ABSTRACT
Studies show that role models can boost academic performance. In this paper, we describe an experiment (N = 890) exploring the use of (a) scientist role models, (b) athlete role models and (c) simple geometric shapes, as game avatars. Using the Game Experience Questionnaire (GEQ), we find that over all participants, the use of avatars that looked like scientist and athlete role models led to highest flow and immersion. For female participants, the use of scientist avatars led to highest immersion and positive affect, and lowest tension and negative affect. The results here indicate that role model avatars have the potential to positively affect player game experience. This may especially be impactful for educational games, in which higher engagement could in turn influence learning outcomes.
- Blumenfeld, P. C., Kempler, T. M., and Krajcik, J. S. Motivation and Cognitive Engagement in Learning Environments. In The Cambridge Handbook of the Learning Sciences. 2005, 475--488.Google Scholar
- Buunk, A. P., Peiró, J. M., and Griffioen, C. A positive role model may stimulate career-oriented behavior. Journal of Applied Social Psychology 37 (2007), 1489--1500.Google ScholarCross Ref
- IJsselsteijn, W., De Kort, Y., Poels, K., Jurgelionis, A., and Bellotti, F. Characterising and Measuring User Experiences in Digital Games. International Conference on Advances in Computer Entertainment Technology 620 (2007), 1--4.Google Scholar
- Kao, D., and Harrell, D. F. Exploring construction, play, use of virtual identities in STEM learning. Jean Piaget Society Annual Conference (2015).Google Scholar
- Kao, D., and Harrell, D. F. Mazzy: A STEM Learning Game. Foundations of Digital Games (2015).Google Scholar
- Kao, D., and Harrell, D. F. Toward Evaluating the Impacts of Virtual Identities on STEM Learning. Foundations of Digital Games (2015).Google Scholar
- Lockwood, P. "Someone like me can be successful?: Do college students need same-gender role models" Psychology of Women Quarterly 30, 1 (Mar. 2006), 36--46.Google ScholarCross Ref
- Lockwood, P., and Kunda, Z. Superstars and me: Predicting the impact of role models on the self. Journal of Personality and Social Psychology 73, 1 (1997), 91--103.Google ScholarCross Ref
- Marx, D. M., and Goff, P. A. Clearing the air: the effect of experimenter race on target's test performance and subjective experience. The British journal of social psychology / the British Psychological Society 44 (2005), 645--657.Google Scholar
- Marx, D. M., Ko, S. J., and Friedman, R. a. The Obama Effect: How a salient role model reduces race-based performance differences. Journal of Experimental Social Psychology 45, 4 (July 2009), 953--956.Google ScholarCross Ref
- Marx, D. M., and Roman, J. S. Female Role Models: Protecting Women's Math Test Performance. Personality and Social Psychology Bulletin 28 (2002), 1183--1193.Google ScholarCross Ref
- Marx, D. M., Stapel, D. a., and Muller, D. We can do it: the interplay of construal orientation and social comparisons under threat. Journal of personality and social psychology 88, 3 (2005), 432--446.Google Scholar
- Mcintyre, R. B., Lord, C. G., Gresky, D. M., Eyck, L. L. T., and Bond, C. F. A Social Impact Trend in the Effects of Role Models on Alleviating Women's Mathematics Stereotype Threat. Current Research in Social Psychology 10, 9 (2005), 1--26.Google Scholar
- McIntyre, R. B., Paulson, R. M., and Lord, C. G. Alleviating women's mathematics stereotype threat through salience of group achievements. Journal of Experimental Social Psychology 39, 1 (2003), 83--90.Google ScholarCross Ref
- Steele, C., and Aronson, J. Stereotype Threat and the Intellectual Test Performance of African Americans. Journal of personality and social psychology (1995).Google Scholar
- Steele, C. M. Whistling Vivaldi and other clues to how stereotypes a'ect us. In Whistling Vivaldi. 2010.Google Scholar
Index Terms
- Exploring the Impact of Role Model Avatars on Game Experience in Educational Games
Recommendations
Exploring the Impact of Avatar Color on Game Experience in Educational Games
CHI EA '16: Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing SystemsThe color red has been shown to hinder performance, motivation, and affect in a variety of contexts involving cognitively demanding tasks. Teams wearing red have been shown to impair the performance of opposing teams, present even in online gaming. ...
Gender Differences when Adopting Avatars for Educational Games
ACSW '21: Proceedings of the 2021 Australasian Computer Science Week MulticonferenceAvatars act as digital representations of players or non-playing characters in games and other online environments, and also play a key role key in educational games. This study looks at gender differences that may impact on human avatar interactions, ...
The Effects of Badges and Avatar Identification on Play and Making in Educational Games
CHI '18: Proceedings of the 2018 CHI Conference on Human Factors in Computing SystemsIn our study (N=2189), we divided participants into 6 badge conditions: 1) Role model badges (e.g., Einstein), 2) Personal interest badges (e.g., Movies), 3) Achievement badges (e.g., "Code King"), 4) Choice, 5) Choice with badges always visible, and 6) ...
Comments