Running head: REALISM OF VIDEO GAMES

Video Game Realism and College

Students

Ryan Scott Abrell

Ferrum College

CSC-498

Dr. Taiwo Ajani

April 25, 2016

 Acknowledgments

I would like to thank Dr. Ajani and Dr. Olatunbosum of

the Computer Information Systems department for seeing me

through with my years at Ferrum College. I would also like

to thank Dr. Faye Angel of the Business department for her

incredible motivation of expecting nothing less than

perfection. Perfection is expected; excellence is

tolerated.

I would also like to thank my parents for being there

for me every step of the way. I couldn’t have done any of

this without their amazing support. It has been a rough

journey but I have ultimately accomplished everything I

have wanted to at Ferrum. Finally, I would like to thank

my best friend Gage England. I don’t know how we do it but

we are the same person and we have always had each other’s

backs. I couldn’t have found a better friend.

2
 List of Tables

Social Influence (Yang et al., 2011) 22

Test Scores vs. Video Game Play (Anand, 2007) 26

Most Popular Video Game Genres

(Schmitt and Livingston, 2015) 30

Characteristics of Video Game Reality

(Malliet, 2006) 33

3
 List of Figures

Student Grade Year 39

Student Grade Point Average 40

Student Preference for Realistic Characteristics 41

Student Preference for Fantasy and

Realistic Video Games by Grade Point Average 42

Student Preference for Realistic

Video Games by Grade Point Average 43

Student Preference for Video Game Genre 44

Student Preference for Video Game Console 45

Video Game Genre by Grade Point Average 46

Video Game Console Choice by Grade Pont Average 47

Use of three-dimensional Video Game

Capabilities by Students 48

4
 Definition of Key Terms

Video game - A game played by electronically manipulating

images produced by a computer program on a television
screen or other display screen

Gamer - A person who plays video games or participates in

role-playing games

Xbox – gaming console manufactured and sold by Microsoft;

includes Xbox, Xbox 360, and Xbox One

PlayStation – gaming console manufactured and sold by Sony;

includes PlayStation (PS), PlayStation 2 (PS2), PlayStation
3 (PS3), and PlayStation 4 (PS4)

Genre – categories of games based on gameplay type and

style

First Person Shooter - A type of video game whose gameplay

involves shooting enemies and other targets and in which a
player views the action as though through the eyes of the
character they are controlling

Massively Multiplayer Online - an online game that is

capable of supporting large numbers of players
simultaneously in the same instance

Grade point average - An indication of a student’s academic

achievement at a college or university, calculated as the
total number of grade points received over a given period
divided by the total number of credits awarded

5
Academic performance - the outcome of education — the
extent to which a student, teacher or institution has
achieved their educational goals

Realism - The quality or fact of representing a person,

thing, or situation accurately or in a way that is true to

life

6
 Table of Contents

Acknowledgements 2

List of Tables 3

List of Figures 4

Key Words 5

Table of Contents 7

Abstract 10

Chapter One: Introduction 11

1.1 Introduction 11

1.2 Study Rationale 14

1.3 Problem Leading to the Study 15

1.4 Importance of the Study 16

1.5 Research Questions 16

1.6 Scope of the Study 17

1.7 Limitations 17

1.8 Outline of Research Paper 17

Chapter Two: Literature Review 20

2.1 Introduction 20

2.2 Motives for Playing Online

Video Games 20

2.3 Social influence on College

Students for Playing Video Games 21

2.4 Video Games and Spatial Learning

And Memory 23

7
 2.5 Worth of Simulation Games 24

2.6 Structural Characteristics

Of Video Games 25

2.7 Time Management 25

2.8 Video Games and Study Efforts 27

2.9 Video Game Strategies and Academic

Achievement 28

2.10 Video Game Strategies and College

Performance 29

2.11 Video Game Playing and Academic

Performance 31

2.12 Perceptions of Video Game Realism 32

2.13 Realistic Gun Controllers

On Perceptions of Realism 34

Chapter Three: Methodology 35

3.1 Introduction 35

3.2 Research Design and Procedures 35

3.3 Survey 35

3.4 Data Analysis 36

3.5 Participants 37

3.6 Limitations 38

Chapter Four: Results 39

4.1 Introduction 39

4.2 Demographics 39

4.3 Importance of Realistic Characteristics 41

4.4 Student Preference for Realism 42

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 4.5 Most Popular Video Game Genres and Consoles 44

4.6 Video Games and Three-Dimensional

Features 48

Chapter Five: Discussion 50

5.1 Introduction 50

5.2 Student Statistics 50

5.3 Importance of Realism 51

5.4 Video Game Popularity 52

5.5 Video Games and Three-Dimensional Gaming 54

5.6 Recommendations for Future Research 54

References 56

Appendix 60

9
 Abstract

Decades of research has focused on the effects of

playing video games and academic success. However, little

attention has been given to an individual’s preference for

video game realism. This study was conducted in the Ferrum

College community through the use of a survey to determine

if student preference for video game realism, video game

genre and console preference, and three-dimensional video

game features. The results of this study show that there

is agreement among students of the importance of realistic

video game characteristics. Substantial evidence found

that students preferred first person shooter video games as

well as a large number of the sample played on PlayStation

4 consoles and PCs. Three-dimensional video gaming was

also found to hold sizeable consideration among students.

