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Rebeccaand conor presentation 2
- 1. VIDEO GAMES AND OUR WAY OF “BEING IN THE WORLD” CONOR BUTCHER, REBECCA MCALLISTER
- 2. 0 1 2 3 4 5 6 7 8 Beneficial Detrimental Both Video games can be…
- 3. “Over the next generation or two, ever larger numbers of people, hundreds of millions, will become immersed in virtual worlds and online games. While we are playing, things we used to do on the outside, in “reality” won’t be happening anymore, or won’t happen in the same way… You can’t pull millions of person-hours out of society with out creating an atmospheric- level event.” (McGonigal, 2011)
- 4. VIDEO GAME ADDICTION Addiction and video games is widely disputed, it is recognized by the NHS, However it is not recognized by the American Medical Association. (Nhs.uk, 2016) • Lying about how much time you spend playing computer or video games • Playing computer or video games results in intense feelings of pleasure or guilt that seem uncontrollable • Spending more and more time playing video or computer games to get the same enjoyment • Withdrawing from friends, family, or your spouse to the point of disrupting family, social, or work life • Experiencing feelings of anger, depression, moodiness, anxiety, or restlessness when you’re not gaming • Spending significant sums of money for online services, computer upgrades, or gaming systems • Thinking obsessively about being on the computer or playing video games even when doing other things (Video-game-addiction.org, 2016)
- 5. VIDEO GAMES AND REAL LIFE VIOLENCE Evan Ramsey – Feb 1997, Shoots dead student and principle, citing the video game DOOM "I honestly believed that if you shoot somebody, that they would get back up,”. (ABC News, 2016) Dylan Klebold and Eric Harris – April 1999, Columbine High School massacre. 15 dead 24 injured. Cited DOOM and Duke Nukem inspired the attacks. (CNN, 2016) Anders Breivik – July 2011, “Breivik tells court he practiced his shot using a 'holographic aiming device' while playing video game”. (the Guardian, 2016)
- 6. VIDEO GAMES AND EDUCATION • Used to train for occupations that require expertise in divided visual attention (instrument flying, military activities, and air traffic control) • Children who play video games approach computer based tasks in a playful way. • Promote conceptual learning, problem solving skills, co- operation, and practical participation. (Tandfonline.com, 2016)
- 7. VIDEO GAMES AND SOCIAL BENEFITS More than 70 percent of gamers play with a friend, and millions of people worldwide participate in massive virtual worlds through video games. • Video game play allows children to experiment with social experiences and simulate alternative emotional consequences. • Multiplayer video games give immersive roles to it’s players which determine who we can trust, reject and who to lead, gamers are rapidly learning social skills and prosocial behavior that might generalize to their peer and family relations outside the gaming environment. (Granic, Lobel and Engels, 2014) • Amanda Lenhart conducted a survey and found out that there is a direct correlation between teens who have participated in message boards and forums about video games to be more engaged civically and politically. (Lenhart, 2016)
- 8. SOCIAL MEDIA GAMES 76% of you play/played games accessed through Social Media.
