Neke karakteristike otome igara

U ovom će se radu razjasniti što su otome igre te kako one funkcioniraju kao medij. Prvo će se pažnja posvetiti ljudskoj potrebi za igrom. Zatim će se razgraničiti videoigre od ostalih tipova medija sagledavajući neke njihove posebnosti. Pritom će se posebna pažnja posvetiti utjecaju videoigara na igrača. Nakon toga pojasnit će se otome igre i promotriti neka njihova obilježja na različitim igrama

Effects of online video games in primary education

Istraživanja o utjecaju videoigara danas nisu novost i mnogi stručnjaci se bave tom problematikom. Velika je razlika između raspodjele mišljenja u vezi pozitivnog, odnosno negativnog učinka videoigara na, možemo tako reći, sve generacije. Danas nema razlike u generaciji kada je riječ o igranju videoigara. Ne tako davno, mnogi su smatrali kako je igranje videoigara samo nepotrebno skraćivanje vremena, iako je to danas drugačije. Ljudi koji igraju videoigre mogu razviti sposobnosti u različitim područjima jer neki od žanrova videoigara poboljšavaju povezanost između različitih dijelova mozga koji upravljaju živčanim sustavom, mišićnim sustavom, osjetilnim sustavom i tako dalje. U ovom diplomskom radu govorit će se o žanrovima videoigara, pozitivnim i negativnim utjecajima videoigara, te prema čemu se rangiraju videoigre. Bit će prikazani i rezultati ankete koja je provedena u Osnovnoj školi Vidikovac u Puli i to među učenicima trećih i četvrtih razreda. Svrha je bila provjeriti koliko učenici provode vremena igrajući videoigre na računalima, pametnim telefonima, znaju li pravila igranja videoigara i jesu li upoznati sa sustavima za rangiranje videoigara.Research on the impact of videogames is nothing new today, and there are many experts dealing with this issue. There is a big difference between the distribution of opinions regarding the positive or negative impact on the videogame, including all generations. There is no difference among the generation when it comes to playing videogames. Not that long ago, many thought that playing videogames is just unnecessarily reducing the time, although it's different today. People who play videogames can develop skills in various fields, because some of the genre of videogames improves the connection between the various parts of the brain which control nerve system, muscular system, sensory system and so on. This paper will provide different genres of videogames, the positive and negative effects of videogames, and facts by which games are ranked. Results of survey that was carried out in an elementary school Vidikovac in Pula among students of third and fourth grade will be presented in this paper. The purpose of survey was to verify how much time students spend playing videogames on computers, smart phones, do they know the rules of playing videogames and are they familiar with the system of ranking videogames

Video game consumer profiles

The video game development path is full of drastic changes. The growth and strengthening of technology and the growth of innovation in the technology sector have inevitably led to the growth of this industry, which is nowadays achieving unexpected, enviable results. The basic human need for entertainment and socializing contributes to the popularity of video games. Today, video games are played by people of all ages and genders, and the most common reasons for playing video games are fun, socializing, learning, and reducing stress, but video games also provide interactive entertainment, unlike books, movies or theatre performances. The popularity of video games is witnessed by numerous communities on social networks through which professional gamers share their experiences, tips and video game reviews, and there are statistics that support this popularity and growth. The features offered by the video game industry do not need to be particularly emphasized because the results, statistics and enthusiastic players speak for themselves. This paper deals with the demographics and behaviour of consumers playing video games. The aim is to identify the main features of the user, video game players, and to identify and determine user habits and trends affecting the users. The consumer is a social and cultural being. At the same time, he is an individual for himself, a member of a family, a member of a group or a certain class or class in society, a representative of a particular nation, race, religion, nationality of a particular country, etc. The consumer is a person who has the money (assets) and a will to buy the goods or a service. In this paper, the above consumer definitions will be brought in correlation with the video game market, with an industry that encompasses various forms of modern entertainment. It is shown that technology and new modes of entertainment are present among all, and that we need to adjust the time we live in. Playing some kind of video games has become a normal activity of any normal, modern individual