10
 Chapter One: Introduction

1.1 Introduction

Video games have seen a precipitous incline in the

last few years, eventually leading up to the release of

next generation consoles like the PlayStation 4 and Xbox

One. Video games date back to the latter half of the 1980s

with the release of Atari based arcade games. Ever since

their release, realism has been a topic of improvement

among every single video game development company. The

1990s and 2000s saw the introduction of the Nintendo 64;

this is also known as the first 32-bit video game console.

Sony released its PlayStation console while Microsoft

competed with its original Xbox. With each console release

and each game release, graphic and realism improvements

have been the number one marketing point towards the video

game playing community. Video games provide a vast reality

of virtual play that gives players the ability to take the

role of a character and play out their lives in a story-

like mode.

The depth of video games leads back to the realism of

the content. Gamer is a term that describes an avid video

game player. Gamers crave realism and in-depth game play

for all and every genre of video games (Malliet, 2006).

This craving was finally addressed with the release of next

11
generation consoles from Sony and Microsoft, marketing the

real-life graphics. These consoles run games that blow the

original 8-bit and 32-bit games out of the water.

Characters look life-like and environments look as

realistic as walking out your front door. Video games have

evolved from the “old school” 8-bit arcade games to the

brand new virtual reality boxes and infrared controllers

(Mcgloin, 2015). The development of such means of

entertainment boost an already booming market.

Video games are targeted mostly towards adolescents,

in their early and late teens. Adults have been seen to

play video games but the amount of time spent playing video

games peaks in the teen years and slowly declines into the

early twenties of adulthood. Video games are however,

still a major part of high school and college student lives

as a major source of their entertainment (Malliet, 2006).

For those who do not play video games, many own a console

as the current generation consoles can now be used for

video streaming and social media.

Problems arise when talking about video games because

many believe video games carry no value outside of their

own virtual reality. Video games have been seen to

negatively affect educational performance, cognition, and

social encounters (Yang et al., 2011). The old adage of

12
“your brain will turn to mush” if you stare at a television

or computer screen does not have the same effect it did

when video games and television sets were first introduced

to the consumer. Television and its surrounding

entertainment market have been used in classrooms for

decades. Video games with their increase in strategic

planning and realism have been used more in an educational

setting than they have ever been before.

There are quite a few problems video games can cause

in terms of brain development and cognition. The

developing brain in early childhood is constantly building

new neural connections, and this development eventually

peaks in one’s early twenties. Video game use therefore,

has the largest impact on the brain before an individual

reaches the high school or college level. Most research

has been conducted with children in elementary and middle

school. Results show that video games have: (1) influenced

aggressive behavior; (2) promote bad habits; and (3) affect

cognition (Yang et al., 2011). The downfall to most of the

research conducted on the effects of video games on

behavior, education, etc. is this research was completed in

the late 1990s and early 2000s and solely on young children

with the oldest being in middle school.

13
 Students who play video games are typically seen as

lazy or maintaining a poor work ethic. The effect on

cognition is not a relevant issue in terms of video game

play as strategies used in gameplay have been studied in

regards to academic achievement (Hamlen, 2014). Students

who play video games though, spent on average forty less

minutes studying or completing homework than students that

did not play video games (Naseef, 2007). Choosing to play

a video game over completing work for classes is an early

trend seen that can effect a student’s performance in the

classroom, and for college students, classroom performance

will determine future career paths.

1.2 Study Rationale

Current generation consoles currently provide video

game players with a more complete and in-depth gaming

experience. A study is necessary to establish grounds for

the perceived importance of realistic video games. Because

the current generation consoles were released just months

prior and video game have lacked the same level of realism,

there has been little to no research completed to determine

whether an increased level of realism holds importance

among college students.

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 There has also been very little research recently

completed to determine the video game preferences of

college students. Most research focused on the beginnings

of video games and their effects on an individual. But

with this research having taken place some twenty years

ago, evidence of student video game preferences on new

generation consoles is needed.

1.3 Problem Leading to the Study

Video games have been a means of entertainment for the

better portion of the last forty years. Video game players

are constantly seeking the newest video game that gives

them the most realistic experience, and the current

generation consoles from Sony and Microsoft have provided

that to players. Academic performance is measured in terms

of grade point average. Positive study habits have seen to

reflect a higher grade point average than those with poor

study habits. Increased video game realism may have a

strong correlation with lower grade point averages among

college students (Wood et al, 2004). Video games are shown

to already affect college performance, but compounded with

increased realism factors, how much more could video games

continue to affect the college student’s grade point

average.

15
1.4 Importance of the Study

The importance of this study is to determine student

preference for video game realism. Most research that has

been conducted on perceived realism has dealt with film and

television studies (Malliet, 2006), leaving perceived

realism in video games and the possible effects as

unfamiliar territory. With this research, this study will

allow some understanding on different types of video games

and their realistic characteristics. Research questions

will be formulated to discuss different levels of realism

in video game consoles as well as to establish a basis for

student preferences.

1.5 Research Questions

This study will discuss and look at if the type of

console being played on reflects positively or negatively

on the academic performance of Ferrum College students.

The following research questions will be:

 How important do college students believe realism is

to a video game?

 What is the most preferred video game genre among

college students?

 What are the most popular video game systems among

college students?

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  Does three-dimensional video game play entertain a

substantial audience in a college environment?

1.6 Scope of the Study

This study will be confined to current Ferrum College

students who play video games on campus during the academic

school year.

1.7 Limitations

This study will not be generalizable to all college

students. It is limited to the results found from current

Ferrum College students and based off of their video game

preferences. Due to the limited sample size, this study

will set the table for future research.

1.8 Outline of Research Paper

This research paper will be divided into six chapters

with a referenced appendix section. This first chapter

will introduce video games, problems with video games, and

video game realism; the rationale for the study; the

problem leading to the study; the importance of the study;

research questions; the scope of the study; and the

limitations.

17
 The second chapter will consist of a detailed

literature review of the subject and its relevance to this

study. Chapter three will describe the methodology of the

study and how the research was conducted. The methodology

will further describe how the students participated in the

study; how collected data will be evaluated; discussion of

potential problems; and the position and responsibility of

the researcher. Data will be collected and analyzed in this

chapter. This chapter will also explain the role of

surveys in the research and how the sample size and

population was determined.

Chapter four will discuss the analyzed research and

results. The results will be observed and discussed.

Questions from the survey will be analyzed to determine

possible results and meanings. Figures will be included to

graphically illustrate the data that were collected.

Chapter five will further discuss the results of the

research. This section will also provide recommendations

for further and future research that could stem from this

study.

A reference section will follow at the end of the

paper and outline referenced research works. Each section

of this research paper will discuss and analyze significant

topics in regards to the research and will strictly follow

18
the already mentioned research questions. An appendix is

included, immediately following the references. This will

consist of the survey distributed to students.

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 Chapter Two: Literature Review

2.1 Introduction

The literature review will provide sources to

reinforce the position of the paper. The literature that

will be mentioned will include and focus on the impact of

video games on academic performance and grade point

average. Literature on cognitive function and social

influences and perception has also been included. Other

literature involved in this review include journal articles

on the external validation of video games, motives for

playing video games, perceptions of video game realism,

video games and spatial learning and memory, video games

and time management, as well as the structural

characteristics of video games.

2.2 Motives for Playing Online Video Games

Ružić-Baf’s research, “Differences in Self-Evaluation

of Female and Male Students Concerning the Motives for

Playing Online Video Games”, introduces the Sexual

Selection Theory as means to predict “males will tend to

behave in ways that are more risky than females” (Ružić

-

Baf et al., 2013). They also state the popularity of

playing video games has increased drastically over the

years and men still prevail in playing online video games

20
more than women. The results of this study show men are

more likely than women to cancel all of their appointments

to play video games; are more likely to communicate with an

online friend; and are more likely to feel happy and the

need to play video games every day because they feel they

cannot go even a day without playing a video game (Ružić

-

Baf et al., 2013). This shows relevance in correlating who

plays video games and for what reasons.

2.3 Social influence on College Students for Playing Video

Games

The effect of social influence affects college

students’ attitudes to online game. Female students have

been found to be socially affected much more and easier

than male students (Yang et al., 2011). Male students tend

to be more interested in playing online video games than

female students (Yang et al., 2011). Also, a gender

difference might occur and be caused by involvement and

environment of the online video game (Yang et al., 2011).

Significant numbers of teenagers and student suffer from

multiple serious social problems because they spend so much

time in the virtual environment of a video game. In this

study, Yang and colleagues hypothesized that normative

social influence will significantly affect college

21
students’ attitude to play online games; informational

social influence will significantly affect college

students’ attitude to play online games; male college

students’ attitude to play online games are significantly

better than females; female college students’ attitude in

normative social influence are higher than male; and female

college students’ attitude in informational social

influence are higher than male.

(Yang et al., 2011)

In the table above, Yang and colleagues found both

informational social influence and normative social

influence had a significant impact on college students’

attitude. This study shows there is a great deal of social

influence on the actions and attitudes on each gender. Also

concluded was that informational and normative social

influence along with gender had a significant impact on

students’ attitude to play video games. Compared with

22
males, females had a higher informational and normative

social influence to play video games (Yang et al., 2011).

2.4 Video Games and Spatial Learning and Memory

This research looked at the effect video games have on

a host in regards to perceptual and cognitive processes.

The study was conducted with video game experts and video

game novices, with the average age being twenty-two years.

A total of sixteen trials were run, each lasting twenty

seconds before participants were required to move on to the

next trial. The participants were dropped into a virtual

pool with the requirement to find the platform out of the

water. There was one practice trial; four trials

containing a visible platform set in one of four quadrants

of the pool; and ten trials containing a hidden platform,

which was also located in the SE quadrants and participants

began in random starting locations. The final trial was a

probe trial in which the platform remained in the same

location but was inactive for twenty seconds to start each

trial.

The researchers took the X and Y positions of the

video game character to calculate the path and the length

travelled from starting point to the platform. The results

of these trials show video game experts took a more direct

23
route to the platforms than did the video game novices. In

the hidden platform trials, video game experts travelled a

significantly shorter distance than the video game novices

when proximal cues were used. However, when in the probe

trials, the difference between the experts and the novices

were eliminated when the path travelled was again analyzed,

showing very little differences in spatial learning and

memory between the video game experts and novices (de

Castell et al., 2015).

2.5 Worth of Simulation Games

Grade point average and organizational size was the

two variables in this study that were measured to analyze

their influence on game and career success (Norris and

Snyder, 1981). The number of promotions, the number of

organization levels that exist, and the percentage salary

increases were recorded and related to a score received on

a mock management game completed before graduation.

Results show that grade point average was significant with

game performance success but game success showed no

significant results with career success.

24
2.6 Structural Characteristics of Video Games

This study analyzed several important characteristics

of video games including but not limited to the requirement

of a response to stimuli, the requirement of coordination

and concentration, rapid span of play, aural and visual

rewards to a winning move, incremental rewards to a winning

move, digitally displayed scores, and the opportunity for

peer group attention (Wood et al., 2004).

