The Computer Addiction

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STI College Legazpi
Legazpi City

A Project Presented to
STI College-Legazpi

In Partial Fulfilment
Of the Requirements for the degree of
Bachelor of Science in Information Technology

By:

Arevalo Angelo
Oraa Miko.
Lorcha Klevin
Samar Niccolo Maria R.
Usaraga Marvin

Ms. Shirley Echague
PROSTAT Instructor

CHAPTER 1
I. ABSTRACT

Computer games have become an ever-increasing part of many adolescents' day-to-day lives. Coupled with this phenomenon, reports of excessive gaming (computer game playing) denominated as "computer/video game addiction" have been discussed in the popular press as well as in recent scientific research. The aim of the present study was the investigation of the addictive potential of gaming as well as the relationship between excessive gaming and aggressive attitudes and behavior. A sample comprising of 7069 gamers answered two questionnaires online. Data revealed that 11.9% of participants (840 gamers) fulfilled diagnostic criteria of addiction concerning their gaming behavior, while there is only weak evidence for the assumption that aggressive behavior is interrelated with excessive gaming in general. Results of this study contribute to the assumption that also playing games without monetary reward meets criteria of addiction. Hence, an addictive potential of gaming should be taken into consideration regarding prevention and intervention. The popularity of computer games has attracted the attention of educationalists who are interested in finding out whether the features that make them so engaging could be captured and used to help people learn more effectively. In this paper we examine the relevance of computer games to Higher Education, reporting on a survey of University students’ computer games behaviours, their reasons for playing computer games, and their views of the features of computer games that might be useful in learning in Higher Education. The survey found that computer games play an important role in students’ lives with students playing for 7.5 hours per week on average and having played computer games for almost half their lives. Pleasure/relaxation, challenge/achievement, and control came out as distinct reasons for playing with challenge rated as the feature of games that might be most useful in Higher Education. The majority of students believed that computer games could be useful in learning. The challenge for games developers is to work out how the enjoyment associated with playing games can be successfully incorporated into activities to produce effective learning experiences.

II. INTRODUCTION

Addiction and violence in relation to the use of video games is a topic often debated, as parents and instructors are concerned about the possible side effects these games may have on children and teenagers. While there is a subsequent body of literature on the links between addiction, violence and video games, there still isn't any agreement amongst researchers on the factors that may trigger addiction or violence following the use of video games. Whilst the author acknowledges the current debates on the possible causality between the use of video games, addiction and violent behaviours, the paper draws a distinction between high engagement and addiction, and is essentially focused on explaining how addiction and violence possibly caused by video games can be avoided, prevented, and managed. It includes a review of publications on video games, addiction and violent behaviours. This paper lists and explains the factors that may impact significantly on game addition and violent behaviours, including age, gender, social background, personality and family environment. It is demonstrated that, whilst addiction and violence possibly caused by video games can be a concern for both parents and educators, and affect particular individuals in specific circumstances, these side effects can be prevented and managed using simple steps and common sense.\...
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