Doctoral Dissertation Research: Impact of the Social Context of Video Games on the Self Efficacy, Motivation and Learning Outcomes of Female Players, and Its Implications

博士论文研究：电子游戏社会背景对女性玩家自我效能、动机和学习成果的影响及其启示

• 批准号: 1028637
• 负责人: Christopher Hoadley
• 金额: $ 1万
• 依托单位: New York University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-08-01 至 2012-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1028637&HistoricalAwards=false
• 关键词: Doctoral; Dissertation; Research; Impact; Social

The objective of this research is to understand how the social context within and surrounding video games affects boys and girls' abilities to participate in games, and how educational games can be more effectively designed, not only for cognitively appropriate outcomes, but also to reach learning outcomes across genders. In particular, the researcher aims to investigate how motivation, self-efficacy and learning outcomes are affected by gaming environments and communities. The researcher will examine whether stereotype threat occurs in game play environments and whether or how a community that supports female game players provides a protective factor for players. Stereotype threat is the theory that the concern of being evaluated based on a negative stereotype can undermine your performance through impacting your belief in your own capabilities. Research has shown that stereotype threat can be activated by women in fields and domains where they are typically outnumbered by men, such as math, science and technology. Video gaming spaces are similar domains for women and girls, where they are not only seen as underrepresented but often also subject to harassment, which typically forces them to go "underground" by avoiding online play or gender disclosure. To investigate these issues, the researcher will conduct interviews, an ethnographic investigation of online and offline gaming community spaces, such as discussion boards, online gaming environments and conventions, and an experimental study to conceptualize how the broader context around video games affect players across gender. By empirically assessing how video games affect females and males who are gamers and non-gamers, the proposed research will have a broader impact on game design and literatures in psychology, internet studies, and gender studies. Ultimately, the study seeks to inform the literature on effective educational video game design, by testing theories that hypothesize games can situate and motivate players while making learning content meaningful, and exploring how to design and develop gender-equitable educational games.

这项研究的目的是了解电子游戏内部和周围的社会环境如何影响男孩和女孩参与游戏的能力，以及如何更有效地设计教育游戏，不仅是为了获得适当的认知结果，而且是为了达到跨性别的学习结果。特别是，研究人员旨在调查动机，自我效能和学习结果如何受到游戏环境和社区的影响。研究人员将研究刻板印象威胁是否发生在游戏环境中，以及支持女性游戏玩家的社区是否或如何为玩家提供保护因素。刻板印象威胁是一种理论，认为基于负面刻板印象的评估会影响你对自己能力的信心，从而破坏你的表现。研究表明，在数学、科学和技术等女性人数明显多于男性的领域和领域，女性可能会引发刻板印象威胁。对于女性和女孩来说，电子游戏空间也是类似的领域，她们不仅被视为代表性不足，而且经常受到骚扰，这通常迫使她们通过避免在线游戏或性别披露而进入“地下”。为了调查这些问题，研究人员将进行访谈，对在线和离线游戏社区空间（如讨论板，在线游戏环境和惯例）进行人种学调查，并进行实验研究，以概念化围绕电子游戏的更广泛背景如何影响不同性别的玩家。通过经验评估电子游戏如何影响女性和男性（游戏玩家和非游戏玩家），该研究将对游戏设计和心理学、互联网研究和性别研究的文献产生更广泛的影响。最后，该研究旨在通过测试假设游戏能够在创造有意义的学习内容的同时定位并激励玩家的理论，并探索如何设计和开发性别平等的教育游戏，从而为有效的教育电子游戏设计提供文献依据。