![]() ![]() This makes many tutorials either tedious for experienced players or not informative enough for players who are new to the given genre. Most tutorials in video games do not consider the skill level of the player when deciding what information to present. Our study has implications for the design of badge systems and sheds new light on the effects of avatar identification on play and making. Additionally, avatar identification promoted greater overall time spent in both the game and the editor, and led to significantly higher overall quality of the completed game levels (as rated by 3 independent externally trained QA testers). Independent of badges, avatar identification promoted player experience, intrinsic motivation, and self-efficacy. Badges promoted avatar identification (personal interest, role model), player experience (achievement, role model), intrinsic motivation (achievement, role model), and self-efficacy (role model) during both the game and the editor. Participants played a CS programming game, then used an editor to create their own level. In our study (N=2189), we divided participants into 6 badge conditions: 1) Role model badges (e.g., Einstein), 2) Personal interest badges (e.g., Movies), 3) Achievement badges (e.g., "Code King"), 4) Choice, 5) Choice with badges always visible, and 6) No badges. Our study demonstrates the importance of considering avatar type in designing virtual systems. Finally, using linear hierarchical regression, we find that avatar identification significantly promotes player experience (29.8% variance) and time played (3.5% variance). We find that both Robot and Human conditions lead to higher avatar identification. We find that players randomly assigned to the Robot condition have significantly higher player experience. Specifically, we compare three avatar types in a jumping game: 1) Human (high anthropomorphism), 2) Block-like (low anthropomorphism), and 3) Robot (high anthropomorphism). Here, we contribute one of the few highly controlled studies of this nature (N=1074). Yet we still understand very little about how different avatar types affect users. This is largely because avatar identification can promote a wide variety of outcomes: game enjoyment, intrinsic motivation, quality of made artifacts, and more. Our studies show that game type is an important factor to consider when designing tutorial modality.Īvatar identification is a topic of increasingly intense interest. However, in a wave shooter and a rhythm game, differences between conditions were negligible on all measures. Additionally, Text+Diagram led to significantly higher controls learnability than Text. In a puzzle game, Text+Spatial led to significantly higher controls learnability and performance than Text. In a third-person shooter, Text+Spatial led to significantly higher controls learnability than Text and Text+Diagram, and also led to significantly higher performance, player experience, and intrinsic motivation than Text. ![]() ![]() Data from our studies show that the importance of tutorial modality depends greatly on game type. Within each study, we compared three different modalities of tutorials: Text (text-only), Text+Diagram (text with controller diagrams), and Text+Spatial (text with controller tooltips appearing on top of the player's virtual controllers). In this paper, we present four studies, each using a different VR game. Yet differences between VR and traditional mediums, such as controllers that are visible in the virtual world, enable entirely new approaches to instruction. Virtual reality (VR) has disrupted the gaming market and is rapidly becoming ubiquitous. ![]()
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