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... Females prefer exploratory games while males prefer games that involve strategy and direct instructions from the system. Homer et al. (2012) also found that male learners prefer action games while female learners prefer to play virtual or simulation and puzzle games. Females also tend to prefer autonomous learning while men view digital games as a way to socialize and develop skills, which is why males are more engaged in game-based learning. ...
... Females also tend to prefer autonomous learning while men view digital games as a way to socialize and develop skills, which is why males are more engaged in game-based learning. Homer et al. (2012) found that male learners tend to be more engaged in digital-based learning and usually they spent more time on gameplay than female learners. Hamlen investigated the relationship between success in gameplay and time spent playing games in a study on gender difference, with the assumption that more time spent playing could lead to success in gameplay (Hamlen, 2010). ...
... We found that the in-game behaviors and change in STEM interest of male learners differ from the female learners. Male learners tend to travel more and cover a larger area of exploration compared to the female learners (RQ1) which resonates with prior research on gender difference that male learners tend to be more engaged in digital game-based learning and spent more time on gameplay (Homer et al., 2012). This may explain why they tend to travel more than female learners. ...
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In this paper, we analyze how male and female learners differ in their in-game behaviors, knowledge assessment outcomes, and STEM interest using the What-If Hypothetical Implementations using Minecraft (WHIMC). We also investigate how male and female learners’ self-reported levels of frustration and boredom relate to these outcomes. We examine in-game data, out-of-game assessment data, self-reported frustration and boredom, and results of the STEM interest questionnaire (SIQ) from 175 Grade 8 learners from a school in the Philippines. We found that male learners tend to explore more than female learners. Both genders learn more through more exploration, making more observations, and completing tasks, but only female learners benefit from having more idle time. Male learners had a higher increase in STEM interest compared to female learners, while there is no significant difference in assessment scores between the genders. This study also found that boredom and frustration have a negative impact on academic outcomes, behavior, and STEM interest, especially among female learners. Bored female learners tend to do less well on post-game assessments, explore less, and make fewer observations. Frustrated female learners tend to not complete the task. Female learners who expressed frustration or boredom tend to have a decreased interest in SIQ in the Interest category after playing WHIMC.
... April 21-24, 2022 Los Angeles, USA www.istes.org Digital games especially affect children and adolescents (Griffiths, 1998;Homer et al., 2012). Studies show that especially males aged 10-19 have a higher tendency to play games uncontrolled and for a long time compared to females and other age groups (Griffiths et al. 2004;McInroy & Mishna, 2017). ...
... The type of game adolescents frequently play has been battle royale games for females and males. This result differs from many studies in the literature (Greenberg et al., 2010;Homer et al., 2012). This difference can be explained by the emergence of new game genres, the development of technology and the game industry. ...
... It is thought that these types of games step forward because of the challenge, socialization, and the desire of people to be accepted by their peers. In the literature, studies infer that the types of games played are educational games (Talan & Kalınkara, 2020), puzzle and intelligence games (Homer et al., 2012), strategy and sports/racing games (Greenberg et al., 2010), and action, adventure and war games (Korkmaz & Korkmaz, 2019). When the purposes of playing games are examined, it is seen that most of the answers given are entertainment. ...
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Proceedings of International Conference on Humanities, Social and Education Sciences - 2022 © 2022 Published by the ISTES Organization ISBN: 978-1-952092-33-6 Editors: Omid Noroozi & Ismail Sahin Conference: International Conference on Humanities, Social and Education Sciences (iHSES) Dates: April 21-24, 2022 Location: Los Angeles, USA Web: www.ihses.net
... Greenberg et al., (2010), in a sample of university students in the United States, found that women showed preference for traditional game categories, such as Platforms and Puzzles, compared to games of Strategy, Simulation and Adventure and Physical (sports, fight, shootings and races/speed). Homer et al. (2012), observed that the percentage of VG preferred by either gender was similar. However, few men showed preference for games considered typically feminine. ...
... In reference to PVG according to type of game, consistent with previous research, it was found that women play all kind of VG, however, unlike men, they prefer VG which contain less sexualized and violent elements (Action and adventure, puzzles, simulators and platform), they also play VG more typical of men (MMORPG, Fighting, Shooting or Role playing), despite the biases noted on the number of female characters and their sexualization. These data coincide with previous studies on the preference of VG in women (Feijoo and García, 2017;Greenberg et al., 2010;Homer et al., 2012). The discrepancy between VG played and VG preferred is reduced and it probably shows that, sometimes, they play what is available. ...
... Gaming time is less than 81 minutes per day in the Australian sample (indicated by Brand et al., 2019). Also, these times are less than those reported by men, whose figures range from 11 (Lucas y Sherry, 2004) to 43 hours per week (Homer et al., 2012). The majority play less than three days per week, although 6.3% admit playing every day. ...
Article
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The information on the use of Videogames (VG) in general samples fundamentally reflects the characteristics of men, because of their greater participation in VG, making it difficult to identify the characteristics of women and their gaming activity. Objective: To describe the gaming behaviour of adolescent and young women in Madrid, and its relation with the development of gaming problems. Method: A self-report questionnaire (Gamertest) was applied to a sample of 1,228 women (12 - 22 years old) (M = 14.84; SD = 2.469), selected by randomized sampling in schools in the Community of Madrid. Results: 51% of women admit gaming. The typical profile is a woman who plays VG sporadically and for short periods of time, preferably Action and Adventure games or Puzzles and Platforms, mainly on smartphones, at home and alone, with the purpose of having fun. The main predictive variables of gaming problems, identified with the Internet Gaming Disorder (IGD) in women are: a greater number of hours of use, playing Massively Multiplayer Online Role-Playing Game (MMORPG), and Strategy VG. The most protective factor is playing VG accompanied. The results are discussed. La información sobre el uso de Videojuegos (VJ) en muestras generales refleja fundamentalmente las características de los hombres, por su mayor participación en VJ, dificultando identificar las características de las mujeres y su actividad de juego. Objetivo: Describir el comportamiento lúdico de adolescentes y jóvenes madrileñas y su relación con el desarrollo de problemas de juego. Método: Se aplicó un cuestionario de autoinforme (Gamertest) a una muestra de 1.228 mujeres (12 - 22 años) (M = 14.84; DT = 2.469), seleccionadas mediante muestreo aleatorio en centros educativos de la Comunidad de Madrid. Resultados: el 51% de las mujeres admite jugar. El perfil típico es una mujer que juega a VJ de forma esporádica y por cortos periodos de tiempo, preferiblemente juegos de Acción y Aventura o Puzles y Plataformas; principalmente en smartphones, en casa y sola, con el propósito de divertirse. Las principales variables predictivas de problemas de juego, identificadas con el Trastorno del Juego de Internet (TJI) en mujeres son: mayor número de horas de uso, participación en juegos de rol multijugador masivo online (MMORPG) y VJ de estrategia. El factor protector más importante es jugar a VJ acompañado. Se discuten los resultados.
