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College Students’ Video Game Participation and Perceptions: Gender Differences and Implications
Abstract
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.
... Men tend to spend more hours playing video games than women (Dindar, 2018;Entertainment Software Association, 2010, 2022Leonhardt & Overa, 2021;Lucas & Sherry, 2004;McLaren-Gradinaru et al., 2023;Ogletree & Drake, 2007;Quaiser-Pohl et al., 2006). It therefore remains a possibility that the superior navigation ability in men is a result of their greater video gaming experience. ...
... This may seem at oddity with studies showing that men tend to play action-, role-play-and simulation-based video games which are more likely to have a navigational component (Quaiser-Pohl et al., 2009;Dindar. 2018, Leonhardt & Overa., 2021, and that men spend significantly longer time gaming than women (Dindar, 2018;Entertainment Software Association, 2010, 2022Leonhardt & Overa, 2021;Lucas & Sherry, 2004;McLaren-Gradinaru et al., 2023;Ogletree & Drake, 2007;Quaiser-Pohl et al., 2006). However, we also found that those who most commonly played role-(which was not certified by peer review) is the author/funder. ...
... Therefore, it may be that specific stages of development are more prone to gender differences in the effects of video gaming on navigation ability, and these effects may well differ between countries and cultures, as has been shown for self-reported navigation skill (Walkowiak et al., 2023). Attitudes towards-and reasons for playing video games have also been found to differ by gender, where men are more likely to play male characters (Ogletree & Drake, 2007), play video games to compete (Lucas & Sherry, 2004) and play as part of a team (Dindar et al., 2018). Given that we did not examine these variables here, further investigation will be needed to determine whether differences in these variables may account for gender differences in the effect of video gaming on navigation ability. ...
Recent evidence suggests that greater reliance on GPS-assisted devices is associated with poorer navigation ability. Contrastingly, studies have shown that video gaming can enhance navigation ability. While gender differences in navigation ability in favour of men are well-reported, it remains unclear if the effects of reliance on GPS and video gaming on navigation performance are influenced by gender. We investigated whether gender would influence the effect of gaming experience and reliance on GPS on navigation ability using the mobile app Sea Hero Quest, which has been shown to predict real-world wayfinding performance. Alongside navigation performance assessment we asked a series of self-report questions relating to reliance on GPS, navigation strategies and gaming experience with a group of US-based participants (n = 822, 280 men, 542 women, mean age = 26.3 years, range = 18-52 years). A multivariate linear regression model found no significant association between reliance on GPS and navigation performance for either gender. There was a significant association between weekly hours of video gaming and navigation performance which was not moderated by gender. After accounting for video game experience, gender was no longer significantly associated with navigation performance. These findings have implications for which daily activities may enhance or disrupt specific cognitive abilities. Future studies applying an interventional design and real-world navigation testing would be useful to determine whether video games playing increases navigation skill, or whether those who are good at navigating tend to play more video games.
... Thus, to account better for individual differences in gaming, it is important to look at sets of gender-related traits instead of a simple identification as male or female. Some scholars already took the same approach and further emphasized the effect of gender-related traits (Kneer et al., 2019;Ogletree & Drake, 2007). They suggested that gender-related traits have more significant influence on playing motivations and gaming problems than biological sex. ...
... The assessment of gender identity is a complex task and, as argued, should include individual characteristics and personality traits (Kneer et al., 2019;Ogletree & Drake, 2007). While a precise definition of masculinity and femininity is still missing, scholars in gender studies developed different approaches to assess these socially constructed notions (Bem, 1974;Berger & Krahé, 2013;Deaux & Major, 1987). ...
Introduction
Existing research has focused on sex and gender to explain video games playing motivations and enjoyment. This study investigated gender traits and sexual orientation to further explain why people play games and what leads to gaming enjoyment.
Methods
Participants ( N = 198) answered questions on gender traits (positive/negative feminity/masculinity), gaming motivations, enjoyment, sexual orientation (32.0% of the sample belonged to the lesbian, gay, and bisexual community, later LGB community), and demographics.
Results
Only certain gender traits are linked to specific gaming motivations. Negative masculinity increased competence and relatedness while negative femininity decreased autonomy. Similar results were found for sexual orientation. LGB people showed less competence and intuitive control motivations. Additionally, LGB people spent more time playing video games than non-LGB people. They reported playing puzzles more as well. No other differences were found for game genre selection.
Discussion
The lack of differences based on sexual orientation and gender traits shows that video games offer an environment for everybody and thus have the potential to bring people together.
... The stigma that video games lead to violence is widely believed by many influential members of society, such as politicians, and is further amplified by the media, which can disproportionally report on the potentially harmful effects of video games (Kowert et al., 2012;Markey et al., 2019). These factors result in a negative societal view on gaming in general, especially by older individuals, such as parents, who can influence how their children perceive the value of GBL (Bourgonjon et al., 2011), or by females, who may perceive gaming as being a distinctly "masculine" activity (Behm-Morawitz & Mastro, 2009;Ogletree & Drake, 2007;Paaßen et al., 2017). Furthermore, many students hold a false belief that games are irrelevant to learning, leading to low perceived usefulness of GBL (Ke, 2008;Rieber, 1996). ...
... Yet, our regression model also shows that the relationship between gaming exposure and views on GBL was influenced by the cultural lens through which it is experienced, indicated by the significant interaction effect Our analysis also revealed a significant contribution of gender on the model, as originally hypothesized. Males generally found GBL more acceptable than females, which reflects statistics that males are more likely to play video games and perform better within games than females (Hainey et al., 2011;Ogletree & Drake, 2007;Siala et al., 2019). The interaction between gender and cultural Canadianness was not significant, revealing that the propensity for male individuals to have better views on GBL is due to factors outside of Canadian cultural association and may be reflective of factors such as fear of stigmatization by women in overall gaming culture (Wolf & Perron, 2013). ...
While game-based learning (GBL) environments have been shown to facilitate learning, in culturally diverse populations (e.g., university classrooms), GBL may only appeal to a subset of the population. We investigated how culture may relate to acceptability of GBL in undergraduate students. We performed online, survey-based research with 489 undergraduate students (66.9 % female) at a Canadian university to assess how their (1) level of Canadian identity (cultural integration) and (2) other cultural associations (e.g., East Asian, South Asian, Middle Eastern, European, North American) related to students' views on GBL, while adjusting for prior gaming exposure and gender. We found that perceptions of Canadian identity were strongly and positively related to views on GBL, which can be explained by Canadians' affinity to playful learning opportunities and familiarity with video-gaming. Students who identified as East Asian had the most positive views compared to all other cultural groups, irrespective of their integration in Canadian culture. Surprisingly, previous gaming exposure was negatively associated with the acceptability of GBL, though this relationship became more positive as students’ identification with Canadian culture increased. Males had overall more positive views on GBL than females. Our findings give insight into cultural considerations for the design and evaluation of GBL for international populations. Our results are limited by the small sample sizes of certain cultural sub-groups, treating ordinal variables as ratio in our regressions, and through defining and assessing culture based on geographical regions. Future research should assess culture more broadly and survey populations internationally and especially from underrepresented cultural groups.
... Ninety-seven percent of video game players in the United States, aged 12 to 17, play digital games (Terlutter & Capella;. Ogletree and Drake (2007) found that men were more likely to play video games for two or more hours a week than women. Men play video games to the point where it affects their day to day life. ...
... Men play video games to the point where it affects their day to day life. Additionally, gender differences in the game can influence what sex plays what game (Ogletree & Drake, 2007). As of 2012, 47% of video game players were female 18 years and older (Gangadharbatla et al., 2013). ...
Advergames is a technique that marketers construct purposely for advertising promotion
combining video games and entertainment. The purpose of this quasi-experimental research was
to examine the relationship between advergame play and purchase intention for players at an
academic institution under the AIDA theory model. The general problem is a lack of knowledge
regarding the relationship effect of advergames and purchase intentions of players studied under
the theoretical framework of the AIDA. There are limited studies on purchase intention with
advergames. In this two part study, the researcher quantitatively assessed the relationship
between advergame playing and the player‟s purchasing intention within the construct of the
AIDA model through an online survey (advertising platform). The researcher quantitatively
assessed the relationship between which aspect of the AIDA model is different by demographics
(decision making platform). The study population (N= 226) were students attending college in
the Northeast, United States. This researcher used Chi -square tests of association and logistic
regression to answer and test the research questions and hypotheses. Findings indicated that age,
gender, previous viewing experience, and gaming experience do not influence purchase
intentions or the AIDA model in participants, but that interactive effects exist, with younger and
male students being more likely to intend to purchase, and with combined and interactive effects
of age, gender, and previous viewing experience appearing on the awareness, attention,
motivation, and action stages of the AIDA model. Additionally, higher levels of Action
corresponded to an increased likelihood of purchasing. The findings of this study added to the
body of knowledge and could serve as a foundation for advergame design.
Keywords: Advergames, Marketing, AIDA,
... It is also important to note the gender differences in gaming addiction and its effects. When compared to women, men are more likely to be video game players, play for a more significant duration throughout the week (i.e., more than two hours a week), and such play was associated with disturbed sleep, less preparation for classes in college, and conflicts in romantic relationships due to excessive time spent playing video games [17,63,64]. Gender differences in the mesocorticolimbic system explain greater gaming addiction prevalence among men. ...
This current review critically examines gaming addiction within the contexts of media psychology and addiction theory. It outlines a continuum of gaming behavior, from casual play to addiction, characterized by loss of control, prioritizing gaming over other activities, and negative life consequences. The inclusion of gaming disorder in ICD-11 and its provisional status in DSM-5 highlight growing clinical and societal recognition. The review explores neural correlates of gaming addiction, such as activation in reward-related brain regions, drawing parallels with substance addiction. It highlights how media and marketing promote gaming behaviors potentially leading to addiction, raising ethical concerns about game design and advertising. The review systematically analyzes the negative physical, mental, social, and occupational impacts of gaming addiction. It advocates for a balanced approach emphasizing awareness, therapeutic interventions, and responsible media practices, while also proposing areas for future research and policy development to mitigate the risks of excessive gaming.
... For example, gender gaps may exist in GBL research. Males are often found to play more video games and outscore females while playing [48][49][50], though these difference do not always manifest in educational games, e.g., [51]. Another factor worth considering is English fluency; in 2020, 530,540 international students (66% originating from South and East Asia) were studying in Canada-a 135% increase from 2010 [52]. ...
