The Moderating Role of Video Game Play in the Relationship Between Stress and Externalising Behaviours in Adolescent Males

2013 ◽  
Vol 3 (3) ◽  
pp. 17-33
Author(s):  
Michael Yates ◽  
Jane Hurry
Keyword(s):  
Video Game ◽  
Self Report ◽  
Future Research ◽  
Video Gaming ◽  
Game Play ◽  
Video Game Play ◽  
Cumulative Stress ◽  
Externalising Behaviours ◽  
Moderating Role

The focus of this research was to investigate whether video game play reframed into the context of cumulative stress could play a moderating role on externalising behavioural outcomes. A sample of 14-15 year old adolescent boys (N = 197) were administered self-report measures relating to video game use, cumulative stress and externalising behaviours. Results showed that video gaming, as measured by time spent playing or genre played had no relationship with externalising behaviours in general. This was true when considered within the context of stress also. Although video game use was not related to conduct disorder, a positive relationship with hyperactivity was found. This may signify that game play is attractive to adolescents who are hyperactive, and that hyperactivity could affect the propensity to play more. Implications of these findings for future research are discussed.

scholarly journals Gender Differences in Video Game Play: Practices of Teenaged Players from Pakistan

2020 ◽  
Vol 04 (02) ◽  
pp. 270-294
Author(s):  
Aniqa Ali ◽  
Dr. Noshina Saleem
Keyword(s):  
Gender Differences ◽  
Video Game ◽  
Role Playing ◽  
Self Report ◽  
Video Gaming ◽  
Game Play ◽  
Video Game Play ◽  
Teenage Girls ◽  
Role Playing Game ◽  
Play Action

The present research study aimed to examining gender differences in gaming patterns and preferences of teenage gamers in Pakistan. The gaming patterns involve frequency of game play and time spent on game play. The video game preferences were measured by exploring game genres and style(mode) in which game players mostly play. The study was quantitative and survey is conducted by using purposive research method as only game player were selected as sample from schools of Islamabad, Pakistan. The close ended questionnaire adapted from ‘Media Self Report Questionnaire’ used by Elliot (2006), Bajovic (2012) and Hodge (2019) was filled by 576 respondents. The study found that teenage girls and boys significantly differ in terms of frequency of game play and time spent on video gaming. It was found that boys mostly play in multiplayer mode and prefer to play action, role playing game and sports game genres. On the other hand girls’ prefer single player mode and adventure, action and horror game genres. The present research can be used as baseline exploratory study for future studies in the domain of video gaming.

Teacher Gamers vs. Teacher Non-Gamers

2011 ◽  
pp. 1085-1103
Author(s):  
Christopher L. James ◽  
Vivan H. Wright
Keyword(s):  
Secondary Teachers ◽  
Video Game ◽  
Future Research ◽  
Game Play ◽  
Innovative Teaching ◽  
Video Game Play ◽  
Delivery Modes ◽  
Mean Differences ◽  
Word Processors ◽  
Play Experience

The purpose of this study was to identify secondary teachers with video game-play experience and determine if perceived levels of comfort in regard to completing job-related technology tasks, amounts of instructional technology usage, and amounts of participation in innovative teaching strategies are affected by experience or lack of experience with video games. Although significant differences were not found between teachers identified as gamers and those identified as non-gamers, researchers may choose to investigate specific areas where mean differences were found. For example, gamers were more comfortable using presentation software for demonstrating concepts in class, communicating electronically with colleagues and students, using the Internet for instructional purposes, and presenting information using various delivery modes. In comparison to gamers, non-gamers indicated a tendency to communicate electronically with parents more often, encourage students to use electronic tutorials outside of class more often, and allow students to use word processors to complete assignments more frequently. This study can be used as a reference point for future research into teachers and video game-play in regard to teaching practices and job-related tasks.

Teacher Gamers vs. Teacher Non-Gamers

2009 ◽  
pp. 295-314
Author(s):  
Christopher L. James ◽  
Vivan H. Wright
Keyword(s):  
Secondary Teachers ◽  
Video Game ◽  
Future Research ◽  
Game Play ◽  
Innovative Teaching ◽  
Video Game Play ◽  
Delivery Modes ◽  
Mean Differences ◽  
Word Processors ◽  
Play Experience

The purpose of this study was to identify secondary teachers with video game-play experience and determine if perceived levels of comfort in regard to completing job-related technology tasks, amounts of instructional technology usage, and amounts of participation in innovative teaching strategies are affected by experience or lack of experience with video games. Although significant differences were not found between teachers identified as gamers and those identified as non-gamers, researchers may choose to investigate specific areas where mean differences were found. For example, gamers were more comfortable using presentation software for demonstrating concepts in class, communicating electronically with colleagues and students, using the Internet for instructional purposes, and presenting information using various delivery modes. In comparison to gamers, non-gamers indicated a tendency to communicate electronically with parents more often, encourage students to use electronic tutorials outside of class more often, and allow students to use word processors to complete assignments more frequently. This study can be used as a reference point for future research into teachers and video game-play in regard to teaching practices and job-related tasks.

