Use Of Video Games Research Articles

Impact of prior experience and gender on cognitive load during initial drone use

The purpose of this demonstration study was to determine the effect of prior experiences and gender on cognitive demands at the initial educational technology experience. The task of drone operation was selected as a novel educational technological tool and videogame use was determined to be a tangential prior experience. Through the framework of embodied cognition, the NASA Task Load Index was used to measure cognitive demand. Practicing middle- and high-school science teachers were recruited to participate in this study. Participants operated drones at three instances over two weeks. An additional challenging task was also presented. A mixed ANOVA suggested a significant interaction between videogame use and time: F(2, 28) = 3.77, p<\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$p<$$\\end{document} 0.05. A significant interaction between gender and time was also observed: F(2, 29) = 3.72, p<\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$p<$$\\end{document} 0.05. For both prior experience and gender, the differences were observed at the first instance of drone operation and not at subsequent trials. Results suggest prior experience and gender may only affect cognitive load at the initial experience and leveling of cognitive load occurs with continued practice. These findings can support an educator’s planning for drone-based activities and help to mitigate the stigma of gender differences regarding technology use. Additionally, these findings support the need to examine and enhance related and transferable skills, such as hand–eye coordination and spatial thinking, to lessen cognitive load at the initial educational experience.

Guiding Teenagers to Use Video Games Properly

With the increasing popularity of video games, some problems have arisen. For some people, video games can be said to be “destructive”, causing irreparable harm; For others, however, teenagers’ use of video games has produced some positive results. The purpose of this paper is to study the effects of video games on young people and how the community should guide young people to use video games to achieve positive effects and avoid negative effects. Through the analysis of literature and cases, this paper analyzes the positive and negative effects of electronic games on teenagers from the perspectives of society, psychology, and science, and studies the feasible ways for parents, schools, governments, and other groups to correctly guide teenagers to use electronic games. It is found that electronic games can have different effects on teenagers, both positive and negative, depending on the situation. Overall, the study reported more negative effects than positive ones. Among them, the negative aspects include addiction, affecting academic performance, causing psychological disorders, leading to suicide, affecting family relations, leading to social problems, leading to negative emotions, etc. The positive effects include cultivating prosocial behavior and satisfying psychological needs that are difficult to achieve in real life. To properly guide teenagers to use electronic games, all sectors of society, including parents, schools, and governments, can take some actions to achieve the goal.

Problematic Use of Video Games in Schooled Adolescents: The Role of Passion

The present study aims to determine the predictive value of sociodemographic, academic, educational clinical psychological variables—ADHD diagnosis, emotional self-regulation, passion and emotional and behavioural symptoms—and modality of use of video games in adolescents who either make potentially problematic or severely problematic use of video games. This is a descriptive cross-sectional study in which 2.533 Galician students (region located in the northwest of Spain) aged between 11 and 20 years participated, who were selected through multistage random sampling. The mean age was 14.78 years (SD = 1.76). The analysis of the data seems to indicate that in the prediction of the problematic use of video games, different variables are combined, among which passion plays a capital role. In addition, the problematic use of video games is related to poor parental control, poor academic performance, use of addictive substances or to an earlier onset, as well as with the diagnosis of ADHD and with greater negative emotional and behavioural symptoms. The results of this study may be of interest for the design and implementation of preventive and corrective actions aimed at reducing the problematic or addictive use of video games.

Influence of parental mediation and social skills on adolescents' use of online video games for escapism: A cross-sectional study.

