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Thursday, May 9, 2019

Problems faced by college going Indian students


1.       Smoking and DrinkingThere was a time when smoking and drinking were considered bad, at least publicly, but the time has changed and now it’s considered as a style statement for the college students. Believe me the gender of the students doesn’t matter. In-fact girls are nowadays heavier smoker than the boys. Not drinking and not smoking is considered as being out of the team and so the students join either reluctantly or joyfully but they do join the band wagon.
Solution: Treat your children as your friends and inquire them often about their friends and how their social standing in the college groups is? Also ask if they are compelled to do anything as a part of the protocol to join any group.

2.       Lack of interestMost of the students join college after performing nicely in their 12th standard so most of them think that it’s the time to enjoy for which they have already worked hard. They spend more time partying and roaming after bunking their lectures as its fine to bunk most of the lectures, at least they think so.
Solution: Sit with them and help them chart out their career path so that they understand the college will just give them a degree but if they concentrate well then they can go far.

3.       Food
Most of the students eat in mess as it’s convenient. The food there has different taste and smell and most of its bad. I personally remember tasting the vegetable rice at my brother’s college mess and it tasted like it was meant for hospital and it smelled also like that. I hardly could handle two spoons and then had to leave it. I preferred sleeping hungry instead of eating that rice. When such things happen, the students start eating junk food and as we all know that it’s good sometimes but regularly eating junk food can cause illness and thus waste precious time to study.
Solution: Visit them often and check the quality of the food they are eating. It’s a good idea to take along some home prepared snacks for them as it serves the purpose of maintaining their health as well as keeping them connected with the family.

4.       Stress
Stress to perform and peer pressure is common nowadays in this time of constant competition. There are innumerable tests, projects and add to them extra activities and they need to handle all the things otherwise they would not become known and be treated like outcasts from the community.
Solution: Ask them about their activities and the routine they are following in the college and you check for yourself about the load they are handling. Inquire about bullying from them.

5.       Part-time jobMost of students are coming from the middle class background and higher fees compel them to take up some part time jobs as they wish to reduce the burden of their parents but their study suffers as it’s hard to handle studies and job and still perform at both the places, which creates a cycle of backlog and stress and ultimately may result in the dropout.
Solution: Create new contacts if there be the need and help them getting in to decent non-stress part time job. Believe me it can work wonders in their life.

6.       Relationship
New students enter the college with high hopes of creating new relations and they are ready to go to any level in making and maintaining these relations. This habit gives them immense mental pressure as they are learning to cope up with the friends of opposite sex.
Solution: Check their social media accounts and see who they are following. Meet their friends personally and remember them.

7.       Roommates
They can be angles or devils. Mine were devilish and they would finish my mom sent snacks before me and also steal my books and anything they could lay their hands on. As a result my grades suffered greatly as I was not able to handle the situation created by bad roommates.
Solution: Visit them at their rooms and familiarize yourself with their roommates and if possible carry extra snacks for then too, sometimes at least.

8.       Sleep time
Most of the students prefer the night time for reading or even chilling which results in poor sleep and decreased overall performance and increased anxiety. Especially this is true during the exam time when the requirement of the sleep is the highest.
Solution: You can’t do anything in this habit so stop stressing yourself as it’s temporary during the exam time only.

9.       Homesickness
Most of the students have left their homes for the first time so it is natural that they are missing their parents and near and dear ones. Some may get opportunity to meet their parents during weekend if they are staying nearby for its not possible for the students staying far from their home for better education.
Solution: When you are in the city make it a point to meet them or maybe visit them without any work and maybe take them out for treat. You can also use video calling.

                                                                                                                                                                Vipul N. Musani


Thursday, November 8, 2018

Walking Tall


Walking Tall


Morbi is a small town located in Gujarat. In spite of being small it’s well known all over the world for its industries; especially ceramic industry. Morbi has made a mark as the largest ceramic manufacturer in India. What distinguishes Morbi is its unrelenting spirit of getting up again and again after being devastated. Morbi had twice been devastated by natural forces like flood and earth quake which shattered the town but could not shatter the spirit of its industrious people. The people of Morbi have rebuilt the town again with unending zeal and have made it the ceramic hub of the country. The real spirit of Morbi is neither in getting up again nor in its being the ceramic hub but it’s in the enterprising spirit of its people who are confident of defying all the odds and raising above all the standards. It’s not about companies or factories; it’s about people.


