A STUDY OF LITERATURE ON GAME ADDICTION WITH VIOLENT CONTENT AMONG ADOLESCENTS AND THE ROLE OF COUNSELLORS

Technological developments are now increasingly sophisticated. In Indonesia, the use of the internet, especially among adolescents, is a cause for concern. One of the most accessed content is game onlines. Game onlines that contain elements of violence can have various impacts on adolescents. Starting from psychological problems such as aggressive behavior to disrupt learning outcomes. Then the role of the counsellor in reducing the influence of playing online games that contain violent content is by carrying out guidance and counseling services, namely by conducting information services, individual counseling services, group guidance services and also group counseling services. The research method used is library research using various sources such as books, articles, and journals which are information gathering tools used, both from within and outside the country. This paper describes the dangers of the influence of game onlines that contain elements of violence on adolescents. Abstrak: Perkembangan teknologi kini semakin canggih. Di Indonesia, penggunaan internet khususnya di kalangan remaja cukup memprihatinkan. Salah satu konten yang paling banyak diakses adalah game online. Game online yang mengandung unsur kekerasan dapat menimbulkan berbagai dampak bagi remaja. Mulai dari masalah psikologis seperti perilaku agresif hingga mengganggu hasil belajar. Kemudian peran konselor dalam mengurangi pengaruh bermain game online yang mengandung konten kekerasan adalah dengan melakukan layanan bimbingan dan konseling yaitu dengan melakukan layanan informasi, layanan konseling individu, layanan bimbingan kelompok dan juga layanan konseling kelompok. Metode penelitian yang digunakan adalah penelitian kepustakaan dengan menggunakan berbagai sumber seperti buku, artikel, dan jurnal yang merupakan alat pengumpul informasi yang digunakan, baik dari dalam maupun luar negeri. Tulisan ini menjelaskan tentang bahaya pengaruh game online yang mengandung unsur kekerasan pada remaja. Kata Kunci: Masa remaja, game, konten kekerasan, agresi &nbsp

The effects of video game play on academic performance

The purpose of the present research is to determine whether playing video games impacts academic performance as determined by GPA. To accomplish this, 198 participants filled out a Gaming Habits Survey which was analyzed using a series of one-way ANOVAs. The study found that there was a significant effect of player status on GPA at the p \u3c .01 level for the two conditions of player versus non-player [F (1, 169) = 7.08, p = .009]. Comparisons using descriptive statistics indicated that the mean GPA score for the player condition (M = 3.2, SD = .51) was significantly different than the non-player condition (M = 3.4, SD = .47). These results show that participants who indicated that they did play video games had significantly lower GPAs than participants who indicated that they did not play video games

Video gaming in adolescence : factors associated with leisure time use

This is an Accepted Manuscript of an article published by Taylor & Francis Group in Journal of Youth Studies on 14 July 2015, available online at: https://doi.org/10.1080/13676261.2015.1048200The geographies of the current generation of young people are markedly distinct from previous generations by virtue of their access to a virtual playground. The vast majority of young people now engage in video gaming as a leisure activity. Drawing on findings from the 2009/2010 WHO Health Behaviour in School-aged Children study this paper set out to investigate the factors that might be associated with higher levels of video gaming. Information was collected from 4404 school students aged 11, 13 and 15 years, using anonymised self-completed questionnaires. Higher usage was defined as game play exceeding two hours a day. Separate analyses were conducted for boys and girls. For both genders higher levels of game playing was associated with early adolescence, opposite sex friends and minimal parental mediation. Bullying and going to bed hungry were associated with higher usage for boys only, while life satisfaction and family activities were linked to girls’ game playing only. Parents were identified as effective mediators of young people’s video game usage. The study identified gendered motivations for higher levels of game play, suggesting different interventions for boys and girls may be required in order for young people to create a balanced approach to video gamingPeer reviewedFinal Accepted Versio

