4. Results
4.1. Video game play habits
Table 2 shows the genres of the games reported by participants and mean playing time by hours in a typical week for each. The genre most reported was action, with 56% of students reporting a game of this genre as the one they play most often. Simulation and adventure games were next most frequently reported, but far behind action games, with 19% and 16%, respectively. Educational and traditional games were least often the games that students play, with only 9% identifying a game of this genre. Students who reported playing adventure games had the highest mean playing time of the four comprehensive genres.
4。結果
4.1。視頻遊戲習慣
表2顯示類型的遊戲參與者和報告按小時播放時間平均在每一個典型的一周。該報告是行動最流派，有56％的學生報告了這一流派的遊戲是他們最經常玩。仿真和冒險遊戲是下一個最常見的，但遠遠落後於動作遊戲，19％和16％，分別為。教育和傳統遊戲，是最不經常玩遊戲的學生，只有9％，確定這一流派的遊戲。學生玩冒險遊戲誰報告了最高的平均上場時間的四個綜合流派。
4.2. Relationships between game genres and learning strategies
Chi-square analyses revealed significant relationships between genre and strategy for two of the learning strategies: repetition (Table 3) and role play (Table 4). Children who played action games were more likely to use the repetition strategy to learn the game than were those who played adventure, simulation, and educational games . Those who played adventure games were more likely to use their imaginations to take on the identity of the character in the game and think like the character would in order to improve at the game.
It is notable that use of repetition may be considered a less creative strategy, while role playing might be considered a more creative strategy for learning something new. This is a noteworthy finding because researchers have hypothesized about the types of cognition required for video games and their relationships to other types of learning. According to Squire (2006), game players must approach the game as a world in and of itself, and must take on the identity of the characters in the game in order to make appropriate decisions within the game. Similarly, Gee (2003) noted the connection between learning the ‘‘internal design grammar” of a game and the ability to try on different identities within various learning contexts. These results show that children tend to use this strategy and make such connections more readily within what they classify as adventure games, more so than in typical action games. Relationships between cognition and game play are likely to be dependent upon the context and characteristics of the particular games played.
4.2。遊戲類型之間的關係和學習策略
卡方分析，發現重大流派之間的關係和策略兩個學習策略：重複（見表 3）和角色扮演（見表 4）。誰玩動作遊戲的兒童更容易使用的重複學習策略遊戲比是那些誰發揮冒險，仿真和教育遊戲。那些誰發揮冒險遊戲更有可能利用自己的想像去研究解決身份的人物在遊戲中的角色，並認為這樣會為了改善遊戲。
值得注意的是，重複使用可被視為一個不太創作策略，角色扮演，而可能被認為是一個更有創造性的戰略學習新的東西。這是一個值得注意的發現，因為研究人員推測的種類認知所需的視頻遊戲和他們的關係，其他類型的學習。據誇爾（2006），遊戲玩家必須接近遊戲，世界和自己，而且必須採取的身份的人物在遊戲中，以作出適當的決定，在遊戲中。同樣，吉（2003）指出，學習 ''之間的連接的內部設計文法“的遊戲，並能夠嘗試不同的身份在不同的學習環境。這些結果表明，兒童傾向於使用這一策略，使這種連接更容易在什麼他們歸類為冒險遊戲，遠遠超過在典型的動作遊戲。關係認知和遊戲很可能會依賴於環境和特點的特定場比賽。
4.3. Gender differences in relationships between genres and strategies
Prior research has given evidence that boys and girls tend to prefer different types of video games (Livingstone & Bovill, 1999;Lucas & Sherry, 2004). Table 5 shows the game genres played most frequently by each gender. Males overwhelmingly preferred action games, while females were fairly evenly split between action and simulation games.
To further explore these relationships, the same Chi-square tests of association between genre and learning strategy were conducted for males and females separately. Among males alone,there was still a significant relationship between genre of video game played and use of the repetition strategy. Boys who played action games and educational games were more likely to use the strategy of repetition to learn the games, while those who played simulation and adventure games were less likely to use this strategy. For males, there was also still a significant relationship between genre of video game played and use of the role play strategy , with those who played adventure games being more likely to use the role play strategy.
When female data was analyzed separately, they did not have these significant relationships between genre and use of the repetition strategy or the role play strategy. They did, however, experience a significant relationship between genre of video game played and use of the observation strategy. Girls who played adventure games were more likely to learn by watching others play than girls who played action, simulation, or educational games.
