Exploring Gender and Racial/Ethnic Bias Against Video Game Streamers: Comparing Perceived Gameplay Skill and Viewer Engagement

2024 · 2 citations

• Computer Science
• Computer Science
• Multimedia

Research suggests there is a perception that females and underrepresented racial/ethnic minorities have worse gameplay skills and produce less engaging video game streaming content. This bias might impact streamers’ audience size, viewers’ financial patronage of a streamer, streamers’ sponsorship offers, etc. However, few studies on this topic use experimental methods. To fill this gap, we conducted a between-subjects survey experiment to examine if viewers are biased against video game streamers based on the streamer's gender or race/ethnicity. 200 survey participants rated the gameplay skill and viewer engagement of an identical gameplay recording. The only change between experimental conditions was the streamer's name who purportedly created the recording. The Dunnett's test found no statistically significant differences in viewer engagement ratings when comparing White male streamers to either White female (p = 0.37), Latino male (p = 0.66), or Asian male (p = 0.09) streamers. Similarly, there were no statistically significant differences in gameplay skill ratings when comparing White male streamers to either White female (p = 0.10), Latino male (p = 1.00), or Asian male (p = 0.59) streamers. Potential contributors to statistically non-significant results and counter-intuitive results (i.e., White females received non-significantly higher ratings than White males) are discussed.

Exploring Gender and Racial/Ethnic Bias Against Video Game Streamers: Comparing Perceived Gameplay Skill and Viewer Engagement

arXiv (Cornell University) · 2023-12-01

Research suggests there is a perception that females and underrepresented racial/ethnic minorities have worse gameplay skills and produce less engaging video game streaming content. This bias might impact streamers' audience size, viewers' financial patronage of a streamer, streamers' sponsorship offers, etc. However, few studies on this topic use experimental methods. To fill this gap, we conducted a between-subjects survey experiment to examine if viewers are biased against video game streamers based on the streamer's gender or race/ethnicity. 200 survey participants rated the gameplay skill and viewer engagement of an identical gameplay recording. The only change between experimental conditions was the streamer's name who purportedly created the recording. The Dunnett's test found no statistically significant differences in viewer engagement ratings when comparing White male streamers to either White female (p = 0.37), Latino male (p = 0.66), or Asian male (p = 0.09) streamers. Similarly, there were no statistically significant differences in gameplay skill ratings when comparing White male streamers to either White female (p = 0.10), Latino male (p = 1.00), or Asian male (p = 0.59) streamers. Potential contributors to statistically non-significant results and counter-intuitive results (i.e., White females received non-significantly higher ratings than White males) are discussed.

Knowledge integration in the digital age: Trajectories, opportunities and future directions

UCL Discovery (University College London) · 2018-06-27 · 3 citations

Researchers from around the world have shaped knowledge integration (KI), a framework that captures the processes learners use to build on their multiple ideas and refine their understanding. KI emerged 25 years ago from syntheses of experimental, longitudinal, and meta-analytic studies of learning and instruction. Advances in KI have resulted from partnerships that combine expertise in learning, instruction, classroom teaching, assessment, technology, and the disciplines. This structured poster session includes partnerships that have advanced design of instruction, assessment, professional development, learning technologies, and research methodologies. Participants report on new technologies, including games, to strengthen KI; instructional designs that take advantage of collaboration to support KI; and extensions of KI to integrate science with other disciplines. They summarize exciting results and identify promising opportunities for advancing STEM instruction to promote intentional, life-long learners in the digital age.

Worked Examples in Physics Games: Challenges in Integrating Proven Cognitive Scaffolds into Game Mechanics

InTech eBooks · 2018-02-14 · 1 citations

The current study is an exploratory study into the potential of integrating research on worked examples and physics games. Students were assigned to either a base version of a physics game, called the Fuzzy Chronicles, or assigned to a version of the Fuzzy Chronicles augmented with worked examples. Students in both conditions demonstrated significant gains on the pre-post-test, but students in the base game version demonstrated significantly greater gains than the students in the worked example version. The results from the current study reinforce results from other studies by our research group demonstrating how important it is that scaffolds based on multimedia research (a) do not over scaffold the student or promote passive, automatic behaviors, (b) do not excessively detract from the student’s gameplay time, and (c) do not disrupt game cognition and flow.

A Computer-Based Game That Promotes Mathematics Learning More Than a Conventional Approach

IGI Global eBooks · 2017-12-14 · 23 citations

Excitement about learning from computer-based games has been palpable in recent years and has led to the development of many educational games. However, there are relatively few sound empirical studies in the scientific literature that have shown the benefits of learning mathematics from games as opposed to more traditional approaches. The empirical study reported in this paper provides evidence that a mathematics educational game can provide superior learning opportunities, as well as be more engaging. In a study involving 153 students from two middle schools, 70 students learned about decimals from playing an educational game—Decimal Point—whereas 83 students learned the same content by a more conventional, computer-based approach. The game led to significantly better gain scores in solving decimal problems, on both an immediate (d = .43) and delayed (d = .37) posttest and was rated as significantly more enjoyable (d = .95). Low prior knowledge students especially benefitted from the game. This paper also summarizes the game's design characteristics.

Uncovering Gender and Problem Difficulty Effects in Learning with an Educational Game

Lecture notes in computer science · 2017-01-01 · 16 citations

Playing Some Video Games but Not Others Is Related to Cognitive Abilities: A Critique of Unsworth et al. (2015)

Psychological Science · 2017-03-27 · 77 citations

Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills.

Psychological Bulletin · 2017-11-27 · 775 citations

The ubiquity of video games in today's society has led to significant interest in their impact on the brain and behavior and in the possibility of harnessing games for good. The present meta-analyses focus on one specific game genre that has been of particular interest to the scientific community-action video games, and cover the period 2000-2015. To assess the long-lasting impact of action video game play on various domains of cognition, we first consider cross-sectional studies that inform us about the cognitive profile of habitual action video game players, and document a positive average effect of about half a standard deviation (g = 0.55). We then turn to long-term intervention studies that inform us about the possibility of causally inducing changes in cognition via playing action video games, and show a smaller average effect of a third of a standard deviation (g = 0.34). Because only intervention studies using other commercially available video game genres as controls were included, this latter result highlights the fact that not all games equally impact cognition. Moderator analyses indicated that action video game play robustly enhances the domains of top-down attention and spatial cognition, with encouraging signs for perception. Publication bias remains, however, a threat with average effects in the published literature estimated to be 30% larger than in the full literature. As a result, we encourage the field to conduct larger cohort studies and more intervention studies, especially those with more than 30 hours of training. (PsycINFO Database Record

Beyond Fun

IGI Global eBooks · 2017-12-14 · 2 citations

A central goal of education involves helping students develop deep understandings of complex models at the heart of core learning goals. Interestingly, an analogous goal of commercial recreational digital games involves helping players develop deep understandings of the models at the heart of those games. Given that games can motivate players to engage voluntarily over extended periods of time in developing understandings of complex game models, one may ask whether and how one might foster similar engagement with educational concepts and models. Much fanfare has accompanied claims about games' potential for engagement and motivation, but many of those claims have focused on a shallow idea of “fun”. This chapter takes a deeper view of motivation and learning by employing Pintrich's synthesis of research on motivation to learn as a lens for examining (a) how popular game design conventions currently scaffold motivation to learn and (b) how game design conventions might be augmented to more effectively scaffold motivation to learn in the future.

Self-explanation and digital games: Adaptively increasing abstraction

Computers & Education · 2016-09-22 · 36 citations