Vidoe Games Essay Research Paper In recent — страница 2

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self-report questionnaire to 447 junior high school students from an urban, middle-class neighborhood. The questionnaire consisted of general demographic information, 30 questions pertaining to video game use, and 30 general personality questions. They also required each participant to complete Eysenck?s (1958) short-form extroversion and neuroticism scales, and Singer and Antrobus? (1970) acceptance of daydreaming scales, as measures of psycho-pathology, social introversion, and tendencies toward fantasy escapism. Some of the questions were aimed toward different content areas, such as the discharge nature of the games. A typical response was, “I like to play video games when I am ?wound up? or tense.” Questions were also directed toward competitiveness. For example, “How

much do you like playing video games with others when not competing?… When competing?” Frustration tolerance questions resulted in replies such as, “I am annoyed by people who get in my way,” and “Trying to learn something new can be very uncomfortable if you?re not good at it.” Some questions were aimed to discover possible Oedipal difficulties. A typical question for this was, “How do you usually feel after you?ve beaten your father at a video game: proud-guilty, good-bad, strong-weak?” Some indications of Oedipal difficulties were responses similar to, “I have occasionally gotten into trouble with the police.” Two groups were created; those who spent 5 hours or 5 dollars a week on pay video games were called the high video group and those playing less than

this amount were called the low video group. Anyone who reported never having played a video game was excluded from the study. Both groups were compared on the hypothesized items: extroversion, neuroticism, and daydreaming scales via means of two-tailed t-tests. As they hypothesized, the high video group seemed to utilize video games for the purpose of discharge. They reported liking to play video games when wound up or tense more than the low video group, and also reported feeling more relaxed after they finish playing a game . Both groups did not differ in their interest of sports. High video subjects seemed to have more difficulty with delay of gratification and frustration tolerance, however. They frequently reported being annoyed at people who get in their way , and agreed

more with the statement that “trying to learn something new can be very uncomfortable if you?re not good at it”. This study indicates that heavy video game playing does not cause players to become more aggressive, but instead servers to actually calm them down, letting them relieve tension in a fairly harmless manner. Also, the low frustration tolerance involved in the games coupled with the fact that practice leads to improvement, make these games very suitable for those individuals who may be experiencing difficulty in other areas. This could be seen as a reason why these games can be so addictive to certain individuals. STUDY: 2 Derek (1995), felt that previous studies were inconsistent and were flawed by their definitions of what constitutes aggressiveness and by

personality differences. He states that individuals with different personalities react differently to the same situation or event. He therefore chose to use Eysenck?s Personality Questionnaire (EPQ; Eysenck & Eysenck, 1975) to determine players? personalities beforehand.To define aggressiveness Derek used the Buss-Durkee Inventory (1975) mentioned earlier in this paper. Derek Hypothesized that there would be a linear increase in aggressive affect after playing nonaggressive, moderately aggressive, and highly aggressive games. His study was limited to measuring aggressive affect rather than overt aggression, and used a homogenous group of 117 students (42 men, 75 women) in order to eliminate confounding effects of age, educational level, etc. The games he chose were: Tetrisc,

which involves manipulation of falling blocks and has no aggressive content whatsoever, Overkill, which contains a moderate level of aggressive content, and Fatal Fury, regarded as one of the most violent martial arts games available. The students were told that the study concerned a hand-eye coordination task in relation to personality. Split half versions of the EPQ and Buss-Durkee inventories were created, one to be completed prior to playing the game, one to be completed after playing the game. Half the subjects were to be given version A first, and the other half, version B. An equal number of men and women took part in playing each type of game for 10 minutes, after which they were administered the second version of the combined inventories so as to measure changes in