Violent Electronic Games Research Articles

Exploration of the Impact Mechanism of Violent Electronic Games on Online Bullying

Exploration of the Impact Mechanism of Violent Electronic Games on Online Bullying

Electronic Games and its Relationship to School Violence Among Primary School Students in Salah Al - Din Governorate

The current research aims to identify the level of electronic games and its relationship to the behavior of violence among primary school students in the province of Salah Ladin. The researcher relied on descriptive descriptive approach to achieve the objectives of his research. The researcher adopted the tools of her research and extracted the cykometric properties. The tools were applied to a random sample of 100 primary and secondary students after collecting the data and analyzing the data by statistical bag for social sciences (Spss), the researcher reached the following results: 1. There is a level of violent electronic games for primary school students 2. There are statistically significant differences between males and females in the exercise of electronic games, which are in favor of males 3. There is a level of school violence among primary school students 4. There are statistically significant differences between males and females in school violence, which are in favor of males 5. There is a statistically significant relationship between the exercise of electronic games and school violence.

The Importance Of Technology Usage In The Classroom, Does Gender Gaps Exist

The Importance Of Technology Usage In The Classroom, Does Gender Gaps Exist

Preference for Violent Electronic Games and Aggressive Behavior among Children: The Beginning of the Downward Spiral?

A one-year longitudinal study with 324 German third and fourth graders was conducted in order to find out whether a preference for violent electronic games socializes children to become more aggressive or whether aggressive individuals tend to select this type of game. Cross-lagged panel analyses suggest that children who were rated as openly aggressive at Time 1 intensified their preference for violent electronic games over time. We determined that it could be ruled out that this selection effect was due to a number of underlying variables ranging from ecological variables (neighborhood) to family variables (migration status, older brother) and child variables (gender, self-esteem, level of achievement). Discussion focuses on the emerging preference for violent electronic games among children.

M-Rated Video Games and Aggressive or Problem Behavior Among Young Adolescents

This research examined the potential relationship between adolescent problem behaviors and amount of time spent with violent electronic games. Survey data were collected from 1,254 7th and 8th grade students in two states. A “dose” of exposure to Mature-rated games was calculated using Entertainment Software Rating Board ratings of titles children reported playing “a lot in the past six months,” and average days per week of video game play. Analyses were conducted using simultaneous logistic regression for binary outcome variables, and simultaneous multiple linear regression for continuous outcome variables, controlling for a series of potential confounders. M-rated game dose predicted greater risk for bullying (p < .01) and physical fights (p < .001), but not for delinquent behaviors or being a victim of bullies. When analyzed separately, these associations became weaker for boys and stronger for girls.

Cyber war — When virtual fear of death turns into a real threat of life

Many electronic games have violent contents. A growing population of adolescent boys and girls report to regularly play violent electronic games (VEGs). Extensive video game use has been linked with obesity, physical discomfort and seizures. We report on a young, healthy man who participated in an online VEG and developed a life threatening stress-induced cardiomyopathy (SICMP) with ventricular tachyarrhythmia and apical thrombus.

Exposure to violent video games and aggression in German adolescents: a longitudinal analysis

The relationship between exposure to violent electronic games and aggressive cognitions and behavior was examined in a longitudinal study. A total of 295 German adolescents completed the measures of violent video game usage, endorsement of aggressive norms, hostile attribution bias, and physical as well as indirect/relational aggression cross-sectionally, and a subsample of N=143 was measured again 30 months later. Cross-sectional results at T1 showed a direct relationship between violent game usage and aggressive norms, and an indirect link to hostile attribution bias through aggressive norms. In combination, exposure to game violence, normative beliefs, and hostile attribution bias predicted physical and indirect/relational aggression. Longitudinal analyses using path analysis showed that violence exposure at T1 predicted physical (but not indirect/relational) aggression 30 months later, whereas aggression at T1 was unrelated to later video game use. Exposure to violent games at T1 influenced physical (but not indirect/relational) aggression at T2 via an increase of aggressive norms and hostile attribution bias. The findings are discussed in relation to social-cognitive explanations of long-term effects of media violence on aggression.

