Educational Video Game Effects Upon Mathematics Achievement and Motivation Scores: An Experimental Study Examining Differences Between the Sexes

An experimental research study using a mixed-method analysis to was conducted to examine educational video game effects on mathematics achievement and motivation between sexes. This study examined sex difference in a 7th grade mathematics (Mathematics 2/Mathematics 2 Advanced) classroom (n=60) learning algebra. Attributes and barriers relating to educational video game play, preference, and setting characteristics were explored. To examine achievement and motivation outcomes, a repeated-measure (SPSS v14) test was used. The analysis included ethnographic results from both student and teacher interview and observation sessions for data triangulation. Results revealed a statistically significant academic mathematics achievement score increase (F =21.8, df =1, 54, p.05), both sexes posted similar data outcomes with regard to mathematics class motivation after using an educational video game as treatment during an eighteen-week term in conjunction with receiving in-class instruction. Additionally, there was an increase in male variability in standard deviation score (SDmotivationpre=8.76, SDmotivation post=11.70) for mathematics class motivation. Lastly, self-reported differences between the sexes for this limited sample, with regard to game design likes and dislikes and observed female game play tendencies, were also investigated. The data presented customization as a unified, but most requested, game design need between the sexes. Between sex differences were found only to be superficial other than a female delay in game acceptance with regard to time and game play comfort

Educational Video Game Effects Upon Mathematics Achievement And Motivation Scores: An Experimental Study Examining Differences B

An experimental research study using a mixed-method analysis to was conducted to examine educational video game effects on mathematics achievement and motivation between sexes. This study examined sex difference in a 7th grade mathematics (Mathematics 2/Mathematics 2 Advanced) classroom (n=60) learning algebra. Attributes and barriers relating to educational video game play, preference, and setting characteristics were explored. To examine achievement and motivation outcomes, a repeated-measure (SPSS v14) test was used. The analysis included ethnographic results from both student and teacher interview and observation sessions for data triangulation. Results revealed a statistically significant academic mathematics achievement score increase (F =21.8, df =1, 54, \u3c .05). Although, mathematics class motivation scores did not present significance (F =.79, df =1, 47, p \u3e .05), both sexes posted similar data outcomes with regard to mathematics class motivation after using an educational video game as treatment during an eighteen-week term in conjunction with receiving in-class instruction. Additionally, there was an increase in male variability in standard deviation score (SDmotivationpre=8.76, SDmotivation post=11.70) for mathematics class motivation. Lastly, self-reported differences between the sexes for this limited sample, with regard to game design likes and dislikes and observed female game play tendencies, were also investigated. The data presented customization as a unified, but most requested, game design need between the sexes. Between sex differences were found only to be superficial other than a female delay in game acceptance with regard to time and game play comfort

Play Together: How Watching the Cooperative Play of Violent Video Games Can Positively Influence Dyadic Relationships

Media effects research has shown that video games can have both antisocial and prosocial effects, depending on the content of the game. Individuals who play violent video games tend to display more aggressive attitudes and behaviors, while those who play games with prosocial content tend to display more prosocial, or helping, attitudes and behavior. The context in which a video game is played has also been shown to influence media effects, with competitive play leading to increased aggression while cooperative play leads to increased prosociality. However, the existing literature has not examined how these effects might influence the interpersonal relationships between those playing the video game. To test the effects of gaming context on interpersonal relationships, an experiment was conducted that compared two groups of participants exposed to two levels (competitive or cooperative) of a single factor (gaming context). In the competitive condition, participants watched gameplay footage of two individuals playing a video game competitively, while those in the cooperative condition watched gameplay footage of two individuals playing the same game cooperatively. After exposure, five dependent variables were examined to see how they differed between the two groups: state hostility, prosocial score, positive affect change, negative affect change, and change in perceived relationship quality. iii Upon initial analysis, only negative affect change was shown to significantly differ between the two conditions. However, this effect was actually due to an interaction between condition and sex. This study also identified that sex, personality, and media usage habits significantly covaried to some degree with all five dependent variables. These covariates provide evidence for how individual differences might influence the effects that result from watching a video game being played in different multiplayer contexts and, as an extension, how individual differences might influence the effects of gaming context in general

Differences in aggression as a relationship between sex and levels of video game playing

Video games have grown into a multibillion-dollar industry over the past 40 years. A number of studies have been carried out to explain the relationship between playing video games and the different levels of aggression it generates. This pilot study examines the differences in aggression present in males and females following video game playing. The purpose of the study is to explore the relationship between the amount of time spent playing video games and the type of video games played by both males and females with the amount of aggression it stimulates across different sex. The study uses theories like Uses and Gratification and the General Aggression model to explain the links between length of violent game play and aggression

You are what you play?: a quantitative study into game design preferences across gender and their interaction with gaming habits

