Media effects
The Priming Effects of Avatars in Virtual Settings
Thu, 21/01/2010 - 11:07 | 
Jason Rutter
New entry in Digiplay games research bibliography:
The study extends research on the Proteus effect by demonstrating that avatars can prime negative attitudes and cognition in desktop virtual settings. Experiment 1 shows that, after virtual group discussions, participants using black-cloaked avatars developed more aggressive intentions and attitudes but less group cohesion than those using white-cloaked avatars. In Experiment 2, individual participants using a Ku Klux Klan (KKK)-associated avatar created more aggressive Thematic Apperception Test stories in comparison to a control group. Participants using the KKK avatar also wrote less affiliative stories in comparison to those employing avatars dressed as doctors. Overall, the resulting pattern of activation of negative thoughts (i.e., aggression) coupled with the inhibition of inconsistent thoughts (i.e., cohesion, affiliation) is consistent with principles of current priming models and provides initial evidence for automatic cognitive priming in virtual settings.
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Tags: Aggression, automaticity, Avatar, Avatars, Behavior, computer-mediated communication, Game, Human Interest, Human Interest, Media effects, PERCEPTIONS, physicians, priming, proteus effect, representation, stereotype activation, Thoughts, valence, Virtual Environments, Virtual reality, World Wide Web, Youth
Violent video games as exemplary teachers: A conceptual analysis
Mon, 10/03/2008 - 23:49 | Jason Rutter
New entry in Digiplay games research bibliography:
This article presents conceptual and empirical analyses of several of the "best practices" of learning and instruction, and demonstrates how violent video games use them effectively to motivate learners to persevere in acquiring and mastering a number of skills, to navigate through complex problems and changing environments, and to experiment with different identities until success is achieved. These educational principles allow for the generation of several testable hypotheses, two of which are tested with samples of 430 elementary school children (mean age 10 years), 607 young adolescents (mean age 14 years), and 1,441 older adolescents (mean age 19 years). Participants were surveyed about their video game habits and their aggressive cognitions and behaviors. The first hypothesis is based on the principle that curricula that teach the same underlying concepts across contexts should have the highest transfer. Therefore, students who play multiple violent video games should be more likely to learn aggressive cognitions and behaviors than those who play fewer. The second hypothesis is based on the principle that long-term learning is improved the more practice is distributed across time. Therefore, students who play violent video games more frequently across time should be more likely to learn aggressive cognitions and behaviors than those who play the same types of games for equivalent amounts of time but less frequently. Both hypotheses were supported. We conclude by describing what educators can learn from the successful instructional and curriculum design features of video games. \copyright2007 Springer Science+Business Media, LLC.
Add new comment | 811 reads | Tags: Aggression, Behavior, Behavioural sciences, Education, Education, Educational psychology, Hypothesis, Instruction, Media effects, Psychology, Science, Technology, Technology, Video game, Video game controversy, Video Games, Violence in video games, Violent Video Games
Gender differences in video game characters' roles, appearances, and attire as portrayed in video game magazines
Thu, 29/11/2007 - 13:20 | Jason Rutter
New entry in Digiplay games research bibliography:
Video game characters have the potential to shape players' perceptions of gender roles. Through social comparison processes, players learn societal expectations of appearances, behaviors and roles. Forty-nine articles were coded from current U.S. gaming magazines, resulting in 115 coded characters. This content analysis of video game magazine articles investigated how characters are portrayed, focusing on gender differences. Males were more likely to be heroes and main characters, use more weapons, have more abilities, and were more muscular and powerful. Females were more often supplemental characters, more attractive, sexy, and innocent, and also wore more revealing clothing. Understanding these video game messages is an important first step in understanding the effects games and magazines may have on behavior and attitudes.
Add new comment | 2435 reads | Tags: Academia, Education, Gender, Gender, Gender Differences, Gender role, Gender studies, Human behavior, Media, Media effects, Science, Social psychology, Technology, Technology, Video game, Video Games
Digiplay Bibliography Updates
- Political Internet games: Engaging an audience
- 'It's in the Game' and Above the Game: An Analysis of the Users of Sports Videogames
- Theoretical Consoles: Concepts for Gadget Analysis
- Avatar motion control by natural body movement via camera
- Adoption of Mobile Games as Entertainment Technology : A Test of Extended Technology Acceptance Model
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