Factores mediadores e moderadores dos efeitos dos jogos electrónicos violentos na agressão interpessoal

O presente artigo abordou os potenciais efeitos de jogar jogos electrónicos violentos na agressão interpessoal. Com base em teorias sobre a agressão, foram descritos os mecanismos presumivelmente subjacentes e as condições facilitadores deste efeito. Foi revista a investigação empírica, com especial destaque para os estudos de meta-análise. Por último, o presente artigo procurou clarificar as várias questões problemáticas relativamente às conclusões que são extraídas nesta área.

Are the effects of Unreal violent video games pronounced when playing with a virtual reality system?

This study was conducted to analyze the short-term effects of violent electronic games, played with or without a virtual reality (VR) device, on the instigation of aggressive behavior. Physiological arousal (heart rate (HR)), priming of aggressive thoughts, and state hostility were also measured to test their possible mediation on the relationship between playing the violent game (VG) and aggression. The participants--148 undergraduate students--were randomly assigned to four treatment conditions: two groups played a violent computer game (Unreal Tournament), and the other two a non-violent game (Motocross Madness), half with a VR device and the remaining participants on the computer screen. In order to assess the game effects the following instruments were used: a BIOPAC System MP100 to measure HR, an Emotional Stroop task to analyze the priming of aggressive and fear thoughts, a self-report State Hostility Scale to measure hostility, and a competitive reaction-time task to assess aggressive behavior. The main results indicated that the violent computer game had effects on state hostility and aggression. Although no significant mediation effect could be detected, regression analyses showed an indirect effect of state hostility between playing a VG and aggression.

Media Violence and Youth Violence

The frequency of exposure to media violence and eight additional risk factors were path-analyzed in a 2-year longitudinal study. The exposure to media violence (total score) affected students’ later violence (β = .28) and later violent delinquency (β = .30) more strongly than other risk factors. Direct effects were also caused by risk factors assessed at Time 1, which in turn were reinforced by the remaining risk factors on the second or third stratum of analysis. Of particular importance are the findings that (1) playing violent electronic games is the strongest risk factor of violent criminality and (2) both media-stimulated and real experiences of aggressive emotions associated with the motive of revenge are core risk factors of violence in school and violent criminality. The results of our study show that the more frequently children view horror and violence films during childhood and the more frequently they play violent electronic games at the beginning of adolescence the higher will these students’ violence and delinquency be at the age of 14.

High Art/Low Life: The Art of Playing Grand Theft Auto

Electronic games, with their technological roots in the military-industrial complex, are commonly associated with childish play and lowbrow entertainment for the antisocial—all of which damages their credibility as objects of serious cultural consideration. When critics of violent electronic games view Grand Theft Auto, they see a lurid delivery device for the militaristic culture of violence—one that targets the impressionable minds of children. 1 And in terms of the gore factor, extreme vulgarity, and the sheer gall of game designers, there probably isn’t anything detractors could say about the game that wouldn’t be true. Grand Theft Auto is a bloody mess, and developers have clearly drawn on Hollywood genres of classic slasher films, mob sagas, car chases, and a rich legacy of action adventures. Presented are a series of American cliches, packaged, marketed, and sold back to us. The game seems equal parts social commentary and logical cultural outcome of combining America’s ruthless capitalistic impulse with a valorized national legacy of barbarism and hegemony. Still, what is more interesting than the moral panic around the depiction of violence is how GTA, through a simulated “realistic” sense of space and time, conveys an

Playing violent electronic games, hostile attributional style, and aggression-related norms in German adolescents

The relationship was examined between exposure to and preference for violent electronic games and aggressive norms as well as hostile attributional style. Following a pilot study to sample widely used electronic games varying in violent content, 231 eighth-grade adolescents in Germany reported their use of and attraction to violent electronic games. They also completed measures of hostile attributional style and endorsement of aggressive norms. There were significant gender differences in usage and attraction to violent electronic games, with boys scoring higher than girls. Significant relationships were found between attraction to violent electronic games and the acceptance of norms condoning physical aggression. Violent electronic games were linked indirectly to hostile attributional style through aggressive norms. The findings are discussed with respect to North American research on the aggression-enhancing effect of violent electronic games.