Sound, graphics, and the use of humor were considered

most important by over two-thirds of the sample. Medium

duration games, ones that took a few days to weeks to

complete were rated as the most enjoyable. The majority

also rated rate of play involving the rate of absorption

and the rapid advancement of play as important. Multi-

player features such as online gaming and LANs were

considered important, and the majority of the study deemed

game dynamic characters important as well (Wood et al,

2004). The results from the sample found the

characteristics that made a video game more realistic ended

up being more important and therefore more enjoyable.

2.7 Time Management

The research discussed here shows several symptoms of

poor time management due to increased levels of video game

25
play. Most non-school hours are shown to be spent on the

computer or playing video games. Students who exhibit this

behavior are seen falling asleep in class, unable to keep

up with assignments, with declining grades, lying about

video game and computer use, and dropping out of social

groups.

(Anand, 2007)

The table above shows there is an inverse trend in

grade point average and daily video game usage. As the

total time spent playing video games, the grade point

average decreases (Anand, 2007). Math SAT scores showed in

increasing significant correlation up to four and a half

hours of video games played per day. Any amount over four

and a half hours per day and the average math Sat scores

begin to decline. The opposite is seen with the verbal SAT

scores. Higher levels and amount of video games played

26
shows a decreasing score on the verbal SAT section (Anand,

2007).

2.8 Video Games and Study Efforts

Video games are a source of entertainment. Something

to down when one has down time. The effects video games

have on academic performance have shown significant

results. This comes from a lack of time management and

social involvement in activities outside of a virtual

world. However, study habits can also be an affected

activity of video game play. In a news article, Todd

Stinebrickner and his father Ralph Stinebrickner, both

professors, conducted a small sampled study on the effects

of video games on study habits. What they found was first-

year college students that brought a video game player to

college studied on average forty minutes less when compared

to the student without a video game console. Losing forty

minutes of study translated into a first semester grade

point average that averaged 0.241 points less than the

students that spent those forty minutes studying (Naseef,

2007).

27
2.9 Video Game Strategies and Academic Achievement

The use of video game strategies and homework

strategies to overcome challenges was the relationship

analyzed in this research. Two regression analyses were

conducted, one on video game play and school grade point

average and the second on homework strategies and school

grade point average (Hamlen, 2014). The research here

questions whether video game play plays a positive or

negative role in relation to school grade point average.

There are many studies that show video game play involved

real-world problem solving through emulation and

simulations.

Variables that were included in the strategies of

video games include trial and error, observation,

walkthroughs, and glitching. The relationship between

homework strategies and grade point average did not return

significant results. However, the relationship between

video game strategies and academic performance as measured

by grade point average showed great significance (Hamlen,

2014). Three of the video game strategies that were

significantly related to grade point average were use of

the walkthrough strategy, being willing to ask for help,

and being willing to check the manual when stuck. Homework

strategies almost completely mirrored the questions of

28
video game strategies but still did not produce significant

results.

2.10 Video Game Addiction and College Performance

The study conducted here was to measure the impact of

video game addiction on college performance. Time spent

playing and what genre of games played was first recorded,

followed by the relationship between video game addition

and college performance as measured by college grade point

average, the level of college engagement, and finally the

number of drug and alcohol violations (Schmitt and

Livingston, 2015). The average amount of time spent

playing video games per week was recorded at 11.7 hours;

this is highly correlated with students expecting to play

video games in their first year of college. Researchers

hypothesized there would be a negative correlation between

video game addiction and college grade point average and

the level of college engagement; also a positive

correlation between video game addiction and the number of

drug and alcohol related charges (Schmitt and Livingston,

2015).

29
 (Schmitt and Livingston, 2015)

The chart above shows the collected data from the

study, referencing the genre of video games played and

preferred by most students. The highest three genres also

are seen to reflect the most realistic and in depth gaming

experience versus the simulation games at the bottom of the

list.

Grade point average was measured and seen to

significantly predict college grade point average, even

after controlling for high school grade point average.

(Schmitt and Livingston, 2015). Video game addiction had a

negative effect on college expectations, college

engagement, and a lower first year grade point average.

30
2.11 Video Game Playing and Academic Performance

This research focused on the relationship of video

game playing and college and high school academic

performance as measured by grade point average. A negative

correlation between the two was predicted, with a higher

relation for males than females (Burgess et al., 2012).

The number of hours played per week on average was self-

reported. The average hours played per week was 3.9 hours;

with another 2.0 hours coming from watching other people

play video games. Just over twice as many males than

females reported playing video games and more males than

females played video games for more than ten hours per week

(Burgess et al., 2012). To conclude their findings, a

negative correlation was found between video game play and

college grade point average, but differed greatly in sex,

as males showed greater significant results than did

females. Those who agreed with the statement that they

would rather play video games than complete their homework

were found to play video games more often, for longer

periods of time, and started playing video games at a

younger age; again this was more significant with males

than with females (Burgess et al., 2012).

31
2.12 Perceptions of Video Game Realism

The video games industry has boomed in the last

fifteen years, bringing in income totals that reach

comparable levels of film and music industries. The most

important point of discussion in games such as Grand Theft

Auto, which features a wide-sprawling world, is the

accuracy at which reality is depicted (Malliet, 2006).

