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Relationship between Developmental Stages and Video Game Uses and Gratifications, Game Preference and Amount of Time spent in Play
Unformatted Document Text:  Video game U&G 11 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. Results H1: There will be differences between age groups in amount of time spent using video games As predicted, the three age groups report different mean playing times per week [F (2, 946) = 23.46, p < .001, partial 2 = .05] with 8 th graders reporting higher hours of game play per week (M = 16.68, s.d. = 19.23) than either the 5 th graders (M = 12.48, s.d. = 20.20) or college students (M = 8.44, s.d. = 12.40). H2: There will be differences between age groups in the type of video games preferred There were significant differences in the liking of Imagination cluster games among the three age groups [F (2, 904) = 38.07, p < .001, partial 2 = .08] with 5 th graders (M = 4.50, s.d. = 1.18) and 8 th graders (M = 4.35, s.d. = 0.93) liking those genres more than the college students (M = 3.76, s.d. = 1.13). There were also significant differences in the liking of Physical Enactment cluster games among the three age groups [F (2, 904) = 9.45, p < .001, partial 2 =

Authors: Sherry, John., Desouza, Rebecca., Greenberg, Bradley. and Lachlan, Ken.
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background image
Video game U&G
11
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.
Results

H1: There will be differences between age groups in amount of time spent using video games
As predicted, the three age groups report different mean playing times per week [F (2,
946) = 23.46, p < .001, partial
2
= .05] with 8
th
graders reporting higher hours of game play per
week (M = 16.68, s.d. = 19.23) than either the 5
th
graders (M = 12.48, s.d. = 20.20) or college
students (M = 8.44, s.d. = 12.40).
H2: There will be differences between age groups in the type of video games preferred
There were significant differences in the liking of Imagination cluster games among the
three age groups [F (2, 904) = 38.07, p < .001, partial
2
= .08] with 5
th
graders (M = 4.50, s.d.
= 1.18) and 8
th
graders (M = 4.35, s.d. = 0.93) liking those genres more than the college students
(M = 3.76, s.d. = 1.13). There were also significant differences in the liking of Physical
Enactment cluster games among the three age groups [F (2, 904) = 9.45, p < .001, partial
2
=


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