Psychological factors in computer gaming

Abstract

Computers have been characterized as exceptionally powerful tools for classroom instruction (Mandinach & Fisher, 1983). However, they have not been as successful as anticipated (Hassett, 1984), and most students view them as purely recreational. Butler, Markulis, & Strang (1988) attribute this minimal success to a lack of basic information regarding software characteristics and individual difference factors that influence player-software interactions. This study used a multidimensional analysis of computer game evaluations to establish a taxonomy of strategies that define player evaluations of games. Games were evaluated globally with minimal intergame comparison, along a single defining dimension, or differentially along multiple dimensions. A factor analysis of preference judgments showed that players distinguish between games on the basis of graphic representation, interactive realism, quality of documentation, and ease of play. Dimensions of similarity evaluation and preference judgment were found to differ in terms of evaluative criteria used. A multiple regression analysis showed that preference for specific game types was predicted by individual difference traits among players. Possible implications for education were discussed.