Male Students and Digital Game: Reason, Motivation and Feeling

Sin, Nazirah Mat; Talib, Othman; Norishah, Tengku Putri; Ishak, Adura Azlin; Baki, Roselan

doi:10.7763/ijiet.2014.v4.359

Cited by 14 publications

(7 citation statements)

References 7 publications

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“…Students enjoyed the feeling of autonomy, discovery, ownership and mastery during gameplay. Educational games need to be designed in a way that they give room for these experiences (Arnab et al, 2015;Barab et al, 2010;Lameras et al, 2017;Sin et al, 2014. Interesting in the current study is that students experienced autonomy, ownership and discovery, even though the escape room setup was very strict and had few degrees of freedom, due to its design involving codes and locks.…”

Section: Usability For Science Educationmentioning

confidence: 98%

Beyond the Early Adopters: Escape Rooms in Science Education

2021

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Case studies report enthusiastically on the implementation of escape rooms in science education. This mixed-method study explores beyond the early adopting teacher, as the perceptions of 50 teachers and 270 students were investigated. Escape rooms are time restricted games where participants work together and accomplish a specific goal. The escape rooms’ usability for education in terms of goals, experiences during gameplay, outcomes, and boundary conditions are studied, using multiple data sources: online questionnaires, interviews, classroom observations and movie clips made by students about their experiences. The use of mixed methods and large samples on this topic is a novelty. Results show that teachers of different ages, gender and teaching experience were appealed in particular to the diversity of activities offered that call for multiple skills and teamwork. Students experienced the need to think hard using multiple thinking skills and enjoyed the feeling of autonomy and mastery during gameplay. This is interesting, as an escape room setup is very strict, with few degrees of freedom. According to teachers and students, escape rooms are suitable for processing, rehearsing and formative assessment of science knowledge and skills. However, the time restriction during gameplay appears to be an ambiguous factor in student learning.

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Section: Usability For Science Educationmentioning

confidence: 98%

Beyond the Early Adopters: Escape Rooms in Science Education

2021

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“…In this context, it is seen that there is a similarity between this research and the study conducted by Demirel et al (2019) according to gender variable. Sin et al (2014) stated that the male students' motivation to play digital games was investigated according to the results of the study, it was stated that the emotions that provide the motivation to play digital games of the male students have the challenge and control emotions (Sin et al, 2014). In this context, the results of this study and the research conducted by Sin et al In addition, according to the results of the research conducted by Sin et al (2014) It was stated that the most intense emotion felt by digital game players while playing digital games was entertainment.…”

Section: Discussion and Resultsmentioning

confidence: 99%

Playing Digital Game Motivations of University Students

Turğut

Yaşar

2019

Asian Journal of Education and Training

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Digital gaming involves all kinds of activities, both individually and as a team, in an online or offline environment through an electronic device. It is stated that the age of playing digital games has decreased to 5-6 years. The aim of this study is to investigate the motivation of students in different faculties of Kastamonu University to play digital games according to gender, age, faculty, class, income and frequency of playing. The research is a descriptive research conducted with quantitative research method. A total of 400 students participated from Kastamonu University in Turkey. In the research, digital game playing motivation scale developed by Munusturlar and Munusturlar (2018) was used as a measurement tool. In the study, the normal distribution of the data was determined by kurtosis and skewness values, and parametric analysis methods One-Way Anova and Independent T test were used. The motivation of the participants to play digital games was determined at medium and high levels. According to the results, differences were found according to the variables of gender, department, age, class and income status. According to a study of men playing digital games motivation levels are higher than women. In addition, participants with better financial status are more motivated to play digital games. In addition, older participants have higher motivation to play digital games.

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“…Focus group discussions were held between January and April 2017. We developed a discussion guide (Table 1) based on literature review of playing LBG, internet or online games, and related physical and psychosocial health perceptions [46][47][48][49][50][51][52][53][54]. The guide included topics such as perceptions of playing LBG (e.g., harmfulness relative to playing Pokémon GO and social interaction) and experience of playing LBG.…”

Section: Data Collectionmentioning

confidence: 99%

The Experience of Playing Located Based Game among Young Adults: Findings from a Focus Group Study

Yip¹

2018

Neuropsychiatry

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Background In Hong Kong, a lot of young adults are smartphone users. There are a number of health consequences in the physical realm, psychological area, and social aspects caused by game addiction of smartphone users. Game playing with smartphones is popular among young phone users. A location-based game (LBG) has recently received big attention from the young players. As such, this report is intended to explore the Hong Kong young adults' perceptions on playing LBG, Pokémon GO about their physical discomfort, and joy in playing the game. Methods and Findings We conducted 3 focus group discussions, held between January and April 2017, on this LBG (e.g., intention to try, harmfulness, and leisure) with a total of 17 young adults (age from 18-25 years old). We analysed the discussions using a thematic approach. Participants generally reported positive perceptions on playing the LBG, particularly because of their visual appeal in a reality situation. Some negative perceptions were reported. All participants believed the LBG would be at risk with increasing number of negative outcomes if participants were not handling the indulgence in the game well. Participants also commented that this game could be gateways to augmented reality with LBG. Conclusion Young adults welcome the LBG and are willing to experiment with Pokémon GO. Playing the LBG may alter the young adults' attitude and behavioural intention among their social interaction to pursue a common goal, physical activity and daily living behaviour.

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Male Students and Digital Game: Reason, Motivation and Feeling

Cited by 14 publications

References 7 publications

Beyond the Early Adopters: Escape Rooms in Science Education

Beyond the Early Adopters: Escape Rooms in Science Education

Playing Digital Game Motivations of University Students

The Experience of Playing Located Based Game among Young Adults: Findings from a Focus Group Study

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