Journal articles on the topic 'Video games and children – Psychological aspects'
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Limone, Pierpaolo, and Giusi Antonia Toto. "Psychological and Emotional Effects of Digital Technology on Children in COVID-19 Pandemic." Brain Sciences 11, no. 9 (August 25, 2021): 1126. http://dx.doi.org/10.3390/brainsci11091126.
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COVID-19 has caused obstacles in continuing normal life almost everywhere in the world by causing the implementation of social distancing and eventually imposing the lockdown. This has become the reason for the increase in technology usage in daily life for professional work as well as for entertainment purposes. There has been an increased prevalence of technology usage in adolescents and children during lockdown leaving its impact on their lives either in a positive or negative aspect. The overall documented percentage increase of technology usage in children was about 15%, of which smartphone usage has 61.7% of prevalence. Disturbance in brain functioning is suggested to be originated by compromise of neuroplasticity of the nerves. The radiofrequency (RF) radiations emitting from the smartphone are of doubtful concern as a brain tumor risk factor in children. The increased usage can have effects on brain functioning that will compromise sleep and cognitive abilities and develop risk for certain mental illnesses including, but not limited to, depression, anxiety, Alzheimer’s disease, and attention-deficit/hyperactive disorder (ADHD). Despite being a threat for developing mental illness, video games are proven to reduce depression and anxiety, and increase creativity, skills, and cognition in children. The increased usage of technology can have a positive and negative impact on the mental development of adolescents and children depending on the trends in the usage. However, parents should be monitoring their children’s mental health and behavior in these difficult times of pandemic.
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Tichon, Jennifer G., and Timothy Mavin. "Experiencing Resilience via Video Games." Social Science Computer Review 35, no. 5 (August 18, 2016): 666–75. http://dx.doi.org/10.1177/0894439316664507.
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The purpose of this study was to investigate the influence of games, where characters must overcome adversity, on player’s perceptions of their psychological resilience. Located on the PlayStation blog (blog.us.playstation.com ), the online PlayStation Network (PSN) community group focuses on video gamers unique stories and experiences. Using a qualitative and exploratory design, blogs posted between March 2012 and January 2013 were analyzed for content describing experiences via gameplay that members reported made them feel more resilient. Both social and emotional aspects of resilience were discussed with players reporting game experiences had helped them feel more confident in their abilities. Many also associated themselves with the same resilient traits as their characters display in games. A range of popular off-the-shelf video games were reported as helpful in providing players with the opportunity to feel confident under pressure and, importantly, some players reported transferring these positive psychological effects to their real-world lives.
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Bogacheva, N. V., and A. E. Voiskounsky. "Computer games and creativity: the positive aspects and negative trends." Современная зарубежная психология 6, no. 4 (2017): 29–40. http://dx.doi.org/10.17759/jmfp.2017060403.
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The article is aimed at analysis of current studies of the link between video games experience and creativity. The impact of video game playing on the psychological specificity of gamers has repeatedly become a subject of many studies, though higher-level cognitive abilities, such as creativity, were rarely the subject of interest, remaining unexplored in the context of video games. Contrary to the earlier predictions that the increased amount of «readymade» visual information will reduce the imaginative ability, most of the current works show positive links between some types of creativity (in particular — visual) and playing video games. The latter becomes not only a source of inspiration but also a platform for creative realization. Many authors draw attention to possible negative aspects of creativity, in particular, the possibility of its antisocial applications. In this regard, the importance of studying the aggressiveness and empathy of computer players is increasing but the research data in this area is particularly contradictory.
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Hamlen, Karla R. "Understanding Children’s Choices and Cognition in Video Game Play." Zeitschrift für Psychologie 221, no. 2 (January 2013): 107–14. http://dx.doi.org/10.1027/2151-2604/a000136.
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This article provides a synthesis of a group of research studies conducted to better understand in what ways children’s entertainment video game play choices relate to their creativity, motivations, problem-solving strategies, learning preferences, and beliefs about how to play games. Three studies were conducted among American students: (1) a survey and creativity assessment with students aged 9–11, (2) an in-depth qualitative study with three adolescent boys, and (3) an online survey. Key findings from this research relate to both psychological factors motivating video game play, and cognition and choices children make while playing video games. Results from these studies demonstrate that, despite assumptions that children play video games to avoid mental stimulation, children are actually motivated by the challenge and thinking required by video games. The reward system used in video games is a strong continuing motivator for boys in particular. Among both genders, playing certain genres of video games is related to utilizing particular learning strategies. Additionally, though creativity does not appear to be hindered by video game play, the most creative children are generally not choosing to spend their time on video games. Finally, children create their own code of conduct and ethics within video game play, although an individual’s work ethic within video games tends to reflect patterns in other areas of life. Collectively, these studies provide a rich picture of children’s video game play and show consistency, both between game contexts and real life choices, and with other literature related to children’s motivations and strategies for learning.
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Prena, Kelsey, and John L. Sherry. "Parental perspectives on video game genre preferences and motivations of children with Down syndrome." Journal of Enabling Technologies 12, no. 1 (March 19, 2018): 1–9. http://dx.doi.org/10.1108/jet-08-2017-0034.
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Purpose Video games have the potential to improve brain plasticity in people with Down syndrome. However, little has been done to understand video game preferences in this population. The purpose of this paper is to describe a brief exploration of video game preferences in children with Down syndrome. Design/methodology/approach An online survey was used to collect information from parents of children with Down syndrome about their child’s favorite video games and why they like video games. Findings Children with Down syndrome, as reported by their parents, most frequently play action/adventure games, and have several motivating factors for game play including overcoming challenges to gain reward and having fun engaging in the game world. Research limitations/implications The current study only recruited from a small sample of the Down syndrome population and therefore may lack generalizability. Practical implications Gaining a better understanding of which aspects of video games appeal to children with Down syndrome. Knowing what they prefer will enable us to design games that are engaging and cognitively beneficial. Originality/value This paper proposes the importance of video game play to promote development in children with Down syndrome.
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Lisón, Juan F., Ausias Cebolla, Jaime Guixeres, Julio Álvarez-Pitti, Patricia Escobar, Alejandro Bruñó, Empar Lurbe, Mariano Alcañiz, and Rosa Baños. "Competitive active video games: Physiological and psychological responses in children and adolescents." Paediatrics & Child Health 20, no. 7 (October 2015): 373–76. http://dx.doi.org/10.1093/pch/20.7.373.
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Soldatova, G., A. Vishneva, and A. Koshevaya. "Neurocognitive functions in children and adolescents with different enthusiasm for video games." European Psychiatry 64, S1 (April 2021): S208. http://dx.doi.org/10.1192/j.eurpsy.2021.554.
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IntroductionVideo games are becoming increasingly popular among children (Lenhart et al., 2015). There is a lack of research that studies the impact of online games on children’s neurocognitive functions.ObjectivesThe aim is to study neurocognitive functions in children and adolescents playing and not playing online games.MethodsThe sample comprises 100 children aged 5-10 years and 100 adolescents aged 11-16 years. The following neuropsychological indexes (Akhutina, 2016) are studied: programming and control, serial organization of movements, auditory and visual memory, left and right hemispheric functions, and neurodynamic component of mental activity. Wexler’s Awareness and Comprehension Tests were used to study verbal functions. The game activity are measured by social-psychological questionnaire.ResultsChildren who play online games have a serial organization of movements (smooth switching from one component of the program to another) (F=14,46, p<0,01) and a neurodynamic component (F=13,07, p<0,01), which are worse developed than children who do not play online games. Adolescents playing online games have better analytical (left hemispheric) functions (F=13,37, p<0,01), mathematical abilities (F=3,47, p=0,063), and Awareness subtest (F=3,47, p=0,065) scores than nonplaying adolescents.ConclusionsChildren playing online games have lower results on neurocognitive functions directly related to motor development. Teenagers playing online games had higher scores in mathematical ability, analytical functions and awareness. The results indicate the need to develop an optimal time for digital gaming activities depending on the age of the child. The reported study was funded by RFBR, project No. 19-29-14181.Conflict of interestThe reported study was funded by RFBR, project 19-29-14181.
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Stevanović, Nenad J. "Mišljenje budućih i diplomiranih učitelja o primeni video-igara u obrazovanju u uslovima društvenih promena." УЗДАНИЦА 18, no. 2 (2021): 253–71. http://dx.doi.org/10.46793/uzdanica18.ii.253s.
