscious decision to obtain a game; it is simply there. In this case the only decision the prospective player must make is whether to ‘have a go’ or not. In these cases many of the material costs are removed (such as time, effort or money spent to obtain the game) and the decision then only rests on whether the user feels that there might be other costs involved (embarrassment at playing a performance game in public say) relative to the benefits of playing (using our performance game example they might feel that in playing they become more socially connected to the other players). Where the context is less social (for example where the game is obtained cheaply, maybe as a bundled software product with a new device), the low cost of entry might have the player ‘give it a go’ where otherwise they might not. Judgment and engagement then rests on the later phases of engagement.

3.1.1.9 Selection by Trying

All other selection methods and criteria considered, there will be a point where the player starts playing the game. At this point engagement seems to go through a period of evaluation. Does the game meet up to expectations?

There is no clear cut off between a player’s initial evaluation and when they might be said to be playing ‘properly’, but there is enough evidence in the data to suggest that on occasion players have tried a game, decided that it wasn’t for them and stopped playing forever. Sometimes this is because they have encountered a game in a context that is not conducive to them seeing the benefits of continued play (such as one subject feeling that a game was far too hard to bother with having encountered it with players who were far more skilled than themselves and thus he became frustrated with his lack of skill), but more often it is simply that a game didn’t deliver what the prospective player imagined it might before they actually sat down to play it. Sometimes a player has minimal expectations and finds pleasure in their initial encounters. Sometimes though this pleasure is context dependant (such as individuals who wouldn’t normally play games, joining in with a group playing a game conducive to multi-player, party like activities), and once that context doesn’t exist anymore nor will they play anymore.

Occasionally though the player will find enough of what they thought they might get from the experience to remain engaged and to continue playing.

3.1.2 Play

While researchers such as Aarseth (Aarseth 2003) have argued that play must be the central object of study for games research, this project has essentially settled on a study of the conditions supporting engagement in play. That is the actual act of playing is bound into a social psychological praxis which informs the conditions of engagement; the actual engagement itself being a successful realization of the supporting factors of identification, expectation, context and so on. This is due in part to the differences in methodology, where the methodology used here deals with the heterophenomenology of reported player experiences Aarseth has traditionally focused on the artifact and their imputed meanings explored via personal play. That is much games research deals with the game and how it facilitates play while this research has developed a theory of how and why players make the choices they do; what experiences do games provide vs what kinds of experiences are players seeking to engage in. These are two sides of the same question.

As part of the process of selection, play and then reflection, the actual playing of the game is most simply stated as the period where a player considers them self to be an active player of the game. What factors hold them there for a session, or has the individual return for another session of play, are dealt with more completely in other sections of this paper. In terms of the phased process of engagement similar factors to those involved in game selection are constantly evaluated against the specific variable context during play, and if the weight of those factors becomes insufficiently positive then the player will stop playing. For example if the social situation changes to one that is insufficiently agreeable then the play may well stop to accommodate this change. Similarly other less dramatic changes might amass to stop play such as fatigue or hunger, or a player might have other concerns such as chores or work the time for which the play activities might be eating into. This is also alongside the possible changes within the game. The game might become too repetitive or too challenging for the player’s current state of mind, and this too will drive down the motivation to continue to play.

The conception of the motivations and de-motivations to play a specific game presented here is different from other conceptions which focus on such motivations as ‘immersion’ (Brown and Cairns 2004) or Flow (Cowley et al. 2008) as the ideas presented here should also account for players who are not looking for such deeply engaging experiences, as well as those that are. Indeed the data collected suggests that some players who have experienced the effects of ‘immersion’ or Flow like experiences in the past now reject many games or gameplaying contexts as they feel that losing track of time (say) with a game is more destructive and futile than beneficial and productive. As such some players deliberately seek out games which are not likely to take hours of their life at a time; games which are easy to pick up and put down.

3.1.3 Reflection

A player who has selected a game to play and has played it may continue to engage with the game afterwards. This engagement will take the form of explicit or implicit reflection. The player will be considering if playing that game was a positive or negative experience. They might even discuss the merits of the game amongst their social group. Indeed much of the data used in this research is essentially the reflections of players. It is apparent that while a player may select a game experience and play it, they might decide, on reflection that the experience overall is not worth repeating. Other non-negative reflections are related to the relative merits of particular games and will result in realizations which are fed back into future selections. Precisely what is being reflected on is explored in the following sections.

3.2 Identification with features

In the previous sections regarding the cycle of engagement a few hints are given as to what drives player engagement in this process. In general terms it seems that for each feature at each phase of the engagement the individual is determining if they are the ‘kind of person’ who might engage in such a game with such a feature. This identification operates for multiple pertinent features and seems to be summed or massed for any whole product. This sub-hypothesis then should help us understand how different people engage in different games, as if a player feels at any point that their perception of the fiction, graphical presentation, challenge type, and other features results in an overall positive engagement then they will be likely to play, where as if the same features are perceived, in summation, negatively then they are not likely to play.

One powerful example of how features are perceived in a socially relative personal way is of the adolescent subject who extensively played a certain JRPG (or Japanese Role-Playing Game) but felt the ‘super-deformed’ graphical style employed in much of the game was ‘babyish’. That is he seemed to feel that the graphical style was more suited to an audience younger than himself, but in summation the other features of the experience were sufficiently aligned to his cultural understanding of who he was and what he should be playing, to allow him to engage with the game despite the ‘babyish’ graphics.

What is also apparent from the data is that different individuals perceive the importance of features differently in terms of the weight they ascribe to these features. For example while one individual finds a degree of difficulty which will challenge their skills off-putting other players will deliberately play a game at its hardest setting as a personal challenge and would become fed up with a game at which they were always successful. I have related these weighted positives and negatives to a loose conception of ‘costs’ and ‘returns’. Costs might be loosely separated into material costs (money, space, portability, time commitment required) and social or cultural costs (is there a sense that in playing this I will perceive myself badly or I will be perceived badly by others in this context). Returns might be that a player is obtaining a ‘fun’ experience, whatever the particular user deems an acceptably fun experience to be (getting some exercise, inspiration, obtaining knowledge about the state of the art, experiencing an interesting narrative, and immersing oneself in an alternative world were examples encountered). Material returns are less difficult to suggest that they used to be. With the relatively recent introduction of motion control it seems that some players are interested in the fitness aspect which is used to market some products. Similarly self improvement and mental agility training game types are also apparently popular, suggesting that some players are looking for extrinsic returns such as enhanced mental fitness. This cost/benefit aspect of engagement suggests that the degree of overall engagement with a product could be said to be an aggregation of feature relative positions, or a summation of costs and returns to a net sum of overall ‘cultural’ (socially relative, personally expressed) value.

This socially developed sense of ‘kinds of people’ and what behavior is acceptable for such, which feeds into the cost/benefit sum, could be related to such Pragmatist ideas as Cooley’s ‘Looking Glass Self’ (1902); the theory that an individual’s sense of self is constructed by subjective reasoning about how the individual imagines they might be perceived by others in their society or immediate social context. We might say that so constructed the individual will behave in a way that seeks to reinforce this identity and seek to minimize any possibilities that they might be perceived poorly. We could also suggest that these expressions are expressions of cultural values (where an individual has learned suitable modes of conduct from their social interactions). That is not to say that an individual will embody all socially dictated grand cultural values (such as an abhorrence of murder say), though some of these types of value might impinge on some players’ engagement (and as such some players will state that they are uncomfortable playing a game where one plays at murder) but personally acquired, fine grained values (such as playing a game with cartoony graphics will reflect badly on an adolescent boy, but may reflect less badly on a woman in her 20s, or even that owning the latest videogame console reflects badly on a male dancer in his late 20s who believes that games are for dullards or a fashionable, female student in her teens who believes that games are for boys, but a technology savvy male, computing student in his 20s will feel remiss if he didn’t live in a house with all the latest hardware).

3.3 Value Seeking Process

In combination the hypotheses set out in the above sections suggest that players are engaging with games as collections of features with ascribed cultural value which are constantly evaluated and negotiated and the values summed throughout a course of engagement, from before the game is actively played, through active playing, to reflecting on the experience. The sense of cultural value is realized as a type of socially relative personal identification. So when an individual asks “Am I the kind of person who would play this game?” they are also asking “If I play this game, what does that say about me?” and “If I saw someone playing this game, what would that tell me about them?”, quite similar to Cooley’s ‘looking Glass self. So at each phase of engagement these implicit questions are being asked in slightly different ways.

3.3.1 Selection as investigating and finding potential positive cultural value

The space of potential gameplay offerings is not fully known by any individual, rather they form impressions of what offerings exist and what the nature of those offerings are from a variety of sources. These impressions are then contrasted with their sense of identification to determine if this activity is possibly one in which the individual feels that they can engage. The source of the information also helps to form this sense of identification, and the impression of the offering might not be formed simply on surface features such as themes, graphics, or characters, but at this stage, for many individuals, these features are more important here than they are at other phases of the engagement. The sources of information and methods used are those discussed in the relevant sub-sections above.

