Abstract
On the basis of psychology research on praise and attribution, this study investigated the effects of two types of computer praise (ability praise and effort praise) on 384 elementary school students who exhibited one of three types of attribution orientations (high ability attribution, effort attribution, and low internal attribution) while playing two computer-based games. The findings show that different types of computer praise, different attribution orientations, and different natures of games made a difference in the way the participants (1) appreciated the design of the program, (2) made self-serving attribution for their performance, (3) evaluated their performance, and (4) chose game-playing strategies. This research provides empirical evidence highlighting limitations in the CASAs (Computers As Social Actors) theory. Discretion is advised in the adoption of the claim that computer praise is a concern-free reinforcement of users’ engagement in positive interactions with computers.
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