Many undergraduate students hold robust misconceptions about the emergent nature of molecular processes, believing them to be directed rather than random. Interactive simulations might help transform such misconceptions by visualizing stochastic processes in a time-independent medium and enabling students to manipulate the environment to test their naïve hypotheses. Furthermore, game-based learning (GBL) might enhance the effectiveness of such simulations by promoting productive negativity (PN), i.e., learning from failure. In a randomized controlled trial with pre-test, post-test and delayed one-year follow-up, undergraduates (n = 84) engaged with either a GBL or interactive simulation (SIM) environment for 20–45 min and were compared to a baseline group (n = 138). GBL (p = 0.035) and SIM (p = 0.069) resolved more misconceptions than baseline but did not differ from each other (p = 0.992). GBL group also trended toward more positive long-term conceptual change. In-game interactions generated in response to PN were predictive of conceptual change in the GBL group alone, suggesting that PN may only be effective when supported by game design. Participants’ native English-speaking status had a moderating effect, with native-speakers performing well in GBL and poorly in SIM environment, while the opposite was true for non-native-speakers, which, as discussed herein, may be aligned with cultural differences in acceptability of GBL. The GBL intervention generated longer voluntary use (p = 0.005), especially amongst frequent game-players. The results inform how GBL/SIM approaches can implement PN as a mechanism for conceptual change about molecular emergence.
... The characteristics of our participants were like those of other studies conducted with the Spanish university population, with most participants being women. Gender has already been shown to influence engagement in video game activities (Ogletree and Drake, 2007). Our research demonstrates that the dimension of absence of negative effects and the items "while playing I was disappointed" and "I was frustrated" were scored significantly higher by the male gender. ...
Background
Digital gamification applied to university students enrolled in health-related degrees is considered an innovative and beneficial tool that complements traditional teaching.
Objectives
To analyze the enjoyment experience obtained by university students in the Faculty of Health Sciences and to know the gender differences after participating in a digital game.
Design
Cross-sectional descriptive study.
Participants
A total of 156 university students from the Faculty of Health Sciences, University of Zaragoza.
Methods
The activity of a digital game took place in the academic year 2021–2022 and was carried out as a teaching innovation project with the final approval of the University of Zaragoza. The tools used were the Spanish version of the Gameful Experience Scale and a self-administered questionnaire on satisfaction and suitability reported by the activity.
Results
A total of 156 students participated with an age of 21.2 ± 6.2 years. The highest score is the enjoyment dimension (4 ± 0.7), and the lowest score is the negative affect dimension (1.5 ± 0.9). Cronbach’s alpha for the whole Gameful Experience Scale was 0.95. There were significant differences in three dimensions of the Gameful Experience Scale: male students had more enjoyment than female students (p = 0.05), enjoyed a greater sense of domination (p = 0.01), and had fewer negative effects (p = 0.0). In the highest corresponding positions it was used for other topics such as learning (m 4.4; SD 0.5), motivation to learn (m 4.1; SD 0.8) or helping memorize concepts (m 4.4).4; SD 0.5).
Conclusion
Gender influences student satisfaction after carrying out a gamification activity, especially after a digital game. The dimensions in which gender differences were found were fun, absence of negative effects, and dominance.
... That being said, online sports betting was also a popular activity amongst students [24], which could be reduced by VSE. VSE methods may also struggle to regulate gambling-like content within video games, which could influence the development of offline PG/HG [38][39][40]. Because of vast individual variation and the variety of gambling experiences available, the reasons why specific individuals may benefit from VSE still require significant investigation [41][42][43][44]. ...
Research into self-directed methods for reducing problematic and harmful gambling is still in its infancy. One strategy that individuals use to prevent gambling involves voluntary self-exclusion (VSE) programs. For example, VSE programs can make it challenging to access betting sites or enable banks to block gambling-related transactions. Although individual VSEs can be helpful when used alone, it is unclear whether their efficacy is enhanced when combined. Furthermore, it is unknown how VSE compliance can be improved. We propose that contingency management (CM), an evidence-based strategy to incentivise abstinence, could encourage continued VSE use, promoting long-lasting recovery from problematic or harmful gambling. Here, we conducted exploratory analyses on VSE use and CM for gambling in two populations (members of the UK general population recruited and students). Participants responded favourably regarding combined VSE use. They felt that providing vouchers exchangeable for goods/services could incentivise gambling abstinence during VSE. However, some were concerned about people potentially “gaming” the system. Participants believed supplementing VSE and CM with social support could encourage abstinence. These attitudes, and recent research on treatment providers’ opinions on CM for gambling, suggest that experimental evidence should be sought to determine the efficacy of combined VSE use and CM for gambling.
... It is alleged that video games can improve the performance of children and adolescents because video games are considered to improve cognitive skills, so they also add career options for young people. In addition, video games add spatial capabilities and gender understanding to their users [17]. ZY, one of the informants mentioned that he played video games in his smartphones, a popular online game, he said. ...
... In recent years, digital games have conquered part of the territory previously occupied by traditional games, bringing significant changes to the way we spend our free time . Despite research on the impact of games on human behaviour has, for many years, focused on the negative aspects of digital games -in particular on the promotion of aggressive and violent behaviour (Anderson, 2004;Anderson & Bushman, 2001) and on the consequences for self-regulation of playing time (Ogletree & Drake, 2007), the development of addictive behaviours (Griffiths & Davies, 2002) and social isolation (Merhi et al., 2007) -the development of research in this area revealed the existence of positive impacts of digital games in terms of learning, motivation, knowledge acquisition, skills development and behavioural change Briot et al., 2011;Earp, 2015;Gee, 2008;Robertson, 2012;Vos et al., 2011). Whether through the application of gamification strategies (cf. ...
Seeking to capitalize the interest of younger audiences in game creation activities, the Gamers4Nature project aims to develop a toolkit designed to support game design by allowing the manipulation of the several elements that compose a game. Prior to the toolkit’s development, there was the need to establish the respective conceptual framework. This paper describes the process of defining the project’s conceptual framework. Based on Fullerton’s perspective on game design, the framework was defined following a participatory design approach with the participation of different stakeholders (postgraduate students with extensive knowledge about game design and experts in the game design field). To ease the discussion sessions, a physical artifact (19 hexagonal pieces, and a honeycomb structured board) was developed. Results suggest that a non-linear approach to game design may promote not only the definition of the game’s structure and gameplay but also allow a contextualised analysis of all its elements.
... These individuals may be better able to sustain their attention during a task with added game elements because of their familiarity and practice in such contexts. Additionally, other basic sociodemographic characteristics such as gender and education are important to consider as they may impact frequency of video game play (Lucas and Sherry, 2004;Ogletree and Drake, 2007) as well as broader attention abilities (Alley et al., 2007;Jefferson et al., 2011;Lövdén et al., 2020). Therefore, we finally sought to examine whether video game play, gender, and education influence the effects of game features on attention. ...
Introduction
The incorporation of game features into cognitive tasks can inform us about the influence of reward and motivation on attention. Continuous performance tasks (CPTs), designed to assess attention abilities, are examples of cognitive tasks that have been targeted for the addition of game features. However, previous results have been mixed regarding how game elements affect attention abilities and task performance.
Methods
Here, we studied if there were factors that predict which individuals exhibit changes in attention from game features added to a CPT. Participants (N = 94, aged 21–71) played a traditional CPT and a game CPT with identical mechanics, but featured engaging game elements (aesthetics, storyline, competition, feedback, and reward).
Results
We first found corroborating evidence that game features have mixed effects on attention performance: most attention metrics of interest exhibited no overall difference between the traditional and game CPT, while game elements reduced performance for a few metrics. Importantly, we also found that specific behavioral and demographic profiles predicted individual differences in performance on the game CPT compared to the traditional CPT. Those with more attention difficulties (ADHD symptoms), more reward responsiveness, and younger adults performed better on the game CPT while, conversely, those with fewer ADHD symptoms, less reward responsiveness, and older adults performed better on the traditional CPT.
Discussion
These findings provide insights into how game features can influence attention in different individuals and have important implications for the use of game elements in cognitive tasks and training interventions.
... Moreover, high impulsiveness and impaired self-control are more characteristic of males than females during adolescence, which also enhances the risk of Internet gaming addiction among male adolescents (Dong & Potenza, 2022). Actually, male adolescents tend to spend more hours playing online games than females (Ogletree & Drake, 2007). Therefore, it is reasonable that adolescent boys but not girls were found to develop Internet gaming addiction, especially in the context of unfulfilled psychological needs. ...
... Furthermore, several studies have found that males report spending more time than females watching others play video games ( [38,43,52] ). Importantly, there is also evidence documenting clear sex differences in the preferred genre of video games, with males preferring games with a strong navigational component such as action, simulation, and roleplaying [ 19 , 38 , 43 , 55 ]. ...
Sex differences in human navigation and orientation skills are among the most recognized and studied in human cognition. Numerous findings have shown sex biases on various spatial tasks, with males typically outperforming females on popular tasks such as those measuring mental rotation. Other robust sex differences can be found in video game experience and genre preference, where males tend to play more games and prefer to play games with a stronger navigational component compared to females. To date, little is known about how experience playing video games with a specific navigation component affects spatial ability. In this study we explored how sex effects are impacted when controlling for navigation-style video game experience. In a group of 1305 participants, we first analyzed sex effects on a variety of spatial tasks without controlling for video game experience. Following this, we used case-control matching to create groups for each task that did not differ significantly in their age or video game experience. We then used these matched groups to analyze the sex effects for each task while controlling for video game experience. We found that before controlling for video game experience, males significantly outperformed females on our measure of mental rotation ability. However, after accounting for video game experience, there was no significant difference in mental rotation accuracy between females and males. We also found that before controlling for video game experience, there was no significant difference between males and female accuracy on a measure of spatial perspective taking. After controlling for video game experience, we found that females significantly outperformed males in perspective taking accuracy. Our findings suggest that video game experience does change how sex effects in spatial skills are interpreted and should be considered as a relevant confounding variable.
... For this reason, mass media and video games play an important role in adolescents following models in a way that the characters of games with violent contents would become their role models [4]. Studies have shown that men play significantly more video games than women, which interferes with classroom preparation and sleep [16]. Another study reported that about 72% of the most frequent players are boys/men [17]. ...
Background: Nowadays, children and teenagers are heavily influenced by video games. Excessive video games may affect children's physical and mental health as well as academic performance. Objectives: The present study aimed at determining the correlation between playing video games and general health as well as academic performance of Fasa mid-schools boy students at Iranian secondary school level. Materials & Methods: This cross-sectional study was carried out on 150 boy students at secondary school level in Fasa, Fars Province, Iran. The subjects were selected through multistage cluster random sampling method. The data were collected using a three-part questionnaire including demographic information, information about how to use video games. and General Health Questionnaire (GHQ). The collected data were analyzed by using SPSS22, descriptive statistics, correlation coefficient, t-test, and Chi-square test. P<0.05 was considered as statistically significant. Results: Findings revealed that there was a significant direct correlation between the amount of video game use and overall general health (r=0.25, P=0.03); a significant inverse relationship was also found between the amount of video game use and academic performance of the students in first (r=-0.41, P=0.002), second (r=-0.30, P=0.02) and third grade (r=-0.42, P=0.02) of mid school students. There was no significant difference in the general health between the two types of game played. There was also a significant relationship between students' academic performance categories and the type of video game (P<0.001). Conclusion: Based on the findings, it can be concluded that video games can play a crucial role in the general health and academic performance of students. Thus, it is vital that parents pay more attention to the duration of playing and type of games their children play.
