Award Date

December 2023

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Learning

First Committee Member

Michael McCreery

Second Committee Member

P.G. Schrader

Third Committee Member

Shelley Kathleen Krach

Fourth Committee Member

Brett Abarbanel

Number of Pages

171

Abstract

In the evolving landscape of gaming, a need for reliable methods to differentiate expertise levels among players has emerged. This study defines experts by their exceptional skills, domain-specific knowledge, and successful application of these attributes in complex situations. Unlike conventional methods that rely on self-reported experience for expertise stratification, this research proposes a shift towards systematic behavioral observation for a more reliable assessment of expertise. The Model of Domain Learning (MDL) facilitates empirical differentiation between novice, competent, and expert categories, allowing for appropriate stratification. Drawing from digital proxemics theory and adapted from the behavioral assessment matrix used by McCreery and team (2011), this research is situated in observable behaviors in digital environments within the constructs of spatial positioning, spatial realization, spatial appropriation, and spatial interactivity as pivotal facets of expertise. The innovative Behavioral Observation Matrix-Proxemics (BOM-Proxemics) was developed to systematically code indicators of expertise expressed via observable in-game behaviors. Through iterative expert review, the BOM-Proxemics underwent development and judgment-qualification stages to identify 16 observable in-game behaviors. The BOM-Proxemics demonstrated high inter-observer agreement and moderate to high internal consistency. Concurrent validity was established with a moderate positive correlation between the BOM-Proxemics scores and in-game ranks. Subsequently, a proportional-odds ordinal logistic regression was conducted to predict in-game rank using BOM-Proxemics scores. The results indicated that the BOM-Proxemics was a significant positive predictor of in-game rank, suggesting that higher scores on the instrument were associated with increased odds of achieving a higher rank in the game. The magnitude of this effect size was substantial, emphasizing the practical significance of the findings and reaffirming its efficacy in assessing expertise. Proportional-odds ordinal logistic regression analysis was conducted for each subscale, revealing that the Spatial Positioning, Spatial Appropriation, and Spatial Interactivity subscales emerged as significant predictors of in-game rank, while Spatial Realization did not. These outcomes underscore the differential impact of proxemics domains on expertise categorization, offering insights into the specific behavioral dimensions that hold significance in assessing video game proficiency. By employing an one-way analysis of variance (ANOVA), the investigation uncovered substantial between-group differences based on in-game rank (novice, competent, expert). Notably, a significant variation in BOM-Proxemics scores was observed among these groups, with pairwise comparisons indicating significant differences in mean scores across all three expertise categories. This evidence highlights the discriminatory potential of the BOM-Proxemics in effectively differentiating expertise levels. These outcomes demonstrate the BOM-Proxemics' validity, predictive power, and the varying impacts of different subscales, contributing to its robustness as a tool for evaluating game expertise based on observable behaviors. Further, the results offer insights that could inform the development of effective strategies for skill enhancement and training within the gaming community. The results of this study underscore the value of objective behavioral observation in quantifying gaming expertise and contribute to the discourse surrounding skill measurement within dynamic virtual environments.

Keywords

battle royale; behavioral observation; expertise; instrument design; proxemics; video games

Disciplines

Education | Psychology | Social and Behavioral Sciences

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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