Abstract :
Digital games are evolving beyond the solitary context into a ubiquitous, social
and collaborative experience. Addressing beliefs about technology and attitudes
towards technology-mediated processes is fundamental to the successful
implementation of any innovation. In collaborative gaming, attitude towards
gaming influences learners’ interactions along the domain, technology and
community dimensions. Building on various seminal works, an instrument
was developed for measuring four components of attitude towards gaming—
affective components, perceived control, perceived usefulness and behavioural
components. The survey, including 21 statements each scored on a 5-point
Likert scale, was used with a sample of college students to investigate the
influence of gender and gaming competence on attitude towards gaming. The
pedagogical implications of the different attitude components are discussed in
relation to game design and to the different interactions triggered by the
gaming context