... Different people may have different experiences and different attitudes and perceptions. For instance, compared to females, male college students were shown to be much more likely to play video games for two or more hours per day, which interfered with their sleep and study time (Ogletree & Drake, 2007). According to a research by Yang et al. (2006) on brand placement and recall, college students had poor levels of explicit memory for brands but had implicit memory for the names of the brands featured in the games. ...
This study aims to investigate the cross-cultural impact of character presence in advertising games on brand outcomes. The study was quantitative in nature and selected 500 participants through snow-ball sampling technique. The participants were Saudis and Malaysians. A questionnaire was created to collect data from the survey sample. The data collected was then analyzed using the Social Sciences Statistics Package version 23.0 (SPSS). Descriptive statistical analysis using standard deviation, mean, and frequencies were applied. Pearson Correlation was applied to identify the relation among the variables.The study found no significant correlation between brand outcome and character presence in advergaming where a significant correlation was found in culture and character presence in advergames.The study concluded that humanoid characters in advergames should be operated attentively because interesting or engaging game charcaters affect the player’s attitude in a different way depending upon the classification of the brand and its target market’s ethnic traditions and history.
... Prior research established the gender differences in the intensity of video gaming (Ogletree & Drake, 2007). Furthermore, the usual intensity of gaming was expected to be associated with the experience of flow. ...
We investigated whether the presence of explicit instantaneous positive feedback in video games might facilitate intrinsic motivation for and performance on a subsequent unrelated cognitive task. We hypothesized that the experience of flow, which would be facilitated by the instantaneous positive feedback during gaming, would facilitate positive motivational spillover on the subsequent cognitive task. We used an experimental design manipulating the instantaneous positive feedback during the game (n = 77 and n = 86 college students for the control and the experimental groups, respectively) and estimated a structural equation model. Controlling gender, prior gaming experience, and trait intrinsic motivation, the average level of flow for the participants who received instantaneous positive feedback was significantly higher than the others. Flow, in turn, positively and significantly predicted the performance and state intrinsic motivation for the cognitive task. Our findings pointed to a motivational spillover process initiated by the affective experience during video gaming.
... In terms of years, men have been playing computer games for significantly longer (4.02 years) than women (1.84 years). In terms of time spent, men play video games for more than 8 h (on average 9.02 h) a week (Lucas & Sherry, 2004;Ogletree & Drake, 2007;Heryadi et al., 2008;Hainey et al., 2011;Rossiou & Hainey, 2011;Reid, 2012;Johnson et al., 2016;Fu et al., 2016) while women play 4.39 h (ESA, 2020; financesonline.com). In the previous studies, it was revealed that participants played computer games for an average of 12 years: 13.68 years for men and 11.05 years for women (Hartmann & Klimmt, 2006;Jorgensen, & Lowrie, 2011;Rehbein et al., 2016). ...
The aim of this research is to understand why young people start, continue, reduce, and intend to quit playing online multiplayer games. In-depth interviews were conducted with 25 male undergraduate students who continue to play online multiplayer games. Interview transcripts were analyzed through MAXQDA 2020 with content analysis. The four themes and eleven categories were revealed: starting (social, involvement), continuing (achievement, social, immersion, enjoyment, monetary), reducing (conflict, negative emotions) and intention to quit (non-involvement, self-regulation). The most-reported categories under each theme were involvement, achievement, conflict, and non-involvement, respectively. Socializing was the most-reported subcategory for the starting theme; advancement, refreshment, socializing for the continuing theme; deterioration of performance and health for the reducing theme; lack of interest/enjoyment; lack of time for intention to quit theme. The study contributes by providing a holistic perspective for understanding young peoples’ motivation factors to start, continue, reduce, and intend to quit.
... Early work on the impact of digital games after their relatively recent rise in popularity over the last 40 years largely focused on their deleterious effects on behaviour, cognition, and affect. These studies had conclusions ranging from violent video games causing increased aggressive thoughts while decreasing pro-social behaviour [9,10] to the addictive nature of video games [11] and the difficulty of regulating time spent playing said games [12]. ...
While public awareness of climate change has grown over the years, many people still have misconceptions regarding effective individual environmental action. In this paper, we present a serious game called PEAR, developed using elements of geolocation and augmented reality (AR), aimed at increasing players’ awareness of climate change issues and propensity for effective sustainable behaviours. We conducted a study with participants who played the game, gauging their knowledge of and attitudes towards climate change issues before and after playing the game. Our results show that the game significantly improved participants’ knowledge on sustainability and climate-change-related issues, and that it also significantly improved their attitudes towards these topics, thus proving that serious games have the potential to impart knowledge and promote sustainable behaviours. Additionally, our results address the lack of empirical studies on the knowledge base of serious sustainability games by introducing methods of quantitatively analysing the effects of serious sustainability games while additionally providing more knowledge about the effectiveness of the specific design elements of our game.
... Bağımlılık ve bağlantılı olarak oluşabilecek davranışsal sorunlar konusunda özellikle çocuklar ve ergenler potansiyel risk altında görülse de güncel araştırmalar her yaş grubunun bu tehlikeyle karşılaşabileceğini göstermektedir. Cinsiyet göre farklılıklar incelendiğinde ise erkeklerin kızlara oranla oyun bağımlığına daha yatkın oldukları belirlenmiştir (Ogletree ve Drake, 2007;Desai, Krishnan-Sarin, Cavallo ve Potenza, 2010;de Dios vd., 2012;Mc Clure ve Mears, 1984). Bu çalışmada dijital oyun bağımlılığı ölçeği puan ortalamalarına göre cinsiyet dağılımı incelendiğinde erkeklerin oyun bağımlılık eğilimlerinin daha yüksek olduğu görülmüştür. ...
This is a chapter that explains different scientific philosophy approaches and their contribution to marketing research.
... This study was carried out after the peak of the second pandemic wave had been reached in Switzerland, and most health care workers had already accessed a wide array of infection prevention and control educational tools, thereby substantially decreasing the number of potentially naïve participants. While gender has already been shown to influence engagement in video game activities [51], the impact of language on messages conveyed by serious game has scarcely been studied and deserves attention. Indeed, apart from the lesser probability of answering the second questionnaire, playing the game in a specific language was associated with a different probability of changing infection prevention and control behavior. ...
Background: Lassitude and a rather high degree of mistrust towards the authorities can make regular or overly constraining COVID-19 infection prevention and control (IPC) campaigns inefficient and even counterproductive. Serious games provide an original, engaging, and potentially effective way of disseminating COVID-19 IPC guidelines. Escape COVID-19, a serious game designed to teach COVID-19 IPC practices, was previously validated in nursing home personnel.
Objective: The objective of this study was to identify the factors facilitating or impeding the intention of changing IPC behavior after playing the Escape COVID-19 serious game in a larger and more heterogeneous population after national rollout.
Methods: This fully-automated prospective web-based study, compliant with the Checklist for Reporting Results of Internet E-Surveys (CHERRIES), was conducted in all 3 main language regions of Switzerland. After creating an account on a specific web platform, participants were asked to fill in a short demographic questionnaire before accessing the serious game. A second questionnaire was then displayed and had to be completed to obtain a course completion certificate, which was the only incentive given to the potential participants. The primary outcome was the proportion of participants reporting they were willing to change their IPC behavior. Secondary outcomes were the IPC areas affected by this willingness and the presumed evolution in the use of specific personal protective equipment items. The elements associated with the intention of changing IPC behavior, or lack thereof, were also assessed. Other secondary outcomes were the subjective perceptions regarding length, difficulty, meaningfulness and usefulness of the serious game, impression of engagement and of boredom while playing it, and willingness to recommend its use to friends or colleagues.
Results: From March 9th to June 9th 2021, a total of 3227 accounts were created on the platform and 1104 participants (34.2%) completed the post-game questionnaire. A total of 509 participants (46.1%) answered that they intended to change their IPC behavior after playing the game. Among the others, most (86%, 512/595) answered that they were already applying these guidelines. Participants who followed the German version were less likely to intend to change their IPC behavior (OR 0.48 [95%CI 0.24 to 0.96], P=.038) and found the game less engaging (P<.001). Conversely, participants aged 53 years or older had a stronger intention of changing IPC behavior (OR 2.07 [95%CI 1.44 to 2.97], P<.001).
Conclusions: "Escape COVID-19" is a useful tool to enhance correct IPC measures on a national scale, even after 2 COVID-19 pandemic waves. However, its impact was affected by language, age category, and previous educational training, and adaptations should be performed to enhance its impact on specific populations.
... The present study was carried out after the peak of the second pandemic wave had been reached in Switzerland, and most HCWs had already accessed a wide array of IPC educational tools, thereby substantially decreasing the number of potentially naïve participants. While gender has already been shown to influence engagement in video game activities [56], the impact of language on messages conveyed by serious game has scarcely been studied and deserves attention. Indeed, apart from the lesser probability of answering the second questionnaire, playing the game in a specific language was associated with a different probability of changing IPC behavior. ...
Background:
Lassitude and a rather high degree of mistrust towards the authorities can make regular or overly constraining COVID-19 infection prevention and control (IPC) campaigns inefficient and even counterproductive. Serious games provide an original, engaging, and potentially effective way of disseminating COVID-19 IPC guidelines. Escape COVID-19, a serious game designed to teach COVID-19 IPC practices, was previously validated in nursing home personnel.
Objective:
The objective of this study was to identify the factors facilitating or impeding the intention of changing IPC behavior after playing the Escape COVID-19 serious game in a larger and more heterogeneous population after national rollout.
Methods:
This fully-automated prospective web-based study, compliant with the Checklist for Reporting Results of Internet E-Surveys (CHERRIES), was conducted in all 3 main language regions of Switzerland. After creating an account on a specific web platform, participants were asked to fill in a short demographic questionnaire before accessing the serious game. A second questionnaire was then displayed and had to be completed to obtain a course completion certificate, which was the only incentive given to the potential participants. The primary outcome was the proportion of participants reporting they were willing to change their IPC behavior. Secondary outcomes were the IPC areas affected by this willingness and the presumed evolution in the use of specific personal protective equipment items. The elements associated with the intention of changing IPC behavior, or lack thereof, were also assessed. Other secondary outcomes were the subjective perceptions regarding length, difficulty, meaningfulness and usefulness of the serious game, impression of engagement and of boredom while playing it, and willingness to recommend its use to friends or colleagues.
Results:
From March 9th to June 9th 2021, a total of 3227 accounts were created on the platform and 1104 participants (34.2%) completed the post-game questionnaire. A total of 509 participants (46.1%) answered that they intended to change their IPC behavior after playing the game. Among the others, most (86%, 512/595) answered that they were already applying these guidelines. Participants who followed the German version were less likely to intend to change their IPC behavior (OR 0.48 [95%CI 0.24 to 0.96], P=.038) and found the game less engaging (P<.001). Conversely, participants aged 53 years or older had a stronger intention of changing IPC behavior (OR 2.07 [95%CI 1.44 to 2.97], P<.001).
