Motivations for the Use of Video Game Streaming Platforms: The Moderating Effect of Sex, Age and Self-Perception of Level as a Player

A particularly striking new phenomenon in recent years is the live streaming of video games through popular platforms, such as Twitch. This study focuses on the motivations and types of use underlying viewer participation in live streaming platforms. Based on the uses and gratifications theory, this paper aims to analyse how three basic motivations are related to the use of video game streaming platforms. Furthermore, it examines the moderating effects that significant variables, such as the audience member’s age, sex or self-perception of level as a player may exert on this relationship. The results reveal that the three types of motivations are positively associated with use of the platform, although notable differences appear, with informational motivations outweighing entertainment and social motivations. At the same time, no moderating effects on the results of the proposed model were found for the heterogeneity stemming from sex and age. Conversely, the influence of informational motivations on the use of these platforms is moderated by the self-perception of level as a player

2012-2013 Course Catalog

2012-2013 Course Catalo

2022-2023 Course Catalog

2022-2023 Course Catalo

Pre-university academic literacy: promoting 12th graders’ mastery of academic argumentative essays

This study examines the effectiveness of and students’ attitude towards Genre-Based pedagogy as an approach for developing 12th graders’ control of argumentative essays of the analytical exposition type. The study was carried out with a class of 12th grade students at Colegio Hebreo Unión, a private school located in Barranquilla, Colombia. The study follows an action research methodology oriented towards the improvement of 12th graders' academic writing skills, a goal set after diagnosing their difficulties through prior class work and writing tests. Data were collected through observations, interviews, surveys, diaries, class recording, worksheet and text output. Results pointed to students’ positive perception of Genre-Based pedagogy as an approach to the development of argumentative writing skills, since students perceived it to meet their expectations and needs as learners. A positive effect was found for implementing Genre-Based pedagogy since students demonstrated an enhanced ability to improve their language, structure their arguments and to integrate academic voices into the discourse at the end of the implementation period.MaestríaMagister en la Enseñanza del Ingle