Usage Of Video Games Research Articles

Gaming Disorders: Navigating the Fine Line between Entertainment and Addiction-Gaming History, Health Risks, Social Consequences, and Pathways to Prevention.

The number of people immersed in excessive gaming has increased in this age of rapid digitalization. The World Health Organization and American Psychiatric Association Organization recognize a gaming disorder as a condition that results in significant problems in daily life as a result of excessive gaming. Both organizations emphasize the similarities to behavioral addictions such as gambling. We examined the appropriate usage of video games from the perspectives of health and management in this study. For the general population, video games provide positive impacts such as stress alleviation and memory improvement. Game playing leads to a loss of time and money for the individual. It also has a negative impact on the individual's family and social life, evolving into a social problem. Gaming addiction is often accompanied by psychological disorders and other addictions, and long-term medical treatment, including approaches to the individual's psychological background and cognitive-behavioral therapy, is necessary. Therefore, the prevention of gaming disorder is essential. From a societal standpoint, action is required in three contexts: the government, game developers, and within the household as a whole. Simultaneously, the public needs to understand the positive potential of gaming, such as e-sports.

European Portuguese Version of the Game Addiction Scale-7: Factor Structure and Psychometric Properties

Introduction: Game addiction (GA) can be described as a compulsive and excessive usage of computers or video games that causes emotional and or social problems. The current study tested the factor structure and psychometric properties of the European Portuguese Game Addiction Scale (GAS-7-PT) short version. Methods: The sample encompassed 375 participants, 233 women (62.1%) and 142 men (37.9%), with a mean age of 21.71 (standard deviation = 5.82) years old. Participants completed a set of self-report measures online: the GAS-7-PT, the Scale of Involvement in Video Games and the Patient Health Questionnaire-4. Results: Confirmatory factor analyses confirmed a biological sex invariant single-factor structure with a very good fit to the data. The GAS-7-PT showed good reliability and test-retest reliability. Correlations with related and unrelated measures suggested convergent validity, and partial correlation results pointed to incremental validity. Men showed significantly higher scores than women. Conclusion: The GAS-7-PT is a self-report instrument with suitable psychometric properties for clinical and research contexts. The availability of a European Portuguese version confirms the GAS-7 robust consistency and allows further cross-cultural clinical research.

Exploring the Potential of Video Games in Enhancing Language Learning

In the past few years, computer games have become popular as immersive language learning tools which help students to improve their language skills. This paper seeks to find out if video games can be used to improve language learning and to see the positive aspects of video games for this task. The participant for this research is based on 58 participants who had taken an English language class at a university in Johor; from which eight volunteers were selected for the interview. In our study we used mixed-method approach, and a survey was carried out by asking students questions about their general perceptions of the usage of video games for learning in the English language as well as getting to know challenges that students are facing while using these games to practice the language. Overall, they had a positive attitude towards video games in an educational environment. The findings highlight the significance of putting technology integration into education since online video games are a very convenient tool in stimulating their active participation learning English and communicative diversity.

The Influence of Video Game Usage on Romantic Relationships Between Youths

To answer a common question that arises within young relationships, "Which is more important: me or video games?" this study draws from a sample of 640 college students in order to explore the relationships between a number of factors: video game usage, video game importance, conflicts, and romantic relationship satisfaction. The results indicate that compared to women, men are more likely to exhibit three types of video game usage characteristics. The results also suggest that people’s concentration on video games and the percentage of their leisure time dedicated to video games can effectively predict how important video games are to someone. On the other hand, social behavior was not found to predict the importance of video games. Compared to self-reports of usage in this study, partner usage of video games was found to be more related to conflicts. In addition, video game usage does not directly negatively affect relationship satisfaction, but does indirectly affect relationship satisfaction through the partner's perception of the importance players place on video games. The frequency with which partners play games together was found to have a positive effect on romantic relationship satisfaction. This study demonstrates that the importance people attribute to video games does cause problems for young people’s romantic relationships and reveals the mechanism of influence of video games on couples’ satisfaction with their romantic relationships.

COVID-19-related anxiety and the role of social media among Canadian youth.