As a morbian I am proud of this unrelenting spirit and I think a lot of people can benefit by observing these success stories. I have tried to cover the major contributors to this industry and to the pride of having the least unemployment. Morbi has become a mini- India, name any state and you can find its people in Morbi. As a matter of fact there are lots of foreign people who frequent the streets of Morbi and are doing business with this small town.
Talking about the indomitable spirit which created the heroes out of common men I am going to take you on the roller coaster ride of the ceramic industries. We would enchant ourselves by these heroes. These successful heroes are born before our eyes and they climb the ladders of success before our eyes. The reader gets the chance to participate in their every struggle and win like them. We can accompany them in their ride to super success and feel that rush of adrenaline in our blood. What hurdles they faced and how they managed to rise in spite of these difficulties? How they gained momentum which decision in their life propelled them towards success? These are some questions which I have tried to unravel in the pages which have acted as wings to propel these heroes to their today’s position. I hope that we will together enjoy this flight and try to feel the sharp curves and smooth hills riding on the ever changing and ever flowing current.
Live a life that can come in books and inspire the millions…….

Monday, April 2, 2018

Effects of Video Games on Social Preference and Social Behaviour of Students

ACKNOWLEDGEMENT
The project “Effects of the Video Games on Social Preference and Social Behaviour of College Students” would have been difficult without the support of the principals Dr. Ravindra Bhatt of P. G. Patel College and Mr. Dharmendra Gadeshiya of OMVVIM College. They allowed me to collect the data from their college. I am also thankful to Dr. M. D. Chavda, Head of Department (Psychology), L. D. Arts College for guiding me in this project, without his help this project was not possible.

Effects of Video Games on Social Preference and Social Behaviour of college Students




ABSTRACT
In the present study attempt was made to find out whether significant differences existed between video game playing and non-video game playing students. It was also attempted to find out whether the gender of the participating students affected the results. The following were the objectives to conduct the study. This study is to study the impact of video games on collage going students. The study is also to check whether lesser period of time spent on games can improve their abilities or not. The endeavour is to find out the effects of any kind of video games be it single user games like candy crush of multi-user massive games like the clash of kings. The focus is on the game playing and not on the type of video game played. This project is to find out the effects of these games on social behaviour and social preference and how these things are affects by playing video games or not playing them. There will be no significant difference on social preference and social behaviour between video game playing and non-playing students, there will be no significant difference on social preference and social behaviour between male video game playing and non-playing students and female game playing and non-playing students, there will be no significant difference on social preference and social behaviour between video game playing male and female students. As it is difficult to find students who do not play any types of video games the researcher has assumed that for this study the students who play any game for less than two hours per week is considered as non-playing student and the student who plays for more than six hours per student is considered as game playing student. The students selected are of commerce stream from the two commerce colleges of Morbi and in the sample selected there are total 120 students. Out of these 120 students 60 students are male and 60 students are female. The data collection as well as the result were conducted in accordance of “Social Preference and Social Behavior” by Joshi M. C. and Pandey’s Inventory in Hindi. The data obtained was quantitatively analyzed by using descriptive and inferential statistics.
The results showed that no difference exists in the level of playing of the students and we can say that male video game playing and video game non-playing and Female Video game Playing and Video game non-Playing students do not differ significantly in their level of playing also we can say that Video game Playing Males and Video game Playing Females do not differ significantly in their level of playing and lastly also we can say that Non-video game Playing Males and Non-Video game Playing Females do not differ significantly in their level of Playing.
KEYWORDS: - Social preference, Social behavior, Video game playing, Gender

Introduction
One of the important aspects of human growth is the socialization process. Social development ensures a safe and healthy relationship with individuals. Along with the growth in other academic skills, considering the social aspects of life and gaining necessary requirements for a healthy relationship with others is one of the challenges facing growing children and adolescents.
Socialization is a process in which the individual's norms, skills, motivations, attitudes and behaviours are formed so that the individual recognizes his/her current or future role in the desired society. In this process, acquisition and deployment of social skills and ways of communicating and interacting with others are the main components of social developments particularly among children and adolescents. Since an important part of social skills is acquired through playing games in childhood, nowadays, despite improving technology, we can observe the advent of modern phenomenon in the children's new game world which is a milestone in the structure and content of the children's games. Children and adolescents in the current world are extremely affected by the mentioned games. And considering the importance of computer games in the social life of this age range, computer games have inevitably allocated the major part of socialization of children and adolescents to itself. The attractiveness of computer games for children and adolescents have caused them to be more acceptable among other playing instruments.
Currently in India, a great part of student’s leisure time out of school is spent on computer games. The reasons for adolescent’s attraction to these games include being excited and easily accessible while authorities and families do not have any proper plan for student’s leisure time and there are not many options for their entertainment. Playing computer games to some extent can be useful, but long-term playing leads to various physical and mental complications. Long term involvement with these games means the players long term tension, restlessness and anxiety and during the game, physical tensions and real physical stimulations are experiences. By sympathetic nervous system stimulation, this can gradually make this system sensitive and ready for response to limited stimulants, while it causes anxiety symptoms in the player.
Development of electronic and computer games are a great threat for youth and adolescents and can lead to psychological disorders and depression in these groups. In previous times, kids were involved playing with other children; but today children spend most of their time on computer games as soon as they understand and get acquainted with them,  these games cannot create any emotional and human relationship.
The increasing prevalence of computer games among children and adolescents have made many researchers to determine the effects of these games on players. In India, there are few and limited studies on the effects of addiction to computer games on players. Considering the increasing rate of addiction to computer games among Indian adolescents and youth, the present study is to be conducted to investigate the effects of addiction to computer games on physical and mental health including physical health, anxiety, and depression and impaired social functioning.

Indian Express

Playing video games for limited time increase cognitive abilities in children: Study

When the investigators looked at magnetic resonance imaging scans of the brains of a subgroup of children, they noted that gaming was linked with changes in basal ganglia white matter and functional connectivity in brain.

By: IANS | London | Published: September 10, 2016 10:01 pm
The team also found that weekly time spent gaming was steadily linked with conduct problems, peer conflicts. (Source: Pixabay)
Playing video games for a limited amount of time each week may increase cognitive abilities in children, a new finding has suggested.
“Video gaming is neither good nor bad, but its level of use makes it so,” said Jesus Pujol, doctor at the Hospital del Mar in Spain.
Jesus Pujol and his colleagues investigated the relationship between weekly video game use and certain cognitive abilities and conduct-related problems. In their study, published in the journal Annals of Neurology, 2,442 children aged between 7 to 11 years were studied and found that playing video games for one hour per week was associated with better motor skills and higher school achievement scores.
The team also found that weekly time spent gaming was steadily linked with conduct problems, peer conflicts, and reduced social abilities, with such negative effects being especially prominent in children who played nine or more hours of video games each week. When the investigators looked at magnetic resonance imaging scans of the brains of a subgroup of children, they noted that gaming was linked with changes in basal ganglia white matter and functional connectivity in brain. “Gaming use was associated with better function in brain circuits critical for learning based on the acquisition of new skills through practice,” Pujol explained. Children traditionally acquire motor skills through action, for instance in relation to sports and outdoor games. Neuro-imaging research suggested that training with desktop virtual environments is also capable of modulating brain systems that support motor skill learning.

 

FORBES

A Surprising New Study on How Video Games Impact Children

Rationale:-
One of the important aspects of human growth is the socialization process. Social development ensures a safe and healthy relationship with individuals. Along with the growth in other academic skills, considering the social aspects of life and gaining necessary requirements for a healthy relationship with others is one of the challenges facing growing children and adolescents. Socialization is a process in which the individual's norms, skills, motivations, attitudes and behaviours are formed so that the individual recognizes his/her current or future role in the desired society. In this process, acquisition and deployment of social skills and ways of communicating and interacting with others are the main components of social developments particularly among children and adolescents. Since an important part of social skills is acquired through playing games in childhood, nowadays, despite improving technology, we can observe the advent of modern phenomenon in the children's new game world which is a milestone in the structure and content of the children's games. Children and adolescents in the current world are extremely affected by the mentioned games. And considering the importance of computer games in the social life of this age range, computer games have inevitably allocated the major part of socialization of children and adolescents to itself. The attractiveness of computer games for children and adolescents have caused them to be more acceptable among other playing instruments. For example, in a study performed by Griffiths et al (1998), adolescents were asked to explain the advantage and disadvantage of computer games. In that study, individuals described their eagerness to computer games as having fun, excitement and challenges. A few percentages of the players mentioned the benefits of computer games as improving mental-dynamic skills. One third of the subjects believed that the disadvantage of these games was due to game addiction.
Computer games represent the first digital media technology which is applied for socialization of a generation in a large scale and often most of the teenagers in other countries are using these games. But on the other hand, excessiveness in playing these games has caused some concerns about the possible side-effects they have on the players. Major concerns about these games are due to two main factors; first, the amount of time children spend and second, the nature of these games, particularly, when children spend their time playing to compensate for ignoring other educational-social activities and leisure time. They are potentially harmful, because computer games may be replaced by other activities such as homework, free reading or exercising. It has been observed that children addicted to computer games tend to play more and avoid social relationships. Recent studies indicated the significant statistics about the excessive use and addiction to games. However, the figures are various; for example, in the United State, one out of 10 is addicted to computer games. They may also be used as means to satisfy psychological needs of players who play games in an excessive way. As Wan and Chiou mentioned in their study, these needs are mentioned as need for fun, entertainment and recreation, overcoming psychological mechanisms, running away from reality, mutual social interactions, need for arousal and competition and need for feeling powerful expressions like those who seek computer games in order to satisfy their social interaction because they would experience anxiety and distress facing the real world’s social situations. The players may practically prefer all the social interactions and relations occurring in the virtual environment to the real world, and they provide the need for stabilizing the social situation and sense of belonging through interaction with other playmates in the game. Moreover, recent studies showed that excessive use of computer games at around more than 20 hours a week would lead to negative impact on health, negative moods, depressive syndrome and weak social interactions and also the social behaviour of the students. So the study is necessary to determine the positive and negative effects of playing the video games.
REVIEW OF LITERATURE

