Identity formation in adolescent and emerging adult regular players of massively multiplayer online role-playing games (MMORPG)

The aim of this study was to investigate the process of identity formation in adolescent and emerging adult regular players of massively multiplayer online role-playing games. Moreover, considering the association between involvement in these games and addiction, we took into account also the role of internet addiction. A total of 176 regular players and 239 controls, not playing massively multiplayer online role-playing games, aged between 15 and 30 years completed: the Utrecht-management of identity commitments scale, evaluating three identity processes, i.e. commitment, in-depth exploration and reconsideration of commitment; and the dependence subscale from the use abuse and dependence on internet questionnaire, in order to evaluate internet addiction. A multivariate analysis of variance evidenced that controls were higher on commitment and in-depth exploration, whereas players were higher on reconsideration of commitment and internet addiction. A structural equation model in which the three identity processes affected simultaneously internet addiction and regular involvement in massively multiplayer online role-playing games showed that reconsideration of commitment was positively associated with internet addiction and the probability to be a player, whereas in-depth exploration was negatively associated only with the probability to be a player. Being a regular player of massively multiplayer online role-playing games seems to be associated with a troubled path in the process of identity formation.     

Virtually homosexual: Technoromanticism,demarginalisation and identity formation among homosexual males

‘Coming out’ is a key stage in the identity formation process for the homosexual male when the individual discloses his homosexual status to himself and others. Although previous research has indicated that homosexual men often use the Internet and computer-mediated communication (CMC) during the identity formation process to discover and develop their sexual and self-identities, studies to date have focused on their use of text-based CMC with scant attention paid to experiences within virtual worlds. This study explored whether homosexual males use virtual worlds in the sexual identity formation process and, specifically, the applicability of technoromanticism within this context. Qualitative retrospective biographical interviews were undertaken with 12 self-selected individuals who had engaged with virtual worlds before or during their sexual identity development. The CASE model (Community, Anonymity, Sexual experimentation, and Escape) was developed to characterise the key themes emerging from the data and illustrate the enactment of technoromanticism by homosexual males within virtual worlds. It is concluded that technoromanticism in virtual worlds can only have a profound impact on individuals if the individual’s personal development online is transferred offline as there is a potential to become toxically immersed and thus stall or halt the identity development process altogether.     

The computer attributes for learning scale (CALS) among university students: Scale development and relationship with actual computer use for learning

The purpose of this study was twofold. First to develop an instrument, the computer attributes for learning scale (CALS) for assessing how university students perceive the attributes of computer use for learning, and secondly to examine the predictive value of the CALS in relation to the actual use students made of a computer for learning. The research was based on innovation diffusion theory, and was set in the context of higher education in Flanders, the Dutch speaking part of Belgium. The first step in the development of the computer attributes for learning scale, was to draw on the literature to determine a set of attributes which could be used in relation to the use of computers for learning. Secondly, working with a stratified sample of university students (n = 237), exploratory factor analysis was used to develop a one-dimensional nine item-scale for measuring students’ perceptions towards these specified attributes of a computer for learning. Next, using another similar stratified sample of the same size, confirmatory factor analysis was used to assess the stability of the one-factor structure. Finally, having developed the instrument, the predictive value of the CALS was assessed by examination of the relationship of the CALS with actual computer use for learning, when controlling for related computer variables, including computer self-efficacy, perceived usefulness of computers and computer use for personal purposes. The CALS was found to have a significant predictive value in terms of computer use for learning. In view of this it is argued that the CALS is an instrument which can be used in the future to assess the likely use students will make of a computer application in relation to their learning.