In recent times, ethical issues involving digital game production, distribution, and consumer play are becoming more important from international, cultural, and social perspectives. The purpose of this study is to clarify the ethical governance and distribution of digital game rating systems in the digital distribution era, focusing on the transition of the CERO, PEGI, and IARC rating systems. The results show that the game rating systems have changed in the following ways: (1) CERO and PEGI have a difference in their information disclosure of the rating criteria, (2) the rating systems are changing into self-regulation systems that provide information of digital games and apps, and(3)the application of rating systems to new game technologies has to be further examined.

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Electronics equipment are common in the classrooms.; however, it is hard for inexperienced educators to develop effective courseware. Easy methods are seriously required. In this study, we propose an ARCS extended model of motivational design that introduces game design method and techniques to original ARCS model. Then we also propose a structured process to develop educational materials based on this extended model. Formative evaluations have conducted for requirement definition phase with subjects of ten students and one instructor. Analysis through comments and screen design revealed the effectiveness of the process was observed and the insights for future improvements were collected.

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In recent years, gamification, or use of game design elements and game mechanics in non-game contexts, has drawn attention among educators. In this research project, we introduced Appli Zemi (is registered trademarks of DeNA Co., Ltd.) gamification-based teaching materials, designed to run on tablet computers, and examined the effects of using such materials in two elementary schools in Saitama, Japan. During two weeks, these students used the teaching materials that is designed to teach mathematics skills. Based on the results of our analysis, we suggest that gamification-based teaching material has positive effects on learning mathematics and motivating to learn among elementary-school students. In addition, in the interviews, teachers reported that the teaching material has effects on increasing student’s engagement in the classroom. By contrast, they also reported that using gamification-based teaching materials have unique difficulties, such as difficulties of shifting to regular class activities.

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This study examines the effects of different elements in video games on emotional experience and physiological response by using the Emotion and Arousal Questionnaire, salivary cortisol, and heart rate. Saliva samples and subjective data from the questionnaire were collected from 30 university students twice before and twice after playing a video game. They were randomly assigned to three groups: skill-learning, fighting and control with ten participants per group. The skill-learning group and the fighting group both played a fighting game. The skill-learning group played a training mode which requires players to learn the skill of the fighting game, while the fighting group played a match mode in which players fight computer-controlled characters. The control group played a game in which players leisurely enjoy village life. The results show that there were no significant differences in salivary cortisol or heart rate among three groups. However, there were significant differences in subjective indexes: tense and energetic arousal were evoked significantly in the skill-learning group and the fighting group.

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