The Lara Phenomenon: Powerful Female Characters in Video Games

The content of games is an understudied area in social scientific research about video games. The purpose of the present study is to contribute to the understanding of the portrayal of gender and race in games. Previous research on game content has revealed that stereotypical masculine characters dominate video games and that those characters are generally White. Nowadays, quite a few video games have women in leading parts; Tomb Raider’s Lara Croft is the prototypical example. In our study we investigated the so-called ‘Lara phenomenon,’ that is, the appearance of a competent female character in a dominant position. We also studied the portrayal of men and the race of both male and female characters. We did a content analysis on the introductory films of 12 contemporary video games. Our results show that female characters appeared as often in leading parts as male characters did. They were portrayed with a sexualized emphasis on female features. Most game characters belonged to the dominant White race, the heroes exclusively so.     

Playing With Prejudice: The Prevalence and Consequences of Racial Stereotypes in Video Games

A content analysis of top-selling video game magazines (Study 1) and of 149 video game covers (Study 2) demonstrated the commonality of overt racial stereotyping. Both studies revealed that minority females are virtually absent in game representations. Study 1 revealed that, in video game magazines, minority males, underrepresented generally, were more likely to be portrayed as athletes or as aggressive, and less likely to be depicted in military combat or using technology, than White males. Study 2 also showed evidence of the “dangerous” minority male stereotype in video game covers. Again, underrepresented overall, minority males were overrepresented as thugs, using extreme guns, and also as athletes. Study 3, an experiment, exposed players to both violent and nonviolent games with both White and Black characters. Participants were faster at classifying violent stimuli following games with Black characters and at classifying nonviolent stimuli following games with White characters, indicating that images of popular video game characters evoke racial stereotypes.     

Gender Differences in Video Game Characters’ Roles, Appearances, and Attire as Portrayed in Video Game Magazines

Video game characters have the potential to shape players’ perceptions of gender roles. Through social comparison processes, players learn societal expectations of appearances, behaviors and roles. Forty-nine articles were coded from current U.S. gaming magazines, resulting in 115 coded characters. This content analysis of video game magazine articles investigated how characters are portrayed, focusing on gender differences. Males were more likely to be heroes and main characters, use more weapons, have more abilities, and were more muscular and powerful. Females were more often supplemental characters, more attractive, sexy, and innocent, and also wore more revealing clothing. Understanding these video game messages is an important first step in understanding the effects games and magazines may have on behavior and attitudes.     

Selling Gender: Associations of Box Art Representation of Female Characters With Sales for Teen- and Mature-rated Video Games

Content analysis of video games has consistently shown that women are portrayed much less frequently than men and in subordinate roles, often in “hypersexualized” ways. However, the relationship between portrayal of female characters and videogame sales has not previously been studied. In order to assess the cultural influence of video games on players, it is important to weight differently those games seen by the majority of players (in the millions), rather than a random sample of all games, many of which are seen by only a few thousand people. Box art adorning the front of video game boxes is a form of advertising seen by most game customers prior to purchase and should therefore predict sales if indeed particular depictions of female and male characters influence sales. Using a sample of 399 box art cases from games with ESRB ratings of Teen or Mature released in the US during the period of 2005 through 2010, this study shows that sales were positively related to sexualization of non-central female characters among cases with women present. In contrast, sales were negatively related to the presence of any central female characters (sexualized or non-sexualized) or the presence of female characters without male characters present. These findings suggest there is an economic motive for the marginalization and sexualization of women in video game box art, and that there is greater audience exposure to these stereotypical depictions than to alternative depictions because of their positive relationship to sales.     

Video Game Characters and the Socialization of Gender Roles: Young People’s Perceptions Mirror Sexist Media Depictions

Video game characters are icons in youth popular culture, but research on their role in gender socialization is rare. A content analysis of images of video game characters from top-selling American gaming magazines showed male characters (83%) are more likely than female characters (62%) to be portrayed as aggressive. Female characters are more likely than male characters to be portrayed as sexualized (60% versus 1%), scantily clad (39% versus 8%) and as showing a mix of sex and aggression (39 versus 1%). A survey of teens confirmed that stereotypes of male characters as aggressive and female characters as sexually objectified physical specimens are held even by non-gamers. Studies are discussed in terms of the role media plays in socializing sexism.     

