Skip to main content
. 2015 May 11;1(1):e2. doi: 10.2196/mededu.3754

Table 1.

Demographics and preferred gaming aspects of respondents.

Parameters

Totala, N=497, n (%)
Gender



Male
187 (37.6)

Female
307 (61.8)
Year of study



Year 1
134 (27.0)

Year 2
115 (23.1)

Year 3
126 (25.4)

Year 4
122 (24.5)
Interest in playing



Not interested
40 (8.0)

Interested
450 (90.5)


Weak interest (n=450) 293 (65.1)


Strong interest (n=450) 157 (34.9)
Paid for in-game items



No
379 (76.3)

Yes
118 (23.7)


Own allowance (n=118) 101 (85.6)


Own income (n=118) 20 (16.9)


Parents’ money (n=118) 13 (11.0)
Reward system



Score
65 (13.1)

Experience points
90 (18.1)

Item granting
42 (8.5)

Resources
23 (4.6)

Achievement system
60 (12.1)

Feedback messages
5 (1.0)

Plot animations & pictures
38 (7.6)

Unlocking mechanism
112 (22.5)
Game setting



Science fiction
67 (13.5)

Historical
39 (7.8)

Fantasy/medieval/mythic
253 (50.9)

Modern
117 (23.5)

Others
2 (0.4)
Game storyline



War
50 (10.1)

Heroic/saving humanity
61 (12.3)

Spy/secret agent
99 (19.9)

Adventurer
147 (29.6)

Authentic pharmacy-related plot
119 (23.9)

Others
5 (1.0)
Game perspective



2D
221 (44.5)


2D top-down, (n=221) 158 (71.5)


2D side-scrolling (n=221) 63 (28.5)

3D
270 (54.3)


3D first-person (n=270) 147 (54.4)


3D third-person (n=270) 123 (45.6)
Game style



Competitive
147 (29.6)

Cooperative
160 (32.2)

Collaborative
182 (36.6)
Game scenario



A (authentic simulation)
209 (42.1)

B (post-apocalyptic fantasy)
287 (57.7)

a Percentages may not add to 100% due to missing data or multiple responses.