This research study examined gender attitudes towards playing serous games in eLearning contexts as there is a lack of comprehensive reports and academic commentary on how to apply and link serious games effectively to learning. The results were based on a large scale Internet-based survey, which involved 803 participants drawn from every region in Thailand. Sixtyone per cent of participants were females (61.2%) and the majority of them were teenagers and adult (36.8% and 24.1% respectively). The survey sought information on participants’ attitudes and behaviours related to their computer game preferences, game-playing habits and their attitudes to playing computer games. A 5-point Likert scale in comparing the two gender groups was used. The study addressed its core research question: what are the attitudes and behaviours of each gender group towards playing educational computer games? Sub questions were asked complementing the overall question and are elaborated upon in the text. The research results showed that participants chose both virtual game activity on the computer and actual activity in reality as their favourite activity on an equal basis (39.8%). The actual activity was slightly preferred rather than the virtual game (29.2% and 24.6% respectively). Almost half the participants chose only an entertaining computer game while a minority preferred to play educational computer games (49.2% and 15.1% respectively). Actually playing computer games generated both high levels of positive engagement and anxiety that were blended responses - as opposed to being separate. Computer games are played for their relaxation but increasing risks of eyestrain featured in this research. The research findings confirmed that females thought differently about playing computer games to their male counterparts.

1. Proceedings of IAC-TLEl 2017
International Academic Conference on Teaching, Learning and E-learning in Budapest
Hungary 2017 (IAC-TLEl 2017), Friday - Saturday, April 14 - 15, 2017
ISBN 978-80-88203-00-1
Czech Technical University in Prague

2. 2
Author Index
Poonsri VATE-U-LAN IAC201704012
Silvia ZANAZZI IAC201704013
Nataša RIJAVEC KLOBUČAR IAC201704016
Esen ALTUNAY IAC201704019
Dilşad BAKIR IAC201704019
Yılmaz TONBUL IAC201704020
Habibe ANGAY IAC201704020
Erdi ERDOĞAN IAC201704024
Erdem HAREKET IAC201704024
Erdem HAREKET IAC201704025
Erdi ERDOĞAN IAC201704025
Oktay ESER IAC201704030
Fatih SALTAN IAC201704030
Ekrem SOLAK IAC201704030
Gamze ERDEM IAC201704030
Jimmy K.C.LAM IAC201704031
Carrie WONG IAC201704031
George M. MALACINSKI IAC201704037
Obinna DONATUS IAC201704043
Malika SAHEL IAC201704046
Polona JANČIČ IAC201704048
Vlasta HUS IAC201704048
Malika SAHEL IAC201704050
Serguey Al. IVANOV IAC201704051
Jan NOVOTNÝ IAC201704053
Jindřiška SVOBODOVÁ IAC201704053
Mehmet Hilmi SAĞLAM IAC201704061
Yusuf ALPAYDIN IAC201704061
Jim ELLIS IAC201704062
Fethi KAYALAR IAC201704066
Ali SÜLÜN IAC201704067
Recep POLAT IAC201704067

3. 3
Sedat AYDOĞDU IAC201704067
Hüseyin Hüsnü BAHAR IAC201704068
Muzaffer OKUR IAC201704068
Perizat Turarovna ABDULLAYEVA IAC201704068
Sinan YALÇIN IAC201704069
Mehmet ÖZBAŞ IAC201704069
Turgut USLU IAC201704069
Sema ALTUN YALÇIN IAC201704069

4. 4
Conference Scientific Committee / Reviewers:
Assoc. Prof. PhDr. Maria Janesova - Slovakia
- Czech Technical University in Prague
Mgr. Helena Kratochvilova - Czech Republic
- Czech Institute of Academic Education
Mario Konecki, Ph.D. - Croatia
- University of Zagreb, Faculty of Organization and Informatics
Assoc. Prof. Souvik Pal - India
- Department of Computer Science and Engg. in Nalanda Institute of Technology
Assoc. Prof. Dr. Ioan-Gheorghe Rotaru - Romania
- 'Timotheus' Brethren Theological Institute of Bucharest
Assoc. Prof. Dr. Ömer Beyhan - Turkey
- Konya NE.University, A.K. Education Faculty
Assoc. Prof. Anjali - India
- Department of Computer Science & Engg, GNIT, Mullana
Assoc. Prof. Jitender Grover - India
- Department of Computer Science & Engg., M.M. University
Radek Kratochvil, Ph.D. - Czech Republic
- Czech Institute of Academic Education, Czech Technical University in Prague
Assist. Prof. Dr. Mohamad H. Atyeh - Kuwait
- School of Business, Australian College of Kuwait

5. 5
Název:
Proceedings of IAC-TLEl 2017, ISBN 978-80-88203-00-1
Duben 2017 v Praze, První vydání
Vydavatel / Tvůrce CD / Nositel autorských práv:
Czech Institute of Academic Education z.s.
Adresa vydavatele:
Vestecká 21, 252 42 – Vestec, Česká Republika
Email: info@conferences-scientific.cz
Web: www.conferences-scientific.cz
Technická redakce tohoto vydání:
Mgr. Helena Kratochvílová, DiS.
Ing. Radek Kratochvíl, Ph.D.
---------------------------------------------------------------------------------
Title:
Proceedings of IAC-TLEl 2017, ISBN 978-80-88203-00-1
April 2017 in Prague, 1st edition
Publisher / Creator of CD / Copyright holder:
Czech Institute of Academic Education z.s.
Address of Publisher:
Vestecká 21, 252 42 – Vestec, Czech Republic
Email: info@conferences-scientific.cz
Web: www.conferences-scientific.cz
Technical editorial staff this CD:
Helena Kratochvílová
Radek Kratochvíl, Ph.D.

