Exploring the influence of gender and gaming competence on attitudes towards using instructional games

Bonanno, Philip; Kommers, Piet

doi:10.1111/j.1467-8535.2007.00732.x

Cited by 83 publications

(81 citation statements)

References 26 publications

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“…In addition, females sometimes report that game-based learning is less interesting and enjoyable than males do (e.g., Bonanno & Kommers, 2008), although we note that these differences may be explained by other factors, especially amount of prior experience with game play and whether games are perceived as easy to use (Bourgonjon, Valcke, Soetaert, & Schellens, 2010). Gender differences have also been also associated with the dependent variable of empathy.…”

Section: Learning Outcomes and Control Variablesmentioning

confidence: 88%

How do presence, flow, and character identification affect players’ empathy and interest in learning from a serious computer game?

Bachen

Hernndez-Ramos

Raphael

et al. 2016

Computers in Human Behavior

116

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a b s t r a c tThis study develops and tests an integrated model of how three psychological variablesdpresence, flow, and character identificationdcontribute to interest in learning and empathy with people from other cultures through a simulation game. U.S. college students played one of two roles (an American journalist or Haitian survivor) in the game that dealt with the aftermath of the 2010 Haiti earthquake. Presence was a powerful predictor of flow, character identification, and empathy felt during the games. Furthermore, empathy experienced by game play significantly predicted interest in learning more about the game topics. Flow and identification made secondary contributions to learning outcomes, with flow mediating the effect of presence on males' empathy and identification contributing to females' interest in learning. While the proposed model was generally successful at predicting outcomes, it did a better job of accounting for the experience of participants who played a role rooted in their own culture (the journalist) than in a different culture (the survivor), and for female than male players. Our results suggest that serious game designers should prioritize inducing empathy and immersive presence in players, giving secondary attention to designing for flow and character identification.

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Section: Learning Outcomes and Control Variablesmentioning

confidence: 88%

How do presence, flow, and character identification affect players’ empathy and interest in learning from a serious computer game?

Bachen

Hernndez-Ramos

Raphael

et al. 2016

Computers in Human Behavior

116

View full text Add to dashboard Cite

show abstract

“…Aside from differences that have been proven for computer usage in general, such as that males are more confident and skilled in handling computers [4], there is also particular evidence that males are specifically more engaged leisure game players than females [5]. Despite the popularity of computer games is rising in general, the majority of the medium's audience is still male [6].…”

Section: Computer Games and Gender Differencesmentioning

confidence: 99%

“…It could be shown that males have in general better computer skills and literacy [4]. Research results on online skills have shown that although there are no great gender differences in online abilities, females self-assess their skills significantly lower than males -which in turn may affect their online and usage behavior [22].…”

Section: Skillsmentioning

confidence: 99%

“…Females should be provided with a clearer, somewhat simpler visual design, while males should be provided with more complex, animated visual design elements [38,39]. This would also accommodate an adaptation to spatial ability [23], as well as to the level of experience with games (computer literacy, [4]). In the 80Days game design this aspect of adaptation is implemented in the visual design of the UFO cockpit and head-up-display (HUD), with information displays that can be activated and deactivated (see Figure 2).…”

Section: Educational Game Design For Gender-based Adaptation: a Case mentioning

confidence: 99%

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Little Big Difference: Gender Aspects and Gender-Based Adaptation in Educational Games

Steiner

Kickmeier-Rust

Albert

2009

Lecture Notes in Computer Science

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Abstract.Computer games are tremendously successful and this is why the potential of using this medium for educational purposes is increasingly recognized and researched. However, as new learning technologies need to be appropriate for all students and ensure equal learning opportunities, it is important to take into account evidences on gender differences in the context of computer games. This paper reviews relevant research results on gender aspects. Aiming for the realization of gender-based adaptation in digital educational games, a model incorporating research evidences on gender aspects is elaborated and implications for adaptation are derived. Adaptation principles and game design are illustrated by means of the 80Days project.

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“…남학생은 여학생과 비교해 게임을 더 많이, 더 자주 이용할 뿐 아니라 상이한 게임유형을 선호한다 [10]. 또한 여성과 남성은 게임이용 태도도 매 우 상이한 것으로 나타난다 [11]. …”

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Game Use and School Life of Korean Adolescents: Gender Difference and Moderating Effects of Social Relationship

Kim¹,

Youm²

2016

The Journal of the Korea Contents Association

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This study examines links between Korean adolescents' uses of games and their school lives.A gender-based analysis was conducted and moderating effects of social relationship variables were tested. The major findings are as follows. First, some gender differences were found in impacts of game use. For example, although a game addiction variable appeared to influence both male and female adolescents negatively on the school-related conscientiousness, only male students displayed a negative impact of game time. It represents a gender difference in the preferred game genres and ways of using them. Second, the analysis showed that variables of social relationship could moderate the negative effects of game use. While the relationship with father appeared to moderate the negative effects of game time in male adolescents, the relationship with mother turned out to relieve the negative impacts of game addiction in female ones. In the case of male adolescents, however, the relationship with the parents did not show any moderating effect on game addiction. This study supports the claim that it is necessary to take a gendered approach in studying gaming.■ keyword :|Game Use|School Life|Social Relationship|Gender Difference|Moderating Effect|

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Exploring the influence of gender and gaming competence on attitudes towards using instructional games

Cited by 83 publications

References 26 publications

How do presence, flow, and character identification affect players’ empathy and interest in learning from a serious computer game?

How do presence, flow, and character identification affect players’ empathy and interest in learning from a serious computer game?

Little Big Difference: Gender Aspects and Gender-Based Adaptation in Educational Games

Game Use and School Life of Korean Adolescents: Gender Difference and Moderating Effects of Social Relationship

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