Conclusions:
"Escape COVID-19" is a useful tool to enhance correct IPC measures on a national scale, even after 2 COVID-19 pandemic waves. However, its impact was affected by language, age category, and previous educational training, and adaptations should be performed to enhance its impact on specific populations.
Clinicaltrial:
... The present study was carried out after the peak of the second pandemic wave had been reached in Switzerland, and most HCWs had already accessed a wide array of IPC educational tools, thereby substantially decreasing the number of potentially naïve participants. While gender has already been shown to influence engagement in video game activities [56], the impact of language on messages conveyed by serious game has scarcely been studied and deserves attention. Indeed, apart from the lesser probability of answering the second questionnaire, playing the game in a specific language was associated with a different probability of changing IPC behavior. ...
BACKGROUND
Regular or too aggressive COVID-19 infection prevention and control (IPC) campaigns might prove inefficient and could even turn out to be counterproductive because of the rather high degree of mistrust towards the authorities. Serious games represent an original, engaging, and potentially effective way of disseminating COVID-19 IPC guidelines.
OBJECTIVE
Escape COVID-19, a serious game designed to teach COVID-19 IPC practices, was previously validated in nursing home personnel. The objective of this study was to identify the factors facilitating or impeding the intention of changing IPC behavior after following this game in a larger and more heterogeneous population after national rollout.
METHODS
This fully-automated prospective web-based study, compliant with the Checklist for Reporting Results of Internet E-Surveys (CHERRIES), was conducted in all 3 main language regions of Switzerland. After creating an account on a specific web platform, participants were asked to fill in a short demographic questionnaire before accessing the serious game. A second questionnaire was then displayed and had to be completed to obtain a course completion certificate. The primary outcome was the proportion of participants reporting they were willing to change their IPC behavior. Secondary outcomes were the IPC areas affected by this willingness and the presumed evolution in the use of specific personal protective equipment items. The elements associated with the intention of changing IPC behavior, or lack thereof, were also assessed. Other secondary outcomes were the subjective perceptions regarding length, difficulty, meaningfulness and usefulness of the serious game, impression of engagement and of boredom while playing it, and willingness to recommend its use to friends or colleagues.
RESULTS
From March 9th to June 9th 2021, a total of 3’227 accounts were created on the platform and 1’104 participants (34.2%) completed the post-game questionnaire. A total of 509 participants (46.1%) answered that they intended to change their IPC behavior after playing the game. Among the others, most (86%, 512/595) answered that they were already applying these guidelines. Participants who followed the German version were less likely to intend to change their IPC behavior (OR 0.48 [95%CI 0.24 to 0.96], P=.038) and found the game less engaging (P<.001). Conversely, participants aged 53 years or older had a stronger intention of changing IPC behavior (OR 2.07 [95%CI 1.44 to 2.97], P<.001).
CONCLUSIONS
"Escape COVID-19" is a useful tool to enhance correct IPC measures on a national scale, even after 2 COVID-19 pandemic waves. However, its impact was affected by language, age category, and previous educational training, and adaptations should be performed to enhance its impact on specific populations.
... The impact of gender on gambling and videogame Table 3. Impact of socio-demographic characteristics and psychosocial variables on problem gambling, problem gaming and well-being. playing is consistent with previous studies, which have identified being male as a risk factor for problem gambling (Blinn-Pike et al., 2010;Molinaro et al., 2018) and video-game playing (Lucas and Sherry, 2004;Ogletree and Drake, 2007). Previous research has suggested the role of social norms and perceived benefits and risks in explaining gender differences. ...
Gambling and gaming are not infrequent among adolescents and preventing low-risk youth from becoming at-risk appears to be a priority of public health strategies. Greater scrutiny of the risk and protective factors in the relationships and community of young people appears crucial in steering prevention initiatives adequately.
This study aimed to explore the role of the qualities of relational networks (i.e. family functioning, perceived social and class support), family and peer approval and view of the social environment in predicting problem gambling, problem gaming and overall well-being among adolescents.
High-school students aged 14-18 years (N: 595; female: 68,7%) completed a survey including the target variables. A multivariate multiple regression analysis was performed to examine the role of socio-demographic characteristics and psychosocial predictors on gaming, gambling, and well-being.
Multivariate multiple regressions identify a common core underpinning problem gambling, gaming and poor well-being but also the distinct roles of psychosocial variables: being male, with low parental monitoring, and an anomic view of the social environment all predict problem gambling and gaming, which were also found to be associated. Low social support predicts problem gambling but not problem gaming; poor family functioning predicts problem gaming but not problem gambling. All the target psychosocial variables, except approval of gambling, predict poor well-being.
On the whole the findings suggest the need to look more closely at the way adolescents, their system of activity and their culture participate in constructing the meaning of gambling and gaming activities and their impact on adolescents’ well-being, so that future studies and strategies can more effectively examine the relational dynamics in which problem gambling and gaming develop.
... The literature has cautioned the use of student subjects in the experiment in terms of generalizability (Compeau et al. 2012). While acknowledging this limitation, our participants are not inappropriate since the undergraduates in this study are eligible representatives of game players (Ogletree and Drake 2007;Terlecki et al. 2011). Nevertheless, we encourage recruiting different populations in future research to determine if our results are replicable with different groups of individuals. ...
... Multivariate multiple regression analysis showed that being male is a common risk factor in the likelihood of the three outcome variables. The impact of gender on gambling and videogame playing is consistent with previous studies, which have identified being male as a risk factor for problem gambling (Blinn-Pike et al., 2010;Dussault et al., 2011;Molinaro et al. 2018) and video-game playing (Lucas & Sherry, 2004;Ogletree & Drake, 2007). Previous research has suggested the role of social norms and perceived benefits and risks in explaining gender differences. ...
... For example, Anderson and Dill (2000) reported that one third of their respondents played between three and four hours per week and 10% of them played more than eight hours per week. In recent studies (Ogletree & Drake, 2007) the number of hours devoted to this activity was even greater. In search of the reason why players enter and desire to return to the virtual world, researchers defined the term of immersion to describe the phenomenon of reality suspension and the illusion of the player's participation as a character in the video game (Qin, Rau, & Salvendy, 2007). ...
The main purpose of educational video games is education through entertainment. Nevertheless, they are surrounded by negative and positive stereotypes related to video games in general, including addiction, social isolation, health problems, but also getting smarter, gaining IT skills or becoming a keen observer. Our paper aims to identify whether the "educational" claim is also supported by those directly involved in educational activities related to video gaming: parents, psychologists, and gamers. In this respect, we used four samples of participants, including a control group, in order to evaluate their perception of video games' contribution to the intellectual and emotional development of children, the content of educational video games, their level of violence, the tasks required from the players, benefits and risks of playing educational video games, the level of parent involvement in playing together with the child, and attitudes of video games selling policies. The results reflect some polarized attitudes towards educational video games, with rather favorable perspectives from gamers and parents, and negative from psychologists. As expected, the control group was neutral. The research emphasizes the need to approach the educational video games from multiple perspectives and to go beyond considering EVG as "good" or "bad". Although promising, the results should be treated with caution given the non-random sampling and the relatively small number of participants.
... This showed a huge dependency on computers among the present generation. Ogletree and Drake [6] found that males played video games to the extent that it interfered with their sleep patterns and their studies, whereas females were less likely to do so. Phan et al. [7] also found that males tend to make gaming their primary hobby. ...
Virtual reality has applications in the field of manufacturing, rapid prototyping, scientific visualization, engineering and education and is going to replace many computer-based works in near future. Nowadays, virtual reality is also being used for field designing where a prototype is designed in virtual reality and ergonomic analysis is carried out on it. But one of the common applications is in the field of gaming. The aim of the study is to evaluate the role of physical risk factors such as awkward postures, insufficient rest breaks and repetitive motions, vibrations, etc. in increasing MSDs and eye symptoms in a person while he/she is using a virtual reality-based assembly tasks simulator. Fifteen participants were asked to use HTC VIVE virtual reality headsets with OLED display and field of view of 110 degrees to play games. Afterward, they marked their body discomfort on a discomfort chart as well as they were asked to answer few questions. For visual symptoms, a chart was used similar to the one used by EliPeli in their paper. The result obtained was then analyzed, and accordingly, it was concluded that whether they are susceptible to develop musculoskeletal disorder and eye symptoms or not.
... It was suggested in Anderson and Bushman's influential metaanalyses study that playing violent video games may lead to violent behaviors and 13 aggression (Anderson, 2004;Anderson & Bushman, 2001). In other studies, negative effects of playing digital games were mentioned as difficulty in controlling the time spent playing games (Ogletree & Drake, 2007), addiction (Griffiths & Davies, 2002), social isolation and nauseogenic properties of games with head mounted displays (Merhi, Faugloire, Flanagan & Stoffregen, 2007). It was also argued in other studies that it is applicable only to young children; it is unrelated to learning; it is the opposite of work (Rieber, 1996); it is unproductive; and it requires too much time and effort (Prensky, 2001). ...
Educational technologies have started to be integrated in educational activities in an increasing rate with recent technological advancements. Digital games, being one of these materials, are thought to be effective in language learning and teaching field as much as they are in other educational fields. Previous research has shown that pre-service teachers generally have positive attitudes towards digital games, and the ones who have negative attitudes cannot think of any use since they have not encountered any specific example of application. In this respect, Sykes and Reinhardt (2012) claimed five possible key elements in line with game elements and second language learning, which are goals, interaction, feedback, context and motivation. Starting from this point of view, this study aims; first, familiarizing Turkish Pre-service EFL Teachers who were selected based on their attitudes on digital games as high, medium and low attitude with digital game enhanced language learning activities and collect their reflections for the digital game enhanced language learning application they experienced. Also their insights for positive and negative aspects of these activities were also aimed to be studied. In addition, this study also aims investigating participants’ intentions for using digital game enhanced language learning activities in their future teaching practices.
... However, there is some evidence that emerging adults, like children and adolescents, demonstrate a preference for gender-typed activities. For instance, emerging adult males report greater participation than emerging adult females in activities that use physical skill, strategy, and chance, such as videogames (Hamlen, 2010;Ogletree & Drake, 2007) and sports (Slater & Tiggemann, 2011). Emerging adult women report greater participation in social activities and spend more time than emerging adult men interacting with friends and family Klonsky, 1985;Mobily et al., 1986). ...
We investigated gender segregation and its correlates in the friendships of U.S. adults aged 50–74 years (177 women; 52 men). Gender segregation existed in our midlife sample such that 74% of friend nominations were same gender. Similar to research on other periods of the adult lifespan we found that for women, gender segregation was negatively correlated with competitive activity orientation, positively correlated with beliefs about same-gender peers’ communicative responsiveness and negatively correlated with beliefs about other-gender peers’ communicative responsiveness. Women’s gender segregation was also negatively correlated with masculinity and positively correlated with gender-reference group identity. For men, gender segregation was negatively correlated with beliefs about other-gender peers’ communicative responsiveness and positively correlated with gender-reference group identity. Our results suggest that gender segregation continues to exist at midlife and that there is some continuity in the correlates of gender segregation across adulthood.
The video game industry now holds a significant share of the global market, and the consumption of video games has given rise to avatars and online societies. Video games impact the real world by enabling individuals to represent themselves through avatars in virtual spaces, driven by various motivations. Many scholars are interested in studying the variables related to the identity and gender of gamers to find correlations with their representation in the game. However, many researchers in these studies primarily focus on biological sex and do not thoroughly explore sexual orientation and gender identity (SOGI) in relation to gamers and their avatars. This research inquiry aims to investigate the gaming population's biological sex, gender identity, sexual orientation, and age to discern patterns in how they express gender through their avatars. Data were collected through online questionnaires using Google Forms in online social media gaming communities, primarily Facebook. The study focused on popular games from three distinct genres: action (Grand Theft Auto), MMORPG (Black Desert Online), and simulation (The Sims 4), where players can freely customize their avatars. The sample group consists of 420 individuals. Among them, 52.6% were identified as male, and 47.4% (identified as) female. The average age of the gamer sample was 22.75 (SD = 6.17). Age and Sex Ratios (ASRs) indicate a trend among this Journal of Namibian Studies, 36 (2023): 833-847 ISSN: 2197-5523 (online) 834 younger generation towards not adhering strictly to the gender binary. In terms of sexual orientation, most gamers identified themselves as heterosexual, but in terms of gender identity, many identified themselves as queer.
Using a three-wave longitudinal design with 1-year intervals, the present study examined whether adolescents suffering from harsh fathering were more likely to develop Internet gaming addiction because of their unfulfilled psychological needs. A sample of 907 adolescent students from two junior high schools participated (aged from 12 to 16 years, M = 13.14 years, SD = 0.87). Cross-lagged mediational analyses indicated that harsh fathering negatively predicted adolescents’ psychological need satisfaction, which further negatively predicted their Internet gaming addiction. Moreover, the predictive relations from harsh fathering to adolescents’ Internet gaming addiction via their psychological need satisfaction were only existent for male but not female adolescents. However, Internet gaming addiction could not longitudinally predict adolescents’ psychological need fulfillment. These findings add to current insights on the bi-directional relations among harsh parent, adolescents’ psychological need and their Internet gaming behaviors.
Video games are a popular form of entertainment. However, there is mixed evidence for the association between video game usage and poor sleep quality, short sleep duration, or delayed sleep timing. The current study examined associations between daily sleep behaviours and video game usage via a Bayesian and frequentist statistical approach. Caffeine and alcohol consumption were also assessed as moderators, as these behaviours may co‐occur with video game usage and poor sleep. 1032 (72% female) undergraduate students were recruited between 2006–2007. Participants completed questionnaires examining video game and substance use, as well as sleep diaries for 1 week. Frequentist analyses revealed that video game usage was related to increased variability in the total sleep time, and a later average sleep midpoint, but not sleep efficiency. Alcohol use moderated the relationships between video game usage and both average and variability in total sleep time. Caffeine use was related to shorter average total sleep time and more variability in sleep efficiency. Alcohol consumption was related to more variability in the total sleep time and sleep midpoint, and a later average sleep midpoint. Bayesian models suggested strong evidence that video game playing was associated with later average sleep midpoint. Like the frequentist approach, alcohol consumption moderated the relationship between video game usage and both average and variability in total sleep time, but the evidence was weak. The effect sizes for both approaches tended to be small. Using a rigorous statistical approach and a large sample, this study provides robust evidence that video game usage may not be strongly associated with poor sleep among undergraduate students.
Implementation of digital tools has become a popular practice by teachers to increase student involvement within the classroom. Various technologies are being utilized by educators to help students engage with lessons and enjoy the overall learning experience. Additionally, findings from recent research have indicated that the adoption of digital tools has influenced the learning gaps between genders, specifically in relation to student preferences and gender differences. Despite significant educational development toward gender equality, there is still ambiguity regarding the learning needs and preferences of male and female students within the EFL classroom. The current study examined gender differences in engagement and motivation while using Kahoot! in EFL English literature courses. The study recruited 276 undergraduate female and male students from two English language classes (i.e., both classes were taught by the same male instructor) and surveyed 154 female and 79 male students from those classrooms. The significance of the study lies in determining whether gender impacts the way learners perceive and experience game-based curricula. In this sense, the research found that gender does not, in fact, impact the learner’s level of motivation and engagement within game-based classrooms. A t-test revealed that no significant difference between male and female participants had been observed by the instructor. Future studies could fruitfully examine gender differences and preferences in digitized educational settings. Further work is certainly required for policymakers, institutions, and practitioners to disentangle the complexities regarding the role of gender in shaping the experiences of learners in the digital era. In future research, more research is needed to apply and test external factors like age that might impact learners' perception and performance in a game-based curriculum.
This chapter describes the insights towards a proposal to integrate a procedural content generation strategy in a computer role-playing usable and accessible learning video game for gaining replayability to encourage engagement and motivation in learners. In order to explain the contextual issues of the topic, the chapter includes a discussion on how computer role-playing video games impact the skills considered crucial for the work in the future—abstraction, system thinking, experimentation, and collaboration—emphasizing the importance of usability and accessibility to ensure effectiveness of the proposal. A first approach of a computer role-playing video game is presented to provide an illustrative example. The prototype will serve for future evaluations with people for usability and accessibility.
Bu araştırmanın amacı ortaokul öğrencilerinin dijital oyun bağımlılıklarının öz-yeterlik düzeylerine etkisini belirlemektir. Bir diğer amacı ise öğrencilerin dijital oyun bağımlılıkları ve öz-yeterliklerinin farklı değişkenler açısından incelenmesidir. Araştırma nicel araştırmalarda yaygın olarak tercih edilen genel tarama modeli içinde bulunan olasılık temelli seçkisiz örnekleme yöntemi tercih edilmiştir. Araştırmanın örneklem grubunu 2021-2022 eğitim yılında Sivas ilinde altı farklı ortaokula devam eden 1015 (493 kız - 522 erkek) öğrenci oluşturmaktadır. Araştırma verileri Şahin, Keskin ve Yurdugül (2019) tarafından geliştirilen “Çocuklar İçin Dijital Oyun Bağımlılığı Ölçeği” ile Muris (2001) tarafından geliştirilen Türkçeye uyarlama çalışması Telef ve Karaca (2012) tarafından yapılan “Çocuklar İçin Öz-yeterlik Ölçeği”nin öğrencilere uygulanmasıyla elde edilmiştir. Araştırmada elde edilen veriler; Kolmogorov-Smirnov normallik testi, ilişkisiz gruplar t testi, ANOVA testi, Scheffe testi, YEM ve DFA analiz yöntemleri uygulanarak analiz edilmiştir. Uygulanan analizler sonucunda elde edilen bulgulara bakıldığında; öğrencilerin dijital oyun bağımlılıkları ve öz-yeterlik düzeylerinin cinsiyet, sınıf düzeyi, anne ve baba eğitim durumu değişkenlerine göre anlamlı farklılık gösterdiği belirlenmiştir. Uygulanan YEM analizi sonucunda ise öğrencilerin dijital oyun bağımlılıklarının öz-yeterlik algıları üzerinde anlamlı düzeyde etkiye sahip olduğu saptanmıştır. Bu etkinin yönünün ise negatif olduğu tespit edilmiştir.
Objective: To assess differences in dietary quality among college men reporting high, moderate, and non-video game usage. Participants: College men aged 18–24. Methods: Cross-sectional data were collected between 2012 and 2020. Participants (n = 1259) were categorized according to self-reported video game usage: non-users (NVG), <1 h/day (MVG), and ≥1 h/day (HVG). ANCOVA identified group differences in nutrient intake from 3-day food records. Results: College men reported 30% NVG, 39% MVG, and 31% HVG. Higher saturated fat (30.2 ± 0.4 g and 30.1 ± 0.3 g, vs. 28.5 ± 0.4 g, p < .01, p < .01) and lower fruit/vegetable intake (3.00 ± 0.1 cups and 2.91 ± 0.1 cups, vs. 3.45 ± 0.1 cups, p < .00, p < .00) was observed in HVG and MVG vs. NVG. Higher discretionary calories (750 ± 13 kcals, vs. 686 ± 13 kcals, p < .00) in HVG and sodium (3922 ± 44 mg, vs. 3860 ± 50 mg, p < .02) in MVG were reported vs. NVG. Conclusion: Video game usage was associated with higher saturated fat, sodium, discretionary calories, and lower F/V intake in college men.
Characters in fighting videogames¹ such as Street Fighter V and Tekken7 typically reveal a phenomenon that we define as virtual enfreakment: their bodies, costumes, and fighting styles are exaggerated (1) in a manner that emphasizes perceived exoticism and (2) to enable them to be easily visually and conceptually distinguishable from one another. Here, using both quantitative and qualitative methods, including crowd-sourced surveys and analyses of game mechanics, we report on the contours of virtual enfreakment in those games. We specifically examine differences in character design across gender, national-origin, and skin-color lines. Disappointingly but not surprisingly, we find racism and sexism manifest as stark differences in character design by gender and skin color. This has strong implications because taking on the roles of these characters can have impacts on users in the physical world, e.g., performance and engagement, behavior, and understandings of others (Lim and Harrell 2015; Şengün 2015; Yee et al. 2012, Şengün et al. 2022a; Harrell and Veeragoudar Harrell 2012; Kao and Harrell 2015; Şengün 2014; Kocur et al. 2020). Although the differences are not always straightforward, female characters and darker-skinned characters (typically, characters of color) are enfreaked differently than their light-skinned male counterparts. Our results also reveal the strategic use of “unknown” as a country of origin for villainous characters. Through our mixed-methods analysis, we examine in detail how virtual enfreakment is influenced by sexism and racism, and our findings are compatible with information about the development history of the Street Fighter and Tekken franchises. However, we also find that recent characters designed in dialogue with developers from their regions of origin are some of the least enfreaked and most positively portrayed—suggesting the possibility of designing and deploying such characters for implementing anti-bias character designs within popular videos..