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The paper deals with the problem of the application of video games in teaching and learning in the conditions of sudden social changes at the beginning of the third decade of the 21st century. It is assumed that video games today occupy a significant place in the experience of children, in parallel with the growing presence of ICT in education and distance learning. The first part of the paper provides an overview of relevant research studies that deal with the effects of video games in pedagogical practice and the effects on children’s well-being. The second part of the paper interprets the results of em- pirical research with the aim of determining the opinion of future and graduate teachers on the application of video games in current educational practice. A purpose-built Likert-type assessment scale with 26 items was used. The obtained data indicate that there is a division among the respondents as to whether and to what extent video games should be used in teaching. About a third of the respondents think that video games should not be introduced in the teaching content at all, while two thirds think that it should be done in some form. Teachers who have been video game players themselves have a slightly affirmative attitude towards video games and their positive effects in education. On the other hand, their, mostly older, colleagues who have not played video games consider them harmful to children and have a negative attitude towards the idea that they are applied in teaching and learning. Both groups of respondents largely agree that video games can have negative effects on children’s well-being, especially when it comes to the occurrence of psychological dependence, physi- cal health disorders and the risk of child manipulation. Comparing the obtained results with recent research studies indicates that it is necessary to further explore the possibilities of video games in education, especially when it comes to video games that are designed with the intention of having an educational character.
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Grigoryev, I. S. "Foreign Experience in the Use of Computer Games in Teaching Children." Psychological-Educational Studies 8, no. 4 (2016): 33–40. http://dx.doi.org/10.17759/psyedu.2016080404.
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Compares games as one of the most interesting phenomena related to the computerization are the subject of many foreign and domestic psychological researches. The article presents the characteristics of the following international study destinations of computer (video) games: firstly, the scope of use of computer games in education, secondly, study computer’s game influence of the cognitive domain of children, as well as formation of different skills. Such studies, however, do not consider computer games as an object, and stop only at specific areas of attention or perception. We discussed the question about common conceptual and methodological basis for the construction of research, which will classify and interpret the private research in this area. It lists the various (both positive and negative) effects on the influence of computer games on the mental development of the player, their significant developmental and educational potential.
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Gutierrez, Ariel, Neriza G. Guzman, Ramilet Ramos, and Jan Katherine A. Uylengco. "The Empirical Change of Playing Habits among Children." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 2 (February 25, 2022): 303–17. http://dx.doi.org/10.11594/ijmaber.03.02.15.
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To maximize the growth and manage psychological distress as well as the formation of good character, children need to develop a variety of skills such as cognitive, language, self-regulation, and social-emotional skills which often appended in different outdoor traditional games. Thus, the degree of playing traditional games by the children nowadays compared with the previous generation is discussed in this study. 38 parents regardless of their status and gender were surveyed on their active participation in the traditional games as children, as well as their children’s play involvement today who are 1-12 years old. Data were collected through the created Google form link and sent via Messenger and email blasts to parents. Findings reveal that (1) significant number of children nowadays tend to play video games instead of playing traditional games; (2) safety is the utmost concern of the parents which hinder children to play some of the traditional outdoor games; and (3) the availability of mobile phones with uploaded game apps has contributed to the ignorance of traditional game playing culture.
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Vaghetti, Cesar Augusto Otero, Renato Sobral Monteiro-Junior, Mateus David Finco, Eliseo Reategui, and Silvia Silva da Costa Botelho. "Exergames Experience in Physical Education: A Review." Physical Culture and Sport. Studies and Research 78, no. 1 (June 1, 2018): 23–32. http://dx.doi.org/10.2478/pcssr-2018-0010.
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Abstract Exergames are consoles that require a higher physical effort to play when compared to traditional video games. Active video games, active gaming, interactive games, movement-controlled video games, exertion games, and exergaming are terms used to define the kinds of video games in which the exertion interface enables a new experience. Exergames have added a component of physical activity to the otherwise motionless video game environment and have the potential to contribute to physical education classes by supplementing the current activity options and increasing student enjoyment. The use of exergames in schools has already shown positive results in the past through their potential to fight obesity. As for the pedagogical aspects of exergames, they have attracted educators’ attention due to the large number of games and activities that can be incorporated into the curriculum. In this way, the school must consider the development of a new physical education curriculum in which the key to promoting healthy physical activity in children and youth is enjoyment, using video games as a tool. In this context, the aim is to conduct a brief review of the use of exergames in physical education curriculum, exploring school curriculum, digital culture, and motivation and enjoyment for the learning processes in the video game environment
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Søraker, Johnny Hartz. "Gaming the gamer? – The ethics of exploiting psychological research in video games." Journal of Information, Communication and Ethics in Society 14, no. 2 (May 9, 2016): 106–23. http://dx.doi.org/10.1108/jices-02-2015-0003.
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Purpose The purpose of this paper is to investigate the ethical implications of video game companies employing psychologists and using psychological research in game design. Design/methodology/approach The author first argues that exploiting psychology in video games may be more ethically problematic than familiar application domains like advertising, gambling and political rhetoric. Then an overview of the effects particular types of game design may have on user behavior is provided, taking into account various findings and phenomena from behavioral psychology and behavioral economics. Findings Finally, the author concludes that the corresponding ethical problems cannot – and should not – be addressed by means of regulation or rating systems. The author argues instead that a more promising countermeasure lies in using the same psychological research to educate gamers (children in particular) and thereby increase their capacity for meta-cognition. Originality/value The importance of this lies in the tremendous effect these behavior-modifying technologies may have upon our self-determination, well-being and social relations, as well as corresponding implications for the society.
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Belkin, Ph A. "Gamification in education." Современная зарубежная психология 5, no. 3 (2016): 28–34. http://dx.doi.org/10.17759/jmfp.2016050302.
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This article surveys the main directions of gamification of education. Using a typology of formation of educational space in relation to the virtual space when creating educational computer games (Whitton N. 2009), it shows the degree of involvement of educational computer and video games in education of modern children in Sweden, Finland, Australia, USA and many other countries. It marks a re-orientation of this type of games from the needs of an adult in connection to a child, in direction of the child's needs. It shows that the questions of development of effective, environmentally friendly and at the same time securely motivated educational computer and video games, as well as the question of their impact on child's development in long perspective remains open. In addition, the article states that psychological research of educational tools’ gamification is aimed primarily at addressing the problem of dyslexia, leaving unstudied such specific problems of children as dyscalculia, or the effect of education when mediated by virtual space
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B, Ramani. "Folk Playing Songs used in Kalangkurichi of Salem District- Psychological Thoughts." International Research Journal of Tamil 4, S-16 (December 12, 2022): 179–85. http://dx.doi.org/10.34256/irjt224s1623.
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Folk literature is in use from the early days itself. Folk literature is just the expression of the people’s mind. Folk literature is also called oral literature or unwritten literature. Folklore is intertwined with the life of the common people. Folk songs are sung by the ordinary people and it is about their experience from birth to death. Lullabies, ritual songs, stories, professional songs, game songs, children songs, riddles and proverbs are sung by these ordinary people. Game songs are sung by both adults and children. The games which they played are related to nature and as time passes everything changes and now people create and adapt many games. They also formulated many rules for playing a particular game. Man learned to play from animals. Run and touch games may have originated from the phenomenon of one animal chasing another animal. Our forefathers have performed every game with a reason. Through the number sequence songs, they learned numeracy and the group songs shows their unity and self-confidence. At present people harm their body and mind by spending their time on mobile phone, playing video games and watching television. This article is intended to highlight the benefits of those games with the help of psychological thoughts.
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Ortiz, Luz, Héctor Tillerias, Christian Chimbo, and Veronica Toaza. "Impact on the video game industry during the COVID-19 pandemic." Athenea 1, no. 1 (September 25, 2020): 5–13. http://dx.doi.org/10.47460/athenea.v1i1.1.
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This work presents trends and comparisons that show a change in the consumption and production of video games in times of confinement due to the health emergency. The video game industry has modified its philosophy and adapted its products to the new requirements and trends of consumers who see in this activity a way to appease the psychological and social impact due to quarantine and isolation. There is evidence of a 65% increase in the use of online video games, which has broken a world record. Products that have new aspects and considerations never before proposed by this great industry have been developed and offered, such as thematic games related to the COVID-19 pandemic.