Gender and Form of Cereal Box Characters: Different Medium, Same Disparity

We investigated the extent to which male characters outnumber female characters on cereal boxes, and the extent to which male and female characters are portrayed in gender stereotypical ways. Cereal boxes (N?=?217) from a large grocery store in the northeastern United States were examined. Characters on the front and back of the boxes were coded for gender, species (person, animal, object), age (child/adolescent, adult), and activity level (passive/sedentary, active). Male characters outnumbered female characters by more than 2 to 1. Female characters were more likely than male characters to be depicted as people and as children/adolescents, whereas male characters were more likely than female characters to be portrayed as animals and as adults. Suggestions for further research are discussed.     

The Impact of Body Emphasizing Video Games on Body Image Concerns in Men and Women

Two studies were conducted to determine if playing a video game that emphasized the body would increase negative body-image. Both studies [study 1 (N?=?51); college-aged males from the Midwestern USA; and study 2 (N?=?32); college-aged females from the Midwestern USA] had participants complete body image measures, play a video game that displayed muscular or thin characters for 15 min, and then complete post-game body image measures. Results showed that participants in both studies had significantly lower body esteem after video game play. Further, these findings were independent of the time spent playing video games and body mass index. This suggests that video games have a negative influence on the body-image of players.     

Investigating the Effects of a Persuasive Digital Game on Immersion,Identification, and Willingness to Help

Abstract

Recent years have seen a tremendous rise in the development and distribution of persuasive games: digital games that are used to influence players’ attitudes and/or behavior. Three studies (N_{Study 1}?=?134; N_{Study 2}?=?94; N_{Study 3}?=?161) tested the effects of a persuasive game on immersion, identification, and willingness to help. The results showed that playing the persuasive game did not result in substantially stronger willingness to help, relative to the control conditions. Video and printed text resulted in more immersion than the digital game, but playing the game resulted in substantially higher perceptions of embodied presence.     

Do Boys and Girls Act Differently in the Classroom? A Content Analysis of Student Characters in Educational Psychology Textbooks

Previous research on gender stereotyping in textbooks has focused primarily on pictures used in texts. However, many textbooks also use scenarios, with fictional characters, as pedagogical devices. Student characters in educational psychology textbooks were analyzed for potential gender stereotypes. Results revealed that male characters were depicted with negative masculine traits, such as aggression, significantly more often than were female characters. However, no differences were found for positive masculine traits or for feminine traits. Male characters were also portrayed as engaging in stereotypically masculine activities significantly more often than female characters, although no difference was found in science activity as a function of gender. The findings are discussed in terms of possible influence on preservice teachers who are the primary readers of educational psychology textbooks.     

Gender Differences in Condom Use Behavior? The Role of Power and Partner-Type

The primary goal of this study was to experimentally investigate the theory of gender and power (Wingood and DiClemente, Health Education and Behavior 27:539–565, 2000) in order to better understand gender differences in condom use behavior. The influence of relationship power (equal or low), partner-type (serious or casual), and gender on difficulty implementing condom use was explored using experimental vignettes. Heterosexual, sexually active, undergraduate students from a private university in the United States (N?=?203) indicated how “difficult” it would be to implement condom use in a variety of situations. Results revealed a significant main effect for power and partner-type, qualified by a significant three-way interaction. The consistency of these findings with the predictions of the theory and methodological limitations are discussed.     

Common vs. Uncommon Sexual Acts: Evidence for the Sexual Double Standard

The lack of consistent evidence for the sexual double standard may be related to the rather benign nature of the heterosexual behaviors often studied (e.g., casual sex, premarital sex). College students from the southwestern U.S. evaluated targets who engaged in mixed-gender threesomes (where three people engage in simultaneous sexual acts; Study 1: N?=?120) and targets in a monogamous sexual relationship (Study 2: N?=?105). Evidence for the sexual double standard was found via effects of targets’ gender among those who engaged in threesomes. Targets who had monogamous sex were evaluated more favorably than the targets who engaged in threesomes. We suggest that the sexual double standard may still exist for uncommon sexual behaviors.     

