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 16 challenge and fantasy, which the physical enactment and imagination games are easily able to provide. The games are appealing because they invest the child with physical and social powers that he/she might lack in real life situations. Traditional games on the other hand leave no room for fantasy, furthermore we can hypothesize that the challenges posed by these games are not attractive enough to the fifth grader. It is important to note here that even though fifth graders prefer the imagination game cluster to the traditional game cluster, strategy games (part of the imagination cluster) are ranked last on their list of preferred games. This anomaly may be explained in terms of their underdeveloped cognitive skills. At the preadolescent stage, children are unable to deal with multiple variables and hypothetical reasoning – skills required to play strategy games, thus strategy games do not appeal to them. Surprisingly, eight graders have almost the same game preferences as the fifth graders. They like imagination games closely followed by physical enactment games and again the traditional games are the least liked game cluster. However, we do see that by the eight-grade strategy games have increased in popularity corroborating the notion that cognitive development plays an important role in media uses and gratifications. Based on the cognitive theory of development, we would expect college students to prefer strategy/ imagination games the most. However, we find that young adults show the strongest preference for traditional games while imagination games are the least liked. This phenomenon can be explained by the fact that traditional games are less time consuming and therefore more appealing to college students who have less time to dedicate to gaming. Not only can these games be played for brief periods of time, but since they are traditional, there is the added advantage of already knowing the rules and conventions of the games, hence time is not spent on deciphering the game.

Authors: Sherry, John., Desouza, Rebecca., Greenberg, Bradley. and Lachlan, Ken.
first   previous   Page 16 of 24   next   last



background image
Video game U&G
16
challenge and fantasy, which the physical enactment and imagination games are easily able to
provide. The games are appealing because they invest the child with physical and social powers
that he/she might lack in real life situations. Traditional games on the other hand leave no room
for fantasy, furthermore we can hypothesize that the challenges posed by these games are not
attractive enough to the fifth grader. It is important to note here that even though fifth graders
prefer the imagination game cluster to the traditional game cluster, strategy games (part of the
imagination cluster) are ranked last on their list of preferred games. This anomaly may be
explained in terms of their underdeveloped cognitive skills. At the preadolescent stage, children
are unable to deal with multiple variables and hypothetical reasoning – skills required to play
strategy games, thus strategy games do not appeal to them. Surprisingly, eight graders have
almost the same game preferences as the fifth graders. They like imagination games closely
followed by physical enactment games and again the traditional games are the least liked game
cluster. However, we do see that by the eight-grade strategy games have increased in popularity
corroborating the notion that cognitive development plays an important role in media uses and
gratifications.
Based on the cognitive theory of development, we would expect college students to
prefer strategy/ imagination games the most. However, we find that young adults show the
strongest preference for traditional games while imagination games are the least liked. This
phenomenon can be explained by the fact that traditional games are less time consuming and
therefore more appealing to college students who have less time to dedicate to gaming. Not only
can these games be played for brief periods of time, but since they are traditional, there is the
added advantage of already knowing the rules and conventions of the games, hence time is not
spent on deciphering the game.


Convention
Need a solution for abstract management? All Academic can help! Contact us today to find out how our system can help your annual meeting.
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 16 of 24   next   last

©2012 All Academic, Inc.