Online Games

When we agreed to edit the theme on online games for this Encyclopedia our first question was, “What is meant by online games?” Scholars of games distinguish between nondigital games (such as board games) and digital games, rather than between online and offline games. With networked consoles and smartphones it is becoming harder and harder to find players in the wealthy industrialized countries who play “offline” digital games. Most games developers now include some element of online activity in their game and the question is:What is the degree to which the gameplay experience occurs online? Is online gameplay more a multiplayer than an individual experience? If we move beyond the technological meaning of “being online” we should, as Newman (2002) argued, be concerned with varying degrees of participation during gameplay

Online Games

When we agreed to edit the theme on online games for this Encyclopedia our first question was, “What is meant by online games?” Scholars of games distinguish between nondigital games (such as board games) and digital games, rather than between online and offline games. With networked consoles and smartphones it is becoming harder and harder to find players in the wealthy industrialized countries who play “offline” digital games. Most games developers now include some element of online activity in their game and the question is:What is the degree to which the gameplay experience occurs online? Is online gameplay more a multiplayer than an individual experience? If we move beyond the technological meaning of “being online” we should, as Newman (2002) argued, be concerned with varying degrees of participation during gameplay

Let the Games Begin

Presents findings from surveys conducted in 2002 among students from 27 colleges and universities. Looks at college students' use of video, computer, and online games, and the impact of that use on their everyday life

Count Me In: together we can stop knife crime

'... includes guidance for running assemblies and lessons on anti-knife crime. It also includes an extensive list of resources from online games, videos, statistics and facts, detailed lesson guides, posters and real life stories to help engage your pupils.' - page 3

The (co-)occurrence of problematic video gaming, substance use, and psychosocial problems in adolescents

Aims. The current study explored the nature of problematic (addictive) video gaming and the association with game type, psychosocial health, and substance use. Methods. Data were collected using a paper and pencil survey in the classroom setting. Three samples were aggregated to achieve a total sample of 8478 unique adolescents. Scales included measures of game use, game type, the Video game Addiction Test (VAT), depressive mood, negative self-esteem, loneliness, social anxiety, education performance, and use of cannabis, alcohol and nicotine (smoking). Results. Findings confirmed problematic gaming is most common amongst adolescent gamers who play multiplayer online games. Boys (60%) were more likely to play online games than girls (14%) and problematic gamers were more likely to be boys (5%) than girls (1%). High problematic gamers showed higher scores on depressive mood, loneliness, social anxiety, negative self-esteem, and self-reported lower school performance. Nicotine, alcohol, and cannabis using boys were almost twice more likely to report high PVG than non-users. Conclusions. It appears that online gaming in general is not necessarily associated with problems. However, problematic gamers do seem to play online games more often, and a small subgroup of gamers – specifically boys – showed lower psychosocial functioning and lower grades. Moreover, associations with alcohol, nicotine, and cannabis use are found. It would appear that problematic gaming is an undesirable problem for a small subgroup of gamers. The findings encourage further exploration of the role of psychoactive substance use in problematic gaming

Dampak Kesehatan Akibat Kecanduan Game Online Pada Remaja

Background: The method used in this study is the PRISMA method. The literature used is in the time span between 2018 to 2021. The data used is obtained from Google Scholar using the keywords are online games, youth, health impacts due to playing online games. Objective: what are the causal factors and health impacts caused by playing online games on teenagers. Methods: The method used in this study is the PRISMA method. The literature used is in the time span between 2018 to 2021. The data used is obtained from Google Scholar using the keywords are online games, youth, health impacts due to playing online games. Results: The results of the articles that have been filtered are 55 articles to be analyzed and reviewed, then re-selected so that they become ten articles that meet the inclusion criteria. Conclusions: Playing online games for too long will have a negative impact on the body such as obesity, eye pain, brain disorders, back pain and joint pai

A Study of Kindergarten 2 Students’ English Phonics Achievement and Their Perceptions towards the Use of English Phonics Online Games at St. Mark’s International School, Thailand

This study aimed to compare the Kindergarten 2 students’ achievement in English Phonics before and after the use of English Phonics online games and to find out their perceptions towards such games. Eleven Kindergarten 2 students of St. Mark’s International School in the academic year 2015-2016 participated in the two-month study. This research used a mixed method design. A one-group pretest-posttest experiment was conducted to determine if there was a significant difference in the students’ English Phonics achievement before and after using English Phonics online games. In addition, an interview on how the students’ perceived the use of English Phonics online games was done. Analyses showed that Kindergarten 2 students’ English Phonics achievement was very good before the use of online games, and it increased to excellent after the use of online games. Paired Samples t-test revealed that there was a significant difference between the pre- and post-tests scores of Kindergarten 2 students before and after using English Phonics online games at the level of 0.05. The interview results revealed that: 1) all Kindergarten 2 students had positive perceptions towards the use of online games in English Phonics; 2) the students had positive perceptions towards the use of English phonics online games because the games helped them learn how to spell and read and featured animations, colorful and attractive common objects, and interactive/hands-on and game/challenge components. Based on the findings, the use of online games in English Phonics is recommended in teaching and learning English Phonics, especially for young learners. Further relevant studies are also recommended