Essentially if an individual is sufficiently engaged by the prospect and can reconcile the investments required to play the game then they might seek it out and play it. If the investments are too great then they will play it if the investments are reduced, but otherwise will not seek it out (they are the kind of person who would play a game with those features in principle, but there is not enough time, it would be a waste of money, or it’s not worth upgrading hardware for are stated examples). If an individual is not engaged by the prospect of playing that game, then they will not seek it out or be inclined to play it without a context where the previously considered features become less relevant (not wanting to seem a ‘kill joy’ if everyone else in a social setting is playing together, that is they are not normally the kind of person who would play this game, but in this context they might as well participate and would then find it to be fun for example).

3.3.2 Engaging in play as long as a sense of positive cultural value persists

Once a player has reached the point of accepting an offering as suitable or agreeable (that they are likely to be the kind of person who would play such a game or with such a device), they will then be disposed to play it. This engagement as a state of disposition is not fixed, in that it is not such that a player who is engaged by the idea of playing will automatically then set about playing the game ‘fully’ (as the designer intended); rather it is such that the negotiations between the player’s sense of identification, the imagined reactions of their social context, and the actual experience of playing the game are fully initiated. Initially there is a sense of traversal from wanting to play the game to ‘actually’ or ‘really’ playing. This phase might be seen as ‘giving the game a chance’ and lacks a clear end unless the match between expectations and the actual experience of play shows that the game dramatically disappoints the player, at which point the value sum will be negative and the individual will stop being engaged and thus stop playing. We could say that for every new element that is introduced throughout the playing of a game the player will be ‘giving it a chance’, but this is increasingly subtle with the player also having extra investments in play (having spent the time to gain skill, develop characters, engage with the narrative or similar).

Once a player has selected an offering and then encountered that offering without being ‘put off’ by a negative sum of identification, they may be said to have recognized it as a game that they would be disposed to playing. However many games are not a simple interaction repeated over and over again but often progressively introduce new elements to the player as the player gains skill, tokens, or progresses through the story or different challenges and levels. As such for many games the player will be constantly evaluating the offering as they go; shifting their sense of value in light of new elements. Even though the terrain of the game is shifting, the player must always feel that they are engaged in an activity of positive net worth or they will stop playing or will not return to play in future sessions.

It is likely that as players move from the negotiated factors of selection to factors associated with play there is a shift of emphasis away from surface factors (thematic, graphics and such) toward ludic factors (game mechanic, challenge and such). That is players might find that they feel that they are the kind of person who would play a game with a particular graphical style say, and as they play the game become less concerned with the particular graphical style and more concerned with the actualities of playing the game; meeting the challenges or progressing through the story for example. This is the position of Aarseth (2004) who argues that the nature of any avatar is likely to fade into the background as a player focuses on ludic aspects of the game as they play. Likewise Juul’s (2010) assertion that the ‘fiction’ of a game is the first factor encountered and engaged with before other elements are considered is not completely rejected.

The degree to which they have already formed an identification will influence a player’s degree of perseverance, such that offerings with which the player has formed a strong personal connection (by developing characters or other ‘actors’ and objects, engaging with a story, or developing skill) will be much more resilient to problems such as a particularly difficult challenge, a bug, a displeasing plot direction, or any other unexpected negative experience. That is players can become more or less the kind of person who would play such a game as they acquire or lose any sense of personal connection. Similarly as a player invests resources to make progress in a game they become less likely to disengage until the player feels that this investment has resulted in a payoff, few people like to feel that they are ‘quitters’, however players do not like to feel that they are being forced to repeat gameplay elements they have already mastered or understood. This sense of progress and growth toward an arbitrary goal (a higher score, a new level, the next part of the story) can be related to an interpretation of Flow theory that suggests that ‘skill matching’ does not create engagement without the individual feeling that progress is being made toward a personally meaningful end (Csikszentmihalyi 1990).

Another type of development which is particularly true of multiplayer games is that of a social nature. Especially where online play might be concerned, the amount of socialization for some types of games (i.e. Massively Multiplayer Online games or MMOs) acts as a means of reinforcing some users’ engagements or a means of driving down engagement for others. To some players the appeal of having a set of trusted and decent playmates is apparent where the facility to play against others online is available. However, some are likely to find that they are not the kind of person who wants to micromanage other people in terms of competition schedules and training sessions, or that they are not the kind of person who wants to spend a large amount of time engaged in activities to support the play activity they identify with, and will become less engaged as the amount of required social interaction increases.

Another factor which might influence a player’s sense of engagement is a shift in context. External factors might have the player become less likely to feel that they are the kind of person who would engage in a game as other life pressures impinge on the experience. Take for example a player who is engaged by the degree to which the game facilitates social play; if the social context changes, for example by play mates ceasing to play, then the game will become less engaging as this feature or factor is less well supported.

3.3.3 Reinforcing the degree of sense of value by reflection

It is apparent that past experiences are fed back into future selections. This feedback does not seem to loop directly from putting one game aside to openly selecting the next, rather there appears to be an ongoing period of reflection, which seems to summarize the pros and cons of past experiences resulting in more carefully considered future selections.

It seems there are two types of reflection, implicit reflection and explicitly expressed reflection. That is there are times when an individual appears to be forming an opinion that can only be based on their past experiences without necessarily consciously analyzing their experience, and there are times when individuals’ experiences with various offerings can be heard being openly discussed respectively. The act of tacit reflection is difficult to demonstrate other than in the player, when quizzed, relating their preference (or dislike) of new propositions to past experiences, but struggling to put their finger on why they have this value position other than in relation to those same past experiences. It is when a user tries to relate the qualities of an offering to others that the reflective player must make value judgements as to what factors to highlight and espouse or reject. A number of observations could be made about the nature of reflection, but suffice it to say that much of the data used in this programme of research was based on interviews where the interviewer implied that the interviewee should explicitly reflect on their past gaming experiences and engagements. While this might seem introspective and thus a collection of possibly poorly realized subjective reports on interviewees’ tacit knowledge, hopefully the methodology employed has heterophenomenologically arrived at an account with some utility.

The less formal interviews in the data (along with some field notes on casual observations made) reveal that in discussing which experiences individuals found engaging, there is a degree of rhetoric involved. Individuals expounding the merits of the experiences they engage with and those that they do not; occasionally attempting to convince the other of the merits or faults of games they have played, which serves to amplify the sense of identification and hence degree of engagement.

Comment 15

Comment 15.

I am not familiar with the domain of videogaming. However, I found the above expose most informative and indeed riveting. Although I still remain unclear as to the status of the theory being proposed, I am very clear as to the information value of the exposition. I wonder, then, if the value of the research output is simply that of informing others. For example, if I taught videogaming as part of an HCI course or was tasked with the introduction of videogaming to designers from another domain, I would make it obligatory reading. It is full of ideas and insights and these could be informally carried forward into other types of process, for example design, game theorising etc. The notion of ‘sensitisation’ comes to mind along with ‘treatise’ and ‘essay’ as possible forms of expression. I leave them for the reader’s consideration.

4. conclusions

Hopefully, the summary of the theory provided above gives the reader enough information to be able to decide if these hypotheses make sense, and if the main hypothesis of a cyclical process of seeking cultural value fits the explored domain. Obviously the methodology employed focuses on certain aspects of a player’s experience. So no sense of a player’s emotion is considered explicitly, for example. Many apparent omissions are likely due to them being expected in the data due to a priori positions, as for example little mention was made by subjects of their preferred emotional states, other than a game should be fun or interesting and not boring.

A small (9 respondent) survey of interested parties asked to review a very brief summary of the results reveals that the degree of fit and relevance is good with two caveats. These caveats are that the short presentation of the theory only seemed to account for extensive cycles of engagement and not one off experiences which might still be deemed engaging, and that the result is an obvious truism. Hopefully this more extensive presentation of the theory helps to demonstrate that to some extent the one-off interaction is included as an extreme case (where the individual is the kind of person who would play that game in that context, but not necessarily in others), while the charge that the theory is an obvious truism is not supported by the empirical literature, as there seems to be very little which deals with concepts of a process of finding engagement in videogames by a constantly evaluated or negotiated sense of cultural value. So if this theory is a truism it seems to have little impact on much empirical research into player experiences, maybe because it has not been stated clearly.

5. discussion

A pertinent observation about player engagement is made by Carr (2005). In attempting to account for an observation that girls in a specifically convened female only gaming club Carr notes that “Different people will accumulate particular gaming skills, knowledge and frames of reference, according to the patterns of access and peer culture they encounter – and these accumulations will pool as predispositions, and manifest as preferences.” while “Preferences are an assemblage, made up of past access and positive experiences, and subject to situation and context.”, which seems to be quite closely related to the theory presented here. This observation is substantively different from say those of Malone (1981) and subsequent multi factor theories as it does not state that players engage with Challenge, Curiosity and Fantasy (or some other factors such as novelty and spectacle; excitement of combat; game characters; persistence; exploration; advancement; unraveling of puzzles; building, creating and controlling; humour; relation to one’s hobby or interest; audiovisual quality; imaginary world; and winning (Ermi and Mäyrä 2003)), but gives us some indication of what process a player goes through in arriving at the specific combination of factors that engages them.

