Suchergebnisse

Bu araştırmanın amacı; bilgisayar
oyunlarının ergenlik dönemi içinde olan ortaokul öğrencilerine etkilerini
belirlemektir. Bu amaç doğrultusunda araştırmada betimsel tarama modeli
kullanılmıştır. Araştırmanın evrenini, 2017-2018 eğitim öğretim yılında
Ankara'nın Yenimahalle ilçesindeki devlete bağlı 35 kamu ortaokulundaki 1723
öğretmen ve 27712 öğrenci velisi; örneklemini ise sosyo-ekonomik düzeylerine
göre seçkili örnekleme yönteminden uygun örnekleme yöntemiyle seçilen 9
ortaokulun 250 öğretmeni ve 427 öğrenci velisi oluşturmaktadır. Araştırmada
araştırmacı tarafından geliştirilen veri toplama aracı kullanılmıştır. Elde
edilen veriler SPSS 18.0 paket programı ile frekans ve yüzde dağılımları
alınarak çözümlenmiştir. Ayrıca güvenirlilik analizi
yapılmış, ölçeğin Cronbach alpha katsayısı 0,804 olarak tespit edilmiştir.
Normal dağılıma sahip olmasından dolayı, öğretmen ve veli görüşleri arasındaki
farkı belirlemek için parametrik testlerden bağımsız t-testi kullanılmıştır.Araştırmadan elde edilen bulgulara
göre; öğretmenlerin % 98,4'ü ve velilerin % 65,6'sına göre bilgisayar oyunları
bilgisayar oyunu bağımlılığına; öğretmenlerin % 98,8'ine ve velilerin %
89,5'ine göre zaman kaybına neden olmaktadır. Ayrıca bilgisayar oyunları
öğretmenlerin % 98,8'ine ve velilerin % 79,9'una göre öğrencilerin sosyal
yaşamını olumsuz etkilerken öğretmenlerin % 99,6'sına ve velilerin % 68,6'sına
göre okul başarısını da olumsuz etkilemektedir. Öğretmenlerin % 75,2'si
bilgisayar oyunlarını faydalı bulurken, velilerin % 37,7'si faydalı
bulmaktadır.



Bilgisayar oyunlarına ilişkin öğretmen
ve veli görüşleri T-testi ile karşılaştırılmış;
istatistiksel olarak anlamlı bir farklılık gösterdiği anlaşılmıştır
(p<0,05). Öğretmenler; bilgisayar oyunlarının bağımlılık yapması, zaman
kaybı olması, sosyal yaşamı olumsuz etkilemesi, okul başarısını olumsuz
etkilemesi, bilgisayar oyunlarının öğrenciler için faydalı (olumlu etkileri)
olması ifadelerine daha fazla katılmaktadır.

AbstractComputer games have become an important part of consumer culture. Moreover, they drive cultural and societal advancements that serve and benefit postmodern consumers. In this introductory article to the special issue, we discuss recent developments and outline research directions that will inform future inquiries into the marketing and consumer behaviour issues associated with computer game consumption. We begin with an overview of previous research on computer games in the marketing and consumer behaviour literature. Next, we provide an integrative summary of the articles that were selected for this special issue. Finally, we draw the threads together in order to elicit opportunities for future research in the area. Copyright © 2015 John Wiley & Sons, Ltd.

An experimental study was conducted to test the transfer of skills from a complex computer game to the flight performance of cadets in the Israeli Air Force flight school. The context relevance of the game to flight was argued on the basis of a skill-oriented task analysis, using the framework provided by contemporary models of the human processing system. The influence of two embedded training strategies was compared, one focusing on the specific skills involved in performing the game, the other designed to improve the general ability of trainees to cope with the high processing and response demands of the flight task and teach better strategies of attention control. Efficient control and management of attention under high task load are argued to be skills that can improve with proper training and generalize to new situations. Flight performance scores of two groups of cadets who received 10 h of training in the computer game were compared with those of a matched group without game experience. Both game groups performed significantly better than the no-game group in the subsequent test flights. The results are discussed with reference to the theoretical framework within which the context relevance of the game was supported. Also considered are the effects of the different training schedules and the significance of the data to the study of attention control. The game has now been incorporated into the regular training program of the Air Force.

We investigated how aggression resulting from playing violent computer games varies by gender and trait aggressiveness level. In Study 1, 220 children rated 2 video games in terms of pleasantness, excitement, violent content, violent images, fear, interest, and reality. Results indicated
that Virtual Cop2 and Fight Landlord games were perceived as violent and nonviolent, respectively. In Study 2, 240 different children responded to the Buss–Perry Aggression Questionnaire, played either Virtual Cop2 or Fight Landlord, and completed a semantic classification task involving
rating whether 60 words were aggressive or nonaggressive. Results showed that boys, but not girls, displayed stronger aggression after playing Virtual Cop2, compared to Fight Landlord. Further, children with high trait aggressiveness exhibited strong aggression after playing Virtual Cop2,
whereas those with moderate or low trait aggressiveness did not. Overall, our results indicate that gender and trait aggressiveness both affect aggression among children who play violent video games.

Assume that violent computer games influence gamers' moral reasoning is still a controversial assumption. The reason for this claim is quite simple: previous studies acknowledge paradoxical outcomes due to their nature. Therefore, this manuscript sheds some light over Portuguese and Polish gamers' retort regarding potential mayhem engagement and cognitive bias feedback. Likewise, the paper is divided into five key components: games (concept, philology and legislation); moral decision making (moral reasoning and moral intelligence); research design (aims and objectives and methodology); questionnaire layout (design, types of queries and limitations); and, empirical findings (section 1, section 2 and section 3).

The technology used to create early video games allowed only for simple graphic displays. However, gamers vividly experienced an immersion in a fictional world through an interpretation based on detailed cover art, familiar elements of storytelling, and the gamer's own memories of similar landscapes, much as one interprets a poem.

"This book considers the many uses of games and simulations, focusing specifically on their use in organizational and educational settings and providing perspectives on gaming for distance learning, gaming for rehabilitation, business simulators, and motivational games, this publication explores new and emerging trends in this ever-evolving area of research"--Provided by publisher

Previous research shows that the influence of a computer game's task demand on the mood-repair capacity of game play follows a quadratic trend: mood repair increases as task demand goes from low to moderate levels, after which further increases in demand reduce repair. Applying selective exposure logic to this finding, we reasoned that familiarity with games known to vary in task demand should influence game choice among users experiencing negative moods. To test this, a 2 × 3 experiment was conducted, varying induced participant mood (boredom, stress) and computer game task demand (low, moderate, or high). Findings revealed a curvilinear association between task demand and game choice replicating the association between task demand and mood repair in previous research. Participants preferred moderate task demand over high and low task demand, and this preference was stronger for stressed participants. In addition and in line with mood management theory, resultant mood repair was greatest for stressed individuals choosing moderate demand, and bored individuals choosing high demand.