In this study, I examined group differences in performance between video game players (VGPs) and non-video game players (NVGPs)
on the complex learning task "Space Fortress". The primary goal of this investigation was to identify transfer from previous video game
experiences and training on differing versions of the target task as well as the significant predictors of increased Space Fortress
performance that may explain VGP/NVGP differences. Forty VGPs who reported playing video games for over 10 hours per week and 40 NVGPs who
reported fewer than 1 hour of video game play were recruited from a community in the southeastern United States. Twenty of each group were
assigned to play the 10 three-minute games of the traditional joystick version of Space Fortress first, and 20 were assigned to play 10
three-minute games of the keyboard version first; followed by 10 three-minute games of the alternate controller type. After receiving game
instructions, all players were evaluated on their rule-knowledge before playing Space Fortress. After completing the two 30-minute blocks
of Space Fortress, players were given a questionnaire about their video game experiences. Large differences in attained videogame scores
between VGPs and NVGPs were discovered (Cohen’s d = 0.87). There was a reliable 3-way interaction between controller type and task order F
(1, 836.55) = 5.13, p < 0.05. The VGP advantage was largest on the keyboard version of the task when they received the keyboard task
first, suggesting that gamers could be scaffolding their skills when presented with a familiar controller first. While the VGP advantage
was not large at the initial presentation of the task, VGPs improved significantly faster than NVGPs, especially on the keyboard version
of the task. Once these skill differences were identified, I conducted post-hoc analyses to specify the areas of greatest advantages. In
addition to an analysis of the game-produced subscores which suggested differences in priorities throughout training, I examined
differences in performance on a Space Fortress rules quiz. There were significant differences in performance between VGPs and NVGPs on
quiz performance, t (78) = -2.85; p < .01. Regression analyses revealed robust effects of quiz performance on Space Fortress scores, t
(73) = 4.39, p < .001, effects that were similar in magnitude of the VGP effects but did not appear to mediate the VGP/NVGP differences
on Space Fortress performance. There were also large differences between VGPs and NVGPs (Cohen’s ds between 0.86 to 1.91) on the types of
video game activities they had engaged in, these differences were found to be unrelated to Space Fortress performance when controlling for
other critical factors. I also discuss the potential effects of gender and other variables on Space Fortress performance. In conclusion, I
found that there are robust differences between VGPs and NVGPs on Space Fortress performance. However, these differences are highly
related to the controller used, which controller is trained first, and by shifts in how VGPs prioritized aspects of the game. The transfer
differences between conditions, especially for gamers, suggests that there are significant effects of prior experience and knowledge in
the acquisition of a new cognitive skill, but these differences are difficult to describe given the large qualitative differences in the
types of experiences that VGPs have cultivated. Future studies should analyze verbal reports and other process tracing data to better
understand the specific nature of the mediating mechanisms and carefully design experimental manipulations to interfere with the acquired
cognitive mechanisms, thus completing the last step in the expert-performance approach, and paving the way for a better understanding of
how the approach can be used to better describe early skill acquisition. / A Dissertation submitted to the Department of Psychology in partial fulfillment of the requirements
for the degree of Doctor of Psychology. / Fall Semester 2016. / November 22, 2016. / Expert-Performance, Gamer, Space Fortress, Training, Transfer, Video Games / Includes bibliographical references. / K. Anders Ericsson, Professor Directing Dissertation; Jon E. Ahlquist, University Representative;
Walter Boot, Committee Member; Jonathan Folstein, Committee Member; Frank Johnson, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_405636 |
| Contributors | Towne, Tyler J. (Tyler James) (authoraut), Ericsson, K. Anders (Karl Anders), 1947- (professor directing dissertation), Ahlquist, Jon E. (university representative), Boot, Walter Richard (committee member), Folstein, Jonathan Robert (committee member), Johnson, Frank (committee member), Florida State University (degree granting institution), College of Arts and Sciences (degree granting college), Department of Psychology (degree granting departmentdgg) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (73 pages), computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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