3. Methodology
3.1. Participants and measures One hundred eighteen fourth- and fifth-grade children from four American public schools each completed a survey about his or her video game play habits. The survey was conducted in conjunction with a larger study exploring video game play and creativity in children (Hamlen, 2009). This survey asked participants about their access to video games, the amount of time they typically spend playing video games, and asked them to name two video games they play most often. The students and the researcher, with a high level of agreement, both classified each game into one of 14 genres: Action, Sports, Racing, Platform, Music,Adventure, Role play, Survival horror, Simulation, Massively Multiplayer Online Game, Strategy, Puzzle, Traditional, and Educational. This list of genres was developed using classifications found in Wikipedia (Video game genres, 2009) because these are definitions and classifications generated primarily from gamers themselves. For each game, the child then checked off which of six strategies,if any, (s)he uses to learn and improve in that game. Children also responded to an open-ended question about why they like the games they play.
A parent or guardian of each participant also completed a survey, which was used to verify student time estimates. Both the parent and the student were asked to estimate the number of hours the student spent playing video games ‘this past week.’ The corrlation between parent and student time estimates was .56, a moderate correlation which is significant at the .01 level. A matched t-test showed that there was not a signi?cant difference between these two means (t103 =.542, p = .601). Since parent time estimates support the reliability of student time estimates, student time estimates were used for the remainder of the analyses.
3。方法論
3.1。參與者和措施，其中一項 118名四年級和五年級的孩子從公立學校每四個美國完成的一項調查顯示他或她的視頻遊戲的習慣。這項調查是在一個較大的結合研究，探討視頻遊戲和創造力，兒童（哈姆倫，2009）。這項調查要求參與者對進入視頻遊戲，其數額通常花費時間，他們玩視頻遊戲，並要求他們說出兩個視頻遊戲他們玩的次數最多。學生和研究人員，具有較高水平的協議，每場比賽都歸類為以下14個類型：動作，體育遊戲，賽車，平台，音樂，冒險，角色扮演，恐怖生存，模擬，大型多人在線遊戲，戰略，益智，傳統和教育。這份清單的類型是發達國家使用的分類發現在維基百科（視頻遊戲類型，2009年），因為這些都是產生的定義和分類主要來自玩家自己。對於每一個遊戲，然後檢查了這些孩子的六大策略，如果有的話，他（她）用來學習和提高在那場比賽。孩子們還回答了一個開放式問題，為何他們喜歡的遊戲，他們玩。
父母或監護人的每一個參與者也完成了一項調查，這是用來驗證學生的時間估計。無論是家長和學生被要求估計數個小時的學生花在玩電子遊戲'在過去的一周。'的家長和學生之間 corrlation時間估算為 0.56，這是一個溫和的相關性在0.01水平顯著。一個配對 t -檢驗表明，沒有一個找出所有的差異這兩個手段（t103 =. 542，p值= 0.601）。由於家長的時間估計支持學生時代的可靠性估計，學生的時間估計是用於餘下的分析。
3.2. Genres and strategies
Chi-square analyses were used to explore possible relationships between the types of video games played and the strategies children use to learn those games. The game genres were collapsed from 14 to 4 different genres based on conceptual relationships in order to meet the assumptions of the Chi-square tests. Action, sports, racing, platform, and music genres all focus primarily on movement and motions. These were combined to form one Action group. Adventure, role play, and survival horror games are conceptually related because they involve problem-solving within a storyline. These were combined to formthe Adventure group. Simulation and Massively Multiplayer Online Games (MMOGs) both involve simulation and representation of reality, and were combined to form the Simulation genre. Finally, strategy, puzzle, traditional, and educational games all focus on games with learning and problem solving that have and can be played without technology, such as drill-and-practice quizzes and board games like chess. These formed the Educational/Traditional group. Other possible ways to group the genres were considered, based on different patterns of categorization, and a few of the most relevant alternate groupings were explored during the analysis phase to ensure that the results did not differ on this basis. Some of the alternate grouping options included grouping MMOGs with role play games as one genre and simulation games as a separate genre, as well as grouping survival horror games with Action instead of Adventure. These alternate arrangements affected the data for only a few participants and did not change the trends found in the results. Table 1 shows the final genre groupings that were used.
