Gaming the SySTEM: The Relationship Between Video Games and the Digital and STEM Divides

Christopher Ball; Kuo Ting Huang; Shelia R. Cotten; R. V. Rikard

doi:10.1177/1555412018812513

Gaming the SySTEM: The Relationship Between Video Games and the Digital and STEM Divides

Christopher Ball, Kuo Ting Huang, Shelia R. Cotten, R. V. Rikard

Research output: Contribution to journal › Article › peer-review

Abstract

Science, technology, engineering, and mathematics (STEM) careers are increasingly vital for countries, such as the United States and United Kingdom, to remain innovative and productive in the 21st century. Despite the growing demand and lucrative nature of STEM fields, minorities have remained traditionally underrepresented in STEM careers, possibly due to digital divide factors. In this study, we use social cognitive theory to explore the potential of video gameplay to provide a means of increasing minority students’ comfort with information and communication technologies, thereby increasing their positive STEM attitudes. Data were gathered during a large-scale computing intervention in an elementary school district in the southeastern United States. The results indicate that video game experiences may influence STEM attitudes via the mediating role of computer self-efficacy and emotional costs. Video gameplay, including games for entertainment, may be beneficial for young digitally divided populations as it may provide them with positive enactive experiences with technology.

Original language	English (US)
Pages (from-to)	501-528
Number of pages	28
Journal	Games and Culture
Volume	15
Issue number	5
DOIs	https://doi.org/10.1177/1555412018812513
State	Published - Jul 2020
Externally published	Yes

Keywords

digital divide
emotional costs
social cognitive theory
STEM divide
video games

ASJC Scopus subject areas

Cultural Studies
Communication
Anthropology
Arts and Humanities (miscellaneous)
Applied Psychology
Human-Computer Interaction

Online availability

10.1177/1555412018812513

Library availability

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abstract = "Science, technology, engineering, and mathematics (STEM) careers are increasingly vital for countries, such as the United States and United Kingdom, to remain innovative and productive in the 21st century. Despite the growing demand and lucrative nature of STEM fields, minorities have remained traditionally underrepresented in STEM careers, possibly due to digital divide factors. In this study, we use social cognitive theory to explore the potential of video gameplay to provide a means of increasing minority students{\textquoteright} comfort with information and communication technologies, thereby increasing their positive STEM attitudes. Data were gathered during a large-scale computing intervention in an elementary school district in the southeastern United States. The results indicate that video game experiences may influence STEM attitudes via the mediating role of computer self-efficacy and emotional costs. Video gameplay, including games for entertainment, may be beneficial for young digitally divided populations as it may provide them with positive enactive experiences with technology.",

keywords = "digital divide, emotional costs, social cognitive theory, STEM divide, video games",

author = "Christopher Ball and Huang, {Kuo Ting} and Cotten, {Shelia R.} and Rikard, {R. V.}",

note = "Funding Information: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This project was funded by a grant from the National Science Foundation (DRL-0918216; Shelia R. Cotten, PI). The views expressed in this manuscript reflect those of the authors and not the National Science Foundation. Publisher Copyright: {\textcopyright} The Author(s) 2018.",

year = "2020",

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AU - Rikard, R. V.

N1 - Funding Information: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This project was funded by a grant from the National Science Foundation (DRL-0918216; Shelia R. Cotten, PI). The views expressed in this manuscript reflect those of the authors and not the National Science Foundation. Publisher Copyright: © The Author(s) 2018.

PY - 2020/7

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N2 - Science, technology, engineering, and mathematics (STEM) careers are increasingly vital for countries, such as the United States and United Kingdom, to remain innovative and productive in the 21st century. Despite the growing demand and lucrative nature of STEM fields, minorities have remained traditionally underrepresented in STEM careers, possibly due to digital divide factors. In this study, we use social cognitive theory to explore the potential of video gameplay to provide a means of increasing minority students’ comfort with information and communication technologies, thereby increasing their positive STEM attitudes. Data were gathered during a large-scale computing intervention in an elementary school district in the southeastern United States. The results indicate that video game experiences may influence STEM attitudes via the mediating role of computer self-efficacy and emotional costs. Video gameplay, including games for entertainment, may be beneficial for young digitally divided populations as it may provide them with positive enactive experiences with technology.

AB - Science, technology, engineering, and mathematics (STEM) careers are increasingly vital for countries, such as the United States and United Kingdom, to remain innovative and productive in the 21st century. Despite the growing demand and lucrative nature of STEM fields, minorities have remained traditionally underrepresented in STEM careers, possibly due to digital divide factors. In this study, we use social cognitive theory to explore the potential of video gameplay to provide a means of increasing minority students’ comfort with information and communication technologies, thereby increasing their positive STEM attitudes. Data were gathered during a large-scale computing intervention in an elementary school district in the southeastern United States. The results indicate that video game experiences may influence STEM attitudes via the mediating role of computer self-efficacy and emotional costs. Video gameplay, including games for entertainment, may be beneficial for young digitally divided populations as it may provide them with positive enactive experiences with technology.

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Gaming the SySTEM: The Relationship Between Video Games and the Digital and STEM Divides

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Keywords

ASJC Scopus subject areas

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