Open Universiteit

Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/8739
Title: Investigating the impact of gaming habits, gender, and age on the effectiveness of an educational video game: An exploratory study
Authors: Torrente, Javier
Fernandez-Vara, Clara
Manero, Borja
Fernandez-Manjon, Baltasar
Keywords: Computer uses in education
computers and society
learning technologies
educational videogames
applied games
digital humanities
videogames on arts
Issue Date: 2017
Citation: Borja Manero, Javier Torrente, Clara Fernández-Vara, Baltasar Fernández-Manjón (2017): Investigating the impact of gaming habits, gender, and age on the effectiveness of an educational video game: An exploratory study. IEEE Transactions on Learning Technologies. Vol 10. Issue,2. Pags 236-246.
Abstract: This study examines the influence of players’ age, gender, and gaming preferences and habits (from now on, “gaming preferences”) on the effectiveness of a specific videogame that has been designed to increase the interest towards classical theater among teenagers. Using a validated instrument, participants were divided into four groups based on their gaming preferences: (1) Wellrounded (WR) gamers, who play all types of games often; (2) Hardcore players, who frequently tend to play first-person shooter (FPS) and sports games; (3) Casual players, who play moderately and tend to play music, social, and puzzle games; and (4) Non-gamers, who barely play videogames at all. Among all of the participants’ personal factors (age, gender, and type of player) that were measured, only gaming preferences seemed to have a significant (p<.05) positive influence on students’ interest in theater-going. Neither age nor gender seemed to affect the outcomes. Casual and Well-rounded gamers scored higher in the game than Non-gamers and Hardcore players. Due to these results, we also explored whether the gaming profile affected traditional educational approaches. Traditional education worked better than videogames only for students who do not usually play videogames. This study suggests that gaming preferences may influence the effectiveness of different educational approaches. Knowing students’ gaming preferences in advance may help educators find the best educational approach for each student.
URI: http://hdl.handle.net/1820/8739
ISSN: 939-1382
Appears in Collections:1. RAGE Publications

Files in This Item:
File Description SizeFormat 
e-UCM_draft_287.pdf377.34 kBAdobe PDFView/Open


This item is licensed under a Creative Commons License Creative Commons