1.         “EFFECTS OF VIOLENT VIDEO GAMES ON AGGRESSIVE BEHAVIOR, AGGRESSIVE COGNITION, AGGRESSIVE AFFECT, PHYSIOLOGICAL AROUSAL, AND PROSOCIAL BEHAVIOR”
Craig A. Anderson and Brad J. Bushman In 2001 carried out a research on exposure to television and movie violence suggests that playing violent video games will increase aggressive behavior. A meta-analytic review of the video-game research literature reveals that violent video games increase aggressive behavior in children and young adults. Playing violent video games also decreases pro-social behavior. Tools Used Literature Search Procedures, Coding Frame, Meta-Analytic Procedures. Average correlations are at 95% confidence intervals and homogeneity tests. They found out varied results by researching for violent and non-violent video games. They also found out the effect to be different on different sex students.
2.         “The Social and Psychological Impact of Online Gaming”
A. Fleming Seay in his personal study in 2004 researched for the following things
Does time spent playing online games and commitment to the social groups within them displaces real-life social activity and involvement? The answer lies in the study conducted and the sample taken was a longitudinal survey administered over the World Wide Web.
Analysis (which test was used) structural equation modeling, hierarchical growth modeling, ANOVA and multiple regression. In this research it was found out that effect of games in the students life also depends on the number of hours committed to the games. Achievers seemed to commit lesser number of hours than the non-achievers. At around achievers committed less than 20 hours of active play while the non-achievers pegged at more than 20 hours of game playing.
3.         “Effect of Addiction to Computer Games on Physical and Mental Health of Female and Male Students of Guidance School in City of Isfahan”
Eshrat Zamani, Maliheh Chashmi and Nasim Hedayati In their study aimed to investigate the effects of addiction to computer games on physical and mental health of students. The study population includes all students in the second year of public guidance schools in the city of Isfahan in the educational year of 2009-2010. The sample size includes 564 students selected by multiple steps stratified sampling. Questionnaire (GHQ-28) scale and a questionnaire on addiction to computer games. Standard coefficient, Correlation coefficient, t – test, chi – square. There was a significant positive correlation between students' computer games addiction and their physical and mental health in dimensions of physical health, anxiety and sleeplessness. There was a significant negative relationship between addictions to computer games and impaired social functioning.
4.         Comparing the Social Skills of Students Addicted to Computer Games with Normal Students
The results of the present study showed that in general, there was a significant difference between social skills and addiction to computer games. In addition, they showed that the individuals who were addicted to these games had lower social skills than those who were normal. Computer games may satisfy the natural needs met in social interactions and will lead to social isolation. This isolation and loneliness may cause reduction in individual social interactions with others and will finally reduce the individual's social skills. The major cause of understanding continuance of computer games in children are as the following:
1.     The players have realized that computer games were more enjoyable than companionship with others.
2.     These games can only give some information about others and their behavioral methods used against others.
3.     These games can create feelings like companionship with friends and help some of the children fill their solitude.
4.     These games let the player participate and involve in the game directly.
5.     These games also provide a get away from problems in life. Concerns about computer games are that these games have violent and anti-social topics; therefore, they may create more aggressive and shocking tendencies in most players.
The research instruments consisted of a scale that was composed of three main parts. The first part (which was created by the researcher) included questions about demographic characteristics of the subjects and also questions about the quality and quantity of the computer games. The second part included a translated questionnaire of computer game addiction. Addiction to games means absorption of an individual in a game so that he/she cannot confine the duration of the game; and if the individual tries to stop playing, he/she would be so angry and upset.
5.         Social Interactions and Games
Cigdem Uz, Yıldız and Kursat Cagiltay
Multiplayer online games have become popular, especially as many players spend most of their time by interacting with other online players. Massively Multi-User Online Games (MMOGs) give opportunities for users to interact and form relationships through avatars. In these environments, there are multiple tasks or quests that need to be accomplished by different characters with various skills. MMOG gamers interact socially in the game environment with other gamers and spend huge amounts of time while forming relationships and some of these relationships may carry on the real life relationships.
Although mean average time spent playing per week is 9; 82 % (n=93) of the players stated that they did not feel themselves within the game. Interestingly; this result varies by gender, thus male gamers felt themselves in the game more according to female gamers. This finding might be because of game preferences of male gamers. Multiplayer games have multiple tasks to complete and require large number of players study together to accomplish these goals which make them engage in game world and feel themselves in the games. Multiplayer gamers can be labeled as anti-social; those players prefer to spend their most of the time in game rather than socializing in real life with real friends. Male gamers spend significantly more hours in games according to female gamers. On the other hand, while nearly half of the gamers prefer to meet their game friends in real life, they mostly do not tend to talk sensitive issues with them. In terms of personal trait; extraverted people tends to spend more hours in games however there is no correlation between game preference and extraversion. The idea that “individuals, who demonstrated higher levels of shyness, might demonstrate online friends “better quality friendships”” is disregarded in this study.