Playing for the thrill and skill. Quiz games as means for mood and competence repair

ABSTRACT

Recent studies have found that digital games can be used to improve the players’ mood, especially after emotionally unpleasant experiences. We introduce competence repair as an extension of previous work on mood repair. To investigate the effects of digital games on both mood and competence repair, we conducted 3 studies using quiz games. In the quasi-experimental Study 1 (N = 143), we manipulated the necessity for repair via a false feedback task (positive vs. negative), and looked at the impact of in-game success (victory vs. defeat). In the experimental Studies 2 (N = 91) and 3 (N = 109), we aimed at conceptually replicating and extending the findings on the impact of in-game success by varying participants’ success over a series of 4 matches (Study 2: close game outcomes, Study 3: clear victory/defeat). The results of these studies indicate that the efficacy of digital games for mood repair, as well as competence repair, depends on the necessity for repair, as well as success in the game. However, competence repair occurred even after participants were defeated repeatedly in a series of close matches. These results are discussed in light of the potential of digital games for fulfilling (previously thwarted) psychological needs.     

Gender differences and the effect of contextual features on game enjoyment and responses

This article explores the effect of gender and contextual features on emotional reactions, identification toward game characters, and game enjoyment. Two aspects of contextual features are specifically examined: the moral justification of game characters and violence. An experiment was conducted by allowing participants to play either a morally justified character of a non-violent game, a morally justified character of a violent game, or a morally unjustified character of a violent game. The results show that participants felt less guilty and identified with the characters more when playing the morally justified characters of the non-violent game. Furthermore, males and females demonstrate different patterns of enjoyment to different contextual features of video games. The implications of these findings and directions for future research are discussed.     

Preferences for Individual Video Games as a Function of Their Emotional Effects on Players

Video games vary in terms of the emotional states they elicit from players. These differences in emotional reactions, in turn, help account for differential preferences of individual games. The three independent dimensions of pleasure-displeasure, arousal-nonarousal, and dominance-submissiveness were used to assess emotional impacts of individual games. In addition, a preference measure was constructed to evaluate attraction toward, versus avoidance of, specific games. In Study One, a group of subjects provided data on emotional responses to 22 common arcade video games and a different group rated their preferences for the same games. The emotional impact of video games was highly unpleasant, moderately arousing, and moderately dominance-inducing; thus, the predominant emotional response to these games was aggression, anger, or hostility. I n Study Two, subjects visiting a video game arcade were recruited and assigned to play two games each and to report their reactions to each game immediately after playing the game. Results showed that greater feelings of pleasure, and separately of arousal, while playing video games resulted in higher preferences for the games and that greater dominance (significant only for males) also led to higher preferences. It may be beneficial, therefore, to experiment with more arousing and more dominance-inducing game designs which are not necessarily unpleasant or which definitely yield high pleasure.     

Of virtual victims and victimized virtues: differential effects of experienced aggression in video games on social cooperation

Two experimental studies were used to investigate how interacting with aggressive virtual characters in video games affects trust and cooperation of players. Study 1 demonstrates that experiencing virtual aggression from a victim's perspective can impair players' investments in a subsequent common goods dilemma situation. This effect is mediated by reduced expectations of trust in the cooperativeness of interaction partners. In Study 2 the same effect was replicated by using a different cooperation task and by investigating the moderating role of justice sensitivity from a victim's perspective as a dispositional factor. Participants transferred less money to an unknown partner in a trust game after exposure to aggressive nonplayer characters in a video game. This effect was stronger for people high in victim sensitivity. Results of both studies can be interpreted in line with the sensitivity to mean intentions model and add to the body of research on violent media effects.     

The more you play,the more aggressive you become: A long-term experimental study of cumulative violent video game effects on hostile expectations and aggressive behavior

It is well established that violent video games increase aggression. There is a stronger evidence of short-term violent video game effects than of long-term effects. The present experiment tests the cumulative long-term effects of violent video games on hostile expectations and aggressive behavior over three consecutive days. Participants (N = 70) played violent or nonviolent video games 20 min a day for three consecutive days. After gameplay, participants could blast a confederate with loud unpleasant noise through headphones (the aggression measure). As a potential causal mechanism, we measured hostile expectations. Participants read ambiguous story stems about potential interpersonal conflicts, and listed what they thought the main characters would do or say, think, and feel as the story continued. As expected, aggressive behavior and hostile expectations increased over days for violent game players, but not for nonviolent video game players, and the increase in aggressive behavior was partially due to hostile expectations.     