Keywords: Video game, pandemic, online games, confinement.
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FITHRIYANA, RINDA. "HUBUNGAN DURASI BERMAIN VIDIO GAME DENGAN KETAJAMAN PENGLIHATAN PADA ANAK SEKOLAH DI SDN 007 PULAU BIRANDANG." Jurnal Ners 3, no. 2 (October 26, 2019): 11–18. http://dx.doi.org/10.31004/jn.v3i2.396.
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Vision is one of the most important factors in all aspects of life including in the educational process. Although its function for human life is very important, but often eye health is less noticed, so many diseases that attack the eye are not treated properly and cause vision problems. In 2013 the prevalence of visual acuity disorders in school-age children in Indonesia increased due to activities in front of the electronic media screen such as playing video games. The purpose of this study was to determine the relationship of the duration of playing video games with visual acuity in school children at SDN 007 Birandang Island in 2017. The design of this study was analytic with cross sectional design. The population in this study were all students in grade V and VI SDN 007 Birandang Island, amounting to 85 people, using a sampling technique with total sampling. The results showed that the majority of respondents played video games> 2 hours (60%), the majority of respondents had abnormal vision as many as 44 people (51.8%). The results showed that there is a relationship between the duration of playing video games with visual acuity in school children at SDN 007 Birandang Island in 2017. It is hoped that the school can create a new program in the form of extracurricular activities that are made as attractive as possible to divert student activities from playing video games.
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Marín-Díaz, Verónica, Marina Morales-Díaz, and Eloísa Reche-Urbano. "Educational Possibilities of Video Games in the Primary Education Stage According to Teachers in Training. A Case Study." Journal of New Approaches in Educational Research 8, no. 1 (January 15, 2019): 42–49. http://dx.doi.org/10.7821/naer.2019.1.330.
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Education mediated by video games is a way of working that is increasingly more evident. Along this line we present the resultsobtained from a group of pre-service teachers (N=169), whothrough a quasi-experimental study and the use a questionnairewith 62 items, with a scale to answer to 5 Likert-type, createdfrom Marín and Martín (2014) and Marín (2016), have reflected that previous experience in the utilisation of video games, which are not educational, is a key element to gaining a position of acceptance for their use and for developing the curriculum at the Primary Education level. It has also been possible to conclude the existence of some significant differences regarding gender in some aspects related to the curricular mediation of video games in which males are more inclined towards their use, as well as in regard to their personal relationship with this theme. Therefore, it can be inferred that video games can be used in the education of children at the primary stage.
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Pahomova, V. G. "Psychological Impact of Virtual Reality Gaming on the Formation of Self-Image in Early School-Age Children." Психологическая наука и образование 22, no. 5 (2017): 48–56. http://dx.doi.org/10.17759/pse.2017220506.
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The article investigates the problem of interaction between a modern primary school-aged child and the field of virtual reality gaming and, in particular, the impact of virtual reality on the formation of self-image. Our study enabled us to explore the differences in the self-image in active and non-active players of roleplaying video games. The outcomes proved that there are certain changes in the self-image of active players related to their self-identification with characters of computer games according to their individual psychological features, whereas for children who engage in non-role-playing games such identification is not common. It was found that non-active children players generally have positive selfacceptance and do not suffer from feelings of anxiety and abandonment; active players, on the opposite, often demonstrate inadequate self-esteem, anxiety and a tendency to self-actualise in virtual reality gaming.
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Campos, M., and C. Varanda. "Online psychological therapy for kids during social distancing: A study case in a brazilian clinical setting." European Psychiatry 64, S1 (April 2021): S298. http://dx.doi.org/10.1192/j.eurpsy.2021.800.
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IntroductionIn response to the spread of COVID-19, many Brazilian therapists faced the challenge of taking their practices online considering legal and ethical issues, besides learning to handle new technologies in a way the therapeutic setting was maintained. The cooperation of the family is fundamental for the creation and maintenance of an adequate therapeutic setting. Children are not sufficiently mature to speak clearly about what bothers them or to talk about how they feel and why, so, drawing, pretend playing, story telling, playing games are the common tools for children’s communication during therapy.ObjectivesEvaluating if online therapy for children can support therapeutic play tools and be effective in a virtual environment preserving the therapeutic setting.MethodsTwo children aged 6 to 11 attended the psychological sessions that were conducted through video calls.The family should provide a silent and private room for those sessions. The children were free to choose the toy they would like to play with and that was available at home such as board games, comic and story books. Mimicry, drawing, an adaptation of the Winnicott Squiggle Game were used, as well as electronic games through screen sharing.ResultsThe emotional conflicts were expressed either through conventional games and play or electronic games. Playing with children online was possible as well as maintaining the therapeutic alliance in order to carry on with the treatment in a proper therapeutic setting.ConclusionsOnline therapy for kids showed to be an effective form of service delivery, under strict measures of social distancing in Brazil.
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Mariani, Ni Nyoman. "MEMBANGUN SIKAP SOSIALANAK MELALUI PERMAINAN TRADISIONAL." PRATAMA WIDYA : JURNAL PENDIDIKAN ANAK USIA DINI 2, no. 2 (August 22, 2019): 71. http://dx.doi.org/10.25078/pw.v2i2.1018.
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<p><em>T</em><em>raditional games, especially traditional Balinese games have been abandoned, one reason is the rapid development of technology in various aspects of life, one of them is digital games. Traditional games actually have many benefits for children, indirectly children will be stimulated to be creative and very good for the physical and psychological training of children. It is part of the character education process, so the traditional games can be started early. In the traditional games, students are able to build social attitude, such as social ability to work together, compact, have democratic attitude and love attitude environment. social attitude is expected to facilitate or provide opportunities for positive development of children, then they will be able to achieve social development in a mature. On the contrary, if the social environment is less conducive, the social attitude of the children tend to display deviant behavior. For that, the development of a social attitude of children through traditional games is needed.</em></p>
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Abdelrazek Ahmed Selim, Ibrahim. "The effect of Electronic Games on Some Physical, Psychological, and Cognitive Aspects For Preschool Children." Assiut Journal of Sport Science and Arts 215, no. 2 (July 1, 2015): 1–28. http://dx.doi.org/10.21608/ajssa.2015.70785.
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Bassiouni, Dina H., and Chris Hackley. "Video games and young children’s evolving sense of identity: a qualitative study." Young Consumers 17, no. 2 (June 20, 2016): 127–42. http://dx.doi.org/10.1108/yc-08-2015-00551.
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Purpose This paper aims to investigate children’s experience as consumers of video games and associated digital communication technology, and the role this experience may play in their evolving senses of identity. Design/methodology/approach Qualitative depth interviews and discussions were conducted in a convenience sample consisting of 22 children of both genders aged 6-12 years, parents and video games company executives in the southwest of the UK. The fully transcribed data sets amounting to some 27,000 words were analysed using discourse analysis. Findings The findings revealed the heightened importance that the knowledge of video games plays in children’s strategies for negotiating their nascent sense of identity with regard to peer groups, family relationships and gender identity. Video games were not only a leisure activity but also a shared cultural resource that mediated personal and family relationships. Research limitations/implications The study is based on an interpretive analysis of data sets from a small convenience sample, and is therefore not statistically generalisable. Practical implications This study has suggested that there may be positive benefits to children’s video game playing related to aspects of socialisation, emotional development and economic decision-making. An important caveat is that these benefits arise in the context of games as part of a loving and ordered family life with a balance of activities. Social implications The study hints at the extent to which access to video games and associated digital communications technology has changed children’s experience of childhood and integrated them into the adult world in both positive and negative ways that were not available to previous generations. Originality/value This research addresses a gap in the field and adds to an understanding of the impact of video games on children’s development by drawing on children’s own expression of their subjective experience of games to engage with wider issues of relationships and self-identity.
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Cano, Sandra P., Carina S. González, César A. Collazos, Jaime Muñoz Arteaga, and Sergio Zapata. "Agile Software Development Process Applied to the Serious Games Development for Children from 7 to 10 Years Old." International Journal of Information Technologies and Systems Approach 8, no. 2 (July 2015): 64–79. http://dx.doi.org/10.4018/ijitsa.2015070105.
