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Video Game Uses and Gratifications as Predictors of Use and Game Preference
Unformatted Document Text:  Video game U&G 15 Classic Board Games (see Table 3). Next, game genres were clustered in patterns of game liking based on strength of correlation using principal axis factoring (see Table 2). The cluster analysis resulted in three game type clusters: Imagination games which included Fantasy-Role Playing, Action-Adventure, Strategy, and Sims; Traditional games which included Classic Board Games, Arcade, Card-Dice, Quiz-Trivia, Puzzle games; and Physical Enactment games which included Shooters, Fighters, Sports, and Racing-Speed games. Uses and gratifications of video games were based on a 22-item scale developed in Study 1. The scale consists of six video game uses and gratifications: Competition ( α = .86) to be the best player of the game; Challenge ( α = .80) to push yourself to beat the game; Social Interaction ( α = .81) to play as a social experience with friends; Diversion ( α = .89) to pass time; Fantasy ( α = .88) to do things that you cannot in real life such as driving a race car; and Arousal ( α = .85) to play for the excitement of the game. While the motivations are theoretically distinct and derived from qualitative validation, they are not necessarily orthogonal because an individual may use media for a number of different reasons. Finally, respondents were asked to report the amount of time they spend playing video games during a typical week in the school year. In order to facilitate autobiographical memory (Menon, 1994), the respondents filled out a grid that broke the typical week first into days and then into four dayparts (before noon, between noon and 6 p.m., between 6 p.m. and midnight, and after midnight). All dayparts were summed to create a score representing the total number of hours played during the typical week.

Authors: Sherry, John. and Lucas, Kristen.
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Video game U&G 15
Classic Board Games (see Table 3). Next, game genres were clustered in patterns of game liking
based on strength of correlation using principal axis factoring (see Table 2). The cluster analysis
resulted in three game type clusters: Imagination games which included Fantasy-Role Playing,
Action-Adventure, Strategy, and Sims; Traditional games which included Classic Board Games,
Arcade, Card-Dice, Quiz-Trivia, Puzzle games; and Physical Enactment games which included
Shooters, Fighters, Sports, and Racing-Speed games.
Uses and gratifications of video games were based on a 22-item scale developed in Study
1. The scale consists of six video game uses and gratifications: Competition (
α
= .86) to be the
best player of the game; Challenge (
α
= .80) to push yourself to beat the game; Social Interaction
(
α
= .81) to play as a social experience with friends; Diversion (
α
= .89) to pass time; Fantasy (
α
= .88) to do things that you cannot in real life such as driving a race car; and Arousal (
α
= .85) to
play for the excitement of the game. While the motivations are theoretically distinct and derived
from qualitative validation, they are not necessarily orthogonal because an individual may use
media for a number of different reasons.
Finally, respondents were asked to report the amount of time they spend playing video
games during a typical week in the school year. In order to facilitate autobiographical memory
(Menon, 1994), the respondents filled out a grid that broke the typical week first into days and
then into four dayparts (before noon, between noon and 6 p.m., between 6 p.m. and midnight,
and after midnight). All dayparts were summed to create a score representing the total number of
hours played during the typical week.


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