Current literature indicates that safety measures, including lockdowns during the COVID-19 pandemic, severely disrupted our lifestyle, marked by increased screen time. The increased screen time is mostly associated with exacerbated physical and mental wellbeing. However, the studies that examine the relationship between specific types of screen time and COVID-19-related anxiety among youth are limited. We examined the usage of passive watching, social media, video games, and educational screen time and COVID-19-related anxiety at the 5-time points (Early-Spring 2021, Late-Spring 2021, Fall 2021, Winter 2022, and Spring 2022) among youth in Southern Ontario, Canada (N = 117, mean age = 16.82, male = 22%, non-White = 21%) and investigated the role of 4 types of screen time in COVID-19 related anxiety. COVID-related anxiety was measured using the Coronavirus Anxiety Scale (CAS). Descriptive statistics examined the binary relationships between demographic factors, screen time, and COVID-related anxiety. Also, partially adjusted and fully adjusted binary logistic regression analyses were conducted to examine the association between the types of screen time and COVID-19-related anxiety. During the late Spring of 2021, when the provincial safety restrictions were most stringent, screen time was the highest among the 5 data collection time points. Further, adolescents experienced the highest COVID-19-related anxiety during this period. On the other hand, young adults experienced the highest COVID-19-related anxiety during Spring 2022. In a partially adjusted model (accounting for other types of screen time), engaging in 1-5 h per day on social media increased the likelihood of experiencing COVID-19-related anxiety compared to those who spend less than 1 h per day (OR = 3.50, 95%CI = 1.14-10.72, p < 0.05). Other types of screen time was not significantly associated with COVID-19-related anxiety. In a fully adjusted model (accounting for age, sex and ethnicity besides four types on screen time), 1-5 h per day of social media remained significantly associated with COVID-19-related anxiety (OR = 4.08, 95%CI = 1.22-13.62, p < 0.05). Our findings suggest that COVID-19-related anxiety is associated with youth engagement in social media during the COVID-19 pandemic. Clinicians, parents, and educators should work collaboratively to provide developmentally appropriate approaches to reduce the negative social media impact on COVID-19-related anxiety and promote/foster resiliency in our community during the recovery period.

Do teachers believe that video games can improve learning?

Although video games are increasing their presence in teens/children's private entertainment and there is ample evidence to support their educational possibilities, they are seldom introduced in classrooms. One of the least studied factors relative to the insertion of video games in curricula is teachers' conceptions on their effectiveness to foster learning. In this study, we investigate how teachers conceive of the educational usage of video games, considering their reported value and which video game dimensions are reflected to be of importance, as well as personal traits linked to them (gender, educational level, area of knowledge, teaching experience, behavioral intention ...). We designed a Likert questionnaire with three main dimensions: pragmatic play, epistemic play, and learning outcomes (verbal information, skills, and attitudes). 595 Spanish teachers answered the questionnaire online. We applied ANOVA and multiple regression techniques, which revealed a broad acceptance of video games as educational media. The most relevant analyzed factors turned out to be the intention to use video games in classrooms, and the private use of video games. Teachers believe that video games promote more learning when played with an epistemic goal, mediated by scaffolding and especially under the teacher's guidance, compared to pragmatic play related to completion and success in the game. They also consider video games to mainly promote verbal information learning, procedural learning, and finally attitude learning, with the latter being less probable. We suggest the need to strengthen not only teacher training programs in the educational use of video games but also research on relationships between teachers' beliefs and practices in order to convert these favorable beliefs into actual real practices.

Commercial video games as a resource for mental health: A systematic literature review

ABSTRACT Game-based interventions have been gradually and successfully implemented in the mental health domain given the games’ ability to positively affect a variety of mental health conditions. To this aim, scholars have recently discovered the usefulness of Commercial Off-the-Shelf (COTS) video games, due to their increasing popularity, availability, and cost effectiveness. Nevertheless, key aspects of this line of research have not emerged yet, since a comprehensive overview of how commercial video games impact on different mental disorders is still missing. In this article, we present a systematic literature review of recent research that focuses on the usage of commercial video games in mental health. We analyse 39 papers and map the relevant themes that are recurrent in the last ten years of research, offering a detailed understanding of the methodological approaches that were used, the results obtained, the main disorders addressed, and the video game genres exploited. On the basis of these findings, we highlight open issues in current work and point out a variety of research opportunities that could be tackled in future years, like the need of conducting more field and longitudinal studies, the necessity of developing the design knowledge, and the possibility of connecting research with clinical practice.