The widespread use of video games among adolescents has raised concerns about their impact on psychological and social development. This study aimed to assess the effects of different types of parental mediation on adolescents' tendency to use video games to avoid negative emotions and determine the relationship between adolescents' interpersonal skills and their reliance on online video games for escapism. Participants were 452 adolescents from 15 middle and high schools. Data on sociodemographic information, gaming habits, parental control of online gaming, interpersonal skills, and reasons for playing online games were also collected. Hierarchical multiple regression was used to analyze the data, with online video game escapism as the dependent variable. Results supported the study's hypothesis that both parental mediation and adolescent interpersonal skills significantly predict the use of online video games for escapism. Higher levels of parental monitoring were associated with a lower tendency of adolescents to use video games to escape negative emotions, while parental mediation supporting autonomy showed a similar but weaker protective effect. At the same time, parental monitoring was also found to be associated with lower interpersonal skills, notably higher impulsivity, narcissism, and stress in social situations. In addition, adolescents with higher levels of impulsivity were more likely to use video games for escapism. These findings highlight the importance of balanced parental involvement and the development of adolescents' social skills to mitigate the risks of problematic online gaming. Interventions should promote effective parental mediation strategies and enhance adolescents' interpersonal skills to reduce their tendency to use video games as a coping mechanism for real-life challenges. Effective parental mediation and improved interpersonal skills are critical for promoting healthier gaming habits and reducing adolescent escapism.

APPLICATION OF COMPUTERISED TECHNOLOGIES IN THE REHABILITATION OF PATIENTS WITH STROKE CONSEQUENCES

A stroke is a sudden onset of focal or generalized impairment of brain function due to vascular causes only, which is related to cerebral blood flow and lasts for more than 24 hours. Cerebral stroke remains the second leading cause of death and the third most significant cause of disability in the world. Over the past 30 years, the absolute number of cases of this disease has increased by 70%, the prevalence by 85%, with a 43% increase in mortality rates. According to the latest Global Burden of Disease (GBD) analysis, in 2019, there were about 12.2 million stroke cases, 143 million disability-adjusted life years and 6.6 million deaths worldwide, 86% of which occurred in low- and lower-middle-income countries. Purpose to analyse and systematise the use of computerised technologies in the rehabilitation of patients with stroke consequences. Materials and methods. To achieve the objectives of the research, the researchers analysed scientific literature and systematised information using electronic databases such as PubMed, Google Scholar and others. Research results. Traditional methods have proven their effectiveness and are widely used in the practice of rehabilitating patients after stroke. However, with the development of science and technology, there is a need to find new approaches to therapy that can provide a more comprehensive and effective treatment of this pathology. Today, computerized technologies deserve special attention in the rehabilitation of patients after stroke, namely robotic systems, specially designed video games and virtual reality, and TV rehabilitation. Robotic systems are devices that automate various tasks and processes. They can be programmed to perform certain functions with high accuracy and repeatability. In rehabilitation, such systems help to restore motor functions, support physical activity, and facilitate recovery from injuries or illnesses, including stroke. Video games and virtual reality technologies are examples of exciting and fun rehabilitation for stroke patients. Traditional therapies can be complex and tedious to repeat, making it less likely that patients will do them at home. Physical therapists are finding that video games are more engaging and easier to incorporate into home treatment regimens. Tele-rehabilitation after stroke is a form of remote medical care that allows patients to receive rehabilitation services via the Internet or other telecommunication technologies. This provides access to the necessary therapy regardless of the patient's place of residence. Conclusions. Computerized technology significantly improves the rehabilitation of patients with stroke. Robotic systems provide high precision and control during movements, which avoids incorrect exercise and reduces the risk of re-injury, regularity of training, and patient comfort. In addition, many robotic systems have built-in sensors that allow you to track the patient's progress and provide feedback to both the patient and the doctor. This helps to adjust the rehabilitation programme according to the patient's needs. The use of video games and virtual reality in stroke rehabilitation offers numerous benefits, including increased motivation, improved motor and cognitive function, psychological support, and social interaction. Tele-rehabilitation after stroke is an innovative approach to patient recovery, providing access to rehabilitation services regardless of where they live.