Video game realism leans towards three most important

characteristics to portray lifelike simulations: 1) factual

realism as the capability to convey any message as being

real; 2) authenticity as being able to mimic and simulate

human emotions; and 3) perceptional pervasiveness as facial

expressions and movement (Malliet, 2006). This study found

video games that portrayed the player in the shoes of a

character or behind the character gave a more realistic

impression than a simulation-based game experience where

the gamer has control over the entire game environment.

Likewise, gamers felt games were more realistic when game

characters performed more humanistic functions and

movements than again, simulation-based games.

32
(Malliet, 2006)

As seen above, games that conveyed a realistic message

of death, like Tactical Ops, were considered more realistic

than the alien-based Halo Combat game. Character

involvement and customization tools give games a great deal

of realistic qualities but tend to drop in realism when

characters perform stunts, such as in Grand Theft Auto,

which would likely kill a real living person. There are

several characteristics that can measure the realism of a

video game and from that, the effect that level of realism

has on the gamer.

33
2.13 Realistic Gun Controllers on Perceptions of Realism

Video games have jumped to the top of the

entertainment list not only because of big name

manufacturers like Sony and Microsoft but also because of

the developers behind the scenes. These developers have

worked day in and day out to bring consumers the best game

each and every year. Video games have surpassed other

forms of media in regards to concern based on the

increasingly high levels of interactive realism and

potential for immersion (Mcgloin, 2015). Playing a video

game loses its realistic feel when a gamer is forced to

play with a mouse and keyboard combination or even just a

handheld controller (Malliet, 2006); but what happens when

a gamer is given a realistic, infrared controller. The

Delta Six project has developed an infrared gun controller

for all major gaming systems that resembles several

military used weapons, and can be used by detecting the

body movements of the gamers such as real recoil when

firing in-game, tapping the magazine to reload, and looking

through the scope to trigger zoom (The Delta Six, 2015).

Research has concluded that playing video games using the

“natural mapping motion capturing game controllers”, such

as the Delta Six controllers, reduced the gap between real-

life and the gaming environment (Mcgloin, 2015).

34
 Chapter Three: Methodology

3.1 Introduction

The four purposes of this chapter are to (1) describe

the research methodology of this study; (2) explain the

sample selection; (3) describe the procedure used in

designing the survey and collecting the data; and (4)

provide an explanation of the participants and limitations

of the research. A survey was used to collect data from

students of Ferrum College. Statistical analysis was then

used to evaluate the results of the survey.

3.2 Research Design and Procedures

This research collected and analyzed, through the use

of a survey, the quantitative responses of Ferrum College

students on their video game habits and academic

performance in terms of grade point average. Grade point

average was used to further sort the data collected on

preference for video game console and video game genre.

3.3 Survey

A survey was distributed through Ferrum College email

on three separate occasions. The first instance was on

Monday, March 21, 2016 at 10:00 a.m.; most students would

either be beginning their day at this time or getting out

35
of their first classes. The second instance was on

Tuesday, March 22, 2016 at 11:05 a.m., as most students

would be getting out of classes for lunch at this time.

The third and final instance was on Wednesday, March 23,

2016 at 2:30 p.m.; more than half the student body should

have been out of getting out of class at this time. The

first section of the survey covered student demographics

including age, grade level, and grade point average. The

second section included questions involving a list of

Likert scale questions related to video game preference and

perception. The third section covers video game habits

among students. The third section covers video game

realism and student perception and preference with the

fourth and last section covering student use of three-

dimensional video game options.

3.4 Data Analysis

Data was recorded in a survey created from Google Docs

which then recorded the corresponding data into forms as

well as tables and charts. Excel was also used to create

charts and tables to organize and analyze the data

collected. Weighted averages were used to determine the

average Likert scale response from several questions.

36
 Grade point average was collected from the survey and

then statistically analyzed against the remainder of the

self-reported scores of various video games related

questions. Grade point average was used to sort students

by what console was played and what genre was a favorite.

Grade point average ranged from 2.0 to 4.0, on a scale

of 0.5 grade points, being the lowest and highest scores;

this being because 2.0 is the minimum grade point average

requirement to graduate from Ferrum College and 4.0 is the

highest point on the scale. Student responses were counted

and graphed to display the distribution of preferences of

the entire sample. Again, a range of grade point averages

was used to further sort the data into clearer graphs.

3.5 Participants

The participants of this research consisted of 62

students of Ferrum College. Participants included here

ranged from each of the four classes as well as full-time,

part-time, and commuter students; living both on and off

campus. A range of grade point averages was observed as

well. Participants voluntarily completed the survey, which

was distributed and completed anonymously through campus

email.

37
3.6 Limitations

There are several limitations to the research

conducted: population size, sample size, scope, and

research time.

The population of Ferrum College consists of about

1,600 students. The sample size of the study only

consisted of 62 students. For more accurate results and

findings, a larger population and sample size must be used

to gather a larger sample of data.

The scope of the study is a major limitation. This

research used only the population of Ferrum College,

neglecting any responses from students from any other

college or university. A more diverse population could be

used for more accurate data analysis.

Finally, research time is also one of the biggest

limitations to this study. A single semester was allocated

for this study, however, if given more time, a larger

sample and population could be used as well as providing

more plausible results.

38
 Chapter 4: Results

4.1 Introduction

The purpose of this section is to display the findings

of the survey that was handed out in relation to the

guidelines listed in chapter three. The results, which are

discussed here, are graphically and statistically analyzed

to further answer the research questions and evaluating

them with statistical analysis.

