Journal articles on the topic 'Mental games'
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Slawinski, Andrzej. "Mental Games." Informatik - Forschung und Entwicklung 17, no. 4 (December 1, 2002): 205–6. http://dx.doi.org/10.1007/s00450-002-0124-y.
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Baghaei, Nilufar, Hai-Ning Liang, John Naslund, and Richard Porter. "Games for Mental Health." Games for Health Journal 11, no. 6 (December 1, 2022): 337–40. http://dx.doi.org/10.1089/g4h.2022.0199.
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Su, Nathan N. "Single and Multiplayer Video Gamers: Looking at Their Experiences and Psychosocial Well-Being During the COVID-19 Pandemic." International Journal of Psychological Studies 13, no. 4 (November 4, 2021): 51. http://dx.doi.org/10.5539/ijps.v13n4p51.
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The COVID-19 pandemic has impacted our lives in many different ways. One significant impact on daily life was the increased indoor time due to quarantine measures. Data collected suggests video games have become more popular than ever during these unprecedented times (Epstein, 2020).
This study aims to explore the experiences and psychosocial well-being of individuals who played single and multiplayer video games during the pandemic.
Data was collected through a questionnaire distributed to multiple online communities and forums from June 28th to July 29th, 2021. The total collected responses were n=260. 132 participants identified themselves as playing mostly single-player video games and 128 identified themselves as playing mostly multiplayer games.
The results show during the pandemic individuals spent more time playing both types of video games. Motivations for playing single-player games trended towards decreasing anxiety and stress, and avoiding real life, whereas multiplayer motivations tended to trend towards socialization rather than decreasing stress or anxiety. During the pandemic, 40-50% of single and multiplayer gamers indicated decreased mental health. However, both types of players reported improvement in mental and social well-being while playing video games. More multiplayer gamers reported improved social well-being while playing compared to single-player gamers.
The survey respondents tended to report having more positive experiences with single-player and multiplayer video games during the pandemic. Results presented video games as a way for individuals to socialize or decrease stress and anxiety. In addition, the comparison between the two types of gamers revealed that single-player respondents tended to play for relaxation, stress reduction, and perhaps improvement in mental health, while multiplayer gamers play to increase social interaction and improve social well-being.
Further research is needed to explore the long-term effects of video games during the pandemic after everyone has returned to a pre-pandemic state.
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Dunlap, Kelli, and Rachel Kowert. "Mental Health in 3D." Loading 14, no. 24 (January 10, 2022): 122–33. http://dx.doi.org/10.7202/1084842ar.
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There is a wealth of research on the depiction and impact of mental health representations in traditional media; however, less is known about video games. As the dominant form of media in the 21st century, video games uniquely portray mental illness in traditional ways as well as in ways unique to video games, such as in-game mechanics (e.g., sanity meters) and player-driven decision making. This paper outlines the importance of cultural messages relating to mental illness as conveyed through video games in terms of content and influence and presents a multi-dimensional model of analysis for the representation of mental illness in digital games. The aim of this paper is to provide a foundation for understanding how mental illness is represented in digital games, provide a new perspective for thinking critically about representation of mental illness in games, and overview a new framework for assessing video game content in this area.
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Kumar, Satish. "Assessment on Mental Toughness Among Team Games of Haryana." International Journal of Physical Education & Sports Sciences 13, no. 1 (January 1, 2018): 59–60. http://dx.doi.org/10.29070/13/57116.
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Saputra, Muhamad Disra, Marjohan Marjohan, and Safrizal Safrizal. "GAME ADDICTION AND ITS EFFECTS ON TEENAGERS’ MENTAL HEALTH." Ta'dib 23, no. 1 (June 29, 2020): 113. http://dx.doi.org/10.31958/jt.v23i1.2007.
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The aim of this study is to describe the game addiction behavior and its effect on mental health of teenagers. This study used qualitative method. The data collection was carried out in three ways: interview, observation, and documentation. The data were analyzed by using Miles and Huberman’s theories. In order to maintain the validity, the researcher did triangulation techniques. The results of the study showed that online game addiction had an effect on several domains, namely a sense of dependency that was marked by disability to withdraw from the desire to play games. Accordingly, the gamers frequently declared that their life without online gaming was empty. They were intolerance to the use of time, as they said that the time needed to play online games was uncertain, and their disability to control their emotions due to defeat during the games.
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Cheek, Colleen, Theresa Fleming, Mathijs FG Lucassen, Heather Bridgman, Karolina Stasiak, Matthew Shepherd, and Peter Orpin. "Integrating Health Behavior Theory and Design Elements in Serious Games." JMIR Mental Health 2, no. 2 (April 21, 2015): e11. http://dx.doi.org/10.2196/mental.4133.
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Background Internet interventions for improving health and well-being have the potential to reach many people and fill gaps in service provision. Serious gaming interfaces provide opportunities to optimize user adherence and impact. Health interventions based in theory and evidence and tailored to psychological constructs have been found to be more effective to promote behavior change. Defining the design elements which engage users and help them to meet their goals can contribute to better informed serious games. Objective To elucidate design elements important in SPARX, a serious game for adolescents with depression, from a user-centered perspective. Methods We proposed a model based on an established theory of health behavior change and practical features of serious game design to organize ideas and rationale. We analyzed data from 5 studies comprising a total of 22 focus groups and 66 semistructured interviews conducted with youth and families in New Zealand and Australia who had viewed or used SPARX. User perceptions of the game were applied to this framework. Results A coherent framework was established using the three constructs of self-determination theory (SDT), autonomy, competence, and relatedness, to organize user perceptions and design elements within four areas important in design: computer game, accessibility, working alliance, and learning in immersion. User perceptions mapped well to the framework, which may assist developers in understanding the context of user needs. By mapping these elements against the constructs of SDT, we were able to propose a sound theoretical base for the model. Conclusions This study’s method allowed for the articulation of design elements in a serious game from a user-centered perspective within a coherent overarching framework. The framework can be used to deliberately incorporate serious game design elements that support a user’s sense of autonomy, competence, and relatedness, key constructs which have been found to mediate motivation at all stages of the change process. The resulting model introduces promising avenues for future exploration. Involving users in program design remains an imperative if serious games are to be fit for purpose.
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Reynolds, L. M., P. Hodge, and A. Simpson. "Serious games for mental health." Journal of Psychiatric and Mental Health Nursing 24, no. 4 (April 18, 2017): 183–84. http://dx.doi.org/10.1111/jpm.12385.
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Birk, Max V., Greg Wadley, Vero Vanden Abeele, Regan Mandryk, and John Torous. "Video games for mental health." Interactions 26, no. 4 (June 26, 2019): 32–36. http://dx.doi.org/10.1145/3328483.
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Orlick, Terry, and John Partington. "Mental Links to Excellence." Sport Psychologist 2, no. 2 (June 1988): 105–30. http://dx.doi.org/10.1123/tsp.2.2.105.
