The paper presents a critical and analytical review of national and foreign scientific works on transformational effects of video games. It focuses the attention on contradictions in the data presented by scientists on the impact of the gaming activity on psychological changes among gamers. It carries out a comparison of the results of the research, presented in the scientific literature, on the impact of computer games on gamers with aggressive and violent content. The article shows the differences in the results of investigating the impact of video games on attention deficit among players, their anxiety and depression, and poor progress at school. It indicates the tendency to unreasonable stereotyping of ideas about the negative effect of the gaming activity. It shows that the differences in the results obtained are caused not only by the subjectivity of the researchers and the ambiguous research methodology, but also by the fact that the game is not differentiated, without isolating its formal and substantive components, which alone or in systemic interaction with other components of the game can explain the transformational effect.
Семантика образа героя: межкультурные различия (на примере российских и македонских подростков) Представлены результаты исследования особенностей восприятия образа героя российскими и македонскими подростками. На основе данных, полученных с помощью семантического дифференциала, определены факторы семантической оценки исследуемого стимула. Выявлены достоверные различия в оценке «героя» россиянами и македонцами, больше выраженные у подростков, чем у взрослых. Обнаружена трансформация традиционной семантики архетипического образа у российских школьников. Показана ее связь с презентацией образа героя в медиапространстве. Ключевые слова: архетип; культурный герой; традиционные ценности; медиапространство; семантическая оценка; факторный анализ.
The article presented the rationale and description of a universal classification model of computer games. The basis of its development was the principle of systematic and psychosemiotic approach that afforded considering both semantic and syntactic (formal) features of a game as factors mediating its effect on gamers. A computer game came under consideration as a system entity whose classification profile took shape following unique combination of thirty-four components that were interconnected in the manner of mutual cooperation. They combined into seven levels, two of which were: the game-play and setting — attributed to the fundamentals inherent to any game, while five were variable: the narrative, semantic, personal, communicative and ethic. Criteria to determine intensity of manifestation of the described components in a game that served as the basis for its expert evaluation, were presented. The results of investigation of «The Witcher 3: Wild Hunt» computer game were quoted. The study involved ten experts (8 men and 2 women) with a higher education and a great interactive gaming experience. The participants were made familiar with the classification algorithm of video games assessment and, in the process of complete ‘play-through’ of a game under consideration, categorized it into thirty-four components. Statistical processing of the data demonstrated high degree of consistency of the estimates: the value of α-Kronbach index amounted to 0.971. That afforded grounds to infer that the Master Form presented may serve as a reliable basis to analyze games and propose hypotheses about the nature of their effect on gamers.
The article presents arguments for necessity to determine the attitude of education actors to a new distant form of learning. The results of the study of semantic assessment of distant learning by students and schoolchildren have been presented. The sematic differential has been used to analyze the data obtained. The semantics of distant learning identified by its actors on the basis of the categories of “comfort”, “intellectual efficiency”, “workload”, and “externality”. There are differences in the semantic assessment of distant learning by students and schoolchildren. Students gave much lower estimates to distance learning by intellectual efficiency parameter, while estimating the workload parameter higher. Schoolgirls gave negative assessment to distance learning by all parameters. The findings indicate that there is a need to arrange personalized distance learning.
The article substantiates the judgment on scientific significance and socially induced importance of psychological analysis of advertising messages, of their potential violating the psychological safety. It describes the algorithm of the psychological analysis of the media-narrative, presents the analysis of the advertising clip «Pepsi» and gives the data of its perception by the users of different age groups. The research of the semantic evaluation of the advertising video is carried out using a modified version of the semantic differential technique. Subjects of two age groups participate in it: adolescent and juvenile. The article reveals and describes four meaningful factors of advertising evaluation based on the data obtained. It makes the comparison of advertising semantics in different age groups and present its results. The article reveals that the degree of criticality in advertising video perception is different for the subjects of different groups, the media content with violation of moral norms constitutes the psychological danger for adolescents and can provoke destructive forms of behaviour.
The article proves scientific and social importance of studying the impact of advertising on young people, and presents the results of an empirical research into peculiarities of young people’s perception of two popular Adrenaline Rush commercials that demonstrate extreme sportsmanship. Basing on the postulates of psychosemiotics and narrative psychology, the author makes a complex psychological analysis of the two promoting narratives. The study shows that the commercials have a high suggestive potential. The slogan “There’s nothing you can’t do!” addressed to the target audience is provocative and, according to the research hypothesis, is able to stimulate young people’s need for risky behavior, which they may demonstrate not in sports, but in life in the form of antisocial conduct. The empirical research involved a survey of 94 respondents including 70 university students and 24 senior pupils. Having watched each commercial, they tried to determine a potential volition action of the character by estimating on 1-10 scale every of the 50 variants to finish the sentence “He can do it”. The factor analysis of the numerical data enables the author to point out six factors that form semantic categories of potential actions, namely, the common, the humanist, the antisocial, the extreme, betrayal, and power. It is inferred that both commercials extensively stimulate readiness for antisocial conduct, and senior pupils are more affected than students are. Young people do not think critically when they hear the pitch for risky behavior, so, in their minds, the risk zone expands into the area of social destruction.
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