... . Global Player Forecast 2015-2024 (Newzoo, 2021) Digital games especially affect children and adolescents (Griffiths, 1998;Homer et al., 2012). Studies show that especially males aged 10-19 have a higher tendency to play games uncontrolled and for a long time compared to females and other age groups (Griffiths et al. 2004;McInroy & Mishna, 2017). ...
... The type of game adolescents frequently play has been battle royale games for females and males. This result differs from many studies in the literature (Greenberg et al., 2010;Homer et al., 2012). This difference can be explained by the emergence of new game genres, the development of technology and the game industry. ...
... It is thought that these types of games step forward because of the challenge, socialization, and the desire of people to be accepted by their peers. In the literature, studies infer that the types of games played are educational games (Talan & Kalınkara, 2020), puzzle and intelligence games (Homer et al., 2012), strategy and sports/racing games (Greenberg et al., 2010), and action, adventure and war games (Korkmaz & Korkmaz, 2019 (Brooks et al., 2011), and the gender gap is closed (Homer et al., 2012). ...
Conference Paper
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Digital games are tools where individuals from all ages have fun, socialize, and spend time. They have positive effects as well as negative effects. One of the most notable negative effects is addiction. In general terms, digital game addiction is playing games without control. To that end, this study examines adolescents' digital game addictions by their digital game tendencies, gender, and gaming spending. In this direction, the research sample consists of a total of 191 adolescents, 90 female and 101 male. Descriptive statistics and independent samples t-tests were used in the data analysis. When the digital game-playing tendencies of adolescents are analyzed, it is concluded that the games are generally played on the smartphone, are in the battle royale type, and are played for entertainment purposes. Another result collected in the study is that the mean addiction score is statistically significantly higher for males than for females and for those who spend money on games compared to those who do not. The research results were discussed in relation to the studies in the literature, and suggestions were made.
... There are several reasons to assume that games may have differential effects for students with different background characteristics. Boys have been found to play digital games more frequently than girls (Homer et al., 2012;Hygen et al., 2019;Kinzie & Joseph, 2008) and boys' and girls' preferences for game characters and game type (e.g., strategic, problem-solving) can differ (Homer et al., 2012). Additionally, games seem to have the potential to motivate and to reach especially those students with negative learning biographies through their typical characteristics such as graceful failure, scaffolding or providing autonomy. ...
... There are several reasons to assume that games may have differential effects for students with different background characteristics. Boys have been found to play digital games more frequently than girls (Homer et al., 2012;Hygen et al., 2019;Kinzie & Joseph, 2008) and boys' and girls' preferences for game characters and game type (e.g., strategic, problem-solving) can differ (Homer et al., 2012). Additionally, games seem to have the potential to motivate and to reach especially those students with negative learning biographies through their typical characteristics such as graceful failure, scaffolding or providing autonomy. ...
... Those results align with the result of Vogel et al. (2006), showing no significant difference in the effectiveness of game-based learning. This means, even though boys and girls have different preferences for game types (Homer et al., 2012) and play them in different frequencies (Hygen et al., 2019), they equally benefit from game-based learning interventions in STEM subjects. (2019) found when examining the effect of ICT use, students with low socioeconomic backgrounds may learn less when game-based learning is used compared to a traditional classroom setting. ...
Article
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Game-based learning has proven to be effective and is widely used in science education, but usually the heterogeneity of the student population is being overlooked. To examine the differential effects of game interventions in STEM (Science, Technology, Engineering and Mathematics) related subjects on diverse student groups, a meta-analysis has been conducted that included 39 studies that compared game-based learning interventions with traditional classrooms in primary and early secondary education. We found moderate positive effects on cognition (g = .67), motivation (g = .51), and behaviour (g = .93). Additionally, substantial heterogeneity between studies was found. Moderator analyses indicated that primary school students achieve higher learning outcomes and experience game interventions as more motivating than secondary school students, whereas gender did not have any moderating effect. There were too few studies reporting information on the remaining moderators (socioeconomic status, migration background, and special educational needs) to include them in a multiple meta-regression model. Therefore, we assessed their role by separate moderator analyses, but these results need to be interpreted with caution. Additional descriptive analyses suggested that game-based learning may be less beneficial for students with low socioeconomic status compared to students with high socioeconomic status. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
... Similarly, van Rooij et al. (2014) found that males spent 15 h per week playing online video games, while females averaged 7 h. Homer et al. (2012) reported even more significant disparities, with males gaming for 43 h per week compared to 30 h for females and daily gaming durations of 6 versus 4 h, respectively. Although higher video game consumption is often linked to earlier initiation of gaming (Nakayama et al., 2020), studies specifically examining gender-based differences in this area remain limited. ...
... Hypothesis 2 (H2): Significant differences exist between male and female players regarding age of gaming initiation, weekly gaming hours, and experiences of community toxicity. Due to the genderbiased content of video games , disparities in gaming habits are expected among college students, similar to those found in younger populations (Miezah et al., 2020;Homer et al., 2012;Phan et al., 2012). Specifically, we anticipate the following: ...
Article
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Introduction Research on gaming and gaming habits has predominantly focused on younger populations, particularly males. The main objective of this study was to analyze gender-based differences in gamer profiles, considering variables related to gaming habits and the gaming community. Methods A total of 180 Spanish university students currently engaged in video gaming (M = 21.51 years, SD = 3.09, 57.4% male) participated in the study by completing an online questionnaire addressing gaming characteristics such as the age of onset, gaming hours, motives of gaming, and perceived toxicity in the video gaming community. Results The results revealed statistically significant gender differences in the age of gaming initiation, weekly gaming hours, community toxicity, and several gaming motivations, including customization, cognitive challenge, violent gratification, and social interaction. Linear discriminant analysis identified that higher scores in the age of initiation and customization, along with lower scores in violent gratification and community toxicity, formed the combination of predictor variables that most strongly distinguished between genders. Conclusion Understanding these gender differences is essential for capturing current gaming trends and addressing the needs of diverse gamers. Finally, the potential clinical implications of these findings are discussed.
... These differences seem to lead girls and boys to get involved in different ways, which simultaneously implies considering the type of tasks that may be designed, trying to meet their preferences. There are several studies that report these gender differences in the preferences and attitudes of children towards the types of games or tasks that are proposed, generally more exploratory and active for girls and more strategic for boys [22]- [24]. ...
... Still on the students and how they participated in the activities, despite being randomly grouped in terms of gender, the data reveal that, as pointed out by B. D. Homer et al. [22], M. B. Kinzie et al. [23], B. Manero et al. [24], throughout the activities and the rotation between them there seems to have been a regrouping of many of them and a tendency to come together according to their gender, even though the vast majority worked with heterogeneous groups. Moreover, the data seems to reveal some different ways of looking at educational robotics by children, with boys highlighting the fun and enjoyment component of robots and girls giving more relevance to learning, results that are compatible with others that have been developed in the area [21], [23]. ...
