| Numerous studies have shown that digital game-based learning is the next generation's educational media. As we look at the worth of online games in higher education, the question that needs to be asked is this: If we level the playing field in e-learning and use online games as the new educational media, will the faculty and students come? Therefore, the purpose of this study is twofold. The first purpose is to identify and categorize the perceptions of faculty and students regarding online games. The second purpose is to compare the similarities/dissimilarities between these two groups in order to determine if there is a need to allocate the resources to develop digital game-based learning programs in universities.;Two Q-methodology studies are conducted. Thirty faculty members and 30 university students from a university were surveyed and asked to rank-order 30 statements about online games. Correlation, centroid factor analysis, and judgmental rotation are employed to derive significant factors. The factors that represent groups of participants with similar perceptions are extracted in both groups.;This study began with the premise that today's university students recognize the positive effects of online games, whereas professors are very resistant to gaming technology. However, the following conclusions from my study reveal a very different picture: (1) faculty's perceptions of online gaming are quite consistent with students; (2) most of the students and the faculty (approximately 61%) are philosophically against online gaming; (3) online games are a social activity and an interactive medium; (4) the concerns of female faculty and students need careful consideration; and (5) people often have conservative fears and common stereotypes about video games. The findings indicate that respondents' attitudes about online gaming are not affected by age or by hours spent online daily, but by gender and prior game-playing experiences. |
PDF Full Text Request