6. 6
The Oxymoron of Serious Games in eLearning: Gender
Differences from an Internet-based Survey in Thailand
Poonsri VATE-U-LAN
Assumption University of Thailand, Graduate School of eLearning, Bangkok, poonsri.vate@gmail.com
Abstract
This research study examined gender attitudes towards playing serous games in eLearning contexts as there is a lack of
comprehensive reports and academic commentary on how to apply and link serious games effectively to learning. The results
were based on a large scale Internet-based survey, which involved 803 participants drawn from every region in Thailand. Sixty-
one per cent of participants were females (61.2%) and the majority of them were teenagers and adult (36.8% and 24.1%
respectively). The survey sought information on participants’ attitudes and behaviours related to their computer game
preferences, game-playing habits and their attitudes to playing computer games. A 5-point Likert scale in comparing the two
gender groups was used. The study addressed its core research question: what are the attitudes and behaviours of each gender
group towards playing educational computer games? Sub questions were asked complementing the overall question and are
elaborated upon in the text. The research results showed that participants chose both virtual game activity on the computer and
actual activity in reality as their favourite activity on an equal basis (39.8%). The actual activity was slightly preferred rather than
the virtual game (29.2% and 24.6% respectively). Almost half the participants chose only an entertaining computer game while a
minority preferred to play educational computer games (49.2% and 15.1% respectively). Actually playing computer games
generated both high levels of positive engagement and anxiety that were blended responses - as opposed to being separate.
Computer games are played for their relaxation but increasing risks of eyestrain featured in this research. The research findings
confirmed that females thought differently about playing computer games to their male counterparts.
Keywords: Attitude, eLearning, Game-based learning, Gender differences, Internet-based survey, Online survey, Habit of playing computer
game, Serious game
1. INTRODUCTION
Research into eLearning contexts investigating attitudes and behaviours of computer game preferences and game
playing habits in Thailand is highly required. Because Thailand is one of the emerging developing nations with a
noticeable rise in smart phone ownership and Internet usage [1], research has indicated that more than two thirds of
Thai people always have a mobile device with them [2]. Thai smart phone penetration increased from 11 per cent in
2012 to 80 per cent in 2014 [3], which is in line with smart phone penetration in developed countries such as
Australia where it was 89 per cent by early 2016 [4]. Ninety–nine per cent of teens in the United States of America
own mobile devices and 70 per cent use three or four devices regularly [5]. European smart phone penetration is
almost 100 per cent [6]. ‘Games are the biggest portion or higher than three quarters of applications downloaded
from ‘Apple App Store’ [7], [8], implying that playing games on mobile phones is the most popular activity among
users [9]. In 2011, the United States of America mobile phone gaming penetration was almost 26 per cent and
expected to reach more than 63.1 per cent by 2019 [10]. Increases in game usage with the associated financial
implications has inspired, and will continue to inspire the production of quality mobile games embracing high-end
capability of devices such as smart phones [11]. Playing games on mobile phones is one of the top five activities for
Thai users [12]. Therefore, to respond to this popularity of mobile gaming and extend its potential from
entertainment gaming to game-based learning or so-called serious game learning, the need to conduct research to
explore attitudes and behaviours regarding computer game preferences has become necessary.
The oxymoron, “serious games”, has been coined since it contains the apparent contradiction between the
entertainment of the game structure in contrast to its educational application designed for a serious or non-

7. 7
entertaining purpose [13]. Games can be a magnet activity, not only in traditional classrooms, but also in eLearning
to activate student’s motivation as a direct and indirect strategy [14]–[17]. Gamification for education, game-based
learning, and serious games contain overlapping design concepts [14], [16]–[18]. A serious game seems to contain a
reward aspect from the student perspective since it implies enjoyment, visualisation, challenge, creativity in blended
learning, eLearning and particular mobile learning [13]-[14]. Serious games establish a friendly and lively
atmosphere in eLearning since users may respond emotionally while playing a computer game [14]. As computer
based machines or mobile devices increasingly connect to online data as essential gadgets in daily life, games-based
learning (GBL) or serious games are an obvious area of interest and many researchers have focused on their
potential to boost the quality of educational supplementation from elementary education to higher education [19]-
[20]-[21]. It is not surprising that the younger generation enjoy playing computer games more than older people, but
the understanding is blurred when gender differences towards 21st
century technology and interaction towards
‘games’ are not fully understood and are thus an attractive topic for research inquiry. In order to integrate serious
games into pedagogy, there are many key aspects that need to be investigated, especially the users’ opinion,
behaviour and preferred kinds of game [17]-[18]-[24]. Therefore, the aim of this study was to conduct a survey to
determine gender preferences among digital natives and their attitudes concerning serious games in eLearning
contexts.
2. LITERATURE REVIEW
This research paper will review the relevant literature before presenting the methodology, and then the research
findings with some subsequent discussion. The literature review centered on the rationale for playing serious games,
the outcome of serious games, and the different opinions and behaviours of males and females towards playing
computer games, including serious games.
2.1. Rationale for playing serious games
This section will present comprehensive and updated information about studies related to serious games in order
to understand why a serious game becomes an important supplementary tool in eLearning. One main rationale to
support playing serious games is the adoption of normal computer games into school contexts which has been
shown to have a positive effect as shown by many empirical studies. A survey of 887 higher education students
from 13 different institutes in Scotland and the Netherlands indicated that problem solving, creativity and
collaboration or teamwork were the top three skills that they gained from playing computer games [18]. The three
main attractions of a computer game that activated people to play were pleasure, relaxation and the pure challenge
of the game [18]. Students who were positive towards computer games, especially multi-player games, pointed out
that cooperation, team work and communication skills can be improved from playing [18]. Another research survey
in six Australian schools in the state of Queensland collected data from 270 elementary and junior secondary school
students and found positive perceptions and experiences towards computer games as students found it to be
interesting, a challenge, collaborative and useful for problem-solving, providing deeper experiences, and making
their brains active [22]. The key frustrations generating users’ impatience according to the research were
tediousness, complications and unfriendly technology [22]. The same research also found that any anxiety in using
computer games related to knowledge of teachers and other students, in particular games and using games to serve
wrong learning objectives [22]. While many researchers found computer games influenced teenagers positively, the
dark side of entertainment games was that they could lead to violence and aggression and create health problems.
An Internet-based survey which yielded 642 responses conducted in a developing country in Asia found evidence of
health problems increasing text neck and computer vision syndrome [2]. On a daily basis, people use mobile
devices more than desk top computers and more than half the respondents in this particular survey had no awareness
of blue light from the device [2]. Another survey was conducted with 109 clinicians, of whom 72 per cent were
female. They were pessimistic about using video games since there was an unhealthy and unbalanced polarization
between heavy gamers and no-gamers [25]. However, a U.S. study conducted with youths 12-18 years of age
found no correlation between violent games or books with aggressive behaviour, and mental health symptoms [26].
The advantages of serious games were apparent in a systematic meta-analysis of academic papers on game-based
learning at elementary level which reviewed 18,000 articles and selected 105 studies for comparison [20]. The
summary result was that serious games were the most popular supplement for young schoolchildren in social
studies, science, mathematics and language [20]. The demand for research in the serious game field has focused on
the diversity of pedagogy benefits from game designs such as 2D or 3D game and game approaches as in
collaborative or single play games [14]. Moreover, playing digital game-based learning was embraced because of its
potential to increase motivation and creativity [21], [27]. Students have been expected to play well-designed serious
games presented as “edutainment”, including meaningful graphic and multimedia designs that enhance their