Polymorphic variants of the dopamine receptor gene DRD2 (rs6277, rs1800497) in adolescents with problematic video game use

Problematic video games use, as a specific form of problematic Internet use, is widespread among adolescents and can have negative effects on their mental and somatic well-being. An increasing incidence of addictive video gaming, as well as the overuse of the Internet, among the young population makes the current study of susceptibility factors, including the genetic component, relevant. There has been a number of investigations related to the involvement of gene variants of the neurotransmitter system in the development of Internet addiction, with the results being different for various ethnic groups. The dopamine type 2 receptor gene (DRD2) is one of the candidate genes for susceptibility to video game addiction. The aim of the work was to study polymorphic variants of the dopamine receptor gene DRD2 (rs6277, rs1800497) in Russian adolescents with problematic use of computer video games. A sampling of 407 adolescents aged 14.1±1.8 years was tested, of which 56 (13.8 %) were identified as having problems with the pathological use of video games use based on the GASA scale results. Boys in the sample proved to be addicted to video games more than girls (p = 0.041). As a result of comparing the allele frequency of DRD2 (rs6277), a tendency to a higher frequency of the minor allele T was revealed in the group of adolescents with problematic video game use compared with adolescents without problematic video game use (i. e. 0.563 and 0.466, respectively, p = 0.06). When using the dominant inheritance model, it was revealed that adolescents with problematic use of video games were statistically significantly more likely to carry the T (CT+TT) allele (p = 0.04, OR = 2.14, CI = 1.01–4.53). The T allele DRD2 (rs6277) is associated with low expression of the dopamine receptor D2 and leads to decreasing the density and affinity of extrastriatal dopamine type 2 receptors, which is associated with impaired social communication as well. We suggest that the presence of CT and TT genotypes of rs6277 DRD2 may be a potential risk factor for developing problematic video game use in adolescents.

Acceptance and use of Video Games for Education by Secondary School Teachers

Video games (VGs) are frequently described as a transformational force within education and the use of video game technology for learning is becoming more common across all education sectors. Despite this, most literature regarding VGs in education focuses on measuring specific learning or engagement outcomes, and there is less of an emphasis on the attitudes of teachers on the uses of VGs in the classroom. A comprehensive understanding of teacher attitudes towards VGs within education is essential for their successful implementation within the classroom. This paper will present the development and progress of a PhD project that aims to explore the factors that influence secondary Australian teachers’ attitudes towards, and intentions to use, VGs within their own teaching. An online survey was used to collect data on teacher beliefs about technology and VGs and the factors that influence VG acceptance. A subsample of participants were also interviewed about their experiences and opinions in relation to VGs. This paper focuses on the proposed thematic analysis of semi-structured interviews. Respondents were divided into groups based on their opinions of, and level of experience with, VGs in teaching. The qualitative results provide a detailed and nuanced investigation of teacher attitudes and beliefs in relation to their competencies, obstacles, and facilitators of VGs use for teaching. The findings of this research will assist in building a deep understanding of VG use in secondary classrooms assisting game developers, administrators, teachers, and policy makers in decisions relating to effective and meaningful video game use within education.

The Ideological Dilemma in Using Games in Global Citizenship and Development Education

The objective of this paper is to contribute to discourse informing the use of computer games in Global Citizenship and Development Education. In doing so, it addresses the incompatibility and conflict between the values imbedded in games and those informing development education practice. It is aimed at both formal and informal educators who see the potential in using games in their practice and want to reconcile this dilemma. It is also aimed at policy makers and influencers who want to shape the structures governing such digital spaces in the public interest. The research involved an interdisciplinary literature review across the fields of Education, Game Design, colonialism and social activism. The analysis takes a postcolonial perspective and is informed by the theory and practice of critical pedagogy in youth work and development education. The study was conducted as part of Doctoral research and project work with NGOs over a seven-year period to 2024. In this context it is important to note that this is a rapidly changing and evolving sector. The development of computer games and immersive technologies over the past 20 years has been transformational, in their interactive capabilities and global proliferation, particularly with the emergence of “The Metaverse”. Such expansion has been critiqued as a process of Colonialism, where young people’s time, creativity, identities and attention is being commodified, monetised, packaged and sold to the highest bidder. The structure of the games industry, their content and the ecosystem surrounding gaming are all ideologically driven. Such ideology aligns with one of three systems: the neoliberal hegemony emanating from transnational corporations and market economies; the state control being exerted by China and others; or a blind commitment to opensource being advocated by many industry innovators, developers and users. When using games in an educational context, and particularly when addressing Social Justice and Global Citizenship, the values and cultures underpinning all three of these ideologies are problematic. It is the contention in this paper that such spaces can also be developed as informal educational spaces informed by values aligned with critical global citizenship and development education. Now is the time for development educational practitioners, conscientious games designers and policymakers to collaborate, to act, to legislate, to experiment and carve out a safe, progressive, dynamic, decolonised digital space for engagement with issues of global citizenship and development education

