The Demographics, Motivations, and Derived Experiences of Users of Massively Multi-User Online Graphical Environments

By N. Yee. Presence - Teleoperators and Virtual Environments, 2006

1,376 citations recorded by the source corpus.

Subfields: Information Systems and Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/7ac87979db87d1ba99feea984e4cc10af74f30ea

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Citations in the corpus

Internet Gaming Addiction: A Systematic Review of Empirical Research (2012, background): “…and university students (Thomas and Martin 2010), 7,069 gamers with a mean age of 21 years (Grüsser et al. 2007a), 91 MMORPG and offline game players (Ng and Wiemer-Hastings 2005), 1,945 video gamers predominantly below 30 years (Porter et al. 2010), and 30,000 MMORPG players (Yee 2006a, 2006b).”
The Proteus Effect: The Effect of Transformed Self-Representation on Behavior (2007, background): “If users spend more than 20 hours a week in these environments (Yee, 2006), in an avatar that is tall and attractive, is an equilibrium state reached or do two separate behavioral repertoires emerge?”
Why do you play? The development of the motives for online gaming questionnaire (MOGQ) (2011, methodology): “Furthermore, in contrast with former studies (Bartle, 2003; Frostling-Henningsson, 2009; Yee, 2006), the identified seven dimensions are applicable to all types of online games, since we did not limit our sample to any particular game types.”
Demographic differences in perceived benefits from gamification (2014, background): “The gender divide has been diminishing, the age span has been widening, and the average age is higher than stereotypically assumed (Greenberg, Sherry, Lachlan, Lucas, & Holmstrom, 2010; Griffiths, Davies, & Chappell, 2003, 2004; Hartmann & Klimmt, 2006; Williams, Yee, & Caplan, 2008; Yee, 2006).”
Tailored gamification in education: A literature review and future agenda (2022, background): “In general, the community is based on theoretical studies about different perceptions of people on gamification design (e.g. Bartle 1996; Nacke et al., 2014; Yee 2006).”
Children's Motivations for Video Game Play in the Context of Normal Development (2010, background): “In studies of multiplayer online games (Yee, 2006a), many adolescent players felt they had learned leadership skills such as mediation, persuasion, and motivation through their online group play experiences.”
The “I's” Have It: A Framework for Serious Educational Game Design (2010, background): “Games clearly motivate users in ways that conventional instruction, including online nonroutine challenge problems, does not (Yee, 2006).”
Who plays, how much, and why? Debunking the stereotypical gamer profile (2008, methodology): “Based on prior survey work by the research team in this area using cash incentives or no incentive (Williams, 2006b; Yee, 2006 ), the prediction was that the survey would take one to two weeks to fill to a cap of 7,000 respondents, but the total was reached in just over two days.”
Investigating the impact of video games on high school students' engagement and learning about genetics (2009, background): “Generally speaking, these educational games seem to be effective in enhancing motivation and increasing student interest in subject matter (Yee, 2006), yet the extent to which this translates into more effective learning is less clear.”
Why do you play World of Warcraft? An in-depth exploration of self-reported motivations to play online and in-game behaviours in the virtual world of Azeroth (2013, background): “Yee (2006b) in particular conducted an online survey of 3000 MMORPG players.”
Modeling the efficacy of persuasive strategies for different gamer types in serious games for health (2014, background): “Following Bartle's discussion on player types in massively multiplayer games, Yee (2006) in his investigation on why Massively Multiplayer Online Role-playing Games (MMORPG) appeal to players revealed five main motivations for play: Achievement, Relationship, Immersion, Escapism, and Manipulation.”
Video Game Addiction: Past, Present and Future (2012, background): “These include sacrificing work, education, hobbies, socializing, time with partner/family, and sleep [56-64], increased stress [56], an absence of real life relationships [65], lower psychosocial well-being and loneliness [66], poorer social skills [67,68], decreased academic achievement [28,62, 69,”
Attachment disorganization and dissociation in virtual worlds: A study on problematic Internet use among players of online role playing games. (2012, background): “The sociodemographic characteristics of this subsample of mud players are consistent with those detected in several studies on addiction to online role-playing games (caplan et al. 2009, Liu and Peng 2009, Yee 2006a, 2007).”