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This study included 235 Canadian Olympic athletes who participated in the 1984 Olympic Games in Sarajevo and Los Angeles. Individual interviews were carried out with 75 athletes and a questionnaire was completed by another 160 to assess their mental readiness for the Olympic Games and factors related to mental readiness. Common elements of success were identified, as well as factors that interfered with optimal performance at the Olympic Games. Statistically significant links were found between Olympic performance outcome and certain mental skills.
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Anderson, Sky LaRell. "Portraying Mental Illness in Video Games." Loading 13, no. 21 (September 14, 2020): 20–33. http://dx.doi.org/10.7202/1071449ar.
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This exploratory study examines three video games as case studies for how video games may portray mental illness through interactive, non-narrative design features. The analysis not only reports findings but also offers an evaluation for how video games might improve in how they depict mental illness. The games studied are What Remains of Edith Finch, Hellblade: Senua’s Sacrifice, and Doki Doki Literature Club. The analysis identifies how these games use audiovisual styles, control systems, game goals, and procedurality to portray mental illness. A report of the discovered themes precedes a discussion of innovations and weaknesses of those depictions of mental illness.
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Khazaal, Yasser, Sophia Achab, Joel Billieux, Gabriel Thorens, Daniele Zullino, Magali Dufour, and Stéphane Rothen. "Factor Structure of the Internet Addiction Test in Online Gamers and Poker Players." JMIR Mental Health 2, no. 2 (April 22, 2015): e12. http://dx.doi.org/10.2196/mental.3805.
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Background The Internet Addiction Test (IAT) is the most widely used questionnaire to screen for problematic Internet use. Nevertheless, its factorial structure is still debated, which complicates comparisons among existing studies. Most previous studies were performed with students or community samples despite the probability of there being more problematic Internet use among users of specific applications, such as online gaming or gambling. Objective To assess the factorial structure of a modified version of the IAT that addresses specific applications, such as video games and online poker. Methods Two adult samples—one sample of Internet gamers (n=920) and one sample of online poker players (n=214)—were recruited and completed an online version of the modified IAT. Both samples were split into two subsamples. Two principal component analyses (PCAs) followed by two confirmatory factor analyses (CFAs) were run separately. Results The results of principal component analysis indicated that a one-factor model fit the data well across both samples. In consideration of the weakness of some IAT items, a 17-item modified version of the IAT was proposed. Conclusions This study assessed, for the first time, the factorial structure of a modified version of an Internet-administered IAT on a sample of Internet gamers and a sample of online poker players. The scale seems appropriate for the assessment of such online behaviors. Further studies on the modified 17-item IAT version are needed.
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C., Karthi. "Nash Equilibrium Strategies in Extensive Form Games and Sub Games." International Journal of Psychosocial Rehabilitation 24, no. 5 (March 31, 2020): 354–62. http://dx.doi.org/10.37200/ijpr/v24i5/pr201701.
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Gecu, Zeynep, and Kursat Cagiltay. "Mental Rotation Ability and Computer Game Experience." International Journal of Game-Based Learning 5, no. 4 (October 2015): 15–26. http://dx.doi.org/10.4018/ijgbl.2015100102.
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Computer games, which are currently very popular among students, can affect different cognitive abilities. The purpose of the present study is to examine undergraduate students' experiences and preferences in playing computer games as well as their mental rotation abilities. A total of 163 undergraduate students participated. The results showed a significant difference between students' mental rotation abilities in terms of their experiences and preferences in playing computer games. Moreover, 2D or 3D computer game preference was shown to be dependent on gender. This study also explores the quantity of time spent by undergraduate students playing computer games.
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Hou, Chun-Yin, Ru Rutherford, Hsi Chang, Fong-Ching Chang, Liu Shumei, Chiung-Hui Chiu, Ping-Hung Chen, et al. "Children’s mobile-gaming preferences, online risks, and mental health." PLOS ONE 17, no. 12 (December 1, 2022): e0278290. http://dx.doi.org/10.1371/journal.pone.0278290.
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This study examined the relationships between children’s mobile gaming preferences, online risks, and mental health. Data were obtained from a sample of 2,702 third and fourth grade students from 16 elementary schools in Taiwan and 9 schools in China. A self-administered questionnaire was used. The mental state of the children who participated in the study was assessed using the Strengths and Difficulties Questionnaire (SDQ), while mobile gaming addiction was assessed using the short form of the Internet Gaming Disorders Scale (IGDS9-SF). The results showed that about 54% of children played mobile games with others (multi-player), while 31% played mobile games alone, and 15% did not play mobile games. Multiple logistic regression results indicated that behaviors such as participating in multi-player games, playing violent games, a poor parent-child relationship, and living in a rural area were associated with a greater risk of mobile gaming addiction. Involvement in multi-player games, playing violent games, mobile gaming addiction, and exposure to mobile violence/pornography were associated with greater risks of cyber aggression/victimization. Multiple regression results showed that being a multi-player, playing violent games, mobile gaming addiction, exposure to violence/pornography, exposure to cyber aggression/victimization, and having a poor parent-child relationship were associated with emotional and behavioral problems.
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Konovalova, A., A. Gasimov, and K. Maslova. "German-style board games in the mental development of children." European Psychiatry 65, S1 (June 2022): S430—S431. http://dx.doi.org/10.1192/j.eurpsy.2022.1093.
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Introduction Play activity has been studied from a scientific point of view relatively recently. Until the middle of the twentieth century, any games were considered only as a way of leisure and/or a tool for transmitting cultural experiences. Objectives The research is aimed at studying play activity as a factor of mental development of a child. Methods The method of work is a bibliographic analysis. Results In psychology, the interest in the role of games in the psychological development of a child is primarily associated with the works of Z. Freud, J. Piaget, L.S. Vygotsky, D.B. Elkonin, who showed the importance of children’s imitation games: role-playing, directing, event-based (classification of E.O. Smirnova). Since the 90s of the XX century, this hobby is becoming ever more common. At first, modern board games were created by adults for adults, and then there appeared board games specially designed for adults to play with children (family games) and for playing children’s groups. Most of the board games popular with parents belong to the German school. Such games are characterized by relatively simple rules, a short or medium duration of the game, no direct confrontation between players and a low randomness in the course of the game (for example, Carcassonne, Catan, Ticket to Ride, etc.). Conclusions German-style board games develop children’s communication skills, voluntary activity, abstract and formal-logical thinking, symbolic function, attention, the ability to cooperate (in cooperative games), imagination, and many games develop the child’s outlook and enrich the ideas about the world around and options for social interaction. Disclosure No significant relationships.
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Ferrari, Manuela, Sarah V. McIlwaine, Gerald Jordan, Jai L. Shah, Shalini Lal, and Srividya N. Iyer. "Gaming With Stigma: Analysis of Messages About Mental Illnesses in Video Games." JMIR Mental Health 6, no. 5 (May 8, 2019): e12418. http://dx.doi.org/10.2196/12418.
