Session Information
19 SES 14 B, Attention in Distinct Settings of Education and Learning: A Synopsis of Ethnographic Studies
Symposium
Contribution
Using a qualitative, inductive method to studying 3-D spaces, this paper examines the demands on players’ attention while playing. In particular, we examine the visual and spatial demands, that is navigation, way-finding, interaction and activation of menus, text chat, etc. on attention of both novice and expert players. Our goal here is to document where and how these spaces are demanding player attention and the way in which players are both do and do not ‘pay attention’. Using data from thirty subjects, fifteen novice and fifteen expert, we look at video-recorded, hour long play sessions, inductively coding those sessions across the aforementioned categories, and specifically focusing on a gender-based analysis. This work is especially significant as spatial orientation abilities have been importantly related to gender (Cutmore , Hine, T. J., Maberly, Langford & Hawgood, 2000; Moè, Meneghetti, and Cadinu, 2009; Mueller, Jackson, & Skelton, 2008; Ross, Skelton, & Mueller, 2006; Weiss, Kemmler, Fleischhacker, & Delazer, 2003). However Feng, Spence, and Pratt (2007) found that playing an action video game can reduce gender difference in spatial cognition, and Moè, et al. (2009) found that self-perception of ability in women directly influences learning and performing mental rotation tasks.
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