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This chapter reports from a qualitative study on how identity categories, including gender and ethnicity, are experienced and constructed through video gaming among immigrant youth in Norway. The aim here is to explore the manifestations and contestations of gendered power and hegemonic practices among the young immigrant girls and boys. This chapter builds on research about everyday media use especially video games, and our analysis is based on theories of hegemony, power, gender, and ethnicity. Three key findings are observed from the study: (a) video games acting as a bridge between ethnic minority boys (not so much with the girls) and ethnic Norwegians, (b) hegemonic gendered practices, emphasizing the “otherness,” in particular for girls adhering to the category of gamer, and finally, to a lesser degree, (c) marginalization within video games on the basis of being a non-Western youth in a Western context. As such the study simultaneously not only confirms but also challenges dominant discourses on video games by suggesting that, although some positive strides have been made, the claims of a post-gender neutral online world, or celebrations of an inclusive and democratic online media culture, especially video gaming, are still premature.

This chapter analyses the marketing management practices for the video games industry in Turkey. To identify the extended value chains and define the critical success factors in this local environment, we invited the members of OYUNDER – Game Developers, Designers and Publishers Association in Turkey – to participate in an online survey. The following three main research questions guided this survey: (1) How video game developer companies resolve marketing decisions, decide on their marketing mix and create marketing plans; (2) how they perceive the importance given to marketing in their industry and (3) how they measure and judge the success of their marketing activities. Results indicate that Turkish video game developers are predominantly male and young. They organise and work in small teams. They lack marketing planning as indicated by actualised versus expected revenues and marketing spendings. Only 23.7% of the participants report employing marketing-related staff and their opinions of marketing-related business partners – such as advertising and PR agencies – are negative due to these institutions’ perceived lack of industry experience. The developers mainly use social media channels and digital advertising for their marketing needs. Above-the-line advertising is the least used channel, with content, influencer and below-the-line marketing channels ranging in the middle. They report confidence in managing campaigns for social media, digital marketing and content marketing. However, they believe that they lack the skills to manage above-the-line and below-the-line marketing activities, reporting lack of capital and human resources as the main barriers. Although they believe that marketing can help them reach new customers, they are also afraid to take risks and admit to being conservative in marketing practices.

This paper aims to investigate public library staff engagement and perceptions of video games and video game services.

Quantitative and qualitative data on staff video game experiences, perceptions and confidence were collected through an online questionnaire.

The results indicate an overall positive perception of video games in public libraries, with 87% of the respondents supporting video games in public libraries. Video game players appear to think more positively about video games and have more general knowledge about them than non-players. They also appeared to be more confident in delivering related services and were more likely to be running gaming-related events. It was concluded that staff attitudes towards video games are not a barrier to their inclusion in public libraries, as found in previous research.

Encouraging staff engagement with video games may improve their knowledge and confidence in delivering video game services, although further research is required to confirm this. There is a potentially underserved population of those aged 46–84 years, nearly half of whom play video games. Evaluation of this potentially underserved population is an interesting topic for future research.

To the best of the authors’ knowledge, this was the first survey of public library staff views towards video games in Aotearoa New Zealand, and it updates previous research in light of developments in gaming, gaming technology and the increased focus on public libraries as providers of digital technology and sites of community engagement.

Video game players, equipped with image capturing and rendering features, are taking photographs within digital worlds. This study examines video game photography as a documentary practice. By considering the experiences of a gamer-turned-photographer, this study offers an initial synthesis of this new document phenomenon and provides considerations for categorizing such photos.

To discover the attributes of video game photography, this study utilized an auto-hermeneutic approach with self-interviewing and picture-sorting techniques. The resulting data were analyzed using interpretative phenomenological analysis.

Without tangible artifacts to commemorate gaming experiences, photographs empower the player to document and artistically reconstruct moments from purely digital worlds. The three themes from this study's findings – that video game photographs act as (1) vehicles for storytelling, (2) creative trophies, and (3) aesthetic tokens – reveal how personally meaningful documents emerge from this medium. Furthermore, the findings uncover the fuzzy boundaries between play, artwork, and documentation.

This study explores techniques for categorizing in-game photographs and eliciting gameplay memories. The methods outlined may assist video game researchers, conservators, and archivists with organizing photographs as context materials.

By considering the lived experiences between one individual and their video game photographs, this study expands document theory into the underrepresented hobby of video games.

The purpose of this paper is to explore whether distinctive modes (observation vs control) of presenting diverse content differentially influence users. To achieve this goal, The authors first conceptualize empathy as social cognition and discuss the possible psychological mechanisms for divergent associations between observation-based media (i.e. video media) and control-based media (i.e. game media).

In total, 300 adults (150 females) participated in this study through an online survey.

Time spent with video media (television and film) was positively associated with empathy, which in turn was associated with enhanced social connectedness. However, time spent on game media (video games, computer games, and smartphone games) was negatively associated with empathy, which in turn was associated with inferior social connectedness.

While previous studies on the effects of media have focussed mainly on content, the present study focusses on the effects of mode. The mode-focussed approach presents evidence contradictory to the content-focussed approach.

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.

Researchers have argued that video games have great utility for learning. Games promote experiential learning and can be used to facilitate active learning. This paper examines the potential of video games in education. In particular, it examines the benefits of game modding compared to playing and/or creating games. However, video game classes have been primarily attended by male students. This paper looks further into the gender issue regarding the use of video game modding in education. This is demonstrated through a course developed by the authors on game design. The main goal of the course was to introduce middle school and high school female students to IT and assist them in acquiring five basic IT skills. During the course, survey data was collected from participating students. Results from the surveys as well as analysis of student projects and anecdotal evidence suggest that using video game modding is successful in increasing self‐efficacy and motivation as well as teaching female students basic IT skills.

The PGA Tour/Tiger Woods golf series was examined for brand and product placement and found to have 2,100 identifiable brand images, with all but one occurring in the final three years. Brands appearing most frequently included Oakley, Nike, adidas, TW Nike and Tag Heuer. By product category, Nike was leader in equipment (36%) and Oakley in apparel (31%). The results indicate that video games are increasingly seen as viable marketing avenues.