Gaming is rapidly gaining popularity as a pastime among women. One explanation for this could be the industry targeting female gamers through specific ‘girl game’ releases. This could imply that there are a priori differences in game design preferences between female and male gamers. The purpose of the present study is to explore these differences to see whether there is a mediating effect of previous experience with certain game genres on subsequent design preferences of male and female gamers. More particularly, we distinguish between ‘core’ genre players (CP) and ‘non-core’ genre players (NCP). By means of a 2*2 ANOVA design using an online survey, we examine the main effects of gender, core genre players (CP/NCP) and the interaction effects between both independent variables. The results show that game preferences of male CP, female CP and male NCP are generally in line with one another whereas those of female NCP differ significantly

Female Gamers:

International evidence indicates that the number of females involved in video-gaming is increasing. Within the context of this increase, there is a need to explore the experiences of this group of gamers in detail. This study explored female experiences of playing video-games. Data were collected from an online discussion forum dedicated to video-gaming; the sample comprised of posts drawn from 409 discussion threads. Thematic analysis of the discussions suggests that gaming is a key element of the female gamers’ identity, with females discussing the integration of gaming into their daily lives on a number of different levels. Similar to previous research, social elements of gaming is highlighted with simultaneous difficulties with online interaction emphasised. These themes are discussed in relation to relevant research in the area, along with recommendations for future research and consideration of possible explanations for the themes observed

An Investigation Of Digital Games Features That Appeal To Young Females And Males

This research is part of an attempt to address the well-known problem of female underrepresentation in computer science education and industry. This problem starts between ages 11 to 14 and gets progressively worse in what is often referred to as the “shrinking pipeline effect”. There has been considerable research into the causes of the shrinking pipeline and attempts to halt or reverse it. In spite of this, the causes remain unclear and there is evidence that the problem may be worsening. Digital games are increasingly used in education because of their ability to engage and motivate young learners. Unfortunately, digital games used in the teaching of IT and computer science have been found to appeal less to females than males. This is in spite of the fact that digital games intended for entertainment, as opposed to education, are now very popular with girls. There has been some research into this issue, however more is needed, especially into what game features do and do not appeal to girls at the age that the pipeline starts to shrink. The study reported here aims to identify what characteristics of digital entertainment games appeal to young females and males. The results can be used to guide educators, researchers and game developers and provide criteria for evaluating the suitability of digital educational games for use with specific age groups and genders. We used open card sort with participants aged 11 to 14 to explore their attitude to a range of digital entertainment games. Open card sort allows participants to categorise items in ways that are meaningful to them. There were 32 participants (24 females and 8 males) from four schools in south-east England. They were shown video clips of ten popular games. The participants were then given ten cards, each representing one of the games and asked to sort them into categories based on shared characteristics. This process elicited 131 features (95 from the females and 36 from the males). The data was analysed to identify the features that were a) most significant and b) most appealing to the participants. The findings indicate that there are some gender differences in which game features are perceived as most significant. Some features, such as game action, are significant to the males whereas others, such as game levels, are significant to the females. Interestingly, some features that both genders find significant have different degrees of appeal for example “fun” and “violence”. We are currently using the findings in an experiment with 480 young people. Two digital educational games have been created: one includes features found to appeal to young females and the other includes the opposite or neutral features. The results of this experiment will be used to validate the findings of the initial investigation and form the basis for a framework to facilitate the inclusion of characteristics that appeal to specific groups in educational games and other software

The effects of goal involvement on moral behavior in an experimentally manipulated competitive setting

In this experiment we examined the effects of task and ego involvement on three measures of moral behavior-prosocial choice, observed prosocial behavior, and observed antisocial behavior-in a competitive setting. We also investigated sex differences in moral behavior. Male (n = 48) and female (n = 48) college students were randomly assigned to a task-involving, an ego-involving, or a control condition. Participants played two 10-min games of table soccer and completed measures of prosocial choice, goal involvement, goal orientation, and demographics. The two games were recorded, and frequencies of prosocial and antisocial behavior were coded. Players assigned to the task-involving condition were higher in prosocial choice than those in the ego-involving or control conditions. Individuals in the ego-involving condition displayed more antisocial behaviors than those in the task-involving or control conditions. Finally, females displayed more prosocial behaviors than males

Exploring social gambling: scoping, classification and evidence review

The aim of this report is to speculate on the level of concern we might have regarding consumer risk in relation to ‘social gambling.’ In doing so, this report is intended to help form the basis to initiate debate around a new and under-researched social issue; assist in setting a scientific research agenda; and, where appropriate, highlight concerns about any potential areas that need to be considered in terms of precautionary regulation. This report does not present a set of empirical research findings regarding ‘social gambling’ but rather gathers information to improve stakeholder understanding