Gender Differences in Cognitive Load and Competition Anxiety Affect 6th Grade Students' Attitude toward Playing and Intention to Play at a Sequential or Synchronous Game

Autor/inn/en	Hwang, Ming-Yueh; Hong, Jon-Chao; Cheng, Hao-Yueh; Peng, Yu-Chi; Wu, Nien-Chen
Titel	Gender Differences in Cognitive Load and Competition Anxiety Affect 6th Grade Students' Attitude toward Playing and Intention to Play at a Sequential or Synchronous Game
Quelle	In: Computers & Education, 60 (2013) 1, S.254-263 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2012.06.014
Schlagwörter	Difficulty Level; Factor Analysis; Cognitive Processes; Females; Competition; Student Attitudes; Anxiety; Play; Chinese; Gender Differences; Grade 6; Intention; Computer Games; Computer Uses in Education; Information Technology; Educational Technology + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; Faktorenanalyse; Cognitive process; Kognitiver Prozess; Weibliches Geschlecht; Wettkampf; Schülerverhalten; Angst; Spiel; China; Chinesen; Geschlechterkonflikt; School year 06; 6. Schuljahr; Schuljahr 06; Computer game; Computerspiel; Computerspiele; Computernutzung; Informationstechnologie; Unterrichtsmedien
Abstract	Do girls have more competition anxiety and exogenous cognitive load than equally able boys during the playing of stressful competitive on-line games? This question led to the adoption of a technology acceptance model to compare the influence factors of competitors in sequential and synchronous games. Confirmatory factor analysis of the data on 220 students in the 6th grade indicated that girls did have a higher cognitive load and more competition anxiety from synchronous types of competitive games, but they showed beliefs in technology acceptance constructs that were similar to that of boys. Even with high cognitive load and competition anxiety, the boys and girls didn't show a decrease in their perceived ease of playing and sense of usefulness in using this game to learning Chinese characters for two types of competitive games, and they both showed a positive attitude and intentions to play the game. This study implied that the game designers should consider reducing the competition anxiety and cognitive load by extending the time-frames for sequential competition. (Contains 7 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10