In conclusion, gamers tend to play online multi-player games and they mostly prefer playing with their real life friends and family members. It cannot be claimed that multiplayer games are the environments for shy or introverted people who cannot make social relationships in real life. Game environment is the space for gamers to interact and collaborate with their real life friends and family members, thus they mostly prefer to play with them. The questionnaire is adopted version of Social Interactions in MMOGs developed by Cole and Griffiths (2007). Eyenck Personality Questionnaire (EPQR-S)
6.         Effects of Prosocial Video Games on Prosocial Behavior
Tobias Greitemeyer and Silvia Osswald, Ludwig
Previous research has documented that playing violent video games has various negative effects on social behavior in that it causes an increase in aggressive behavior and a decrease in prosocial behavior. In contrast, there has been much less evidence on the effects of prosocial video games. In the present research, 4 experiments examined the hypothesis that playing a prosocial (relative to a neutral) video game increases helping behavior. In fact, participants who had played a prosocial video game were more likely to help after a mishap, were more willing (and devoted more time) to assist in further experiments, and intervened more often in a harassment situation. Results further showed that exposure to prosocial video games activated the accessibility of prosocial thoughts, which in turn promoted prosocial behavior. Thus, depending on the content of the video game, playing video games not only has negative effects on social behavior but has positive effects as well. After participants played the video game for 10 min, affective and arousal data were assessed. Positive and negative emotions were assessed by employing the Positive and Negative Affect Schedule (PANAS; Watson, Clark, & Tellegen, 1988). The Perceived Arousal Scale (Anderson, Deuser, & DeNeve, 1995) contains 31 adjectives describing feelings of arousal (e.g., aroused) or lack of arousal (e.g., drowsy). Lack-of-arousal items were reverse scored. Then, participants completed a short questionnaire about the video game. They indicated how exciting the game was, how frustrating the game was, how prosocial the game was, and how VIDEO GAMES AND PROSOCIAL TENDENCIES 213 antisocial the game was (adopted from Anderson & Dill, 2000). These items were assessed using a scale from 1 (low) to 7 (high). Finally, they indicated how many of their actions during game play were prosocial and antisocial, respectively. These items were assessed using a percentage scale.
SIGNIFICANCE OF THE STUDY
This study is to study the impact of video games on collage going students. The study is also to check whether lesser period of time spent on games can improve their abilities or not. As it is difficult to find students who do not play any types of video games the researcher has assumed that for this study the students who play any game for less than two hours per week is considered as non-playing student and the student who plays for more than six hours per student is considered as game playing student.
The students selected are of commerce stream and in the sample selected there are total 120 students. Out of these 120 students 60 students are male and 60 students are female. The endeavor is to find out the effects of any kind of video games be it single user games like candy crush of multi-user massive games like the clash of kings. The focus is on the game playing and not on the type of video game played. This project is to find out the effects of these games on social behaviour and social preference and how these things are affects by playing video games or not playing them.
As it is difficult to find out students who do not play any type of games the assumption had to be done to fix some minimum hours of game playing per week which was set a negligible as six hours of game play per week and it was assumed that this counts as not playing any game. More than six hours of game play dedicated per week was counted as active game playing.
Most of parents are concerned about the game playing abuse in the students so in order to create awareness about the games this project was to be carried out and the hypothesis thus set is to clearly distinguish between the game playing and non-game playing students and its effects on their social behaviour and social preference. Negative Effects of Violent Entertainment Games In a similar way that research on violence in television has been the main concern for media scholars for the last five decades, negative effects of violent games have been the prime focus of most empirical studies on computer games personality, and aggression desensitization. Violent media increase short-term aggression by teaching users how to aggress, by increasing arousal and aggressive affective states, and by priming aggressive cognitions. Repeated playing of violent games reinforces aggression-related cognitive structures, aggressive perceptual schemata, and aggressive behavioral scripts. Most importantly, repeated playing of violent games increases the aggressive personality of a game player which then leads to the changes in the player’s environment. The combination of the newly intensified aggressive personality and the new aggressive environment leads to the use of more violent media, which then increases another short-term aggression. Long term and chronic aggressive behaviors are thus formulated and reinforced during the above process. Empirical studies regarding negative effects of violent games on aggressive affects, behaviors, thoughts, physiological arousal, and other social and psychological variables empathy, prosocial behaviors, and school performance reveal mixed results. The purpose of this research is to explore the social interactions that occur both within and outside of games. The development of virtual friendships can be very enjoyable for gamers, and they sometimes lead to serious real-life relationships. Another purpose of this research is to explore which correlations exist between personality type and gaming characteristics of gamers. On the other hand, while nearly half of the gamers prefer to meet their game friends in real life, they mostly do not tend to talk sensitive issues with them. In terms of personal trait; extraverted people tends to spend more hours in games however there is no correlation between game preference and extraversion. The idea that “individuals, who demonstrated higher levels of shyness, might demonstrate online friends “better quality friendships”” is disregarded in this study. In conclusion, gamers tend to play online multi-player games and they mostly prefer playing with their real life friends and family members. It cannot be claimed that multiplayer games are the environments for shy or introverted people who cannot make social relationships in real life. Game environment is the space for gamers to interact and collaborate with their real life friends and family members, thus they mostly prefer to play with them.