4.3。性別差異和戰略之間的關係類型
在此之前的研究提供的證據，男孩和女孩往往喜歡不同類型的視頻遊戲（利文斯通和博維，1999;盧卡斯和雪利酒，2004）。表5顯示了遊戲類型最常扮演每個性別。絕大多數男性首選的動作遊戲，而女性是相當各佔一半的行動和模擬遊戲。
為了進一步探討這些關係，同卡方檢驗協會之間的風格和學習策略進行了男性和女性分別。僅在男性，但仍有相當大的關係流派之間的視頻遊戲玩耍，重複使用的策略。男孩誰發揮的動作遊戲和教育遊戲更容易重複使用的學習策略的遊戲，而那些誰發揮模擬和冒險遊戲是不太可能使用這種策略。對於男性，也有仍然有相當的關係類型的視頻播放和使用遊戲角色扮演策略，誰發揮的冒險遊戲，更可能使用角色扮演策略。
當女性單獨的數據進行了分析，他們沒有這些重要流派之間的關係和使用重複策略或角色扮演策略。他們沒有，但是，經驗的重要流派之間的關係發揮的視頻遊戲和使用的觀測戰略。誰玩冒險遊戲，女孩更有可能通過觀察學習別人玩比女孩誰發揮作用，仿真或益智遊戲。
4.4. Strategies by gender and time
Use of these strategies to learn video games in general, regardless of the genre of the game, was also explored. A comparison was made of learning strategies by gender (Table 6). Chi-square tests of association revealed that girls were more likely than boys to use the innovation strategy , to observe others , and to explore when learning to play their favorite video games. The association between girls and preference to explore in video games is consistent with previous research (Kinzie & Joseph, 2008). Boys were more likely than girls to use cheats, referring to both friends and codes, to learn to play video games. Girls and boys were equally likely to use the other two strategies, repetition and role play, when learning games. It should be noted that the word cheats does not,in this context, refer to cheating in the sense of dishonesty, but is a general term used to refer to use of things such as cheat codes (codes programmed into the game to change the game play in various ways, often available on the Internet) and glitching (unintentional programming flaws that, when found, allow the player to do things that may not otherwise be possible), as well as asking friends and using other resources besides oneself or the provided manual to complete the game. The final comparison was that of game-learning strategies
based on time children spend playing video games in a typical week. Children reported the number of hours they play video games in a typical week during the school year. The median was 3 h per week, and the mean was 3.55 h per week. Thus, for this analysis, students were divided into two time categories: those who play 0–3 h in a typical week, and those who play more than 3 h in a typical week. Results of the Chi-square tests revealed that those who play video games more often were more likely than their counterparts to use the repetition strategy and to use cheat codes to learn to play video games (Table 7). Children who played more and less frequently in a typical week were equally likely to use the other four strategies to learn to play video games. The more frequent use of the repetition strategy for children who play more often is most likely explained by the fact that action games are most popular among frequent gamers. In fact, because children who play video games more frequently tend to play exclusively action and adventure games, the Chi-square analysis of the other two genres and strategies could not be used in this portion of the analysis. Use of cheats by more frequent gamers is likely due to the fact that these players are more involved in the gaming community and know how to find resources such as cheat codes.