Digital Marketing and Intellectual Property Rights: Leveraging Events and Influencers

Digital video’s widespread distribution has increased intellectual property (IP) right appropriation. Notably, influential content posters exhibiting video-game footage account for one-third of YouTube's traffic and over 50 billion hours viewed annually. Although many firms share IP with influencers and host digital esports events that could act as substitutes, others guard against this (e.g., Nintendo). To study these decisions, we collect a unique individual-level panel dataset on usage and purchases of video games and data on the timing of related YouTube video posts and competitive tournaments. We estimate the causal effect of events and influencers on video-game usage and sales using a difference-in-differences approach, the high-frequency nature of our data, and a supply-side shock on the YouTube platform (the“Adpocalypse”). We find that one influencer-created YouTube video increases game sales up to 6.2% and game usage up to 7.8%, whereas company-initiated esports tournaments increase usage up to 38.1%. Both effects are concentrated in heavy users. YouTube videos for story-based and multi-player games can crowd out game sales and usage. These results help explain why firms' policies differ when managing their IP.

Students’ perceptions about the use the videogames in secondary education

Working with videogames in class is becoming a normal reality which truly depends on the vision that the teacher possesses about it. But what do receptive students really think about the education mediated by videogames? The current paper introduces the assessment that a group of students from Secondary Education has done (N = 207) about the usage of videogames in the classes. Also, it allows drawing the user profile that the direct-grant schools present. The method used has been descriptive and correlated developed by means of a questionnaire composed by 37 items. The main result obtained shows that the students from the first courses in this educational level are more given to the usage of videogames for their curricular development. Also, we found significant differences in the use of video games in favour of men. Moreover, it is highlighted the profile of low videogames consumer that these students have, questioning whether this will be determined by the type of school in which this research has been carried out. Thus, we present a line of study that links the vision of the videogames and the type of school in which they are studied, since this, among other aspects, is determined by the family purchasing power.

Video Games: Their Influence on English as a Foreign Language Vocabulary Acquisition

In this particular project, a four-week video game-based activity is proposed, using videogames as main sources to improve participants' vocabulary. Moreover, the data gathered in the project is triangulated by using tests, teacher's journal, and students' journal during the four weeks. The project aims to demonstrate the bond between videogames and vocabulary acquisition as well as breaking the superstition that videogames cannot be helpful in EFL contexts. Besides, during the activity, students are asked to play two games, Scribblenauts and Age of Empires II. Consequently, the research tries to understand and analyze the process and roles students and teachers develop through the usage of videogames in an EFL classroom; reflecting upon experiences from the games.

Impact of excessive video games usage on teenage academic performance in Lagos state, Nigeria

Many factors affect the academic performance of students, empirical studies report that access to information can influence the academic performance of students. However, studies on impact of excessive playing of video games among teenage in relation to leisure and academic performance are limited in Lagos State, Nigeria. This study employed two hundred and fifty (250) teenage students aged between 10 and 16. Two research questions and two hypotheses were raised to guide the study. A Questionnaire on Impact of Students excessive Video Game Usage adapted from Rubijesmin, (2017).The instrument was validated through face and construct validity while the Cronbach alpha reliability method was used to obtain a reliability correlation co-efficient of 0.72. The instrument was administered on 250 teenagers purposively selected from two primary schools and two secondary schools in Lagos sate, Nigeria. The study employed descriptive survey research design. Hypothesis one was retained while hypothesis two was rejected this implied that there is no significant relationship between teenagers’ excessive usage of video games on improved academic performance and there is a significant relationship between teenagers’ excessive usage of video games and after school leisure. The study consequently recommends relative orientation on when and how to curb excessive usage of video games among teenagers. Effort should be made to discourage non-academic usage of video games in and outside the classroom. Indicating that students should endeavour to constructively use more of their time in reading their books rather than playing video games. Finally, stakeholders in the education sector should intensified campaign on curbing the adverse effect of excessive usage of video games among teenagers.

Prevalence of addiction to online video games: gaming disorder among medical students

Background: Video gaming has become a most popular leisure activity in many parts of the world, which appears to develop problems as a result of excessive gaming, most commonly among students. The behaviour pattern is of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning. In this context present study was done to know the prevalence of addiction to online video games among medical students.Methods: A cross sectional study was conducted from March 2017 to July 2018 in Katuri Medical College, Guntur among 575 undergraduate medical students including interns. The data was collected using Young’s online gaming addiction scale questionnaire and was analyzed using SPSS 21 version and Epiinfo 7.Results: In our study, the mean age of students was 22±4 and the average duration of gaming was 3 hours, while students who were addicted to gaming had playtime for 7 hours. Majority of the students used Mobile phones (73.9%), followed by computers (12.2%) for playing games. There was statistical significance between male and female students regarding usage and Problems faced due to video games (p&lt;0.0001, S*).Conclusions: Gaming disorders are on a rise, which had lead students to psychosocial disturbances, anxiety, depression, mood disorders, sleep disturbances, head ache, lack of social activities, and impairment in education. So, it is time to regulate the usage of Electronic devices, Internet and video games.