4.2 Demographics

26%

44% Freshman
Sophomore
Junior
Senior

14%

16%

Figure 1. Student Grade Year

39
 A large proportion of the students surveyed were

seniors, 44 percent. Freshmen were the next largest

proportion of the population at 26 percent. Sophomores and

juniors were also represented with 14 percent and 16

percent respectively. This information allows for insight

from what grade year data was collected.

18

16

14

12
Number of Responses

10

0
<2.0 2.0 - 2.5 2.5 - 3.0 3.0 - 3.5 3.5 - 4.0
Grade Point Average

Figure 2. Student Grade Point Average

The data collected from the survey on grade point

average showed a very evenly distributed range of grade

point averages. Over 72 percent of the students that

completed the survey had a grade point average that was

40
between 2.5 and 4.0. The other 11.3 percent and 16.1

percent represents students with grade point averages below

a 2.0 and between 2.0 and 2.5 respectively. This is a

standard bell curve and is to be expected with a small

sample size.

4.3 Importance of Realistic Characteristics

Realisitc Audio Effects

Realism

Real World Physics

Graphic Visuals

Realistic Storyline

Interaction from the Environment

Realistic Environment Desgin

0 10 20 30 40 50 60 70

Strongly Disagree Disagree Neutral Agree Strongly Agree

Figure 3. Student Preference for Realistic Characteristics

Likert scale was used on the question, do you agree

that these are important to a video game. The main

characteristics for video game realism are listed above in

41
Figure 5. Student data found that students considerably

preferred video games including realistic environment

interaction, graphic visuals, real-world physics, and

realistic audio effects.

4.4 Student Preference for Realism

12

10

8
Number of Responses

6
Realistic
Fantasy

0
<2.0 2.0-2.5 2.5-3.0 3.0-3.5 3.5-4.0
Grade Point Average

Figure 4. Student Preference for Fantasy and Realistic

Video Games by Grade Point Average

The figure above shows that the sample surveyed evenly

prefers realistic video games with fantasy games across

most grade point averages. Grade point averages below 2.0

and between 3.0 and 3.5 more than double the preference for

42
realistic video games over fantasy games. Students that

preferred a more realistic game tended to have a grade

point average below 2.0 and between 2.5 and 3.5. A larger

sample size would need to be sampled for more accurate

results.

16

14

12
NUmber of Responses

10

8
Realistic
Unrealistic
6

0
<2.0 2.0-2.5 2.5-3.0 3.0-3.5 3.5-4.0
Grade Point Average

Figure 5. Student Preference for Realistic Video Games by

Grade Point Average

The data collected from the surveyed sample shows that

there is a significant preference for realistic video games

rather than video games that are unrealistic. This

significant relationship can be seen however, across each

range of grade point averages, meaning preference for

43
realistic video games has little effect on grade point

average. Realistic video games include characteristics

listed in the survey such as realistic environment design,

interaction from the environment, real world physics,

realistic audio effects, etc. The entire survey can be

found in Appendix A.

4.5 Most Popular Video Game Genres and Consoles

8%

27%
18%

8%
13%

8%

18%

FPS Sports Adventure Fighting Racing Role Playing Other

Figure 6. Student Preference for Video Game Genre.

44
 9%
13%

21%
21%

17%
19%

PS3 PS4 Xbox 360 Xbox One PC Other

Figure 7. Student Preference for Video Game Console.

The two figures above show that students’ preference

for video game genres and video game consoles are very

diverse. Students however said that they preferred first

person shooter type video games 27 percent of the time when

compared to other genres. Role-playing games were second

most favorable as students preferred games of that genre 18

percent of the time. When looking at preference for video

game consoles, most students said that the preferred to

play video games through Sony PlayStation 4s and PCs.

45
 12

Number of Responses 10

0
Sports Sim

Fighting

Sports Sim

Fighting

Sports Sim

Fighting

Sports Sim

Fighting

Sports Sim

Fighting
Racing
Racing

Racing

Racing

Racing
First Person Shooter

Adventure

Other

First Person Shooter

Adventure

Other

First Person Shooter

Adventure

Other

First Person Shooter

Adventure

Other

First Person Shooter

Adventure

Other
Role-Playing

Role-Playing

Role-Playing

Role-Playing

Role-Playing
<2.0 2.0-2.5 2.5-3.0 3.0-3.5 3.5-4.0

Video Game Genre

Figure 8. Video Game Genre by Grade Point Average

The data collected in the survey shows that most

students play the six most popular genres of video games.

Students said that first person shooters are the most

played genre of video games. Adventure and role-playing

type video games saw playing time with a large portion of

students falling into the 2.5 to 4.0 grade point average

range. A larger sample could provide more accurate

results.

46
 10

7
Number of Responses

0
PC

PC

PC

PC

PC
Xbox 360

Xbox 360

Xbox 360

Xbox 360

Xbox 360
Other

Other

Other

Other

Other
Xbox One

Xbox One

Xbox One

Xbox One

PlayStation 3

Xbox One
PlayStation 3
PlayStation 4

PlayStation 3
PlayStation 4

PlayStation 3
PlayStation 4

PlayStation 3
PlayStation 4

PlayStation 4
<2.0 2.0-2.5 2.5-3.0 3.0-3.5 3.5-4.0

Video Game Console per GPA

Figure 9. Video Game Console Choice by Grade Point Average

The bar chart above shows the most played consoles per

student response for each of the grade point average

ranges. PC tended to be played the most in students who

had a grade point average below 2.0 and between 3.5 and

4.0. The Sony PlayStation 3 and PlayStation 4 along with

the Microsoft Xbox 360 and Xbox One were most played by

students with grade point averages between 2.0 and 3.5. 50

percent of the students surveyed answered that they play

video games through more than one system. Of the 100 video

game systems selected by respondents, 69 percent said they

47
played console-based video games, 22 percent play PC video

games, and nine percent either play video games on their

phones or do not play video games at all.

