Game Development Reference
In-Depth Information
for “I don't agree or disagree”, 4 represented “I
partially agree” and 5 indicated “I totally agree”.
The statements intend to characterize the way the
players realize the effects of electronic games in
improving their communication and interaction
skills (Rosas et al., 2003; Turvey, 2006), problem
solving (Johnson, 2006; Beedle & Wright, 2007)
and the motivation to perform some activities
(Galarneau & Melaine, 2006; Turvey, 2006).
Besides that, the information regarding the
communication and interaction, and problem
solving skills promoted by the games, was con-
ceptualized under two dimensions:
additional material provided by the game; (3) the
achievement of objectives; and (4) interact with
other players
Section IV: Player's Opinion
For this section two open questions were asked
about what motivates the player to continue play-
ing and their opinion on whether online games help
in their academic or professional lives. Participants
were asked to justify their answers.
1. The player recognizes that the online game
improves some skills;
2. The player is able to use skills acquired in
the game environment in his/her academic
or professional life.
Problem Solving Within Games
The study intended to determine whether or not
players understood: the need for dividing a goal
into various tasks, if they were able to comprehend
the different methods of achieving a goal, if they
understood the influence of implicit rules regard-
ing the game environment, if the game situation
helped them rethink their knowledge so that they
could find ways to achieve goals, if multiplayer
games allowed them to ponder the consequences
their actions may bring when favoring one option
over others, and whether or not they were able to
apply capacities developed within the game to their
lives academically or professionally speaking.
The means as well as the standard deviation for
each of these questions can be found in Table 3.
Even though all the results were higher than
the estimated mean for the items (2.5), we cannot
conclude that players feel that solving game
problems aids them in an academic or profes-
sional atmosphere. This item displayed a mean
of 2.7 with a standard deviation of 1.3. This was
the lowest mean.
Item 13 intended to verify whether or not
players understood the need to divide goals into
smaller tasks. The answers obtained were posi-
tive being as the majority of players (69%-77%)
partially or totally agreed with the statement. No
Thus, the statements that characterize the
communication and interaction skills fostered
by the games are intended to verify if the players
recognize that: (1) the game requires collaboration
among players; (2) promotes teamwork skills; (3)
improves the communication skills of the player;
and (4) players can transfer the communication
and interaction skills developed in the game to
their life and if they can use this interaction to
solve problems at school or at work.
The statements that characterize the ability to
solve problems fostered by the games are intended
to identify: (1) if the players realize different ways
to achieve a goal; (2) understand the influence of
the rules defined by the game environment; (3)
restructure the acquired knowledge when faced
with a new situation; (4) if the players can transfer
the problem-solving skills developed in the game
to their real lives and if they can use them in their
academic or professional life.
When speaking of the statements pertaining
to the motivation players felt to perform certain
tasks, players were asked if they feel motivated
to: (1) assimilate the game rules (2) search for
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