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BackgroundVideo game playing is a daily activity for many youths that replaces other media forms (eg, television); it serves as an important source of knowledge and can potentially impact their attitudes and behaviors. Researchers are, thus, concerned with the impact of video gaming on youth (eg, for promoting prosocial or antisocial behavior). Studies have also begun to explore players’ experience of gameplay and video game messages about violence, sexism, and racism; however, little is known about the impact of commercial video games in the sharing and shaping of knowledge, and messages about mental illness.ObjectiveThe aim of this review was to identify how mental illness, especially psychosis, is portrayed in commercial video games.MethodsWe performed keyword searches on games made available between January 2016 and June 2017 on Steam (a popular personal computer gaming platform). A total of 789 games were identified and reviewed to assess whether their game content was related to mental illness. At the end of the screening phase, a total of 100 games were retained.ResultsWe used a game elements framework (characters, game environment/atmosphere, goals, etc) to describe and unpack messages about mental health and illness in video games. The majority of the games we reviewed (97%, 97/100) portrayed mental illness in negative, misleading, and problematic ways (associating it with violence, fear, insanity, hopelessness, etc). Furthermore, some games portrayed mental illness as manifestations or consequences of supernatural phenomena or paranormal experiences. Mental illness was associated with mystery, the unpredictable, and as an obscure illness; its treatment was also associated with uncertainties, as game characters with mental illness had to undergo experimental treatment to get better. Unfortunately, little or no hope for recovery was present in the identified video games, where mental illness was often presented as an ongoing struggle and an endless battle with the mind and oneself.ConclusionsThe game elements of the identified commercial video games included mental illness, about which many perpetuated well-known stereotypes and prejudices. We discuss the key findings in relation to current evidence on the impact of media portrayals of mental illness and stigma. Furthermore, we reflect on the ability of serious video games to promote alternative messages about mental illness and clinical practices. Future research is needed to investigate the impact that such messages have on players and to explore the role that video games can play in fostering alternative messages to reduce the stigma associated with mental illness.
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Fordham, Joseph, and Christopher Ball. "Framing Mental Health Within Digital Games: An Exploratory Case Study of Hellblade." JMIR Mental Health 6, no. 4 (April 18, 2019): e12432. http://dx.doi.org/10.2196/12432.
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Background Researchers and therapists have increasingly turned to digital games for new forms of treatments and interventions for people suffering from a variety of mental health issues. Yet, the depiction of mental illness within digital games typically promotes stigmatized versions of those with mental health concerns. Recently, more games have attempted to implement more realistic and respectful depictions of mental health conditions. Objective This paper presents an exploratory analysis of a contemporary game that has the potential to change the way researchers, practitioners, and game designers approach topics of mental health within the context of gaming. Methods A case study of Hellblade: Senua's Sacrifice was conducted using frame analysis to show how key design choices for this game present the potential for new ways of approaching games and mental health. Results A case study of Hellblade’s development shows how research-informed collaborative design with mental health practitioners, scientists, and individuals with mental health problems can lead to a realistic depiction of mental illness in games. Furthermore, the use of frame analysis demonstrates how to harness narrative, mechanics, and technology to create embodied experiences of mental health, which has the potential to promote empathetic understanding. Conclusions This paper highlights an exemplary case of collaborative commercial game design for entertainment purposes in relation to mental health. Understanding the success of Hellblade's depiction of psychosis can improve serious games research and design. Further research must continue to provide deeper analysis of not only games that depict mental illness, but also the design process behind them.
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Pardayev, Bahram Pulatovich. "HISTORY OF NATIONAL MOVEMENT GAMES." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 11 (November 1, 2021): 197–202. http://dx.doi.org/10.37547/pedagogics-crjp-02-11-36.
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This article discusses the history of the origins of the National Action Games. Information is provided on the period in which the history of the origin of action games, which are popular today, dates back to. The article is one of the tools for the successful implementation of mental, moral and physical education of students in physical education classes of general secondary schools.
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Spors, Velvet, and Imo Kaufman. "Respawn, Reload, Relate." Proceedings of the ACM on Human-Computer Interaction 5, CHI PLAY (October 5, 2021): 1–31. http://dx.doi.org/10.1145/3474690.
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Games have the potential to not only entertain and immerse people, but can be used as vehicles for meaning-making. Given these qualities, games are approached as inspiration for caring technologies, especially for mental health. This transformative process often prioritises learning from games as systems, but not necessarily from the experiences of people with mental distress who play games for self-care. In this paper, we report on a participatory workshop series that sets out to further illuminate the connection between games, self-care and mental health from a humanistic, person-centred perspective. Over four workshops, we engaged 16 people with experiences of mental distress in speculative making activities and discussions of how self-care technology inspired by games could be re-envisioned. By thematically analysing our discussions and collective sense-making, we showcase how participants actively "re-frame" games for self-care. Finally, we sketch out how game developers and makers of gameful self-care technologies could build on our findings.
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Jerdan, Shaun W., Mark Grindle, Hugo C. van Woerden, and Maged N. Kamel Boulos. "Head-Mounted Virtual Reality and Mental Health: Critical Review of Current Research." JMIR Serious Games 6, no. 3 (July 6, 2018): e14. http://dx.doi.org/10.2196/games.9226.
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Turner, Wesley A., Beth Thomas, and Leanne M. Casey. "Developing games for mental health: A primer." Professional Psychology: Research and Practice 47, no. 3 (June 2016): 242–49. http://dx.doi.org/10.1037/pro0000082.
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Halevy, Nir, Eileen Y. Chou, and J. Keith Murnighan. "Mind games: The mental representation of conflict." Journal of Personality and Social Psychology 102, no. 1 (2012): 132–48. http://dx.doi.org/10.1037/a0025389.
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Dr. Sonia George, Deena Balakrishnan,. "Exploring the impact of internet gaming disorder on adolescent gamers using thematic analysis." Psychology and Education Journal 58, no. 2 (February 10, 2021): 5534–38. http://dx.doi.org/10.17762/pae.v58i2.2972.
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Most of the top gaming companies are owned by China, Japan, Korea, and USA. However, the users of games, developed by these gaming tech-giants are worldwide. Online/offline gaming has been a fascination for adolescents and adults ever since video games came in the global market. Moreover, Internet provides a plethora of online and offline games which help the gamers to vent out their feelings and extend resources through communication which is essential for a healthy development of emotional and psychological state. Though society often took gaming as a light hearted activity and often intended to reduce stress and boredom has recently taken a drastic shift, highlighting its negative outcomes on the users. To add on to this, the formal declaration of Internet gaming as a mental health disorder by the World Health Organization (WHO) 2018 has brought relentless researches focusing on the detrimental impact of Internet games on the users. Moreover, this inclusion has had a great influence on the scientific researches. This paper attempts to explore the impact of Internet Gaming Disorder (IGD) on adolescent gamers qualitatively using thematic analysis, and offers suggestion for combating issues pertaining to Internet games on its users.
