All Academic, Inc. Research Logo

Info/CitationFAQResearchAll Academic Inc.
Document

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 13 Social Interaction among the three age groups [F (2, 943) = 17.30, p < .001, partial 2 = .04] with 8 th graders (M = 3.94, s.d. = 2.04) liking to play for Social Interaction more than 5 th graders (M = 3.51, s.d. = 1.79) and college students (M = 3.09, s.d. = 1.85). RQ 1: What are the uses and gratifications that predict patterns of heavy video game use among the three age groups? Preference for different uses and gratifications predicts different patterns of heavy video game use among the three age groups (see Table 2). Social Interaction ( β = .26) and Competition ( β = .34) predict amount of video game use among the 5 th graders (R = .53, adjusted R 2 = .25). Among the 8 th graders, Social Interaction ( β = .41) and Diversion ( β = .18) predict hours of video game use per week (R = .62, adjusted R 2 = .37). Social Interaction ( β = .26) and Diversion ( β = .29) also predict amount of video game use among the college students (R = .55, adjusted R 2 = .29). Discussion This study is one of the first major academic research projects that investigates reasons why children use video games at different stages of development and which video games appeal to them the most at each stage. The three age groups studied in the present research (5 th graders, 8 th graders and college students) are representative of different stages in the cognitive and social development process of children, namely the preadolescent stage, adolescent stage and young adult stage. By using the uses and gratifications approach, the study has uncovered important patterns of game usage among the three age groups. It’s important to note that the college students reflect the first generation to grow up with access to console and computer video games. As such, their experiences reflect the first group that has cycled through the uses and gratifications sequence, developing long term patterns of video game use.

Authors: Sherry, John., Desouza, Rebecca., Greenberg, Bradley. and Lachlan, Ken.
first   previous   Page 13 of 24   next   last



background image
Video game U&G
13
Social Interaction among the three age groups [F (2, 943) = 17.30, p < .001, partial
2
= .04]
with 8
th
graders (M = 3.94, s.d. = 2.04) liking to play for Social Interaction more than 5
th
graders
(M = 3.51, s.d. = 1.79) and college students (M = 3.09, s.d. = 1.85).
RQ 1: What are the uses and gratifications that predict patterns of heavy video game use among
the three age groups?
Preference for different uses and gratifications predicts different patterns of heavy video
game use among the three age groups (see Table 2). Social Interaction (
β
= .26) and
Competition (
β
= .34) predict amount of video game use among the 5
th
graders (R = .53, adjusted
R
2
= .25). Among the 8
th
graders, Social Interaction (
β
= .41) and Diversion (
β
= .18) predict
hours of video game use per week (R = .62, adjusted R
2
= .37). Social Interaction (
β
= .26) and
Diversion (
β
= .29) also predict amount of video game use among the college students (R = .55,
adjusted R
2
= .29).
Discussion
This study is one of the first major academic research projects that investigates reasons
why children use video games at different stages of development and which video games appeal
to them the most at each stage. The three age groups studied in the present research (5
th
graders,
8
th
graders and college students) are representative of different stages in the cognitive and social
development process of children, namely the preadolescent stage, adolescent stage and young
adult stage. By using the uses and gratifications approach, the study has uncovered important
patterns of game usage among the three age groups. It’s important to note that the college
students reflect the first generation to grow up with access to console and computer video games.
As such, their experiences reflect the first group that has cycled through the uses and
gratifications sequence, developing long term patterns of video game use.


Convention
Submission, Review, and Scheduling! All Academic Convention can help with all of your abstract management needs and many more. Contact us today for a quote!
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.
Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!
Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!
Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

first   previous   Page 13 of 24   next   last

©2012 All Academic, Inc.