investiGaming is a publication of the Serious Game Design group in the Department of Telecommunication, Information Studies, and Media at Michigan State University, 2007-2009
This gateway is partially supported by grant 0631771 from the National Science Foundation.
The opinions expressed are those of the authors and do not represent Michigan State University or the National Science Foundation.
Children High SchoolinvestiGaming › Tags › Children High School
Selected highlights from the CHILDREN HIGH SCHOOL tag (scroll down to see the full list of entries with this tag, including links to the entries)
Gaming and Socialization
• Adolescent males who were heavy game players were also likely to see their friends more often outside school, thus providing no support for the theory that computer games are taking the place of normal social interaction (Colwell, 1995).
• Adolescent male programmers tended to have more positive attitudes than adolescent female programmers (Devlin, 1991).
• Higher friendship quality and less positive parental relationships among high school students are predictors of higher frequency of Internet use (Willoughby, 2008).
• For adolescent females, there was evidence of a negative relationship between self-esteem and need gratification through playing computer games (Colwell, 1995).
• For adolescent girls, more time playing video or computer games is associated with lower Self-Perception Profile scores and lower self-esteem (Funk, 1996).
• Adolescent male programmers tended to have more positive attitudes than adolescent female programmers (Devlin, 1991).
• 65% of game-playing teens play with other people who are in the room with them (Lenhart, 2008).
• 47% of teens play online games with people they know in their offline lives (Lenhart, 2008).
• Teens who play games socially (a majority of teens) are more likely to be civically and politically engaged than teens who play games primarily alone (Kahne, 2008).
Game Preferences
• Boys (aged 12-17) at a lower education level play more standalone games, play more violent games, and display less social motivations for game-playing, than their higher educated counterparts, who played more lawn and mmorpgs for social motivations (Bijvank, 2007). Lower-educated boys (ages 12-17) were most attracted by the violence in their favorite games, whereas higher-educated boys were most attracted to the games’ potential for immersion (Bijvank, 2007).
• Most teens do not limit themselves to just a few game genres, instead choosing to play many different types of games. Daily gamers are more likely to play a wider range of game genres than non-daily gamers (Lenhart, 2008).
• 97% of teens ages 12-17 play computer, web, portable, or console games (Lenhart, 2008).
• Younger teen boys are the most likely to play games, followed by younger girls and older boys. Older girls are the least “enthusiastic” players of video games, though more than half of them play (Lenhart, 2008).
Barriers for Girls
• Key barriers that were found to stand between many girls and young women’s full participation and contribution in a technological society include a lack of interest, knowledge, computer literacy, sense of play and creativity with technology, and awareness about possibilities available within the fields of IT and computer technology (Witkwoski, 2006).
• The “we can, I can’t” phenomenon is the tendency for Japanese females to be unsure of their own individual ability to use computers, but to feel that women as a group are as able as men in this domain (Makrakis, 1993).
• Four times more high school males than females have taken a computer programming class (Barron, 2004).
• Gaming provides an accessible entry point into geek identities and practices that are tied to technical expertise and media literacy, but this entry point is more accessible to those with high-end gaming resources and more appealing to males (Ito, 2008).
Benefits of Computer Use
• High School males and females who were classified as having more out-of-school computer experience utilized a broader range of learning resources and were more likely to learn from out-of-school classes and distributed resources such as online tutorials and reading material (Barron, 2004).
• Adolescent female programmers tend to balance both masculine and feminine attributes, while the remaining user groups maintain sex role-biological sex congruence (Devlin, 1991).
• Moderate use of the Internet among high school students is associated with a more positive academic orientation than non-use or high levels of use (Willoughby, 2008).
• Teens who have civic gaming experiences, such as helping or guiding other players, organizing or managing guilds, playing games that simulate government processes, or playing games that deal with social or moral issues, report much higher levels of civic and political engagement than teens who do not have these kinds of experiences (Kahne, 2008).
Barron, B. (2004)
Synopsis:
Investigates participation in technological fluency-building activities among 98 high school seniors enrolled in AP-level calculus classes in a community heavily involved in the technology industry.
Keywords:
academia, journal, digital divide, high school, learning, programming,
Full Text: Yes | Abstract: Yes | Highlights: Yes
Synopsis:
397 boys of varying education levels were surveyed to examine what characteristics distinguish various player-types.
Keywords:
academia, conference, survey, motivations, player types, aggression, middle school, high school, violence, what men want, what women want, values at play, academic achievement
Full Text: Yes | Abstract: Yes | Highlights: Yes
Synopsis:
120 adolescents were surveyed about gratification of needs and self-esteem and computer.
Keywords:
survey, academia, high school, motivations, gaming social context
Full Text: No | Abstract: Yes | Highlights: Yes
Synopsis:
The attitudes of 462 high school students from six public high schools in Philadelphia were assessed using Loyd’s Computer Attitude Scale. These students’ sex role self-concept was also assessed using the BEM Sex-Role Inventory.
Keywords:
academia, report, masculinity, femininity, gender theories, high school
Full Text: Yes | Abstract: Yes | Highlights: Yes
Synopsis:
A multivariate analysis identify marked gender differences in game-playing habits and in scores on the Harter Self-Perception Profile for Adolescents to document current adolescent electronic game-playing habits and explore associations among preference for violent games.
Keywords:
journal, academic achievement , violence, high school
Full Text: Yes | Abstract: Yes | Highlights: Yes
Synopsis:
A discussion of different genres of gaming practices and the discourses that create boundaries between different forms of game play in terms of learning and development.
Keywords:
academia, chapter, children high school, gaming social context, gaming culture, gender identity, co play, empowerment, friendship
Full Text: Yes | Abstract: Yes | Highlights: Yes
Synopsis:
A phone survey of 1,102 young persons in the United States aged 12 to 17 conducted by Pew Internet and American Life Project in order to explore the link between video games and civic engagement.
Keywords:
survey, report, high school, player demographics, game genres, digital divide, parents and gaming , gaming social context, co play, family dynamics, civic engagement, learning, Internet use
Full Text: Yes | Abstract: Yes | Highlights: Yes
Synopsis:
Telephone interviews of 1102 12- to 17-year-olds and their parents in were analyzed in order to determine which teens are playing games, the games and equipment they are using, the social context of their play, and the role of parents and parental monitoring regarding games.
Keywords:
academia, survey, report, high school, civic engagement, gaming culture, game genres, player demographics, gaming social context, parents and gaming
Full Text: Yes | Abstract: Yes | Highlights: Yes
Synopsis:
Used a series of regression analyses to examine gender differences in perception of computer self-efficacy and equality in computer competence, and the factors that might influence these perceptions among 15-yr-old Japanese students.
Keywords:
journal, Japan, self efficacy, computer skills, high school
Full Text: Yes | Abstract: Yes | Highlights: Yes
Synopsis:
The prevalence, frequency, and psychosocial predictors of Internet and computer game use were assessed with 803 male and 788 female adolescents across 2 time periods, 21 months apart. At Time 1, participants were in the 9th or 10th grade; at Time 2, they were in the 11th or 12th grade.
Keywords:
journal, psychology, academic achievement, high school, internet use,
Full Text: Yes | Abstract: Yes | Highlights: Yes
Synopsis:
Young women in Danish schools between the ages of 13 and 19, teachers, and computer technology laboratory leaders were interviewed about computer technology.
Keywords:
Denmark, case study, gender stereotypes, computer skills, IT careers, gaming culture, empowerment, self efficacy, high school, media literacy
Full Text: Yes | Abstract: Yes | Highlights: Yes