For Better or Worse?: The Effects of Interactivity and Perspective on Identification, Social Comparison, and Self-Esteem in Video Games
Open Access
Author:
Dooley, Anne
Graduate Program:
Media Studies (MA)
Degree:
Master of Arts
Document Type:
Master Thesis
Date of Defense:
March 18, 2022
Committee Members:
Anthony Olorunnisola, Program Head/Chair Michael Grant Schmierbach, Thesis Advisor/Co-Advisor Mary Beth Oliver, Committee Member Frank Dardis, Committee Member
Keywords:
video games text-based games interactivity identification social comparison self-esteem media effects
Abstract:
Video games are considered a unique form of media due to their interactive nature. Without player input, a video game cannot continue. Many previous studies have researched the potential effects video games have on their players. However, little research has investigated the potential effects of this medium on self-esteem. Using the theories of identification and social comparison, this study seeks to find if perspective and interactivity can increase player identification and social comparison, therefore changing their state self-esteem. To do so, this study employed a 2 x 2 factorial design on interactivity (present/absent) and perspective (second/third) to see if playing a short text-based game could potentially raise self-esteem through identification when presented in the second person or lower it through upward comparison when presented in the third person. This was compared to individuals who watched a recorded playthrough of the same game in either second or third person. With a final sample of N = 101, results showed that interactivity did not have influence on self-esteem, nor did perspective. However, interactivity did affect how much control individuals felt which in turn influenced identification, and those who engaged in upward comparison reported lower self-esteem than those who did not. Implications and future research are discussed.
