Effects of playing video games (Grand Theft Auto III) on the psychological conditions of the players using chaos analysis of pulse waves and their subjective feelings were investigated. Participants in the study were university students (n=19). Efectiveness of the relative values of the Lyapunov exponents was examined as an index of the psychological condition of the players. The number of crashes with other cars and people were measured as indices of play. Relative values of Lyapunov exponents were identified using chaos analysis of pulse waves. Furthermore, subjective feelings were measured using questionnaires. The results indicated that the group with the lower relative values of the Lyapunov exponents during playing compared to before playing had more crashes with other cars and people. Furthermore, it was indicated that the players enjoyed the game and were relaxed. It is suggested that the relative values of Lyapunov exponents can be an effective index of the psychological condition of video game players.

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In this study, We examined the “flow” influence of music on block-breaking game by the game player, the game audience and the game viewer. The results indicate that “un-matched music” reduces the “flow” by the game player and the game audience. The results indicate that “matched music” increases the “flow” by the game viewer.

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Today, digital games give various experiences to the game player. The basis of those experiences is an interaction of the computer and the game player. The Interactivity of digital games have the similarity with the Interactive Art, a genre of the computer art. However, digital games didn't be compared with the Interactive Art, for some causes, for example, their different roots, Art and Entertainment. For putting this problem outside, I propose the framework “Digital-based Interactivity”. Using it, this thesis aims to find the common feature of digital games and Interactive Art through the analysis of their works.

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This experimental study investigated whether videogame interactivity would help or hinder the acquisition of second language vocabulary. Forty-six Japanese university undergraduates participated. In pairs, one subject played English-language minigames for 10 minutes and another subject watched the games. Immediate and delayed vocabulary recall tests and a cognitive load measure were administered. Players recalled significantly less vocabulary than watchers, and this seems to be a result of the extraneous cognitive load induced by the interactivity of the game. We suggest implications for the research, design, pedagogy and study of educational games for language learning.

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