Serious Games for Teaching Conflict Resolution: Modeling Conflict Dynamics - Conflict and Multimodal Communication: Social Research and Machine Intelligence - page 452

Table 21.3 One-way ANOVA analysis on the conflict ratings by
student's gender
Source df SS MS F Sig.

Gender 1 2,734.33 2,734.33 229.46 0.0000***

Residuals 2,124 25,310.20 11.92
Signif. codes: 0 “***” 0.001 “**” 0.01 “*” 0.05 “.”

Table 21.4 The mean value
and standard deviation of
conflict ratings reported by
each gender group

Gender N Mean SD

Female 941 5:50 3:77

Male 1,185 3:22 3:18

Total 2,126 4:23 3:63

Table 21.5 One-way ANOVA analysis on the conflict ratings by
student's age
Source df SS MS F Sig.

Age 2 2,649.46 1,324.73 115.01 0.0000***

Residuals 2,040 23,496.85 11.52
Signif. codes: 0 “***” 0.001 “**” 0.01 “*” 0.05 “.”

Table 21.6 The mean value
and standard deviation of
conflict ratings for each age
group

Age N Mean SD

10 801 5.28 3.55

11 967 2.89 3.53

12 275 4.76 2.22

Total 2,043 4.08 3.58

groups (10 years and 12 years old). However, no clear pattern was found to explain
the relationship between perception of conflict and age.

21.5.4 TKI Style

We investigated whether the student's TKI style was related to their perception of
conflict (reported via conflict ratings). We consider that the TKI category that has
the maximum value is being the dominant one. We eliminated data instances in
which more than one TKI style is dominant for each student resulting in 1,049 data
samples. For example, we would disregard a data sample if the accommodation and
the collaboration indexes for a student are the highest among the five and both equal
to, e.g., 10.
As shown in Table 21.7 , the majority of the TKI styles found in the conflict
ratings fell under the accommodation style (70.2 % of the total report with a single
dominant TKI style). The number of subjects in the competition and the compromise
groups were marginal; and avoidance did not appear as a dominant style. Applying