Article
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This paper intends to analyze the implementation of the Festival de Robótica - AZORESminiBOT, a robotics festival for the young which purpose was to create learning experiences that lead to the utilization of robots, promoting coding skills and computational thinking, as well as cooperative problem solving and with the mobilization of knowledge from specific curricular areas. At the same time, we intended to sensitize teachers to the relevance and comprehensiveness that robotic and coding activities can have in an educational environment. The festival took place in a school located at São Miguel Island, Azores. The proposed activities and the participation of the children in the four stations available were evaluated using direct observation and surveys by questionnaire. From the observations made by the researchers and the answers to the questionnaires of the 155 children who participated, 11 teachers, and 22 collaborators who facilitated the activities, it was concluded that the activities implemented were of interest to the children and were considered relevant by the teachers, but some aspects concerning the operation of the robots and the scenarios created should be taken care of in the future so that the pedagogical component is effective and of quality.
... Compared with male classmates, Indian female students were more susceptible to online game addiction (Rajanna & Sharma, 2016). Moreover, some works have pointed out that gender differences in Internet gaming addiction were yet to be questioned given that this difference will shrink over time (Homer et al., 2012). Therefore, research on gender differences in PIU remains controversial, and further exploration on this topic needs to be conducted. ...
Article
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This study primarily aims to examine how online social networking addiction and Internet gaming addiction mediate the association of parental phubbing with subjective well-being among Chinese adolescents. The other aim is to investigate the potential gender difference in these interrelationships of parental phubbing, Internet gaming addiction, online social networking addiction, and subjective well-being. The data were collected from a large random questionnaire survey of 1115 school-aged students (47.5% were males and 48.4% were females, mean age = 14.93, standard deviation = 1.95) in Sichuan Province, China. Latent-variable structural equation modeling and multiple-group comparative analyses were conducted to test the proposed theoretical model. Results showed that only Internet gaming addiction significantly mediated the link between parental phubbing and subjective well-being, and the intermediary effect of online social networking addiction was insignificant. Gender difference was found on the path from parental phubbing to adolescents’ subjective well-being by Internet gaming addiction. The results of this study revealed that Internet gaming addiction plays a crucial role in the association between parental phubbing and adolescents’ subjective well-being with gender difference. This understanding provides empirical support for clinicians and social workers to develop and formulate prevention and intervention strategies for different gender groups to improve the well-being of adolescents facing parental phubbing.
... Gender differences in game genre preferences may influence the nuanced relationship between MGC and gaming flow among boys and girls due to distinct socialization processes. It was reported that girls prefer simulation, virtual life, puzzles, and party games more than boys, while boys prefer game genres such as first-person shooter and fighting games (Hamlen, 2011;Homer et al., 2012). Among these genres, social-oriented games, such as simulation and virtual life games, typically emphasize social experience that is associated closely with gaming flow (Hu et al., 2019). ...
Article
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The motivation-cognition-behavior model elucidates the intricate psychological mechanisms that contribute to gaming disorder (GD). To test this new model, the present study employed cross-lagged analysis to investigate the reciprocal relationships among academic stress, gaming flow, maladaptive gaming cognition (MGC), and GD symptoms at two time points, 3 months apart. The participants were 600 Chinese students (52% male; Mage = 9.95) from four primary schools in Hong Kong. The multi-group analysis showed significant gender differences. For girls, there were one linear relationship (MGC to academic stress) and two reciprocal relationships (MGC and GD symptoms, MGC and gaming flow). For boys, there were four linear relationships (MGC to gaming flow, GD symptoms to MGC, gaming flow to academic stress, and academic stress to MGC) but no reciprocal relationships. These findings highlight the complex mechanisms underlying GD development among children, and the importance of considering gender-specific factors in intervention design for this age group.
... The child was asked to select the option they thought Chloe would say by pointing to or voicing the corresponding illustration. The component events were chosen to be generally accepted as likely (plays computer games, plays sports for boys; likes dancing, favorite color is pink for girls) and unlikely (wears glasses and likes vegetables for both genders) for children of this age range according to previous research (Cooke & Wardle, 2005;Corcoran, 2019;Homer et al., 2012;Horwood et al., 2005;Leonhardt & Overå, 2021;LoBue & DeLoache, 2011;Sport England, 2021;Statistica, 2018;The Food Foundation, 2020;Tuero et al., 2014). There were four trials of the task (two girls and two boys), and each trial had a likelyunlikely conjunction. ...
Article
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The studies reported here investigated mechanisms underlying children’s tendency to commit the conjunction fallacy (judging that a conjunction of two events is more likely than one of the events in isolation) when judging people’s characteristics. Study 1 investigated these errors in 4- and 5-year-olds (N = 58) using a newly developed social judgement task in which children judged whether a conjunction or one of its elements would apply to a protagonist. Children made conjunction fallacy errors at chance level. Study 2 (N = 71) replicated these findings using an adapted version of the task, in which children separately judged the likelihood of the conjunction and each of its events. Study 3 investigated age-related changes in conjunction fallacy errors in a sample of 148 children aged 4 to 11 years old and 130 adults. This study also investigated how providing background information on the protagonist influenced error rate. Unlike younger children, 10- and 11-year-olds committed the conjunction fallacy at chance level in the absence of background information, but providing information consistent with the likely component of the conjunction significantly increased their error rate. Adults’ error rate also significantly increased after the introduction of background information. Across all three studies, conjunction fallacy errors were unrelated to cognitive and social–cognitive abilities, such as verbal ability, theory of mind, and inhibitory control (Studies 1 and 2), and prejudice and hindsight bias (Study 3). These findings suggest that it is only in the second decade of life that children use social information to inform their judgements about people and that social decision-making errors are not determined by core aspects of cognitive and social–cognitive development.
... A study showed older people's interest in tangible rewards. The study targeted people between 18 and 40, mainly Generation Y and Generation Z. Playing games has no gender effect [21]. The study emphasizes the young generation's awareness of points and school hierarchy. ...
Conference Paper
Marketers have employed different strategies over recent years to create environmental awareness. Gamification is one of them. These gamifications evolve into positive emotions and can convey messages, leading to sustainable behavior. However, the use of such gamification in e-banking is yet to be explored. This study explores a new paradigm, “green gamified banking,” through e-banking users. The following study develops a hypothesis on three primary emotions, enjoyment, engagement, and motivation, side by side, to provide sufficient evidence of gamification used in e-business such as e-banking. In this context, a survey of 264 people was conducted utilizing partial least square-structural equation modeling. The results provide evidence that enjoyment and motivation have a significantly positive and partial mediation, whereas engagement remains insignificant.
... According to another result obtained from the study, students' school happiness levels and digital game addiction levels do not show significant differences according to their gender. Looking at the literature, studies show that digital game addiction does not differ according to gender variables (Kim et al., 2008;Homer et al. 2012;Musluoglu, 2016). However, these studies are more limited than the others. ...
