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such as talent shows, talk shows, TV series, and reality shows. She found that
while explicit racism was not present in the above formats, popular TV shows
reinforced the representation of the musician gypsy archetype in relation to
Romas from low socio-economic backgrounds. In addition, ethnicity-related
otherness was presented as a curiosity in such programs.
Tamas Pdlya (2019) investigated whether Gerbner’s cultivation theory,
which is mainly used in research on television narratives. He used it as a
framework for researching the narrative level of video games and examined
whether video games affect the socialization of children Extensive research
has been carried out on the comprehensibility of video game narratives and
how the extent to which the structure of branching narratives can be followed.
Empirical research on video games focuses mainly on the various
aspects of the user experience, and data is often collected through validated
questionnaires, interviews, and tests. The areas include interactor engagement
(Narrative Engagement Questionnaire, Busselle & Bilandzic, 2009; Brockmeyer
et al., 2009; User Engagement Scale, O’Brien et al., 2018), sense of agency (Sense
of Agency Rating Scale, Pritchard et al., 2016), and the sense of transportation
(Transportation Scale, Appel et al, 2015). Gjol, Jorgensen, Ramso Thomsen
& Bruni (2018), on the other hand, have examined the neuroscientific
background of the gaming experience, using EEG to examine stimuli in the
brain triggered by events during gameplay.
Previous empirical research into video games has explored the impact
that narratives have on recipients on several levels. Traditional reception and
impact assessments have mainly focused on literary and film narratives. Some
of the research in this area has focused on the prerequisites for the reception
of certain narratives, While other research has explored the psychological
and physiological effects of narratives.
Toth (2002) conducted longitudinal research on narrative comprehension
among primary school students. The researcher examined the comprehension
of narrative extracts of the same literary text with the same students at different
ages. Three main areas of comprehension were outlined in the research: the
ability to retrieve data, to perceive events and to understand concepts. The
ability to recognize context, compare background knowledge of reality with
the literary text and understand the aesthetic message were also investigated.
László (1996) sought to model the human cognitive system through the
psychological study of literary text comprehension. He looked for common
features in the infinite number of subjective interpretations of literary works
in order to shed light on the general characteristics of comprehension.
While cognitive social psychology examines individual narratives of the
self and uses story grammar as a tool, a different approach is required to
study the understanding of literary works. Cognitive psychology focuses on
the reception of plot logic. To understand a work, the recipient needs prior
knowledge of plot lines in order to identify the goals and intentions of the
main characters. A literary work can only be understood through the lens of