Games are a great way to engage students and keep them focused on learning. They are also a fun way to encourage teamwork and build friendships. These interactive games help kids learn new skills, improve their academic performance and boost their confidence levels. Besides, they can be used to teach social skills and help them develop positive habits like staying on task, listening attentively and taking turns.
The purpose of this paper is to analyse the social aspect in current networked multiplayer games with a focus on the existing interaction forms that enable communicative actions. To this end, the paper uses a model derived from various theories of communication and combines it with an existing non-verbal communication model. The model is based on empirical research material (video recordings, interviews, observations and heuristic evaluations) collected during networking game events and self-organised gaming sessions.
In addition, the authors examine how interaction forms are augmented by off-game communication and how they are influenced by multisession context, social identity and game goals. The results show that players experience a variety of emotions when playing online games, most of which are related to goal-related aspects. This reflects the fact that players are active participants in their gaming experiences, forming their own perspectives of the worlds they immerse themselves in and using game features to communicate with other players. This relates to the phenomenon of embodied presence in games, as play switches from engagement with a primarily core and proto-level of presence to a more purposive level. Retro arcade games hire