Objectives
  1. To study the effects of video games on social preference of college students.
  2. To study the effects of video games on social behaviour of college students.
Hypothesis
H01-       There is no significant difference on social preference and social behaviour between video game playing and non-playing students.
H02-       There is no significant difference on social preference and social behaviour between male video game playing and non-playing students and female game playing and non-playing students
H03-       There is no significant difference on social preference and social behaviour between video game playing male and female students
H04-       There is no significant difference between non-video game playing male and non-video game playing female students
METHODOLOGY
SAMPLE SOURCE
In this test the data of different college students was collected. The data was sourced from two different colleges of Morbi, OMVVIM College and P. G. Patel College. Both the colleges are commerce colleges. The students consisted from the first year commerce stream to the third year commerce stream. As it was difficult to find purely non-gaming student (at least it was inference that. It was assumed that any student playing less than 6 hours of games per week is considered as non-game playing student. From the collected data it seemed that girls very less heavy players compared to boys as there were fewer girls who played for more than six hours compared to boys. In spite of these differences the preliminary data collected suggested that boys tend to play more work. The questioner was in Hindi and therefore the students were more interested in filling it as they understood it clearly and wherever it was difficult it was explained to them in Gujarati.
SAMPLE SIZE
The sample size is 120 students (60 + 60). Among these students the data is divided as 50% male students and 50% female students. The students were also asked to mention the number of hours the game played per week.
The flowing table summarizes the collected data
Parameters
Boys
Girls
Total
Game Playing
30
30
60
Non-game playing
30
30
60
Total
60
60
120