Uno de los grandes retos de la educación del futuro es alcanzar un aprendizaje más personalizado e inclusivo, que garantice el desarrollo personal e intelectual de todas las personas con independencia de sus condiciones individuales, culturales y sociales. Los avances en el estudio del funcionamiento del cerebro para el aprendizaje y el surgimiento de concepciones de la mente más abiertas y dinámicas como la Teoría de las IM, invitan a pensar que otra educación es posible y que se pueden lograr métodos de aprendizaje que reconozcan y respeten las diferencias entre las personas. Para ello, es necesario encontrar nuevas estrategias y herramientas que permitan mejorar los procesos para identificar, reforzar y apoyar a las personas en su desarrollo y aprendizaje. Los videojuegos pueden ser una herramienta adecuada para este reto por su capacidad para presentar la información y los contenidos en una gran variedad de formatos, por su potencial para aumentar la atención, concentración y motivación, y por su manera única de conectar con el público infantil y juvenil. Teniendo en cuenta estas cuestiones el presente trabajo propone el diseño, desarrollo y validación de una herramienta digital para evaluar y potenciar las inteligencias múltiples a través de los videojuegos. El trabajo describe el diseño de la herramienta, denominada Software TOI, y a través de tres estudios empíricos comprueba su fiabilidad, validez y capacidad para identificar perfiles de IM, así como su utilidad para intervenir en el desarrollo de las IM a partir de su evaluación. Los resultados de estos estudios revelan que la muestra se distribuye de forma normal, por lo que su dificultad y funcionamiento es adecuado, que el Software TOI tiene la capacidad para identificar diferentes clases de perfiles y que las personas que dedican más tiempo de juego mejoran su rendimiento y habilidades a través de la variable índice de precisión. Por todo ello, este trabajo concluye que el Software TOI puede ser un adecuado instrumento para la evaluación y desarrollo de habilidades con una perspectiva más amplia. Además, se deduce que un instrumento como el Software TOI puede tener fuertes implicaciones en educación, ya que abre la oportunidad a docentes, investigadores y profesionales de la educación de identificar los diferentes perfiles que conviven en su aula y adaptar los métodos de enseñanza a los estilos de aprendizaje de su alumnado, alcanzando una educación más personalizada e inclusiva.
This research aimed to understand whether Chinese videogame players are unconcerned and disconnected from politics. Based on a survey conducted with 468 participants, our results showed that the frequency of videogame playing and game community involvement positively predicted political interest, overall political efficacy, and political participation. The results also supported the mediating effect of political interest and efficacy. In general, the current study refutes the stigmatization of Chinese videogame players as being bystanders of politics, highlighting the potential of videogames as political socialization agents. Implications are discussed along with suggestions for further research.
Objective
Two studies were conducted to develop and validate a questionnaire to estimate individual susceptibility to visually induced motion sickness (VIMS).
Background
VIMS is a common side-effect when watching dynamic visual content from various sources, such as virtual reality, movie theaters, or smartphones. A reliable questionnaire predicting individual susceptibility to VIMS is currently missing. The aim was to fill this gap by introducing the Visually Induced Motion Sickness Susceptibility Questionnaire (VIMSSQ).
Methods
A survey and an experimental study were conducted. Survey: The VIMSSQ investigated the frequency of nausea, headache, dizziness, fatigue, and eyestrain when using different visual devices. Data were collected from a survey of 322 participants for the VIMSSQ and other related phenomena such as migraine. Experimental study: 23 participants were exposed to a VIMS-inducing visual stimulus. Participants filled out the VIMSSQ together with other questionnaires and rated their level of VIMS using the Simulator Sickness Questionnaire (SSQ).
Results
Survey: The most prominent symptom when using visual devices was eyestrain, and females reported more VIMS than males. A one-factor solution with good scale reliability was found for the VIMSSQ. Experimental study: Regression analyses suggested that the VIMSSQ can be useful in predicting VIMS ( R ² = .34) as measured by the SSQ, particularly when combined with questions pertaining to the tendency to avoid visual displays and experience syncope ( R ² = .59).
Conclusion
We generated normative data for the VIMSSQ and demonstrated its validity.
Application
The VIMSSQ can become a valuable tool to estimate one’s susceptibility to VIMS based on self-reports.
This research examined coach perceptions and interaction with student-athletes centered on the video game Fortnite. Semi-structured interviews with 22 student-athletes and 5 coaches at the Division I level in the Southwestern United States were conducted. Utilizing sensemaking theory, coaches reported perceptions about Fortnite as follows: (a) Fortnite as Social Bonding; (b) Fortnite and Health & Academic Performance Effects; (c) Fortnite and Time Management Concerns; (d) Fortnite Reflecting the Contemporary Generation of Student-Athletes; and, (e) Fortnite as a Risk Management Tool. Coach-athlete messaging around Fortnite was explored using memorable messages as a theoretical framework. Results indicated that student-athletes recalled messages about Fortnite in the following ways: (a) Fortnite as Surveillance; and (b) Fortnite and Performance Attributions. The results suggest that coaches need to strategically manage message construction around entertainment media such as video games to avoid negatively impacting their relationship with student-athletes while also needing to manage risks associated with these technologies.
Ergonomics is one of the emerging fields of interest for the researchers of the twenty-first century but is being incorporated into unusual traits of human life from the period of prehistoric Greek civilization. On the former, it has been tried to present how Greeks have used ergonomics in the manufacture of various products. Later on, during the twentieth century, there have been many changes in the application of ergonomics in different aspects of the product design. In this paper, an attempt has been made to represent how ergonomics in product design has changed its face from the prehistoric Greek civilization to the present age and what are the future trends of ergonomic developments in product design.
Families have moved, or have been moved, from the streets into their homes or more specifically, into their bedrooms. Digital technology – computer games, mobiles & the internet and email are referred to as new technology when they are discussed in relation to Health & structure of families and Many parents, clinicians, researchers, and policy makers are concerned that electronic tools, especially those featuring violent content, may be harmful to individuals especially youths. This article is a documentary study, combination of multiple focus is chosen. In this article, Internet, Mobile and computer games. This article looks into the role of the technology on families. Specifically, it examines how the mediated space that this technology creates matters. Technological change often creates ungrounded fears but also overinflated hopes. In order to minimize risks and to seize chances, systematic, empirical, and ideally experimental research is crucial in all over the world. Major changes in family structure and environments might potentially severely disrupt family functioning, thus diminishing a family’s ability to cope with stress, so by the advent of a technology.
This research uses content analysis to examine the portrayal of women in 47 randomly selected games from the Nintendo 64 and Sony PlayStation console gaming systems. We suggest that video games, similar to other media forms, are sources of information that children and young adults may use to determine what behaviors and attitudes are considered appropriately masculine and feminine. This analysis revealed a significant sex bias in the number of male versus female characters found in the games and among the way in which the male and female characters were dressed. Of the 597 characters coded, only 82 (13.74%) were women. The Nintendo 64 games had the fewest number of female characters, and the majority of the female characters wore clothing that exposed more skin than the male characters.
Despite the rising popularity of video games, the majority of the medium's audience continues to be male. One reason may be that character representations in video games are geared toward male players. This content analysis used video game re- views from a heavily trafficked Internet site to investigate the prevalence and por- trayal of male and female video game characters. Consistent with the findings of previous studies, female characters were found to be underrepresented and propor- tionally more often sexualized in comparison to their male counterparts. In addition to these findings, the study's innovative method—the use of online video game re- views as an indirect measure of video game content—shows promise as a tool for fu- ture content analyses of video games.
The popularity of video games, especially violent video games, has reached phenomenal proportions. The theoretical line of reasoning that hypothesizes a causal relationship between violent video-game play and aggression draws on the very large literature on media violence effects. Additionally, there are theoretical reasons to believe that video game effects should be stronger than movie or television violence effects. This paper outlines what is known about the relationship between violent video-game playing and aggression. The available literature on virtual reality effects on aggression is discussed as well. The preponderance of the evidence from the existing literature suggests that exposure to video-game violence increases aggressive behavior and other aggression-related phenomena. However, the paucity of empirical data, coupled with a variety of methodological problems and inconsistencies in these data, clearly demonstrate the need for additional research.
the study of the cognitive process elicited or stimulated by video games is the study of one particular example of everyday cognition that depends upon interaction with one particular class of cultural artifact: the action video game / a major theme of [this research] is that video games are cultural artifacts that both depend on and develop the iconic mode of representation, particularly one important aspect of iconic representation: the dynamic representation of space (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Researchers interested in the associations of gender with spatial experience and spatial ability have not yet focused on several
activities that have become common in the modern digital age. In this study, using a new questionnaire called the Survey of
Spatial Representation and Activities (SSRA), we examined spatial experiences with computers and videogames in a sample of
nearly 1,300 undergraduate students. Large gender differences, which favored men, were found in computer experience. Although
men and women also differed on SAT scores, gender differences in computer experience were still apparent with SAT factored
out. Furthermore, men and women with high and low levels of computer experience, who were selected for more intensive study,
were found to differ significantly on the Mental Rotations Test (MRT). Path analyses showed that computer experience substantially
mediates the gender difference in spatial ability observed on the MRT. These results collectively suggest that the “Digital
Divide” is an important phenomenon and that encouraging women and girls to gain spatial experiences, such as computer usage,
might help to bridge the gap in spatial ability between the sexes.
The popularity of video games, especially violent video games, has reached phenomenal proportions. The theoretical line of reasoning that hypothesizes a causal relationship between violent video-game play and aggression draws on the very large literature on media violence effects. Additionally, there are theoretical reasons to believe that video game effects should be stronger than movie or television violence effects. This paper outlines what is known about the relationship between violent video-game playing and aggression. The available literature on virtual reality effects on aggression is discussed as well. The preponderance of the evidence from the existing literature suggests that exposure to video-game violence increases aggressive behavior and other aggression-related phenomena. However, the paucity of empirical data, coupled with a variety of methodological problems and inconsistencies in these data, clearly demonstrate the need for additional research.
A study of the effect of video game practice on spatial abilities in girls and boys was carried out. Spatial performance, measured using two subtests of a computerized spatial skills battery, was significantly better in boys than in girls during pretest assessment. Subjects then practiced on an action video game, Marble Madness, or a computerized word game, Conjecture. Video game practice was significantly more effective than the word game in improving spatial performance on the posttest assessment; there was no significant interaction of gender with experimental treatment. However, video game practice was more effective for children who started out with relatively poor spatial skills. The pattern of results suggests that video games may be useful in equalizing individual differences in spatial skill performance, including those associated with gender.
Time-use diaries were collected over a 3-year period for 2 cohorts of 2- and 4-year-old children. TV viewing declined with age. Time spent in reading and educational activities increased with age on weekdays but declined on weekends. Time-use patterns were sex-stereotyped, and sex differences increased with age. As individuals' time in educational activities, social interaction, and video games increased, their time watching entertainment TV declined, but time spent playing covaried positively with entertainment TV. Educational TV viewing was not related to time spent in non-TV activities. Maternal education and home environment quality predicted frequent viewing of educational TV programs and infrequent viewing of entertainment TV. The results do not support a simple displacement hypothesis; the relations of TV viewing to other activities depend on the program content, the nature of the competing activity, and the environmental context.
Research on exposure to television and movie violence suggests that playing violent video games will increase aggressive behavior. A metaanalytic review of the video-game research literature reveals that violent video games increase aggressive behavior in children and young adults. Experimental and nonexperimental studies with males and females in laboratory and field settings support this conclusion. Analyses also reveal that exposure to violent video games increases physiological arousal and aggression-related thoughts and feelings. Playing violent video games also decreases prosocial behavior.
