Analysising The Impact Of Excessive Online Games On The Educational Development And Socialdynamics Of 11-17 Year Olds In The Uk

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ANALYSISING THE IMPACT OF EXCESSIVE ONLINE GAMES ON THE

EDUCATIONAL DEVELOPMENT AND SOCIALDYNAMICS OF 11-17 YEAR

OLDS IN THE UK

Submitted in partial fulfillment of the requirements for the degree (BA)

BACHELOR OF ARTS

May 2017

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Keywords and Definitions

 Keywords: Addiction, school, UK studies, online, game, adolescents,

gaming addiction, excessive playing, social, psychological, criminal,

impact, family dynamics, Fantasy Role Playing (FRP), General

Aggression Model (GAM)

 ONLINE GAMING - Gaming is the operation of specific applications

identified as electronic games, video or computer games on game

consoles, such as the X-box and PlayStation or on PC’s (known as online

gaming). The expression "gaming" started as an equivalent word for

"gambling" as a substitute while most online games, currently do not

comprise gambling in customary terms.

 ADDICTION - At its inception, "addiction" simply means to "giving

over" or being "exceedingly dedicated" to an individual, action or

movement, or taking part in a conduct frequently, which could have

positive or negative ramifications.

 DSM - Diagnostic and Statistical Manual of Mental Disorders

Research Question:

Can online games be considered dangerous and addictive or do people simply have

addictive personalities?

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Aims and Objectives

The aims and objectives of this study will follow a pattern that allows for the following:

 History of games and its use in the Navy

 Defining the terms, ‘gaming’ ‘addiction’ and ‘excessive.'

 The psychological effects and possible dangers of online games

 Research into the causal relationship between excessive playing and addiction

– symptoms and evaluation

 Distinguishing addiction and high engagement into the context of online game

playing

The psychological perspective will delve into research already carried out, such as:

 Mental health and emotional well-being of players

 Health & safety within the online social environment

 Policies and legislations

 Critical Analysis

 Researching and compacting findings from questionnaires, case studies, and

relevant sources to give a conclusion.

SECTION ONE – Introduction

Video games have become the main attraction for young people as a preference

over television and music in some cases,(67%) according to BBC News, (2017). There

has been a rise in violent games being played which has caused parents, teacher and

psychologists to question whether these games do influence destructive behaviors

among the children. Games such as Grand Theft Auto, Call of Duty, FIFA, Battlefield,

Mine Craft and League of Leagues, where players assume the Fantasy Role Play (FPS)

position, fighting against the opposition and watching as blood spills and victims fall.

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It’s a desensitizing process, which is subliminally taking place within the mind of the

player; and creating a normalcy based on the idea of playing certain games, solely for

the purpose of killing. Online games have advanced immensely regarding state of the

art graphics, weaponry, and sound effects – practically drawing in its players through

unconscious and visual appeal. Previous studies using the General Aggressive Model

(GAM) have identified a causal pattern, and that is, violent games whether online or

offline impact on a player’s psyche, leading to aggressive behavior (Hollingdale &

Greitemeyer, 2014).

The History of Gaming

In recent years, intelligent electronic mediums have advanced from implicit

nonexistence to elemental entertainment necessity for the young people, especially

those in higher education. Within the last decade, the Internet has thoroughly

transformed the communications industry from a distinctive and motionless entity into

a tangible shared superhighway (Crayton, 2011, Yvonne H. C. Yau, 2016).One aspect

of interactive networking online is the advent of online gaming. Since 1972, videos

games have advanced, especially with the public emergence of the ‘Pong’ in the USA,

to an immense industry that is allowing younger people to start making a living by

becoming professional gamers. The era of online gaming and streaming has spawned a

whole new generation of people who are earning a living wage by playing video games,

competitively or simply by playing in front of a camera, making funny comments or

talking about all kinds of topics as they play

(Intanya and Jenkins, 2017).