Article
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The purpose of this research is to examine the relationship between primary school students' school happiness and digital game addictions. The study group of this research, which was designed in the relational survey model, consists of 204 fourth-grade primary school students studying in the Pendik district of Istanbul. In the research, the “School Happiness Scale for Primary School Children” developed by Ozdemir et al. (2021) and “The Digital Game Addiction Scale” which was developed by Lemmens, Valkenburg & Peter (2009) and adapted into Turkish by Yalçın-Irmak & Erdoğan (2015), and later whose validity and reliability analyzes were made for primary school children by Oral and Arabacıoglu (2019) were used. According to the research findings, it was found that the students' school happiness was at a moderate level and their digital game addiction was at a high level. Students' school happiness levels and digital game addiction levels do not show significant differences according to their genders. Similarly, the digital game addiction levels of students do not differ statistically according to the gender of their teachers, but the school happiness levels of students with female teachers are statistically significantly higher than those with male teachers. On the other hand, while the digital game addiction levels of the students do not differ significantly according to the school success of the students, the school happiness levels of the students with medium school success are significantly higher than the students with low or very high school success. According to another finding obtained from the research, there is a negative, low, and significant relationship between students' school happiness levels and digital game addiction levels. As a result of the regression analysis, it was seen that school happiness was a significant predictor of digital game addiction. School happiness explains 3% of digital game addiction.
... This time is equivalent to the average time required to complete a fourcredit hour college course. A previous study found that the amount of time spent playing games could be closer to a full-time job (40 h=week) (Homer et al. 2012). As a result, it is increasingly more challenging to maintain students' attention, especially in higher education engineering courses. ...
... This can be done, for instance, through MOOCs (Massive Open Online Courses) which could be attended by anyone and could incorporate several distinct aspects of GBL. An additional benefit of GBL is that it is almost equally appealing to both boys and girls, with a slight difference in terms of which gender prefers which game genre (Homer et al. 2012). Moreover, GBL can be used to bridge the generation gap in learning (sometimes there is more than a 20/30/40-year age difference between teachers and students). ...
Article
This paper deals with some practical aspects of game-based learning (GBL) in terms of foreign language acquisition. The main premise of this paper is that game-based learning is inherently more suitable for language learning than a traditional classroom, since it is based on the concept of playfulness, which is an integral part of the personalities of virtually all learners and especially young learners. Therefore game-based learning can be used to remove the linearity and negative predictability of the traditional classroom paradigm and introduce a novel way of teaching students in Montenegro. Another benefit of game-based learning is that it can be applied to just about any subject in our schools and faculties with the caveat of first implementing appropriate adjustments to the curriculum design depending on the specific nature of the subject in question. First, we will introduce the concept of GBL, then provide an overview of the overall theories this paper is based on and introduce the outcomes of our GBL study with a game called Portal 2 and show how game-based learning can be practically applied to foreign language teaching and learning. Our study was designed to function as longitudinal research containing the Target and two Control groups with the aim of investigating whether game-based learning can be an effective tool for foreign language learning. We found that GBL may provide an interactive and engaging environment that encourages active participation and immersion in the language, which helps learners develop their communication, vocabulary, grammar, and cultural awareness skills in a fun and motivating way.
... In contrast, females were more common in the casual and non-VGP classes, in line with a Spanish study (G omez-Gonzalvo et al., 2020). This gender discrepancy, previously documented, highlights males generally spend more time gaming than females (Bahçekapılı et al., 2022;Cheema, 2015;Desai et al., 2010;Devís-Devís et al., 2012;Forrest et al., 2016;Homer et al., 2012;Lowrie & Jorgensen, 2011;Lucas & Sherry, 2004;Markstrom, 2011;Rehbein et al., 2016). This implies a stronger gaming inclination among male adolescents. ...
Article
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Background Their ubiquity is particularly notable as video games become increasingly intertwined with the technological revolution. Despite this prominence, gender disparities in adolescent video gaming remain under‐explored. Objectives This research aims to determine the frequency classes of video game playing based on gender, analyse the variables (age of first digital device/internet use, weekday/weekend internet frequency in and out of school, economic, social, and cultural status) that might influence assignment to these classes, and reveal the differences in PISA scores among these classes. Methods Our study utilises multiple group latent class analysis and multinomial logistic regression to investigate the video gaming frequencies of 6890 Turkish students (49.1% female, 50.9% male) from the PISA‐2018 exam. A three‐step multiple logistic regression was employed to identify the effect of the variables on assignment probabilities. Also, the multivariate Delta method tested mean differences between classes for PISA scores. Results and Conclusions This study classifies Turkish students from PISA 2018 into four video gaming preference frequency classes (frequent, regular, casual, and non‐video game players) based on gender. Our study reveals that frequent male gamers begin using digital devices and the internet earlier than their female counterparts, spending more time gaming outside school. Notably, the frequency of video game play, which varies by gender, was found to have a significant effect on academic achievement.
... Twitch.tv, Reddit and Discord) (Homer et al., 2012;Taylor, 2018). Recently, the concept of Internet Gaming Disorder (IGD)-which has also been referred to as game addiction or pathological gaming in literature-has taken a foothold in framing and measuring gaming in online environments. ...
Article
It is becoming more common to use Internet Gaming Disorder (IGD) to measure problematic gaming in online environments. However, there is limited data examining the role of empathy and toxicity in IGD. In addition, little attention has been given to the role of the social element of online gaming communities and its influence on these factors. This article aims to address this gap by presenting the results of a cross-sectional study involving 567 online players who completed an online survey about their gaming habits. More specifically , participants were recruited from four different game communities and asked to complete the Internet Gaming Disorder Scale-Short Form, a toxicity-related questionnaire, and the Interpersonal Reactivity Index. Comparisons between the four game communities were also explored. Findings pointed at significant associations between toxicity, empathy,
... Las diferencias de género en el juego están bien establecidas, y se extienden más allá del tiempo dedicado a tales juegos y en los tipos de juegos que prefieren los chicos o las chicas (Homer, Hayward, Frye y Plas, 2012). Para Stockdale y Coyne (2019), "para la mayoría de las personas, jugar videojuegos es una actividad recreativa normal, con poca interrupción para la salud y el bienestar emocional, social o físico de los jugadores" (p.1). ...
Chapter
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La sociedad presenta una tendencia a encasillar el desarrollo de diversas actividades de acuerdo con el género de la persona que las realice, desencadenando una serie de ideas y argumentos preconcebidos respecto a lo que se puede o debe hacer. Se estructura una serie de lineamientos que encaminan a las personas hacia rubros concretos, que se supone son los que corresponden a sus capacidades físicas o mentales. Empiezan a generarse así varias disociaciones entre el sexo femenino y masculino, sea en el aspecto social como laboral. Como ejemplo, Wasserman y Rittenour (2019) plantean que, en un grupo de mujeres, la exclusión sucede cuando se minimiza o resta importancia a su participación en distintas dinámicas. Según Jeworrek (2019), es conocido que, dentro del mercado laboral, las mujeres tienen menos probabilidades de acceder a un trabajo de tiempo completo respecto a los hombres, y quienes sí lo tienen, evidencian menos probabilidades de ascender a cargos u ocupaciones altamente remuneradas.