Literacy plays an important role in the development of language in school-age children and adolescents. For example, by reading a variety of books, magazines, and newspapers, students gain exposure to complex vocabulary, and reading becomes a prime opportunity for learning new words. Despite the importance of reading for lexical development, little is known about the pleasure reading habits of today's youth. The first goal of this investigation was to examine the preferences of older children and young adolescents with respect to reading as a leisure-time activity and its relationship to other free-time options that are likely to compete for their attention. The second goal was to examine the amount of time that young people spend reading for pleasure each day and the types of materials they most enjoy reading. The third goal was to determine if preferences for free-time activities and reading materials would evince age- and gender-related differences during the period of development from late childhood through early adolescence (ages 11-15 years). The findings could serve as a reference point for understanding what is reasonable to expect of students during this age range.
The participants were 100 sixth graders (mean age = 11;7 [years; months]) and 100 ninth graders (mean age = 14;8) attending public schools in western Oregon. Each group contained an equal number of boys and girls, all of whom spoke English as their primary language and were considered to be typical achievers. All participants completed a survey concerning their preferred free-time activities and reading materials. They also reported the average amount of time they spent reading for pleasure each day.
The most popular free-time activities were listening to music/going to concerts, watching television or videos, playing sports, and playing computer or video games. Least preferred activities were cooking, running or walking, writing, and arts and crafts. Reading was moderately popular. The most popular reading materials were magazines, novels, and comics; least popular were plays, technical books, and newspapers. Interest in pleasure reading declined during this age range (11-15 years), and boys were more likely than girls to report that they spent no time reading for pleasure.
Given the importance of reading to lexical development in school-age children and adolescents, reading should be promoted as a leisure activity during these years. School-based speech-language pathologists (SLPs), in their role as language consultants, can benefit from understanding the pleasure-reading patterns of today's youth. It is especially important for SLPs to monitor these patterns in students who have language disorders, as it is common for these young people to experience deficits in reading and in lexical development. Fortunately, much can be done in school settings to encourage strong literacy habits in all students if SLPs work collaboratively with teachers, principals, psychologists, librarians, parents, and students. Suggestions are offered for ways to encourage young people to spend more time reading for pleasure.
From questions surrounding motives to the concept of crimes of passion, the intersection of emotional states and legal practice has long interested professionals as well as the public—recent cases involving extensive pretrial publicity, highly charged evidence, and instances of jury nullification continue to make the subject particularly timely. With these trends in mind, Emotion and the Law brings a rich tradition in social psychology into sharp forensic focus in a unique interdisciplinary volume. Emotion, mood and affective states, plus patterns of conduct that tend to arise from them in legal contexts, are analyzed in theoretical and practical terms, using real-life examples from criminal and civil cases. From these complex situations, contributors provide answers to bedrock questions—what roles affect plays in legal decision making, when these roles are appropriate, and what can be done so that emotion is not misused or exploited in legal procedures—and offer complementary legal and social/cognitive perspectives on these and other salient issues:
• Positive versus negative affect in legal decision making.
• Emotion, eyewitness memory, and false memory.
• The influence of emotions on juror decisions, and legal approaches to its control.
• A terror management theory approach to the understanding of hate crimes.
• Policy recommendations for managing affect in legal proceedings.
• Additional legal areas that can benefit from the study of emotion.
Emotion and the Law clarifies theoretical grey areas, revisits current practice, and suggests possibilities for both new scholarship and procedural guidelines, making it a valuable reference for psycholegal researchers, forensic psychologists, and policymakers.
A survey was conducted among 346 children from the 7th and 8th grade of 7 elementary schools to examine possible positive and negative effects of playing videogames. Analyses revealed that playing videogames did not appear to take place at the expense of children's other leisure activities, social integration, and school performance. A gender difference arose: Boys spent more time playing videogames than did girls. There was no significant relationship between the amount of time children spent on videogames and aggressive behavior. A negative relationship between time spent playing videogames and prosocial behavior was found; however, this relationship did not appear in separate analyses for boys and girls. Furthermore, a positive relationship was found between time spent on videogames and a child's intelligence.
In recent months a controversy has emerged in the United States over the possible effects video game usage has on the individual personality. At present no empirical data exist to indicate whether there are any personality differences between high- and low-use video game players. High and low users of video games (N = 280) were compared by sex. No significant differences were found between groups for either sex on the personality dimensions of: 1) self-esteem–self-degradation, 2) social deviancy–social conformity, 3) hostility–kindness, 4) social withdrawal–gregariousness, 5) obsessive–compulsive, and 6) achievement motivation. Correlations between the six personality variables and the weekly amount of time spent playing video games yielded no significant relationships for either sex. Correlations between the variables and length of experience with video games indicated that females with longer experience were more achievement motivated than females with lesser experience.
Using content analysis, this research examinesthe portrayal of women and the use of violent themes ina sample of 33 popular Nintendo and Sega Genesis videogames. It is proposed that video games, like other media forms, impact the identity ofchildren. This analysis reveals that traditional genderroles and violence are central to many games in thesample. There were no female characters in 41% of the games with characters. In 28% of these, womenwere portrayed as sex objects. Nearly 80% of the gamesincluded aggression or violence as part of the strategyor object. While 27% of the games containedsociallyacceptable aggression, nearlyhalf included violencedirected specifically at others and 21% depictedviolence directed at women. Most of the characters inthe games were Anglo.
A survey was conducted among 346 children from the 7th and 8th grade of 7 elementary schools to examine possible positive and negative effects of playing videogames. Analyses revealed that playing videogames did not appear to take place at the expense of children's other leisure activities, social integration, and school performance. A gender difference arose: Boys spent more time playing videogames than did girls. There was no significant relationship between the amount of time children spent on videogames and aggressive behavior. A negative relationship between time spent playing videogames and prosocial behavior was found; however, this relationship did not appear in separate analyses for boys and girls. Furthermore, a positive relationship was found between time spent on videogames and a child's intelligence.
Functional equivalence theory was applied to a study of eighth graders contrasting recreational users and intellectual users of computers in terms of academic performance and use of other media. Recreational users, who play video games frequently, were the heaviest television viewers and performed the most poorly at school. Intellectual users, who use computers for writing programs and for schoolwork, were the lightest television viewers and demonstrated the highest school performance; they were also infrequent leisure readers. Multi-users, who engage in both recreational and intellectual computer use, were the most infrequent readers. Low users, who seldom or never use computers, were the most frequent leisure-time readers. These findings suggest that computer use may be functionally equivalent to reading for some children and may be displacing time they would otherwise spend with print media. Future research using panel studies could examine whether the time spent with various media is actually changing as children gain access to computers. This study also finds that different factors are associated with amount and type of computer use. By amount of use, frequent computer users have the most access to the technology and are the most infrequent readers. By type of use, intellectual users are the most academically motivated and the least frequent television viewers, while recreational users are the least academically motivated and the most frequent television viewers. Keywords: children, adolescents, mass media, reading, television, computer use, video games, computer programming, functional equivalence, attitudes, academic motivation, self-efficacy, computer access.
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Bibliographic reference:
Lieberman, D.A., Chaffee, S.H., & Roberts, D.F. (1988). Computers, mass media, and schooling: Functional equivalence in uses of new media. Social Science Computer Review, 6(2), 224-241.
Video games are increasing in popularity and use, with 42% of households in the United States owning a video game console (Interactive Digital Software Association, 2001a, 2001b). Children and young adults are frequent users (Roberts, Foehr, Rideout, & Brodie, 1999). Yet social scientific investigation of the advertising messages used to promote the games is rare. This study attempts to fill that gap with a quantitative content analysis of 1,054 advertisements for video games appearing in large-circulation video game magazines. The study examines the portrayal of gender and violence in the images and text of the ads, as well as the representation of race and ethnicity, the genre of the game, the rating/label, and the use of advertising appeals such as user identification. Results show that 55.8% of the games contained violence, an average of 2.5 weapons appeared per ad, and males outnumbered females by more than 3 to 1.
Predictors of media use of children from 1 to 12 years old were examined for 3 ethnic groups (European American, African American, and Hispanic American). Data from the Child Development Supplement to the Panel Study of Income Dynamics representing 1,819 children were used. Models consisting of child characteristics, demographics, family characteristics, and parental well-being predictors accounted for more of the variation in media use (television and video games) by European Americans and Hispanic Americans than they did for African Americans. Generally, variables predicted total use of television similarly for the 3 ethnic groups tested. Parental education predicted use of educational media only for European Americans. Electronic video game use varied almost exclusively by the age and gender of the child. The very different patterns for television and electronic game use suggest that these media may fulfill different functions for children and families.
Surveyed 152 9th–12th graders to determine Ss' reasons for playing video games and the relationship of playing games to academic performance. Results show that reasons for playing included excitement, being good at it, and having friends who play and that reasons for playing were related to age, sex, and amount of time and money spent on games. Time and money were positively correlated with each other and negatively correlated with English grades. (14 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined the effects of home videogame systems on daily activities for 64 children (aged 9–16 yrs) over a 5-mo period. Three groups were contrasted: a new game group (
n = 22), who received a home videogame system in December; an old game group (
n = 25), who had owned a videogame for a year; and a no game group (
n = 17), who did not own a videogame system. Ss responded to questionnaires about their leisure activities, their school work, and their peer interactions, in both November and March. The new game Ss received an additional assessment in January, 3 wks after 1st receiving their videogame. Results show that an initial high involvement with the videogame soon dropped off. Early decreases in leisure activities (TV, for example) also soon disappeared. School activities and peer involvement were not affected at any point. It is concluded that owning a videogame does not greatly alter a child's activities. (12 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The purpose of present study was to investigate differences in media violence exposure between groups of adolescents with and without Disruptive Behavior Disorders with Aggressive Features, using a case-controlled design and multimethod assessment. Samples of 27 adolescents aged 13-17 with Disruptive Behavior Disorder with Aggressive Features and 27 age-gender-IQ matched controls completed a semistructured interview about exposure to violence on television and video games; parents completed a corresponding questionnaire measure. Moderate intercorrelations were found between most self- and parent-report television and video game violence exposure measures. Compared to control adolescents, adolescents with Disruptive Behavior Disorder with Aggressive Features had higher aggregate media violence exposure, higher exposure to video game violence, and higher parent-reported exposure to television violence. Results show that adolescents and parents agree about the adolescent's level of media violence exposure, that exposure to violence on television tends to be accompanied by exposure to violence in video games, and that the association between media violence exposure and Disruptive Behavior Disorder with Aggressive Features is not due to a spurious effect of gender or IQ. Aggr. Behav. 31:000–000, 2005. © 2005 Wiley-Liss, Inc.