VARIABLES
1)    Independent Variables
a)     Video game playing students
b)    Non-video game playing students
c)     Gender
i)      Male
ii)     Female
2)    Dependent Variables
a)     Social Behavior and Social Preference
DESIGN
A 2 x 2 design has been used for this study.
Students (120)
Video Game Playing Students (60)
Male (30)
Female (30)
Non-Video Game Playing Students (60)

Female (30)
Male (30)
 
TOOLS
“Social Preference and Social BehaviorJoshi M. C. and Pandey’s Inventory in Hindi.
Description
This inventory originally known as The Minnesota Inventory of Social Preference and Behaviour (MISP and MISB) consists of two forms containing 40 items in each and is designed to measure two personality traits. Form P is called Inventory of Social Preferences and Form B is called Inventory of Social Behaviour. Form P includes questions designed to measure preferences in the extent and type of desired social relationships, ranging from a desire to restrict one's social relationships to a very few contacts, to the opposite-extreme of those who wish to have relatively unrestricted, social contacts. Form B includes questions which sample an individual's estimate of his own behaviour and feelings in social situations, ranging from the extremely shy to the extremely active individual in social relationships.
Hindi Adaptation of the Inventory
For adaptation of this alien inventory in Indian socio-cultural set­up, the statements without 'person-reference' about attitudes of people were translated in Hindi with a precaution that sentences may main­tain the natural flow of the language and also preserve the original implication. Besides all these precautions, the cultural differences were also kept in view because it is well recognised fact that cultural differences create differences in social attitudes by re-enforcing those that are non-conducive to its preser­vation. But fortunately all the statements of both the forms were found to belong to nearly common areas of social preference and behaviour. Hence, eliminations and replacements were found un­necessary. In this way, the Hindi form of the inventory was prepared in consumable booklet form.
Administration and Scoring
The consumable booklet of SBSPl may be administered to a group of 25 to 30 respondents conveniently. First of all, respondents are asked to fill up their personal data, name, age, sex, class, income of the parent, occupation and name of the institution, in the space provided. Instructions printed on the first page of the booklet are read out verbalism and explained to subjects. After that they are asked to express their views and opinions for each statement according to their frequency in one of the any five cells against each statement by making a right mark in the appropriate column. It can also be administered individually. Although, there is no time limit in responding the entire inventory but usually one takes 30 to 40 minutes in completing the same.
The scoring is very simple. For positive items, the weightage is to be given as 5, 4, 3, 2 and 1 score but in case of negative items which are indicated by stars in the booklet scoring procedure is reverse as 1, 2, 3, 4, and 5. The following table shows the S. Nos. of positive and negative items in each area. The high scores indicate effective social preference and behaviour.
Reliability
Co-efficient of Stability: Two independent groups of 44 and 37 students were tested at the interval of 75 days and 15 days. The obtained ria for 75 days interval yielded the co-efficient of '795 and '520 for social preference and behaviour respectively and -845 and +740 for the two forms P and B respectively when the time interval was 15 days only. Co-efficient of consistency:  The odd-even reliability of each form was also calculated separately and was found to be -685 and +915 for forms P and B against the original findings '898 and '922 by Williamson and Darley (1937a). Standard error of measurement : The mmts, obtained for the forms P and B were 5 87 and 3'26 which are considerably a small values and indicate that there is very narrow range of deviation of the obtained scores from the four scores and thus the reliability of the scores is found to be satisfactory. The index of reliability: When applied this measure of establishing reliabilities of these two forms, the calculated indices of reliability were found to be equal to '95 and '88 respectively for MISP and MISB. These indices are highly satisfactory.
Validity
A great many studies dealing with the concept of social adjustment appear to make assumption that social activities and social adjustment are very highly correlated with personality contact traits like extro­version and introversion. "The better adjusted students tended to take part in more activities"."Tough-mindedness" is a projection into the field of social attitudes of extroverted personality type, while 'tender-mindedness' is a projection of the introverted personality type. It was hypothesised that extroverted persons will have higher positive correlation with the scores of this social attitude inventory and vice-versa.
Result and Discussion
The obtained results are arranged in tabular form and compared with the hypothesis presented earlier. Each result is tabulated and numbered according to the hypothesis in the hypothesis section. It is also checked upon null hypothesis and also compared with the literature considered and taken as relevant for the study. The study is also compared gender wise in order of the hypothesis presented.

Table-1
Social preference and social behaviour of video game playing and non-playing students
Students
N
Mean
S.D.
SED
t value
Level Of Significance
Video game playing
60
232
0.009

0.001

2.40

Not Significant
Non-Video playing
60
235
0.009
The table no. 1 shows that the social preference and social behaviour of video game playing and non-playing students and the t value for 118 df at 0.01 level is 2.62.The obtained t value is less than this value. Hence null Hypothesis H01is accepted which means that there is no significant difference in social behavior and social preference between the game playing and non-game playing students. The result given by the study “Comparing the Social Skills of Students Addicted to Computer Games with Normal Students” by Eshrat Zamani, Ali Kheradmand, Maliheh CheshmiAhmad Abedi and Nasim Hedayati is also contradicted by our study as our study states that there is no significant difference between game playing student and non-game playing students.

