title: Does Digital Game Interactivity Always Promote Self-Efficacy?
abstract: Interactive digital games can promote self-efficacy by engaging players in enactive and observational learning. However, interactivity does not always lead to greater self-efficacy. Important constructs in social cognitive theory, such as performance outcome and perceived similarity, are often not accounted for in studies that have tested the effect of digital game interactivity on self-efficacy. This study assessed the effects of interactive digital games compared with passive digital games based on video comparison, a common experimental design used to test the effect of digital game interactivity on self-efficacy. In addition, this study also evaluated player performance and measured perceived similarity to the observed player. Findings suggested that in general, digital game interactivity predicted higher self-efficacy compared with noninteractive passive games. However, in the noninteractive conditions, the effects of performance on self-efficacy were moderated by perceived similarity between the observer and the observed player. When the observed player was perceived to be similar to the observer, the effects of performance on self-efficacy were comparable to the interactive game, but when the observed player was perceived as dissimilar to the observer, observing the dissimilar player failed to increase observer self-efficacy. Implications for interactivity manipulations and game developers are discussed.
authors.affiliation: Department of Telecommunication, University of Florida , Gainesville, Florida.
authors.forename: Yu-Hao
authors.initials: YH
authors.lastname: Lee
mesh_terms: D000293:Adolescent; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D020377:Self Efficacy; D018910:Video Games / Q000523:psychology*; D055815:Young Adult