In terms of related work from other domains McCarthy and Wright (2004) have taken a theoretically driven approach which has arrived at similar conclusions drawing for Pragmatic theory. That is the research presented in this paper was empirical abductive research, where as McCarthy and Wright seem to have used a theoretical deductive approach, but we have arrived at a position which neatly fits into a Pragmatic position. Where the theory in this paper relates the engagement with videogames to Cooley’s ‘Looking glass self’ and notes that engagements are cyclical and sit within a social context McCarthy and Wright take theories from Dewey (1934) and Bakhtin (1993) to arrive at related conclusions about the felt experience of the use of technology in general. One point of similarity is that they also recognise that an engagement is not simply a single (or repeated) instance of use, but also contains expectation and reflection, placing the experiencing subject and the object of experience in the broadest context. The breadth of this context extending out into personal conception of personal meaning and cultural value of the individual’s life, not just their life related to the technological artifact. This consideration of the overall felt experience (history, reflection, context) of the individual then determines the degree of meaning and value they then apply to the experience they are having as they have it.

So is a theory that players must be able to find the value in playing as a kind of investment of cultural negatives in order to make net cultural gains useful?

As a means of reframing the problem of Game Design to consider the broad cultural context of different player perspectives, some surveyed games professionals have shown an interest. However it seems apparent that some sectors of the industry are well aware that users must identify themselves as potential players and are already extending their thinking to traditionally under exploited kinds of players (e.g. Nintendo’s successes with products that purport to promote mental and physical fitness, and play in a social context). Certainly recent attempts at marketing games seem to focus on the player as much as the game, in a seeming attempt to demonstrate to the user what kinds of people would be players of the games and devices being released.

As a means of framing understanding of what engages players, it could be suggested that the core hypothesis is too broad; so inclusive as to describe all human experience of entertainment products at a macro level, with little to say about individual cases of subjective engagement. However the supporting hypotheses and how they interrelate could be said to provide a meso level description of engagement which hopefully helps us understand individual cases more clearly.

It is obvious that more work is required. The summary presented in this paper is necessarily quite brief. It is immediately apparent that each contributing factor or hypothesis could be explained in much more detail, with reference to the data from which it was derived. An effort will be made to disseminate these detailed descriptions at a later date. Similarly while an attempt was made to saturate a small number of critical hypotheses, other hypotheses which might be of significant interest to the fields of design and research are relatively under saturated; as such further research to flesh out these ideas will be needed. An attempt to translate these theoretical findings into some practical artifacts would both help to validate the theory to some extent and to provide further operational information for design practitioners.

6. REFERENCES

AARSETH, ESPEN. 2004. ‘Genre Trouble: Narrativism and the Art of Simulation.’ In FirstPerson: New Media as Story, Performance, and Game. Cambridge, MA: MIT Press.

ATLAS.TI SCIENTIFIC SOFTWARE DEVELOPMENT GMBH. 1993. Atlas.ti. Windows. Atlas.

BAKHTIN, M. 1993. Toward a Philosophy of the Act. 1st ed. Austin: University of Texas Press.

BROWN, EMILY, AND PAUL CAIRNS. 2004. ‘A Grounded Investigation of Game Immersion’. In CHI ’04 Extended Abstracts on Human Factors in Computing Systems, 1297–1300. Vienna, Austria: ACM.

BRYANT, ANTONY. 2007. The SAGE Handbook of Grounded Theory. Los Angeles ;;London: SAGE.

CARR, D. 2005. ‘Contexts, Gaming Pleasures, and Gendered Preferences’. Simulation & Gaming 36 (4) (December): 464–482. doi:10.1177/1046878105282160.

COOLEY, CHARLES. 1902. Human Nature and the Social Order. New Brunswick (U.S.A.): Transaction Books.

COWLEY, BEN, DARRYL CHARLES, MICHAELA BLACK, AND RAY HICKEY. 2008. ‘Toward an Understanding of Flow in Video Games’. Comput. Entertain. 6 (2): 1–27.

CSIKSZENTMIHALYI, MIHALY. 1990. Flow : the Psychology of Optimal Experience. 1st ed. New York: Harper & Row.

DEWEY, JOHN. 1934. Art as Experience. Perigee Trade pbk. ed. New York: Perigee Books.

ERMI, LAURA, AND FRANS MÄYRÄ. 2003. ‘Power and Control of Games: Children as the Actors of Game Cultures’. In Level Up: Digital Games Research Conference, 234–244. Utrecht.

FABRICATORE, CARLO, MIGUEL NUSSBAUM, AND RICARDO ROSAS. 2002. ‘Playability in Action Videogames: A Qualitative Design Model’. Human-Computer Interaction 17 (4) (December): 311–368. doi:10.1207/S15327051HCI1704_1.

GLASER, BARNEY. 1978. Theoretical Sensitivity: Advances in the Methodology of Grounded Theory. Sociology Press, Mill Valley, CA.

———. 1992. Basics of Grounded Theory Analysis. [S.l.]: Sociology Press.

GLASER, BARNEY, AND ANSELM STRAUSS. 1967. Discovery of Grounded Theory. Sociology Press, Mill Valley, CA.

JUUL, JESPER. 2010. A Casual Revolution : Reinventing Video Games and Their Players. Cambridge MA: MIT Press.

MALONE, THOMAS. 1981. ‘Toward a Theory of Intrinsically Motivating Instruction’. Cognitive Science 5 (4) (October): 333–369. doi:10.1207/s15516709cog0504_2.

MCCARTHY, JOHN, AND PETER C. WRIGHT. 2004. Technology as Experience. Cambridge Mass.: MIT Press.

SWEETSER, PENELOPE, AND DANIEL JOHNSON. 2004. ‘Player-Centered Game Environments: Assessing Player Opinions, Experiences, and Issues’. In Third International Conference, Proceedings. Eindhoven: Springer Berlin / Heidelberg.

Art Approach Illustration – Salisbury (initial draft): Videogame Engagement as a Process of Seeking Cultural Value 150 150 John

Art Approach Illustration – Salisbury (initial draft): Videogame Engagement as a Process of Seeking Cultural Value

Videogame Engagement as a Process of Seeking Cultural Value

Empirical investigations of videogame play and videogame engagement

Comment 1

Video-game engagement here might be thought analogous to the experience of engaging with art. This is consistent with the idea of video-games as art, which is in turn consistent with the notion of ‘seeking cultural value’, as in the title of the paper.

are often delimited along demographic or genre lines. This paper summarizes an attempt to generate a theory of videogame play and engagement

Comment 2

Theory here constitutes knowledge. The theory is primarily intended to help make sense, that is, to understand video-game play and engagement (see also Section 4 – Conclusions). No relation is made between understanding and the related field of science or between the field of game design (see Comment 8) and the related field of engineering.

which is not restricted to arbitrary factors of types of players or types of games. In order to achieve this theory a version of Classic Grounded Theory (Glaser 1978) was employed.

Comment 3

Classic Grounded Theory (Glaser 1978) is an explicit method and so an example of procedural knowledge. Its application is not restricted to any particular discipline. The research does not set out to validate the method.

The result reveals a highly generalized theory: that players engage with games if they can find a sense of net personal cultural value as they select, play and reflect on their play experiences.

Comment 4

The theory here is declarative in contrast to procedural – see Comment 3.

The theory is presented and explained and the contributing hypotheses are also presented and explained.

Comment 5

The theory, however, is not empirically assessed for any intended purpose, for example, understanding or design – see also Comments 2 and 3.

In conclusion it is felt that the methodology has produced a theory with reasonable fit and relevance,

Comment 6

This claim is correct as concerns the scope of the research, that is, video-games. The ‘fit and relevance’. however,  are not to any particular related field of study or discipline – see also Comments 2, 3 and 5.

suggesting some utility to the fields of Game Design and Videogame Research.

Comment 7

The field of Game Design might be understood as a reference to some discipline level of discourse; but no specific type of design discipline is mentioned and this thread is not carried through the research – see Comments 2, 3, 5, and 6. This does not invalidate the suggestion, however.

Further work is suggested which will clarify and possibly modify the theory to increase the perceived fit, relevance, and utility.

Comment 8

Presumably to the fields of game design and video-game research. See Comment 7.

Categories and Subject Descriptors: K.8.0 [Personal Computing]: General

General Terms: Games

Additional Key Words and Phrases: engagement, qualitative analysis, flow, fun, videogames, identity, culture, Pragmatism, Grounded Theory Methodology

1. INTRODUCTION

This paper summarises the findings of a research programme that set out to empirically create a theory relating to individuals’ experiences of videogame playing.

With the perspective that many contemporary empirical theories are too narrow in focus (e.g. Malone 1981 studied only elementary school children) , methodologically inappropriate (e.g. Sweetser and Johnson 2004 report having based part of their work on a “Grounded Theory” analysis of a 4 participant focus group), or place undue weight on folk developed assumptions (e.g. Brown and Cairns 2004 seem to take as their starting point that “immersion” is the ultimate objective of videogame players) and that a data driven approach with minimal a priori assumptions relating to types of games, types of players, or proposed engagements and objectives might have a chance of arriving at a useful theory with broad applicability, a data-driven methodology was selected, interpreted and employed.

