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The literature on online gaming has generally focused on male gamers and has been dominated by negative aspects of gaming. The present study addresses the gender gap in this field by exploring experiences of female gamers further by unravelling several positive experiences alongside some potentially harmful tendencies connected to gaming, including female gamers’ wishes and ambitions for their future gaming. A total of 20 female adult gamers across Europe were interviewed and results were analysed using thematic analysis. Four main themes were identified: (i) to be or not to be a (female) gamer; (ii) improving social skills and levelling up on mental health; (iii) not always a healthy escape; and (iv) there is more to explore. The present study is one of few empirical studies regarding the construction of self-image, and experiences of female gamers. It has showed participants have a history as gamers from adolescence, but still face problems derived from the stigmatised internal gender self-image. Externally, female gamer stigmatisation may result in sexism, gender violence, harassment, and objectification. Additionally, females may decide against identifying as gamers, engaging in social gaming interaction, or hold back from online gaming in general, thereby missing out on the opportunities for recreation as well as social and psychological benefits that gaming brings. There is, therefore, urgent need for more research and actions to promote change, equity, education, and security for female gamers as well as their male counterparts. Game developers would benefit from understanding this large gamer demographic better and tailoring games for women specifically.

Multiple sclerosis (MS) is one of the world's most common neurologic disorders, with symptoms such as fatigue, cognitive problems, and issues with mobility. Evidence suggests that physical activity (PA) helps people with MS reduce fatigue and improve quality of life. The use of mobile technologies for health has grown in recent years with little involvement from relevant stakeholders. User-centered design (UCD) is a design philosophy with the goal of creating solutions specific to the needs and tasks of the intended users. UCD involves stakeholders early and often in the design process. In a preliminary study, we assessed the landscape of commercially available MS mobile health (mHealth) apps; to our knowledge, no study has explored what persons with MS and their formal care providers think of mHealth solutions for PA. The aim of this study was to (1) explore MS-specific needs for MS mHealth solutions for PA, (2) detect perceived obstacles and facilitators for mHealth solutions from persons with MS and health care professionals, and (3) understand the motivational aspects behind adoption of mHealth solutions for MS. A mixed-methods design study was conducted in Kliniken Valens, Switzerland, a clinic specializing in neurological rehabilitation. We explored persons with MS and health care professionals who work with them separately. The study had a qualitative part comprising focus groups and interviews, and a quantitative part with standardized tools such as satisfaction with life scale and electronic health (eHealth) literacy. A total of 12 persons with relapsing-remitting MS and 12 health care professionals from different backgrounds participated in the study. Participants were well-educated with an even distribution between genders. Themes identified during analysis were MS-related barriers and facilitators, mHealth design considerations, and general motivational aspects. The insights generated were used to create MS personas for design purposes. Desired mHealth features were as follows: (1) activity tracking, (2) incentives for completing tasks and objectives, (3) customizable goal setting, (4) optional sociability, and (5) game-like attitude among others. Potential barriers to mHealth apps adoption were as follows: (1) rough on-boarding experiences, (2) lack of clear use benefits, and (3) disruption of the health care provider-patient relationship. Potential facilitators were identified: (1) endorsements from experts, (2) playfulness, and (3) tailored to specific persons with MS needs. A total of 4 MS personas were developed to provide designers and computer scientists means to help in the creation of future mHealth solutions for MS. mHealth solutions for increasing PA in persons with MS hold promise. Allowing for realistic goal setting and positive feedback, while minimizing usability burdens, seems to be critical for the adoption of such apps. Fatigue management is especially important in this population; more attention should be brought to this area.

PurposeSome virtual, immersive stories are filled with documents that users must locate and interact with to experience a narrative. Exploring a new area of inquiry in the information science field, this study focuses on individuals' experiences with documents in a particular 3D storytelling world.Design/methodology/approachUsing a qualitative approach, this study examined user interactions with virtual documents to better understand the relationship between information behavior and narrative spaces. This study employed observations of users in a story-rich world, followed by semistructured interviews using virtual artifacts and stimulated recall.FindingsUsing an interpretative phenomenological analysis, this study found that (1) environmental and personal influences, (2) the search and the narrative experience and (3) expectation and confirmation events surround a user's experiences with documents in storytelling worlds. These influences and experiences determine the user's relationship with these documents, which may be considered narrative ephemera – objects that a user accumulates to create and structure a story. This model of narrative ephemera depicts the user's search for narrative cadence, fulfillment of competence needs and visions of story events or the user's own lived experiences. Individuals may experience these phenomena from a single document, shifting back and forth between the designers' intentions and the users' own realities.Originality/valueThis study represents a first attempt to investigate information behavior in a distributed narrative space: a virtual world filled with documents. This study reveals that commonly employed information behavior theories, as well as literary and motivation theories, may be well suited for investigating story worlds. Continued research in this area of inquiry may benefit educators as well as designers of digital stories.

