Constructing Gameplay Motivation in Harvest Moon: Back to Nature: A Multimodal Discourse Analysis

Authors

Rahmaditya Khadifa Abdul Rozzaq Wijaya Universitas Duta Bangsa, Surakarta, Indonesia
Anisah Hanif Badan Riset dan Inovasi Nasional, Jakarta, Indonesia
Aris Hidayatulloh Universitas Duta Bangsa, Surakarta, Indonesia

DOI:

https://doi.org/10.15642/NOBEL.2026.17.1.91-109

Keywords:

Systemic Functional Linguistics, video game, Harvest Moon: Back to Nature, multimodal discourse, transitivity

Abstract

This study examines how gameplay motivation is constructed in the opening sequence of the video game Harvest Moon: Back to Nature. While previous research on farming simulation games has primarily focused on mechanics, player experience, and nostalgia, studies analyzing how opening sequences build player motivation through an integrated linguistic and multimodal lens remain scarce. Addressing this gap, this study employs a descriptive qualitative design that integrates the Transitivity system of Systemic Functional Linguistics (SFL) and Multimodal Discourse Analysis (MDA). The data consist of 67 verbal clauses and accompanying visual and audio elements from the game's opening sequence. The findings reveal that Material Processes dominate (29.9%), followed by Relational (26.9%) and Mental Processes (22.4%), which collectively position required gameplay actions within a rich emotional and social context. Consequently, three primary motivational constructs are identified: Restorative Motivation, Relational & Social Connection Motivation, and Legacy & Inherited Responsibility Motivation. Ultimately, this study concludes that the opening sequence serves as a multimodal discursive space that prepares players cognitively, emotionally, and socially, aligning with Self-Determination Theory to drive player engagement

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Published

2026-04-26

How to Cite

Wijaya, R. K. A. R., Hanif , A. ., & Hidayatulloh , A. . (2026). Constructing Gameplay Motivation in Harvest Moon: Back to Nature: A Multimodal Discourse Analysis. NOBEL: Journal of Literature and Language Teaching, 17(1), 91–109. https://doi.org/10.15642/NOBEL.2026.17.1.91-109