3.2。類型和策略
卡方分析來探討可能的類型之間的關係發揮的視頻遊戲和策略使用兒童學習這些遊戲。遊戲類型倒塌14日至4種不同類型的基礎上的概念關係，以滿足假設的卡方測試。動作，運動，賽車，平台和音樂流派都主要側重於運動和議案。這些被合併，形成一個行動小組。冒險，角色扮演，和生存恐怖遊戲概念相關，因為它們涉及的問題解決在故事情節。這些都是結合從探險小組。仿真和大型多人在線遊戲（MMOG的）都涉及模擬和代表性的現實，並組合成的仿真流派。最後，策略，益智，傳統和教育遊戲都聚焦於遊戲，學習和解決問題已經和可以發揮，沒有技術，如操練與練習測驗和喜歡國際象棋的棋盤遊戲。這些形成了教育/傳統組。其他可能的方式進行分組類型進行了審議，根據不同的分類方式，和一些最相關的替代分組進行了探討，在分析階段，以確保結果沒有差異在此基礎上。一些替代方案包括分組與分組 MMOG的角色扮演遊戲，一個流派和模擬遊戲作為一個獨立的流派，以及分組的恐怖生存遊戲與行動，而不是冒險。這些備用安排影響的數據只有少數參加者並沒有改變的趨勢中發現的結果。表1顯示了最終的類型分組被使用。
In the student survey, students identified which strategies they utilized to improve at the two games they played most often. The question asked ‘‘How did you/will you get good at this game?” Students were able to choose any that applied from the choices listed. These were (1) ‘‘I play it over and over again” (repetition), (2) think of new and different ways to do the tasks or solve it” (innovation), (3) ‘‘I get answers or codes from the Internet, books, friends” (cheats), (4) ‘‘I watch other people play and then I do what they did” (observation), (5) ‘‘I explore and try different things until I find something that works” (exploration), and (6) ‘‘I pretend I am really in the game and try to think the way they would think” (role play). Chi-square tests of association were conducted for each of the six strategies to examine the relationship of the genres played and use of each learning strategy. These Chi-square tests were then repeated for males and females separately, and for students who play more and less often in a typical week.
在學生調查，學生們確定了戰略，他們利用來改善他們在兩場比賽中發揮得最頻繁。這個問題你怎麼問''/將你擅長這個遊戲？“學生們可以選擇任何應用從選擇上市。這些是：（1）''我玩一遍又一遍“（重複），（2）認為新的和不同的方式做任務或解決它“（創新），（3）''我得到的答案或代碼從互聯網，書籍，朋友“（作弊），（4）''我看別人玩，然後我做他們做了“（觀察），（5）''我探索和嘗試不同的東西，直到我找到的東西，工程“（勘探），（6）''我假裝我是真的在遊戲中，並嘗試想辦法，他們會認為“（角色扮演）。卡方檢驗協會進行的每六個戰略關係研究的流派發揮和利用每一個學習策略。這些卡方檢驗，然後重複分別為男性和女性，並為學生多打少誰經常在一個典型的一周。
3.3.Reasons for playing these games
Children also wrote one or two sentences explaining why they like the video games they choose to play most often. The responses were the basis for the creation of a matrix of possible motivational choices. These answers were coded independently by two researchers and patterns among gender and genre of game were explored.
3.3.玩這些遊戲的原因
孩子們還寫了一兩句話解釋為什麼他們喜歡的視頻遊戲，他們選擇播放最頻繁。這些反應的基礎，創造了一個矩陣的可能動機的選擇。這些答案進行編碼兩個獨立的研究人員和模式在性別和流派的遊戲進行了探討。
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