The methodology employed was an interpretation of Glaser’s (1978) Classic Grounded Theory Methodology (CGT), as Glaser positions CGT as a methodology that, if applied correctly, should produce a global dependant variable or central hypothesis supported by contributing variables and sub-hypotheses in a data-driven or empirical manner, that should account for most of the variation found in data related to the domain of study. As this methodology was employed then the resulting theory is a highly generalised concept accounting for players’ reported experiences of engaging with videogames, but with a systematic connection to sub-hypotheses and ultimately data related to the domain. It is hoped that in ‘grounding’ the hypotheses in information about our chosen domain that the theory developed can clearly account for the domain rather than account for arbitrary or ‘grand’ theory.

 

Sections later in this paper summarise the resulting global hypothesis and the sub-hypotheses that contribute to it, and in order that the reader is clear about how this theory was derived the following section explains the particular interpretation of Classic Grounded Theory (CGT) employed. The concluding sections of this paper explore if the utility of the theory with respect to the fields of videogame design and player research, and if such a general theory or the supporting hypotheses can be further modified or reformulated to be of greater utility to interested audiences and if so how. These concluding sections also attempt to place the theory in a broader theoretical context.

Ultimately, the contribution of this work is felt to sit in 2 areas. The first is in applying CGT in a domain quite different from those it might normally be applied to.

2. INTERPRETATION OF CGT METHODOLOGY AS EMPLOYED

2.1 Overview of Grounded Theory

For various reasons the term Grounded Theory (GT) is applied to multiple research perspectives, including a form of analysis applied to qualitative data (e.g. Sweetser and Johnson 2004) or a means of analysing the behavior of individuals relative to a specific hypothesis (Brown and Cairns 2004; Fabricatore, Nussbaum, and Rosas 2002), delimiting the domain according to a priori hypotheses about what is important. Early in the programme of research which forms the basis of this paper the decision was made to understand the methodology in the broadest sense, and hopefully to develop a theory inductively (though perhaps more accurately abductively) derived from the domain of people playing videogames. This ‘inductive’ approach is most forcefully expressed by one of the co-originators of the term ‘Grounded Theory’, Barney Glaser (BG Glaser and Strauss 1967; BG Glaser 1978; B Glaser 1992).

In this version of GT no a priori hypotheses are formed, as the objective of the methodology is to form hypotheses based on available data rather than to validate existing theory. In order to achieve hypotheses about the domain a methodology encompassing data collection, data analysis, and theory formulation is proposed.

There are several methods within the methodology, and the understanding of those methods as they have been applied in this research are summarized here in order that the reader can both understand where the theoretical concepts came from and how this research might be differentiated from other similarly labeled work.

There are 5 methods or activities which make up the CGT methodology:

• Data collection

• Comparative coding

• Theoretical ‘memoing’

• Sorting

• Writing

Each method is intended to move the research from information about a domain to a coherent theory about what is going on in that domain.

These methods are not linear, sequential activities but methods which apply in different proportion at different times. The following subsections will describe how and when they are used while also describing how these methods were employed in the research described in this paper.

For reasons of brevity no attempt will be made in the following text to explore the merits of the methodology from an epistemological basis, rather the following subsections are provided to allow the reader a means of evaluating how the theory was derived in order to differentiate this research from other similar attempts. For a critique of the Grounded Theory methodology see Bryant (2007).

2.2 Data Collection Method

Any information which is directly collected from the domain of study or is unequivocally concerned with that domain is useful and should be included. So where the thoughts and actions of people are concerned we might include formal interviews, informal conversations, focus groups, overheard conversations, diaries, and possibly observations, or applicable statistics, while other less textual sources might also provide useful insights. Deciding what to collect and when to use it is determined by the shape and direction of the current theory and progress of coding and memoing (see below). This ‘theoretical sampling’ approach helps to provide a degree of parsimony in the amount of data collected, as in linking data collection to data analysis and theory formation helps to ensure that only as much data will be collected as required. Relative to the process of coding (below) there are essentially two types of targets for sampling: ‘new’ kinds of case (by which we hope to generate new codes) and ‘similar’ kinds of case (by which we hope to flesh out the properties of existing codes).

The research reported in this research started by interviewing by opportunity (friends, relatives and colleagues), attempted to explore diary and observation data, further interviewed specific individuals (non-players, more ‘casual’ or more ‘hardcore’ players, and an increasing number of strangers with disparate tastes ), and included a few field noted observations about overheard and informal conversations. The total number of individuals who contributed either distinct codes or an illustration for a particular memo (post coding) was in the order of the mid 30s. The data was in the form of transcribed interviews, recorded but un-transcribed interviews, recorded observations, and field notes (the diaries proved unproductive).

2.3 Comparative Coding Method

The GT methodology grew out of research by Barney Glaser and Anselm Strauss (1967) which utilized a process they knew as ‘Constant Comparison’. This process is advocated as the coding method for CGT by Glaser (1978). The codes generated in CGT then are initially derived from comparing data to data. If an apparent part of the data appears to have a relationship with some other part then the nature of this relationship is noted as a code. Most simply then, codes are categories of data or properties of already identified categories. At a more complex level codes can be compared themselves producing meta or ‘theoretical’ codes. Coding is an attempt to reframe raw data, making the theory fit multiple cases rather than single interesting occurrences.

Codes were created in two ways in the research reported here, early in the programme transcriptions of the data were marked with subjective observations, which further into the programme (once the constant comparative emphasis was more clearly understood) were clustered into categories and properties which were subsequently added to in further iterations in the constant comparative manner described above. Few theoretical codes were created, but rather theoretical memos were created which accounted for the comparisons between existing codes. This way of coding with memos rather than specific theoretical codes was due in part to the software employed (Atlas.ti Anon. 1993), which made comparative codes or properties, and especially theoretical codes of codes, a little tricky, but in using memos to create theoretical codes rather than a specific ‘theoretical code’ facility of the supporting software, the result is assumed to be the same.

2.4 Theoretical Memoing Method

In the jargon of GT ‘memoing’ is the activity of interest, the main material of the methodology if you will. As the researcher iteratively collects data and codes it, and as they sort and write their outputs they should be constantly capturing each hypothesis they have about what it all means and how it all fits together. This central act of memoing drives every other activity. The researcher finds what to sample for next based on their theoretical observations about the codes they have generated, when to stop collecting and coding data based on how their memos are filling out, and it is the memos which are arranged (and further complemented) in the sorting process, which then yields a structured collection of memoed theoretical ideas to be written.

Memos are critical to two milestones found in the methodology. At some point the researcher will come to believe that their data collection and coding seem to be about a particular code. As the memos coalesce about this code the researcher will come to conclude that they may have identified what the domain may be about (in the jargon of the methodology they have identified the ‘core category’). Once this milestone is met the research moves from collecting data and coding openly for all possibilities and starts collecting data and coding specifically to selectively generate theoretical ideas about this code. The stopping rule for these selective iterations of coding is that once the researcher is no longer generating any new theoretical ideas they might be said to have theoretically saturated the core code. That is not to say that new codes might not be being generated by further iterations, but that as the researcher continues to sample, in accordance with their emerging theory new codes are interchangeable with old. Thus listing out all possible types of subject, perspective, context, tool, strategy, or whatever is not the point and developing categories of only those things that contribute to the emerging theory in terms of new theoretical ideas are important features in ensuring that the theory is developed parsimoniously. We might also say that in recognizing that not every case can be included we are leaving opportunity for any resulting hypothesis to be logically falsifiable.

This research recorded theoretical memos in the appropriate function of the software employed. Generally these memos consisted of short notes about what the codes might represent, as well as relationships between codes and possible targets for data collection. The core category selected for saturation by selective coding related to players’ felt identities and how these identities manifested as roles through which the player ascribed value to different game features. Memos were also raised relating these ideas to general theories drawn primarily from Social Psychology where appropriate, especially during selective coding and sorting. As explained below, the sorting process showed this concept of valorization of game features according to a player’s self sense to be somewhat inadequate in accounting for all the theoretical ideas raised, and as such was duly extended.

2.5 Memo Sorting Method

Once the core category is felt to be suitably saturated, the collection of memos is not expected to be in a state that would allow for immediate publication, rather while most of the memos are expected to implicitly relate to the core category or how the core category explicitly relates to others, these relations are likely to lack a structure suitable for writing up into a clear publication. There are likely to be gaps and inconsistencies which will need to be dealt with before writing can happen, if one intends to present a coherent theory rather than an incoherent collection of observations. Sorting then is the process of creating a framework for the intended dissemination of the research findings and is performed in order to make as many of the theoretical ideas work towards explaining the derivation of the core hypothesis as possible.

It is likely that new comparisons will be noticed in the act of sorting and as such the process of memoing continues throughout. It is also possible that gaps exist that require some further rounds of data collection and selective coding. It is also possible that the core hypothesis may well need modifying in order to account for more of the theoretical ideas and codes than previously realised. In this sense sorting is critical and is not entirely equivalent to the process of expounding generalised observations which often occurs in ethnographic work (e.g. Carr 2005).

