Computer games: from combating anti-deprivation to algorithmic culture and ...digital imbecility

Abstract

Introduction. Different genres and scenarios of computer games influence the formation of students’ cognitive abilities as well as their mental health. This influence should be taken into account in the scientific and methodological base of the didactic system of modern education. The purpose of the article is to assess the influence of computer games on the formation of the students’ algorithmic culture, to offer recommendations on reducing the extent of deprivation and cyber addiction leading to digital imbecility of teenage gamers in its extreme form. Research methods. The research participants were represented by servicemen who had arrived to a military training unit of Omsk, Siberian Unit of the Russian Federation National Guard Troops, to take part in the general military training programme (60 persons); full-time 1st and 2nd year students of Novosibirsk State University (59 persons); high-school learners of Novosibirsk region (over 2,000 respondents). The used materials included uniquely designed questionnaires, scales, in particular, A.V. Grishina’s questionnaire, along with observation of the young audience involved in computer games. To check the reliability of conclusions, statistical methods of data processing were used with the use of chi-square test. Results. It was found out that the attitude towards video and computer games depended on the social group of the respondent. For instance, “adequate” attitude towards video games was demonstrated by 29% of the students and 60% of the servicemen; “borderline” – by 37% of the students and 28% of the servicemen; and “addicted” – by 34% of the interviewed students and 7% of the servicemen. In addition, a correlation was revealed between the high-school students’ reasons for choosing a particular game and their performance (non-performance) of their social role. The boys were in the lead when it came to modelling conflict situations; however, no quantitative differences were observed between the boys and the girls as to the presented set of computer games and the motives for their choice. No statistically significant differences were found between the frequency distribution within the two groups, χ2 = 2.78 < χ20,05. Conclusion. Computer games contain a didactic potential connected with individualisation of cognitive processes and motivation correlated with the learner’s belonging to a certain subculture. The learners’ passion for computer games is divided into three categories: adequate, borderline and addicted. The respondents perceived the game both as a communication technique and a way of recreation.