Video games

Cilj je ovoga rada, na temelju istraživanja i pregledane literature, analizirati vrste računalnih igara te utvrditi igraju li učenici nižih razreda videoigre, imaju li vremensko ograničenje za igranje videoigara, koje igre igraju sa i bez korištenja tehnologije te koja im je vrsta igranja draža. Iako neke računalne igre mogu služiti korisnom učenju, razvijati kreativnost, maštu, sposobnost rješavanja problema, one mogu imati i negativne utjecaje na djecu,a neki od njih jesu izazivanje agresivnosti, ovisnosti i društvene izolacije. Istraživanje je provedeno u prosincu 2018. godine na ciljanom uzorku ispitanika, a koristio se anoniman anketni upitnik. Ispitanici su bili učenici (N=36; 44,4% djevojčica i 55,6% dječaka). Cilj je istraživanja bio uvidjeti koliko vremena ispitanici provode igrajući videigre, igraju li ispitanici igre bez korištenja tehnologije, koje uređaje koriste za igranje igara, koliko dnevno i u koje vrijeme igraju računalne igre, imaju li vremensko ograničenje za igranje računalnih igara te žele li u školi imati učenje potpomognuto videoigrama (engl. game based learning). U istraživanju je ispitivan odnos ispitanika prema računalnim igrama i igrama bez korištenja tehnologije. Učenici te dobi, odnosno od 6. do 11. godine života, danas se smatraju najrizičnijom skupinom u stvaranju ovisnosti o računalnim videoigrama. Ispitivanje je provedeno metodom anketiranja. Za potrebe ovog istraživanja primijenjena je anketa koja je sadržavala trinaest varijabli, od čega 8 varijabli zatvorenoga tipa i 5 varijabli otvorenoga tipa. Ispitani su učenici od prvog do četvrtog razreda Osnovne škole Augusta Cesarca u Bušetini. Na temelju istraživanja dobiveni su rezultati nakon kojih je uslijedila analiza kojom je potvrđena glavna hipoteza. Hipoteza ovog istraživanja bila je: Djeca u nižim razredima osnovne škole igraju videoigre. Videoigre su popularne među djecom, kako nižih, tako i viših razreda. Informacijska i komunikacijska tehnologija (IKT) sve je više prisutna u najranijoj dobi djeteta te bi roditelji trebali ograničavati vrijeme igranje videoigara, kontrolirati djecu tijekom igranja videoigara i korištenja informacijske i komunikacijske tehnologije općenito.Technology has changed and advanced when compared to earlier periods. Nowadays, it affects human life in different areas, but most important, technology has changed education. Children are now exposed to technology from their earliest age and because of that, it is important to learn about different ways how technology can be adapted to classroom and scholars. One of the ways is to include different educational video games into classes. This paper deals with the topic of playing video games among children who go to primary school, i.e. scholars who are from 6 to 11 years old. Different types of video games have been analysed, it was important to see if parents limit the time of playing video games, what video games do children mostly like to play, but also what games do they like to play without using any technology. Although there are great educational video games, ICT ( Information and communications technology) is present from child's earliest age and because of that children have to be controlled by their parents, and there are two easy ways to check if a video game is safe - by using PEGI or ESRB. The aim of this paper is to prove that children nowadays enjoy playing video games and that they love to play them. The method which was used to prove the thesis was a questionnaire that had been distributed to 36 learners in Primary school August Cesarec in Bušetina in December of 2018, and their task was to anonimously fill in the questionnaire. All learners were from 6 to 11 years old. For this research purposes, the questionnaire contained 13 variables, 8 of the variables were closed-ended, while 5 of them were open-ended