World of War craft, most popular game with over 7.1 million supporters and Amazon’s Twitch, the greatest

online podium, where players earn a wage

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This study will commence with the following:

o History of games and its purpose in military personnel implementation and

training.

o The second section will define the term ‘gaming,'

o The other section will cover the analysis of how gaming can impact young

people in education, parental fears and the implications of excessive playing.

o Finally, the paper will discuss the various consequences that online gaming has

on modern society, such as addiction and how this affects individuals from a

psychological perspective.

The purpose of this study is to examine adolescent attitudes and behavior as

well as analyze the impact that online games may have on their educational, social and

psychological development and; whether they run the risks of addiction.The aim is to

recognize-related patterns, including aggression, violence and negative characteristics

that may become a serious cause for concern and whether they are influenced by the

interaction on the Internet. Furthermore, the intention is to determine whether online

games can be considered dangerous and addictive or do people simply have addictive

personalities?Finally, the analysis will focus on using secondary research via the

Internet, journals, reports, studies and books to collate empirical evidence to gain

valuable insight.

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Literature Review

The revolution of online gaming

“You know you’re a gamer when five minutes become five more hours.”

Ralph H Baer in 1967, created the first console - the ‘brown box,' which could

be connected to a TV unit and came with six games (Orland, 2017).The first time that

online gaming was implemented in computers and consoles, it was seen as a very

flawed novelty that might not catch on as expected. However, the issue changed in

2005 when the Xbox 360 brought extremely effective online gaming networks for

most of their games; and the PlayStation three followed with the same level of

dedication to the online aspect of gaming. Today, the PS4 has the market popularity

of 70% in all mainland European country (Content.time.com, 2017).The expansion in

the gaming world gave a much-needed boost to an industry that seemed to be losing a

bit of steam. However, the ability to take your gaming from your living room to the

entire world engaged gamers in ways, that made them feel much more obsessed with

gaming than ever before (Bishop, 2017).

Games as Instructive, Professional and Exploration apparatuses

The use of coextensive computer programs served to upgrade education and

training, which is a requirement for military personnel. The program was absorbed from

serious games as a methodical mode of preparing fighters, developing practices without

subjecting them to disappointments, hazards, and setting them up for "21st-century"

wars. Within the armed forces, where education through involvement can be expensive

and hazardous, the creation of serious games satisfies that void in resolving those

issues. Soldiers acquire knowledge through re-enactments, prove to be speedy,

UK.Pinterest.com

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economical and secure.The Defense Academy of the UK Ministry of Defense, (2008),

used computer games as material for training in the British Army. The construction and

military preparation is the most significant element in the armed forces and additionally

tends to be the most dramatic and unsafe. Serious games convey substantial qualities

such as:

 Averting threats and endangerments;

 Decrease the necessity for costly apparatus and locations

 Condense contamination and ecological damage;

 Capability of performing unattainable tangible tasks;

 Upsurge militaristic enthusiasm

 Opportunity of skill acquirements as a result of sequential disappointments;

 Accomplishing superior understanding;

 Adaptation of innovative information and techniques

One of the first successful and serious military applications was a flight

simulator created in the USA, in the 1930’s. During the military preparation for World

War II, the need to reduce the time for training and instruction leading to the

development of a solution to instruct and train pilots quickly.Nowadays, there are

already several serious games

, created to train the various branches of the armed forces

and navy. A major example, and not limited are the following: the game Jane’s Fleet

Command came to be distributed freely to junior officers, who were on board to

motivate them to practice the game (Naval Force).

In the Air Force, Microsoft Flight Simulator was used in basic flight schools to

provide training to pilots, with several hours of virtual fights, before they had access to

the controls of a real airplane.Serious games were employed as part of the armed

See appendix 1B

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preparation enlistment: A while back, the USA Military Defense built an online game,

titled America’s Army, where authorities screened the consequences of the players in

an attempt to select the most successful participants for the army. ‘Call of Duty,' an

added cybernetic combat game was constructed and set against harsh elements to

simulate real time battles the officers were unlikely to experience otherwise.

Socializing through the gaming world

Those who get involved in online gaming for the purpose of enjoyment and

relaxation found an incredible boost in replay value once they had the chance to bring

their gaming online. Accordingly, the research found that 11-17-year-old boys were

more likely to engage in online games than girls. 66% preferred to play from their

bedroom with 35% from the homes of their peers, and 25% said they preferred to play

from other areas in their homes. Adolescents were asked which, three events kept them

active, socializing online and gaming were at the top with 44% each, while associating

with companions, yielded 33%. An assessment involving 1000 adolescents within the

UK, disclosed that the principal gender-specific divide is in virtual interests, with 53%

of girls devoting time to online fraternizing, as opposed to 37% of boys. While 57% of

boys agreed that their most preferred activity was indulging in online gaming, only 29%

of girls’ population agreed to be addicted to online games. However, 34% revealed

that their ideal recreation time would be spent ‘having a ton of fun in a sheltered

domain,' 28.9% would prefer to attempt playing some sport and 26% meeting new

friends (Express.co.uk, 2017).

According to ‘get safe online,' 91% of parents reported that their children played

online games, with 5% fear for online safety – as 16% revealed that their children have

already experienced online bullying or abuse. 37% of parents feel powerless in

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controlling the online gaming activities of their children. 91% will monitor the length

of time their children are online, while 34% added that their children played online

games a minimum of once a day, using a tablet (62%) or mobile phone (47%). The

research indicated that monitoring length of time and type of games being played is

unlikely.Despite online gaming becoming a modern phenomenon, most parents are out

of synch with the risks of children playing online games. However, 16% of parents

recognize that online gaming rostrum leaves children exposed to bullying and verbal

abuse, which they may choose not to disclose with their parents, making the

percentages higher than anticipated (Getsafeonline.org, 2017).

"Individuals who play games to get away from their lives or to pretend to be

other people seem to be those most at-risk for becoming part of a vicious cycle. These

gamers avoid their problems by playing games, which in turn interferes with their lives

because they're so busy playing games," (Joe Hilgard, 2017).

UK Statistics of Online Gaming – Adolescents

32.9 million people in the UK play games

70% of 16 to 65-year-old game players consistently use gaming equipment, 72%

play – on and offline

• 49% are conundrum and quiz game players, which are the most common games

• 30% of respondent’s preference was social interacting games – the second most

common sort of game

84% of eight to 15-year-old gamers play habitually, 96% play socially

54% of social networking players have played with friends or family online or over

a network

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41% of Internet browser game players have played with unknown people online or

across a network

31% of game players said it was impossible to do anything else while gaming–

compared with 14% for browsing the Internet, 10% watching TV and 2% listening

to the radio (filtered to players who use these media) (Harvardpolitics.com, 2017).

Online Gaming Dangers

Online computer games are on the rise and are becoming an increasingly

widespread source of entertainment among teenagers. The aspiration for rivalry and the

fervor derived from playing makes online games addictive for some teenagers that

engage in play. These young people will go to extreme lengths to attain an

advantageous position within the game, equally disconnecting themselves from their

environments. Battling demanding obstructions and attaining newly elevated positions

in the game energizes and motivates the player while losing the games’ mission can

lead to anxiety issues (Morrison, 2001).

Does High Engagement In Online Gaming Mean Addiction?

As online gaming is particularly appealing to adolescents, it could be argued

that this group is more at risk, that is, more vulnerable and susceptible, of developing

gaming addiction. Research suggests an excessive engagement with online games

appears to lead to addiction in only a small number of players. However, some research

has suggested that excessive online gaming may in severe cases lead to symptoms

commonly experienced by substance addicts, namely salience, temperament alteration,

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desire, divergence, retraction, patience and degeneration (Griffiths, 2001). Only a few

factions of players that engage in online gaming become addicted to it. The addiction

to online gaming has both rewards, demerits and has been studied by various scholars.

