Abstract
This study examines the relationship between high school students' usual gameplay time and their attitudes toward programming and the importance of computers. First-year students from three public high schools were surveyed and divided into three groups: those who played games for more than one hour a day on average (frequent playing group), those who played for less than one hour (somewhat frequent playing group), and those who did not usually play games (infrequent playing group). The results showed that the significantly related items to gameplay time and attitudes toward programming and computer importance differed between boys and girls. women. Many items showed significant differences between the infrequent playing group and the somewhat frequent or frequent playing group. Therefore, there seems to be a need to consider gender differences in activities and subject matter to increase the importance of computers and attitudes toward programming with game elements. Those activities, such as having students who do not usually play games, may be sufficient.