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Sriwati, Sriwati, and Herry Porda Nugroho Putro. "Revitalisasi Permainan Tradisional: Sebuah Upaya Pembentukan Mental Anti Korupsi Anak Sejak Dini." Jurnal Ilmiah Universitas Batanghari Jambi 22, no. 1 (February 19, 2022): 46. http://dx.doi.org/10.33087/jiubj.v22i1.2021.
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The era of technology has made the meaning of playing experience a significant shift. Play tends to be interpreted as a fun activity to relieve boredom.-based games Online in cyberspace eventually paralyze games in the real world, so that children are often trapped in meaningless pseudo games. Good games for children are those that can meet physical, intellectual, emotional and social development as found in traditional games. Therefore, maintaining the existence of traditional games is not just a matter of continuing the tradition, but a need to save children from being trapped in meaningless pseudo fun. This research was conducted using qualitative research methods. The type of research used is descriptive qualitative with the subjects of class III and IV SD Negeri Anjir Pasar Lama 1. Data collection techniques used in this study include interviews, tests and questionnaires. Furthermore, the data that has been collected is analyzed by data reduction, data presentation, and verification. The results showed that children's knowledge of traditional games was quite low, even most students only had knowledge of traditional games, but never played them. Traditional games contain meaningful learning and experiences that will lead children to keep trying to improve themselves, and become wiser so that they can be accepted by their playing environment. Therefore, revitalization Traditional games are important to do as an effort to form children's anti-corruption mentality from an early age
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Hollingshead, Samantha J., Hyoun S. Kim, Michael J. A. Wohl, and Jeffrey L. Derevensky. "The Social Casino Gaming-Gambling Link: Motivation for Playing Social Casino Games Determines Whether Self-Reported Gambling Increases or Decreases Among Disordered Gamblers." Journal of Gambling Issues, no. 33 (August 1, 2016): 52. http://dx.doi.org/10.4309/jgi.2016.33.4.
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Engagement with social casino games (i.e., free online casino-like games available on social networking sites) has been found to be a risk factor for increased gambling behaviours (Kim, Wohl, Salmon, Gupta, & Derevensky, 2015). However, this may not be true for all social casino gamers. In the current research, we tested the idea that motivation to play social casino games will predict changes in self-reported gambling behaviours among disordered gamblers. Results showed that disordered gamblers (N = 140) who were motivated to play social casino games for the social connection it provides or for skill building reported an increase in their gambling. Conversely, playing in order to cope with negative life events or for excitement was not predictive of gambling. However, gamblers who reported playing social casino games to reduce cravings to gamble reported an overall decrease in gambling. The implications of social casino games as a potential harm reduction strategy for some disordered gamblers are discussed.
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Hopia, Hanna, Marko Siitonen, and Katja Raitio. "Mental health service users' and professionals' relationship with games and gaming." DIGITAL HEALTH 4 (January 2018): 205520761877971. http://dx.doi.org/10.1177/2055207618779718.
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Background Games and elements of gamification can be utilized in mental healthcare to provide customized interventions for the service users. However, very little evidence exists as to what kind of experiences service users and professionals have towards games and gaming, and what their perceptions of the phenomenon are. This sort of information is needed to help professionals put game-based interventions actively into practice in mental health services. Research objectives The objective is to describe the experiences and perceptions of digital games and gaming from the perspectives of mental health service users and mental health professionals. Methods In this qualitative study, data consisted of interviews of 23 mental health service users and professionals working in the mental health field. We conducted altogether 39 interviews. Sixteen of the participants were interviewed twice. Main categories and subcategories were identified using qualitative content analysis. Results The analysis revealed four distinct orientations towards games and gaming: (a) compulsive gaming; (b) closet gaming; (c) gaming as a hobby; and (d) late bloomers. Each group was characterized by different personal histories, experiences, conceptions and attitudes regarding gaming and digital games. Conclusion When attempting to implement a game-based intervention in mental health services, it is essential to recognize the different attitudes that both service users and staff exhibit concerning games and gaming. The attitudes of service users and professionals described in this study can be utilized in the implementation of game-based methods as part of care and rehabilitation in mental health services.
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Waweru, B. W., P. S. Joseph Ng, and H. C. Eaw. "Gamesy." International Journal of Business Strategy and Automation 2, no. 3 (July 2021): 36–52. http://dx.doi.org/10.4018/ijbsa.20210701.oa3.
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Games have existed since time immemorial and have proved to significantly change people's mentality and attitudes towards countless scenarios. Although games are ‘time wasters', we should acknowledge the one thing that games offer, constant testing, and learning a simple game engages the brain and proves that games are an asset in mental development. Thus, gamification can be used to provide a fun learning environment. In this article, the authors discuss how gamification has been implemented in various applications over the years, people's take on gamification and gamified apps from a survey and interview conducted, and thereafter design a student-oriented gamified study app, Gamesy, that makes use of game elements to improve performance in school and change/improve study habits in a game environment via progressive game design. With this, better performance may be realized in the tertiary education level.
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Ellis, Louise A., Matthew D. Lee, Kiran Ijaz, James Smith, Jeffrey Braithwaite, and Kathleen Yin. "COVID-19 as ‘Game Changer’ for the Physical Activity and Mental Well-Being of Augmented Reality Game Players During the Pandemic: Mixed Methods Survey Study." Journal of Medical Internet Research 22, no. 12 (December 22, 2020): e25117. http://dx.doi.org/10.2196/25117.
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Background Location-based augmented reality (AR) games, such as Pokémon GO and Harry Potter: Wizards Unite, have been shown to have a beneficial impact on the physical activity, social connectedness, and mental health of their players. In March 2020, global social distancing measures related to the COVID-19 pandemic prompted the AR games developer Niantic Inc to implement several changes to ensure continued player engagement with Pokémon GO and Harry Potter: Wizards Unite. We sought to examine how the physical and mental well-being of players of these games were affected during the unprecedented COVID-19 restriction period as well as how their video game engagement was affected. Objective The aims of this study were to examine the impact of COVID-19–related social restrictions on the physical and mental well-being of AR game players; to examine the impact of COVID-19–related social restrictions on the use of video games and motivations for their use; and to explore the potential role of AR games (and video games in general) in supporting well-being during COVID-19–related social restrictions. Methods A mixed methods web-based self-reported survey was conducted in May 2020, during which COVID-19–related social restrictions were enforced in many countries. Participants were recruited on the web via four subreddits dedicated to Pokémon GO or Harry Potter: Wizards Unite. Data collected included quantitative data on demographics, time spent playing video games, physical activity, and mental health; qualitative data included motivations to play and the impact of video games on mental health during COVID-19 lockdown. Results We report results for 2004 participants (1153/1960 male, 58.8%, average age 30.5 years). Self-reported physical activity during COVID-19–related social restrictions significantly decreased from 7.50 hours per week on average (SD 11.12) to 6.50 hours (SD 7.81) (P<.001). More than half of the participants reported poor mental health (925/1766, 52.4%; raw World Health Organization–5 Well-Being Index score <13). Female gender, younger age, and reduced exercise were significant predictors of poor mental health. Participants reported a significant increase in video game play time from 16.38 hours per week on average (SD 19.12) to 20.82 hours (SD 17.49) (P<.001). Approximately three quarters of the participants (n=1102/1427, 77.2%) reported that playing video games had been beneficial to their mental health. The changes made to Pokémon GO and Harry Potter: Wizards Unite were very well received by players, and the players continued to use these games while exercising and to maintain social connection. In addition to seeking an escape during the pandemic and as a form of entertainment, participants reported that they used video games for emotional coping and to lower stress, relax, and alleviate mental health conditions. Conclusions AR games have the potential to promote physical and mental health during the COVID-19 pandemic. Used by populations under isolation and distress, these games can improve physical and mental health by providing virtual socialization, sustained exercise, temporal routine, and mental structure. Further research is needed to explore the potential of AR games as digital behavioral interventions to maintain human well-being in the wider population.
