Evidence for the Reliability and Factorial Validity of the Computer Game Attitude Scale

1997 ◽  
Vol 17 (1) ◽  
pp. 67-77 ◽  
Author(s):  
Kelly K. Chappell ◽  
Catherine S. Taylor
Keyword(s):  
Factor Analysis ◽  
Pacific Northwest ◽  
Principal Components ◽  
Computer Games ◽  
Student Attitudes ◽  
Educational Software ◽  
Computer Game ◽  
Attitude Scale ◽  
Factorial Validity ◽  
School Students

The Computer Game Attitude Scale (CGAS) evaluates student attitudes toward educational computer games. This study provides evidence for the reliability and factorial validity of the scores of the CGAS and its two subscales. Study participants were 186 middle school students from two large school districts in the Pacific Northwest, one urban and one suburban. The CGAS produced scores with a total test alpha coefficient of 88 for the sample. A principal components factor analysis with a two factor solution and a varimax rotation was conducted on the items of the CGAS. Two factors explained 44 percent of the total variance. The pattern of loadings in the principal components factor analysis supports the grouping implied by the two subscales, indicating that the two subscales were sufficiently stable to be used as separate scores. Data indicate that the CGAS produced reliable test scores that may aid researchers, computer game designers, and teachers in the evaluation of educational software games.

Investigating the Impact of Elements in Educational Mathematics Software on Girls' Attitudes

1997 ◽  
Vol 17 (2) ◽  
pp. 119-133 ◽  
Author(s):  
Kelly K. Chappell
Keyword(s):  
Computer Games ◽  
Student Attitudes ◽  
Computer Software ◽  
Computer Game ◽  
Past Research ◽  
Attitude Scale ◽  
Female Character ◽  
Male Character ◽  
Mathematics Students ◽  
The Impact

Past research has suggested that certain features of educational computer software (such as aggressive distracters, competition, and the under-representation of female characters) may negatively impact girls' attitudes toward computer software. This article describes two studies that investigated the impact of these three features on girls' attitudes toward computer software. In the first study, forty-eight seventh-grade female mathematics students were randomly assigned to one of four conditions: Female character/Competitive task, Male character/Competitive task, Female character/Cooperative task, and Male character/Cooperative task. Each subject completed a computer task in her assigned condition and then independently completed the Computer Game Attitude Scale (CGAS), a scale that was designed to assess basic student attitudes toward using computer games. The subjects' scores on the CGAS were analyzed using a 2 × 2 ANOVA to examine to effects of learning environment (cooperative vs. competitive) and gender of character on girls' attitudes toward the computer software. In the second study, fifty-two sixth-grade female mathematics students were randomly assigned to one of two conditions: aggressive distracters (via “snowbullies” thrown at the character) and no aggressive distracters (no “snowbullies”). Each subject completed a computer task in her assigned condition and then independently completed the CGAS. The subjects' scores on the CGAS were subjected to an independent group t-test to analyze the effects of aggressive distracters on girls' attitudes toward the computer software. The results suggest that the factors controlled in these studies resulted in no significant differences in girls' attitudes toward the educational mathematics computer games, Geometric Golfer and Treasure MathStorm.

Factor Analysis of Zuckerman's Sensation-Seeking Scale

1975 ◽  
Vol 37 (3) ◽  
pp. 849-850 ◽  
Author(s):  
David W. Stewart ◽  
G. Mac Griffith
Keyword(s):  
Factor Analysis ◽  
Principal Components Analysis ◽  
Principal Components ◽  
Sensation Seeking ◽  
Factorial Validity ◽  
Varimax Rotation ◽  
Components Analysis ◽  
Sensation Seeking Scale

A principal components analysis of Sensation-seeking Scale IV ( n = 156 undergraduates) followed by a varimax rotation provided some support to the factorial validity of some of Zuckerman's subscales. It is suggested that the dimensions of sensation seeking were arbitrarily limited in earlier work on the problem.

Marketing vs. Games in Secondary School

2013 ◽  
Vol 4 (3) ◽  
pp. 35-50
Author(s):  
Krunoslav Bedi ◽  
Nikolina Žajdela Hrustek
Keyword(s):  
Video Games ◽  
Secondary School ◽  
Computer Games ◽  
Crucial Role ◽  
Secondary School Students ◽  
Computer Game ◽  
The Internet ◽  
School Students ◽  
Present Experience ◽  
Internet Users

Increases of the Internet users have drastically increased the number of media via which companies promote their products. One of such media are computer games. This paper investigates the perception of secondary school students as to the ads appearing in the games as well as their opinions and the experience they have gathered up to now regarding the advertising in the computer games. The first group of students encountered the term advertising and took part as well in creating a computer game intended to be the main advertising media. The second group did not have such experience. Among other things, the making of the computer game dubbed XcarPerformance was described. The results of the research indicated that the way of advertising in the computer and video games should be changed. Previously acquired knowledge and the present experience in advertising played a crucial role in the perception of advertising.