T. L. Taylor is Professor of Comparative Media Studies at Massachusetts Institute of Technology (MIT) and cofounder and Director of Research for AnyKey an organization dedicated to supporting and developing fair and inclusive esports. With stuffed animals and Barbie dolls, or just various outdoor spaces, I had a lot of material both for solo and social play. Taylor: My approach to studying game communities-whether online MMOGs or those based around a platform like Twitch-is to leverage many of the traditional tools of qualitative research (interviewing, participation observation, archival work) and concerns from sociology (thinking about power, stratification, institutions, and structures), with more science and technology studies (STS)-informed modes that take technology seriously as an actor (albeit a nonhuman one). On a larger scale you'd see players innovate-from creating guild structures to, in the case of a game like World of Warcraft, authoring significant user interface mods-and these innovations (both social and technical) would often be integrated back into the formal structures of these games.

Peet Lee, who is Art Director at global technology firm Unity Technologies, gives the inside track on how he made it up the career ladder and into his current role.

Instructional design and training skills have become a key competency that is expected of public health professionals. However, the research on educating public health students as instructional designers (ID) is lacking. The purpose of this study is to better understand how novice IDs design trainings using their design judgment in an authentic instructional design project in order to provide them with effective educational supports. The data sources of this case study include 11 training lesson plans generated by 37 students through a semester and six semi-structured interviews. The findings reveal that: (1) online games, (2) instructional videos, (3) handouts, (4) PowerPoint presentation slides, and (5) infographics were designed and used by novice IDs. In the midst of the various challenges that were encountered, framing judgment, core judgment, instrumental judgment, navigational judgment, and appearance judgment were manifested in the design process of novice IDs. Based on the findings, practical implementations are recommended to develop effective instructional design curricula for novice public health student designers.

While video games have become a source of excitement for educational designers, creating informal game experiences that players can draw on when thinking and reasoning in non-game contexts has proved challenging. In this paper we present a design principle for creating educational video games that enables players to draw on knowledge resources gained in-game to reason about non-game phenomena. Games that incorporate this design principle, which we call constructible authentic representations , engage players in the construction of artifacts that are visually and epistemologically aligned to tools and representations utilized in the target domain. We illustrate this principle with a study of six children (ages 7–13) playing a racing video game of our own design. Players that struggled with a formal graphing task before playing the game showed improvement on the same task in post-game interviews creating qualitatively correct velocity versus time graph that incorporated key kinematic features such as moments of constant velocity and varying degrees of acceleration. An analysis of pre- and post-game clinical interviews also revealed that players more fluidly drew on a variety of knowledge resources when reasoning about the game, real world, and formal representations. We hypothesize that designing games to include constructible authentic representations may allow for the creation of educational video games that can survive in the non-school gaming ecosystem.

Interactive digital media, or video games, are a powerful new medium. They offer immersive experiences in which players solve problems. Players learn more than just facts—ways of seeing and understanding problems so that they “become” different kinds of people. “Serious games” coming from business strategy, advergaming, and entertainment gaming embody these features and point to a future paradigm for eLearning. Building on interviews with leading designers of serious games, this article presents case studies of three organizations building serious games, coming from different perspectives but arriving at similar conclusions. This article argues that such games challenge us to rethink the role of information, tools, and aesthetics in a digital age.

Many virtual worlds have been adopted for implementation within educational settings because they are potentially useful for building effective learning environments. Since the flexibility of virtual worlds challenges to obtain effective and efficient educational outcomes, the design of such platforms need more attention. In the present study, the aim was to investigate design issues and the concerns of novice instructional designers who were developing a virtual learning environment with a gaming approach. Active Worlds (AW), an immersive virtual environment, was selected as a platform to develop virtual world projects that presented instructional materials. Twenty-three novice instructional designers participated in this study. Data were collected through observations, interviews, document analysis, and a questionnaire. The results indicate that the novice instructional designers were most challenged when attempting to incorporate motivational and assessment features in their project designs. They ignored collaboration opportunities of the design platform. They also accepted that they could not achieve to provide a feel of real game. The results suggested that design and development in virtual worlds has many challenges but a broad experience for novice instructional designers.

The use of technology (information and communication technology, ICT) in secondary education is an important aspect of the current curriculum and of teachers' pedagogy. Learning supported by computers is supposed to be motivating for students and is, therefore, assumed to have positive effects on learning experiences and results. However, the question remains whether these motivating effects are equal for all students. Although the gender gap in the use of ICT and knowledge about it has diminished, there are still indications that the use of technology in education affects girls and boys differently. The present empirical study focuses on the relationship between the inclusiveness of educational tools and the learning experiences of girls and boys. The results show that gender scripts are embedded in educational tools, which are reinforced in classroom practice and affect learner experiences. A greater inclusiveness of the tools appears to improve the participation of students, enhances positive attitudes toward learning and technology, and improves the learning effects as reported by girls and boys. Girls especially tend to benefit from the inclusiveness of educational tools.