From Consoles to Classrooms: Preliminary Insights About Pre-Service Teachers and Video Games

Integrating video games into the classroom is a promising way to enhance learning experiences, as the market of serious games is expanding. European schools are investing in digital equipment, and the use of educational video games is technologically viable. Nonetheless, actual experiences of video games in class are still rare. A key gap to be explored is understanding how pre-service secondary teachers perceive and are prepared to use digital games in their future classrooms. Do they think it would enhance their teaching and their students’ learning? Do they feel prepared for it? To answer these questions, and possibly address future challenges, we conducted a comprehensive study with students at Zurich University of Teacher Education (PHZH). The research process began with the development and testing of a detailed questionnaire that focused on participants' personal gaming behaviour, preferences, and perceptions of the educational potential of video games. Key areas such as serious games, game design, gamification, game-based learning, and game culture were explored to assess the relevance and understanding of these concepts in an educational context. This paper explains the development and structure of the questionnaire as a measurement instrument as well as the underlying literature and methodological considerations. The first implementation and the preliminary survey with 48 PHZH students are presented, and the practicability and reliability of the questionnaire are evaluated. The result of the survey suggests pre-service teachers are generally positive about integrating video games and game design into the classroom, yet enthusiasm is not enough without additional support.

The Role of Dispositional Mindfulness and Flow in Predicting Problematic Video Game Use

The Role of Dispositional Mindfulness and Flow in Predicting Problematic Video Game Use

Influence of the Use of Video Games, Social Media, and Smartphones on the Development of Digital Competence with Regard to Safety

The issue of safety in respect of using technology in education is an issue that deserves particular attention. This research uses a quantitative methodology to explore whether the use made by children of video games, social media, and smartphones in their free time influences the development of digital competence as regards safety. This study was conducted based on a sample of 800 compulsory education phase Spanish students. The results show a relatively low competence level, suggesting the need for digital education as part of the school curriculum so that students can make safe use of digital technologies. According to the findings, while students enjoy playing video games and using certain social media, mainly through smartphones, they are not digitally competent. The results reported for the assessment of digital competence in the safety area are within the basic level and, in general, boys have a higher level of competence than girls, except in the protecting health and protecting the environment competences.

Sociodemographic Factors Associated with Video Game Addiction in Schoolchildren from the South-Central Region of Chile.

Video game addiction is a worldwide concern, particularly in schoolchildren where it has impact on academic, social, and emotional spheres. The objective of this study was to determine the sociodemographic factors associated with video game addiction in schoolchildren from the south-central region of Chile. Methods: An analytical cross-sectional study that included a sample of 308 schoolchildren was performed. Sociodemographic factors were analyzed and levels of video game addiction was assessed using the Video Game Addiction Test (VAT) developed by Chóliz and Marco. A general linear regression model (ANCOVA) (α = 0.05) was applied (STATA v16). The prevalence of video game use was 82.7%, while addiction reached 10%. Risk factors associated with the increased risk of addiction were as follows: being male (β = 13.99; p < 0.001); being in the care of another relative (β = 11.1; p < 0.001); a higher number of people in the household (β = 11.2; p < 0.001); the caregiver in employment (β = 12.8; p < 0.001); and not performing extracurricular physical activity (β = 9.9; p < 0.001).

