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Genre Differences in Soft Skills Perception and Video Game Usage in the University of Extremadura

Genre Differences in Soft Skills Perception and Video Game Usage in the University of Extremadura
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Author(s): Sergio Alloza Castillo (Gecon.es Foundation, Spain), Flavio Escribano (Gecon.es Foundation, Spain), Óscar Rodrigo González López (Universidad de Extremadura, Spain) and María Buenadicha Mateos (Universidad de Extremadura, Spain)
Copyright: 2022
Pages: 22
Source title: Next-Generation Applications and Implementations of Gamification Systems
Source Author(s)/Editor(s): Filipe Portela (University of Minho, Portugal) and Ricardo Queirós (ESMAD, Polytechnic Institute of Porto, Portugal)
DOI: 10.4018/978-1-7998-8089-9.ch003

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Abstract

The preconceived notion concerning negative effects of video games and students' academic performance is a widely known subject. However, some investigations explore the positive impact of video games on academic performance. With a sample of 247 university students, this chapter studies the perception of both gamers and non-gamers about soft skills and their current relevance in academic and professional fields. The possible relationships linking the intensity of the usage of video games, academic performance, and the perception concerning soft skills are investigated. The results expose a generalized positive perception respecting the relation between video games and the development of soft skills, specifically to the video game genre and its relevance and influence on academic performance, as well as gender differences, where women prevail in emotional and social managements, although this influence is not elevated.

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