An empirical analysis of online gamers' perceptions of game items: modified theory of consumption values approach

The aims of this article are (1) to propose a modified theory of consumption values (MTCV) for investigation of online gamer perceptions of the value of purchasable game items and (2) to apply the developed MTCV to multiple game genres and player age groups. To address these aims, 327 valid questionnaires were obtained and analyzed. The original theory of consumption values (TCV) was modified to apply to the specific characteristics of online games. The original TCV specifies five types of consumption values: functional value, social value, emotional value, conditional value, and epistemic value. After revising the TCV to apply to the examination of online games, we proposed that the MTCV be composed of character competency value, enjoyment value, visual authority value, and monetary value. The validity of the MTCV was proven by statistically analyzing the responses provided by the 327 valid questionnaires. To examine the second aim, experiments were conducted to examine the MTCV in three online game genres-massive multiplayer online role-playing games, first-person shooters games, and casual games. The second aim was also studied via questionnaires that examined the ages of online gamers. It was determined that massive multiplayer online role-playing games players regard visual authority value and monetary value as more important than do casual gamers. It was also determined that younger gamers tend to be more interested in visual authority, whereas older gamers tend to be more interested in character competency. This research provides a foundation for future studies to extend the MTCV to consider other user factors, such as cultural effects.     

The Effects of the Sexualization of Female Video Game Characters on Gender Stereotyping and Female Self-Concept

The present study utilized an experimental design to investigate the short term effects of exposure to sexualized female video game characters on gender stereotyping and female self-concept in emerging adults. Bussey and Bandura’s (1999) social cognitive theory of gender development and differentiation was used to explicate this relationship. Undergraduate students (N?=?328) at a large U.S. Southwestern university participated in the study. Students were randomly assigned to play a “sexualized” heroine, a “non-sexualized” heroine, or no video game; then completed an online questionnaire. Female self-efficacy was negatively affected by game play with the sexualized female character. Results cautiously suggest that playing a sexualized video game heroine unfavorably influenced people’s beliefs about women in the real world.     

Viewing the world through “blood-red tinted glasses”: The hostile expectation bias mediates the link between violent video game exposure and aggression

Research has clearly shown that violent video games can increase aggression. It is less clear why they do. This study investigates the mediating effect of the hostile expectation bias (i.e., tendency to perceive hostile intent on the part of others) on the link between violent video game exposure and aggression. French college students (N = 136) played either a violent or nonviolent game for 20 minutes. Afterwards, they read ambiguous story stems about potential interpersonal conflicts, and listed what they thought the main characters would do or say, think, and feel as the story continued. Aggression was measured using a competitive computer game in which the winner could blast the loser with loud noise through headphones. As hypothesized, video game violence increased the hostile expectation bias, which, in turn, increased aggression. Effects were larger for men than women. Thus one reason why violent games increase aggression is because they increase hostile expectations.     

Status‐based expectancies for aggression,with regard to gender differences in aggression in social psychological research

Meta‐analyses of social psychological research have identified gender differences in aggression [Bettencourt and Miller, 1996; Eagly and Steffen, 1986], which have been understood to date in terms of social role theory [Eagly, 1987]. The present studies examined the hypothesis that women's lower status relative to men can account for these observed differences. Participants in Study 1 were presented low‐ and high‐status targets, with status unconfounded with gender, and reported their perceptions of these targets' aggression. Perceptions were for features addressed in the meta‐analyses. As expected, low‐ relative to high‐status individuals were generally perceived in a manner analogous to how women relative to men are portrayed in the meta‐analyses. Participants in Study 2 reported on their perceptions of women's and men's aggression; findings also generally conformed to those of the meta‐analyses. Findings are discussed in terms of a status account of gender. Aggr. Behav. 31:000–000, 2005. © 2005 Wiley‐Liss, Inc.