Game Playing

more entertaining a game is, the less effective it is as a learning tool; the converse is also true. In fact, the quintessential combination of entertainment and learning seems almost impossible to achieve. This ideal scenario comes from a natural mixture of both learning and game content. However, it is not easy to determine the intrinsic balance where both learning and gaming happen simultaneously. This has continued to be a contentious issue in the development of educational computer games.

Little work has examined the manner in which the Dark Triad may function in relationship contexts. In this online, international study (N = 302), we correlated the Dark Triad with love styles. Individuals who scored high on the Dark Triad appear to have a ludus – game playing – and a pragma – cerebral – love style. Game playing may allow these individuals to keep others at an emotional distance to maintain their short-term mating style. The Dark Triad composite partially mediated the gender difference in the adop- tion in the ludus love style, suggesting that the psychological systems that underlie this love style may relate to the adoption of an agentic social style. Similarly, loving with one’s head and not one’s heart may be an expression of the limited empathy/emotional systems characteristic of these individuals.

Social media technologies let people connect by creating and sharing content. We examine the use of Twitter by famous people to conceptualize celebrity as a practice. On Twitter, celebrity is practiced through the appearance and performance of 'backstage' access. Celebrity practitioners reveal what appears to be personal information to create a sense of intimacy between participant and follower, publicly acknowledge fans, and use language and cultural references to create affiliations with followers. Interactions with other celebrity practitioners and personalities give the impression of candid, uncensored looks at the people behind the personas. But the indeterminate 'authenticity' of these performances appeals to some audiences, who enjoy the game playing intrinsic to gossip consumption. While celebrity practice is theoretically open to all, it is not an equalizer or democratizing discourse. Indeed, in order to successfully practice celebrity, fans must recognize the power differentials intrinsic to the relationship.

As growing numbers of youth in the United States play video games, potential effects of game playing are being considered. We focused on gender-related aspects of gaming in a study of 206 college students. Men were significantly more likely than women to play video games two or more hours a week and to indicate that video game playing interfered with sleeping and with class preparation. A greater proportion of women than men complained about the amount of time their significant other played video games. Participants rated female video game characters as significantly more helpless and sexually provocative than male characters and as less likely to be strong and aggressive. Gender differences in participation and character portrayals potentially impact the lives of youth in a variety of ways.

Goal: The use of an online game for learning in higher education aims to make complex theoretical knowledge more approachable. Permanent repetition will lead to a more in-depth learning. Objective: To gain insight into whether and to what extent, online games have the potential to contribute to student learning in higher education. Experimental setting: The online game was used for the Wrst time during a lecture on Structural Concrete at Master's level, involving 121 seventh semester students. Methods: Pre-test/post-test experimental control group design with questionnaires and an independent online evaluation. Results: The minimum learning result of playing the game was equal to that achieved with traditional methods. A factor called "joy" was introduced, according to : User empowerment and the fun factor. In Jakob Nielsen's Alertbox, July 7, 2002. Available from http://www.useit.com/alertbox/ 20020707.html.], which was amazingly high. Conclusion: The experimental Wndings support the eYcacy of game playing. Students enjoyed this kind of e-learning.

Traditional neuroimaging studies have mainly focused on brain activity derived from a simple stimulus and task. Therefore, little is known about brain activity during daily operations. In this study, we investigated hemodynamic changes in the dorsal prefrontal cortex (DPFC) during video games as one of daily amusements, using near infrared spectroscopy technique. It was previously reported that oxygenated hemoglobin (oxyHb) in adults' DPFC decreased during prolonged game playing time. In the present study, we examined whether similar changes were observed in children.

This paper reports on findings from a three-year, Canadian federally funded research project entitled "Education, Gender and Gaming". Our study of gender and digital game-playing was driven by two significant factors: first, that far more boys than girls play video games, and boys' early and sustained experience with gaming places them at an advantage with respect to computer competence and confidence. Second, not only are computer-based media increasingly central tools for learning and work, but in fact games are increasingly being recruited in educational contexts. This eager uptake for educational deployment of game-based learning threatens to compound and intensify girls' disadvantage. It is therefore even more urgent that educationally-based research reinvestigates stereotypical presumptions about gender as they relate to computer-based game playing for children in order to make it possible for girls to participate more fully and equally in technology-related fields. In this way, the new push to design educational games might better be informed by as full an understanding as possible of girls' perspectives on and participation in gaming, and about the kinds of games, characters, and overall approaches to "play" that might better engage and involve girls, who are already very much participating in gaming culture.