8. 8
comprehension and memorization [27]. An attitudinal survey with teachers in the Toronto and York regions of
Canada found that the perception of technology has no correlation with instructors’ age but the technology ease of
use correlated closely with the process of implementing technology for academic purposes [28]. Training for new
technology does not significantly influence the adoption of technology in the classroom [28]. The efficiency of the
technology should be the main determining factor when integrating its use within the curriculum as opposed to ‘just
updating’ the technology [28]. Findings from another Asian study found students, teachers and parents had a
positive attitude towards serious games while almost all teachers did not like students using smart devices in the
classroom [29]. One of today’s teenage favorite activities is playing a computer game as they assume that all kinds
of games were beneficial in developing some skills [29]. The research which gathered data from teachers, parents
and students in a self-administered Internet-based survey yielded 236 responses and found the “enjoyment of game”
was the first key issue followed by motivation to integrate games into educational contexts [29]. It also found that
serious games increased students’ understanding and retention of the academic content [29]. Over half of
participants preferred online games in their first language but the main concern was the bandwidth of the Internet
and capability of devices [29]. Moreover, the research results found an obstacle for consideration such as balancing
the learning between objectives and enjoyment and avoiding game-generated violence [29].
2.2. Serious games and their enhancement of educational quality
To examine the effect of serious game utilization, numerous academic studies have been selected as worthy of
review in this section. The extensive growth of computer game delivery was influenced mainly by mobile and
internet technology, and the availability of various computer platforms [30]. The literature reviewed of 129 selected
research papers relevant to the potential positive impacts of gaming in respect to learning, skill enhancement and
engagement for users who were older than 14 years of age in relation to serious games or game-based learning and
computer games [28]. The important conclusion drawn from this research was that playing computer games
increased knowledge acquisition, content comprehension and motivation towards particular subjects [30]. Playing
computer game activity connected users’ cognitive, behavioural and perception skills [30]. The main objective of
creating game-based learning or serious game was to fulfill learning objectives and achieve learning outcomes [30].
A residual outcome, which was not an objective but important information nevertheless, was that empirical research
found that entertainment games achieve unintended outcomes which benefit users by improving knowledge and
perceptions within academic settings [30]. The advantages of entertainment computer games and their application
have become more accepted as concerns fade among parents and students [30]. Entertaining computer games and
applications have become trendy and popular not only for teenagers but adults as well [30]. Connolly et al.’s (2012)
literature review stated that many researchers found commercial off-the-shelf games (COTS game) such as SIMS
can teach language proficiently [30] (as cited in Miller & Hegelheimer, 2006). Consequently, entertainment games
are freely used in informal learning environments and this increases the time as people spend more hours on mobile
devices and computers [29], [30]. A study comparing knowledge improvement developed with either serious games,
game-based learning or entertainment games found no significant differences among Italian adolescents [31].
Connolly et al. (2012) found that entertainment computer games can be used as very effective knowledge
acquisition sources for teenagers recovering from cancer [31] (as cited in Beale, Kato, Marin-Bowling, Guthrie, &
Cole, 2007).
Serious games or game-based learning are one of the strong strategic attractions as the challenges and
engagement driven by the popularity of mobile phone capability in a very competitive market [29]. Gamification for
education increases students’ cognitive engagement given that research found that students still immersed
themselves in the game after achieving the highest score possible [32]. The enjoyment of gamification for
educationally motivated students to learn and practice more were interlinked [32]. The compelling survey results
from 887 higher education (HE) students from 13 different education institutes in Scotland and the Netherlands
found that using games in education has considerable potential as more than half of the students surveyed (52%)
believed that computer games were acceptable in HE learning environments [18]. Over 70 per cent of students were
interested in using the application of computer games within HE and distance education [18]. At HE level, computer
games for education purposes can be an educational mechanism in traditional and distance education in Scotland
and the Netherlands [18]. Hamari et al. (2016) found in a survey from 173 players that the “challenge” of the
computer game affected player’s cognition directly as it increased engagement. The results showed that engagement
in a game had a clear positive effect on learning [33]. The strong learning outcomes of games for educational
purposes can be increased when a “challenge” was perceived [33]. The game-based learning that represented a
challenge, consequently, supported the growth of players’ learning skills and abilities and caused them to remain
learners [33].
Research in serious game design is relevant because it can lead to more effective serious games. For example, a
surprising activity such as a computer game can lead to a better comprehension of a textbook [34]-[35]. It can be