scholarly journals Moral Disengagement Strategies in Videogame Players and Sports Players

2018 ◽  
Vol 8 (4) ◽  
pp. 1-25
Author(s):  
Lavinia McLean ◽  
Mark D. Griffiths
Keyword(s):  
Video Game ◽  
Moral Disengagement ◽  
Structural Characteristics ◽  
Real Life ◽  
Future Research ◽  
Relevant Research ◽  
Game Play ◽  
Video Game Play ◽  
Video Gamers ◽  
The Relationship

Research in the area of video game play and sports psychology has suggested that specific strategies are often employed by players to justify aggressive behaviour used during gameplay. The present study investigates the relationship between game play and moral disengagement strategies in a group of 605 adults who played violent videogames or regularly played competitive sports. The results suggest that sports players were more likely than violent game players to endorse moral disengagement strategies. The video gamers were more likely to use a specific set of moral disengagement strategies (i.e., cognitive restructuring) than the other groups and this may be related to the structural characteristics of videogames. The findings add to recent research exploring the mechanisms by which individuals engage in aggressive acts both virtually and in real-life situations. The results are discussed in relation to similar relevant research in the area, along with recommendations for future research.

scholarly journals Examining the Role of Personality Factors in Problematic Video Game Play Associated with Facebook Games

2015 ◽  
Vol 04 (03) ◽  
pp. 80-95
Author(s):  
Steve J. Groves ◽  
Jason L. Skues ◽  
Lisa Z. Wise
Keyword(s):  
Video Game ◽  
Personality Factors ◽  
Game Play ◽  
Video Game Play

scholarly journals Video Game Values: Play as Human-Computer Interaction

2021 ◽  
Author(s):  
◽  
Pippin Barr
Keyword(s):  
Video Games ◽  
Human Computer Interaction ◽  
Activity Theory ◽  
Video Game ◽  
Game Play ◽  
Video Game Play ◽  
Game Activity ◽  
Multiple Levels ◽  
Computer Interaction

<p>Video games are a form of software and thus an obvious object of study in Human-Computer Interaction (HCI). Interaction with video games differs from the usual understanding of HCI, however, because people play video games rather than use them. In this dissertation we ask: " How can we analyse human-computer interaction in video games when the interaction in question is play?" We propose video game values, defined as sustained beliefs about preferable conduct during play, as a basis for video game HCI. In order to describe and analyse play we use activity theory, focusing on how the interface mediates players' beliefs about preferable conduct. Activity theory allows us to address the multiple levels of context and detail in play as well as the role of conflict. We employ a qualitative case study methodology to gather data about five popular video games: Civilization III, Fable, Grand Theft Auto: San Andreas, Half-Life 2, and The Sims 2. Our core data comes from observation and interview sessions with twenty-five experienced players of these games. We collected further data based on the games' interfaces, participant observation, and documentation such as manuals and walkthroughs. We make three key contributions to video game HCI: 1) We introduce video game values as a means to analyse play as a form of human-computer interaction and show how the values of PAIDIA and LUDUS influence all aspects of play; 2) we develop a video game activity framework for describing and analysing video game play at multiple levels of detail and context; and 3) we extend the video game activity framework to include contradictions and breakdowns as a means to describe and analyse the role of conflict and challenge in video game play.</p>

Parents’ and children’s violent gameplay: role of co-playing

2018 ◽  
Vol 35 (6) ◽  
pp. 623-632
Author(s):  
Doug Walker ◽  
E. Deanne Brocato ◽  
Les Carlson ◽  
Russell N. Laczniak
Keyword(s):  
Video Game ◽  
Game Play ◽  
Content Type ◽  
Children's Play ◽  
Video Game Play ◽  
Violent Video Game ◽  
Children’S Play ◽  
Positive Effect ◽  
Parent Child

Purpose The purpose of this study is to explore the role of co-playing as a moderator of the relation between parents’ and children’s play of violent video games. Design/methodology/approach The study uses dyadic parent/child survey data to estimate the conditional effects in the model, both direct and indirect. Findings The positive effect of parents’ violent video game play of children’s playing behaviors is attenuated by parent/child co-playing. Parents’ knowledge of the Entertainment Software Rating Board (ESRB) ratings leads to higher levels of co-playing, thereby indirectly attenuating violent video game play in children as driven by parents’ play. Research limitations/implications The paper extends the literature on consumer socialization and the impact of co-playing and identifies an antecedent for co-playing in this context. Practical implications The paper reveals that knowledge of the self-regulatory ESRB rules plays a valuable (indirect) role in mitigating violent video game play by children through an increase in co-playing, which attenuates the positive effect of parents’ play on children’s play. Originality/value The study incorporates data from both parents and children to investigate the relationship between parents and children’s violent video game play while empirically investigating the uncertainty in the literature concerning the moderating impact of co-playing.

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