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The development of video games is a complex, multidisciplinary process, which involves different areas as well as a greater number of roles than for traditional software. Serious games face process constraints that concern a number of interactive, educational and psychological factors designed to lead to the fulfillment of educational objectives within a specific context. Based on a case study in the city Cali, Colombia, an iterative and incremental process is proposed, focusing on small and medium development for educational serious games and basing itself on two lines of research: agile development methodology and user-centered design (UCD) for children from 7 to 10 years. The agile methodology eXtreme Programming (XP) offers a useful option for the development of serious games as it establishes a continuous communication with all project stakeholders - including the end user - throughout the project, while UCD allows the user profile to be known and identified so that the game will meet the needs and match the capabilities, expectations and motivations of the child.
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Doulou, Aikaterini, and Athanasios Drigas. "Electronic, VR & Augmented Reality Games for Intervention in ADHD." Technium Social Sciences Journal 28 (February 9, 2022): 159–69. http://dx.doi.org/10.47577/tssj.v28i1.5728.
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In recent years, there has been an increase in the incidence of ADHD in children and adolescents. Many learning and behavioral problems are associated with this disorder as a result of difficulties in cognitive and metacognitive functions. According to Drigas et al. (2021), only when individuals develop these functions can they be integrated in the social environment. Skills such as self-awareness, self-regulation and self-control through inner attention can help children develop alternative strategies to manage their cognitive deficits and adapt in many different environments. With the rapid development of science, several medical and psychological methods have been proposed for the treatment of ADHD, which have contributed significantly to the control of symptoms. In the present work, alternative forms of intervention are investigated, such as video games, with virtual or augmented reality environments that aim to improve the quality of life of these children.
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Wulf, Tim, Diana Rieger, Anna Sophie Kümpel, and Leonard Reinecke. "Harder, Better, Faster, Stronger? The Relationship between Cognitive Task Demands in Video Games and Recovery Experiences." Media and Communication 7, no. 4 (December 20, 2019): 166–75. http://dx.doi.org/10.17645/mac.v7i4.2297.
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Research has repeatedly demonstrated that the use of interactive media is associated with recovery experiences, suggesting that engaging with media can help people to alleviate stress and restore mental and physical resources. Video games, in particular, have been shown to fulfil various aspects of recovery, not least due to their ability to elicit feelings of mastery and control. However, little is known about the role of cognitive task demand (i.e., the amount of cognitive effort a task requires) in that process. Toward this end, our study aimed to investigate how cognitive task demand during gameplay affects users’ recovery experiences. Results of a laboratory experiment suggest that different dimensions of the recovery experiences seem to respond to different levels of cognitive task demand. While control experiences were highest under low cognitive task demand, there was no difference between groups regarding experiences of mastery and psychological detachment. Nevertheless, both gaming conditions outperformed the control condition regarding experiences of mastery and psychological detachment. Controlling for personal gaming experiences, relaxation was higher in the low cognitive task demand condition compared to the control condition. Findings are discussed in terms of their implications for research on the multilayered recovery effects of interactive media.
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OKSANA PYSARCHUK, OKSANA, and RUDENSKYI ROSTYSLAV. "THEORETICAL ASPECTS OF RESEARCHING OF THE TOPIC OF WAR IN TOYS AND PLAY ACTIVITIES OF PRESCHOOL CHILDREN." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 2 (January 11, 2023): 120–26. http://dx.doi.org/10.25128/2415-3605.22.2.15.
Full textAbstract:
The actuality of the study is determined by the need for reaction of teachers and scientists to the phenomena that children reflect in the game – military actions. The professional inadequacy of the methodology for organizing military-themed games encourages scientific research to provide adequate support to teachers and practitioners in wartime. The purpose of the article is to determine the features of military toys, toy weapons usage investigating the theme of war in preschool children’s play activities by analyzing and summarizing the views of child psychologists, psychotherapists, kindergarten teachers and scientists. The following methods were used for the study: analysis, generalization, synthesis. The idea of leisure militarization penetrated not only the games of preschool children, but also children of middle and high school age. The main mechanics were to seize territories and increase military power: men’s and technical. If the role of an adult does not have a purposeful positive impact, then such games will be identified by spontaneity, conflict, consolidation of psychological attitudes, the stronger player wins, and moral norms in such games are not valid.
The results of scientific research are accumulated in the following features: children's games on the theme of war and toy weapons usage have a deep historical origin from the stable stereotypical views on the upbringing of boys and girls; the theme of war and the plots of military events penetrate all kinds of children's games: creative and with rules, while their interpenetration and mutual enrichment is noticeable; games and toys can be the subject of ideological and military reflection and influence of different political and historical periods; such games can reflect the experienced traumatic events, and be necessary means of preventive and psychotherapeutic treatment, etc. It is noted that the organization of children's military-themed games ensures preschoolers’ value orientations formation: patriotism, respect for a person and his life, the value of protecting the Motherland, interest in military’s heroic deeds etc.
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Gabarnet, Adrià, Adrián Montesano, and Guillem Feixas. "Virtual-self Identity Construal in Online Video Games: A Repertory Grid Study Protocol." Aloma: Revista de Psicologia, Ciències de l'Educació i de l'Esport 40, no. 1 (May 12, 2022): 9–21. http://dx.doi.org/10.51698/aloma.2022.40.1.9-21.
Full textAbstract:
The aim of this project is to study the role that online videogames play in the way people build their identities. More specifically, the project is intended to study how people use online videogames and virtual avatars to explore alternative identities. It is possible for people to manifest entirely different versions of themselves through their virtual characters. Sometimes, those alternative identities may be a projection of what players consider ideal versions of themselves. Several variables may strengthen or hinder this capacity to project the ideal self onto a customizable “virtual self”. Some of these factors are inherent to the individual, while others may be more related to the specific game they play. The repertory grid technique will be used to explore online videogame players’ construct systems and to understand their need to explore alternative identities through their videogame characters. Other instruments will also be administrated to measure the degree of immersion that game players experience, to determine which aspects of play are the most appealing to them, and to gather data on their degree of subjective psychological well-being, all in order to assess how these variables, in addition to the others extracted from the repertory grid, may affect this identity exploration.
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Safitri, Rias Pratiwi, Joko Jumadi, Fitri Romadonika, and Eka Adithia Pratiwi. "Mencegah Trauma Pasca Bencana Gempa Bumi pada Anak dengan Terapi Rekreasional di Lombok Utara." ADMA : Jurnal Pengabdian dan Pemberdayaan Masyarakat 2, no. 1 (July 24, 2021): 93–98. http://dx.doi.org/10.30812/adma.v2i1.1265.
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Earthquakes that have occurred consecutively in Lombok since July 29, 2018, have had a tremendous impact on all aspects of the lives of disaster victims, both physical, social, and psychological aspects. Various children's reactions to disasters according to the American Academy of Child and Adolescent Psychiatry (AACAP) depend on the damage suffered during the disaster. The death of a family member or friend is very traumatic, followed by the loss of family homes, schools, pets, and damage to the community. Therefore, efforts to implement recreational therapy in the form of fun-based games and games education is needed to help mental recovery of children, so as to prevent continuing trauma. After doing recreational therapy in 20 villages, it shows positive changes for the children to be more cheerful and require continuous therapy, especially those that support children's education and visual-motor skills.
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Pelling, Nadine J. "Children and Adolescents: The Impact of the Internet." Australian Journal of Guidance and Counselling 14, no. 2 (December 2004): 176–86. http://dx.doi.org/10.1017/s103729110000248x.
Full textAbstract:
AbstractThe Internet provides access to electronic mail (e-mail), chat rooms, visually represented social interactions, voice and video connections, games, and general Word Wide Web (www or web) surfing. For children and adolescents the Internet has three main uses: information-gathering, entertainment, and interpersonal communication. Many adults fear that youth Internet use will result in negative consequences. Other individuals promote the use of the Internet as supporting positive growth in children and adolescents. This article presents an overview of some of the main areas of concern regarding Internet use as well as its possible benefits. It is hoped that this information will assist school counsellors and psychologists support positive youth Internet use while avoiding negative aspects of Internet involvement.
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Zvicevičienė, Solveiga, and Vilmantė Aleksienė. "Awakening Games Genre of Lithuanian Dancing Folklore: the Aspects of Education and Therapy." Pedagogika 120, no. 4 (December 18, 2015): 142–53. http://dx.doi.org/10.15823/p.2015.044.