Five studies investigated the links among narcissism, self-esteem, and love. Across all studies, narcissism was associated primarily with a game-playing love style. This link was found in reports of general love styles (Study 1a) and of love in ongoing romantic relationships (Studies 1b-3, 5). Narcissists' gameplaying love style was the result of a need for power and autonomy (Study 2) and was linked with greater relationship alternatives and lesser commitment (Study 3). Finally, narcissists' self-reports of game playing were confirmed by their partners in past and current relationships (Studies 4, 5). In contrast, self-esteem was negatively linked to manic love and positively linked to passionate love across studies. Implications for the understanding of narcissism in relationships are discussed.

The aims of this research were to describe Finnish adolescents' different motives for digital game playing, and to examine relations between digital game playing and parent-child communication, school performance, sleeping habits, and perceived health. A questionnaire was used to assess a nationwide postal sample of 12-18-year-old Finns (6761 respondents, response rate 69%) in winter 2003. Among respondents, 4085 adolescents played digital games and answered questions on digital game motives. Two main motives emerged: instrumental (learn new things and procedures, have a common topic for conversation, use and develop game playing skills, experience different roles/worlds) and ritualized (pastime, entertainment; recover, relax; escape everyday life, forget worries). The importance of all motives increased for participants with longer playing times. Instrumental motives were more important to boys and younger respondents. They were associated with earlier bedtime, worse perceived health, better mother communication, and better school grades, but only among boys. The importance of ritualized motives increased with age and was related to better school performance, worse sleeping habits, and worse perceived health in both sexes. Digital games seem to have the same basic functions as media in serving adolescents' mood management and stimulation seeking. Among boys, gaming is part of the male socio-cultural communication context.

One of the most influential gaming trends today, Massively Multi Online Role Playing Games (MMORPG), poses new questions about the interaction between the players in the game. Previous work has introduced concepts such as community, commons, and social ...

This article reports two experiments that compared the standard ultimatum game played by individuals with the same game played by three-person groups. In the group treatment, the members of the allocating group conducted a brief, face-to-face discussion in order to decide, as a group, on a proposed division, whereas the members of recipient group held a discussion on whether to accept or reject the proposal. If the proposal was accepted, each group member received an equal share of his group's payoff (the pie in the group condition was three times that in the individual condition). In both experiments, groups offered less than individuals. But as indicated by the low rejection rate in both treatments, groups were also willing to accept less.

Transfer effects of playing an auditory game with a virtual auditory display (VAD) were investigated. Furthermore, we analyzed the effects of playing the VAD game on sound localization performance under subjects' own head-related transfer functions (HRTFs) and HRTFs fitted from those of 16 other adults. Participants performed sound localization tasks initially and 2 weeks later to show the effects. The VAD game players were of three groups, using own HRTFs, fitted HRTFs, and no playing (control). The VAD game-playing results revealed that: (1) the hit rate of the sound localization task for real sound sources increased approximately 20%; (2) the vertical and horizontal localization error decreased significantly; (3) sound localization performance using fitted HRTFs was similar to performance using own HRTFs. Follow-up tests revealed that transfer effects persisted more than 1 month, suggesting that the effects of playing the VAD game transfer to sound localization performance.

In this paper we reject the Cartesian view of the mind expressed as speech and the body expressed through action as separate entities. Instead, we argue for the more holistic concept of an ?embodied mind'. that recognises practice as an indissoluble blend of speech and action. It highlights the opportunities that games offer, when appropriate pedagogy is adopted, for the integration of emotional, intellectual, social and physical learning. We argue that Teaching Games for Understanding (TGfU) offers an approach through which educators might circumvent the objectivist division of mind and body that has long operated to obfuscate the possibilities for learning in and through games.

Which functions should be decentralized (resp. centralized) once lobbying behavior is taken into account? In a two-region economy, two regional firms may either lobby in the market, to increase regional public good provision, or for the (regional) market, to gain access to it.