9. 9
deduced that surprises in serious games yield higher learning gains in mathematics, in particular for learners with
sufficient cognitive skills [34]. A Malaysian academic survey with 51 students affirmed that almost all students were
captivated to gamify educational content and believed that games offer an interesting learning opportunity that can
be “fun” [15]. Implications for practice and/or policy in serious game design, narrative techniques such as
embedding surprising events can be used in serious games to improve learning [34]. A serious game learning
environment produced better results in achievement and retention or deeper learning experiences than traditional
learning methods [35]-[36].
Researchers using meta-analytic techniques proposed that students’ motivation levels derived from game-based
learning environments and conventional approaches were not different [36]. According to the research conducted by
Wouters, Van Nimwegen, Van Oostendorp, and Van Der Spek (2013), students learned better when a serious game
was offered as a supplement or involved multiple training within a collaborative working environment [36]. The
research team of Soflano, Connolly and Hainey (2015) considered the way of learning and processing information
and investigated the differences in learning effectiveness of the different game modes as compared to paper-based
learning [37]. This research team utilized a subject of database language Structured Query Language (SQL) with
120 higher education students and found that the students’ outcomes from game modes were higher than from
textbooks [37]. Moreover, students completed the tasks faster when learning from adaptive game-based learning
[37]. The empirical research to investigate the impact of the UN’s off-the-shelf game, Food Force, reported that
students appreciated serious games rather than traditional classes and learned more comprehensive content from the
game rather than a textbook [35]. Boys enjoyed learning from digital games more than girls [35]. Another research
project found that serious computer games were popular and used across various subjects related to health, social
issues, science and business [30].
2.3. The different opinions of males and females towards playing serious games
Internationally, games on mobile devices are accepted to be a “buddy” for juveniles [19]. Diversity of opinion
towards playing a computer game depends on gender, especially males who tended to have more positive attitudes
to games than females [18]. In contrast, students who did not have positive attitudes believed that playing computer
games was such a time-consuming and wasted activity [18]. The research results of video game self-reports in the
PISA 2012 assessment which collected data from 15 year old students in 26 countries with 145,953 participants
showed that males played video games longer than females [19]. Students who played computer games to a
moderate level experienced positive achievements while the disproportionate playing of video games or
entertainment digital games affected academic achievement negatively [19]. Mode of the test is an issue since boys
did slightly better on the computer-based assessment but poorer on a paper-based test [19]. Motivations for both
female and male teenagers to use computer games were challenge, curiosity, cooperation, pleasure and relaxation
[18]. Male teenagers predominantly had different opinions since they found competition and cooperation of
significantly higher importance for playing computer games in a HE context than did females [18]. Habitual playing
of computer games varied between males and females: the research found that males preferred spending longer time
and gained more game experience than females [18]. Soflano et al., (2015) also discovered that males achieved
higher learning effectiveness than females in the game learning approach by a significant margin [37]. A study in
the United States of America (USA) found that girls’ favorite activity was social media while boys’ favorite task
was gaming [5].
The general demographic of Phan, Jardina, and Hoyle (2012)’s study were full-time students, white, single and
already graduated from college [38]. Three quarters of these participants were males and the ages ranged from 18 to
51. According to a video games usage survey which collected data from 341 people, females indicated that they
played both violent and likewise non-violent games, whereas males mainly preferred violent video games [38]. It
also found that gaming patterns between male and female were quite different as men chose to play Strategy,
Fighting genres, Action, and Role Playing while women focused on Music/Dance, Social, Simulation genres,
Educational/Edutainment, and the Puzzle/Card [38]. The males’ primary hobby were video games while women’s
first choice was watching television. Three genres of games that both genders preferred were sports, driving and
adventure [38]. According to survey results both genders spent approximately an equal amount of time on other
devices but males immersed their time in playing computer games longer than females [38]. Male respondents
ranked themselves as ‘expert’ who ‘frequently’ played digital games but females categorized themselves as
‘novices’ who ‘occasionally’ enjoyed digital games [38]. Males preferred non-physical interactive games while
females classified themselves as less passionate players who spent more time on non-video game activities [38].
A positive reflection survey regarding the adoption of digital games in school contexts that resulted in 694
responses from K-8 teachers across USA, confirmed that games were one of the instructional tools [39]. Digital
games for educational purposes have been used effectively in formal education, with the strong majority of teachers
or about 80 per cent stating that only five per cent of students play commercial off–the-shelf games while all the rest

10. 10
enjoyed playing serious games [39]. Only five per cent of teachers responding to this survey adopted games in their
class rooms [39]. More than half used digital games weekly as aligned effectively with curriculum standards and
core knowledge [39]. Both females and males adopted digital games in their class but senior teachers who had
limited experience in computer games selected digital games in their class with rarity [39]. Serious games in
mathematics, science and social skills provide benefits in terms of improving effectiveness of learning [39]. The
informative research study which focused on 41 schoolchildren recommended that game genres, features, users’
demographic such as gender, age and aptitudes, induced a preference to playing computer games [40]. The boys’
favorite games were different from the girls’ games [40]. Younger children found the complicated games less
enjoyable given difficult challenges such as problem solving and planning [40]. A study of technology acceptance
and use with 484 students in blended learning contexts found girls’ playfulness influenced their attitude for using
serious games while boys’ perceived usefulness influence was neutral in relation to their attitude for using serious
games [41]. Greater enjoyment of games resulted in higher scores achieved by the users surveyed [40]. The inquiry-
based learning game for energy consumption and conservation that experimented with 129 students found no gender
differences in achievements and awareness since the serious game was well designed and full of interaction [42].
The conclusion of the literature cited in this review supports the demand for research to examine the different
attitudes of males and females toward the preferred game activity between either “actual” activity or virtual activity
games, and preferred computer game types between educational games or entertainment games and other aspects
related to playing games on mobile devices.
3. RESEARCH METHODOLOGY
The main research instrument of this current study was an online self-administered survey because of its potential
as the most appropriate platform that can attract and access mobile phone users who have had experience playing
entertainment or educational computer games. The draft online survey was presented to three experts to check and
provide relevant feedback to improve the quality of the survey and guarantee its appropriateness. The comments
from experts to develop the main research instrument were: a) the need to clarify the items asking about preferred
game activity by adding an example of an actual activity game, b) the multiple choice item on the online
questionnaire should not be compulsory since it might cause some participants to quit the survey rather than
complete them based on their convenience and c) each multiple choice question needed to have a variety of choices
to be chosen or add the other option to be filled. This internet-based survey consisted of several sections that started
from i) demographic section, ii) questions related to game activity and iii) attitudes towards playing computer games
including eight items of five-point Likert scales ranging from strongly agree to strongly disagree. The reliability for
eight items of the five-point Likert scale was calculated with Cronbach’s coefficient alpha test and the result
presented a value of 0.767 which means the questionnaire was reliable. The online survey was designed and checked
with responsive design requirements so as it would present effectively in various kinds of devices and computers
such as iPad, mobile device and of course a computer desktop and it was also accessible from across platforms
including iOS and android systems. Two recruiting techniques were used: convenience sampling and snow ball
techniques were performed. The invitation message was designed and created as a digital poster, then shared and
posted on the researcher’s social network page and web board in Thai for general purposes. The poster clearly
informed that this is an academic research with no incentive offering. The message indicated appreciation for
sharing the survey to other communities openly, utilizing the snowball technique. The statistics used in this current
research were percentile, mean, standard deviation and t-test independent.
4. RESEARCH FINDINGS AND DISCUSSION
The research findings and discussion sections are organized according to the main research question which
focused on the attitudes and behaviours of each gender group towards playing serious games. Then, the finding was
framed around three sub-questions which asked i) the preferred game activity – comparing between virtual activity
on the computer or the actual activity in reality, ii) the preferred computer game type and iii) the differences in
gender attitudes towards playing computer games. This Internet-based survey resulted in 803 respondents in total.
The demographic information section inquired about gender, age, highest educational level, place of residence and
occupation. In order to reduce a chance to quit and close the online survey, each item was not compulsory; therefore
each item had different numbers of respondents.