Full textAbstract:
Lithuanian folk awakening games for babies and young age children are classified as dancing folklore genre. These are syncretic musical compositions of low volume, intended for infants and small children, which are performed vocalising and in action. This is child-friendly interactive action, which has a playful nature and is based on intensive movement. A rich range of possibilities is noticeable in Lithuanian folk awakening games, necessary for versatile child’s education / learning.
Purpose of article: to disclose the application possibilities of awakening games in work with children, who have special needs:
1) achieving the training goals;
2) achieving the therapeutic goals.
Research method: analysis suitability of children awakening games for education and therapy. Literature of different areas has been reviewed: ethnic culture, music therapy, dance-movement therapy, ethno therapy, developmental psychology, education and special education. It is also based on manuscripts material from the Archives: of Lithuanian Folk Culture Centre, Institute of Lithuanian Literature and Folklore, Ethnomusicology Archive of Lithuanian Academy of Music and Theatre and on its expedition manuscripts material as well.
Drawn conclusions: Lithuanian folk awakening games belong to minor genre of dancing folklore, which is expressed in syncretic musical compositions of low volume, has “encoded”, not yet been researched, broad options of educational and therapeutic content, and can be purposefully used trying to respond to various individual or special needs of a child.
Awakening games can be used in a child‘s education / self-training process for numerous, complementary factors, which stimulate development of a child: training of communication and language, promotion of environmental knowledge and acceptance of changes, shaping of positive behaviour, training of motility, development of playfulness and creativity skills.
Lithuanian folk awakening games can be used in therapeutic process as an effective means of communication formation with a child and activation of its ability to imitate. While playing with a child, conditions are created naturally for its psychological security, self-esteem and confidence; self-expression, self-realization; reducing of its fears; relaxation and experience of pleasure and other.
Awakening games are still important in contemporary culture for versatile child’s development / self-formation and recommended to apply in Lithuanian families, as well as in working methodologies of a special educator, physical therapist, speech therapist, ergotherapist, psychologist and art therapist.
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VASILOIU, Alina. "How the online games can be used during SLT sessions?/Case study - Octoplay App." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare VII, no. 2 (October 31, 2021): 126–30. http://dx.doi.org/10.26744/rrttlc.2021.7.2.11.
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This article presents how online games can be used in the speech therapy sesssions with children, having as case study the mobile app OctoPlay. The OctoPlay application combines the speech therapists` approach with technology and meets the needs of children, therapists and parents through the structure of customizable exercises, collaborative environment and other tools included in the application (video model and mirror technique, virtual reality version, automatic progress reports and the possibility to customize the exercises according to the child’s needs). Practical aspects about how Octoplay App can be used are discussed and information about how it can be accessed are detailed.
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Chernushevich, V. A., E. A. Kupriyanova, and E. I. Bobryshova. "Folk national culture as a means of forming norms of communication in childhood." Psychology and Law 6, no. 2 (2016): 93–106. http://dx.doi.org/10.17759/psylaw.2016060207.
Full textAbstract:
The best carriers of playing culture are children, who possess and enjoy it. Destroyed social kids’ structures, territorial kids’ associations (family, yard, village, street communities of children) interrupted generally the process of culture transmission, reproduction and passing of communication tradition. And there is a need in social-state “revivification” (recovering folk games list and its’ players, enough for folk games reproduction process). Folk game includes particular properties of relations on the levels of physical and emotional, vocal interaction, imagery-symbolic filling, special features of clothes (all aspects of communication that constitute features of national culture of the nation and make from the nation the community of people very special and different from other communities and nations). Studying of correctional possibilities of folk games within the frames of playing agendas showed that their psychological and emotional resources provide the conditions for adoption by children the norms of communication.
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Belova, Elena S. "Psychological Aspects of Using Digital Devices for the Development of Older Preschoolers with Signs of Giftedness." RUDN Journal of Psychology and Pedagogics 19, no. 4 (December 31, 2022): 649–69. http://dx.doi.org/10.22363/2313-1683-2022-19-4-649-669.
Full textAbstract:
Revealing children’s abilities and talents in the context of digitalization is one of the urgent problems of modern psychology. The first signs of giftedness may appear early, already at the stage of preschool childhood, when its development largely depends on the conditions of the microenvironment, especially in the family. Digitalization processes set a new direction for the development of the system of family education and training of preschoolers, causing the emergence of both new opportunities and new risks in discovering children’s talents. This is a complex area of scientific research, which still remains little explored. The study was aimed at identifying the psychological characteristics of using digital devices (tablets/computers) as components of a family educational microenvironment for the development of older preschoolers with signs of general giftedness. In accordance with the conceptual provisions put forward by A.M. Matyushkin, giftedness was considered as a prerequisite for the development of a creative personality. The study involved 200 children of senior preschool age (Mage = 6.7, SD = 0.307, including 98 boys) and their parents (mostly mothers - 166). The method for diagnosing intellectual abilities (MEDIA) was used. Intellectual and creative activity as well as creative thinking of the children was studied during a diagnostic game lesson using structured observation and expert assessments. The parents of the preschoolers were surveyed using a specially designed questionnaire containing questions about the use of a tablet/computer (frequency, time, programs/games) at home for the development their children as well as questions about their interests and hobbies. The use of diagnostic techniques made it possible to single out a group (N = 24) of children with signs of giftedness among the preschoolers as well as a group of their peers for subsequent comparative analysis (their intellectual and creative abilities were less pronounced). It was found that almost all the children with signs of giftedness (95.8%), like their peers, had experience of using a tablet/computer at home for developmental purposes. The frequency of using digital devices by the preschoolers with signs of giftedness was less than that of their peers. With the observed variety of developing computer programs/games used, their total number was less in the group of the gifted preschoolers compared to the group of their peers. Partial correspondence of digital content to the interests and hobbies of the children was revealed. Most often, when choosing computer programs/games for them, their parents pursued the goal of preparing them for school. It was recognized as necessary to provide psychological assistance to the parents of the preschoolers in solving the issues of using digital devices to develop children’s abilities and talents. The results of the study can be used to develop practical recommendations based on an integrated approach to the disclosure of giftedness at the stage of preschool childhood, taking into account the digitalization of the family microenvironment.
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Korolenko, Vyktor, and Vladymyr Shenkevich. "Modern aspects of moral health of schools." Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 154–57. http://dx.doi.org/10.33310/2518-7813-2019-65-2-154-157.
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Moral education is one of the forms of moral inheritance in society. In the perception of modern society moral is a synonym of ethics. Thus, the term «moral education» means the process of the purposeful forming of child moral values and reinforcement the habit complex which is proper to the norms and moral accepted in a society. Nowadays, when the standards of legal cruelty are widely presented in mass media, entertaining programs and computer games which children are involved in since their preschool age, moral education of young people claims special attention. In the present paper the problem of schoolchildren moral development and socialization is considered. Taking into account current pedagogical conditions various approaches to the issue particularly the ways of the modern youth psychological impact efficiency improvement have been analyzed. The results of the conducted research show the need for higher school children socialization level since it’s the basis of the personality development. The importance of innovative pedagogical achievements use in the course of young people moral education is stressed. Moral education is one of the forms of inheritance of morality in society. A moral is in understanding of modern society, is the synonym of ethics. Thus, under moral education it is possible to understand the process of the purposeful forming for the child of the moral settings, and also fixing of habits of conduct, proper to the norms and moral, accepted in society. Presently, when the standards of legal cruelty with people are widely presented in mass medias, entertaining transmissions and films, and also in computer games which children master from preschool age, moral education of children must spare the special attention.
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Choo, Hyekyung, Douglas A. Gentile, Timothy Sim, Dongdong Li, Angeline Khoo, and Albert K. Liau. "Pathological Video-Gaming among Singaporean Youth." Annals of the Academy of Medicine, Singapore 39, no. 11 (November 15, 2010): 822–29. http://dx.doi.org/10.47102/annals-acadmedsg.v39n11p822.