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DEBRENTI, Edith, and Beáta LÁSZLÓ. "Developing Elementary School Students’ Mental Computation Skills through Didactic Games." Acta Didactica Napocensia 13, no. 2 (December 30, 2020): 80–92. http://dx.doi.org/10.24193/adn.13.2.6.
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"Abstract: Our research focuses on developing elementary students’ mental computation skills with the help of card games. Choosing this area of study was motivated by our personal experiences, namely, that mathematics programmes of study do not lay emphasis on this aspect; there are too few hours dedicated to developing this skill, and several mental computation strategies are not presented in the classroom. As a result, students struggle with mental computation, a basic skill needed in our day-to-day life, and a relevant basis for further mathematical knowledge, computation competence, and higher order thinking skills. In order to develop this skill, we have transformed well-known card games into didactic games, which encourage development almost unnoticeably, given the fact that children love to play, they need play. We have devised five new, appealing tools, with different levels of difficulty, suitable for developing mental computation skills in an attractive way. This paper presents an experiment involving second grade (8-9 years old) students. Two experimental groups were involved. The aim was to investigate whether mental computation is more efficient when using the traditional method or when using card games. We hypothesized that using card games might prove helpful in developing mental computation skills."
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Tursunov, Mirshod Sh. "METHODOLOGY OF CHOOSING ACTIVE GAMES ACCORDING TO CHILDREN'S AGE." Oriental Journal of Education 02, no. 01 (March 1, 2022): 22–28. http://dx.doi.org/10.37547/supsci-oje-02-01-04.
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The determination of movement games according to the age of the child is made taking into account his mental abilities and abilities. 3-4 year olds have the ability to imitate the movements of different objects and animals and to distinguish different colors. For children aged 5-6, a slightly more complex form of movement games is recommended: climbing on cubes, throwing the ball away, jumping. 7-10 year olds, on the other hand, are much older and have developed relatively good skills in games, so at this age, movement games are the foundation of school physical education. In such competitions, the teacher plays the leading role. The increasing number and complexity of such movement games in the physical and mental development of growing children has a positive effect on their brain and body.
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Prunet, Jean-François, Renée Béland, and Ali Idrissi. "The Mental Representation of Semitic Words." Linguistic Inquiry 31, no. 4 (October 2000): 609–48. http://dx.doi.org/10.1162/002438900554497.
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This article is concerned with external evidence bearing on the nature of the units stored in the mental lexicons of speakers of Semitic languages. On the basis of aphasic metathesis errors we collected in a single case study, we suggest that roots can be accessed as independent morphological units. We review documented language games and slips of the tongue that lead to the same conclusion. We also discuss evidence for the morphemic status of templates from aphasic errors, language games, and slips of the tongue. We conclude that the available external evidence is best accounted for within a morpheme-based theory of morphology that forms words by combining roots and templates.
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Guerada, Kevin. "Impact of Online Games on Children's Mental Health." Journal La Medihealtico 2, no. 1 (January 19, 2021): 13–19. http://dx.doi.org/10.37899/journallamedihealtico.v2i1.281.
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This article examines the impact of online games on children's mental health. A person can be diagnosed with a game addiction by a psychologist or a psychiatrist if he has a game playing pattern that is severe enough to have a negative impact on himself, his family, social, education, work, and other important things. Psychologists or psychiatrists usually can only provide a diagnosis after a person's game addiction pattern lasts for at least 12 months, although this time requirement can be shortened if the adverse effects of playing games on his daily life are very obvious. The impact of online gaming addiction on children is manifested through a lack of focus on other daily activities, lack of attention in class, and constant thinking about games. In fact, the World Health Organization (WHO) has designated online game addiction as a type of mental disorder. Game addiction can also occur with other mental disorders, such as stress, depression and anxiety disorders. Various efforts can be made to prevent mental disorders, namely doing physical activity and staying physically active, helping others sincerely to maintain positive thoughts.
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Chiavone, Flávia Barreto Tavares, Manacés Santos Bezerril, Renilly Melo Paiva, Pétala Tuani Cândido de Oliveira Salvador, Fernanda Belmiro De Andrade, and Viviane Euzébia Pereira Santos. "Serious games no ensino da enfermagem: scoping review." Enfermería Global 19, no. 4 (September 22, 2020): 573–602. http://dx.doi.org/10.6018/eglobal.410841.
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Objetivo: Identificar y mapear los Serious Games que son producidos para la enseñanza de enfermería. Método: Se trata de una scoping review. La colecta de datos ocurrió en marzo de 2018, en 14 bases de datos nacionales e internacionales. Para la extracción de los datos se utilizaron los indicadores: año de publicación, país de origen, objetivo del estudio, clasificación de los Serious Games, área temática abordada por los Serious Games y los principales resultados. Resultados: La muestra del estudio estuvo compuesta por siete artículos, publicados entre 2011 y 2017, seis de estos (85,7%) producidos en Brasil. Los contenidos abordados en los serious games, fueron: salud mental, seguridad del paciente, cuidados en neonatología, salud infantil, administración de fármacos y gasometría arterial. Conclusión: Los serious game producidos para la enseñanza de la enfermería abordaron diferentes temáticas relacionadas: la salud mental, salud del niño, neonatología, seguridad del paciente, administración de fármacos y gasometría. Objective: To identify and map the serious games that are produced to teach nursing. Method: This is a scoping review. Data collection took place in March 2017, in 14 national and international databases. The following indicators were used for data extraction: year of publication, country of origin, objective of the study, classification of the serious games, thematic area addressed by the serious games, and main results. Results: The sample consisted of seven articles. The studies were published between 2011 and 2017, and six (85.7%) were produced in Brazil. The subjects addressed by the serious games were mental health, patient safety, neonatology care, child health, drug administration, and arterial gasometry. Conclusion: The serious games produced for teaching nursing addressed different related themes: mental health, child health, neonatology, patient safety, drug administration, and arterial gasometry. Objetivo: Identificar e mapear os Serious Games que são produzidos para o ensino da enfermagem. Método: Trata-se de uma scoping review. A coleta de dados ocorreu em março de 2018, em 14 bases de dados nacionais e internacionais. Para extração dos dados utilizou-se os indicadores: ano de publicação, país de origem, objetivo do estudo, classificação do Serious Games, área temática abordada pelo Serious Games e os principais resultados. Resultados: A amostra do estudo foi composta por sete artigos, publicados entre 2011 e 2017, com seis (85,7%) produzidos no Brasil. Os conteúdos abordados nos serious games, foram: saúde mental, segurança do paciente, cuidados em neonatologia, saúde infantil, administração de fármacos e gasometria arterial. Conclusão: Os serious game produzidos para o ensino da enfermagem abordaram diferentes temáticas relacionadas: a saúde mental, saúde da criança, neonatologia, segurança do paciente, administração de fármacos e gasometria.