4.4。按性別和時間的策略
使用這些策略，學習視頻遊戲一般，無論體裁的遊戲，進行了探討。一個比較了學習策略的性別（表6）。卡方檢驗表明，結社女孩比男孩更有可能使用的創新戰略，以觀察別人，並探討在學習自己喜歡玩視頻遊戲。女孩之間的關聯和偏好，探討視頻遊戲是一致的，過去的研究（坎齊和約瑟夫，2008）。男孩比女孩更容易使用作弊，指的朋友和代碼，要學會玩視頻遊戲。女孩和男孩同樣可能使用其他兩種策略，重複和角色扮演，當學習遊戲。應當指出，這個詞不作弊，在這方面，是指在這個意義上作弊的不誠實，但它是一個通用術語，用來指使用的事物，如信息（代碼編程到遊戲改變遊戲發揮各種方式，經常在互聯網上公佈）和毛刺（無意編程缺陷，當發現，允許玩家做的事情，可能無法得到的可能），以及詢問朋友和其他資源，除了利用自己或所提供的手工來完成遊戲。最後的比較是，遊戲的學習策略基於時間花在玩視頻遊戲的孩子在一個典型的一周。孩子們報告了他們的小時數玩視頻遊戲在一個典型的一周在學校的一年。中位數為每週 3小時，平均每週為 3.55 ħ。因此，對於這種分析，學生們分成兩個時間類：
誰玩0-3 H在一個典型的一周，如果誰玩超過 3小時在一個典型的一周。結果卡方測試結果表明，那些誰更經常玩視頻遊戲更有可能較其對應的重複使用的策略，並利用信息來學習玩視頻遊戲（表7）。孩子誰發揮越來越少經常在典型的一周也同樣可能使用其他四個戰略要學會玩視頻遊戲。越頻繁使用重複戰略發揮更大的兒童往往是誰最有可能解釋的是，最流行的動作遊戲中常見的玩家。事實上，因為孩子們誰更經常玩視頻遊戲，往往只玩動作和冒險遊戲，卡方分析其他兩個類型和策略不能用於這部分的分析。使用欺騙玩家通過更頻繁的可能是由於這一事實，即這些球員更多地參與遊戲社區，知道如何尋找資源，如信息。
4.5. Motivation for playing the chosen video game
Students wrote 1–2 sentences explaining why they like the game that they playmost often and the game that they play second most often. After these answers were transcribed, a matrix was developed to illustrate the types of reasons cited by students. Each student reason was labeled by specific category (e.g. violence, choices) using the words of the student response when appropriate. Working in reverse, these categories were then classified as psychological, physical, mental, characteristics of the game itself, and other. This matrix is shown in Fig. 1. Two researchers independently coded and classified each student response into one of the final categories shown above (e.g.identity, success, violence, interest in subject). The researchers reached a significant and acceptable level of agreement with a correlation of .72, p < .01. Single codes for each response were then agreed upon. Results of this classification revealed that the overwhelming majority of the students cited psychological, cognitive,and visceral reasons for playing the games they play (81.7%), as opposed to reasons based on characteristics of the games (12.6%) and physical reasons (2.5%). This is consistent with recent research (Ryan et al., 2006;Yee, 2007) showing that people are motivated to play video gamesmore by psychological andmental factors than by particular qualities of the games themselves. This study, however, extends these findings to elementary school-aged children, whereas most previous research in this area has been conducted with college students and other adults. The categories containing the highest percentages of students were Interest in subject (25.8%), Freedom from restrictions (13.9%), and Challenge (12.7%). Those with an interest in the subject of the game usually reported that they participate in the real activity and thus enjoy playing a game simulation that relates to their interests. For example, students said ‘‘I love playing guitar in re life and I love music,” ‘‘Because it has to do with hockey and lately I have been interested in hockey,” and ‘‘I like this game because I love dogs.” Having an interest in the subject matter of a game is difficult to classify as psychological, cognitive, or visceral, since it most likely incorporates elements of all three. In addition, the topics that interest the students may have rich cultural associations, but in an effort to identify the primary motivation for game play,interests were classified as a combination of psychological, cognitive, and visceral.