Video games

Cilj je ovoga rada, na temelju istraživanja i pregledane literature, analizirati vrste računalnih igara te utvrditi igraju li učenici nižih razreda videoigre, imaju li vremensko ograničenje za igranje videoigara, koje igre igraju sa i bez korištenja tehnologije te koja im je vrsta igranja draža. Iako neke računalne igre mogu služiti korisnom učenju, razvijati kreativnost, maštu, sposobnost rješavanja problema, one mogu imati i negativne utjecaje na djecu,a neki od njih jesu izazivanje agresivnosti, ovisnosti i društvene izolacije. Istraživanje je provedeno u prosincu 2018. godine na ciljanom uzorku ispitanika, a koristio se anoniman anketni upitnik. Ispitanici su bili učenici (N=36; 44,4% djevojčica i 55,6% dječaka). Cilj je istraživanja bio uvidjeti koliko vremena ispitanici provode igrajući videigre, igraju li ispitanici igre bez korištenja tehnologije, koje uređaje koriste za igranje igara, koliko dnevno i u koje vrijeme igraju računalne igre, imaju li vremensko ograničenje za igranje računalnih igara te žele li u školi imati učenje potpomognuto videoigrama (engl. game based learning). U istraživanju je ispitivan odnos ispitanika prema računalnim igrama i igrama bez korištenja tehnologije. Učenici te dobi, odnosno od 6. do 11. godine života, danas se smatraju najrizičnijom skupinom u stvaranju ovisnosti o računalnim videoigrama. Ispitivanje je provedeno metodom anketiranja. Za potrebe ovog istraživanja primijenjena je anketa koja je sadržavala trinaest varijabli, od čega 8 varijabli zatvorenoga tipa i 5 varijabli otvorenoga tipa. Ispitani su učenici od prvog do četvrtog razreda Osnovne škole Augusta Cesarca u Bušetini. Na temelju istraživanja dobiveni su rezultati nakon kojih je uslijedila analiza kojom je potvrđena glavna hipoteza. Hipoteza ovog istraživanja bila je: Djeca u nižim razredima osnovne škole igraju videoigre. Videoigre su popularne među djecom, kako nižih, tako i viših razreda. Informacijska i komunikacijska tehnologija (IKT) sve je više prisutna u najranijoj dobi djeteta te bi roditelji trebali ograničavati vrijeme igranje videoigara, kontrolirati djecu tijekom igranja videoigara i korištenja informacijske i komunikacijske tehnologije općenito.Technology has changed and advanced when compared to earlier periods. Nowadays, it affects human life in different areas, but most important, technology has changed education. Children are now exposed to technology from their earliest age and because of that, it is important to learn about different ways how technology can be adapted to classroom and scholars. One of the ways is to include different educational video games into classes. This paper deals with the topic of playing video games among children who go to primary school, i.e. scholars who are from 6 to 11 years old. Different types of video games have been analysed, it was important to see if parents limit the time of playing video games, what video games do children mostly like to play, but also what games do they like to play without using any technology. Although there are great educational video games, ICT ( Information and communications technology) is present from child's earliest age and because of that children have to be controlled by their parents, and there are two easy ways to check if a video game is safe - by using PEGI or ESRB. The aim of this paper is to prove that children nowadays enjoy playing video games and that they love to play them. The method which was used to prove the thesis was a questionnaire that had been distributed to 36 learners in Primary school August Cesarec in Bušetina in December of 2018, and their task was to anonimously fill in the questionnaire. All learners were from 6 to 11 years old. For this research purposes, the questionnaire contained 13 variables, 8 of the variables were closed-ended, while 5 of them were open-ended

Videoigre, njihova primjena u multimediji i obrazovanju

Današnje videoigre ne služe više samo kao razonoda ili sredstvo za opuštanje pred televizorom ili monitorom. Iako su za to prvenstveno dizajnirane i napravljene, postoje i izuzeci. Kratkim povijesnim pregledom prikazati de se razvoj videoigara u tehničkom, vizualnom i scenarijskom pogledu. Također de se spomenuti i objasniti funkcija i rad naprednih kontrolera upravljanja poput Microsoft Kinect-a, uređaja sposobnih za simuliranje virtualne stvarnosti kao Oculus Rift ili HTC Vive, te prikazati upotrebu tih uređaja u multimediji, obrazovanju, turizmu, arhitekturi i ostalim područjima. Primjenom te tehnologije u multimediji vidjeti de se razni pristupi u oglašavanju, reklamiranju i promidžbi. Rezultati primjene videoigara u obrazovanju pokazuju kako imaju visoki stupanj učinka na djecu, učenike i studente i kako se naučena materija bolje i sa više razumijevanja nauči od klasičnog načina učenja iz udžbenika i knjiga. Prikazati de se široka primjena videoigara u najrazličitijim područjima s posebnim naglaskom na obrazovanje i učenje te ukazati na jednostavnost korištenja i veliku korisnost prilikom upotrebe ove tehnologije

