Gender differences in student-created game narratives based on ESRB ratings
Chang Hoon Jeong, Educational Technology, Korea National University of Education, South Korea, Korea (South)
EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study examined gender differences in game narratives focused on game rating based ESRB and GRB in their narratives. Narratives were made by 142 middle school students in Korea through computer programming classes. The violence and aggression indices of these game narratives were then analyzed. The submitted game narratives consisted of four elements that they had written and drew by hand on paper with a survey on game frequency, narrative preference degree together. An analysis of the submitted narratives showed gender differences in violence and aggression indices based ESRB and GRB ratings. These results suggest that today’s students are exposed to violence and aggressive environments regularly in games and that boys are exposed to a higher degree than girls.
Jeong, C.H. (2011). Gender differences in student-created game narratives based on ESRB ratings. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3470-3476). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)
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