Grounded in the interactional paradigm for the study of bilingual language use, this paper investigates how players engaged in a collaborative game-playing activity orient to the co-presence of two languages in the setting and deploy bilingual resources in organising their action and participation. The analysis aims to demonstrate how a particular kind of ‘bilingual order’ (Cromdal, 2005) is co-constructed in which the players use their native language (Finnish) for interaction with each other, but systematically draw on the language of the game in constructing their turns as recognisable and building their alignments with respect to activities under way. The analysis highlights how a bilingual gaming activity is organised through the participants’ emergent orientations to interactional objects, which include English text and talk, in their own actions. The interaction unfolds through a bilingual medium as the players attend to locally available language resources in co-constructing the sense of particular scenes and events. Code-switching emerges as a key resource for organising the players’ participation, managing transitions from one type of activity to another, displaying heightened involvement with particular scenes or events, and co-constructing affect while evaluating and enjoying the game.

It is often claimed that certain behavioral problems in domestic dogs can be triggered by the games played by dog and caregiver (owner). In this study, we examine possible links between the types of games played and dimensions of the dog-owner relationship that are generally considered to affect such problems. Fifty dog-owner partnerships were filmed during 3-min play sessions in which the owner was allowed to choose the games played. All partnerships then undertook a 1-hr test designed to measure elements of behavior commonly ascribed to "dominance" and "attachment." Principal components analysis of the data produced 2 dominance-related factors (Amenability and Confident Interactivity) and 4 factors describing aspects of attachment (Nonspecific Attention Seeking, Preference for Owner, Preference for Unfamiliar Person, and Separation-Related Behavior). Amenability, in particular, varied significantly between breeds. In the study, we then compared types of games played to each of these factors. Dogs playing rough-and-tumble scored higher for Amenability and lower on Separation-Related Behavior than did dogs playing other types of games. Dogs playing tug-of-war and fetch scored high on Confident Interactivity. Winning or losing these games had no consistent effect on their test scores. If the dog started the majority of the games, the dog was significantly less amenable and more likely to exhibit aggression. The results suggest that how dogs play reflects general attributes of their temperament and relationship with their owner. This study provides no evidence that games play a major deterministic role on dominance dimensions of dog-human relationships, but the results suggest that playing games involving considerable body contact may affect attachment dimensions.

We examined whether a theoretically based number board game could be translated into a practical classroom activity that improves Head Start children's numerical knowledge. Playing the number board game as a small group learning activity promoted low-income children's number line estimation, magnitude comparison, numeral identification, and counting. Improvements were also found when a paraprofessional from the children's classroom played the game with the children. Observations of the game-playing sessions revealed that paraprofessionals adapted the feedback they provided to individual children's improving numerical knowledge over the game-playing sessions and that children remained engaged in the board game play after multiple sessions. These findings suggest that the linear number board game can be used effectively in the classroom context.

A key promise of narrative-centered learning environments is the ability to make learning engaging. However, there is concern that learning and engagement may be at odds in these game-based learning environments and traditional learning systems. This view suggests that, on the one hand, students interacting with a game-based learning environment may be engaged but unlikely to learn, while on the other hand, traditional learning technologies may promote deep learning but provide limited engagement. This paper presents findings from a study with human participants that challenges the view that engagement and learning need be opposed. A study was conducted with 153 middle school students interacting with a narrative-centered learning environment. Rather than finding an oppositional relationship between learning and engagement, the study found a strong positive relationship between learning outcomes and increased engagement. Furthermore, the relationship between learning outcomes and engagement held even when controlling for students’ background knowledge and game-playing experience.

This paper explores how the social relations embedded in varied gaming spaces affect players' online gaming experiences, and how gender comes into play in such spatial experiences. Three major sites of online gaming in Taiwan are examined: (1) home as a space of domestic surveillance and discipline; (2) NetCafé as a stigmatized public leisure space; and (3) the student dormitory as gender-segregated space. The results show that social interactions in both virtual and physical spaces are of central importance for the enjoyment of online gamers. Compared with their male counterparts, girls are subjected to more restricted regulations and fewer chances of visiting NetCafé with friends. The size of the playing circle also affects the game playing culture in gender-segregated student dormitories. Bigger circles of players could form peer pressure on non-players, whereas smaller circles usually means fewer resources and lonelier experience.

Research in Artificial Intelligence has always had a very strong relationship with games and game-playing, and especially with chess. Workers in AI have always denied that this interest was more than purely accidental. Parlor games, they claimed, became a favorite topic of interest because they provided the ideal test case for any simulation of intelligence. Chess is the Drosophila of AI, it was said, with reference to the fruit-fly whose fast reproductive cycle made it into a favorite test bed for genetic theories for almost a century. In this paper I will try to show Artificial Intelligence's relationship to games is quite different from what this analogy suggests. In fact, I will argue that AI is, at core, a theory of games and a theory of subjectivity as game-playing.