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Otebaeva, A. O. "THE SIGNIFICANCE OF DIDACTIC GAMES IN THE LESSONS." American Journal of Interdisciplinary Innovations and Research 04, no. 11 (November 1, 2022): 26–33. http://dx.doi.org/10.37547/tajiir/volume04issue11-05.
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This article is devoted to the consideration of the role of didactic games in the period of teaching literacy of students with mental retardation. The views of domestic teachers, psychologists on the use of didactic games in the educational process are reflected. The article defines the basic conditions for organizing and conducting didactic games, provides examples of specific didactic games used in teaching literacy.
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McCain, Roger A. "Differences, games, and pluralism." Behavioral and Brain Sciences 23, no. 5 (October 2000): 688–89. http://dx.doi.org/10.1017/s0140525x00473437.
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While concurring that the evidence from individual differences supports a Meliorist view in the rationality debate, this commentary suggests that (1) the evidence does not clearly support a two-systems interpretation against an interpretation in terms of idiosyncratic differences in mental models, and that (2), especially where interactional processing is concerned, evidence from experimental game theory should also be considered.
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Suci Afiani, Asri, Irfan Zinat Achmad, Resty Gustiawati, and Dhika Bayu Mahardhika. "Pengaruh Game Online Mobile Legend Terhadap Kesehatan Mental Peserta Didik." Jurnal Porkes 5, no. 2 (December 30, 2022): 391–405. http://dx.doi.org/10.29408/porkes.v5i2.6110.
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The motivation behind this research is to examine how much influence the online mobile legend game has on the mental health of students at SMPN 1 Kota Baru. This study uses a quantitative methodology with ex-post facto research techniques. This research was conducted at SMPN 1 Kota Baru on May 20 to June 6 2022. The population was all Grade VIII students at SMPN 1 Kota Baru, totaling 427 people. The population in this study was taken using the snowball sampling method, consisting of 30 individuals consisting of 21 men and 9 women. The instrument uses a mobile legend online game questionnaire and a mental health questionnaire. The examination method used in this exploration is a linear regression equation. The consequences of this study show the extent to which sig. <0.05 and a guarantee coefficient of 0.000 which indicates that the effect of playing mobile legend online games on the mental health of students at SMPN 1 Kota Baru is 90.8% while 9.2% is influenced by different variables. The conditions set are = 4,923 + 1,000 X, so that the mental health of students will decrease as the strength of playing online mobile legend games increases by 1,000.
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Савостьянов and Aleksandr Savostyanov. "Exercises and Didactic Games for Mental Development of Junior Schoolchildren." Primary Education 2, no. 2 (April 17, 2014): 34–38. http://dx.doi.org/10.12737/3615.
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Recommendations are presented on how teachers of kindergarten pre-school groups and primary school teachers should use in their routine
work exercises and didactic games, aimed at facilitating children’s mental growth. Specially emphasized is the psychological role of games for
cultivating spatial and logical reasoning, boosting keenness of observation, cognitive motivation and bent for creativity.
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Galdino, Renata Jéssica, and Tarcisio Torres Silva. "Violência contra as mulheres nos games:." Fronteiras - estudos midiáticos 23, no. 2 (September 14, 2021): 245–58. http://dx.doi.org/10.4013/fem.2021.232.17.
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Este trabalho discute a violência contra as mulheres nos games. Evidencia ser este um campo de tensão, pois ao mesmo tempo em que cresce a participação feminina em competições e em iniciativas do setor, crescem também as manifestações contrárias à maior presença feminina num ambiente até pouco tempo atrás predominantemente masculino. Através do levantamento de dados quantitativos, análise de conteúdo e discussão de casos como o da ativista Anita Sarkeesian e da hashtag gamergate, observamos que a violência que se manifesta nos games é reflexo de uma cultura machista presente na indústria e em parte da comunidade gamer. Por outro lado, a antipatia de uma parcela do público masculino tem contribuído para a melhor organização das mulheres de iniciativas para buscar espaço no setor e fortalecer sua presença. Palavras-chave: mulher, games, misoginia.
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Vilardaga, Roger, Javier Rizo, Emily Zeng, Julie A. Kientz, Richard Ries, Chad Otis, and Kayla Hernandez. "User-Centered Design of Learn to Quit, a Smoking Cessation Smartphone App for People With Serious Mental Illness." JMIR Serious Games 6, no. 1 (January 16, 2018): e2. http://dx.doi.org/10.2196/games.8881.
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Kuss, Daria J., Anne Marie Kristensen, A. Jess Williams, and Olatz Lopez-Fernandez. "To Be or Not to Be a Female Gamer: A Qualitative Exploration of Female Gamer Identity." International Journal of Environmental Research and Public Health 19, no. 3 (January 21, 2022): 1169. http://dx.doi.org/10.3390/ijerph19031169.
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The literature on online gaming has generally focused on male gamers and has been dominated by negative aspects of gaming. The present study addresses the gender gap in this field by exploring experiences of female gamers further by unravelling several positive experiences alongside some potentially harmful tendencies connected to gaming, including female gamers’ wishes and ambitions for their future gaming. A total of 20 female adult gamers across Europe were interviewed and results were analysed using thematic analysis. Four main themes were identified: (i) to be or not to be a (female) gamer; (ii) improving social skills and levelling up on mental health; (iii) not always a healthy escape; and (iv) there is more to explore. The present study is one of few empirical studies regarding the construction of self-image, and experiences of female gamers. It has showed participants have a history as gamers from adolescence, but still face problems derived from the stigmatised internal gender self-image. Externally, female gamer stigmatisation may result in sexism, gender violence, harassment, and objectification. Additionally, females may decide against identifying as gamers, engaging in social gaming interaction, or hold back from online gaming in general, thereby missing out on the opportunities for recreation as well as social and psychological benefits that gaming brings. There is, therefore, urgent need for more research and actions to promote change, equity, education, and security for female gamers as well as their male counterparts. Game developers would benefit from understanding this large gamer demographic better and tailoring games for women specifically.
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Sabri, Farhana, and Ahmad Yunus. "Psychological Well-Being of Muslim Online Gamers in Malaysia: Are They Mentally Well Enough?" Islamic Guidance and Counseling Journal 4, no. 2 (December 30, 2021): 181–93. http://dx.doi.org/10.25217/igcj.v4i2.1629.
