What HCI designers can learn from video game designers
CHI '94 Conference Companion on Human Factors in Computing Systems
GameFlow: a model for evaluating player enjoyment in games
Computers in Entertainment (CIE) - Theoretical and Practical Computer Applications in Entertainment
Violent Video Game Effects on Children and Adolescents: Theory, Research, and Public Policy
Violent Video Game Effects on Children and Adolescents: Theory, Research, and Public Policy
Effectiveness of using a video game to teach a course in mechanical engineering
Computers & Education
An investigation of Big Five and narrow personality traits in relation to Internet usage
Computers in Human Behavior
Call of (civic) duty: Action games and civic behavior in a large sample of youth
Computers in Human Behavior
Unpacking self and socio dialectics within learners' interactive play
Computers & Education
The relationship between video game use and a performance-based measure of persistence
Computers & Education
Hi-index | 0.00 |
The relationship between video gameplay, video game genre preference, personality, and GPA was investigated in an online correlational study with university students. In addition to administering self-report measures of GPA and personality, we asked three different questions regarding styles of video gameplay. The first asked the average time spent playing video games per week (habitual players), the second asked the total time spent playing favorite video games (selective players), and the third asked the number of different video games played in a year (diverse players). Students who were medium in selective player style (spent 11-50h) had significantly higher GPAs than students low on selective player style (spent 0-10h). Students high on habitual playing style (7 or more hours a week) showed significantly lower levels of Conscientiousness compared to students low on habitual playing style (0-1h a week). Students who were high on the diverse style (i.e., 7 or more games played a year) showed significantly higher Openness scores than students low on the diverse style (0-3 games a year). Finally, several notable relations were found between video game genre preference, GPA, and personality. Results are discussed in terms of the positive implications of video gameplay on academic performance.