A case study investigation of methods used to gather and apply feedback from players in the design of video games

Based on a review of the literature, there is a need to analyze video game playability methods because players ultimately decide whether a game is fun and, in turn, whether it will succeed. Therefore, it is key to effectively gather feedback from players about their video game preferences and effectively incorporate that feedback into game development. In the southwestern U.S., a university's Games Research Lab (GRL) uses several innovative methods to gather feedback on video games from middle school-aged children, including blog entries, video closet entries, presentations, testing, and casual face-to-face interactions. Through an exploratory case study of GRL game developers, teachers, and players, this study explores the processes and practices behind the GRL methods, including the processes used to collect feedback; the interactions between data collectors, developers, and participants; the distribution and accessibility of feedback; and the review and use of feedback by game developers. Also, this study uses the rhetorical theories of collaboration and invention to examine GRL methods, as these theories help reveal suggestions to improve the use of GRL methods. Based on data gathered through the qualitative methods of interviews, observations, and document analysis, this study reveals that in the GRL, invention is a collaborative process between players, teachers, and developers. Learning players' context through direct interaction is extremely important for GRL developers to create successful video games, and GRL developers acquire intuitive knowledge of their audience through this interaction. The more GRL developers collaborate with players as games are being conceived and created, the more players can help developers invent successful games. Furthermore, the feedback gathered via the GRL methods that incorporate face-to-face interaction between GRL developers and players is more effective, i.e., reviewed, discussed, and incorporated in games more often, than the feedback that involves a technological intermediary. When the GRL developers interact face-to-face with players, they learn direct knowledge of their personalities, proclivities, and perceptions. Moreover, this study also reveals that the attitudes, personalities, abilities, and skill levels of GRL players impact GRL data collection both positively and negatively and that GRL personnel incorporate certain practices to mitigate the influence of these factors.