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The psychological well-being of online gamers has gotten more attention as online games have become recognized in the e-sport field. Hence, identifying the psychological status of gamers is essential to ensure their well-being is at optimum, and further interventions can be strategized if needed. The identified psychological profiles include psychological well-being, duration of play, and internet gaming disorder. A total of 221 Muslim online gamers from various e-sport centers and academies in Malaysia participated in this study. The psychological well-being was measured using Psychological Well-Being Scale, while IGD was measured using the Internet Gaming Disorder Scale-Short Form. The results indicated that the frequency of playing online games and daily play duration were associated with gamers' psychological well-being. Furthermore, preoccupation and withdrawal symptoms of gaming disorder were significant in predicting psychological well-being. The importance of this study for Muslim online gamers is to increase their awareness on the continued interweaving of psychological well-being and internet gaming disorder experience, so that early mental distress can be best addressed.
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Croissant, Maximilian, and Madeleine Frister. "A data-driven approach for examining the demand for relaxation games on Steam during the COVID-19 pandemic." PLOS ONE 16, no. 12 (December 16, 2021): e0261328. http://dx.doi.org/10.1371/journal.pone.0261328.
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The COVID-19 pandemic has been a major source of stress for a majority of people that might have negative long-term effects on mental health and well-being. In recent years, video games and their potential positive effects on stress relief have been researched and “relaxation” has been an important keyword in marketing a certain kind of video game. In a quasi-experimental design, this study investigated the increase of average daily player peak (ADPPs) for the COVID period compared to the pre-COVID period and if this increase was significantly larger for relaxing games in contrast to non-relaxing games. Results showed a medium-sized increase of ADPPs over all types of games but no difference between relaxing games and non-relaxing games. These results are discussed in regards to their potential of presenting gaps between the current theoretical models of the influence of video games on mental health and actual observed player behaviour.
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Phillips, Cody, Madison Klarkowski, Julian Frommel, Carl Gutwin, and Regan L. Mandryk. "Identifying Commercial Games with Therapeutic Potential through a Content Analysis of Steam Reviews." Proceedings of the ACM on Human-Computer Interaction 5, CHI PLAY (October 5, 2021): 1–21. http://dx.doi.org/10.1145/3474682.
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While evidence supports that some commercial off-the-shelf video games may promote mental wellbeing, it is an extensive time investment to experimentally identify games that benefit players. The time delay between commercial games research and commercial game development can render such research out-of-date. In this work, we explore player-written game reviews as a way to expeditiously identifying games with potential benefits for mental wellbeing. Through a content analysis of review data, we found that players publicly disclose experiences consistent with self-care. Our analysis generated categories related to coping and recovery, emotional regulation, social connectedness, and obsessive play. Through this process, we identified several games as strong candidates for further research. Our work contributes to an emerging research agenda of commercial video games as therapy (VGTx), by providing a technique for rapidly identifying games with therapeutic potential. Further, we demonstrate that Steam user reviews are a valuable source of affective player experience data-a contribution with broad implications for player experience research.
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Voloshina, Lyudmila N., and Karina E. Panasenko. "Preparedness of senior preschool children with mental retardation to learn ball games." Perspectives of Science and Education 60, no. 6 (January 1, 2022): 304–18. http://dx.doi.org/10.32744/pse.2022.6.17.
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Introduction. Ball games, being a unique motor activity, combine the opportunities for favourable psychomotor, social and personal development of children. According to World Health Organisation experts, the value of ball games as a means and form of physical activity lies in the fact that they improve cognitive abilities and physical fitness of children with intellectual disabilities and hyperkinetic behaviour / hyperactivity syndrome. However, in order to achieve effective results in teaching ball games to children with disabilities, their level of physical fitness and functional abilities needs to be taken into account. The aim of the study was to examine and assess the level of readiness of senior preschool children with mental retardation to learn ball games, with further comparison of the findings with survey results in respect of children without developmental disabilities. Materials and methods. The research involved two groups of senior preschool children attending preschool institutions of Belgorod (Russian Federation). The diagnostic ball game exercises recommended in the programme “Play to your heart’s content”, as well as the methods of mathematical statistics (Student’s t-test), were used. Results. Talking of preschool children’s readiness to master ball games, we mean a well-formed orientative framework of motor actions with a ball in the form of knowledge and ideas about the motor task, mastering the ways to effectuate these actions, motivation towards achieving the result. The obtained data confirmed that children with mental retardation have insufficient readiness to master ball games and exercises. The optimal and average level of readiness to master ball games and exercises is recorded in 54.83% of children with mental retardation and in 80.64% of children without developmental disabilities. A total of 45.16% of children with mental retardation and 19.35% of children without developmental disabilities have problems of visuomotor coordination, attention development, low control and regulation of own actions, low level of coordinating a motor act with external environment. The processing of the obtained results shows statistical reliability of differences (p<0.05) in average indicator values (score) in game exercise performance within the modules “Football” and “Basketball” between children with mental retardation and children without developmental disabilities. Conclusion. The data obtained on the level of readiness of preschool children with mental retardation to master ball games testify to the need to identify due goals and content of individual assignments towards overcoming existing problems, the feasibility of organising child-adult interaction aimed at conveying and mastering motor experience.
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Cardona-Rivera, Rogelio, and Robert Young. "Games as Conversation." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 10, no. 4 (June 29, 2021): 2–8. http://dx.doi.org/10.1609/aiide.v10i4.12753.
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We present a metaphor through which to study games: games as conversation, which casts gameplay as a communicative exchange between player and game. We propose to view aspects of gameplay as speech acts, as defined by Austin and Searle, and we present several examples that illustrate the diverse locutionary, illocutionary, and perlocutionary acts present in the design of digital games. Through our perspective, we are able to cast problems relevant to the interactive entertainment community as discourse problems, where an interactive system must determine what to “say,” in order to elicit in the minds of players a specific mental model that will allow them to perform successfully in the game. We conclude with a research agenda that proposes to leverage the artificial intelligence paradigm of discourse planning to tackle the discourse problems of interactive entertainment.
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Alias, Siti Nursaila, and Faridah Ibrahim. "KEBERKESANAN PERMAINAN PENDIDIKAN TERHADAP PEMBELAJARAN HUKUM NEWTON THE EFFECTIVENESS OF EDUCATIONAL GAMES ON NEWTON’S LAWS LEARNING." Journal of Nusantara Studies (JONUS) 2, no. 1 (June 30, 2017): 71. http://dx.doi.org/10.24200/jonus.vol2iss1pp71-85.