... 2021), which are considered useful tools for learning; because they bring students closer to real-life scenarios (Martin & Aznar, 2015), thereby allowing for a more enriching learning experience. In the face of the current circumstances, generated by the pandemic and technology, students spend more time in the activities related to games (Homer et al., 2012), which represent an opportunity to adapt these environments as an alternative method (Ronimus et al., 2019) that responds to learning objectives. However, these premises lead to a rethinking of the educational scenario;, since games require time to learn the use of technological materials, pedagogical and technical support, and digital access, as well as gap capacity, which needs to be examined (Hanna et al., 2021;Rodríguez, 2020). ...
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We are very happy to publish this issue of the International Journal of Learning, Teaching and Educational Research. The International Journal of Learning, Teaching and Educational Research is a peer-reviewed open-access journal committed to publishing high-quality articles in the field of education. Submissions may include full-length articles, case studies and innovative solutions to problems faced by students, educators and directors of educational organisations. To learn more about this journal, please visit the website http://www.ijlter.org. We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for accepting only high quality articles in this issue. We seize this opportunity to thank them for their great collaboration. The Editorial Board is composed of renowned people from across the world. Each paper is reviewed by at least two blind reviewers. We will endeavour to ensure the reputation and quality of this journal with this issue.
... Male players were found to have significantly higher levels of access to games than did female players, and excessive gaming, apart from being a problem among adolescents and teenagers, it is especially problematic for men [36,37]. However, Homer et al. [38] argue that the differences in the number of male and women gamers have continuously decreased over time. They also report that game production companies are no longer just focusing on males but are also trying to include female players as part of their game production demographics. ...
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The popularity of gaming has greatly increased, especially among children and adolescents. As such, spending too much time playing games has become a serious issue and may have adverse effects on the quality of life of adolescents. This paper is aimed at identifying the factors and degree of influence that leads to gaming addiction and its impact on the quality of life of Thai adolescents. Data were collected from 2,044 adolescents in the form of a questionnaire from five major regions in Thailand, in both municipal and nonmunicipal areas. Structural equation modeling and the neural network model were used to analyze the data. The results indicate some differences between boys and girls as to what factors lead to gaming addiction. But gaming addiction was found to have a negative impact on the quality of life for both genders. Discussions comprising both academic and practical perspectives are also presented.
... Children's play preferences may differ according to gender. In fact, boys prefer violence-themed video games more than girls (Homer et al., 2012). This homogeneous sample is one of the main limitations of the study. ...
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The association between violent video games and aggression has been discussed for a long time. While some studies point out positive relationships between these variables, some emphasize that there is no relationship. This contrast indicates that new research should focus on mediating and moderating variables between variables. Thus, the current study aimed to examine the moderating role of perceived parental guidance on the association between the duration of playing violent video game, identification with the game character, and aggression among Turkish boys using moderated mediation analysis. Participants (N = 130, Mage = 13.43, SD = 1.64) stated how many hours a week they played customizable games featuring a character in which the character was directed by the player within a story. They also expressed their identification with these characters, their aggressive attitude towards their peers and society, and their perceived guidance from their parents. The results showed that identification with the game character had a positive mediating role between the duration of playing violent video games and aggression; however, on the perceived high parental guidance condition, this relationship was lost. The findings are discussed in the context of the protectiveness of perceived parental guidance. [ Because of the publishing contract, dissemination of the paper is restricted to 10 copies. Hence, you can reach the paper via : https://www.rj4allpublications.com/product/the-protective-role-of-perceived-parental-guidance/ ]
... Gender has been one of the most accentuated variables in studies investigating the effect of videogame playing on children. Many studies have shown that males like playing videogames more than females, and that videogame genre preferences of children can vary by gender (e.g., Ferguson, 2015;Homer et al., 2012;Jackson et al., 2012;Kovess-Masfety et al., 2016;Monacis et al., 2020;Shoshani et al., 2021;Tatli, 2018;Yılmaz et al., 2017;Yılmaz et al., 2022b). Furthermore, the effects of videogame playing on children may diverge by gender (Jackson et al., 2011). ...
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Playing games can be one of the most important activities for children to improve their social problem-solving (SPS) skills. Studies that have examined the empirical evidence of playing games concerning children’s SPS skills have tended to focus on the function of a single game. Therefore, an overview study is needed to generalize the data by the game content and production purpose. Twelve databases were systematically searched. Four basic criteria were sought for studies to be included. A total of 35 studies meeting all the inclusion criteria were reviewed. The results showed that (i) experimental designs were the most utilized, and (ii) more studies using active control groups are needed to compare the effectiveness of the game playing. In non-traditional games research, half of the videogames used in the studies reviewed and classified, were primarily produced for educational purposes, followed by serious games (30%) and entertainment games (20%). These three types of videogames were effective in promoting children’s SPS skills. Moreover, simulation games were the most preferred videogame genre utilized by the researchers. In studies using videogames, children’s SPS skills did not differ significantly by gender, whereas in a study using traditional games (non-video games), male participants’ problem-solving ability progressed significantly more than that of females. Almost all the studies concluded that playing both videogames and traditional games positively influenced children’s SPS skills. However, only three studies utilizing traditional games were conducted during the two-decade period (2000–2019) and more studies are needed for comparable and generalizable results.
... Fam (2018) found that the rate of gameplay disorder in boys (7.1%) is almost four times higher than girls (1.7%). It is stated that this difference, which is revealed by gender in-game playing disorder, can be attributed to the types of games preferred by gender (Greenberg et al. 2010;Hartmann and Klimmt, 2006;Homer et al. 2012). In terms of game preferences by gender, it was determined that boys preferred role playing games, FPS and strategy games while girls preferred games that are more instructive and require skill (Elliott et al. 2012;Fam, 2018;Rehbein et al. 2015). ...
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The aim of this study is to examine whether single university students’ marital attitudes change according to the marital messages they receive from marital message sources such as friends, media, family, and other institutions. To this end, Marital Messages Scale (MMS) and Inonu Marital Attitudes Scale (IMAS) were applied to a total of 1013 university students (654 female and 359 male) enrolled at a state university in Ankara during the 2018-2019 academic year. Convenience sampling was used to reach students. Data obtained from the measuring tools were evaluated by using SPSS 23.0. T test was used in the comparison of binary groups in data analysis. When there was a significant difference between groups, impact magnitude statistics was examined by calculating the Cohen d. At the end of the study, it was found out that students who receive high level positive marital messages from their families, friends, media, and other institutions have a more positive marital attitude compared to those university students who receive a low level of positive message from these sources. Findings of the study was discussed in relation to the literature; suggestions were made for researchers, applicators, and policy makers.
... Fam (2018) found that the rate of gameplay disorder in boys (7.1%) is almost four times higher than girls (1.7%). It is stated that this difference, which is revealed by gender in-game playing disorder, can be attributed to the types of games preferred by gender (Greenberg et al. 2010;Hartmann and Klimmt, 2006;Homer et al. 2012). In terms of game preferences by gender, it was determined that boys preferred role playing games, FPS and strategy games while girls preferred games that are more instructive and require skill (Elliott et al. 2012;Fam, 2018;Rehbein et al. 2015). ...