In this research the pre-sort core category which related to a players sense of identity and assumed socio-cultural role relative to game features was felt to be somewhat inadequate, in that that concept failed to account for the mass of data, codes and thus theoretical ideas relating to the cyclical process of engagement. As such the sort revealed that it was more reasonable to talk of players’ cycles of identifying with games at a feature level, which is the theory presented here. The sort was physically accomplished by printing out the electronically captured memos, complimented by hand written memos which were raised during the sort, which were repeatedly placed into piles until almost every memo was included and a writable structure of chapters and subdivisions was visible.

2.6 Theory Writing Method

After sorting, writing then is not the process of structuring an argument as much as it is the process of laying out the sorted theoretical memos in a text, ensuring that the connections and derivations are made clear for the reader. Also in this process other theories are related to the presented theory (which is also possible in the sort, where general theoretical ideas might help to contextualise the saturated theory).

As such the reader can assume that the sections of this paper that set out the theory are in fact directly representative of the sorted memos expanded upon and linked; this paper being a summary of a much more comprehensive thesis which literally contains all the expounded memos.

3. The Developed theory

As proposed above, the following subsections represent the theoretical memos as an integrated text, with reference to specific data where necessary (and as space allows). Starting with the contributing hypotheses and leading to the composite or core hypothesis will hopefully allow the reader a means to evaluate the theory clearly that a top down presentation might obscure.

3.1 Process of Engagement

A major observation to make about player engagement is that it apparently does not happen as a singular event. The following subsection expands on the interim report published XXXXXX in which an early understanding of the methodology and early findings was published. The following differs from that published work in that the phases or stages were slightly different in the XXXX publication. What is common is that there is a phase of engagement that occurs before play, and the difference between the two presentations is due to greater saturation and borne out of a formal sorting process.

Essentially this sub-hypothesis is that there are 3 indistinct phases of engagement: Selection (before hands-on interaction); Play (actual hands-on interaction); and Reflection.

3.1.1 Selection

The mechanisms employed to select games are complex and depend on the particular individual and their sense of identifications. Tying the cycle of engagements to the sense of identity will be explored later in this report, in the section dealing with the core hypothesis. This sub-section and the sub-sections relating to playing and reflecting will focus on generalized patterns and procedures employed by individuals as they engage with a proposition.

Selection itself can be broken down into broad strategies, situated within contexts:

3.1.1.1 Selection of the singular activity of ‘videogame play’

Firstly we can talk of prospective players selecting videogame play, in current forms, as a potentially agreeable activity. This global point of selection can be best seen in the attitudes of those who reject videogame playing outright. Such individuals expressed attitudes suggesting that for some videogaming represents a male, juvenile, sedentary and solitary activity which is not for them, seeing themselves as variously adult, active, social and not male individuals. While some interest was expressed in novel developments in the products which militate the existing perceptions of gaming (primarily Nintendo’s attempts at introducing motion control and marketing which focused on social settings and players who were not necessarily male or juvenile), the non-gamer subjects had not made the investment of time, money, or effort in exploring these possibilities.

For those individual who had not rejected videogame play outright the data reveals a number of strategies employed and perspectives on what videogame activities they might actively seek. These selection criteria reach into a huge range of potentials for play, and are not simply the user finding an agreeable narrative or representation which is might be an easy assumption to make (Juul 2010). The following subsections explore some of the ‘whats’ or pre-play engagements made based on activities sought and some of the ‘hows’ or strategies employed in ascertaining these potentials. These factors will be revisited when discussing the derivation of the core hypothesis, later in this paper.

3.1.1.2 Selecting for an explicit context

Games are not played in a laboratory environment; they are played in a real-world context. Potential players often account for potential contexts of play and select games based upon those contexts. The data relating to the ways players recognize possible contexts of play before actual play occurs seem to be driven by primarily social factors.

That isn’t to say that prospective players are always seeking experiences which they can share with others, though this is not uncommon. Prospective players also recognize that there may be occasions when they might want an involving experience requiring an extensive commitment in terms of time and concentration possibly during unavoidable periods of solitude. In this sense a player might be looking to become ‘immersed’ in a game (though the term ‘immersion’ was only used by a single individual in this research) as a means of passing the time or avoiding boredom. These ‘anti-social’ sentiments are not shared by all; other subjects suggested that recognizing the potential commitment necessary in order to play certain types of games is the reason that they reject many videogaming activities, preferring to invest these resources in more ‘productive’ pursuits; a sentiment which will also be covered in more depth in later sections.

More social contexts are selected for when a player can imagine playing a game in the presence of or along with other players. As such a prospective player might select a game with performance or multi-player features. While a player might never actually get chance to play the game as a performance, or collaborate or compete with their peers, that a game provides the possibility is often a positive factor. Recognizing the possible tastes of witnesses or co-players is important in helping the prospective player determine the value of the game for social play, which will also be explored in the section of this paper which deals with ‘kinds of players’.

3.1.1.3 Selecting Specific Features

In selecting for a specific context we might expect a prospective player to be investigating the purported features of a game. Features which have a bearing on suitable contexts are not the only ones noticed. Prospective players explicitly or implicitly consider a great many design features. While ‘surface’ features are commonly attended to as suggested by Juul’s suggestion that a prospective player is first drawn to the ‘fiction’ of a game (2010), respondents also discussed ‘deeper’ features such as the type of challenge offered. One specific subject explicitly stated that he would eschew any game which might test his dexterity, preferring to engage in intellectual puzzles instead. Interviewees expressed such targets as graphical style and quality, game mechanics, activities including any overarching story or narrative, and challenge type. In fact it seems that any designed feature may be noted by a prospective player and used as a means of differentiation between possible offerings.

3.1.1.4 Selecting the Familiar

Selecting games according to familiarities seems to operate in two ways, selecting familiar game related features and selecting according to features not immediately related to games.

When a prospective player is selecting features based on their past experience of playing other games they are clearly drawing on their reflections about past experiences of play. This construction of predispositions is also noted by Carr (2005), and might be said to have been predicted by Pragmatist theories of engaging with pleasurable artifacts such as those of Dewey (1934). This act of selecting a game which promises experiences similar to those enjoyed in the past might account for the success of sequels, though obviously not all reflections are positive and can thus turn a prospective player off a certain set of features as well as on to them.

Another interesting facet of selecting according to the player’s past experiences is where a prospective player selects a videogame based on factors external to their videogaming experience. This is usually in the prospective player identifying with the subject matter (or fiction) offered by the game and may account for the successes of sports related properties and games based on films and television series. That is if a player feels that they are a fan of Football or Batman say, then they are more likely engage with games which include such themes. This principle can also act in the opposite direction, with familiar themes that the individual does not identify with acting to drive down the degree of engagement a prospective player has with the concept. For example, one interviewee expressed a dislike of Boxing as a justification for not liking beat-em-up style games. In fact he expressed that he was not someone who enjoys watching Boxing and so wouldn’t be someone who would like fighting games, which seems to be a sophisticated expression of identity, which will be covered later in this paper.

3.1.1.5 Selection Based on Trusted Opinion

The previous sub-sections dealt with what kinds of things prospective players might be evaluating as they select games to play. The following subsections deal with how prospective players get their impressions of games they haven’t yet played.

A clear source of information about what a game is like to play is to consult the opinions of those that have already played it. These opinions could be obtained from peers, reviews in the media, or other ‘expert’ opinion. In social groups where games and game play was seen as a valid topic of conversation information gleaned from the opinions of peers was most valued. However several subjects suggested that gaming was not often a valid topic of conversation, and so one of these subjects had formed a relationship with a clerk in his local game shop where the clerk had learned his tastes to such a degree that he trusted the clerk’s recommendations. Where media reviews were concerned, among the subjects that suggested that they did read such things there was a general impression that they were not as well trusted as peer recommendation, but were never the less used as a source of information about the features and overall quality of a game.

3.1.1.6 Selections Based on Marketing

Information sourced directly from the producers or publishers of videogames is another means by which potential players find out if a game might offer a suitable play experience. This could be information from the company websites of the game producing or publishing companies, media advertisements, media preview editorials, or even the game packaging. The amount of information sources consulted seems to loosely correlate with how much the prospective player identifies themselves as a game player. ‘Hardcore’ players may be aware of release dates and proposed features at a fairly fine grained level, while data from players at the other end of the hobby/commitment spectrum suggests that these players might only consult the game packaging as they browse games in a retail outlet.

The extent to which the player has investigated the promised features of a game may well influence their commitment at later phases of the engagement process. For example a player who might describe themselves as ‘hardcore’ who has tracked the development of a game from announcement through to sale, and who may well have engaged in the online fan community concerned with that specific offering, discussing hopes and fears for the final product, is less likely to give the game 2 minutes of their time before permanently deleting it from their hard disk (as the subject who downloaded games based on their title alone suggested he would).

That some less hobbyist players select games based on packaging, more often than not, suggests that they have very little understanding of the features of a game other than a theme and the positive description of the features commonly summarized on the packaging. The subjects who suggested that packaging information was their primary source of information seemed to select games by their theme (or ‘fiction’) more than any other features, even though this had in the past lead to disappointing play experiences.