While recently the strength of chess playing programs has grown immensely, their capability of explaining in human understandable terms why some moves are good or bad has enjoyed little attention. Progress towards programs' ability to intelligently comment chess games, played either by the program or human, has been negligible in comparison with their playing strength. Typical style of program's "comments" in terms of the best variations and their numerical scores is of little use to a human who wants to learn important concepts behind these variations. In this paper, we present some core mechanisms for automated commenting in terms of relevant goals to be achieved or preserved in a given position. By combining these mechanisms with an actual chess engine we were able to transform this engine into a chess tutor/annotator that is capable of generating rather intelligent commentary. The main advantage of our work over related approaches is: (a) ability to tutor the whole game of chess, and (b) relatively solid understanding and commenting of positional aspects of positions.

In the past decade, several arm rehabilitation robots have been developed to assist neurological patients during therapy. Early devices were limited in their number of degrees of freedom and range of motion, whereas newer robots such as the ARMin robot can support the entire arm. Often, these devices are combined with virtual environments to integrate motivating game-like scenarios. Several studies have shown a positive effect of game-playing on therapy outcome by increasing motivation. In addition, we assume that practicing highly functional movements can further enhance therapy outcome by facilitating the transfer of motor abilities acquired in therapy to daily life. Therefore, we present a rehabilitation system that enables the training of activities of daily living (ADL) with the support of an assistive robot. Important ADL tasks have been identified and implemented in a virtual environment. A patient-cooperative control strategy with adaptable freedom in timing and space was developed to assist the patient during the task. The technical feasibility and usability of the system was evaluated with seven healthy subjects and three chronic stroke patients.

This research tests whether theoretical constructs typically associated with male perpetrators of sexual coercion are predictive of women who perpetrate sexual coercion. We administered a questionnaire that contained measures of sexual experience, social dominance, ambivalent sexism, sex roles, attitudes toward sexual harassment, and lovestyle approaches toward intimate relationships to a sample of women undergraduates. Results found 18% of women to report engaging in sexually coercive behaviors. Coercive women exhibited higher tolerance of sexual harassment, and were significantly higher in femininity than noncoercive women. Coercive women were also found to embrace a ludic (manipulative, game-playing approach toward love) lovestyle significantly more than noncoercive women, while pragma (a logical approach toward love) was negatively associated with coercion. Lastly, a significant difference was found between coercive and noncoercive women and self-reported victimization. Eighty-one percent of women who reported using coercive strategies in their relationships also reported having been sexually victimized.

We propose an approach to the learning of long-term plans for playing chess endgames. We assume that a computer-generated database for an endgame is available, such as the king and rook vs. king, or king and queen vs. king and rook endgame. For each position in the endgame, the database gives the "value" of the position in terms of the minimum number of moves needed by the stronger side to win given that both sides play optimally. We propose a method for automatically dividing the endgame into stages characterised by different objectives of play. For each stage of such a game plan, a stagespecific evaluation function is induced, to be used by minimax search when playing the endgame. We aim at learning playing strategies that give good insight into the principles of playing specific endgames. Games played by these strategies should resemble human expert's play in achieving goals and subgoals reliably, but not necessarily as quickly as possible.

Homeland security requires technologies capable of positive and reliable identification of humans for law enforcement, government, and commercial applications. As artificially intelligent agents improve in their abilities and become a part of our everyday life, the possibility of using such programs for undermining homeland security increases. Virtual assistants, shopping bots, and game playing programs are used daily by millions of people. We propose applying statistical behavior modeling techniques developed by us for recognition of humans to the identification and verification of intelligent and potentially malicious software agents. Our experimental results demonstrate feasibility of such methods for both artificial agent verification and even for recognition purposes.

For the past decade, the number of computers in the home have been steadily increasing. Yet relatively little is known about how children are actually using computers at home. This article elaborates on the results of a survey in which 291 parents of an urban elementary school (K-6) participated. Parents reported on their computer equipment at home, the type and frequency of their children's educational software and Internet use, and shared their ideas how better connections between computer use at home and school might be created. The results indicate that most of students' computer use was dedicated to game playing followed by various other software activities. Students reported more limited Internet activities. While home computer ownership is not necessarily contingent upon gender, some software and Internet use tended to be gender specific activities. Many of the parents' suggestions for connecting school and home focused on the ways in which information about students might be obtained from the school and support through exchanges with teachers. In our discussion we address in which ways these results replicate earlier observations of children's academic home computing. Furthermore, we discuss problematic issues and potential directions in academic home computing.