11. 11
Table 1. Demographic information of participant
List of demographic Per cent N
Gender
Female 61.2 488
Male 38.8 310
Total 100 798
Age
11-20 Years old 36.8 291
21-30 Years old 24.1 191
31-40 Years old 16.3 129
41-50 Years old 13.3 105
51-60 Years old 8.5 67
61+ Years old 1.0 8
Total 100 791
Highest education level
Bachelor degree 37.5 301
Post-graduate qualification 33.3 267
Lower than bachelor degree 29.3 235
Total 100 803
Place of living
Capital city (Bangkok) 51.1 410
Not-capital city 48.9 393
Total 100 803
Occupation
University Student 34.5 277
Educator 32.4 260
Secondary School Student 18.8 151
Other 14.3 115
Total 100 803
Table 1 presents the details of the descriptive information. A total of 803 people who were invited through social
networking responded to this internet-based survey. Not all items of the demographic information were answered.
There were 798 participants who answered the gender item, approximately three fifths (61.2%) were females
(N=488) while the remaining two fifths (38.8%) were males (N=310) while 791 participants indicated their age
profile with respondents’ ages ranging from 11 to 60+ years old. The majority of respondents were in the youngest
category (11-20 years old, 36.8%, N=291) followed by the 21-30 years old (24.1%, N=191), 31-40 years old
(16.3%, N=129), 41-50 years old (13.3%, N=105), 51-60 years old (8.5%, N=67) and older than 61 years old (1%,
N=8). 803 respondents answered the items regarding highest educational level, place of residence and occupation.
The respondents who were residing in capital city of Thailand or Bangkok (51.1%, N=410) were just slightly more
than respondents residing in the regional provinces from all over Thailand (48.9%, N=393). Approximately two
fifths had only a bachelor degree (37.5%, N=301), and at post-graduate level (33.3%, N=267); one third were at
lower than bachelor degree (29.3%, N=235). The biggest group of participants, or about one third, were university
students (34.5%, N=277), together with educators (32.4%, N=260), while almost one fifth were students in
secondary schools (18.8%, N=151); then the rest selected other occupations such as general employers, business
person and staff who were working in the health sciences (14.3%, N=115).
4.1. Preferred game activity
The preferred game activity was investigated by asking “Between virtual activity on the computer or actual
activity in reality, what is your choice? For instance, quiz game, chess, practice math, conversation, science
laboratory or games”. Fig. 1 presents the result for 784 participants categorized into total, female and male. The
biggest group or about two fifths (39.8%, N=312) preferred both activities and the percentage of male and female
was nearly the same (39.6 and 39.9%). Three tenths (29.32%, N=229) preferred an actual activity but with males a

12. 12
little higher than females (32.1% and 27.3%). Approximate a quarter (24.6%, N=193) indicated they preferred a
virtual activity but with males preferring less than females (22.4 and 26.1%). Lastly, only a few (6.3%, N=50)
preferred neither activity (5.8% males and 6.4% females). According to this finding, both genders preferred playing
both virtual activity on digital mode and actual activity in physical mode. This finding reflected a greater
opportunity for digital activity that was embraced equally to real activity. This might be because the influence of the
high Thai smart phone penetration [3], [19] and support by a research study which found that teenagers who were
the majority of this survey preferred playing a computer game [29]- [30]. Crucially, males preferred actual activity
rather than females which was congruent with the fact that male favourite activities were different from those of
females [40]. In contrast to many studies in the literature, the female respondents of this survey preferred virtual
activity [38]. Females were a slightly bigger group as the participants who liked neither activity.
Fig. 1. Preferred game activity
4.2. Preferred computer game type
The preferred computer game type was investigated by asking “When you feel you would like to play a
computer game, which game do you prefer?” Fig. 2 presents the result of 784 participants categorized into total,
female and male. It can be reported that almost half the respondents (49.2%, N=386) preferred an entertainment
game and gender percentages were nearly the same (49.8 and 48.9%). This was followed by just over one quarter
(27.3%, N=214) who indicated they preferred both kinds of games with a very slight difference between males and
females (26.4% and 27.9%). A small group (15.1%, N=118) indicated they preferred an educational game with little
gender difference (14.2% males and 15.6% females). Lastly, only a few (8.4%, N=66) preferred neither kind of
game (9.6% males and 7.7% females). According to this finding, both genders agreed that their favourite was an
entertainment game which reflected the same trend found in many studies [30], [40]. This finding pointed to
designing games in the future that the entertainment factor will bring success and popularity to the game. Moreover,
the design aspect of serious games needs to integrate enjoyment and fun. It is interesting that more than a quarter of
respondents, both male and female, embraced playing both kinds of game when they felt like playing. It should be
highlighted that a serious game was adopted to be an option for people already even though the proportion was only
15.1%. Almost one tenth of males preferred neither kind of game which might be because males preferred physical
games rather than digital games and the younger age of participants of this current study.
N=50
N=312
N=193
N=229
(N=784)