4.6 Video Games and Three-Dimensional Features

35

30

25
Number of Responses

20

15

10

0
Have played a video game with Regularly use 3-D capabilities Are likely to continue using 3-D
3-D capabilities capabilities

Figure 10. Use of Three-Dimensional Video Game Capabilities

by Students

Figure 10 above shows that 50 percent of the students

surveyed play video games with three-dimensional

capabilities. Of the 31 students that have played a video

game with three-dimensional capabilities, 52 percent

regularly use those three-dimensional capabilities. 45

48
percent of those who regularly use three-dimensional

capabilities are likely to continue using those same three-

dimensional graphics. While the data collected shows that

three-dimensional video game capabilities are used by half

of the sample surveyed, a larger sample size would provide

stronger results to determine how much of a college

population entertain the use of three-dimensional video

games.

49
 Chapter 5: Discussion

5.1 Introduction

Of the 62 students who participated in the survey, 93

percent, or 58 students, play video games on one or more

video game system. This chapter will discuss the results

and findings of the survey. A recommendation section will

also be included at the end of the chapter. Each section

in the discussion will reflect the corresponding section of

the survey in order to determine the effects of preference

for video game realism, video game console preference,

video game genre preference, and three-dimensional video

game capabilities on grade point average.

5.2 Student Statistics

The overall student grade point average at Ferrum

College fell within the 2.5 to 3.5 range, which was 50

percent of the students who participated in the study.

Similar results found in Figure 2 can be seen in the 2007

Anand study. The results of this study also showed that

student grade point average followed a standard bell curve,

which runs concurrent with the Anand study.

A large proportion of the students that participated

in the study were freshmen and seniors, adding up to 27

seniors and 16 freshmen, for 70 percent of all students who

50
participated. This data was expected as upperclassmen are

more inclined to participate in the study as it closely

mimics their own coursework unlike underclassmen that have

just arrived for their first years.

5.3 Importance of Realism

Recent developments in the video game industry have

resulted in increased video game graphics and reality,

which in turn has resulted in a more realistic gaming

experience. Students showed that an extremely significant

amount preferred realistic video games over unrealistic

games. Attributing game environment, game interactions,

real world physics, and game audio to define the realism of

video games, all but five students preferred realistic

video games. It was expected that more students would

prefer realistic video games than unrealistic games.

Unlike the preference for realistic video games over

unrealistic video games, students were just about split

when determining preference for realistic video games

versus fantasy video games. 58 percent of students said

that they preferred realistic video games while the other

42 percent agreed on fantasy games. When looking at the

grade point average distribution, only students that fell

in the 3.5 to 4.0 range preferred fantasy video games over

51
realistic games. This can be attributed to the concept of

a fantasy game as being a critical thinking or problem

solving based game.

5.4 Video Game Popularity

Results of the study showed that the most popular

consoles played vary from student to student. Grade point

averages below 2.0 showed a higher preference towards PC

video games than console play. Grade point averages that

fell between 2.0 and 3.5 showed a large proportion of

students played console based video games rather than PC

video games. Grade point averages from 3.5 to 4.0 showed

that more students preferred to play PC video games over

console based video games, similar to students with grade

point averages below 2.0.

The Sony PlayStation 4 and PC were the most popular

video game systems chosen by students. Students that fell

in the grade point average ranges of 2.0 to 2.5 and 3.0 to

3.5 were, while expressing preference for console based

video games, split between the Sony produced consoles and

the Microsoft produced consoles. This distribution was

expected as the preference for Sony and Microsoft is just

about split down the middle for video game players. It

often comes down to preference and familiarity of the

52
manufacturer. Students that preferred PC video gaming than

console gaming were also seen to be distributed in the

higher ranges of grade point average. One explanation for

this is that students rely on their computers for almost

every aspect of their schoolwork. It is easy to play a PC

based video game and switch back and forth between homework

than it is to switch between playing on a console and

trying to finish work. It can also be said that PC gaming

holds significant value with college students because PCs

have been a major part of the last two to three decades

while the newer consoles have just come out in the last few

years. There is a greater variety of games available for

PC systems.

The most often played genre of video games was first

person shooters. First person shooters are high intensity

and involve more reaction than critical thinking. A high

preference for first person shooters can be seen most

students. More students that fell in the 2.5 and higher

grade point average range were split between popularity for

first person shooter, adventure, and role-playing games.

While first person shooters involve little critical

thinking, a high level of reaction and coordination is

needed for this genre. Adventure and role-playing games

are slow paced and focus on problem solving and critical

53
thinking. Students with a higher grade point average were

expected to have a greater preference for critical thinking

genres. Video games with low levels of critical thinking

were seen to coincide with lower grade point averages. The

2014 Hamlen study on simulation and grade point average

showed similar results that players that used critical

thinking and problem solving skills tended to have a higher

grade point average than players that played solely for

entertainment or casual play.

