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.
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.
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
- To study the effects of video games on social preference of college students.
- 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 Behavior”Joshi 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 Cheshmi, Ahmad 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
Cheshmi, Ahmad 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
Cheshmi, Ahmad 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.
REFERENCES
Anderson, C.
A., & Bushman, B. J. 2001. Effects of violent video games on aggressive
behavior, aggressive cognition, aggressive affect, physiological arousal, and
prosocial behavior: A meta-analytic review of the scientific
literature.Psychological Science 12: 353–359.
Atkin, C. K.
(1985). Informational utility and selective exposure to entertainment media. In
D. Zillmann & J. Bryant (Eds.), Selective exposure to communication (pp.
63–91). Hillsdale, NJ: Lawrence Erlbaum Associates.
Bandura, A.
(1994). The social cognitive theory of mass communication. In J. Bryant &
D. Zillmann (Eds.), Media effects: Advances in theory and research (pp. 61–90).
Hillsdale, NJ: Lawrence Erlbaum Associates.
Berkowitz, L.,
& Rogers, K. H. (1986). A priming effect analysis of media influences. In
J. Bryant & D. Zillmann(Eds.), Perspectives on media effects (pp. 57–82).
Hillsdale, NJ: Lawrence Erlbaum Associates.
Bertalanffy,
L. (1968). General systems theory. New York: Braziller.
Blalock, H.
M., & Blalock, A. B. (1959). Toward a clarification of systems analysis in
the social sciences. Philosophy of Science, 26: 16–27.
Blumer, H.
(1933). The movies and conduct. New York: Macmillan.
Bronfenbrenner,
U. (1986). Ecology of the family as a context for human development: Research
perspectives. Developmental Psychology, 22, 723–742.
Bryant, J.,
& Miron, D. (2002). Entertainment as media effect. In J. Bryant & D.
Zillmann (Eds.), Media effects: Advances in theory and research (pp. 549–582).
Hillsdale, NJ: Lawrence Erlbaum Associates.
Bryant, J.,
& Zillmann, D. (1984). Using television to alleviate boredom and stress:
Selective exposure as a function of induced excitational states. Journal of
Broadcasting, 28, 1–20.
Buckley, W.
(1967). Sociology and modern systems theory. Englewood Cliffs, NJ:
Prentice-Hall.
Cohen, S.,
& Willis, T.A. (1985). "Stress, social support, and the buffering
hypothesis."Psychological Bulletin 98:
310-357.
Cole, H.,
& Griffiths, M. D. (2007). Social interactions in massively multiplayer
online role-playing gamers. CyberPsychology & Behavior, 10(4),
575-583.
Eder, D., & Nenga, S. K. (2003). Socialization in
adolescence. In J. Delamater (Ed.), Handbook of social psychology (pp. 157–175). New York: Kluwer Academic/
Plenum Publishers.
Kanfer, S. H.
(1970). Self-regulation: Research, issues, and speculations. Behaviormodification
in clinical psychology. C. M. Neuringer, J.L. New York, Appleton-Century-Crofts:
178-220.
Kirschenbaum,
D. S. (1987). "Self-regulatory failure: A review with clinical implications."
Clinical Psychology Review 7:
77-104.
Kocovski, N.
L. and N. S. Endler (2000). "Self-regulation: Social anxiety and
depression." Journal of Applied Biobehavioral Research 5(1): 80-91 URL http
//www.bellpub.com/jabr/index.htm.
Kraut, R.,
Lundmark, V., Patterson, M., Kiesler, S., Mukopadhyay, T., & Scherlis, W. (1998).
"Internet paradox: A social technology tht reduces social involvement and psychological
well-being?" American Psychologist 53:
1017-1031.
LaRose, R.,
Lin, C.A., Eastin, M.S. (2003). "Unregulated Internet Usage: Addiction, Habit,
or Deficient Self-Regulation?" Media Psychology 5(3): 225-253.
Lo, S., Wang,
C., Wenchang, F. (2005). Physical Interpersonal relationships and social
anxiety among online game players. CyberPsychology and Behavior, 8,
15-20.
Medsearch
(2004). "Medsearch Medical Reference."
http://www.gulflink.osd.mil/medsearch/glossary/glossary_d.shtml.
Messerly, J.
G. (2004). "How Computer Games Affect CS (and Other) Students' School Performance."
47: 29-31
Osswald, S.,
& Greitemeyer, T. (2008). Prosocial video games increase prosocial affect.
Unpublished manuscript. Ludwig-Maximilians-University, Munich, Germany.
Riggio, R. E.,
Watring, K.P., & Throckmorton, B. (1993). "Social Skills, social
support, and psychological adjustment." Personality and Individual
Diferences 15: 275-280.
Redmond, D. L.
(2010). The effect of video games on family communication and interaction.
Stiles
(2010),Relationshıp between online role-playıng games, personality and
interpersonal relationships. Thesis available from http://libres.uncg.edu/ir/wcu/f/Stiles2010.pdf
Teng, C. I.
(2008). Personality differences between online game players and nonplayers in a
student sample. CyberPsychology & Behavior, 11(2), 232-234.
Utz, S.
(2000). Social information processing in MUDs: the development of friendships
in virtual worlds. Journal of Online Behavior 1:1. Available at:
http://www.behavior.net/JOB/v1n1/utz.html. Accessed June 16, 2014.
Van Baaren, R.
B., Holland, R. W., Kawakami, K., & van Knippenberg, A. (2004). Mimicry and
prosocial behavior. Psychological Science, 15, 71–74.
Van Schie, E.
G., & Wiegman, O. (1997). Children and videogames: Leisure activities,
aggression, social integration and school performance. Journal of Applied
Social Psychology, 27, 1175–1194.
Walsh, D.,
Gentile, D., Gieske, J., Walsh, M., & Chasco, E. (2003). Eighth annual
video game report card. Minneapolis, MN: National Institute on Media and the
Family.
Watson, D.,
Clark, L. A., & Tellegen, A. (1988). Development and validation of brief
measures of positive and negative affect: The PANAS scales. Journal of
Personality and Social Psychology, 54, 1063–1070.
Weyant, J. M.
(1978). Effects of mood states, costs, and benefits on helping. Journal of
Personality and Social Psychology, 36, 1169–1176.
Wiegman, O.,
& van Schie, E. G. (1998). Video game playing and its relation with
aggressive and prosocial behavior. British Journal of Social Psychology, 37,
367–378.
Woodard, E.
H., IV, & Gridina, N. (2000). Media in the home 2000: The fifth annual
survey of parents and children (Survey Series No. 7). Philadelphia,
ISBN 978-81-933797-1-4 Project
Created by Vipul N. Musani
No comments:
Post a Comment