Study of gender perspective in STEM degrees and its relationship with video games

At present, even though gender equality is an important matter of public interest, there are still areas in higher education where male presence is overwhelming. We refer to STEM (Science, Technology, Engineering, and Mathematics) studies in general and Computer Engineering in particular where there is only 16% of female presence in Spain. This fact made us think about the reason for this inequality. We attempted to answer such questions by means of a survey filled out by 138 students of STEM university degrees. Thanks to this survey, we have been able to understand the motivations and opinions of the students of STEM degrees regarding gender perspective. Our study highlights the possible influence of computer and video game use on enrollment in STEM degrees. Furthermore, it points out the differences between men and women in computer science skills before they start their studies. The answers provided by the surveyed women showed a correlation between women who play video games and those who get better grades. In addition, women who play video games feel more integrated into STEM degrees. Finally, differences were found in gender perspective between the male and female participants.

Factors Associated with Interpersonal Violence and Depression Symptoms in Adolescent Students from Jalisco during the COVID-19 Pandemic

Introduction. Violence is a major public health problem, which increased during the Covid-19 pandemic, affecting the physical and mental development of adolescents. Objective. To analyze factors associated with interpersonal violence and depressive symptoms in adolescent students in the south of Jalisco. Methods. Data were drawn from an online survey of 3,046 adolescents (ages 12-19) conducted between September and December 2021. The Beck Depression Inventory was used to assess depression symptoms. Self-reports of neglect, physical, psychological, sexual, and digital violence in the previous 12 months were analyzed. Bivariate and multivariate logistic regression models explored factors associated with depression and violence. Results. A total of 28.8% of the sample reported depression symptoms, 46.9% physical violence, 42.7% psychological violence, 34.9% neglect, 12.3% digital violence, and 5.2% sexual violence. The odds of depression were higher for those who had experienced physical violence (adjusted odds ratio [aOR] = 1.3 CI 95% [1.1-1.6]), psychological violence (aOR = 4.1 CI 95% [3.4-5.1]), digital violence (aOR = 2.0 CI 95% [1.5-2.5]); and neglect (aOR = 1.6 CI 95% [1.3-1.9]). Girls and adolescents aged 15-19 had higher odds of experiencing sexual, digital, and psychological violence. Poor school performance was associated with lower odds of reporting neglect (aOR = .6 CI 95% [.5-.8]) and sexual violence (aOR = .5 CI 95% [.3-.8]), while being employed was associated with reporting higher odds of physical violence (aOR = 1.5 CI 95% [1.3-1.8]) and neglect (aOR = 1.3 CI 95% [1.1-1.5]). Greater use of social media and videogames was associated with higher odds of physical, psychological, and digital violence. Conclusion. It is necessary to implement comprehensive public programs and policies to address violence and implement intersectoral social intervention strategies in mental health.

Effects of the Use of a Therapeutic Videogame to Enhance the Treatment of Women with Perinatal Depression

Effects of the Use of a Therapeutic Videogame to Enhance the Treatment of Women with Perinatal Depression

Causal effect of video gaming on mental well-being in Japan 2020–2022

The widespread use of video games has raised concerns about their potential negative impact on mental well-being. Nevertheless, the empirical evidence supporting this notion is largely based on correlational studies, warranting further investigation into the causal relationship. Here we identify the causal effect of video gaming on mental well-being in Japan (2020–2022) using game console lotteries as a natural experiment. Employing approaches designed for causal inference on survey data (n = 97,602), we found that game console ownership, along with increased game play, improved mental well-being. The console ownership reduced psychological distress and improved life satisfaction by 0.1–0.6 standard deviations. Furthermore, a causal forest machine learning algorithm revealed divergent impacts between different types of console, with one showing smaller benefits for adolescents and females while the other showed larger benefits for adolescents. These findings highlight the complex impact of digital media on mental well-being and the importance of considering differential screen time effects.