While recently the strength of chess playing programs has grown immensely, their capability of explaining in human understandable terms why some moves are good or bad has enjoyed little attention. Progress towards programs' ability to intelligently comment chess games, played either by the program or human, has been negligible in comparison with their playing strength. Typical style of program's "comments" in terms of the best variations and their numerical scores is of little use to a human who wants to learn important concepts behind these variations. In this paper, we present some core mechanisms for automated commenting in terms of relevant goals to be achieved or preserved in a given position. By combining these mechanisms with an actual chess engine we were able to transform this engine into a chess tutor/annotator that is capable of generating rather intelligent commentary. The main advantage of our work over related approaches is: (a) ability to tutor the whole game of chess, and (b) relatively solid understanding and commenting of positional aspects of positions.

This paper presents a gameplay experience model, assesses its potential as a tool for research and presents some directions for future work. The presented model was born from observations among game-playing children and their non-player parents, which directed us to have a closer look at the complex nature of gameplay experience. Our research led into a heuristic gameplay experience model that identifies some of the key components and processes that are relevant in the experience of gameplay, with a particular focus on immersion. The model includes three components: sensory, challenge-based and imaginative immersion (SCI-model). The classification was assessed with self-evaluation questionnaires filled in by informants who played different popular games. It was found that the gameplay experiences related to these games did indeed differ as expected in terms of the identified three immersion components.

A  somatosensory  interactive  system  based  on  computer  vision  and  augmented reality (AR) techniques using the Kinect device is proposed, on which a game of harvesting three kinds of fruit can be played for food and agricultural education. The Kinect is used to capture users’ motion images, the  Unity3D  is  used  as  the  game  engine,  and  the  Kinect  SDK  is  used  for  developing  programs,  to  implement  the  tasks  of  face  detection  and  tracking, hand-gesture recognition, and body-model matching and tracking involved  in  fruit-harvesting  activities.  AR-based  photos  of  the  harvest  result  can  be  taken  and  downloaded  as  souvenirs.  The  system  was  exhibited  and  observations  of  the  users’  performances  as  well  as  interviews  with  experts  and  the  users  were  conducted.  The  collected  opinions  were  used  to  evaluate  the  effectiveness  of  the  system,  reaching  the  following  conclusions:  1)  the  interactive  experience  of  using  this  system  is  simple  and  intuitive;  2)  the  use  of  body  movements  for  man-machine  interaction  is  given  positive  reviews;  3)  the  introduction  of  somatosensory  interactive  education  can  arouse  participants’  interest,  achieving  the  effect  of  edutainment;  and  4)  the  experience  of  taking  commemorative photos can achieve the publicity and promotion effect of food and agricultural education through sharing on social media.

The alpha-beta algorithm for searching decision trees is adapted to allow parallel activity in different parts of a tree during the search. The algorithm has been implemented in a procedural simulation language (GASP IV). The simulation environment provides the illusion of multiple software processes and multiple hardware processors. A number of preliminary experiments have been done to gather statistics on run time, nodes scored, and nodes visited. Results indicate that a substantial reduction in time of search occurs because of the use of parallelism. An analytic expression for the storage requirements of the algorithm is derived. The analysis provides an example of the classical tradeoff between time and storage.

Computer games have been around for almost as long as computers. Most of these games, however, have been designed in a rather ad hoc manner because many of their basic components have never been adequately defined. In this paper some deficiencies in the standard model of computer games, the minimax model, are pointed out and the issues that a general theory must address are outlined. Most of the discussion is done in the context of control strategies, or sets of criteria for move selection. A survey of control strategies brings together results from two fields: implementations of real games and theoretical predictions derived on simplified game-trees. The interplay between these results suggests a series of open problems that have arisen during the course of both analytic experimentation and practical experience as the basis for a formal theory.

This paper demonstrates the use of genetic algorithms for evolving a grandmaster-level evaluation function for a chess program. This is achieved by combining supervised and unsupervised learning. In the supervised learning phase the organisms are evolved to mimic the behavior of human grandmasters, and in the unsupervised learning phase these evolved organisms are further improved upon by means of coevolution.