Full textAbstract:
Introduction: Increase in internet use and video-gaming contributes to public concern on pathological or obsessive play of video games among children and adolescents worldwide. Nevertheless, little is known about the prevalence of pathological symptoms in video-gaming among Singaporean youth and the psychometric properties of instruments measuring pathological symptoms in video-gaming. Materials and Methods: A total of 2998 children and adolescents from 6 primary and 6 secondary schools in Singapore responded to a comprehensive survey questionnaire on sociodemographic characteristics, video-gaming habits, school performance, somatic symptoms, various psychological traits, social functioning and pathological symptoms of video-gaming. After weighting, the survey data were analysed to determine the prevalence of pathological video-gaming among Singaporean youth and gender differences in the prevalence. The construct validity of instrument used to measure pathological symptoms of video-gaming was tested. Results: Of all the study participants, 8.7% were classified as pathological players with more boys reporting more pathological symptoms than girls. All variables, including impulse control problem, social competence, hostility, academic performance, and damages to social functioning, tested for construct validity, were significantly associated with pathological status, providing good evidence for the construct validity of the instrument used. Conclusion: The prevalence rate of pathological video-gaming among Singaporean youth is comparable with that from other countries studied thus far, and gender differences are also consistent with the findings of prior research. The positive evidence of construct validity supports the potential use of the instrument for future research and clinical screening on Singapore children and adolescents’ pathological video-gaming. Key words: Construct validity, Prevalence of video-gaming, Singapore children and adolescents
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Panceri, João Antonio Campos, Éberte Freitas, Josiany Carlos de Souza, Sheila da Luz Schreider, Eliete Caldeira, and Teodiano Freire Bastos. "A New Socially Assistive Robot with Integrated Serious Games for Therapies with Children with Autism Spectrum Disorder and Down Syndrome: A Pilot Study." Sensors 21, no. 24 (December 16, 2021): 8414. http://dx.doi.org/10.3390/s21248414.
Full textAbstract:
This work introduces a new socially assistive robot termed MARIA T21 (meaning “Mobile Autonomous Robot for Interaction with Autistics”, with the addition of the acronym T21, meaning “Trisomy 21”, which is used to designate individuals with Down syndrome). This new robot is used in psychomotor therapies for children with Down syndrome (contributing to improve their proprioception, postural balance, and gait) as well as in psychosocial and cognitive therapies for children with autism spectrum disorder. The robot uses, as a novelty, an embedded mini-video projector able to project Serious Games on the floor or tables to make already-established therapies funnier to these children, thus creating a motivating and facilitating effect for both children and therapists. The Serious Games were developed in Python through the library Pygame, considering theoretical bases of behavioral psychology for these children, which are integrated into the robot through the robot operating system (ROS). Encouraging results from the child–robot interaction are shown, according to outcomes obtained from the application of the Goal Attainment Scale. Regarding the Serious Games, they were considered suitable based on both the “Guidelines for Game Design of Serious Games for Children” and the “Evaluation of the Psychological Bases” used during the games’ development. Thus, this pilot study seeks to demonstrate that the use of a robot as a therapeutic tool together with the concept of Serious Games is an innovative and promising tool to help health professionals in conducting therapies with children with autistic spectrum disorder and Down syndrome. Due to health issues imposed by the COVID-19 pandemic, the sample of children was limited to eight children (one child with typical development, one with Trisomy 21, both female, and six children with ASD, one girl and five boys), from 4 to 9 years of age. For the non-typically developing children, the inclusion criterion was the existence of a conclusive diagnosis and fulfillment of at least 1 year of therapy. The protocol was carried out in an infant psychotherapy room with three video cameras, supervised by a group of researchers and a therapist. The experiments were separated into four steps: The first stage was composed of a robot introduction followed by an approximation between robot and child to establish eye contact and assess proxemics and interaction between child/robot. In the second stage, the robot projected Serious Games on the floor, and emitted verbal commands, seeking to evaluate the child’s susceptibility to perform the proposed tasks. In the third stage, the games were performed for a certain time, with the robot sending messages of positive reinforcement to encourage the child to accomplish the game. Finally, in the fourth stage, the robot finished the games and said goodbye to the child, using messages aiming to build a closer relationship with the child.
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Lau, P. W. C., L. Ransdell, G. Wang, and J. J. Wang. "Perceptions of the potential contribution of Active Video Games to school physical education in Hong Kong children and adolescents." International Journal of Physical Education 58, no. 1 (2021): 26–41. http://dx.doi.org/10.5771/2747-6073-2021-1-26.
Full textAbstract:
To explore children’s perception of the contribution of Active Video Games (AVG) to school PE, 360 Chinese children (8-15 yrs old) were recruited from a shopping mall. Questionnaires were administered to investigate children’s (1) perceptions of AVG, (2) attitudes toward AVG if adopted in school PE, (3) perceptions of the association between AVG and PE objectives, and (4) age and gender differences. Children perceived that AVG are enjoyable and could increase their physical fitness, energy expenditure, and improve sport skills and knowledge. They rated AVG high in social- psychological and learning values. The correlation between children’s perception between AVG and school PE objectives was moderate. Compared to secondary students, primary students reported more positive attitudes toward AVG and higher self- reported PA levels.
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Akhmadova, Charos Bakhtiyar kizi. "FORMATION OF PHYSICAL CHARACTERISTICS OF CHILDREN OF PRESCHOOL EDUCATION THROUGH MOVING GAMES." Journal of Central Asian Social Studies 02, no. 01 (January 1, 2021): 88–93. http://dx.doi.org/10.37547/jcass/volume02issue01-a14.
Full textAbstract:
This article provides practical guidelines for the development of physical qualities of preschool children through movement games, a new approach to the process of preschool education, national traditions, values of the Uzbek people in the upbringing of children, the uniqueness of folk art, Extensive experience and peculiarities of pedagogy, regional-climatic conditions, gender of the child, age, their anatomical-physiological, psychological-hygienic aspects, education of general physical fitness and endurance of the child and harmonization of all positive features 'rin takes over. Children are more likely to be able to distinguish how moving objects are in the air, including the position of a person moving from one place to another. Describes the specifics of how a child's body behaves when running with a partner, how the proportions of the body change as children perform balance exercises, ride a bicycle, and so on. The importance of movement games in healthy development is also highlighted, as well as scientific and methodological work aimed at improving the physical qualities of preschool children to increase physical activity.
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Pianzola, Federico. "Presence, flow, and narrative absorption questionnaires: a scoping review." Open Research Europe 1 (March 24, 2021): 11. http://dx.doi.org/10.12688/openreseurope.13277.1.
Full textAbstract:
Background: This is a review and analysis of the questionnaires most used in empirical research on psychological phenomena labelled as “presence,” “flow,” and “narrative absorption,” mostly for experiences mediated by technology (printed books, screens for games and films, and virtual reality). Overlapping concepts have been formulated in different fields according to specific disciplinary interests and based on knowledge within each field. Objectives: This review focuses on how language is actually used in questionnaire items, rather than on how concepts are formulated top-down and arbitrarily associated with corresponding linguistic expressions that become items of a questionnaire. The goal is to highlight similarities and overlaps in order to show the core aspects of the psychological states elicited by mediated experiences. Eligibility criteria: Questionnaires developed or used for research about VR, video games, films, or books have been selected for analysis. They should be available in English and used in empirical research since the year 2000. Sources of evidence: A search has been performed through Google Scholar and two other disciplinary bibliographies edited by international learned societies. Charting methods: The items of each questionnaire are categorized based on their wordings, and thus independently from the conceptual models within which they have been developed. Based on this categorization, various domains to which the items can be ascribed are identified (e.g. space, realism, agency, etc.) and psychological phenomena are linked to them (e.g. presence, social presence, narrative absorption, etc.). Results: 308 items in 23 questionnaires have been found to have overlapping of wordings. Conclusions: A list of the core aspects of presence, social presence, flow, and narrative absorption is presented, together with a critical selection of items suitable to measure each construct.
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Jiang, Yuhui. "The “lost kids” in Metaverse: How video games could serve as the platform for the next-generation P4C." Metaverse 2, no. 2 (August 13, 2021): 13. http://dx.doi.org/10.54517/m.v2i2.1744.