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The purpose of this research is to examine high school students' internet usage for game purposes in terms of various variables. The sample of the study consisted of 360 (176 girls, 184 boys) students selected by the convenient sampling method in the 2018-2019 academic year. The students who participated in the study were selected from 9th, 10th, and 11th grade students in four different types of schools. In this study, the Personal Information Form developed by the researcher, the "Internet Addiction Scale (IAS)" produced by Young (1998) to measure students’ internet addiction levels, and "Perceived Social Support Scale (PSSS)" revised (PSSS-R) by Yildirim (2004) to evaluate their perceptions of social support were used as data collection tools. Research data were analyzed using Chi-square and t-test. The findings of the study revealed that high school students’ internet use for gaming purposes showed a significant difference according to gender, academic success, and daily internet usage time. Besides, it was determined that students who do not use the internet for gaming purposes perceive more social support than their friends who use the internet for gaming purposes.
... Regarding our second research question, no sex differences were found in the classroom flow. This research was based on other studies [50,51] in which they considered that learning preferences between boys and girls could vary, as well as their use and preferences regarding the types of games. In contrast, the findings of this study support the idea that teenage girls can enjoy gamification in the same way as teenage boys. ...
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Secondary education needs to find learning strategies that favor student engagement, particularly in socially deprived communities. The objective of this study is to analyze the influence of gamification on educational flow and academic performance. A quasi-experimental pre-test/post-test study has been carried out with 207 secondary school students that compares the gamified cooperative learning method with the directive teaching methodology. The results show statistically significant differences in perceived class flow and academic performance in favor of the gamified group. In addition, it has been analyzed whether these improvements vary according to sex, proving that the gamified methodology is just as effective for girls as for boys. It is concluded that the game systems achieved with gamification favor student engagement because they perceive the tasks as enjoyable and immersive.
... Several studies have replicated this findings, for example, a recent study of game use among 5,607 Norwegian adolescents showed a significant gender difference in game use, with boys being five times more likely than girls to start playing since age 14 and girls are using social media more often (46). Game type preference also shows gender differences and can be predicted by psychological characteristics, for example, girls' positive feelings about themselves make them more likely to choose First-Person Shooters as their favorite game genre, while boys' internalization difficulties may predict a lower choice of Massively Multiplayer Online Role Playing Games (MMORPGs) (47). Meanwhile, male's playtime was fully mediated by their higher role-playing and shooter games preferences (48). ...
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... A possible reason for this may stem from the personality traits of the participants, as some types of rewards have been shown to be less effective for certain personality traits [16]. Other factors may include age group distribution and gender [11]. To design game rewards that would be effective and meaningful for the players, it is important to consider these factors so that the reward can elicit the needed emotions that would stimulate persuasion [1]. ...
Conference Paper
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Although persuasive strategies have been shown to be effective at promoting behaviour change across various domains of health and wellness, the domain dependency of the effectiveness of these strategies, when applied to persuasive games targeting different domains remains vague. In this preliminary study, we investigate the domain dependency of eight persuasive strategies implemented in two persuasive games. In a between-study of 31 participants, we investigated the perceived effectiveness of two similar persuasive games, implementing the same set of strategies but focusing on two different domains: healthy eating and smoking cessation, with only changes in their context to suit each domain. Our results revealed that although there was no overall significant difference in the overall effectiveness of the two interventions, seven of the persuasive strategies implemented were significantly effective for healthy eating while only two of them were significantly effective for smoking cessation. We also present discussions from participants' comments of how to improve these features for future game design.
... Therefore, states and governments should consider implementing special strategies accounting for gender differences, as well as reminding schools, teachers, and parents to provide relevant resources for the positive development of youth, in order to help prevent adolescents with the risk factors from becoming addicted to online gaming. Notably, other studies have indicated that the time difference between males and females playing video games is shrinking, implying that the gender gap in IGD is diminishing and that females will increasingly play online games [75]. ...
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Internet gaming disorder (IGD) is a social problem that cannot be ignored. Considerable research has shown that IGD can impede the healthy physical and mental development of adolescents. Based on positive youth development theory and stage-environment fit theory, the current study explored the mediating effect of depression and the moderating effect of gender to determine the association between positive youth development (PYD) and IGD. A sample of 1970 Chinese adolescents aged 11–18 years (1021 boys, 940 girls, and 10 unidentifiable individuals) completed questionnaires related to PYD, depression, IGD, and their background information. The results revealed that PYD negatively predicted IGD. After controlling for gender and age, this study found that depression mediated the relationship between PYD and IGD. Furthermore, gender moderated the relationship between depression and IGD. Boys with depressive symptoms were more likely to indulge in IGD than girls. This research contributes to a more thorough understanding of how PYD decreases the risk of IGD. These findings suggest that cultivating PYD attributes is a promising approach to prevent or reduce depression and IGD among adolescents in mainland China.
... Several studies have replicated this findings, for example, a recent study of game use among 5,607 Norwegian adolescents showed a significant gender difference in game use, with boys being five times more likely than girls to start playing since age 14 and girls are using social media more often (46). Game type preference also shows gender differences and can be predicted by psychological characteristics, for example, girls' positive feelings about themselves make them more likely to choose First-Person Shooters as their favorite game genre, while boys' internalization difficulties may predict a lower choice of Massively Multiplayer Online Role Playing Games (MMORPGs) (47). Meanwhile, male's playtime was fully mediated by their higher role-playing and shooter games preferences (48). ...
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Secondary Vocational School Students are particularly susceptible to online game addiction due to adolescent characteristics and superimposed pressures of academic and employment. Based on the theoretical framework of self-identity and self-esteem, the present research conducted a questionnaire survey using samples of secondary vocational school students to investigate the relationship between pathological online game use (POGU), self-esteem and self-identity. The results showed that 15.56% of secondary vocational students' level of POGU met the diagnostic criteria, and POGU and self-esteem appeared significant differences in gender and family types. Moreover, lower self-esteem and self-identity were associated with higher POGU and self-esteem played a partial mediating role in the relationship between self-identity and POGU. We briefly discussed practical implications of our findings and the future research.
... Las diferencias de género en el juego están bien establecidas, y se extienden más allá del tiempo dedicado a tales juegos y en los tipos de juegos que prefieren los chicos o las chicas (Homer, Hayward, Frye y Plas, 2012). Para Stockdale y Coyne (2019), "para la mayoría de las personas, jugar videojuegos es una actividad recreativa normal, con poca interrupción para la salud y el bienestar emocional, social o físico de los jugadores" (p.1). ...
