[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599858-105":59,"doc-detail-599858-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","traditional-and-digital-game-preferences-of-children-a-chaid-analysis-on-middle-school-students","Traditional and Digital Game Preferences of Children - A CHAID Analysis on Middle School Students","","The study investigates which game types middle school students play in daily life and how gender, available technology, grade level, and parents’ education shape game preferences. Data were collected in Spring 2015 from 464 students in grades 5–8 using a two-part survey, including demographic questions and student drawings of favorite games. Results show girls mainly prefer outdoor games while boys prefer digital games; outdoors favored rule-based play, indoors favored symbolic play, and digitally girls preferred minigames while boys preferred sports games. CHAID analysis indicates gender is the key factor; girls’ preferences relate to having a computer, boys’ to having Internet access, while parents’ education shows no association, with suggestions for gamification and digital game design.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/traditional-and-digital-game-preferences-of-children-a-chaid-analysis-on-middle-school-students/599858/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/traditional-and-digital-game-preferences-of-children-a-chaid-analysis-on-middle-school-students/599858.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study aim to determine about children’s game preferences?","Question",{"text":112,"@type":113},"It identifies the types of games middle school students play daily and analyzes how gender, available technology, grade level, and parents’ education affect those preferences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected and from how many students?",{"text":117,"@type":113},"The study used a two-part survey administered in Spring 2015 to 464 students in grades 5–8, combining demographics questions with students drawing their favorite games.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main gender-related findings?",{"text":121,"@type":113},"Girls mostly preferred outdoor games, while boys mostly preferred digital games. In digital settings, girls preferred minigames and boys preferred sports games.",{"name":123,"@type":110,"acceptedAnswer":124},"Which variables were found to be associated with game preferences according to CHAID?",{"text":125,"@type":113},"Gender was the prominent factor: girls’ preferences were mainly influenced by having a computer, boys’ by having an available Internet connection, while parents’ education level showed no relation.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},599858,1792117136,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Traditional and Digital Game Preferences of Children: A CHAID Analysis on Middle School Students  \nZeynep Tatli  \nKaradeniz Technical University, Turkey  \nAbstract  \nThe purpose of this study is to determine types of games that middle school students play in their daily lives and analyze the effects of various variables such as gender, available technology, grade in school and parents’ education levels on their game preferences. The sample consisted of a total of 464 grade 5-8 students (212 girls and 252 boys) . The study was conducted in Spring 2015 and the data were collected using a two-part survey. The first part of the survey included questions about demographic information and the second part asked students to draw a picture of their favorite games. The results of this study showed that girls mostly preferred to play outdoor games whereas boys mostly preferred to play digital games. Participant students preferred to play games with rules outdoorsand symbolic games indoors, and in digital environment, girls preferred to play minigames whereas boys preferred to play sports games. CHAID analysis was used in determining the relationships between the variables and game preferences. Gender was a prominent factor in identifying the preferences; that is, girls’ game preferences were mainly influenced by having a computer and those of boys were affected by having an available Internet connection. This study also found that parents’ education level is not related to children’s game preferences. At the end of the study, suggestions were made for gamification and digital game design.  \nKeywords: Digital games; CHAID analysis; Middle school students; Gender differences;  \nGame motivation  \nIntroduction  \nA game can be defined (Oxford English Dictionary, 2016) as “an activity that one engages in for amusement or fun” and games are very important for child and youth development because they contribute to their cognitive, physical, social, and emotional well-being (Batdi, 2017; Goldstein, 2012) . Similarly, Jenvey and Jenvey (2002) defined a game as an essential factor for child development in terms of social, emotional, physical, and cognitive skills. According to Miller and Kuhaneck (2008), a game is a child's primary and most important occupation as a way to prepare them for the future. Huizinga (2017) described a game as a free activity that enhances players’ intrinsic motivation. It is generally accepted that games prepare children physically and cognitively for life and they are tools that improve their creativity, develop their problem-solving skills and enhance their feeling of freedom (Mclnnes & Birdsey, 2013) . There is a great potential of using games as a learning environment. Studies have shown that using games to engage students in the process of learning can improve the quality of education (Bakar, Tuzun & Cagiltay, 2008) .  \nAsimoglu (2012), as a result of a study on teaching preschool students traditional games via creative drama, stated that by the help of drama, students’ interest in the subject increased, the subject triggered curiosity, and rhythmic, musical and kinetic skills developed.  \nBirsen (2017), based upon a study where they achieved foreign language education via the method of game-based learning using a modernized form of traditional games, Pictionary, for students on the level of primary education, found that the success and perceptions of students regarding learning words increased, and stated that traditional games should be utilized as an effective factor in increasing interest towards and performance in a subject.  \nIwata, Yamabe, Polojarvi and Nakajima (2010) stated that card games are still attractive, and the emotional effect of a game is increased by tangible game objects and spatial interaction. Traditional games develop children’s learning, creativity, imagination and social connections (Parson, 2011) . Most parents and educators agree that playing is essential for healthy development of childr","cbCaigSGFeNP8jg9","https://ap.wps.com/l/cbCaigSGFeNP8jg9","pdf",804328,21,"English","# Abstract\n# Introduction\n## Game definitions and importance for development\n## Educational potential of games\n## Evidence from prior studies (traditional and digital games)\n## Digital natives and links to game design","[{\"question\":\"What does the study aim to determine about children’s game preferences?\",\"answer\":\"It identifies the types of games middle school students play daily and analyzes how gender, available technology, grade level, and parents’ education affect those preferences.\"},{\"question\":\"How was the data collected and from how many students?\",\"answer\":\"The study used a two-part survey administered in Spring 2015 to 464 students in grades 5–8, combining demographics questions with students drawing their favorite games.\"},{\"question\":\"What were the main gender-related findings?\",\"answer\":\"Girls mostly preferred outdoor games, while boys mostly preferred digital games. In digital settings, girls preferred minigames and boys preferred sports games.\"},{\"question\":\"Which variables were found to be associated with game preferences according to CHAID?\",\"answer\":\"Gender was the prominent factor: girls’ preferences were mainly influenced by having a computer, boys’ by having an available Internet connection, while parents’ education level showed no relation.\"}]","Traditional and Digital Game Preferences of Children - A CHAID Analysis on Middle School Students | PDF",1792089573,53]