Online video games

S prvim računalima počele su i prve videoigre.. Počevši s legendarnom igrom Pong pa zatim Pac-Man, programeri danas imaju daleko zahtjevniji i odgovorniji posao. Naime, korisnici su postavili ljestvicu vrlo visoko te žele doslovno sve: od savršene grafike do zanimljivog i interaktivnog sadržaja, dobre zvučne podloge i priču koja sve to prati. Zato danas brojimo veliki broj podjele videoigara za svačiji ukus i za svaku igračevu životnu dob. Tako se u ovom diplomskom radu započinje s pregledom o općenitim stavovima definicijama videoigara te prikaza kratke povijesti videoigara, dolaskom igraćih konzola, podjela videoigara, alati koji prikazuju koja je videoigra za koju životnu dob. Sve to uokvireno je pozitivnim i negativnim utjecajima videoigara te istraživanjem studenata prve, treće i pete godine Fakulteta za odgojne i obrazovne znanosti, Sveučilišta Jurja Dobrile u Puli.With the first computers came the first videogames. Starting with the legendary game of Pong and followed by Pac-Man, the programers today have a far more challenging and responsible job. Users of video games set the bar very high and in video games want everything: from perfect graphics to interesting and interactive content, good soundtracks and a story that follows it all. That is why today we have a large amount of different videogames for everyones interests and for all ages. This paper starts with a review about general definitions of videogames and a short history of videogames, the beginning of consoles, division of videogames and tools which show what ages are certain videogames for. All of that is then rounded up with positive and negative influences on videogames and research of students on the first, third and fifth year Juraj Dobrila University of Pula

The Role of Video Games in the Social Behavior of Children from the 5th to the 8th Grade of Elementary School

U ovom radu obrađeno je pitanje uloge videoigara u socijalnom ponašanju djece od 5. do 8. razreda osnovne škole. Za potrebe rada proveden je anketni upitnik u dvije hrvatske osnovne škole, a tema upitnika bila je uloga videoigara u životu djece osnovnoškolske dobi, gdje su učenici samostalno odgovorili na pitanja postavljena u upitniku. Pitanja su bila vezana uz njihovu učestalost igranja videoigara, kao i uz njihove preferencije prema žanrovima videoigara. Drugi dio upitnika bio je vezan uz njihove socijalne značajke i slobodno vrijeme, gdje su odgovarali na pitanja koja se odnose na teme razgovora s prijateljima, načine provođenja slobodnog vremena te broj dobrih prijatelja. Rezultati istraživanja pokazali su da ne postoji bilo kakav pozitivan ili negativan utjecaj videoigara na socijalno ponašanje djece. Djeca koja su češće igrala videoigre nisu imala ni manje niti više dobrih prijatelja nego djeca koja ne igraju videoigre ili djeca koja manje igraju videoigre. Ujedno nije pronađena ni povezanost između igranja umreženih igara i povećanog broja dobrih prijatelja ili većeg broja sklapanja novih prijateljstava pomoću videoigara.This paper discusses the role of video games in the social behavior of children from 5th to 8th grade of elementary school. For the purpose of the paper, we have conducted a survey questionnaire in two Croatian elementary schools. The topic of the questionnaire was the role of video games in the life of elementary school children, where they solely answered the questions posed in the questionnaire. The questions were related to their frequency of video game play, as well as their preferences to video game genres. The second part of the questionnaire was related to their social characteristics and leisure time, where they answered questions related to the topics of conversation with friends, ways of spending free time and the amount of good friends. Research results have shown that there is no positive or negative role of video games on the child's social behavior. Children who played video games more often did not have fewer or more good friends than children who did not play video games or children who played less often video games. At the same time, no correlation was found between playing online multiplayer games and increased number of good friends or greater number of new friendships made by playing video games

