Video game U&G

12

.02] in a descending linear trend from 5

th

graders (*M *= 4.55, *s.d.* = 2.33) to 8

th

graders (*M *=

4.23, *s.d.* = 1.14) to college students (*M *= 3.99, *s.d.* = 1.18). Finally, there were significant

differences in the liking of Traditional cluster games among the three age groups [*F *(2, 904) =

17.43, *p *< .001, partial

2

= .04] again with a descending linear trend from college students (*M*

= 4.33, *s.d.* = 1.08) to 5

th

graders (*M *= 4.07 *s.d.* = 1.17) to 8

th

graders (*M *= 3.81, *s.d.* = 1.25).

*H3: There will be differences between age groups in the reasons why video games are used *

There were significant differences in the use of games for Fantasy among the three age

groups [*F *(2, 941) = 28.81, *p *< .001, partial

2

= .06] with 5

th

graders (*M *= 4.64, *s.d.* = 2.01)

liking to play for Fantasy more than 8

th

graders (*M *= 3.44, *s.d.* = 1.86) and college students (*M*

= 3.83, *s.d.* = 1.64). There were significant differences in the use of games for Arousal among

the three age groups [*F *(2, 943) = 3.17, *p *< .05, partial

2

= .01] largely due to the large sample

size with 5

th

graders (*M *= 3.94, *s.d.* = 1.80), 8

th

graders (*M *= 3.89, *s.d.* = 1.72) and college

students (*M *= 3.64, *s.d.* = 1.48). liking to play for Arousal about the same. There were

significant differences in the use of games for Competition among the three age groups [*F *(2,

942) = 15.27, *p *< .001, partial

2

= .03] with 5

th

graders (*M *= 3.22, *s.d.* = 1.75) liking to play

for Competition more than 8

th

graders (*M *= 3.85, *s.d.* = 1.51) and college students (*M *= 3.18,

*s.d.* = 1.56). There were significant differences in the use of games for Challenge among the

three age groups [*F *(2, 940) = 24.61, *p *< .001, partial

2

= .05] with 8

th

graders (*M *= 3.70, *s.d.*

= 1.45) liking to play for Challenge less than 5

th

graders (*M *= 4.66, *s.d.* = 1.80) and college

students (*M *= 4.40, *s.d.* = 1.38). There were no significant differences in the use of games for

Diversion among the three age groups [*F *(2, 943) = 1.10, *p *< .001, partial

2

= .002] with 5

th

graders (*M *= 3.39, *s.d.* = 1.58), 8

th

graders (*M *= 3.26, *s.d.* = 1.16) and college students (*M *=

3.46, *s.d.* = 1.92) about the same. There were significant differences in the use of games for