The Role of context in defining play

Abstract

When players enter into an interactive game setting, they undertake a process of discovery and subsequent distinguishing of the rules and goals which will prevail in the play context. However, this process of forming understanding is often altered by the subtle expectations which prevail upon the interaction setting. In this paper, we argue that user perception, leading to internal or external motivation towards gameplay, is shaped differently depending on the general context on how and where players first encounter the game. We will use an existing three phase gameplay model, based on invitation, exploration, and immersion, and draw observations from laboratory, museum, hospital, and classroom studies of various interactive playful experiences. This work aims to support interaction designers in developing internal motivation in young users, towards positive gameplay experiences for children and lessening the gap between laboratory and in situ studies.