Research Summary

This study provided insights relative to the gaming behavior, gaming motivation and attitude toward the use of computer games in the higher education environment and computer game in general of students in Vietnam and Taiwan. One of the most interesting findings of this thesis is that it showed a changing perception of young female students toward computer games in comparison to their male counterpart. While previous findings of Hainey et

al.(2013) and Karakus, Inal and Cagiltay (2008) upon the significant gender difference on gaming preference and attitude toward game-based learning in which males tend to spend more effort and display more positive attitude toward computer games than females, the results obtained in this study observed a closing gap in the gaming motivation and attitude toward computer games between two genders in Vietnam and Taiwan, especially in the case of Taiwan. It can be said that the perception of young females toward computer games is changing in the way that they understand better about computer games and more willing to engage in gaming activity. A proper explanation for this phenomenon is that females, especially young ones, are enjoying better access to technology products such as computer games. However, one may argue that Western students also have good access to technology, but there is still a clear gap between male and female students as shown in studies of Hainey et al.(2013). The reason could be the difference in the perception toward using technology products. Asian people might be more tolerate toward people who spend a lot of time using computer while Western people may judge the similar behavior more harshly. Thus, Asian students are more attached to technology and spending more time using technology products like computers or smartphone than Western young people even though they have similar access to technology. As a result, Western female students may feel less motivated to play

computer games or hold less positive attitude toward the idea of using computer games for educational purpose than Asian female students. While there is little significant difference was found between genders in relative to gaming motivation or general attitude toward computer games, a lot of significant differences were found when students, both in Vietnam and Taiwan’s cases, were divided into gamer and non-gamer groups. The results indicated that gamer group tends to express more positive attitude toward computer games than non-gamer group.

Regarding the reasons for using computer games in a higher education environment perceived by students, the results of the study showed that Vietnamese and Taiwanese

students generally shared the same opinions with the European students in the previous study of Hainey et al.(2013) that challenge, curiosity, cooperation, pleasure and relaxation are the most important reasons. In other words, when computer game is used for the educational purpose, students seem to expect a learning tool that can provide them with some challenges but also a learning environment where they can socialize with other people and get relaxed.

Besides, the results indicated that a large percentage of respondents expressed their support to the idea of using computer games in Higher Education environment. In response to the

question “Do you believe computer games can be used in a Higher Education environment?”, 73 out of 100 Vietnamese students and 66 out of 100 Taiwanese showed their agreement to the idea.

The data from the survey on Taiwanese students showed some interesting findings about their gaming behavior and attitudes toward education-oriented game and playing games, especially in comparison to those of Vietnamese students. First of all, the analysis results indicated that Taiwanese students are less attracted and motivated to engage in playing computer games than Vietnamese students. According to the data, the average gaming length of time of Taiwanese students was only 6.74 hours per week while the number was 8.17

hours per week for Vietnamese counterparts. Besides, the number of Taiwanese students who claimed themselves as gamers and supported the idea of using computer game in the higher education environment was both lower than Vietnamese students. Furthermore, the difference in gaming behavior between two groups is also shown through their choice of favorite

gaming platform. While the majority of Vietnamese gamers chose the multi-player platform as their preference, only half of Taiwanese students claimed that they like the multi-player platform and the other half held their support to the single-player platform. This data is useful to explain the results of gaming motivations and attitude toward game of the two groups.

Although the two groups shared the similar opinion that computer game is a way for relaxation and fun, Vietnamese group also considered playing computer game a chance to socialize with other players while Taiwanese students simply focus on the relaxation side of computer game. The only time Taiwanese students showed their support to the social function of computer game is when they were asked to rank the reason of using game in the higher education environment. Thus, it can be said that Taiwanese students generally are more interested in relaxation and fun of computer game than its social function, unless for specific purpose such as educational reason. Furthermore, although Taiwanese students generally displayed a relatively positive attitude and motivation toward playing game, their attitude toward computer game is not as positive as their Vietnamese counterparts. This fact was shown through the survey result in which Taiwanese students mostly gave lower score in every part of the survey compared to Vietnamese students. A proper explanation for this phenomenon comes from the different development situation of information technology in Vietnam and Taiwan. As mentioned in chapter 2, Vietnam is currently one of the fast emerging information technology markets while Taiwan is more or less a matured market compared to Vietnam. The spectacular growth rate of Internet market in Vietnam could partly explain the eagerness of Vietnamese people toward application of information technology.

However, Taiwanese people have been using and getting used to the technology products for a longer time than Vietnam. Thus, Taiwanese students show a calmer attitude toward things such as computer game or educational game than Vietnamese students. In the light of this viewpoint, it is not strange to see Vietnamese students displayed higher motivation and positive attitude toward computer games and the use of computer game in the higher education environment than Taiwanese students.