5.5 Video Games and Three-Dimensional Gaming

There were significant results found from the survey

that produced 50 percent of students playing video games

with 3 dimensional capabilities and 50 percent of those

students regularly use the three-dimensional features. The

students who entertained three-dimensional video gaming

made up a large portion of the sample. It was expected

that a majority of the sample would not know about the

three-dimensional features in video games, nonetheless use

the features regularly.

5.6 Recommendations for Future Research

This study was completed as exploratory research on

video game realism on the college student. No prior

54
research had been conducted so this study can serve as a

basis for moving forward with future research.

Time was a major constraint to this study. If more

time was allotted to gain data and study the sample of the

population, clearer results could be drawn about student

perception of realism and their preferences about video

games. A larger sample could also be gathered from the

population which leads to another limitation of this

research. With more time and a larger sample surveyed,

clearer results, again, could be drawn about the

population.

Lastly, given that grade point average was used to

sort the data into more manageable constructs, using an

average grade point from the sample could lead to research

on the effects of student preferences on grade point

average. This could see the effects of video game realism

on students’ success in the classroom along with the

possible effects of console and PC play on academic

success.

55
 References

Anand, V. (2007). A Study of Time Management: The

Correlation between Video Game Usage and Academic

Performance Markers. CyberPsychology & Behavior,

10(4), 552-559. Retrieved February 08, 2016.

Burgess, S. R., Stermer, S. P., & Burgess, M. C. (2012).

Video Game Playing and Academic Performance in

College Students. College Student Journal, 52(2),

376-387. Retrieved February 08, 2016.

Castell, S. D., Larios, H., Jenson, J., & Smith, D. H.

(2015). The role of video game experience in spatial

learning and memory. Journal of Gaming & Virtual

Worlds Journal of Gaming & Virtual Worlds, 7(1), 21-

40. Retrieved February 08, 2016.

The Delta Six | A New Kind of Game Controller For A New

Kind of Gamer. (2015). Retrieved February 08, 2016,

from http://www.thedeltasix.com/

Hamlen, K. R. (2014). Video Game Strategies as Predictors

of Academic Achievement. Journal of Educational

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 Computing Research, 50(2), 271-284. Retrieved

February 08, 2016.

Malliet, S. (2006). An exploration of adolescents’

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Technology, 31(4), 377-394. Retrieved February 08,

2016.

Mcgloin, R., Farrar, K. M., & Fishlock, J. (2015). Triple

Whammy! Violent Games and Violent Controllers:

Investigating the Use of Realistic Gun Controllers on

Perceptions of Realism, Immersion, and Outcome

Aggression. J Commun Journal of Communication,

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Naseef, K. (2007, September 19). Video Games Can Shoot

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videogame-gpa_n.htm

Norris, D., & Snyder, C. (1981). External validation: an

experimental approach to determining the worth of

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 Simulation & Experiential Exercises, 8, 247-250.

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Ružić-Baf, M., Debeljuh, A., & Radetić-Paić, M. (2013).

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Schmitt, Z. L., & Livingston, M. G. (2015). Video Game

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Wood, R. T., Griffiths, M. D., Chappell, D., & Davies, M.

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59
 Appendix

Appendix A: Survey

The following survey was distributed to Ferrum College

students

Video Game Realism and Academic Performance

Are you at last 18 years of age?

Yes I am

No I am not

Are you male/female?

Male

Female

How old are you?

18-20

21-23

>23

What is your current grade year?

Freshman

Sophomore

60
 Junior

Senior

What range does your current GPA fall into?

<2.0

2.0-2.5

2.5-3.0

3.0-3.5

3.5-4.0

What console(s) do you most often play? Select all that

apply

Xbox 360

Sony PlayStation 3

Xbox One

Sony PlayStation 4

PC

Other

61
What genre of video games do you most often play? Select

all that apply

First Person Shooter (FPS)

Sports Simulation

Adventure

Fighting

Racing

Role-Playing

Other

Do you agree that the following are important to a video

game?

Creative gameplay

Fun Gameplay

Innovative Gameplay

62
Realistic environment design

Creative environment design

Realistic storyline

Entertaining storyline

Graphic visuals

Real world physics

Realism

63
Gameplay

3D graphics

Realistic audio effects

In a typical week, how often do you play video games?

0 days

1-2 days

3-5 days

6 or more days

On the days that you do play video games, how long do you

typically play for?

<1 hour

64
 1-2 hours

3-5 hours

>6 hours

Why do you play video games?

To kill time

Entertainment

Social Gaming

Have you ever skipped class to play video games?

Have you ever pushed off classwork to play video games?

Have you ever stayed in to play video games rather than

going out? (i.e. with friends)

65
Do you prefer a fantasy or a realistic theme for a video

game?

Fantasy

Realistic

Do you prefer video games to be visually realistic or

unrealistic?

Realistic

Unrealistic

Do you prefer video games overall should resemble

reality?

Does a video game character need to be realistic for you

to empathize with it?

Graphical accuracy and realism in video games is

important.

66
Reaching realism in video games should be a driving

factor for the video game industry.

Video game violence should be realistic as possible.

Have you ever played a video game with three-dimensional

capabilities?

Yes

No

In those games, do you regularly use the three-

dimensional capabilities?

Yes

No

Do you think three-dimensional effects are an improvement

on video game graphics?

When you played, were you impressed with the three-

dimensional graphics?

67
When you played, were three-dimensional graphics a

necessary addition to the game?

Did you feel at any point that three-dimensional graphics

impaired game-play?

Are you likely to continue to use three-dimensional

graphics?

68