The impact of videogames on the development of children of preschool age

U današnjem suvremenom svijetu, videoigre su postale nezaobilazan dio dječje svakodnevnice. U završnom radu glavni je naglasak na iznošenju objektivnih nalaza o djelovanju videoigara na dijete. Utjecaj videoigara ima svoje pozitivne i negativne aspekte. Postoji više vrsta videoigara. Sukladno PEGI standardima, videoigre se kategoriziraju u nekoliko kategorija, ovisno o njihovoj dobnoj prikladnosti. Individualni i kontekstualni faktori poput dobi, spola, socioekonomskog statusa mogu moderirati djelovanje videoigara. Mnogi istraživači ističu pozitivne i negativne aspekte koje su povezane s igranjem videoigara. Igranje videoigara često uključuje sjedilački način života koji pridonosi pretilosti i nezdravoj prehrani te sve lošije razvijenoj motorici te posebice finoj motorici. Upozoravaju i na povezanost igranja videoigara s određenim negativnim zdravstvenim posljedicama te s poteškoćama u pažnji. Također postoji novo područje ovisnosti – ovisnost o videoigrama. S druge strane, videoigre imaju korisnu edukacijsku funkciju. Istraživače je do sada najviše zaokupila tema o potencijalnoj povezanosti između agresivnosti i videoigara nasilnog sadržaja. Iako postoji mnogo različitih istraživanja i debata o ovoj temi, danas je ova problematika u velikoj mjeri razriješena. Igranje videoigara ponekad može zaokupiti veći dio dana djeteta, tada je potrebno modificirati navike igranja u čemu veliku ulogu imaju svi koji su uključeni u odgoj i obrazovanje djeteta.In today's modern world, video games have become an important part of children's everyday life. In the final work the main emphasis is on the presentation of objective findings on how video games can influence child’s development. This influence of video games has it’s positive and negative aspects. There are several types of video games. According to the PEGI standard, video games are categorized into several categories, depending on their age appropriateness. Individual and contextual factors such as age, gender and socio-economic can moderate effects of video games. Many researchers point out the positive and negative aspects associated with playing video games. Playing video games often include a sedentary lifestyle that contributes to obesity and unhealthy diet and increasingly poorly developed engines, especially fine engines. They also warn of the connection between playing video games with certain negative health consequences and difficulties in attention. There is also a new area of addiction - addiction to video games. On the other hand, video games have important role in education. Researchers are very focused on potential connection between aggression and video games with violent content. Although there are many different research and debate on this subject, today, this issue is mostly resolved. Playing video games can sometimes occupy most of the day. In that case, it is necessary to modify the habit of playing whereby everyone involved in the education and training of a child

Video Games and Their Impact on the Success, Abilities and Worldview of Students

Videoigre su sve proširenije i odgovor na pitanje posljedica njihova igranja postaje sve važniji. U radu se daje pregled svojstava i vrsta videoigara te potom uspoređuju dosadašnja istraživanja o utjecaju igranja videoigara. Do lazi se do spoznaje da se zaključci tih istraživanja često dijametralno razlikuju, a negativne i pozitivne posljedice igranja videoigara ne ovise samo o učestalosti igranja, nego i o načinu igre i vrsti (žanru) koja se igra. Anketom provedenom među studentima Zagrebačke škole ekonomije i managementa traži se relacija učestalosti i načina igranja videoigara i ocjena, percepcije vlastitih sposobnosti i svjetonazora.The paper explores the impact on students of playing video games. The authors present an overview of the properties and the types of video games, the main research findings on the effects of video games, and the results of a survey on a student sample in the Republic of Croatia. It may be concluded that the negative and positive effects of playing video games depend not only on the frequency with which, but also on the manner in which one plays as well as the video game genre itself. The survey conducted showed that there are very few students with compulsive player symptoms, and that there is no significant relationship between the frequency with which video games are played and poorer student grades. Also, it demonstrated that those who play video games a few times a week (not those who play on a daily basis, however) give higher rating to their abili ty to concentrate, adopt new rules and methods of action, make quicker decisions, logical conclusions, observations and responses than do others. Answers by respondents in the survey clearly showed that the degree of consistency with claims that promote egocentrism and violence is higher in those who play video games (especially in those who play every day) than in those who do not play video games at all