Framing Mental Health Within Digital Games: An Exploratory Case Study of Hellblade.

BACKGROUND: Researchers and therapists have increasingly turned to digital games for new forms of treatments and interventions for people suffering from a variety of mental health issues. Yet, the depiction of mental illness within digital games typically promotes stigmatized versions of those with mental health concerns. Recently, more games have attempted to implement more realistic and respectful depictions of mental health conditions. OBJECTIVE: This paper presents an exploratory analysis of a contemporary game that has the potential to change the way researchers, practitioners, and game designers approach topics of mental health within the context of gaming. METHODS: A case study of Hellblade: Senua's Sacrifice was conducted using frame analysis to show how key design choices for this game present the potential for new ways of approaching games and mental health. RESULTS: A case study of Hellblade's development shows how research-informed collaborative design with mental health practitioners, scientists, and individuals with mental health problems can lead to a realistic depiction of mental illness in games. Furthermore, the use of frame analysis demonstrates how to harness narrative, mechanics, and technology to create embodied experiences of mental health, which has the potential to promote empathetic understanding. CONCLUSIONS: This paper highlights an exemplary case of collaborative commercial game design for entertainment purposes in relation to mental health. Understanding the success of Hellblade's depiction of psychosis can improve serious games research and design. Further research must continue to provide deeper analysis of not only games that depict mental illness, but also the design process behind them.

Women Keep it Real: Avatar Gender Choice in League of Legends.

This article examines avatar gender choice within a competitive context in which avatar gender is not equivalent across functions. In data from the game League of Legends (n = 15,392) reflecting >5 million avatar gender choices, women were found to have stronger preferences for avatar gender consistency than men. Furthermore, women tended to choose female avatars at twice the available rate offered by the game, whereas men chose male avatars at a rate approximately the same as the proportion offered. These findings support the argument that women experience more pressure than men do to perform their gender identities overtly, even in competitive games where avatar choice is mostly functional and avatar gender is fixed within specific characters. A practical implication is that by offering a wider range of female avatar and character options, game designers could likely attract greater female audiences without a significant loss of male players.

Augmented Versus Virtual Reality in Education: An Exploratory Study Examining Science Knowledge Retention When Using Augmented Reality/Virtual Reality Mobile Applications.

The propagation of augmented reality (AR) and virtual reality (VR) applications that leverage smartphone technology has increased along with the ubiquity of smartphone adoption. Although AR and VR technologies have been widely utilized in the educational domain, there remains a dearth of empirical research examining the differences in educational impact across AR and VR technologies. The purpose of our exploratory study was to address this gap in the literature by comparing AR and VR technologies with regard to their impact on learning outcomes, such as retention of science information. Specifically, we use a two-condition (AR vs. VR) between-subjects' design to test college students' science-knowledge retention in response to both auditory and visual information presented on a Samsung S4 smartphone app. Our results (N = 109) suggest that VR is more immersive and engaging through the mechanism of spatial presence. However, AR seems to be a more effective medium for conveying auditory information through the pathway of spatial presence, possibly because of increased cognitive demands associated with immersive experiences. Thus, an important implication for design is that educational content should be integrated into visual modalities when the experience will be consumed in VR, but into auditory modalities when it will be consumed in AR.