- 9. LEXULOUS • Released in 2007 • First Facebook application to achieve a mass audience • Appealed to the masses because of its familiarity, Scrabble with online chat. • Asynchronous play, Players do not have to be online at the same time to play and can take turns when they want. • Starting a game with someone is making a commitment to interact with them at least a dozen times
- 10. FARMVILLE • Released in 2010. • Achieved 90 million active members at its peak. • Combines productivity of MMORPGS and the simplicity and social connectivity of games like Lexulous. • Entirely asynchronous, You can interact with friends farms and send them gifts but you never directly interact with friends. • Achieves its daily success due to the stickiness nature of the game “daily gifts from friends” or “crops on a timer”
- 12. HAPPY EMBARRASSMENT • Positively putting up with “trash talk” • Lowering our social status within the friendship • Effort of reconciliation • Acting silly
- 15. VICARIOUS PRIDE • Naches – “the want to feel pride or pleasure” • Mastering challenges • Beating your opponent
- 17. DATA COLLECTED FROM OUR PLAYER SURVEY
- 18. DID YOU FEEL MORE SOCIABLE WHEN PARTICIPATING IN THIS GAME? 0 0.5 1 1.5 2 2.5 3 3.5 1 - No 2 3 - Indifferent 4 5 - Yes
- 19. DID YOU VERBALLY COMMUNICATE WITH OTHER PARTICIPANTS? 0 1 2 3 4 5 6 7 8 yes no
- 20. DO YOU FEEL LIKE YOU INTERACTED WITH PEOPLE IN THE GROUP WHO YOU WOULDN’T NORMALLY HAD? 0 0.5 1 1.5 2 2.5 3 3.5 1 - No 2 3 - Indifferent 4 5 - yes
- 21. DO YOU FEEL INTERACTION FROM YOUR PEERS ENHANCED THE GAMES EXPERIENCE. 0 1 2 3 4 5 6 1 - No 2 3 - Indifferent 4 5 - yes
- 22. HAS PARTICIPATION IN THIS ACTIVITY, LEFT YOU WANTING TO PLAY FURTHER ROUNDS? 0 1 2 3 4 5 6 7 8 1 - No 2 3 - Indifferent 4 5 - yes
- 23. ANY FURTHER QUESTIONS? References ABC News. (2016). School Shooter Says Friends Urged Him On. [online] Available at: http://abcnews.go.com/TheLaw/story?id=5040342&page=1 [Accessed 26 Oct. 2016]. CNN. (2016). Columbine High School Shootings Fast Facts - CNN.com. [online] Available at: http://edition.cnn.com/2013/09/18/us/columbine-high- school-shootings-fast-facts/ [Accessed 27 Oct. 2016]. Common Sense Education. (2016). Social and Emotional Benefits of Video Games: Metacognition and Relationships. [online] Available at: https://www.commonsense.org/education/blog/social-and- emotional-benefits-of-video-games-metacognition-and- relationships [Accessed 26 Oct. 2016]. Granic, I., Lobel, A. and Engels, R. (2014). The benefits of playing video games. American Psychologist, 69(1), pp.66- 78. http://www.apa.org. (2016). Video game play may provide learning, health, social benefits, review finds. [online] Available at: http://www.apa.org/monitor/2014/02/video- game.aspx [Accessed 26 Oct. 2016]. Lenhart, a. (2016). Teens, Video Games, and Civics. 1st ed. [ebook] pp.7-9. Available at: http://eric.ed.gov/?id=ED525058 [Accessed 27 Oct. 2016]. McGonigal, J. (2011). Reality is broken. London: Jonathan Cape. Nhs.uk. (2016). Addiction: what is it? - Live Well - NHS Choices. [online] Available at: http://www.nhs.uk/Livewell/addiction/Pages/addictionwhati sit.aspx [Accessed 26 Oct. 2016]. Tandfonline.com. (2016). Digital Games in Education: Digital Games in Education: Journal of Research on Technology in Education: Vol 40, No 1. [online] Available at: http://www.tandfonline.com/doi/pdf/10.1080/15391523.2007. 10782494 [Accessed 26 Oct. 2016]. the Guardian. (2016). Anders Breivik 'trained' for shooting attacks by playing Call of Duty. [online] Available at: https://www.theguardian.com/world/2012/apr/19/anders- breivik-call-of-duty [Accessed 26 Oct. 2016]. Video-game-addiction.org. (2016). Video Game Addiction - Internet Gaming Addiction. [online] Available at: http://www.video-game-addiction.org/ [Accessed 26 Oct. 2016].
Editor's Notes
- Our question was Using pokèmon Go as a starting point explore the ways that media technologies explore ways of “being in the world” This lead us to ask Do video games effect our social status?
- Because we based our intervention on a videogame In our first questionnaire that was given out to the whole class we asked the question ‘video games can be’ and give 3 options that the class could choose form, 6 people form our class answered beneficial, no one answered detrimental and 7 people answered both. So we’re just going to give you some information on both the beneficial sides of video games and the detrimental.