High School Location and Video Games Use

Ponencia presentada en el XVI Congreso Internacional Gallego-Português de Psicopedagogía, realizado en la Universidade do Minho, en Braga (Portugal), los dias 1 a 3 de septiembre de 2021, con el patrocinio de la Associación Científica Internacional de Psicopedagogía (ACIP)[Resumen] El presente estudio pretende conocer si la ubicación del centro educativo al que acuden los adolescentes determina el uso de videojuegos de esta población. Este trabajo se integra dentro de una investigación de carácter cuantitativo de tipo descriptivo, que cuenta con una muestra total de 708 adolescentes cursando o bien educación secundaria o bachillerato en el momento de la recolección de datos, con edades comprendidas entre los 12 y los 18 años (M: 13.81; DT: 1.25). Se utilizó un cuestionario con ítems de variables personales, académicas y uso de videojuegos. Los resultados obtenidos muestran que aquellos jóvenes que acuden a un centro urbano refieren que los videojuegos son la principal ocupación de su tiempo libre en mayor medida que los que acuden a centros rurales. El primer colectivo refiere tanto más años dedicados como más horas invertidas a este tipo de divertimento, especialmente durante la semana lectiva. En lo referente a la plataforma preferida de juego, emergen preferencias similares, ocupando el primer lugar el móvil o Tablet y la consola conectada a televisión. Finalmente, los jóvenes rurales prefieren hacer uso del videojuego Among Us, mientras que los urbanos, Fortnite, mostrando ambos grupos gran preferencia por juegos online multijugador. A modo de conclusión, es interesante contrastar datos sobre uso de videojuegos en población rural y urbana para conocer cómo se interrelacionan dos realidades actuales: por un lado, la expansión paulatina del mundo de videojuego, y, por el otro, la realidad de la brecha digital entre los ámbitos urbano y rural.[Abstract] The aim of the present study is to know whether or not the location of the high school determines in any form the way teenagers use this kind of entertainment. This paper is integrated within a larger quantitative descriptive research, with a sample of 708 teenagers who were studying secondary education or higher in high schools, with ages between 12 and 18 years old (M: 13.81; TD: 1.25) A questionnaire of items about personal, academic, and video game use variables was used.The results show that playing video games is the first leisure choice for urban schoolers more often than for rural schoolers. The first group also reports more years in their history of playing with these games, and more hours dedicated to them, especially during the week from Monday to Friday. About the preferred platform, both urban and rural group show similar preferences, such as mobile phones or tablets and consoles with TV connection. Finally, rural adolescents preferplaying the video game Among Us, while urban ones prefer a more violent title like Fortnite, showing both groups preference for multiplayer online games.Studying this kind of social themes could be quite interesting because it confronts two current social realities: in one hand, the relentless video game industry expansion, and on the other, the digital breach between rural and urban spaces

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

In this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs. 2013 Elsevier Ltd. All rights reserved.This work was funded by the Spanish APRENDRA project (TIN2009-14319-C02).Furió Ferri, D.; González Gancedo, S.; Juan, M.; Seguí, I.; Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers and Education. 64:1-23. https://doi.org/10.1016/j.compedu.2012.12.001S1236

Perceção parental da relação entre a atividade de jogar videojogos de entretenimento e a aprendizagem escolar : um estudo exploratório