Full textAbstract:
<p>There have always been two opposing positions on the relationship between games and learning. Popular opinion has been vocal about the negative effects of games, but the emerging trend of game-based learning holds games up as the true future of learning. Rather than making hasty assertions about the two, this paper first attempts to return to a philosophical definition of the spirituality of play, and then to reflect on and weigh the pros and cons of game-based learning. While gamification enhances the learning environment and experience in all its aspects, the fundamental problem of ‘external over internal’ prevents it from truly realizing the ultimate concept of children’s philosophy that Lippmann sought, namely to lead children to an active search for the meaning of their own existence. The arrival of the Metaverse seems to have provided the opportunity for this change. On the one hand, it greatly overcomes the shortcomings of gamified platforms, thus bringing philosophical survival and gamified learning closer together and opening the possibility of reconfiguring education with a philosophy at its core. But on the other hand, the Metaverse is not perfect; on the contrary, the monitoring of upgrades, the total datafication of people, and even the inequality of “mediated passivity” are all issues and challenges for the future educators of philosophy for children.</p>
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Jiang, Yuhui. "The “lost kids” in Metaverse: How video games could serve as the platform for the next-generation P4C." Metaverse 2, no. 2 (August 13, 2021): 13. http://dx.doi.org/10.54517/met.v2i2.1744.
Full textAbstract:
<p>There have always been two opposing positions on the relationship between games and learning. Popular opinion has been vocal about the negative effects of games, but the emerging trend of game-based learning holds games up as the true future of learning. Rather than making hasty assertions about the two, this paper first attempts to return to a philosophical definition of the spirituality of play, and then to reflect on and weigh the pros and cons of game-based learning. While gamification enhances the learning environment and experience in all its aspects, the fundamental problem of ‘external over internal’ prevents it from truly realizing the ultimate concept of children’s philosophy that Lippmann sought, namely to lead children to an active search for the meaning of their own existence. The arrival of the Metaverse seems to have provided the opportunity for this change. On the one hand, it greatly overcomes the shortcomings of gamified platforms, thus bringing philosophical survival and gamified learning closer together and opening the possibility of reconfiguring education with a philosophy at its core. But on the other hand, the Metaverse is not perfect; on the contrary, the monitoring of upgrades, the total datafication of people, and even the inequality of “mediated passivity” are all issues and challenges for the future educators of philosophy for children.</p>
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Cardoso-Leite, Pedro, Albert Buchard, Isabel Tissieres, Dominic Mussack, and Daphne Bavelier. "Media use, attention, mental health and academic performance among 8 to 12 year old children." PLOS ONE 16, no. 11 (November 17, 2021): e0259163. http://dx.doi.org/10.1371/journal.pone.0259163.
Full textAbstract:
The rise in digital media consumption, especially among children, raises the societal question of its impact on cognition, mental health and academic achievement. Here, we investigate three different ways of measuring technology use-—total hours of media consumed, hours of video game play and number of media used concurrently—-in 118 eight-to-twelve year-old children. At stake is the question of whether different technology uses have different effects, which could explain some of the past mixed findings. We collected data about children’s media uses as well as (i) attentional and behavioral control abilities, (ii) psychological distress, psychosocial functioning, and sleep, and (iii) academic achievement and motivation. While attentional control abilities were assessed using both cognitive tests and questionnaires, mental health and sleep were all questionnaire-based. Finally, academic performance was based on self-reported grades, with motivational variables being measured through the grit and the growth-mindset questionnaires. We present partial correlation analyses and construct a psychological network to assess the structural associations between different forms of media consumption and the three categories of measures. We observe that children consume large amounts of media and media multitask substantially. Partial correlation analyses show that media multitasking specifically was mostly correlated with negative mental health, while playing video games was associated with faster responding and better mental health. No significant partial correlations were observed for total hours on media. Psychological network analysis complement these first results by indicating that all three ways of consuming technology are only indirectly related to self-reported grades. Thus, technology uses appear to only indirectly relate to academic performance, while more directly affecting mental health. This work emphasizes the need to differentiate among technology uses if one is to understand how every day digital consumption impacts human behavior.
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Pianzola, Federico. "Presence, flow, and narrative absorption questionnaires: a scoping review." Open Research Europe 1 (November 4, 2021): 11. http://dx.doi.org/10.12688/openreseurope.13277.2.
Full textAbstract:
Background: This is a review and analysis of the questionnaires most used in empirical research on psychological phenomena labelled as “presence,” “flow,” and “narrative absorption,” mostly for experiences mediated by technology (printed books, screens for games and films, and virtual reality). Overlapping concepts have been formulated in different fields according to specific disciplinary interests and based on knowledge within each field. Objectives: This review focuses on how language is actually used in questionnaire items, rather than on how concepts are formulated top-down and associated with corresponding linguistic expressions that become items of a questionnaire. The goal is to highlight similarities and overlaps in order to show a possible interdisciplinary agreement about the core aspects of the psychological states elicited by mediated experiences. Eligibility criteria: Questionnaires developed or used for research about VR, video games, films, or books have been selected for analysis. They should be available in English and used in empirical research since the year 2000. Sources of evidence: A search has been performed through Google Scholar and two other disciplinary bibliographies edited by international learned societies. Charting methods: The items of each questionnaire are categorized based on their wordings, and thus independently from the conceptual models within which they have been developed. Based on this categorization, various domains to which the items can be ascribed are identified (e.g. space, realism, agency, etc.) and psychological phenomena are linked to them (e.g. presence, social presence, narrative absorption, etc.). Results: 308 items in 23 questionnaires have been found to have overlapping of wordings. Conclusions: A list of the core aspects of presence, social presence, flow, and narrative absorption is presented, together with a critical selection of items suitable to measure each construct.
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Bányai, Fanni, Ágnes Zsila, Zsolt Demetrovics, and Orsolya Király. "A problémás videojáték-használat újabb elméleti és gyakorlati megközelítései." Információs Társadalom 18, no. 1 (April 6, 2018): 93. http://dx.doi.org/10.22503/inftars.xviii.2018.1.6.
Full textAbstract:
Napjainkban a videojátékokkal való időtöltés az egyik legnépszerűbb szabadidős tevékenység a fiatalok körében. Ennek elterjedésével párhuzamosan nőtt a tudományos érdeklődés a játékok káros hatásai, illetve azok problémás használata iránt, mely jelenség a köznyelvben csak “játékfüggőségként” ismert. A kutatások rámutattak arra, hogy a játékosok kis része jelentős pszichológiai ártalmaktól szenved számos életterületen (például családi, társas, munkahelyi/tanulmányi). Tanulmányunk célja áttekintést nyújtani a problémás játékhasználat újabb elméleti megközelítéseiről, diagnosztikai kritériumairól és méréséről. A definíciót és a kritériumokat övező tudományos viták mellett bemutatjuk a kezelési eljárásokat és programokat, valamint felvázoljuk a jövőbeli kutatási irányzatok lehetőségeit is.
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Problematic video gaming: Novel approaches in theory and practice
These days spending time playing video games is one of the most popular leisure-time activities among young people. With the growth of interest in video games research has begun to focus on the negative effects of usage in addition to problematic use, which is commonly known as "game addiction". Research has pointed out that a small number of gamers suffer from severe functional and psychological harm in several aspects of their lives (for instance, family, social, work/study). The aim of our study is to provide an overview of the novel theoretical approaches, diagnostic criteria and assessment of problematic gaming. Besides describing the scientific debates concerning the definition and criteria, we present the treatment methods and programs, and draw a picture of the possibilities for future directions in research.
Keywords: problematic gaming, gaming disorder, addiction, Internet Gaming Disorder (IGD), interactive media
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Ramírez-Granizo, Irwin Andrés, José Luis Ubago-Jiménez, Gabriel González-Valero, Pilar Puertas-Molero, and Silvia San Román-Mata. "The Effect of Physical Activity and the Use of Active Video Games: Exergames in Children and Adolescents: A Systematic Review." International Journal of Environmental Research and Public Health 17, no. 12 (June 14, 2020): 4243. http://dx.doi.org/10.3390/ijerph17124243.
Full textAbstract:
The aim of this study is to develop a systematic review on the relationship between the use of active video games “exergames” and the practice of physical activity. The Web of Science (WOS) repository was used as the main search engine, using as criteria the selection of longitudinal and experimental studies published in the last five years. A total of eight research papers were obtained, in which intervention programs based on the use of exergames were applied to improve different parameters, such as adherence to Physical Activity practice or improvement on a psychological level. As the main findings, it was possible to observe the need to include these types of devices in the classroom since they can work transversally across much content, and the resources are so accessible that they allow improvements at academic level. Likewise, they favor motivation to physical exercise since with adequate volume and intensity parameters, they are related to healthier lifestyles, and the areas of motor skills and logical thinking benefited the most.
