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In computer and video games, a user is not only observing, but is involving (Kaiser and Wehrle, 2005, pg 2). The player can physically interact with the game by completing tasks such as pressing buttons, or the player can interact with other players via online methods or networking (Marshall, 2002, pg 271-272). Either way, a player is attaching to and engaging him or herself in a game as they determine the outcome of it.
Immersive, as defined by Bernatchez (2004), “…refers to the impression that someone has of being somewhere while, in reality, he [or she] is physically in another place�?. Interactive computer and video games have the power to ‘immerse’ players in simulated environments, surrounding them with alternative realities (Berger, 2005, pg 191). Murray (1997, pg 110) argues that immersion is not only the suspension of disbelief, it is also the creation of belief as our minds reinforce the realities of the experience. This can have both positive and negative effects on the psychological well-being of gamers. It can apparently absorb players into hyperreailty, “…the representation of a thing or event which has no counterpart or [analogue] in consensus reality�? (Soules, 2003).
An issue regarding immersion is that players of a game, especially children, can supposedly fully involve themselves within a virtual gameworld. This behaviour can lead to addiction as Ungerleider (quoted by The Parent Report, 2005) explains that "…[computer games are] very compelling with increasing complexity, so a child becomes more facile, yet wants to know more and apply new skills�?. Seemingly as a result, players that are computer game addicts can immerse themselves within a simulated environment so much so that they find it difficult to differentiate and focus between the real and virtual whilst engaged in gaming (Mohler, 2005).
Alledgedly, interactive computer and video gaming does not necessarily lead to addiction. Immersion within a gameworld can be both pleasing and educational. Douglas and Hargadon (2001, pg 160) suggest that the pleasures of immersion come from our ability complete tasks and see the outcomes. Kubey (as quoted by Berger, 2005, 193) also states that computer and video games “…offer the player a kind of escape, and… players learn quickly that they momentarily feel better when playing computer games; hence, a kind of psychological reinforcement develops�?. Research by the group Teachers Evaluating Educational Multimedia (TEEM) claim that children engaged in simulation and adventure games can develop their strategic thinking and planning skills as well as help to improve their mathematics, spelling and reading (BBC News, 2002).
Interactive computer games provide ‘agency’, also called interactivity which “…is a concept adapted from the philosophical action theory, which focuses on how it comes about that an individual decides to take actions and how s/he executes them�? (Jorgenson, 2005, pg 2). An example of this is spatial navigation, the ability to move through virtual landscapes (Murray, 1997, pg 129). Agency also refers to the level of participatory a gamer has on their avatar or playable character.
Through agency, a player can experience ‘urgency’, which is an identification between the gamer and the on screen avatar, and it is through this that belief is suspended and the virtual world becomes real for the gamer (McMullen, 2004, pg 13-14). Once again these experiences are able to lead to addiction to video games as players find it challenging to focus between the real and virtual worlds. However, as it relies on realism and agency, players that undergo urgency can sympathise with the on screen character, adding to the entire gaming experience that acts as an escape from reality (McMullen, 2004, pg 14-15).
Marshall, P.D. (2002) “Video and Computer Gaming�?, in S. Cunningham and G. Turner (ed.) The Media and Communications in Australia, Sydney: Allen & Unwin, pg 258-274. ISBN 1865086746
Murray, J. (1997) Hamlet on the Holodeck: The Future of Narrative in Cyberspace, New York: The Free Press. ISBN 0684827239
BBC News (2002, March 18) “Video Games ‘Stimulate Learning’,�? BBC News: Education, retrieved October 21, 2005, from http://news.bbc.co.uk/1/hi/education/1879019.stm
Bernatchez, M. (2004) “Immersive,�? retrieved October 21, 2005, from http://www.answers.com/topic/immersive
Douglas, J.Y. and Hargadon, A. (2001) “The Pleasures of Immersion and Engagement: Schemas, Scripts and the Fifth Business,�? Digital Creativity, vol. 12, no. 3, pg 153-166, retrieved October 22, 2005, from http://web.nwe.ufl.edu/~jdouglas/dc12303-Douglas.pdf
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McMullen, S.P. (2004) Stereo 3D: A Study on Urgency, Agency and Realism and Their Effect on Video Game Immersion, retrieved October 22, 2005, from http://fergasonpatents.com/sm/SMPaperFinal.pdf
Mohler, A. (2005) Video Games: The New "Playgrounds of the Self?", retrieved October 21, 2005, from http://www.albertmohler.com/commentary_read.php?cdate=2005-08-12
Soules, M. (2003) Virtual Reality / Hyper-Reality, retrieved October 22, 2005, from http://www.mala.bc.ca/~soules/media112/vr.htm
The Parent Report (2005) Video Game Addiction, retrieved October 22, 2005, from http://www.theparentreport.com/resources/ages/preteen/kids_culture/130.html
Terence Otto 00:47, 28 Oct 2005 (EST)