Table-2
Social preference and social behaviour between male video game playing and non-playing students and female game playing and non-playing students
Students
N
Mean
S.D.
SED
t value
Level Of Significance
Male video game Playing and Non-Playing
60
236
0.02


0.003


0.06


Not Significant
Female video game Playing and Non-Playing
60
227
0.02
The table no. 2 shows that t value for 118 df at 0.01 level is 2.62.The obtained t value is less than this value. Hence null Hypothesis H02 is accepted. This means that there is no significant difference on social preference and social behaviour between male video game playing and non-playing students and female game playing and non-playing students. “Comparing the Social Skills of Students Addicted to Computer Games with Normal Students” by Eshrat Zamani, Ali Kheradmand, Maliheh CheshmiAhmad Abedi and Nasim Hedayati had different results compared to our study and therefore our study contradicts their study.
Table-3
Social preference and social behaviour of video game playing male and female students
Students
N
Mean
    S.D.
SED
t value
Level Of Significance
Video game playing Male
30
237
0.009


0.001


0.001


Not Significant
Video game playing Female
30
226
0.009
The table no. 3 shows that the t value for 58 df at 0.01 level is 2.66.The obtained t value is less than this value. Hence null Hypothesis H03 is accepted. So we can say that Video game Playing Males and Video game Playing Females do not differ significantly in their level of playing. Therefore no difference exists in the level of Video game playing Males and Female students. The result given by the study “Comparing the Social Skills of Students Addicted to Computer Games with Normal Students” by Eshrat Zamani, Ali Kheradmand, Maliheh CheshmiAhmad Abedi and Nasim Hedayati is also contradicted by our study as our study states that there is no significant difference between game playing male student and game playing female students.


Table-4
Social preference and social behaviour of Non-video game playing male and Non-video game playing female students
Students
N
Mean
S.D.
SED
t value
Level Of Significance
Non-video game playing Males
30
234
0.02


0.003


0.003


Not Significant
Non-video game playing Females
30
229
0.02
The table no. 4 shows that the t value for 58 df at 0.01 level is 2.66.The obtained t value is less than this value. Hence null Hypothesis H04 is accepted. Since the null hypothesis is accepted, we can say that Non-video game Playing Males and Non-Video game Playing Females do not differ significantly in their level of Playing. Thus no difference exists in the level of Playing of the Non-video game playing Males and Non-video game playing Female students.
CONCLUSION
The conducted has clearly stated that the effect of the video games on social behavior and social preference on the students is not significant and therefore the following things are concluded.
1.    Since the null hypothesis H01 is accepted, we can say that video game playing and video game non-playing students do not differ significantly in their level of playing. Thus we can say with 99% level of confidence that no difference exists in the level of playing of the students.
2.    Since the null hypothesis H02 is accepted, we can say that male video game playing and video game non-playing and Female Video game Playing and Video game non-Playing students do not differ significantly in their level of playing. Thus we can say with 99% level of confidence that no difference exists in the level of playing of the Male and Female students.
3.    Since the null hypothesis H03 is accepted, we can say that Video game Playing Males and Video game Playing Females do not differ significantly in their level of playing. Thus we can say with 99% level of confidence that no difference exists in the level of Video game playing of the Males and Female students.
4.    Since the null hypothesis H04 is accepted, we can say that Non-video game Playing Males and Non-Video game Playing Females do not differ significantly in their level of Playing. Thus we can say with 99% level of confidence that no difference exists in the level of Playing of the Males and Female students.

LIMITATIONS
Though the research was carried out meticulously and in a scientific manner the following limitations exist
1.   The research was carried on commerce students only and therefore there may be difference of result on other stream students.
2.   The research sample size was limited to 120 students the results may vary on conducting it on larger number of students.
3.   The research was conducted on college going students in a semi-urban area so the results can vary for urban and rural areas.
4.   The results may vary for school going students and even post-graduate students.
5.   Sometimes the students manipulate the reality in order to look better to their peers.
6.   Students may copy the answers from their bench partners.
7.   The language problem also may exist as the language of the questioner is not their mother tongue.
8.   Lack of interest in the study also affects the results
9.   Some options may be left blank so the results may vary on these options being fully filled.
10. The test does not add up anything in their final exams so students may think it as waste of time and try to complete the test as fast as possible and thus fill up the options without understanding them fully.

 SUGGESTIONS
1.    The research can generate valuable results if carried on a large sample
2.    The results of the research can help the management decide whether to permit mobile gaming for students or not.
3.    The colleges also may develop their own games in case the results are beneficial for the students.
4.    The ever nagging parents can get some relief by thinking that their children are not wasting time by playing some games. Even parents can be encouraged to do some research work regarding which game is beneficial for their children.
5.    In case of larger data if there is significant negative result of game playing regarding the number of hours spent in gaming the students may be allowed to play games for only some fixed hours.
6.    The games can be a greater means to teach proper social behavior and social preference to the students.
7.    The research can also be done at school level and even school going students can be motivated to play some video games in case of the positive results.
8.    Parents can also ban certain types of violent games which affect the social behavior of the students.
9.    The study can be made useful to improve the social behavior of the students and create respect for peers and love for young.

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