3.1.1.7 Selection by Provenance

Where a game comes from can provide important information to a prospective player in helping them determine if it might be engaging. That is information about who made or published the game or who owns a copy of the game or gaming product can push up or pull down the engagement a player has with a game before they play it. If the game was developed by a team responsible for games that the prospective player is fond of, or the game is found in the collection of a friend the prospective player considers to have good taste, then the player is more likely to be engaged by the prospect of the game. Conversely if the game is developed or published by a company the prospective player considers to be producers of bad games or the game is found in the collection of someone considered to have a poor taste in games, then this provenance might act to drive down the individual’s engagement with the prospect of playing the game. Those prospective players who might describe themselves as gamers are more likely to know who produced a game and judge it on this knowledge, but such knowledge is also held, to some degree, by those who play more casually. For example one ‘casual’ subject suggested that Nintendo are more likely to produce games which are more aligned to what they are personally seeking than other publishers. Less hobbyist or ‘hardcore’ players are likely to trade games amongst their peers as a means of determining quality, essentially pooling agreeable games.

3.1.1.8 Selection by Availability

Often players might make no conscious decision to obtain a game; it is simply there. In this case the only decision the prospective player must make is whether to ‘have a go’ or not. In these cases many of the material costs are removed (such as time, effort or money spent to obtain the game) and the decision then only rests on whether the user feels that there might be other costs involved (embarrassment at playing a performance game in public say) relative to the benefits of playing (using our performance game example they might feel that in playing they become more socially connected to the other players). Where the context is less social (for example where the game is obtained cheaply, maybe as a bundled software product with a new device), the low cost of entry might have the player ‘give it a go’ where otherwise they might not. Judgment and engagement then rests on the later phases of engagement.

3.1.1.9 Selection by Trying

All other selection methods and criteria considered, there will be a point where the player starts playing the game. At this point engagement seems to go through a period of evaluation. Does the game meet up to expectations?

There is no clear cut off between a player’s initial evaluation and when they might be said to be playing ‘properly’, but there is enough evidence in the data to suggest that on occasion players have tried a game, decided that it wasn’t for them and stopped playing forever. Sometimes this is because they have encountered a game in a context that is not conducive to them seeing the benefits of continued play (such as one subject feeling that a game was far too hard to bother with having encountered it with players who were far more skilled than themselves and thus he became frustrated with his lack of skill), but more often it is simply that a game didn’t deliver what the prospective player imagined it might before they actually sat down to play it. Sometimes a player has minimal expectations and finds pleasure in their initial encounters. Sometimes though this pleasure is context dependant (such as individuals who wouldn’t normally play games, joining in with a group playing a game conducive to multi-player, party like activities), and once that context doesn’t exist anymore nor will they play anymore.

Occasionally though the player will find enough of what they thought they might get from the experience to remain engaged and to continue playing.

3.1.2 Play

While researchers such as Aarseth (Aarseth 2003) have argued that play must be the central object of study for games research, this project has essentially settled on a study of the conditions supporting engagement in play. That is the actual act of playing is bound into a social psychological praxis which informs the conditions of engagement; the actual engagement itself being a successful realization of the supporting factors of identification, expectation, context and so on. This is due in part to the differences in methodology, where the methodology used here deals with the heterophenomenology of reported player experiences Aarseth has traditionally focused on the artifact and their imputed meanings explored via personal play. That is much games research deals with the game and how it facilitates play while this research has developed a theory of how and why players make the choices they do; what experiences do games provide vs what kinds of experiences are players seeking to engage in. These are two sides of the same question.

As part of the process of selection, play and then reflection, the actual playing of the game is most simply stated as the period where a player considers them self to be an active player of the game. What factors hold them there for a session, or has the individual return for another session of play, are dealt with more completely in other sections of this paper. In terms of the phased process of engagement similar factors to those involved in game selection are constantly evaluated against the specific variable context during play, and if the weight of those factors becomes insufficiently positive then the player will stop playing. For example if the social situation changes to one that is insufficiently agreeable then the play may well stop to accommodate this change. Similarly other less dramatic changes might amass to stop play such as fatigue or hunger, or a player might have other concerns such as chores or work the time for which the play activities might be eating into. This is also alongside the possible changes within the game. The game might become too repetitive or too challenging for the player’s current state of mind, and this too will drive down the motivation to continue to play.

The conception of the motivations and de-motivations to play a specific game presented here is different from other conceptions which focus on such motivations as ‘immersion’ (Brown and Cairns 2004) or Flow (Cowley et al. 2008) as the ideas presented here should also account for players who are not looking for such deeply engaging experiences, as well as those that are. Indeed the data collected suggests that some players who have experienced the effects of ‘immersion’ or Flow like experiences in the past now reject many games or gameplaying contexts as they feel that losing track of time (say) with a game is more destructive and futile than beneficial and productive. As such some players deliberately seek out games which are not likely to take hours of their life at a time; games which are easy to pick up and put down.

3.1.3 Reflection

A player who has selected a game to play and has played it may continue to engage with the game afterwards. This engagement will take the form of explicit or implicit reflection. The player will be considering if playing that game was a positive or negative experience. They might even discuss the merits of the game amongst their social group. Indeed much of the data used in this research is essentially the reflections of players. It is apparent that while a player may select a game experience and play it, they might decide, on reflection that the experience overall is not worth repeating. Other non-negative reflections are related to the relative merits of particular games and will result in realizations which are fed back into future selections. Precisely what is being reflected on is explored in the following sections.

3.2 Identification with features

In the previous sections regarding the cycle of engagement a few hints are given as to what drives player engagement in this process. In general terms it seems that for each feature at each phase of the engagement the individual is determining if they are the ‘kind of person’ who might engage in such a game with such a feature. This identification operates for multiple pertinent features and seems to be summed or massed for any whole product. This sub-hypothesis then should help us understand how different people engage in different games, as if a player feels at any point that their perception of the fiction, graphical presentation, challenge type, and other features results in an overall positive engagement then they will be likely to play, where as if the same features are perceived, in summation, negatively then they are not likely to play.

One powerful example of how features are perceived in a socially relative personal way is of the adolescent subject who extensively played a certain JRPG (or Japanese Role-Playing Game) but felt the ‘super-deformed’ graphical style employed in much of the game was ‘babyish’. That is he seemed to feel that the graphical style was more suited to an audience younger than himself, but in summation the other features of the experience were sufficiently aligned to his cultural understanding of who he was and what he should be playing, to allow him to engage with the game despite the ‘babyish’ graphics.

What is also apparent from the data is that different individuals perceive the importance of features differently in terms of the weight they ascribe to these features. For example while one individual finds a degree of difficulty which will challenge their skills off-putting other players will deliberately play a game at its hardest setting as a personal challenge and would become fed up with a game at which they were always successful. I have related these weighted positives and negatives to a loose conception of ‘costs’ and ‘returns’. Costs might be loosely separated into material costs (money, space, portability, time commitment required) and social or cultural costs (is there a sense that in playing this I will perceive myself badly or I will be perceived badly by others in this context). Returns might be that a player is obtaining a ‘fun’ experience, whatever the particular user deems an acceptably fun experience to be (getting some exercise, inspiration, obtaining knowledge about the state of the art, experiencing an interesting narrative, and immersing oneself in an alternative world were examples encountered). Material returns are less difficult to suggest that they used to be. With the relatively recent introduction of motion control it seems that some players are interested in the fitness aspect which is used to market some products. Similarly self improvement and mental agility training game types are also apparently popular, suggesting that some players are looking for extrinsic returns such as enhanced mental fitness. This cost/benefit aspect of engagement suggests that the degree of overall engagement with a product could be said to be an aggregation of feature relative positions, or a summation of costs and returns to a net sum of overall ‘cultural’ (socially relative, personally expressed) value.

This socially developed sense of ‘kinds of people’ and what behavior is acceptable for such, which feeds into the cost/benefit sum, could be related to such Pragmatist ideas as Cooley’s ‘Looking Glass Self’ (1902); the theory that an individual’s sense of self is constructed by subjective reasoning about how the individual imagines they might be perceived by others in their society or immediate social context. We might say that so constructed the individual will behave in a way that seeks to reinforce this identity and seek to minimize any possibilities that they might be perceived poorly. We could also suggest that these expressions are expressions of cultural values (where an individual has learned suitable modes of conduct from their social interactions). That is not to say that an individual will embody all socially dictated grand cultural values (such as an abhorrence of murder say), though some of these types of value might impinge on some players’ engagement (and as such some players will state that they are uncomfortable playing a game where one plays at murder) but personally acquired, fine grained values (such as playing a game with cartoony graphics will reflect badly on an adolescent boy, but may reflect less badly on a woman in her 20s, or even that owning the latest videogame console reflects badly on a male dancer in his late 20s who believes that games are for dullards or a fashionable, female student in her teens who believes that games are for boys, but a technology savvy male, computing student in his 20s will feel remiss if he didn’t live in a house with all the latest hardware).

3.3 Value Seeking Process

In combination the hypotheses set out in the above sections suggest that players are engaging with games as collections of features with ascribed cultural value which are constantly evaluated and negotiated and the values summed throughout a course of engagement, from before the game is actively played, through active playing, to reflecting on the experience. The sense of cultural value is realized as a type of socially relative personal identification. So when an individual asks “Am I the kind of person who would play this game?” they are also asking “If I play this game, what does that say about me?” and “If I saw someone playing this game, what would that tell me about them?”, quite similar to Cooley’s ‘looking Glass self. So at each phase of engagement these implicit questions are being asked in slightly different ways.

