Flow and Media Enjoyment

By John L. Sherry. 2004

748 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Literature and Literary Theory, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/2e2c3a7358e72a3acc5c7050f9570f195211c37f

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In Developmental and Educational Psychology

In Literature and Literary Theory

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Citations in the corpus

The role of psychology in understanding the impact of computer games (2011, background): “Lucas and Sherry [30] applied U&G theory to playing games and found that, in addition to challenge, players play games for the rather contradictory reasons of emotional arousal and relaxation, to compete against other players, for the ability to take part in fantasy activities which would not normal”
The Development and Validation of the Game User Experience Satisfaction Scale (GUESS) (2016, background): “Notably, many researchers viewed the principles of flow to be the underlying mechanisms of game enjoyment and engagement (e.g., Chen, 2007; Choi & Kim, 2004; Fang, Zhang, & Chan, 2013; Fu et al., 2009; Jones, 1998; Sherry, 2004; Sweetser & Wyeth, 2005).”
360° Video Journalism: Experimental Study on the Effect of Immersion on News Experience and Distant Suffering (2019, background): “Uses and gratifications theory has identified enjoyment as a primary reason for media use (Sherry 2004); however, most studies link enjoyment to entertainment media (e.g. Vorderer, Klimmt, and Ritterfeld 2004; Tamborini et al. 2010).”
Taking "Fun and Games" Seriously: Proposing the Hedonic-Motivation System Adoption Model (HMSAM) (2012, background): “This study lays a foundation, provides guidance, and opens up avenues for future HMS, UMS, and mixed-motivation system research Keywords: Hedonic-Motivation System Adoption Model (HMSAM), Technology Acceptance Model, Cognitive Absorption, Immersion, Hedonic-Motivation Systems, Utilitarian-Motivation”
Videogames and Young People with Developmental Disorders (2010, background): “…who often suffer obstacles and distress because of their impairments, but also because it can heighten the appeal of activities worthwhile for other reasons—that is, enjoyment in videogame play can promote learning, perseverance and skills development (Ritterfeld & Weber, 2006; Sherry, 2004).”
Entertainment matters! The relationship between challenge and persuasiveness of an advergame for children (2012, background): “consciousness, a feeling that doing the action is rewarding, and a feeling related to the pleasure of control (Nakamura and Csikszentmihalyi 2002; Sherry 2004).”
Identification With Video Game Characters as Automatic Shift of Self-Perceptions (2010, background): “Whereas the number of published studies on player responses to video games is still limited, the available research has found video games’ entertainment capability based on various mechanisms, including suspense (Klimmt, Rizzo, Vorderer, Fischer, & Koch, 2009), challenge and competition ( Jansz & Ta”
Theorizing Flow and Media Enjoyment as Cognitive Synchronization of Attentional and Reward Networks (2009, methodology): “…play in particular has been a recent focus among communication scholars engaged in research on media entertainment (e.g., Bryce & Rutter, 2001; Finneran & Zhang, 2003; Mandryk, Inkpen, & Calvert, 2006; Rheinberg & Vollmeyer, 2003; Sherry, 2004b; Weibel, Wissmath, Habegger, Steiner, & Groner, 2007).”
The Video Game Experience as “True” Identification: A Theory of Enjoyable Alterations of Players' Self‐Perception (2009, background): “It is also relevant to the explanation of game selection (e.g., Hartmann & Klimmt, 2006; Lucas & Sherry, 2004): Do players actively search for certain identification experiences and select their games according to the expected alterations of self-perceptions?”
Engagement in digital entertainment games: A systematic review (2012, methodology): “Using Yee’s (2006) questionnaire, Suznjevic and Matijasevic (2010) found that achievement was the most important motive for players of the MMORPG World of Warcraft with team work also important but immersive features less so.”
Emotional Gratification in Entertainment Experience. Why Viewers of Movies and Television Series Find it Rewarding to Experience Emotions (2012, background): “Recent conceptualizations of entertainment as an intrinsically rewarding activity (Oliver & Bartsch, 2010; Sherry, 2004; Tamborini et al., 2010; Vorderer, Steen, & Chan, 2006) have provided a useful and parsimonious formula that covers both aspects of entertainment gratification, that is, rewarding ”
The “I's” Have It: A Framework for Serious Educational Game Design (2010, background): “Many people prefer using media for enjoyment and to escape the difﬁculties of social life (Kutner, Olson, Warner, & Hertzog, 2007; Olson, 2010; Sherry, 2004).”
Enjoyment of films as a function of narrative experience, perceived realism and transportability (2011, background): “…media and maybe even the origin of all other motives scholars have argued that enjoyment is implied in the “very idea of gratification” (Nabi and Krcmar, 2004, p. 301), the “ultimate goal” (Raney, 2004, p. 348) and “one of the most popular gratifications sought from media” (Sherry, 2004, p. 328).”
Perceptions of the Authenticity of Reality Programs and Their Relationships to Audience Involvement, Enjoyment, and Perceived Learning (2009, neutral): “If emerging theoretical perspectives that suggest that involvement can contribute to enjoyment are correct (Green et al., 2004; Sherry, 2004), then reality programs may be enjoyed, in part, because the nature of the programs’ authenticity encourages audiences to think and talk about programs.”
The benefits of playing video games. (2014, background): “tation is another positive emotional experience described by gamers, during which they are immersed in an intrinsically rewarding activity that elicits a high sense of control while simultaneously evoking a loss of self-consciousness (Sherry, 2004).”
Children's Motivations for Video Game Play in the Context of Normal Development (2010, background): “Matching the level and tempo of challenge to a player’s skills increases the likelihood of achieving flow (Annetta, 2010; Kiili, 2005; Sherry, 2004).”