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This paper investigates relationships among gender, spatial anxiety, and operational performance of car navigation systems (CNSs) with a traditional Chinese interface. 600 study participants performed a route-locating task on a CNS and reported their competence to cope with spatial anxiety using the Spatial Anxiety Scale. The study found that gender predicted operational performance: female participants needed more time to perform the designated navigation task than male participants; gender predicted participants' competence to cope with spatial anxiety: female participants reported lower competence to cope with spatial anxiety than male participants, and CNS interface design predicted CNS operational performance. These findings play an important role in determining CNS adoption for drivers. Findings also provide manufacturers and marketers with reliable information regarding at whom they should target their CNS products to demonstrate that manufacturers should develop interfaces that fit small-display CNSs based on gender or create a gender-neutral user experience. [ABSTRACT FROM AUTHOR]

This study tested key predictions of confusion, which accompanies a state of cognitive conflict triggered by erroneous Chinese characters, for students to detect and correct in an online Chinese reading-correcting game competition. In addition, this study examined how participants' concepts of human intelligence could predict whether they maintained their levels of gameplay anxiety and reflected their intention to join the competition as mediated by epistemic curiosity. There were 189 sixth-grade students who returned the questionnaires, and the results revealed that the incremental theory of language intelligence could predict 2 types of epistemic curiosity (EC): D-type EC was positively correlated to gameplay anxiety, while I-type EC was not significantly associated with gameplay anxiety. Moreover, gameplay anxiety was positively correlated with intention to join the contest. The implication of these findings is that teachers may use scaffolding with a positive effect on incremental theory of language intelligence to encourage students to have more EC. [ABSTRACT FROM AUTHOR]

Individual gameplay interest is affected by numerous factors and a competition setting is also of importance as there are factors that need to be managed. To understand the motivational variables related to an educational game competition, this study explored the interrelatedness between self-efficacy, competitive anxiety, and gameplay interest in a one-on-one Chinese idiom string up game competition. Effective data from 278 elementary school students from grades five to six were collected and subjected to confirmatory factor analysis and structural equation modeling. The results of this study showed that the higher the level of competitive anxiety, the lower the degree of gameplay interest (i.e. Like, Enjoyment, and Engagement). In addition, self-efficacy in learning Chinese idioms was negatively associated with competitive anxiety. The implication of this study contributed towards understanding that low competitive anxiety is more facilitative to interest in gameplay. The results also suggested that enhancing self-efficacy in a specific task can eliminate anxiety and support players' interests to play the game in a competitive setting. [ABSTRACT FROM AUTHOR]