Modern game playing programs use opening books in order to perform better. Generating opening books automatically in combination with an αβ program has been well studied. A challenge is to generate automatically an opening book for the new Monte-Carlo Tree Search (MCTS) algorithms. In this article, we tackle this issue by combining two level of MCTS. The resulting algorithm is called Meta-MCTS. Instead of applying a simulation strategy, it uses an MCTS program to play a simulated game. We describe two Meta-MCTS algorithms: the first one, Quasi Best-First, favors exploitation. The second one, Beta Distribution Sampling, favors exploration. Our approach is generic and can be used for general game playing. It will be particularly useful when there is off-line time available. In order to evaluate the performances of these algorithms, we generated and tested 9 × 9 Go opening books.

The MoGo program combines all-moves-as-first (AMAF)/rapid action value estimation (RAVE) values, online "upper confidence tree (UCT)-like" values, offline values extracted from databases, and expert rules. Additionally, four properties of MoGo are analyzed including: 1) the weakness in corners, 2) the scaling over time, 3) the behavior in handicap games, and 4) the main strength of MoGo in contact fights. The results reveal that MoGo can reach the level of 3 Dan (3D) with: 1) good skills for fights, 2) weaknesses in corners, in particular, for "semeai" situations, and 3) weaknesses in favorable situations such as handicap games. It is hoped that the advances in AI and computational power will enable considerable progress in the field of computer Go, with the aim of achieving the same levels as computer Chess or Chinese Chess in the future. Index Terms-Computational intelligence, computer Go, game, MoGo, Monte Carlo tree search (MCTS).

Micro-political conflicts associated with corporate internationalization have been neglected by and large in the literature so far. Despite early consideration by the behavioral theory of internationalization, the specific strength of a micro-political approach, i.e. combining actors' idiosyncratic action with structural and institutional constraints, remained more or less unused in studies on corporate internationalization. Screening the relevant literature, discussing the strengths of micro-political approaches and proposing mandate changes in multinational corporations as an particularly interesting empirical field, the paper also outlines for some directions for further research into the micro-politics of multinational corporations.

This paper explores the intrapersonal and interpersonal motivations involved in the playing of MMORPGs, and the impacts of gaming on online and offline relationships. Twenty-one participants completed an online synchronous interview in which they discussed their personal experiences of playing MMORPGs. An online survey was then developed to further explore the findings of the interviews and this was completed by 52 participants. A contentanalysis of the interview transcripts showed that interpersonal factors (such as social communication and group cohesion) were the strongest motivators for game-playing, supporting previous research . The interview data also showed that there tended to be conflict, rather than integration, between online and offline relationships, however the questionnaire data showed the opposite. This was a small-scale pilot study and a further larger study is planned which will investigate whether Social Identity Theory can be used to explain players' perceptions of group and personal identity.

Personalizing the playing experience is a key factor in making players of computer games feel involved in the virtual world; however, current Massively Multiplayer Online Role Playing Games only to a limited degree allocate development or running resources towards facilitating a personalized experience. In Pen and Paper Role Playing Games, the player-controlled characters form a key component in facilitating the formation of a personalized experience. In these games, characters are often more than the association of stats and skills popular in online games, and several approaches towards utilizing the character-based information directly to personalize the game playing have been developed, e.g. personality systems. Some of these systems can be integrated into online games, providing a realistic and financially feasible method for improving the ability of these games to personalize the experience to the individual players.

From 1955 to 1965, the most well-known checker-playing program was Samuel's (1967, 1959). This work remains a mile-stone in AI research. Samuel's program report-edly beat a master and “solved” the game of checkers. Both journalistic claims were false, but they ...

In this paper we compare simulator sickness symptoms produced by racing game in three different conditions. In the first experiment the participants played the Need for Speed car racing game with an ordinary 17" display and in the second and third experiments they used a head-worn virtual display for the game playing. The difference between experiments 2 and 3 was in the use of stereoscopy, as in the third experiment the car racing game was seen in stereoscopic three-dimensions. Our results indicated that there were no significant differences in sickness symptoms when we compared the ordinary display and the virtual display in non-stereoscopic mode. In stereoscopic condition the eye strain and disorientation symptoms were significantly elevated compared to the ordinary display. We conclude that using a virtual display as an accessory in a mobile device is a viable alternative, because the non-stereoscopic virtual display did not produce significantly more sickness symptoms compared to ordinary game playing.