Glued to Games

By Scott Rigby, Richard M. Ryan. 2011

345 citations recorded by the source corpus.

This book offers a practical yet powerful way to understand the psychological appeal and strong motivation to play video games. With video game sales in the billions and anxious concerns about their long-term effects growing louder, Glued to Games: How Video Games Draw Us In and Hold Us Spellbound brings something new to the discussion. It is the first truly balanced research-based analysis on the games and gamers, addressing both the positive and negative aspects of habitual playing by drawing on significant recent studies and established motivational theory. Filled with examples from popular games and the real experiences of gamers themselves, Glued to Games gets to the heart of gaming's powerful psychological and emotional allure—the benefits as well as the dangers. It gives everyone from researchers to parents to gamers themselves a clearer understanding the psychology of gaming, while offering prescriptions for healthier, more enjoyable games and gaming experiences.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/2326606aa36a06e4db85da04fb786928731e52a9

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In Developmental and Educational Psychology

Citations in the corpus

Modeling the efficacy of persuasive strategies for different gamer types in serious games for health (2014, background): “Persuasive games have attracted attention as a novel approach for promoting healthy behavior change because of their motivational pull (Rigby and Ryan 2011).”
Gamification: designing for motivation (2012, background): “The resulting implementations don’t just fail to engage players; they can actually damage existing interest or engagement with the service or product [1].”
The Gamification of Learning: a Meta-analysis (2019, methodology): “Collaboration and competition can be regarded as particularly important in this context (Rigby and Ryan 2011).”
Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement (2018, background): “For example, they can serve as goals if the rules for winning the badges are made known to the users, as virtual status symbols (Werbach & Hunter, 2012; Zichermann & Cunningham, 2011), or as a feedback mechanism to indicate how users have performed (Rigby & Ryan, 2011).”