Dissertação de Mestrado, Psicologia (Área de Especialização em Psicologia da Educação e da Orientação), Universidade de Lisboa, Faculdade de Psicologia, 2020A investigação sugere a existência de uma relação tanto negativa como positiva entre a atividade de jogar videojogos de entretenimento (VE) e a aprendizagem escolar dos jovens, possivelmente em função de mediadores internos (e.g., autocontrolo), e externos (e.g., mediação parental, provavelmente afetada pela perceção dos pais sobre aquela relação). Neste enquadramento, o presente estudo qualitativo teve como objetivo conhecer a perceção parental sobre a relação entre a atividade de jogar VE e a aprendizagem escolar de alunos do ensino secundário. Para tal, realizaram-se entrevistas semiestruturadas, a uma amostra de pais daqueles alunos, em torno de cinco dimensões dessa relação: “Efeitos da atividade de jogar VE na aprendizagem”; “ Efeitos da atividade de jogar VE no processo de aprendizagem”; “Efeitos do processo de aprendizagem na atividade de jogar VE”; “Efeitos da atividade de jogar VE nos resultados da aprendizagem”; e “Efeitos dos resultados da aprendizagem na atividade de jogar VE”. As respostas às entrevistas foram sujeitas a uma análise temática de conteúdo, apurando-se várias perceções específicas, relativamente a cada dimensão indagada. Estas perceções foram interpretadas à luz de investigação anterior incidente tanto na relação entre a atividade de jogar VE e a aprendizagem escolar, como na perceção parental sobre essa relação. Dos resultados foram igualmente derivadas hipóteses testáveis por investigação futura, que incida: naquela relação; na possível afectação dela por diferentes estilos de mediação parental; e nas perceções relacionadas com cada um desses estilos. Tal linha de investigação poderá contribuir para uma fundamentação empírica da referida mediação parental.Research suggests the existence of both a positive and a negative relationship between playing video game (VG) and academic learning, probably due to different mediators: internal (e.g., self-control) and external (e.g., parental mediation, probably affected by parents' perception of this relationship). Within this framework, the present qualitative study aimed to research parental perception relatively to the relationship between playing VG and academic learning of high school students. For that purpose, semistructured interviews were conducted with a sample of parents of those students, around five dimensions of these relationship: “Effects of playing VG on learning”; “Effects of playing VG on learning process”; "Effects of learning process on playing VG "; “Effects of playing VG on learning results”; and "Effects of learning results on playing VG ". Interviews responses were subjected to a thematic content analysis, which resulted on the identification of multiple specific perceptions for each one of that dimensions. Those perceptions were analyzed in the light of previous research which studied the relationship between playing VG and academic learning, and the parental perception about that relationship. From results were also derived multiple hypotheses which can be tested in future studies focused on: that relationship; the effects of parental mediation style in that relationship; and the perceptions related to different mediation styles. This type of investigation can contribute to an empirical foundation of the referred parental mediation

The Way We Play: Exploring the specifics of formation, action and competition in digital gameplay among World of Warcraft raiders

This thesis explores the specific practices of group gameplay (called ‘raiding’) in the massively multiplayer online roleplaying game (MMO). In particular, it presents ethnographic research conducted by the author between 2009 and 2012 where she studied raiding in World of Warcraft (WoW), a game environment that is a complicated and malleable space with many pathways of play built into it, not the least of which are the particular ways that raiders choose to shape and sustain their play experience. Building on Galloway’s ‘four moments of gamic action’ as a theoretical framework from which to consider gamic representation among raiders and through ethnographic research on raiding gameplay practices, this thesis considers the ways that formation, competition and gamic action have distinguished raiding within the online, persistent game environment, forming to become a set of interwoven principles that work in concert to sustain long-term raiding activity. The objective of this thesis is twofold: first, to contribute to the gap in games research on raiding gameplay practices in MMOs; and second, to consider how the study of online group play through the context of MMO raiding can impact further geographical research into the digital game, particularly within the contexts of the virtual and playful. Conclusions drawn from this work suggest that the study of game raiding (and its persistence) offers an important perspective to understanding the nature of the complex online game environment; an environment that is at once controlled and malleable, multisensory and immersive, engaging yet sustaining, and complex yet localized, creating many simultaneous moments in gamic action where these representations of space, action, formation and competition function not so much to define gameplay but more so to shape and enable it

Media and Education in the Digital Age

This book is an invitation to informed and critical participation in the current debate on the role of digital technology in education and a comprehensive introduction to the most relevant issues in this debate. After an early wave of enthusiasm about the emancipative opportunities of the digital «revolution» in education, recent contributions invite caution, if not scepticism. This collection rejects extreme interpretations and establishes a conceptual framework for the critical questioning of this role in terms of concepts, assessments and subversions. This book offers conceptual tools, ideas and insights for further research. It also provides motivation and information to foster active participation in debates and politics and encourages teachers, parents and learners to take part in the making of the future of our societies