3.3.1 Selection as investigating and finding potential positive cultural value

The space of potential gameplay offerings is not fully known by any individual, rather they form impressions of what offerings exist and what the nature of those offerings are from a variety of sources. These impressions are then contrasted with their sense of identification to determine if this activity is possibly one in which the individual feels that they can engage. The source of the information also helps to form this sense of identification, and the impression of the offering might not be formed simply on surface features such as themes, graphics, or characters, but at this stage, for many individuals, these features are more important here than they are at other phases of the engagement. The sources of information and methods used are those discussed in the relevant sub-sections above.

Essentially if an individual is sufficiently engaged by the prospect and can reconcile the investments required to play the game then they might seek it out and play it. If the investments are too great then they will play it if the investments are reduced, but otherwise will not seek it out (they are the kind of person who would play a game with those features in principle, but there is not enough time, it would be a waste of money, or it’s not worth upgrading hardware for are stated examples). If an individual is not engaged by the prospect of playing that game, then they will not seek it out or be inclined to play it without a context where the previously considered features become less relevant (not wanting to seem a ‘kill joy’ if everyone else in a social setting is playing together, that is they are not normally the kind of person who would play this game, but in this context they might as well participate and would then find it to be fun for example).

3.3.2 Engaging in play as long as a sense of positive cultural value persists

Once a player has reached the point of accepting an offering as suitable or agreeable (that they are likely to be the kind of person who would play such a game or with such a device), they will then be disposed to play it. This engagement as a state of disposition is not fixed, in that it is not such that a player who is engaged by the idea of playing will automatically then set about playing the game ‘fully’ (as the designer intended); rather it is such that the negotiations between the player’s sense of identification, the imagined reactions of their social context, and the actual experience of playing the game are fully initiated. Initially there is a sense of traversal from wanting to play the game to ‘actually’ or ‘really’ playing. This phase might be seen as ‘giving the game a chance’ and lacks a clear end unless the match between expectations and the actual experience of play shows that the game dramatically disappoints the player, at which point the value sum will be negative and the individual will stop being engaged and thus stop playing. We could say that for every new element that is introduced throughout the playing of a game the player will be ‘giving it a chance’, but this is increasingly subtle with the player also having extra investments in play (having spent the time to gain skill, develop characters, engage with the narrative or similar).

Once a player has selected an offering and then encountered that offering without being ‘put off’ by a negative sum of identification, they may be said to have recognized it as a game that they would be disposed to playing. However many games are not a simple interaction repeated over and over again but often progressively introduce new elements to the player as the player gains skill, tokens, or progresses through the story or different challenges and levels. As such for many games the player will be constantly evaluating the offering as they go; shifting their sense of value in light of new elements. Even though the terrain of the game is shifting, the player must always feel that they are engaged in an activity of positive net worth or they will stop playing or will not return to play in future sessions.

It is likely that as players move from the negotiated factors of selection to factors associated with play there is a shift of emphasis away from surface factors (thematic, graphics and such) toward ludic factors (game mechanic, challenge and such). That is players might find that they feel that they are the kind of person who would play a game with a particular graphical style say, and as they play the game become less concerned with the particular graphical style and more concerned with the actualities of playing the game; meeting the challenges or progressing through the story for example. This is the position of Aarseth (2004) who argues that the nature of any avatar is likely to fade into the background as a player focuses on ludic aspects of the game as they play. Likewise Juul’s (2010) assertion that the ‘fiction’ of a game is the first factor encountered and engaged with before other elements are considered is not completely rejected.

The degree to which they have already formed an identification will influence a player’s degree of perseverance, such that offerings with which the player has formed a strong personal connection (by developing characters or other ‘actors’ and objects, engaging with a story, or developing skill) will be much more resilient to problems such as a particularly difficult challenge, a bug, a displeasing plot direction, or any other unexpected negative experience. That is players can become more or less the kind of person who would play such a game as they acquire or lose any sense of personal connection. Similarly as a player invests resources to make progress in a game they become less likely to disengage until the player feels that this investment has resulted in a payoff, few people like to feel that they are ‘quitters’, however players do not like to feel that they are being forced to repeat gameplay elements they have already mastered or understood. This sense of progress and growth toward an arbitrary goal (a higher score, a new level, the next part of the story) can be related to an interpretation of Flow theory that suggests that ‘skill matching’ does not create engagement without the individual feeling that progress is being made toward a personally meaningful end (Csikszentmihalyi 1990).

Another type of development which is particularly true of multiplayer games is that of a social nature. Especially where online play might be concerned, the amount of socialization for some types of games (i.e. Massively Multiplayer Online games or MMOs) acts as a means of reinforcing some users’ engagements or a means of driving down engagement for others. To some players the appeal of having a set of trusted and decent playmates is apparent where the facility to play against others online is available. However, some are likely to find that they are not the kind of person who wants to micromanage other people in terms of competition schedules and training sessions, or that they are not the kind of person who wants to spend a large amount of time engaged in activities to support the play activity they identify with, and will become less engaged as the amount of required social interaction increases.

Another factor which might influence a player’s sense of engagement is a shift in context. External factors might have the player become less likely to feel that they are the kind of person who would engage in a game as other life pressures impinge on the experience. Take for example a player who is engaged by the degree to which the game facilitates social play; if the social context changes, for example by play mates ceasing to play, then the game will become less engaging as this feature or factor is less well supported.

3.3.3 Reinforcing the degree of sense of value by reflection

It is apparent that past experiences are fed back into future selections. This feedback does not seem to loop directly from putting one game aside to openly selecting the next, rather there appears to be an ongoing period of reflection, which seems to summarize the pros and cons of past experiences resulting in more carefully considered future selections.

It seems there are two types of reflection, implicit reflection and explicitly expressed reflection. That is there are times when an individual appears to be forming an opinion that can only be based on their past experiences without necessarily consciously analyzing their experience, and there are times when individuals’ experiences with various offerings can be heard being openly discussed respectively. The act of tacit reflection is difficult to demonstrate other than in the player, when quizzed, relating their preference (or dislike) of new propositions to past experiences, but struggling to put their finger on why they have this value position other than in relation to those same past experiences. It is when a user tries to relate the qualities of an offering to others that the reflective player must make value judgements as to what factors to highlight and espouse or reject. A number of observations could be made about the nature of reflection, but suffice it to say that much of the data used in this programme of research was based on interviews where the interviewer implied that the interviewee should explicitly reflect on their past gaming experiences and engagements. While this might seem introspective and thus a collection of possibly poorly realized subjective reports on interviewees’ tacit knowledge, hopefully the methodology employed has heterophenomenologically arrived at an account with some utility.

The less formal interviews in the data (along with some field notes on casual observations made) reveal that in discussing which experiences individuals found engaging, there is a degree of rhetoric involved. Individuals expounding the merits of the experiences they engage with and those that they do not; occasionally attempting to convince the other of the merits or faults of games they have played, which serves to amplify the sense of identification and hence degree of engagement.

4. conclusions

Hopefully, the summary of the theory provided above gives the reader enough information to be able to decide if these hypotheses make sense, and if the main hypothesis of a cyclical process of seeking cultural value fits the explored domain. Obviously the methodology employed focuses on certain aspects of a player’s experience. So no sense of a player’s emotion is considered explicitly, for example. Many apparent omissions are likely due to them being expected in the data due to a priori positions, as for example little mention was made by subjects of their preferred emotional states, other than a game should be fun or interesting and not boring.

A small (9 respondent) survey of interested parties asked to review a very brief summary of the results reveals that the degree of fit and relevance is good with two caveats. These caveats are that the short presentation of the theory only seemed to account for extensive cycles of engagement and not one off experiences which might still be deemed engaging, and that the result is an obvious truism. Hopefully this more extensive presentation of the theory helps to demonstrate that to some extent the one-off interaction is included as an extreme case (where the individual is the kind of person who would play that game in that context, but not necessarily in others), while the charge that the theory is an obvious truism is not supported by the empirical literature, as there seems to be very little which deals with concepts of a process of finding engagement in videogames by a constantly evaluated or negotiated sense of cultural value. So if this theory is a truism it seems to have little impact on much empirical research into player experiences, maybe because it has not been stated clearly.

5. discussion

A pertinent observation about player engagement is made by Carr (2005). In attempting to account for an observation that girls in a specifically convened female only gaming club Carr notes that “Different people will accumulate particular gaming skills, knowledge and frames of reference, according to the patterns of access and peer culture they encounter – and these accumulations will pool as predispositions, and manifest as preferences.” while “Preferences are an assemblage, made up of past access and positive experiences, and subject to situation and context.”, which seems to be quite closely related to the theory presented here. This observation is substantively different from say those of Malone (1981) and subsequent multi factor theories as it does not state that players engage with Challenge, Curiosity and Fantasy (or some other factors such as novelty and spectacle; excitement of combat; game characters; persistence; exploration; advancement; unraveling of puzzles; building, creating and controlling; humour; relation to one’s hobby or interest; audiovisual quality; imaginary world; and winning (Ermi and Mäyrä 2003)), but gives us some indication of what process a player goes through in arriving at the specific combination of factors that engages them.