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The purpose of this study is to examine the effectiveness of Newton’s Laws educational games in improving Newton’s Laws achievement and instructional efficiency. Two educational games were developed, namely educational games with self-explanation (DPK) and educational games without self-explanation (TPK). Based on Rapid Prototyping model, these educational games were developed in Malay Language and the contents were arranged according to Form Four Physics syllabus. Unity3D software was used as the main software in developing the educational games. A total of 196 students attended Physics play activities for two hours. Analyses of Newton’s Laws Test, mental load and interviews were conducted to examine the effectiveness of these Newton’s Laws educational games. The findings show that the students’ achievement and instructional efficiency in Newton’s Laws improved with the use of the educational games. This research concludes that the educational games mode plays an important role in increasing the students’ achievement and learning instructional efficiency with the DPK mode is the most effective and efficient. The educational games mode serves as a scaffold for the formation of a coherent mental model and automatic schema. Keywords: Educational games, Newton’s Laws, Physics, achievement, instructional efficiencyCite as: Alias, S.N., & Ibrahim, F. (2017). Keberkesanan permainan pendidikan terhadap pembelajaran hukum Newton [The effectiveness of educational games on Newton’s laws learning]. Journal of Nusantara Studies, 2(1), 71-85.
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Li, Lili, Cody Abbey, Huan Wang, Annli Zhu, Terry Shao, Daisy Dai, Songqing Jin, and Scott Rozelle. "The Association between Video Game Time and Adolescent Mental Health: Evidence from Rural China." International Journal of Environmental Research and Public Health 19, no. 22 (November 10, 2022): 14815. http://dx.doi.org/10.3390/ijerph192214815.
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As digital devices like computers become more widely available in developing countries, there is a growing need to understand how the time that adolescents spend using these devices for recreational purposes such as playing video games is linked with their mental health outcomes. We measured the amount of time that adolescents in rural China spent playing video games and the association of video game time with their mental health. We collected data from primary and junior high schools in a poor, rural province in northwest China (n = 1603 students) and used the Depression, Anxiety, and Stress Scales (DASS-21) to measure mental health symptoms. The results indicated that the average video game time was about 0.69 h per week. There was a significant association between adolescent video game time and poorer mental health. Each additional hour of playing video games also increased the chance of having moderate or above symptoms. Moreover, boys and non-left-behind children had worse mental health if they played more video games. Our study contributes to literature on the links between recreational screen time and mental health, and it sheds light on an issue addressed by recent government legislation to limit the video game time of minors in China.
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Djannah, Sitti, Fatwa Tentama, Rendi Sinanto, Sulistyawati Sulistyawati, Surahma Asti Mulasari, Tri Wahyuni Sukesi, Rokhmayanti Rokhmayanti, Siti Kurnia Widi Hastuti, Muhammad Syamsu Hidayat, and Ulinnuha Yudiansa Putra. "Exploration of the Profile and Intention in Restricting Online Game in Teenagers with Gaming Disorder: A Qualitative Study." Open Access Macedonian Journal of Medical Sciences 9, E (October 19, 2021): 1140–46. http://dx.doi.org/10.3889/oamjms.2021.7209.
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Background
Gaming disorder is one of the mental disorders when someone does his spare time activity by playing the game and is addicted to playing online games. This condition is more common in adolescents and eventually could harm their health. Hence, the researchers interested to study the teenagers' profiles and intentions to identify their efforts and obstacles in restricting online games.
Objective
This study aimed to explore the profile and addiction scales of teenagers with online gaming disorder and to identify their intentions, plans, and obstacles in reducing their addictions.
Method
The study employed qualitative research with a phenomenology approach. The research included six online gamer participants. The researcher selected the participants by using a purposive sampling technique. They were game-addicted teenagers according to the scale of gaming addiction. The researchers collected the data with a guided interview and an observation list. They analyzed the data using phenomenology analysis.
Results
The scale of addiction data showed that all informants were in a high category of addiction. This scale of addiction was in line with their profiles of playing games at least five hours a day because they perceived playing games as an urgent activity to relieve stress or as entertainment. When they played online games, they held back hunger and skipped their meals, even though they were hungry and often held back urinating. Besides, being actively playing at night made them sleep in the daytime. In addition, the data showed that four of the informants stated that they had some intentions and plans to reduce or quit playing, but they did not have specific plans. They had not followed up on their readiness and had not known when to reduce or stop playing online games. Some obstacles cause them to have no intentions.
Conclusion
The profiles of the teenagers with gaming disorders showed a high category of addiction scale. They played online games as stress-relieving entertainment. When playing, they often held hunger, thirsty, urinating, and did not sleep at night. There were some teenagers with gaming disorders who had no intention of reducing or stopping the games. Meanwhile, some others were willing to reduce and quit the game, but they did not have any alternative activities and did not know when they will stop playing online games. Friends' invitation, the fun of playing games, problems of self-control/habits, the temptation of watching other gamers playing, boredom, and the new trend of the electronic game sport were the obstacles for the addictive teenagers to control their online gaming.
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Kim, Dongil, and Junwon Lee. "Addictive Internet Gaming Usage among Korean Adolescents before and after the Outbreak of the COVID-19 Pandemic: A Comparison of the Latent Profiles in 2018 and 2020." International Journal of Environmental Research and Public Health 18, no. 14 (July 7, 2021): 7275. http://dx.doi.org/10.3390/ijerph18147275.
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Since the outbreak of the COVID-19 pandemic, the heightened risk of school closures and mental disorders has made adolescents particularly vulnerable to developing internet gaming disorder (IGD). There have been reports of increased time spent playing games on the internet among adolescents during the pandemic, and the risk of developing IGD may be higher for adolescents in South Korea as the majority of them play games on the internet. However, to the best of our knowledge, no studies have examined the impact of the pandemic on adolescents’ internet gaming behavior in South Korea. This study aimed to explore the different profiles of addictive internet gaming behavior among adolescents before and after the outbreak of the COVID-19 pandemic and examine how the pandemic influenced addictive internet gaming usage and time spent playing games on the internet. Nationally representative survey data from the Ministry of Gender Equality and Family with 3040 and 2906 responses from 2018 and 2020, respectively, were analyzed. Using seven factors of a maladaptive gaming usage scale (tolerance, withdrawal, excessive usage, control impairment, compulsive usage, neglecting daily activity, and gaming despite negative consequence), a four-profile model was selected in both 2018 and 2020 for latent profile analysis: ‘casual’ gamer, ‘moderate’ gamer, ‘potential-risk’ gamer and ‘addictive’ gamer. The results from the two-way ANCOVA showed significant interaction between the cohorts (2018 cohort vs. 2020 cohort) and the four profiles on addictive internet gaming usage (F = 119.747, p < 0.001, η2 = 0.05), including time spent playing internet games on a PC (F = 22.893, p < 0.001, η2 = 0.013), and time spent playing games on a mobile phone (F = 3.245, p < 0.05, η2 = 0.02). The results indicated that the increase of addictive internet gaming usage and gameplay time differed by profile. The results imply that the increase in gameplay time was higher for profiles with higher scores in addictive internet gaming usage for internet games played on a PC while the relationship was not obvious for games played on a mobile phone. Despite the statistical significance, there was only 1.2% to 4.9% of mean difference in addictive internet gaming usage between the 2018 and 2020 cohorts, which implies little clinical significance. While adolescents of the four profiles showed no significant signs of increased addictive internet gaming usage, the addictive gamer profile demonstrated a significant increase in game time after COVID-19.