13. 13
Fig. 2. Preferred computer game type
4.3. Attitudes towards playing a computer game
Attitudes towards playing a computer game were investigated by eight items of five-point Likert Scales:
increased risk of eyestrain, reduced social relationships, negative effect on academic achievement, waste of time,
increased computer literacy, improvement in problem solving skill plus planning, becoming modernized and having
new friends, and relaxing activity. The results are categorized into total, female and male. Fig. 3 illustrates the
results of anxiety towards playing a computer game which ranked from high to low and can be described as follow.
• The anxiety of ‘increased risk of eyestrain’ was high (4.3 out of 5 (SD= 0.75), N=642) with females (4.33
(SD= 0.737), N=382) slightly higher than males (4.25 (SD= 0.769), N=260) – the majority of both females
and males strongly agreed (46.6% and 43.5% respectively).
• The anxiety of ‘reduced social relationship’ was high (3.9 out of 5 (SD= 0.95), N=642) with females (3.94
(SD= 0.897), N=382) slightly higher than males (3.84 (SD= 1.020), N=260) – a large minority of both
females and males agreed (39.0% and 36.2% respectively).
• The anxiety of ‘negative effect on academic achievement’ was high (3.67 out of 5 (SD= 1.06), N=642) with
females (3.75 (SD= 1.002), N=382) slightly higher than males (3.54 (SD= 1.133), N=260); one third of
females agreed but males selected the neutral category (33.0% and 34.2% respectively). The result of
independent sample t-test found this item statistically different at the 0.05 level (see Table. 2).
• The anxiety of ‘waste of time’ was neutral (3.17 out of 5 (SD= 1.14), N=748) with females (3.21 (SD=
1.094), N=478) slightly higher than males (3.11 (SD= 1.215), N=306); a large minority of both genders
selected neutral (36.7% and 34.0% respectively).
N=66
N=214
N=386
N=118
(N=784)

14. 14
Increased risk of eyestrain (N=642, Female=382, Male= 260)
Reduced social relationship (N=642, Female=382, Male=260)
Negative effect on academic achievement* (N=642, Female=382, Male=260)
Waste of time (N=748, Female=478, Male=306)
Fig. 3. Anxiety towards playing a computer game
Table 2: T-test analysis for differences between male and female opinion
Opinion Gender N Mean SD t Df Sig.
Mean
diff.
Female 382 3.75 1.002Negative effect on academic
achievement
Male 260 3.54 1.133
2.476 510.01 .014* .22
Female 382 3.76 0.852Improve problem solving
skill and planning
Male 260 3.93 0.950
-2.264 640 .024* -.16
* The mean difference is significant at the 0.05 level.
It should be highlighted that females had higher anxiety levels towards playing a computer game in regard to
increased risks of eyestrain, reduced social relationship interaction, negative impact on academic achievement and
wasted time as shown in Fig. 3; especially the negative effect of academic achievement for females was significantly
higher than for the males (see Table 2). This finding of anxiety pertaining to potential increased risk of eyestrain was
also confirmed in another study [2]. This finding of anxiety in affecting academic achievement was also confirmed
with research data with students in 26 countries [19]. The anxiety concerning ‘waste of time’ reflected another study
which found that students agreed that some users think that playing games was time-consuming [19].

15. 15
Relaxing activity (N=642, Female=382, Male= 260)
Increased computer literacy (N=798, Female=488, Male= 310)
Improvement in problem solving skill plus planning* (N=642, Female=382, Male=260)
Becoming modernized and having new friends (N=642, Female=382, Male=260)
Fig. 4. Positive opinions towards playing a computer game
Fig.4 presents the results in diagrammatic form of the positive attitudes towards playing a computer game which
ranked from high to low and can be described as follow.
• The positive opinion of ‘relaxing activity’ was high (4.11 out of 5 (SD= 0.87), N=642) with females (4.09
(SD= 0.845), N=382) slightly lower than the males (4.15 (SD= 0.893), N=260), with females (43.5%)
agreeing while males (41.2%) strongly agreeing.
• The positive opinion of ‘increasing computer literacy’ was high (3.83 out of 5 (SD= 0.89), N=798) with
little gender difference (female (3.81 (SD= 0.848), N=488); male (3.87 (SD= 0.945), N=310), a large
minority of both females and males agreed (41.8% and 38.7% respectively).
• The positive opinion of ‘improving problem solving skills plus planning’ was high (3.87 out of 5 (SD=
0.90), N=642) with females (3.76 (SD= 0.852), N=382) lower than males (3.93 (SD= 0.95), N=260), with a
significant difference between females and males who agreed (43.5% and 34.6 respectively). The result of
an independent sample t-test found this item statistically different at the 0.05 level (see Table 2).
• The positive opinion of ‘becoming modernized and having new friends’ was high (3.69 out of 5 (SD=
1.07), N=642) with females (3.74 (SD= 1.016), N=382) slightly higher than males (3.63 (SD= 1.137),
N=260); the rate of females and males who agreed was somewhat different but not statistically different
(34.6% and 29.6% respectively).