- So our Intervention was based on Jane McGonicals “reality is broken” book “Read quote” so first off when you read this quote you might assume it to be talking about video games in a negative light but upon learning that Mcgonical is an advocate for the social benefits of video games and learning her stance on video games you begin to understand how this is changing the world for the better. Such as video game hours being used for educational purposes or simulating scenarios for training exercises that cuts the expense of training.
- Rebecca and I began talking about the pros and cons of video games and one of the negatives we came across is video game additiction. “read slide”
- Another negative we found was video game inspired attack ”read slides” however many people play video games and don’t display such aggression and a more compelling argument within such attacks are that the prepratraitors are often mentally ill and have experienced bullying at one point of their life
- Some of the pros of video games, “ read slides”
- “read slide” Point 1 – learn right from wrong Point 2 – group activities within multiplayer games – promotes prosocial behaviour to complete tasks with co-operaton Point 3 – so people who take part in communities outside of the game such as forums tend to be able to put forward a better argurment or debate.
- Just read slide
- Read slide Hugely successful but removes the actual social aspect from social media games.
- Last week we couldn’t say exactly what our intervention was about without impacting our results, But it actually some what failed we wanted to test out McGonigals theorys of how games give us a stronger social connectivity through “Happy emarrassment” and “vicarious pride”. We believe we could of achieved better results in a casual setting such as a living room or with a bunch of strangers who didn’t know each other or intervened with who sat where.
- Fastest way to intensify positive feelings, playful teasing evokes such mild negative emotions such as anger, hurt or embarassment – shows a willingness to trust the other person – Dacher Keltner, leading researcher of prosocial emotions at the university of california Wii/guitar hero is particularly good example of happy embarassment cause many multiplayer games encourage you to act silly
- Fifa apology rules…
- Pay attention to Jordan
- Naches a proscocial emotion – the want to feel pride or pleasure
- Pay attention to gregg and dave
- Our intervention. For our intervention we used 7 people from our class to play a game called quip lash, we used our intervention to video and analyze by giving out two surveys one before to the whole class then one after to the 7 people that took part in the game, We done this to see how social a game can be.
- After we had our intervention we give out 7 Surveys to the people in the class that played the game, one of the questions we asked in the Survey was ‘did you feel more sociable when participating in this game?’ the data we collected this survey showed 3 people in the class answered yes they felt more sociable when they participated in the game, 3 people answered 4, meaning they didn’t feel fully sociable but felt somewhat sociable, 1 person answered they felt indifferent. And 0 people answered no and 2 meaning no one felt they were less sociable when they played the game.
- The second question we asked was ‘did you verbally communicate with other participants?’ 7 out of the 8 people answered yes in this question, one person answered no they did not verbally communicate with other participants. Meaning more people communicated with each other than not communicating, which lead us to believe this game helped the players communicate with other and be more social meaning that media technologies like videogames can aid us explore ways of ‘being in the world’ by making us more sociable.
- The third question we asked in our survey was ‘Do you feel like you interacted with people in the group who you wouldn’t normally had?’ we asked this to find out if this game helped our classmates associate with people they normally wouldn't have, our findings showed 3 people answered no that they did not feel they interacted with people they normally wouldn't, no one answered 2, 1 person answered indifferent and 1 person answered 4 meaning they didn’t fully agree with the statement but somewhat agreed to the statement. and finally 2 people answered yes. Showing mixed results but overall more people disagreed with this statement and didn’t socialise with people they normally wouldn't. This argues with our question and shows that video games don't make people any more social than they already where with their piers we believe this due to the already formed classmate relations
- Our fourth question on our survey was ‘Do you feel interaction from your peers enhanced the games experience’ 5 people answered yes that they did feel the interaction from there peers enhanced the games experience, one person answered 4 meaning they didn’t fully agree with the statement but somewhat agreed to the statement, one person answered indifferent and no one answered to no or 2 meaning no one disagreed with this and everyone felt that the interaction with their peers involved enhanced the game experience or somewhat agreed to the statement.
- Lastly we asked ‘Has participation in this activity, left you wanting to play further rounds?’ 7 people answered yes to this question meaning everyone that took park in the activity and played the game wanted to carry on playing.