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Ajmal, Abdullah, Hamza Aldabbas, Rashid Amin, Sundas Ibrar, Bader Alouffi, and Mehdi Gheisari. "Stress-Relieving Video Game and Its Effects: A POMS Case Study." Computational Intelligence and Neuroscience 2022 (April 20, 2022): 1–11. http://dx.doi.org/10.1155/2022/4239536.
Full textAbstract:
Stress is the response or a change in our bodies to environmental factors like challenges or demands that are physical and emotional. The main cause of stress is illnesses and it is gaining more interest, a hot topic for many researchers. Stress can be brought about by a wide range of normal life occasions that are hard to avoid. Stress generally refers to two things: first, the psychological perception of pressure and the body’s response to it. On the other hand, it involves multiple systems, from metabolism to muscles to memory. Many methods and tools are being developed to reduce stress in humans. Stress can be a short-term issue or a long-term problem, depending on what changes in your life. The emphasis of this article is to reduce the effects of stress by developing a stress-releasing game and verifying its results through the Profile of Mood States (POMS) and POMS-2 survey. Games are associated with stress levels; hence, parameters like sounds, visuals, and colors associated with reducing stress are used to develop a game for the stress reduction in the players. The survey research aims to determine that the purpose-built game will affect the player's stress level using a reliable psychological survey paper. The survey collected a variety of information from its participants over six months. Different aspects of a person’s psychology and reactions are recorded in this scenario by calculating the mean, standard deviation, degree of freedom, zero-error, and probability-value%. The POMS and POMS-2 results are obtained from the custom-built game, and these are found to be effective in reducing stress.
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Chipil, Elena, and Tatiana Shamovskaya. "Psychological and Pedagogical Conditions of Intellectual Development in Preschoolers with Severe Speech Disorders." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2019, no. 4 (December 30, 2019): 341–47. http://dx.doi.org/10.21603/2542-1840-2019-3-4-341-347.
Full textAbstract:
The research featured peculiarities of the intellectual development of children with severe speech disorders. A set of experiments showed that such children have systemic underdevelopment of verbal and non-verbal functions. The empirical part of the research was based on two methods: a color version of Raven's Advanced Progressive Matrices Test and Wechsler’s Pre-School & Primary Scale of Intelligence in M. N. Ilyina’s adaptation. The data were analyzed with the help of statistical methods. The article focuses on the system of psychological and pedagogical conditions of the intellectual development of preschoolers in the conditions of preschool educational organizations. The authors consider the sensory education as the basis of intellectual development aimed primarily at the development of feelings and perceptions. The content of the intellectual education includes speech development, development of elementary mathematical concepts, and productive activities (construction, modeling, drawing, application), which are considered as significant aspects of intellectual education. The authors compiled, tested, and evaluated a program of intellectual development of senior preschool children with severe speech disorders. The program was based on didactic games.
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Silva-Lavigne, Nicole, Alena Valderrama, Sandra Pelaez, Myriam Bransi, Fabio Balli, Yannick Gervais, Thomas Gaudy, and Sze Man Tse. "Acceptability of Serious Games in Pediatric Asthma Education and Self-management: Pilot Study." JMIR Pediatrics and Parenting 5, no. 2 (April 7, 2022): e33389. http://dx.doi.org/10.2196/33389.
Full textAbstract:
Background Asthma is the most common chronic pediatric disease. Despite existing tools to manage asthma, 40%-55% of children with asthma experience uncontrolled asthma. Serious games (SGs) represent a novel approach in promoting asthma education and self-management for children. Objective In this qualitative pilot study with an embedded quantitative design, we aim to use focus groups and questionnaires to describe the perceived role of SGs in different aspects of asthma self-management by children and their parents. These aspects include asthma perception and knowledge, the impact of asthma and barriers to asthma self-management, and the support system for asthma self-management. Methods A total of 5 children with asthma and their parents were invited to participate in an organized gaming session. Children and their parents completed a pregaming questionnaire on their medical history and asthma knowledge. Then, they were invited to test 4 original SG prototypes, after which the children answered a postgaming questionnaire on their asthma knowledge and perception of the SGs. Children and their parents subsequently participated in parallel focus groups, which were video-recorded or audio-recorded, transcribed verbatim, and analyzed by reaching consensus among members of the research team. Results The mean age of the children was 10.3 (SD 1.5) years, with 20% (1/5) of the children being male. Qualitative data from the transcripts were coded into three separate domains: asthma self-management perception and knowledge, impact of asthma and barriers to asthma self-management, and support system for asthma self-management. We specifically explored the perceived roles of SGs within each domain. A key takeaway message was identified for each of these three domains: heterogeneity of asthma knowledge and the ability of SGs to encourage knowledge transfer through games, consequences and limitations of asthma and the ability of SGs to allow for identification and management of real-life situations through games, and insufficient support system and the ability of SGs to encourage playing with others for support and shared knowledge. Conclusions Our pilot study explored the role of SGs in the self-management of asthma, as perceived by children and their parents. Our findings support the acceptability of SGs in asthma education and self-management in pediatrics and the necessity for future development in this field.
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Semchuk, Svetlana. "USE OF INFORMATION TECHNOLOGIES IN THE SPIRITUAL FORMATION OF THE YOUNG GENERATION." Problems of Modern Teacher Training, no. 1(23) (April 29, 2021): 35–41. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232748.
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The article considers the problem of formation of spiritual needs of preschool children and the influence of modern information technologies on this process in particular. It gives a retrospective analysis of the views of scientists on the problem of the impact of information technology on the spiritual development of preschool children. It reveals the terminological concepts “spiritual education”, “Internet addiction”, “information technology”, “cyber threat”. Psychological regularities and features of spiritual formation of preschool children are described. The article describes the signs of “Internet addiction” of preschool children: elevated state of being on the Internet; impaired memory and attention; irritability from not being allowed to use the computer; constant browsing of various sites; unwillingness to communicate with family and friends for the sake of being on the Internet; sitting at the computer for hours, which leads to sleep and food deprivation. The main aspects of the spiritual qualities of children, which are formed under the influence of information technology, are revealed. It is determined that computer games are cultural forms of childrenʼs spirituality in the process of upbringing and education, along with childrenʼs games. The article reveals the functions of computer games. They are educational (promotes mastering of letters, develops reading skills, elementary mathematical concepts, etc.); educational (forms spiritual values, installs moral and ethical rules of conduct); developmental (aimed at the formation of general mental abilities, memory, thinking, attention); communicative (ensures the development of the dialectic of communication); entertaining (aimed at getting pleasure, enjoyment, getting the desired result). The article finds that the use of computer games in the classroom develops children’s curiosity, stimulates them to achieve their goals, helps children better master the material, identifies gaps in knowledge and eliminates them.
Keywords: information technology, Internet, Internet addiction, preschool child, computer games, spiritual education, children’s spirituality, spiritual needs.
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Tikhonova, Ju A. "Digital education: Using electronic resources in psychological support of the educational process." Informatics and education, no. 3 (May 13, 2020): 55–61. http://dx.doi.org/10.32517/0234-0453-2020-35-3-55-61.
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The article discusses the development trends of the modern preschool education system in the aspect of the activity of the teacherpsychologist of the preschool educational organization. The experience of using 1C software products in the practical work of the psychological service of kindergarten 318 of the city of Perm in the aspects of psychological monitoring of children’s readiness to study at school and correctional and developmental work with preschool children is presented. The components of the child’s psychological readiness for school are described. On practical examples, diagnostic methods for determining the level of readiness of children for schooling are analyzed. The data of testing kindergarten pupils at the beginning of the 2019/2020 school year on the parameters allowing to identify urgent problems and determine the direction of the necessary correctional development work are presented. Features of the practical application of the software product 1C:Preschool Psychodiagnostics in the process of psychological support of preparing children for school are considered. Methods are described, the scope of which is aimed not only at the study of personality traits, but also at its development. The possibilities of using games of the 1C:Educational Collection in the correctional and developmental work are disclosed. The description of game collections is given, options for their use are presented.