Differing Video Game Preferences: Education Implications
University
Shawnee State University
Major
Psychology
Student Type
Undergraduate Student
Presentation Types
Oral Presentation (Live)
Keywords:
Video games, individual differences, education, gamification
Abstract
Video games are a major influence on modern society, and they have evolved into diverse genres. Relatedly, gamification has become a strategy to improve education outcomes. However, different types of games (and therefore gamification) should appeal to different types of learners. Thus, in this study, we measured game genre preferences, along with educationally-relevant individual difference variables. These included need for cognition, metacognitive awareness, and intrinsic motivation. Notably, an effect emerged in which puzzle-based games appealed more to those high in meta-cognitive awareness, intrinsic motivation, or need for cognition. In contrast, action games, involving intense gameplay, appealed to those with lower intrinsic motivation. This suggests gamification strategies if results replicate. For example, educators should gamify lessons with puzzles when intrinsic motivation is high, but use more intense, absorbing gamification designs when intrinsic motivation is low.
Human and Animal Subjects
yes
IRB or IACUC Approval
yes
Faculty Mentor Name
Brian J Richards
Faculty Mentor Title
Full Professor
Faculty Mentor Department
Social Sciences
Recommended Citation
Coreno, Brady Mr. and Richards, Brian, "Differing Video Game Preferences: Education Implications" (2025). Celebration of Scholarship. 3.
https://digitalcommons.shawnee.edu/cos/2025/session6/3
Location
LIB 204
Differing Video Game Preferences: Education Implications
LIB 204
Video games are a major influence on modern society, and they have evolved into diverse genres. Relatedly, gamification has become a strategy to improve education outcomes. However, different types of games (and therefore gamification) should appeal to different types of learners. Thus, in this study, we measured game genre preferences, along with educationally-relevant individual difference variables. These included need for cognition, metacognitive awareness, and intrinsic motivation. Notably, an effect emerged in which puzzle-based games appealed more to those high in meta-cognitive awareness, intrinsic motivation, or need for cognition. In contrast, action games, involving intense gameplay, appealed to those with lower intrinsic motivation. This suggests gamification strategies if results replicate. For example, educators should gamify lessons with puzzles when intrinsic motivation is high, but use more intense, absorbing gamification designs when intrinsic motivation is low.