Longitudinal Dynamic Relationships Between Videogame Use and Symptoms of Gaming Disorder and Depression Among Chinese Children and Adolescents.

Although previous studies have shown a close relationship between gaming disorder and depressive symptoms, few have measured normal videogame use, symptoms of gaming disorder, and depressive symptoms concurrently. The longitudinal dynamics between these variables remain unclear. This study used two demographic cohorts to examine the longitudinal relationship between gaming and depressive symptoms: children (n = 1513, 46.9% girls, Mage ± SD = 9.63 ± 0.58 years) and adolescents (n = 1757, 48.5% girls, Mage ± SD = 12.55 ± 0.70 years). Random intercept cross-lagged panel models (RI-CLPMs) were employed to distinguish between within- and between-person levels of gaming and depressive symptoms. The RI-CLPM results showed a stable link between symptoms of gaming disorder and depression at the between-person level for both children and adolescents. At the within-person level, among children, depressive symptoms positively predicted subsequent gaming disorder symptoms, but gaming disorder symptoms were not a significant predictor of depressive symptoms at this level. Among adolescents, there was no significant cross-lagged effect between symptoms of gaming disorder and depression at the within-person level. Additionally, there was no significant cross-lagged effect between normal videogame use and depressive symptoms in either cohort. These results highlight the different effects of normal videogame use and gaming disorder symptoms associated with depressive symptoms. The different effects on children and adolescents underscore the importance of considering the different developmental stages in the study of gaming and mental health outcomes.

New consumption trends in the use of social networks and video games, problematic consumption, and the phenomenon of online gambling.

The inappropriate use of electronic devices can affect the psychological and physical health of children and adolescents. Therefore, it is essential to accompany them and promote media literacy to ensure a healthy and responsible use of technology. On occasions that depend on a multifactorial complex, the inappropriate use of networks can trigger problematic consumption and seriously affect the lives of young people. In 2022, the World Health Organization recognized, through ICD-11, the addiction to video games and used the term "problematic use" for the Internet and social networks. This article attempts to update professionals on new trends in the consumption of social networks, video games, and online gambling platforms and their consequences on the psychophysical well-being of children and adolescents.

Correlation between psychological well-being and the use of video games

The video games had won popularity in the last decades, their impact in the current society is a target for investigation from some years ago. When talking about psychological well-being we refer to how the subject feels within his own reality perceived, some people even associate it with the happiness concept. To measure the psychological well-being variable, we used the Ryff scales of psychological well-being, adding an own survey to get the time the participants use the video games, they answered the survey remotely through Google forms. When we analyzed the results with the program IBM SPSS, we found how video games can be associated in a negative way to some of the mental welfare´s subscales. We consider than the main factor to determine if the videogames become harmful is the time spent on them.

Assessing Autistic Traits, Hikikomori Tendencies, Pathological Videogaming, and Eating Disorders in University Students: Are Pathological Videogaming and Eating Disorders Gender-Specific Manifestations of the Autism Spectrum?

In the previous literature, specific attention has been paid to investigate autism spectrum symptoms and traits in university students. In this framework, we aimed to evaluate the presence and correlates of autistic traits, hikikomori tendencies, altered eating behaviors, and pathological videogaming in a sample of Italian university students enrolled in bachelor's degree courses. A total of 1192 students were recruited via an online survey and assessed with the Hikikomori Questionnaire-25, the Adult Autism Subthreshold Spectrum Questionnaire, the Eating Attitude test-26, and the Assessment of Internet and Computer Game Addiction. Our results highlighted significant differences in the prevalence of autistic traits, social withdrawal tendencies, altered eating habits, and pathological videogame use in university students based on gender, age, parents' level of instruction, and field of study. A significant effect of the presence of autistic traits and gender on the scores obtained with the other questionnaires was reported. Our results not only support the role of autistic traits as a vulnerability factor for the development of a set of psychopathological conditions but also suggest that gender could modulate this vulnerability, supporting the hypothesis of gender-specific phenotypes in the autism spectrum.