16. 16
It should be highlighted again that females had lower positive expectations than males towards playing a
computer game such as seeing it as a relaxed activity, producing increased computer literacy and improved problem
solving skills and planning. Females only had a higher positive opinion in comparison to the males in becoming
modernized and having new friends as shown in Fig. 4. The finding that males have a more positive attitude towards
playing computer games has been confirmed by many studies [5], [18], [25], [35], [37], [40], [38], [41]. An
important finding was that females agreeing that ‘improved problem solving skill plus planning’ was significantly
lower than males and that a strategic computer game was one of the males’ favoured pursuits [38]. The main finding
of this current survey was reconfirmed with the findings at international level that playing a computer game was
perceived positively in today’s society [7], [8], [12], [15], [18], [22], [29], [32].
5. CONCLUSION
This online survey found a significant gender gap. Females were more anxious about playing computer games
and were more concerned that such an activity may affect their academic achievement while males had a more
positive belief that playing computer games improved problem solving skills and planning. The finding and
discussion sections within this current study corroborated with the literature reviewed, thus confirming a positive
implementation of serious games in eLearning had a beneficial impact on learning. Serious games is an oxymoron –
play does not mix with learning it would seem in the minds of some – but serious learning through the integration of
well-chosen computer games within the education landscape is becoming a more orthodox view as the evidence
shows, given the surveys among educators cited above.
The increasingly effective potential of Internet technology and mobile devices has many well-researched reports
that argue the case to support the adoption of serious games within eLearning as a resource to boost learning and
teaching effectiveness. The results from the original survey in this study provide similar findings to many other
research projects but depart sharply in the key area of gender difference showing new knowledge. The biggest group
of participants preferred to immerse themselves in both virtual activity and actual activity which might provide the
good option to have a balance between the physical and the digital. No harmful game would be a wise option for
future eLearning as males prefer physical or actual activity rather than digital or virtual activity. Approximately half
the participants selected entertainment digital games while about one third preferred to play both entertainment and
educational games. Therefore, well-designed entertainment serious games should be planned since too serious or an
imbalance in design may have a negative impact as users who affirmed playing only educational games numbered
less than 20 per cent. The results of attitudes towards playing computer games drew good support to question the
future need of serious game in eLearning; playing digital games is not wasting time but becomes a relaxing activity
which can increase computer literacy, become more modernized and have new friends and above all improve
problem solving and planning skills. In contrast, the anxiety of playing digital games raised issues of: increased risk
of eyestrain, reduced social relationships and a possible negative impact on academic achievement. Males indicated
a more positive attitude than females while the gap between the two genders was narrower than before. Serious
games in conjunction with more entertaining presentations, well-designed smart technology, and social networking
in learning ecosystems will expand the significance of eLearning.
References
[1] J. Poushter, “Smartphone Ownership and Internet Usage Continues to Climb in Emerging Economies,” Pew Research Center’s Global
Attitudes Project, 22-Feb-2016. .
[2] P. Vate-U-Lan, “Text Neck Epidemic: a Growing Problem for Smart Phone Users in Thailand,” Int. J. Comput. Internet Manag. IJCIM,
vol. 23, no. 3, Dec. 2015.
[3] P. Harpur, “Thailand - Telecoms, Mobile, Broadband and Digital Media - Statistics and Analyses - BuddeComm,” 18-Oct-2016.
[Online]. Available: https://www.budde.com.au/Research/Thailand-Telecoms-Mobile-Broadband-and-Digital-Media-Statistics-and-
Analyses. [Accessed: 18-Oct-2016].
[4] H. Lancaster, “Australia - Mobile Communications - Smartphones, Tablets and Handset Market - BuddeComm,” 27-Jun-2016. [Online].
Available: https://www.budde.com.au/Research/Australia-Mobile-Communications-Smartphones-Tablets-and-Handset-Market.
[Accessed: 18-Oct-2016].
[5] A. Lenhart and D. Page, “Teens, Social Media& Technology Overview 2015 Smartphones facilitate shifts in communication landscape
for teens,” Pew Research Center, Apr. 2015.
[6] C. Giovannella, D. Jansen, K. Maillet, A. Texeira, R. Vasiu, and J. Günther, “Timisoara declaration: Better Learning for a Better World
through People Centred Smart Learning Ecosystems,” Timisoara, Romania, 2016.
[7] G. Lockley, “Smartphone games account for 75% of app store spending | Games industry news | MCV,” 26-Feb-2014. [Online].
Available: http://www.mcvuk.com/news/read/3ds-drives-handheld-growth-with-10m-shipment-rise/0128722. [Accessed: 18-Oct-2016].
[8] Statista, “Most popular Apple App Store categories in September 2016, by share of available apps,” The Statistics Portal, 2016. [Online].
Available: https://www.statista.com/statistics/270291/popular-categories-in-the-app-store/.
[9] D. Jenkins, “How smartphones killed video games | Metro News,” 27-Feb-2014. [Online]. Available: http://metro.co.uk/2014/02/27/how-
smartphones-killed-video-games-4326507/. [Accessed: 18-Oct-2016].
[10] Statista, “U.S. mobile gaming penetration 2016 | Statistic,” 2016. [Online]. Available:
https://www.statista.com/statistics/234649/percentage-of-us-population-that-play-mobile-games/. [Accessed: 18-Oct-2016].