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La sociedad presenta una tendencia a encasillar el desarrollo de diversas actividades de acuerdo con el género de la persona que las realice, des- encadenando una serie de ideas y argumentos preconcebidos respecto a lo que se puede o debe hacer. Se estructura una serie de lineamientos que encaminan a las personas hacia rubros concretos, que se supone son los que corresponden a sus capacidades físicas o mentales. Empiezan a generarse así varias disociaciones entre el sexo femenino y masculino, sea en el aspecto social como laboral. Como ejemplo, Was- serman y Rittenour (2019) plantean que, en un grupo de mujeres, la exclusión sucede cuando se minimiza o resta importancia a su partici- pación en distintas dinámicas. Según Jeworrek (2019), es conocido que, dentro del mercado laboral, las mujeres tienen menos probabilidades de acceder a un trabajo de tiempo completo respecto a los hombres, y quie- nes sí lo tienen, evidencian menos probabilidades de ascender a cargos u ocupaciones altamente remuneradas.
... Male players were found to have significantly higher access to games than female players, and excessive gaming, apart from being a problem among children and teenagers, is especially problematic for men [29,30]. However, [31] argue that the differences in the number of male and women gamers have continuously decreased over time. They also report that game production companies are no longer just focusing on males but are also trying to include female players as part of their game production demographics. ...
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Bu çalışma ergenlerin dijital oyunları kullanımlarına ilişkin görüşlerini belirlemek amacı ile yapılmıştır. Araştırmanın çalışma grubunu 25 ergen oluşturmaktadır. Araştırmada nitel araştırma yöntemi esas alınmıştır. Veri toplama aracı olarak görüşme tekniğinden yararlanılmıştır. Sonuçlar içerik analizi ile değerlendirilmiştir. Araştırmadan elde edilen bulgular şunlardır: Ergenlerin, dijital oyunlara; boş zaman aktivitesi, sorumluluklardan kaçış, stres atmalarına yardımcı araç ve mutluluk kaynağı olarak anlam yüklediği sonucuna ulaşılmıştır. Ergenlerin gün içerisinde dijital oyunları kaç saat oynadıkları incelendiğinde çoğunluğunun, 10 saat ve üzerinde dijital oyun oynadıkları sonucu elde edilmiştir. Ergenlerin dijital oyunları oynaması cinsiyet bağlamında değerlendirildiğinde erkeklerin kadınlara göre daha fazla saatte dijital oyun oynadıkları bulunmuştur. Ergenlerin oyun türü olarak hangi oyunları oynadıkları incelendiğinde cinsiyet fark etmeksizin daha çok aksiyon-macera oyunlarını tercih ettikleri saptanmıştır. Ergenlerin dijital oyunları daha çok stres altında kaldıklarında oynadıkları sonucuna ulaşılmıştır. Dijital oyunların ergenlerin yaşamındaki olumlu olumsuz yönlerine bakıldığında ergenler dijital oyunların kendileri üzerinde olumlu yönde daha çok sosyalleşmelerine imkân sağladığı sonucu elde edilmiştir. Olumsuz yönde ise daha çok göz, duruş ve eklem bozukları başta olmak üzere çeşitli sağlık problemleri oluşturduğu sonucuna varılmıştır.
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In the face of the rapid evolution of the gaming market and the puzzling overlap of genres, consistency in classification seems elusive. The purpose of the present review was to explore the classification of video game genres in the context of psychological research. The aim was to address the challenges associated with creating consistent and meaningful classifications of video game genres, considering the rapid evolution of the gaming market and recent tendency to create games that could be classified into multiple genres. We performed a search in four databases according to the PRISMA guidelines and reviewed 96 full-text papers (N = 49 909). Through our findings, we reveal how researchers strive to classify genres and the numerous complications that arise from this pursuit. In the face of these challenges, we propose alternative ways of classifying genres. Our first proposal is a new classification of video game genres based on our literature review. In our second proposal, we advocate a more detailed understanding by focusing on specific gaming mechanics, and thus we introduce the innovative concept of utilizing community-based tags, such as Steam tags, as an alternative to genres in psychological research.
Thesis
Bu araştırmanın amacı okul öncesi dönem çocuklarının ekran kullanım özellikleri, dijital oyun bağımlılık eğilimleri, sosyal yetkinlik ve davranış durumları ve ebeveyn rehberlik stratejileri arasındaki ilişkinin incelenmesidir. Nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılan bu araştırmanın örneklemini 2021-2022 eğitim öğretim yılında Denizli ili merkez ilçelerinde, bağımsız anaokulu ve resmi anasınıflarına devam eden çocukların 330 ebeveyni oluşturmuştur.Araştırmadan elde edilmiş olan bulgular çocukların ekranı daha çok ilk çocukluk yıllarında ve tek başına kullandıklarını ve günlük ekran kullanım sürelerinin çoğunlukla 1-2 saat aralığında olduğunu göstermektedir. Çocukların dijital oyun tercihlerinin cinsiyete göre farklılık gösterdiği, erkek çocuklarının kız çocuklarına kıyasla daha çok aksiyon\macera, arcade\refleks, spor, yarış\hız oyunlarını, kız çocuklarının ise erkek çocuklarına kıyasla daha çok simülasyon\rol oyunu ve eğitsel oyunları tükettikleri belirlenmiştir. Ekranı tek başına kullanan çocukların dijital oyun bağımlılık eğilimlerinin, ekranı aile üyeleri ile kullanan çocuklardan daha fazla olduğu ancak ekran kullanmaya başlama yaşının çocukların dijital oyun bağımlılığı eğiliminde fark oluşturmadığı anlaşılmaktadır. Araştırmadan elde edilmiş bir diğer bulgu ise çocukların ekran içerik tüketim puanları ile dijital oyun bağımlılık eğilimi puanları arasında pozitif yönde anlamlı bir ilişki olduğudur.
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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.
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Electronic games are now an everyday part of childhood and adolescence. The debate has moved from whether children should play video games to how to maximize potential benefits and to identify and minimize potential harms. To do this, we must understand what motivates children to play electronic games and what needs the games meet. Drawing on a survey of 1,254 middle school children, focus groups with boys and their parents, and findings from other quantitative and qualitative research, the author describes a variety of motivations for video game play (including games with violent content) and how these may vary based on factors such as mood, environment, personality, and developmental stage. The findings are put into the context of normal development, and suggestions are given for parents, educators, and researchers.
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Previous research has shown that the early learning of male–female categories is characterized by rigid beliefs about stereotypic differences, but that once gender knowledge is well established, the beliefs become more flexible. Because most studies are cross-sectional, it is not known if the early rigidity represents a normative transitional developmental stage that passes, or if early individual differences in rigidity continue into later childhood. To answer that question, analyses were performed on longitudinal data of 64 children who had been questioned about their gender concepts yearly from ages 5 to 10 years. Supporting a cognitive-developmental approach, the findings showed that the period of rigidity was short-lived whether rigidity began early or late or whether the level of peak rigidity was high or low. Copyright © 2005 John Wiley & Sons, Ltd.
