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Lee, Y. et al. (2012) Are there cultural differences in how we play? Examining cultural effects on playing social network games (Journal Article)

Abstract:

Digital games embedded in social network sites are one of the driving forces behind the expansion of digital gamer populations. Previous studies have observed different usage patterns between users in different ethnic groups and countries, suggesting that culture orientations may affect how people play and interact through social network games. This study examined how people's culture orientations affect usage patterns with measures of vertical and horizontal individualism-collectivism. The findings indicate that culture does not directly affect usage patterns. Instead, the effects on usage patterns are mediated by people's expected outcomes of playing social network games. Vertical culture orientations predicted social expected outcomes. Individualism predicted status expected outcomes, but in different directions on the dimensions of vertical or horizontalness. Vertical collectivism was the only culture orientation that indirectly predicted buying in-game products with real money. Implications for game designers and markers are discussed. © 2012 Elsevier Ltd. All rights reserved.

Author/s:
Date:
January 2012
Publisher or Journal:
Volume:
28
Page/s:
1307-1314
Synonyms:
  • Digital play
  • Games with rules
  • Social play
Relevant age group/s:
Research discipline:

Nielsen, M. et al. (2008) Adult modelling facilitates young children's generation of novel pretend acts (Journal Article)

Abstract:

The present work investigated the effect of modelling on children's pretend play behaviour. Thirty-seven children aged between 27 and 41 months were given 4 min of free play with a dollhouse and associated toy props (pre-modelling phase). Using dolls, an experimenter then acted out a series of vignettes involving object substitutions, imaginary play and attribution of properties. Children were subsequently provided with an additional 4 min free play (post-modelling phase). Consistent with past research, more pretence was exhibited after modelling than before. Furthermore, in the post-modelling phase, children were as likely to generate their own novel pretence as they were to copy the actions demonstrated by the experimenter. They also increased the number of novel symbolic acts involving imaginary play from the pre- to the post-modelling phase. This study highlights how young children will not only imitate a model's demonstration of pretend acts but also use this demonstration to catalyze the creation of their own pretence. Copyright © 2008 John Wiley & Sons, Ltd.

Date:
January 2008
Publisher or Journal:
Volume:
17
Page/s:
151–162
Synonyms:
  • Developmental outcomes
  • Free play
  • Learning
  • Pretend play
  • Social cognition
  • Social-emotional
Relevant age group/s:
Research discipline: