Do Your School Mates Influence How Long You Game? Evidence from the U.S.

Amialchuk, Aliaksandr; Kotalik, Ales

doi:10.1371/journal.pone.0160664

Cited by 9 publications

(9 citation statements)

References 62 publications

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“…While some studies argued that peer groups or gaming friends influence gaming disorder/addiction or excessive game playing (e.g. Amialchuk and Kotalik, 2016;Gunuc, 2017), the current study suggests that game coplaying or gamers' social networks should be considered one of the key conditions for socio-cultural learning.…”

Section: Discussionmentioning

confidence: 60%

The role of game genres and gamers’ communication networks in perceived learning

Jung

2020

Palgrave Commun

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The present study examined the educational roles of games that were not designed for pedagogical purposes. With respect to the roles of gamers' communicationcommunication networks, network diversity, and heterogenous discussion-three specific sub-objectives of the present work include: (1) to examine the extent to which games can be social learning environments, (2) to examine how gamers' communication contributes to perceived learning, and (3) to evaluate the relationship between game genre's unique characteristics and learning effects. This work statistically tested a series of research hypotheses using empirical data obtained from a national survey of Korean gamers (N = 1392). The results from hierarchical multiple regression analysis indicate that game genres and gamers' communicative networks were significant predictors of perceived game learning. Importantly, game genres that are considered by policymakers to be violent and addictive were found to contribute to learning. Additionally, gamers' communication variables that are not closely related to education and politics significantly predicted their learning. Based on the results, this study suggests that game coplaying or gamers' social networks should be considered important for socio-cultural learning. Moreover, the current study provides empirical evidence that exposure to diverse perspectives during game playing contributes significantly to not only tolerance and deliberative democracy but also the sociopolitical learning of gamers. In this regard, the present study expands the literature on pedagogy (learning effects), political communication (benefits of heterogeneous/deliberative discussions), and game studies (game addiction/gaming disorder). Thus, this study provides new insights for current research on the educational roles of games.

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Section: Discussionmentioning

confidence: 60%

The role of game genres and gamers’ communication networks in perceived learning

Jung

2020

Palgrave Commun

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“…Indeed, in one study, adolescent male gaming frequency was affected by the amount of time peers spent playing video games. 28 However, not all studies confirm selection or socialization effects for gaming frequency 29 or genre preferences. 30 It is important to further investigate peers' influence on video games, particularly for violent games, as it may explain increases in both VVE and aggression in youth.…”

Section: Violent Games and The Social Networkmentioning

confidence: 99%

“…Specifically, we hypothesized that friends' aggressive behavior will predict changes in adolescents' own aggressive behavior (H3a), 18 and that friends' VVE will predict changes in adolescents' VVE (H3b; homotypic socialization). 28 Furthermore, we expected heterotypic socialization effects, where friends' VVE predicted changes in adolescents' aggressive behavior 1 year later (H4). [11][12][13] Sex differences were explored.…”

Section: The Current Studymentioning

confidence: 99%

A Longitudinal Social Network Perspective on Adolescents' Exposure to Violent Video Games and Aggression

Verheijen

Burk

Stoltz

et al. 2021

Cyberpsychology, Behavior, and Social Networking

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Adolescents play video games as a social leisure activity, yet it is unclear whether peer influences play a role in spreading violent video game exposure (VVE) and aggression. It has been suggested that adolescents' aggression increases because of their friend's exposure to violent video games. This study tests this suggestion by using longitudinal social network analyses to investigate selection and socialization of aggression owing to VVE. A total of 796 adolescents from 34 different classrooms were followed from grade 7 to grade 8 (M age = 12.60 years, 51 percent male adolescents). Exposure to violent video games, physical aggression, and within-classroom friendships were assessed at both time points. Data were analyzed by means of stochastic actor-based modeling in RSiena to estimate the effects of VVE and aggressive behavior on changes in friendships (selection), and the effects of friendships on changes in participants' VVE and aggressive behavior (socialization). Results showed homotypic selection effects, that is, adolescents became friends with peers who were similar in aggression and similar in violent video game exposure. Furthermore, there was a homotypic socialization effect, as friends became more similar in aggression over time. Friends did not become more similar in VVE over time. Violent games played by friends did not increase adolescents' own aggressive behavior. This suggests that concerns about peer influences on violent video games are unwarranted. Future studies on socialization processes of VVE should focus on influences from closest friends and investigate behavior during actual play.

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“…Previous scholarship has mapped the powerful influence of social factors on gaming behavior, especially among adolescents. Variables such as age (Greenberg, Sherry, Lachlan, Lucas, & Holmstrom, 2008), gender (Chou & Tsai, 2007; Hartmann & Klimmt, 2006), and social milieu (Amialchuk & Kotalik, 2016), each play a strong role in determining the types of games young people favor and play.…”

Section: Perceptions Of Playmentioning

confidence: 99%

Mobile Minecraft: Negotiated space and perceptions of play in Australian families

Balmford

Davies

2019

Mobile Media & Communication

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This article argues that Minecraft played on mobile devices in Australian homes impacts the spaces and perceptions of play within those familial settings. Based on findings from the Games of Mobile Australian Research Council Project, we present examples of how mobile devices bring about particular scenarios of Minecraft play within the household and family dynamics. These scenarios include renegotiating household spaces through acts of mobile Minecraft play, the development of physical gesture rituals through mobile touchscreen interactions, and the complex negotiations involved in shared device usage between different family members. We make the case that through these familial scenarios, the space of Minecraft can become an extension of the family home. These findings offer new insights into mobile-device-based engagement with Minecraft and provide a solid base of information for academic researchers and social policymakers seeking to understand the Minecraft and mobile phenomena. As mobile technology grows in ubiquity, mobile Minecraft becomes increasingly embedded in acts of play. We propose that Minecraft on mobile devices reshapes Australian perceptions of play, creativity, and family dynamics.

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Do Your School Mates Influence How Long You Game? Evidence from the U.S.

Cited by 9 publications

References 62 publications

The role of game genres and gamers’ communication networks in perceived learning

The role of game genres and gamers’ communication networks in perceived learning

A Longitudinal Social Network Perspective on Adolescents' Exposure to Violent Video Games and Aggression

Mobile Minecraft: Negotiated space and perceptions of play in Australian families

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