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The Web's link structure (termed the Web Graph) is a richly connected set of Web pages. Current applications use this graph for indexing and information retrieval purposes. In contrast the relationship between Web Graph and application is reversed by letting the structure of the Web Graph influence the behaviour of an application. Presents a novel Web crawling agent, AlienBot, the output of which is orthogonally coupled to the enemy generation strategy of a computer game. The Web Graph guides AlienBot, causing it to generate a stochastic process. Shows the effectiveness of such unorthodox coupling to both the playability of the game and the heuristics of the Web crawler. In addition, presents the results of the sample of Web pages collected by the crawling process. In particular, shows: how AlienBot was able to identify the power law inherent in the link structure of the Web; that 61.74 per cent of Web pages use some form of scripting technology; that the size of the Web can be estimated at just over 5.2 billion pages; and that less than 7 per cent of Web pages fully comply with some variant of (X)HTML.

The purpose of this paper is to review the nature of advergames and the rhetoric versus reality of their claimed effects and effectiveness, focusing specifically on their use by children.

A content analysis of major web sites that are likely to have particular appeal to children and an evaluation in order to determine whether the material contained in these sites would be permitted if similar codes of practice, as for other media, would be applied to internet sites.

The paper finds that the majority of web sites do not comply with the existing broadcasting codes of practice for mainstream advertising.

The study is exploratory in nature and the sample size limited.

As the paper suggests that advertisers should critically examine the content of their web sites and open the debate about what constitutes acceptable online behavior.

The paper offers insights about the content of advergames in practice and the potential problems associated with regulation of advertising in different media forms, especially new and evolving media forms.

This paper seeks to focus on the design and testing of a web‐based online board game for teaching undergraduate students information literacy skills and concepts.

Project team members with expertise in game play, creative writing, programming, library research, graphic design and information seeking developed a web‐based board game in which students used digital library resources to answer substantive questions on a scholarly topic. The project team hosted game play in a class of 75 undergraduate students. The instructor offered an extra‐credit incentive to boost participation resulting in 49 students on 13 teams playing the game. Post‐game focus group interviews revealed problematic features and redesign priorities.

A total of six teams were successful meeting the criteria for the instructor's grade incentive achieving a 53.1 percent accuracy rate on their answers to substantive questions about the black death; 35.7 percent was the accuracy rate for the seven unsuccessful teams. Discussed in detail are needed improvements to problematic game features such as offline tasks, feedback, challenge functionality, and the game's black death theme.

Information literacy games test what players already know. Because this project's successful teams answered substantive questions about the black death at accuracy rates 20 points higher than the estimated probability of guessing, students did the research during game play which demonstrates that games have merit for teaching students information literacy skills and concepts.

The purpose of this paper is to discuss how to use a web-based library game as an outreach tool at events. Games in higher education are a trend that libraries have used for information literacy but less frequently for outreach. Although there are relatively few examples of the use of games in academic library outreach events, games have the potential to be excellent outreach tools by engaging students and presenting them with the opportunity to change their perceptions of the library.

The University of North Dakota (UND) Libraries successfully connected with students at an outreach event by using a modified version of the Information Literacy Game originally developed by the University of North Carolina Greensboro (UNCG). UND Librarians created specific technical modifications and an event workflow, highlighted here, that other academic libraries can adapt for use at outreach events to attract both students who are and those who are not typically users of the library.

The information literacy game, with some specific technical changes, is customizable in relatively inexpensive ways that allow librarians from institutions of all sizes to engage students with a game at outreach events.

Games, especially Web-based games, have not previously been used in outreach events. The literature on the use of games in information literacy sessions but outreach is an even more logical fit for gaming. This paper presents a practical, value-oriented method for academic libraries to modify an information literacy game for use in outreach.

Online community sites devoted to RPG Maker, an inexpensive software for creating role‐playing video games, have emerged as spaces where young people are developing valuable competencies with digital media. This study seeks to examine the largest of these communities.

The study uses a mix of qualitative methods including a survey, interviews and analysis of the structure of the site. The study uses discourse analysis and is grounded in work on situated learning.

The study suggests that the site and community are scaffolding young people into deeper understanding of digital production and the development of practical skills, like programming, as individuals take on identities associated with different roles in game design.

This study reinforces the value of research focused on young people's social media creation and also suggests that there is still much to be learned about technologically simple but socially rich platforms like web forums. As qualitative research it does not generate statistical generalizations.

This research suggests three implications for the design of online learning environments focused on media production. Designers should: start with learners' interests and basic skills will evolve; support a diverse range of production roles and identities; and offer simple technical systems that can support sophisticated digital learning communities.

While there is much work on learning in online communities, little of that work has focused on the importance of the role‐taking of young people in those communities and on implications of these spaces for designing online learning environments.

To arouse the public awareness of online gaming‐related crimes and other societal influences so that these problems can be solved through education, laws and appropriate technologies.

A total of 613 criminal cases of online gaming crimes that happened in Taiwan during 2002 were gathered and analyzed. They were analyzed for special features then focusing on the tendency for online gaming crime. Related prosecutions, offenders, victims, criminal methods, and so on, were analyzed.