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This study examined media use and psychological adjustment (as indicated by depression and anxiety symptomatology) in a sample of 328 14- to 16-year-old adolescents. Primary goals of the study were to explore whether media use differs by gender, whether media use is related to adolescent psychological problems, and whether media use moderates the relationship between parental alcoholism and adolescent psychological adjustment. Adolescents were surveyed in the spring of 2006, and again one year later. Gender differences in media use were observed with boys spending more time playing video games than girls and girls spending more time talking on the phone than boys. Strikingly, none of the types of media examined was associated with depression or anxiety. Moreover, media use acted as a protective factor for boys. Boys who spent relatively more time playing video games and watching television had the lowest levels of anxiety, especially those from alcoholic homes. The opposite pattern emerged for girls.
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The Behavior Assessment System for Children, Second Edition (BASC–2; Reynolds & Kamphaus, 2004) is a multimethod, multidimensional system used to evaluate the behavior and self-perceptions of children, adolescents, and young adults aged 2 through 25 years. The BASC–2 is multimethod in that it has the following components, which may be used individually or in any combination: (1) two rating scales, one for teachers (Teacher Rating Scales, or TRS) and one for parents (Parent Rating Scales, or PRS), which gather descriptions of the child's observable behavior, each divided into age-appropriate forms; (2) a self-report scale (Self-Report of Personality, or SRP), on which the child or young adult can describe his or her emotions and self-perceptions; (3) a Structured Developmental History (SDH) form; (4) a form for recording and classifying directly observed classroom behavior (Student Observation System, or SOS), which is also available for PDA applications as an electronic version known as the BASC–2 POP or Portable Observation Program; and (5) a self-report for parents of children ages 2–18 years, designed to capture a parent's perspective on the parent-child relationship in such domains as communication, disciplinary styles, attachment, involvement, and others. Keywords: diagnosis; behavior; behavioral assessment; psychopathology
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It is important to develop an understanding of children’s engagement and choices in learning experiences outside of school as this has implications for their development and orientations to other learning environments. This mixed-methods study examines relationships between the genres of video games children choose to play and the learning strategies they employ to improve at these games. It also explores students’ motivations for playing the games they choose to play. One hundred eighteen fourth- and fifth-grade students participated in this study. Qualitative analyses of student responses resulted in a model for classifying motivation for game choices. Children primarily cite reasons that can be classified as psychological or cognitive reasons for choosing to play certain video games, and are motivated by the challenge and thinking required in the games. Analyses using Chi-square tests of association demonstrated significant relationships between video game genre and learning strategy used for two of the six learning strategies (p < .05). Children playing action games are more likely to use repetition to learn the game and children playing adventure games are more likely to use their imaginations to take on the role of the character in the game and think the way the character would to make decisions in the game. There were also several gender differences in learning preferences.
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Violence in video games has come under increasing research attention over the past decade. Researchers in this area have suggested that violent video games may cause aggressive behavior among players. However, the state of the extant literature has not yet been examined for publication bias. The current meta-analysis is designed to correct for this oversight. Results indicated that publication bias does exist for experimental studies of aggressive behavior, as well as for non-experimental studies of aggressive behavior and aggressive thoughts. Research in other areas, including prosocial behavior and experimental studies of aggressive thoughts were less susceptible to publication bias. Moderator effects results also suggested that studies employing less standardized and reliable measures of aggression tended to produce larger effect sizes. Suggestions for future violent video game studies are provided.
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Research on youth mental health has increasingly indicated the importance of multivariate analyses of multiple risk factors for negative outcomes. Television and video game use have often been posited as potential contributors to attention problems, but previous studies have not always been well-controlled or used well-validated outcome measures. The current study examines the multivariate nature of risk factors for attention problems symptomatic of attention deficit hyperactivity disorder and poor school performance. A predominantly Hispanic population of 603 children (ages 10-14) and their parents/guardians responded to multiple behavioral measures. Outcome measures included parent and child reported attention problem behaviors on the Child Behavior Checklist (CBCL) as well as poor school performance as measured by grade point average (GPA). Results found that internal factors such as male gender, antisocial traits, family environment and anxiety best predicted attention problems. School performance was best predicted by family income. Television and video game use, whether total time spent using, or exposure to violent content specifically, did not predict attention problems or GPA. Television and video game use do not appear to be significant predictors of childhood attention problems. Intervention and prevention efforts may be better spent on other risk factors.
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Gender differentiation is pervasive, and understanding how and why it develops is important for both theoretical and practical reasons. The work described here is rooted in constructivist accounts of gender differentiation. Past research provides considerable support for constructivist predictions concerning (a) developmental changes in gender attitudes and (b) the relation between gender attitudes and information processing. Little work, however, has addressed the more fundamental question of how children's developing gender attitudes about others are related to developing gender characterizations of self. The focus of the current Monograph is on this other-self relation during middle childhood. A brief review of past theory and empirical work on gender differentiation is provided. It is argued that a major explanation of the limitations and inconsistencies evident in earlier work may be traced to restrictions in the measures available to assess key constructs. A conceptual analysis of the specific limitations of past measures is presented. The Monograph then offers alternative models of the developmental relation between attitudes toward others and characterization of self (the attitudinal and the personal pathway models), and identifies conditions expected to influence the strength of the observed other-self relation. Four studies establish the reliability and validity of a suite of measures that provides comparable methods for assessing attitudes toward others (attitude measures, or AM) and sex typing of self (personal measures, or PM) in three domains: occupations, activities, and traits (or OAT). Parallel forms are provided for adults (the OAT-AM and OAT-PM) and for children of middle-school age, roughly 11-13 years old (the COAT-AM and COAT-PM). A fifth study provides longitudinal data from children tested at four times, beginning at the start of grade 6 (approximately age 11 years) and ending at the close of grade 7 (approximately age 13 years). These data are used to examine the developmental relation between children's sex typing of others and sex typing of the self, and to test the predictions concerning the factors hypothesized to affect the strength of the relation between the two types of sex typing. Overall, the data supported the conceptual distinctions among individuals' (a) gender attitudes toward others, (b) feminine self, and (c) masculine self, and, additionally, revealed some intriguing differences across domains. Interestingly, the data concerning the other-self relation differed by sex of participant. Among girls, analyses of concurrent relations showed that those girls who held fewer stereotypes of masculine activities for others showed greater endorsement of masculine items for self, a finding compatible with both the other-to-self attitudinal pathway model and the self-to-other personal pathway model. The prospective regression analyses, however, showed no effects. That is, preadolescent girls' gender attitudes about others did not predict their later self-endorsements, nor did self-endorsements predict later attitudes. Data from boys showed a strikingly different pattern, one consistent with the self-to-other personal pathway model: There was no evidence of concurrent other-self relations, but prospective analyses indicated that preadolescent boys who endorsed greater numbers of feminine traits as self-descriptive early in grade 6 developed increasingly egalitarian gender attitudes by the end of grade 7. The Monograph closes with discussions of additional implications of the empirical data, of preliminary work on developing parallel measures for younger children, and of the need to design research that illuminates the cognitive-developmental mechanisms underlying age-related changes in sex typing.
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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.
Deep secrets: Boys' friendships and the crisis of connection
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