The same-sex and opposite-sex friendship patterns of men and women students from two first-year psychology classes at the University of Waikato in New Zealand were examined. A friendship questionnaire previously used in the United States of America was administered to compare results of the two cultures. Findings from this study support American research suggesting that women are more intimate and emotional in their same-sex friendships than men, and tend to place a higher value on these friendships than men do. In accordance with findings of the American sample, New Zealand women emphasized talking, emotional sharing, and discussing personal problems with their same-sex friends, and men showed an emphasis on sharing activities and doing things with their men friends. Differences between the American and New Zealand samples were shown for men in the number of friends and the intimacy levels of these friendships. New Zealand men preferred numerous but less intimate same-sex friends, while women (as in the United States) showed a preference for a few, close, intimate same-sex friends. Men, in contrast to women, derived emotional support and therapeutic value more from their opposite-sex relationships than their same-sex friendships. Finally, more men than women stated they would not cancel an engagement with an opposite-sex friend in order to go out with a same-sex friend. Results are interpreted as suggesting a need for changes in the current socialization process of males who are taught to repress their emotions and form rather less intimate and possibly less beneficial same-sex friendships than women.
Within a weighted, nationally representative sample of 2902 children, differences in electronic media use by age and sex were examined. The data collected were part of the University of Michigan's Child Development Supplement (CDS) to the Panel Study of Income Dynamics (PSID), and included two 24-h time-use diaries, one from a weekday and one from a weekend day. Children and their parents reported the titles of television programs, videotapes, and electronic games (both computer and platform) that the children used. These titles were coded by genre, and differences in total time and in time spent with specific genres within each medium were examined. Main effects of age and sex on total use and use by genres are reported. Among other results, oldest boys were found to spend more time watching sports programs and playing electronic sports games while the oldest girls spend more time watching relationship dramas and not a large amount of time playing video games. The results indicate the diverging media interests of boys and girls. Use patterns may also suggest a lack of availability of appropriate electronic games for older girls.
Older adolescents played the video game Tetris for a total of 6 hr each in two separate experiments. None of the subjects had had any prior experience with Tetris, a video game requiring the rapid rotation and placement of seven different-shaped blocks. In Experiment 1, subjects were pre- and posttested on paper-and-pencil measures of spatial ability. In Experiment 2, computerized measures of mental rotation and visualization skills were administered. In both studies, experimental subjects' pre-post scores were compared to pre-post scores obtained from a control sample of subjects. Results indicated that playing Tetris improves mental rotation time and spatial visualization time. Consistent with earlier research, reliable and consistent differences between males and females were only obtained on complex mental rotation tasks.
One of the main concerns that has constantly been raised against video games is that most of the games feature aggressive elements. This has led many people to assert that this may have a detrimental effect on individuals who play such games. Despite continuing controversy for over 15 years, there has been little in the way of systematic research. This article reviews the empirical studies in this area, including research methodologies such as the observation of free play, self-report methods, and experimental studies. The article argues that all the published studies on video game violence have methodological problems and that they only include possible short-term measures of aggressive consequences. The one consistent finding is that the majority of the studies on very young children—as opposed to those in their teens upwards—tend to show that children do become more aggressive after either playing or watching a violent video game. However, all of these come from the use of one particular research methodology (i.e., observation of children’s free play).
The recent increase in the home video games market has resulted in the ready availability of such games. This study attempted to quantify the extent of home video game playing in a typical population of 11-16-year-olds (429 males and 387 females). Of the children questioned 77.2% played video games. The most common pattern of play was daily with most of the players playing for between one half and one hour per day. A small population of players (7·5% of players: 5·7% of total sample) was identified whose behavior might be considered to be addictive.
Thesis (M. Soc Sc. Psychology)--University of Waikato, 1987. Bibliography: leaves 76-80.
La industria de juegos por computadora crece aceleradamente, pero no así la diversidad de público a quien éstos van dirigidos; el mercado femenino ofrece grandes oportunidades si se diseñan productos específicos para las mujeres. Con la finalidad de acercar la industria del entretenimiento a un público más general, la autora explica las diferentes maneras en que las personas de diferentes géneros se acercan y resuelven los conflictos y cuáles son sus respuestas y criterios ante el entretenimiento.
S. L. Bem's definition of psychological androgny as the integration of both masculinity and femininity within a single individual obscures a potentially important distinction between those individuals who score high on both masculinity and femininity and those who score low on both. To assess the importance of this distinction, the Bem Sex-Role Inventory was administered to 375 male and 290 female undergraduates, along with a variety of other pencil-and-paper questionnaires, and in addition, the results of Bem's earlier laboratory studies were reanalyzed with the low-low scorers separated out. High-high and low-low scorers did not differ significantly on the Attitudes Toward Women Scale, Rotter's Internal-External Locus of Control Scale, the Mach IV Scale, or the Attitudes Toward Problem-Solving Scale, nor did they differ significantly in 2 of Bem's 3 previous studies. Nevertheless, low-low scorers were significantly lower in self-esteem (Texas Social Behavior Inventory) than high-high scorers, they displayed significantly less responsiveness toward a kitten, and, among men, they reported significantly less self-disclosure (Jourard's Self-Disclosure Scale). Although the results are not consistent, it is concluded that a distinction between high-high and low-low scorers does seem to be warranted. (29 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Video games have become one of the favorite activities of American children. A growing body of research is linking violent video game play to aggressive cognitions, attitudes, and behaviors. The first goal of this study was to document the video games habits of adolescents and the level of parental monitoring of adolescent video game use. The second goal was to examine associations among violent video game exposure, hostility, arguments with teachers, school grades, and physical fights. In addition, path analyses were conducted to test mediational pathways from video game habits to outcomes. Six hundred and seven 8th- and 9th-grade students from four schools participated. Adolescents who expose themselves to greater amounts of video game violence were more hostile, reported getting into arguments with teachers more frequently, were more likely to be involved in physical fights, and performed more poorly in school. Mediational pathways were found such that hostility mediated the relationship between violent video game exposure and outcomes. Results are interpreted within and support the framework of the General Aggression Model.
The author's purpose in this study was to test 4 hypotheses that proposed different paths for the influences of children's television viewing on their academic achievement. Data were drawn from the 1997 Child Development Supplement (CDS) to the Panel Study of Income Dynamics (PSID). The population for this study included 1,203 children between the ages of 6 and 13 years from the CDS-PSID data set. The author used structural equation modeling to test pathways from children's television viewing to their academic achievement. The author assumed that children's television viewing hindered their academic achievement by reducing certain traits that related to academic achievement. Results showed that 3 hypothetical models fit the data--the time-displacement hypothesis, the mental effort-passivity hypothesis, and the attention-arousal hypothesis. A 4th hypothetical model, the learning-information hypothesis, which proposed that children's television viewing practices stimulate their academic achievement, was not supported. In sum, children who watched more television tended to spend less time doing homework, studying, and reading for leisure. In addition, their behaviors became more impulsive, which resulted in an eventual decrease in their academic achievement.
Computer games were conceptualized as a potential mode of entry into computer-related employment for women. Computer games contain increasing levels of realism and violence, as well as biased gender portrayals. It has been suggested that aggressive personality characteristics attract people to aggressive video games, and that more women do not play computer games because they are socialized to be non-aggressive. To explore gender identity and aggressive personality in the context of computers, an online survey was conducted on women who played computer games and women who used the computer but did not play computer games. Women who played computer games perceived their online environments as less friendly but experienced less sexual harassment online, were more aggressive themselves, and did not differ in gender identity, degree of sex role stereotyping, or acceptance of sexual violence when compared to women who used the computer but did not play video games. Finally, computer gaming was associated with decreased participation in computer-related employment; however, women with high masculine gender identities were more likely to use computers at work.
Children's exposure to violence, blood, sexual themes, profanity, substances, and gambling in the media remains a source of public health concern. However, content in video games played by older children and adolescents has not been quantified or compared with the rating information provided to consumers by the Entertainment Software Rating Board (ESRB).
To quantify and characterize the content in video games rated T (for "Teen") and to measure the agreement between the content observed in game play and the ESRB-assigned content descriptors displayed on the game box.
We created a database of all 396 T-rated video game titles released on the major video game consoles in the United States by April 1, 2001, to identify the distribution of games by genre and to characterize the distribution of ESRB-assigned content descriptors. We randomly sampled 80 video game titles (which included 81 games because 1 title included 2 separate games), played each game for at least 1 hour, quantitatively assessed the content, and compared the content we observed with the content descriptors assigned by the ESRB.
Depictions of violence, blood, sexual themes, gambling, and alcohol, tobacco, or other drugs; whether injuring or killing characters is rewarded or is required to advance in the game; characterization of gender associated with sexual themes; and use of profanity in dialogue, lyrics, or gestures.
Analysis of all content descriptors assigned to the 396 T-rated video game titles showed 373 (94%) received content descriptors for violence, 102 (26%) for blood, 60 (15%) for sexual themes, 57 (14%) for profanity, 26 (7%) for comic mischief, 6 (2%) for substances, and none for gambling. In the random sample of 81 games we played, we found that 79 (98%) involved intentional violence for an average of 36% of game play, 73 (90%) rewarded or required the player to injure characters, 56 (69%) rewarded or required the player to kill, 34 (42%) depicted blood, 22 (27%) depicted sexual themes, 22 (27%) contained profanity, 12 (15%) depicted substances, and 1 (1%) involved gambling. Our observations of 81 games match the ESRB content descriptors for violence in 77 games (95%), for blood in 22 (27%), for sexual themes in 16 (20%), for profanity in 14 (17%), and for substances in 1 (1%). Games were significantly more likely to depict females partially nude or engaged in sexual behaviors than males. Overall, we identified 51 observations of content that could warrant a content descriptor in 39 games (48%) in which the ESRB had not assigned a content descriptor. We found that the ESRB assigned 7 content descriptors for 7 games (9%) in which we did not observe the content indicated within 1 hour of game play.
Content analysis suggests a significant amount of content in T-rated video games that might surprise adolescent players and their parents given the presence of this content in games without ESRB content descriptors. Physicians and parents should be aware that popular T-rated video games may be a source of exposure to a wide range of unexpected content.
Generation M: Media in the lives of 8-18 year-olds [executive summary
- V Rideout
- D F Roberts
- U G Foehr
Media in the home 2000: The fifth annual survey of parents and children
- E H Woodard
- N Gridina
Woodard, E. H., & Gridina, N. (2000). Media in the home 2000: The fifth
annual survey of parents and children. Philadelphia: University of
Pennsylvania, The Annenberg Public Policy Center. Retrieved
August 1, 2005, from http://www.annenbergpublicpolicycenter.
org/05_media_developing_child/mediasurvey/survey7.pdf.
The new gender gap. Instructor
- D Connell
- B Gunzelmann
- D. Connell
Connell, D., & Gunzelmann, B. (2004). The new gender gap.
Instructor, 113(6), 14-17 (March).
Demographic information
Interactive Digital Software Association (2005). Demographic information. Retrieved July 28, 2005 from http://www.idsa.com/
pressroom.html.