Goal-Setting in Educational Video Games

Background. The increased usage of educational video games with their strong graphical and technical potential raises the question of how to optimize the instructional elements of gameplay. In this article, the instructional goal was analyzed with the theoretical background of both motivational psychology (goal-setting theory) and cognitive psychology (goal-free effect). Aim. We compared different goal types within an educational video game specifically produced for this context, using MINECRAFT as a content creation tool. Method. Within a quantitative, empirical experiment, 87 students divided into three goal groups (specific learning goal, specific performance goal, goal-free condition) played the video game for nearly three hours per test session to gain knowledge about basic elements of computer science and basic electric engineering. Results. The results show effects of goal-setting on cognitive load and affective measures. Having specific learning goals lowered extraneous and intrinsic cognitive load. Additionally, players following a specific learning goal reported having significantly more fun, indicating the affective impacts of goal-setting. Conclusions. The outcomes of this study have practical implications for the creation of educational video games and theoretical implications for further work within the field of instructional psychology.

Videojuegos educativos: Teorías y propuestas para el aprendizaje en grupo

&lt;span&gt;En este artículo se presenta el uso de video juegos multijugador que manejan actividades colaborativas como un instrumento educativo acorde con la era digital que vivimos, así como las bases que soportan dicha iniciativa. Este tipo de aplicaciones que se denomina Video Games¿Supported Collaborative Learning (vgscl), pretende obtener las ventajas que se derivan de los tres pilares sobre los cuales se apoya la utilización de estas aplicaciones: el uso de videojuegos como elemento atractivo y motivador para un amplio porcentaje de la población en edad escolar, el aprendizaje implícito de conceptos ocultos en los retos y actividades del propio videojuego, y la aplicación de técnicas de aprendizaje colaborativo que permiten a los estudiantes desarrollar sus habilidades sociales mientras aprenden y obtienen un aprendizaje más efectivo.&lt;/span&gt;

Using embodied conversational agents in video games to investigate emotional facial expressions

The perception of emotional facial expressions has been diligently studied in psychology for the last 40 years. The stimuli mainly used in these studies were photos or short film clips. Today, video games and their development frameworks allow researchers to design, model, and animate embodied conversational agents (ECAs). This research paper introduces an experimental setting to observe and measure the perception of facial expression performed by embodied conversational agents. The experimental setup is based on the research efforts of the psychologist Harald G. Wallbott and uses the CryENGINE to visualize the ECAs in various contextual settings. A new paradigm, coined “Interaction-Paradigm”, is integrated in the experimental setting, which is derived from the video-games domain. It utilizes the benefits of video games as a research tool: the setup grants participants an interactive experience of a given emotional situation, which allows the investigation of the perception process in a more realistic setting. In contrast to the traditional approaches in emotion theory research, the usage of video games ensures that situational aspects are not presented by simply showing subjects a piece of paper containing descriptions of a situation. Based on an extensive state of the art on using video games and games development frameworks in research, this article shows how to set up experiments using video game technology. The aim of the study is to establish a comparative experimental framework to analyze subjects’ judgment on emotional stimuli in different context dimensions. The findings show that the importance of information channels changes, when people decide for the emotional quality of a situation. While in still images the majority of people bases the decision on the facial expression, rather than based on the text description, in interactive scenarios only 11.8% of the participants relied on the facial expressions, with the majority using the contextual description. We present the results of the experiment in detail and summarize how video games and games development frameworks can support research in the area of ECAs and emotion perception.

Correlates of Children's Usage of Videogames and Computers1

Fourth‐, fifth‐, and sixth‐grade students responded to a questionnaire concerning their experiences with electronic videogames and computers. Teacher ratings of academic achievement, personality characteristics, and behavior patterns were also obtained for each student. These data were used to examine a number of hypotheses concerning potential harmful or beneficial effects of electronic videogames on school‐age children, and to provide preliminary evidence concerning the correlates of computer usage by school‐age children. Videogame usage showed significant positive correlations with teacher ratings of impulsivity, significant negative correlations with ratings of academic achievement, and little relationship to rated sociability. Videogame use also proved positively related to other social activities and to microcomputer use.