4.5。所選擇的動機玩視頻遊戲
學生寫 1-2句話解釋為什麼他們喜歡的遊戲，他們 playmost經常和他們玩的遊戲，第二個最頻繁。經過這些答案謄寫，開發了一個矩陣來說明所列舉的原因類型的學生。每個學生的原因是標記的特定類別（如暴力，選擇）使用的話對學生的反應適當的時候。工作在反向，這些類別，然後歸類為心理，生理，心理，遊戲本身特點，及其他。這個矩陣圖所示。 1。兩位研究者獨立編號和分類的每一個學生的反應為一類的最後上面（egidentity，成功，暴力，興趣主題）。研究人員達到了顯著的和可以接受的水平的協議，相關 .72，p值“0.01。每個響應碼單，然後商定。這種分類結果顯示，絕大多數的學生引心理，認知和內臟的原因玩遊戲他們玩（81.7％），而不是原因，特點的基礎上的遊戲（12.6％）和物理原因（2.5 ％）。這與最近的研究（Ryan等。，2006;怡，2007年）顯示，人們的動機是玩視頻遊戲更多的心理因素比andmental特別是對遊戲本身的素質。這項研究，然而，這些研究結果延伸到小學適齡兒童，而以往大多數的研究在這方面進行了具有大專以上學生和其他成人。這些類別包括比例最高的學生興趣的主題（25.8％），免於限制（13.9％），與挑戰（12.7％）。那些有興趣在主題的遊戲通常報告說，他們參與的活動，從而真正享受玩遊戲的模擬，涉及到他們的利益。例如，學生們說 ''我愛彈吉他，重新生活，我喜歡音樂，“''，因為它必須做曲棍球，最近我一直感興趣的曲棍球，”和''我喜歡這個遊戲，因為我很喜歡狗。“擁有的權益該標的物的一個遊戲是難以歸類為心理，認知，或內臟，因為它最有可能包含三個要素。此外，學生感興趣的主題可能有豐富的文化協會，但在努力查明的主要動機，遊戲，興趣被列為組合的心理，認知和內臟。
Students whose primary motivation for playing was freedom from restrictions reported being able to do ‘‘almost anythin and to make choices for themselves. This suggests a longing for independence and freedom. This category also included the freedom to make violent choices within the game. There have long been concerns over violence in video games, and a large percentage of children in this study reported that the reason they like the game they play most often is because it allows them to participate in violent activities. Examples of student responses relating to violence were: ‘‘I can run over mail men, dogs, and more,” ‘‘beca can nock people throw the glass” (sic.), ‘‘I get to kill people,” and like it because you get to punch and kill others.” It is alread known that children, particularly boys, tend to play violent video games frequently (Ferguson et al., 2008; Funk, Buchman, & Germann, 2000; Gentile, Lynch, Linder, & Walsh, 2004). While there is a great deal of research on the potential effects of playing these violent games on behavior, there is less research on the reasons why children choose to play these games. It may be hypothesized that the violent games happen to be those with better graphics,plots, or action. This study, however, shows that many children ?primarily boys – report choosing video games speci?cally becaus of the violent content they are able to experience within it.
學生演奏，其主要動機是自由之限制報告說，幾乎可以做到''：我在和自己作出選擇。這表明一個渴望獨立和自由。這一類還包括自由作出選擇，在遊戲中的暴力。早就有擔憂暴力視頻遊戲，還有很大一部分兒童在這項研究報告說，他們之所以喜歡玩的遊戲，他們往往是因為它允許他們參與暴力活動。學生的反應的例子涉及暴力是：''我可以跨越郵件的人，狗，等等，“''貝科能諾克人扔玻璃”（sic.），''我去殺人，“像因為你去衝，並殺害他人。“這是alread知道，兒童，尤其是男生，往往會經常玩暴力電子遊戲（弗格森等人。，2008;馮克，布赫曼，與格爾曼，2000;詹蒂萊，林奇，林德，＆沃爾什，2004）。雖然是一個很大的潛在影響研究玩暴力遊戲對這些行為，但研究較少的原因，為什麼這些孩子選擇玩遊戲。這可能是推測，發生暴力遊戲是那些與更好的圖形，圖表，或行動。這項研究結果則顯示，許多孩子？主要男孩 - 選擇視頻遊戲 speci報告？和Cally becaus的暴力內容，他們都能夠體驗到在其中。
Finally, many students reported that they enjoy games when ‘‘it challenges you,” when ‘‘it is really hard,” and when ‘‘you have to really think.” These children reported the challenge or thinking required for the game to be the primary reason they like playing the games they play. It is an important discovery to note that children enjoy a challenge and will seek out games that are difficult and require thinking, which is also consistent with prior research (Downes, 2002). This contradicts common assumptions that children are being cognitively lazy when playing video games. It also suggests to parents and educators that if children are not engaged during their formal schooling, making the work easier may not provide increased engagement but might, in fact, decrease engagement even further.
最後，許多學生報告說，他們享受遊戲的IT挑戰時，''你，“當''這是真的很辛苦，“當''你必須真正的想法。“這些孩子報或思考的挑戰所需的遊戲被主要的原因，他們喜歡玩的遊戲，他們玩。這是一個重要的發現指出，兒童享有一個挑戰，將尋找的遊戲，是困難的，需要思想，也符合先前研究（唐斯，2002）。這與常見的假設，兒童被認知很懶，玩視頻遊戲。報告還建議家長和教育工作者，如果孩子在沒有進行正式的教育，使工作更容易，可以不提供，但可能更多地參與，其實，進一步減少參與。
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