In terms of related work from other domains McCarthy and Wright (2004) have taken a theoretically driven approach which has arrived at similar conclusions drawing for Pragmatic theory. That is the research presented in this paper was empirical abductive research, where as McCarthy and Wright seem to have used a theoretical deductive approach, but we have arrived at a position which neatly fits into a Pragmatic position. Where the theory in this paper relates the engagement with videogames to Cooley’s ‘Looking glass self’ and notes that engagements are cyclical and sit within a social context McCarthy and Wright take theories from Dewey (1934) and Bakhtin (1993) to arrive at related conclusions about the felt experience of the use of technology in general. One point of similarity is that they also recognise that an engagement is not simply a single (or repeated) instance of use, but also contains expectation and reflection, placing the experiencing subject and the object of experience in the broadest context. The breadth of this context extending out into personal conception of personal meaning and cultural value of the individual’s life, not just their life related to the technological artifact. This consideration of the overall felt experience (history, reflection, context) of the individual then determines the degree of meaning and value they then apply to the experience they are having as they have it.

So is a theory that players must be able to find the value in playing as a kind of investment of cultural negatives in order to make net cultural gains useful?

As a means of reframing the problem of Game Design to consider the broad cultural context of different player perspectives, some surveyed games professionals have shown an interest. However it seems apparent that some sectors of the industry are well aware that users must identify themselves as potential players and are already extending their thinking to traditionally under exploited kinds of players (e.g. Nintendo’s successes with products that purport to promote mental and physical fitness, and play in a social context). Certainly recent attempts at marketing games seem to focus on the player as much as the game, in a seeming attempt to demonstrate to the user what kinds of people would be players of the games and devices being released.

As a means of framing understanding of what engages players, it could be suggested that the core hypothesis is too broad; so inclusive as to describe all human experience of entertainment products at a macro level, with little to say about individual cases of subjective engagement. However the supporting hypotheses and how they interrelate could be said to provide a meso level description of engagement which hopefully helps us understand individual cases more clearly.

It is obvious that more work is required. The summary presented in this paper is necessarily quite brief. It is immediately apparent that each contributing factor or hypothesis could be explained in much more detail, with reference to the data from which it was derived. An effort will be made to disseminate these detailed descriptions at a later date. Similarly while an attempt was made to saturate a small number of critical hypotheses, other hypotheses which might be of significant interest to the fields of design and research are relatively under saturated; as such further research to flesh out these ideas will be needed. An attempt to translate these theoretical findings into some practical artifacts would both help to validate the theory to some extent and to provide further operational information for design practitioners.

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Engineering Approach Illustration: Blandford – Engineering works: what is (and is not) “engineering” for interactive computer systems? 150 150 John

Engineering Approach Illustration: Blandford – Engineering works: what is (and is not) “engineering” for interactive computer systems?

Engineering works: what is (and is not) “engineering” for interactive computer systems?

Ann Blandford

University College London

Dept. of Computer Science, Gower Street, London WC1E 6BT

A.Blandford@ucl.ac.uk

 


ABSTRACT

What does it mean to “engineer” an interactive computer system? Is it about the team doing the work (that they are engineers), about the process being followed, about the application domain, or what? Is engineering about managing complexity, safety or reliability?

Comment 1

Although there are different ways of understanding the engineering of an interactive computer, in all cases engineering would imply the inclusion of design and implementation.

For physical artifacts, it may be possible to achieve consensus on how well engineered a product is, but this is more difficult for digital artifacts.

Comment 2

‘How well engineered’ here is consistent with engineering as design for performance.

 

In this talk, I will offer some perspectives, both positive and negative, on the nature of engineering for interactive computer systems

Comment 3

See also Comments 1 and 2.

and, at least implicitly, the nature and future of the EICS conference series.

Author Keywords

Engineering; HCI; safety; reliability; professionalism.

ACM Classification Keywords

H.5.2 [Information Interfaces and Presentation]: User Interfaces – Interaction styles.

General Terms

Human Factors; Design; Reliability; Verification.

INTRODUCTION

The aim of this short paper is to facilitate discussion on the role and value of engineering in relation to interactive computer systems.

Comment 4

See also Comments 1 and 2.

It arises, in part, from an activity at the most recent IFIP WG2.7 / 13.4 (User Interface Engineering) working meeting: to develop a short video to communicate the value of engineering for user interfaces. It also arises from discussions I have had with various people on the nature and scope of the EICS conference. Both activities have generated more heat than light. It is, intentionally, not a well engineered argument for a particular position, but a series of vignettes putting forward different cases, for and against particular views of engineering in relation to interactive computer systems (ICS). My intention, which may or may not be realized, is that the community should establish a better shared understanding of the nature, value and role of engineering in the ICS context.

Comment 5

Nature, value and role are critical aspects of engineering. They constitute criteria for the assessment of how well engineering is carried out. See also Comment 2.

If it’s done by engineers then it is engineering

I am a Chartered Engineer. I started my career as a Graduate Trainee Engineer, at about the time the Finniston report [7] was published. That report emphasized the importance of engineering to the future of the economy, and also argued strongly for the status of professional engineers. Within the UK, that is a battle which has now been lost: “anyone in the UK may describe themselves as an engineer. Seeking to regulate or legislate on the use of a now common term is recognized by the Engineering Council as totally impractical.” [6] So, at least in the UK, anyone can call themselves an engineer, and – by extension – claim that what they are doing is engineering. A subset can make a stronger claim: that we are accredited as professional engineers. But is what any of us do “engineering”? Let us consider definitions of engineering.

Engineering: definitions

A dictionary definition of engineering is: “The application of scientific and mathematical principles to practical ends” [14]. The emphasis in the Engineering HCI Community of ACM is on “the application of scientific knowledge and rigorous design methodology to reliably predict and, thus, help improve the consistency, usability, economy and safety of solutions to practical problems” [1]. Both of these definitions focus on principles and rigor for addressing practical problems. Clearly, these principles should apply in the design of complex, safety-critical systems [10]. It is much less clear what it means to engineer the user experience, in terms of fun or affect (a theme in this year’s call for papers). The science of fun is poorly developed, the mathematics of fun even more so. User experience is not so well understood that it can be reliably predicted or delivered consistently without extensive iterative testing, which is standard ICS development practice, and not particular to an engineering approach.

The importance of iteration in iCS

Most HCI text books assert that iteration is essential in the design of ICS. Rogers et al [12] focus on four main phases of developing interactive systems: establish requirements; design alternatives; prototype; and evaluate. Iteratively. Best practice in the development of ICS includes requirements gathering and user testing, neither of which is particularly amenable to the application of scientific or mathematical principles, although both can be done rigorously and are essential to the delivery of systems that are safe and usable.

Tools such as CogTool [13] bring an engineering rigor and prediction to important aspects of user interaction with interactive devices, based on task performance. Similarly, model-based approaches to system development [9] support the task-based development of ICS. However, none of these “engineering” approaches take account of the softer, but equally important, aspects of the use of ICS, including the full user experience, how the ICS fits within its broader context of use, and how people conceptualise the activity the ICS is designed to support [2]. Without taking such aspects of use into account, the engineering of ICS runs the risk of delivering solutions to the wrong practical problems.

A case study: CHI+MED

The CHI+MED programme [5] provides an interesting object of study in terms of engineering ICS. CHI+MED is studying the design and use of interactive medical devices: safety-critical devices such as infusion pumps that are themselves moderately complex, and are used in highly complex settings. There are many aspects of these devices that can be subjected to an engineering approach, including modeling their safety properties [4] and formal verification [8]. Such approaches are necessary, but not sufficient. There are many aspects of the use of such devices in practice [11] that need to be understood and designed for. Without systematic study of the use of devices in context, and rigorous description of the “problem”, which defines requirements for the next generation of systems, and without careful testing of device prototypes, it is easy to deliver solutions that are verified by not validated [3]. There is a risk that by separating off “engineering” approaches to ICS, the engineering becomes distanced from the practical problems that it is intended to address.

Conclusion

There is an argument, based on the above, that engineering is the servant of design – that the user needs are identified outside the engineering process, that the engineer’s job is just to make the design as conceived by others work (ensuring that the system performs as intended – traditionally referred to as ‘verification’). This seems at odds with the broader view of software development lifecycles that development is iterative [3], and is concerned with considerations of usability, utility and experience (all of which are arguably elements of ‘validation’), which should also be concerns for engineering.

The title of this paper, “Engineering works”, is a play on words. One reading is a claim: that engineering makes things better; that it provides assurance that the proposed solution to a problem (an ICS) is well engineered: that it will not crash or permit the system to get into unsafe states, and will manage complexity well. The second reading is as a noun, “works”, qualified with an adjective, “engineering”; engineering work is needed when things have gone wrong, or need maintenance. In the context of EICS, I suggest that both meanings pertain: that engineering can make complex systems work well, but that the engineering approach needs active maintenance to remain relevant to other aspects of ICS design and to avoid becoming narrow and irrelevant.

ACKNOWLEDGMENTS

This paper has benefitted from discussions with many people, but the viewpoints put forward are my own. CHI+MED is funded by EPSRC EP/059063/01.

REFERENCES

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