Development of Computer Game Based Instruction: The Periodic Table Game

2006 ◽  
Vol 931 ◽  
Author(s):  
Brenda O'Neal ◽  
Leigh McKenzie ◽  
Garry W. Warren ◽  
Earnest Nancy ◽  
Timothy Bryant ◽  
...  
Keyword(s):  
Subject Matter ◽  
Computer Games ◽  
Periodic Table ◽  
Computer Game ◽  
Chemical Properties ◽  
Control Group ◽  
School Students ◽  
Materials Research ◽  
Evaluation Exercise ◽  
Based Instruction

ABSTRACTA collaboration between The Materials Research Science and Engineering Center (MRSEC) and the Integrated Science (IS) program run by the Center for Communication and Educational Technology (CCET) at The University of Alabama has been developing a computer game based approach to teaching Periodic Table concepts and facts to middle school students. The game is broken into seven different sections. There are three information centers, which are each paired with a game, and there is a “Dream Room” which provides an incentive for students to master the subject matter of the game. The three information centers focus on learning the elements, their positions in the periodic table, and trends in physical and chemical properties. The games then test the students' knowledge of the concepts and facts in the information centers. The game is currently in a late beta version and can be accessed over the web at http://www.mint.ua.edu/periodictable.Preliminary results from a large evaluation exercise shows that classes that use the computer games improved significantly more on tests of subject matter than a control group.

scholarly journals Development of an Attitude Scale towards High School Physics Lessons

2016 ◽  
Vol 5 (1) ◽  
pp. 56 ◽  
Author(s):  
Pervin Ünlü Yavaş ◽  
Sultan Çağan
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Factor Model ◽  
Attitude Scale ◽  
Fit Indices ◽  
School Students ◽  
Expert Opinions ◽  
High School Physics ◽  
Confirmatory Factor

The aim of this study was to develop a Likert type attitude scale for high school students with regard to high school physics lessons. The research was carried out with high school students who were studying in Ankara. First, the opinions of 105 high school students about physics lessons were obtained and then 55 scale items were determined from these opinions. Expert opinions were sought for the language and content validity of these items. In line with the expert opinions some items were corrected and some were taken out of the scale. The draft scale, which had 44 items, was tested on 698 high school students. The factor structure of the scale was ascertained by carrying out exploratory factor analysis from the data that were gathered. The variance of the scale, which consists of 28 items and 4 factors (interest, anxiety, importance, and self-efficacy), was 60%. The consistent between the model and the scale data was observed by carrying out confirmatory factor analysis. Since the fit indices of the scale ensure the acceptability criteria, it was observed that the factor model is appropriate. The Cronbach-alpha reliability coefficients of the factors of the scale developed were calculated and it was decided that the scale is reliable.

scholarly journals Developing Enjoyable Second Language Learning Software Tools

2006 ◽  
pp. 1-21 ◽  
Author(s):  
Chee S. Ang ◽  
Panayiotis Zaphiris
Keyword(s):  
Language Learning ◽  
Computer Games ◽  
Second Language Learning ◽  
Educational Software ◽  
Computer Game ◽  
Theoretical Explanation ◽  
Game Model ◽  
Learning Games ◽  
Game Environment ◽  
Learning Software

This chapter attempts to examine computer game theories — ludology and narratology— that explain computer games as play activities and storytelling media. Founded onthis theoretical explanation, a game model that incorporates gameplay and narrativesis presented. From the model, two aspects of learning in the game environment areidentified: gameplay-oriented and narrative-oriented. It is believed that playingcomputer games involves at least one of these types of learning; thus, this game’s naturecan be used in designing engaging educational software. In addition, based onMalone’s theoretical framework on motivational heuristics, there are two methods ofapplying computer games in language learning: extrinsic and intrinsic, depending onthe integration of game designs and learning materials. Then, two cases of language-learning games are scrutinized, using the game model, in order to demonstrate the useof computer games in language learning.

ARGuing for Multilingual Motivation in Web 2.0

2011 ◽  
pp. 240-260 ◽  
Author(s):  
Thomas Hainey ◽  
Thomas Connolly ◽  
Mark Stansfield ◽  
Liz Boyle
Keyword(s):  
Language Learning ◽  
Computer Games ◽  
Computer Game ◽  
Language Teachers ◽  
Evaluation Framework ◽  
Empirical Literature ◽  
Future Research ◽  
Interactive Narrative ◽  
School Students ◽  
Alternate Reality

While there are some teachers who are dubious about the benefits of gaming in education, language teachers make great use of simulation/gaming methodologies, and there are many supporting textbooks. While many of the simulations/games used are non-computer based, during recent years, the computer game has become an important development in popular culture. During the same period, there has been an appreciation that computer games can play a significant role in education. This chapter explores the use of one particular type of computer game called an Alternate Reality Game (ARG), a form of interactive narrative, often involving multiple media and game elements. The chapter has developed an ARG to motivate secondary school students to learn a modern foreign language and has piloted this game across Europe in 2009. This chapter will review the empirical literature associated with the utilisation of ARGs for educational purposes and will focus on language learning. The chapter will then present a quantitative and qualitative analysis of student motivation in the pilot study using a developed evaluation framework for games-based learning. The evaluation will focus on learner motivations, aspects of the ARG, player perceptions, skills acquired, attitudes and qualitative data. The chapter will reflect on this analysis and provide directions for future research.

Developing Enjoyable Second Language Learning Software Tools

2009 ◽  
pp. 1375-1393
Author(s):  
Chee Siang Ang ◽  
Panayiotis Zaphiris
Keyword(s):  
Language Learning ◽  
Computer Games ◽  
Second Language Learning ◽  
Educational Software ◽  
Computer Game ◽  
Theoretical Explanation ◽  
Game Model ◽  
Learning Games ◽  
Game Environment ◽  
Learning Software

This chapter attempts to examine computer game theories—ludology and narratology—that explain computer games as play activities and storytelling media. Founded on this theoretical explanation, a game model that incorporates gameplay and narratives is presented. From the model, two aspects of learning in the game environment are identified: gameplay-oriented and narrative-oriented. It is believed that playing computer games involves at least one of these types of learning; thus, this game’s nature can be used in designing engaging educational software. In addition, based on Malone’s theoretical framework on motivational heuristics, there are two methods of applying computer games in language learning: extrinsic and intrinsic, depending on the integration of game designs and learning materials. Then, two cases of language-learning games are scrutinized, using the game model, in order to demonstrate the use of computer games in language learning.

Sign in / Sign up

Export Citation Format

Share Document