title: Child development and genre preference: research for educational game design.
abstract: As the movement to capitalize on unique affordances of video games for learning continues to grow, relatively little research in that area has examined how formal features, such as genre and game mechanics, draw and hold children's attention. This study examines which genres children prefer and the reasons why children prefer those genres by reporting on a video game uses and gratifications survey of children of various ages (n=685). Results show distinct patterns of game use and preference tied to typical child developmental ecology at each age, indicating that genre preference varies by age and developmental context. Implications for game research and educational gaming are provided.
authors.affiliation: Department of Communication, Michigan State University, East Lansing, Michigan 48840, USA. jsherry@msu.edu
authors.forename: John L
authors.initials: JL
authors.lastname: Sherry
authors.forename: Kristen
authors.initials: K
authors.lastname: Lucas
authors.forename: Bradley S
authors.initials: BS
authors.lastname: Greenberg
authors.forename: Amanda
authors.initials: A
authors.lastname: Holmstrom
mesh_terms: D000293:Adolescent; D041923:Adolescent Development; D000367:Age Factors; D001288:Attention; D003194:Computer-Assisted Instruction / Q000295:instrumentation*; D004867:Equipment Design; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D009042:Motivation; D011159:Population Surveillance; D012737:Sex Factors; D013997:Time Factors; D018910:Video Games