17. 17
[11] D. Rubino, R. Ritchie, K. Michaluk, and P. Nickinson, “Can mobile gaming kill the consoles? Mobile gaming has come a long, long way,
Capturing the hardcore gamers, Where the consoles still kill, What’s next for mobile gaming,” 2013. [Online]. Available:
http://www.imore.com/talk-mobile/can-mobile-gaming-kill-consoles. [Accessed: 18-Oct-2016].
[12] P. Vate-U-Lan, “Foresight eLearning Platforms: Insights from a Thai Survey,” Int. J. Inf. Educ. Technol., vol. 7, no. 1, pp. 53–59, 2015.
[13] D. Djaouti, J. Alvarez, and J.-P. Jessel, “Classifying serious games: the G/P/S model,” Handb. Res. Improv. Learn. Motiv. Educ. Games
Multidiscip. Approaches, pp. 118–136, 2011.
[14] C. I. Muntean, “Raising engagement in e-learning through gamification,” in 6th International Conference on Virtual Learning ICVL,
Babeş-Bolyai University of Cluj-Napoca, Romania, 2011, pp. 323–329.
[15] R. Ibrahim, S. Wahab, R. C. M. Yusoff, K. Khalil, and A. Jaafar, “Student Perceptions of Educational Games in Higher Education: an
Empirical Study,” Issues Inf. Syst., vol. XII, no. 1, pp. 120–133, 2011.
[16] C. Pappas, “Top 6 eLearning Trends For 2016,” eLearning Industry, 26-Jan-2016. [Online]. Available: https://elearningindustry.com/6-
top-elearning-trends-2016. [Accessed: 10-Nov-2016].
[17] R. Eudy, “Three Trends In E-Learning That Can Help Businesses Craft Better Training Programs,” Forbes, p. English, 05-Jan-2016.
[18] T. Hainey et al., “Students’ attitudes toward playing games and using games in education: Comparing Scotland and the Netherlands,”
Comput. Educ., vol. 69, pp. 474–484, 2013.
[19] F. Borgonovi, “Video gaming and gender differences in digital and printed reading performance among 15-year-olds students in 26
countries,” J. Adolesc., vol. 48, pp. 45–61, Apr. 2016.
[20] T. Hainey, T. M. Connolly, E. A. Boyle, A. Wilson, and A. Razak, “A systematic literature review of games-based learning empirical
evidence in primary education,” Comput. Educ., vol. 102, pp. 202–223, Nov. 2016.
[21] the Atlanta Journal-Consitution, “Bill Gates: Why ‘game-based learning’ is the future of education,” eschoolnews.com, 17-Jul-2012.
[Online]. Available: http://www.eschoolnews.com/2012/07/17/bill-gates-why-game-based-learning-is-the-future-of-education/.
[Accessed: 29-Oct-2016].
[22] B. Beavis, S. Muspratt, and R. Thompson, “‘Computer games can get your brain working’: student experience and perceptions of digital
games in the classroom,” Learn. Media Technol., vol. 40, no. 1, pp. 21–42, Apr. 2014.
[23] J. C. Lester, E. Y. Ha, S. Y. Lee, B. W. Mott, J. P. Rowe, and J. L. Sabourin, “Serious games get smart: intelligent game-based learning
environments,” AI Mag., vol. 34, no. 4, pp. 31–45, 2013.
[24] C. M. Steiner, M. D. Kickmeier-Rust, and D. Albert, “Little Big Difference: Gender Aspects and Gender-Based Adaptation in
Educational Games,” in Learning by Playing. Game-based Education System Design and Development, vol. 5670, M. Chang, R. Kuo,
Kinshuk, G.-D. Chen, and M. Hirose, Eds. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009, pp. 150–161.
[25] C. J. Ferguson, “Clinicians’ attitudes toward video games vary as a function of age, gender and negative beliefs about youth: A sociology
of media research approach,” Comput. Hum. Behav., vol. 52, pp. 379–386, Nov. 2015.
[26] C. J. Ferguson et al., “Digital poison? Three studies examining the influence of violent video games on youth,” Comput. Hum. Behav.,
vol. 50, pp. 399–410, Sep. 2015.
[27] P. Vate-U-Lan, “Transforming Classrooms through Game-Based Learning: A Feasibility Study in a Developing Country,” Int. J. Game-
Based Learn., vol. 5, no. 1, pp. 46–57, 2015.
[28] C. Paul Chow, “Teacher’s Attitudes towards Technology in The Classroom,” University of Toronto, Toronto, 2015.
[29] P. Vate-U-Lan, “Redesign Principles of Game-Based Learning: Expectations from Stakeholders in a Developing Country,” in European
Conference on Games Based Learning, 2014, vol. 2, p. 586.
[30] T. M. Connolly, E. A. Boyle, E. MacArthur, T. Hainey, and J. M. Boyle, “A systematic literature review of empirical evidence on
computer games and serious games,” Comput. Educ., vol. 59, no. 2, pp. 661–686, 2012.
[31] F. Federica et al., “Technology-based intervention for healthy lifestyle promotion in Italian adolescence,” Ann. DellIstituto Super. Sanità,
vol. 52, no. 1, pp. 123–127, 2016.
[32] M.-B. Ibanez, A. Di-Serio, and C. Delgado-Kloos, “Gamification for engaging computer science students in learning activities: A case
study,” IEEE Trans. Learn. Technol., vol. 7, no. 3, pp. 291–301, 2014.
[33] J. Hamari, D. J. Shernoff, E. Rowe, B. Coller, J. Asbell-Clarke, and T. Edwards, “Challenging games help students learn: An empirical
study on engagement, flow and immersion in game-based learning,” Comput. Hum. Behav., vol. 54, no. 1, pp. 170–179, Aug. 2016.
[34] P. Wouters, H. V. Oostendorp, J. T. Vrugte, S. vanderCruysse, T. de Jong, and J. Elen, “The effect of surprising events in a serious game
on learning mathematics: The effect of surprise in game-based learning,” Br. J. Educ. Technol., May 2016.
[35] C. I. Hitosugi, M. Schmidt, and K. Hayashi, “Digital game-based learning (DGBL) in the L2 classroom: The impact of the UN’s off-the-
shelf videogame, Food Force, on learner affect and vocabulary retention,” CALICO J., vol. 31, no. 1, p. 19, 2014.
[36] P. Wouters, C. Van Nimwegen, H. Van Oostendorp, and E. D. Van Der Spek, “A meta-analysis of the cognitive and motivational effects
of serious games.,” J. Educ. Psychol., vol. 105, no. 2, p. 249, 2013.
[37] M. Soflano, T. M. Connolly, and T. Hainey, “An application of adaptive games-based learning based on learning style to teach SQL,”
Comput. Educ., vol. 86, no. 2015, pp. 192–211, 2015.
[38] M. H. Phan, J. R. Jardina, and W. S. Hoyle, “Video Games: Males Prefer Violence while Females Prefer Social,” Software Usability
Research Lab, 23-Aug-2012. [Online]. Available: http://usabilitynews.org/video-games-males-prefer-violence-while-females-prefer-
social/. [Accessed: 25-Jun-2016].
[39] T. Lori M. and V. Sarah Vaala, “Level up learning: A national survey on teaching with digital games,” The Joan Ganz Cooney Center at
Sesame Workshop, New York, 2014.
[40] D. Martinovic, G. H. Burgess, C. M. Pomerleau, and C. Marin, “Computer games that exercise cognitive skills: What makes them
engaging for children?,” Comput. Hum. Behav., vol. 60, pp. 451–462, Jul. 2016.
[41] A. Padilla-Meléndez, A. R. del Aguila-Obra, and A. Garrido-Moreno, “Perceived playfulness, gender differences and technology
acceptance model in a blended learning scenario,” Comput. Educ., vol. 63, no. April, pp. 306–317, 2013.
[42] U. Dorji, P. Panjaburee, and N. Srisawasdi, “Gender differences in students’ learning achievements and awareness through residence
energy saving game-based inquiry playing,” J. Comput. Educ., vol. 2, no. 2, pp. 227–243, Jun. 2015.