Earthquake risk communication with video games: Examining the role of player-game interaction in influencing the gaming experience and outcomes

Previous research suggests that playing video games may allow individuals to acquire knowledge and life skills in contexts including earthquake preparedness. Goals and the possibility of replay are two of the important features of video games that may determine the nature of player-game interaction. Such player-game interaction could not only shape the gaming experience by evoking cognitive and affective reactions in players, but also lead to learning and behavioral game outcomes. However, there are few empirical studies on the effects of goal setting and repetitive play. Based on social cognitive theory (Bandura, 1986, 1997), the objectives of this dissertation are first to examine the role of goal-setting and repetitive play on positive learning and behavioral game outcomes; and second to examine the role of players' cognitive and affective reactions in mediating positive game outcomes. In two experimental studies, participants were randomly assigned to one of the following five conditions: self-set goal repetitive play, assigned goal repetitive play, no-set goal repetitive play, no-set goal single play and no play. Effects of these play conditions on cognitive and affective gameplay reactions, as well as learning and behavioral outcomes related to earthquake preparedness were examined. Results showed that playing educational computer games on earthquake preparedness led to positive learning and behavioral outcomes. Even though goal setting types did not yield different learning or behavioral outcomes, repetitive play led to better learning and behavioral outcomes in the second study. Furthermore, cognitive reactions mediated the relationship between repetitive play and learning outcomes in both studies. Results, limitations and implications of both studies were further discussed, and future directions were proposed.