An Evidence-Based Approach to Examining the Impact of Playing Violent Video and Computer Games

Video and computer (“electronic”) games have attained lasting status as a preferred leisure activity, and games with violence often achieve great popularity. There has been wide speculation that playing violent electronic games is harmful for children, but only minimal empirical work. A body of research is needed to provide a base for media education for consumers and for policy makers. This article presents findings from a program of research. The goal of the program is to systematically accumulate data to establish relationships between playing violent electronic games and aspects of children's personality and behavior. Significant negative relationships have been identified between a preference for violent games and various outcome measures including self-perceptions of academic performance and behavior. However, such relationships are not found in every study. We have proposed that some children may be more susceptible to being affected by game-playing. In future studies, these possible “high risk” players deserve special attention. Understanding how children experience playing a violent electronic game is another question that may be critical to understanding game impact.

Aggression and psychopathology in adolescents with a preference for violent electronic games

AbstractAssociations between a preference for violent electronic games and adolescents’ self‐perceptions of problem behaviors and emotions were examined. It was predicted that a preference for violent games would be associated with negative externalizing characteristics, in particular aggressive emotions and behaviors, on the Youth Self‐Report (YSR), a standardized self‐report measure of adolescent problem behaviors. Thirty‐two 11‐ through 15‐year‐olds (17 girls) listed and categorized favorite electronic games into one of six predetermined categories and completed the YSR. MANOVA revealed significant relationships between a preference for violent games and the Thought Problems subscale (P &lt; .01) and YSR Total Score (P &lt; .05), with trends noted for the Internalizing (P &lt; .06) and Anxious‐Depressed (P &lt; .08) subscales. Expected relationships with externalizing behaviors, including aggression, were not found. However, across all YSR subscales, children with higher preference for violent games had more clinically significant elevations than those with low preference for violent games. On the Total Problems subscale, of the eight children receiving scores in the clinically significant range, six were in the High preference group (three boys and three girls). The failure to find the expected relationships between a preference for violent games and aggressive, externalizing behaviors is puzzling. It is possible that individuals with a preference for violent games may have high exposure to all forms of media violence. Their perceptions of their own behavior, in comparison, may not seem sufficiently aggressive to justify endorsement of problems in this area. Or, playing violent electronic games may promote a disconnection between the emotions normally associated with violence and violent acts. These explanations are consistent with a desensitization model where exposure to media violence decreases sensitivity to aggression. Aggr. Behav. 28:134–144, 2002. © 2002 Wiley‐Liss, Inc.

Preference for violent electronic games, self-concept, and gender differences in young children.

Electronic game-playing has been linked to adjustment problems in player subgroups. This study examined relationships among time commitment, gender, preference for violent games, and self-concept in 364 fourth and fifth graders. Main effects were identified for game preference and gender, with stronger preference for violent games being associated with lower self-perceived behavioral conduct. Implications for future research are discussed.

Rating Electronic Games

Commercial ratings assist parents in monitoring their children's media experiences. Exposure to media violence may affect attitudes and behavior, and rating systems should accurately reflect the presence of violent content. Validity indicators for commercial rating systems are examined, including consistency with consumer perceptions. Violent electronic games are a contemporary media phenomenon. A comparison of commercial ratings for popular electronic games with consumer perceptions of game content indicates that, for games with obviously nonviolent or very violent content, there is agreement between consumers and the commercial system. However, there is considerable disagreement about notable violent content in games with cartoon-type violence. Recommendations include incorporating consumer perceptions into a comprehensive, content-based, informational rating system for all entertainment media.