According to our analysis of online gaming characteristics in Taiwan, the majority of online gaming crime is theft (73.7 percent) and fraud (20.2 percent). The crime scene is mainly in internet cafés (54.8 percent). Most crimes are committed within the 12:00 to 14:00 time period (11.9 percent). Identity theft (43.4 percent) and social engineering (43.9 percent) are the major criminal means. The offenders (95.8 percent) and victims (87.8 percent) are mainly male and offenders always proceed alone (88.3 percent). The age of offenders is quite low (63.3 percent in the age range of 15‐20), and 8.3 percent of offenders are under 15 years old. The offenders are mostly students (46.7 percent) and the unemployed (24 percent), most of them (81.9 percent) not having criminal records. The type of game giving rise to most of the criminal cases is Lineage Online (93.3 percent). The average value of the online gaming loss is about US$459 and 34.3 percent of criminal loss is between $100 and $300.

These criminal cases were retrieved from Taiwan in 2002. Some criminal behavior may have been limited to a certain area or a certain period.

Provides a useful source of information and constructive advice for the public who will sense the seriousness and influence of online gaming crimes. Further, this topic may have implications on e‐commence, e‐services, or web‐based activities beyond gaming.

Since there is little published research in this area, this paper provides the public with a good and original introduction to a topic of growing importance.

This article aims to discuss the relevance of building video game collections in academia to support research and learning on campus and to propose useful criteria for building video game collections in academic libraries.

The authors examined collection development policies of selected academic libraries as well as research discussing the cultural, historical, and educational value of video games. The authors also examined video game playback devices, games and their packaging, and popular game web sites.

The authors outline selection considerations for developing video game collections and propose the following criteria for selecting games: physical characteristics, teaching and learning principles present in the games, subject matter and content, and the cultural and historical value of a game.

Establishing video games in libraries is not a new topic, but most discussions have been focused on public libraries or the entertainment value of video games in academic libraries. This article focuses on games as serious objects of study in academia and provides best practices for video games collections development.

The purpose of this conceptual paper is to provide a typology for classification of the digital goods business (DGB), analyzing its characteristics with selected cases, to suggest an evolution strategy appropriate for today's digital business economy, and to address the research implications.

Based on a focus group interview, the study identified and classified the DGB models into four types in terms of sales channels and service methods, and further proposed five evolution strategies for the DGM.

The paper proposes five evolution strategies for the DGB: from streaming direct to streaming intermediary; from download direct to download intermediary; from download intermediary to streaming intermediary; from download direct to streaming direct; and from download direct to streaming intermediary. These evaluation strategies will be suitably applicable to the type of digital goods for which a business strives.

As the study is exploratory in nature, further research will be required to empirically confirm the findings of the underlying study regarding various DGBs, such as software, games, and movies. In addition, as the proposed typology reflects only the current state of the DGB industry, a further elaboration of the typology may also prove necessary in the future as technologies and the DGB industry evolve.

Providing a useful theoretical foundation for future DGB studies and valuable insight into practical applications in the ever‐growing DGB field, the paper delivers transitional strategic insights based on digital goods taxonomy. This strategic implication can be applicable to analyzing and explaining current DGB cases.

This paper aims to identify what motivates young people to play video games, and the extent to which video games are perceived as facilitating learning and information literacy.

The study adopted a qualitative approach, interviewing a convenience sample of 28 young people who enjoy playing video games. They were aged between 12 and 19, and all resident in Northern England. The interview transcripts were analysed thematically.

Entertainment and challenge were key reasons for playing video games. Of the respondents 89 per cent said they had learned something from gaming, including skills with real‐world application. Respondents used a variety of texts to solve gaming problems and to choose new games. Analysis of respondents' reported information behaviour showed that they were carrying out activities (e.g. searching, evaluating) that corresponded to models of information literacy, and these activities are mapped to the SCONUL Seven Pillars model. The interviewees showed determination in working out game problems and puzzles, rather than opting straight for an easy solution.

Librarians and other educators should design information literacy games, which challenge learners, using a problem‐solving approach. They also need to take account of learners' varying preferences for game genres.

There have been relatively few empirical studies into information literacy in videogaming (the focus is more usually on digital literacy, or literacy in reading and interpreting text). The paper identifies gamer preferences and behaviours that should influence design of information literacy games, and extend the information literacy model to include an attitudinal focus, fostering persistence and determination to solve information problems.

In less than three decades the entertainment software industry has emerged as a huge industry, with sales larger than Hollywood movie box office sales. Yet, little is known about this industry. Stereotypes about the industry may not be correct. This paper seeks to address this knowledge gap.

The paper identifies what is known, and what needs to be known. The paper reviews the literature and adds data from the most recent reports available.

The literature has been slow to address this industry. It has not even been clear what to call this industry. (Some people still call it the video game industry.) The most basic marketing issues still need to be researched, i.e. customer benefits sought and segmentation. A typology of game genres is proposed.

This paper is the first overview of the entertainment software industry from a marketing perspective.