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 Moral Disengagement Strategies in Videogame Players and Sports Players

2021 ◽  
pp. 958-978
Author(s):  
Lavinia McLean ◽  
Mark D. Griffiths
Keyword(s):  
Video Game ◽  
Moral Disengagement ◽  
Structural Characteristics ◽  
Real Life ◽  
Sports Psychology ◽  
Future Research ◽  
Competitive Sports ◽  
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.

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.

Exploring Complex Intertextual Interactions in Video Games

2016 ◽  
pp. 108-128
Author(s):  
Kathy Sanford ◽  
Timothy Frank Hopper ◽  
Jamie Burren
Keyword(s):  
Video Games ◽  
Language Arts ◽  
Video Game ◽  
Formal Education ◽  
Teaching Tool ◽  
Game Play ◽  
Video Game Play ◽  
Class A ◽  
Video Gamers ◽  
Grade 11

This chapter explores the intertextual nature of video games. Video games are inherently intertextual and have utilized intertextuality in profound ways to engage players and make meaning. Youth who play video games demonstrate complex intertextual literacies that enable them to construct and share understandings across game genres. However, video game literacy is noticeably absent from formal education. This chapter draws from bi-monthly meetings with a group of youth video gamers. Video game sessions focused on exploring aspect of video game play such as learning and civic engagements. Each session was video recorded and coded using You Tube annotation tools. Focusing on intertextuality as an organizing construct, the chapter reports on five themes that emerged that were then used to help explore the use of video games as teaching tool in a grade 11 Language Arts class. A critical concept that emerged was the idea of complex intertextual literacy that frames and enables adolescents' engagement with video games.

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 Violent Video Games and Attitudes Towards Victims of Crime

2013 ◽  
Vol 3 (3) ◽  
pp. 1-16 ◽  
Author(s):  
Lavinia McLean ◽  
Mark D. Griffiths
Keyword(s):  
Video Games ◽  
Young People ◽  
Video Game ◽  
Future Research ◽  
Relevant Research ◽  
Violent Video Games ◽  
Violent Video Game ◽  
Positive Attitudes ◽  
Victims Of Crime ◽  
The Relationship

Previous research has indicated that playing violent video games may be associated with an increase in acceptance of violence and positive attitudes towards perpetrators of crime. This study is the first to investigate the relationship between playing violent video games and attitudes towards victims of crime. A total of 206 young people (aged 12-24 years) completed measures of attitudes towards victims and violent video game exposure. The results suggest that exposure to violent video games is associated with less concern being reported for victims of crime. Young people who play more violent video games reported less concern for general victims and for culpable victims, and these effects cannot be explained by gender or age differences. The results are discussed in relation to relevant research in the area, along with recommendations for future research.

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