Durkin (2002) asserts that there are prospective rewards in playing online

games. In his analysis, he determined that adolescents who played online video games

demonstrated significantly lower amounts of risk-taking behavior, that is, substance

abuse, and self-reported defiance, than those adolescents who did not play.

Interestingly, Durkin also noted that online gamers, whether it was those who played

every so often or the “hardcore” player, participated in considerably less risky friend

networks than those adolescents who did not play. Other and even the average school

grades of those adolescent, video game players were significantly higher than their non-

gaming counterparts.Competition is based on ego, but could easily lead to addiction,

which is then a psychological issue.

Baranowski et al.,(2008) in his paper suggested that online video games could

be used to elicit positive behavior changes, suggesting, “Getting and maintaining an

individual’s attention is a crucial step in altering behavior, and it is here, those online

video games are most useful to the process.” Online Video games can also add an

element of fun and motivation to the process and can make the switch to a new behavior

easier. It was also noted that online video games might positively relate to behavioral

fluctuations in one of two principal methods: Firstly, the game could directly

encompass behavior altering measures into the games played, for example is required

to set goals or allowing the game to combine the new behaviors into the story. Finally,

online video games are not only known to have a positive pedagogical consequence of

social interaction. Several explorations have disclosed that online video games can be

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used as tools to improve skills, such as hand-eye coordination, including the players’

cognitive abilities.

Earlier Research

Professor Gentile’s, a world-class specialist on the progressive and harmful

consequences of the media on adolescents, carried out a previous study, which unveiled

that 8% of game players aged eight to eighteen, and displayed the excessive use of

online games. The expression is adopted pathologically, rather than the non-specific

term ‘addiction’ to imply that playing online games is detrimental to the development

of the player.

According to addictionrecov.org, addiction is perceived to be a compulsive

regulatory syndrome, which does not include the use of mind-altering stimulants,

comparable to habitual gambling. The excessive playing of video games has been

labeled as “addictive, obsessive and habitual and over the top usage of online video

games.”In contrast, the Diagnostic and Statistical Manual of Mental Disorders (DSM)

add that uninterrupted and intermittent online pursuit give rise to critical biochemical

deterioration. Meaning, neural circuitries are activated similarly to those of an addict

who has just abused drugs. However, the DSM accepts that future settings about online

gaming addiction presently lacks an analytical model, which would imply it’s a publicly

documented psychological disorder.Conversely, online game addiction could be

quantified using similar strategies, applied for other psychological indispositions by

combining markers from gambling and somnific users to ascertain toxic developmental

activities, which may be a sign of obsession, detachment, inferiority and combined

negativity towards learning (Professor Gentiles, 2014).

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Can the online game be considered dangerous and addictive or are people genetically

predisposed for addictive personalities?

“Sometimes I wish I never found the Internet. Sometimes I regret getting a laptop and

Wi-Fi for logging into the Internet because of it such a distraction. If you have any

addictive personality, the Internet will magnify it.”

Many studies can be found regarding online gaming and addiction, however not

much research can be found, which focuses on personality dynamics and gaming

addiction. This section will explore personality characteristics. Sensation seeking is

defined as the ‘inclination to seek tangible, corporeal desire and enjoyment. It is the

characteristics of individuals who follow unique, intricate and extreme sensations.

These personalities adore involvement, just because they can, also living dangerously

for the experience.Sensation seekers “cherish brilliant luminosities, chaos, and

adventurousness” (Psychologytoday.com).On or offline, gaming addiction has not yet

been classified as a disorder and is in need of further investigation before it can be

cataloged by the American Psychiatric Association’s Diagnostic and Statistical Manual

of Mental Disorders (DSM). It is possible the character attributes could influence

addiction, due to individual’s being susceptible to addiction.

Research has shown that sensation seeking intended on defining addiction to

online games has proven to be incompatible. (Mehrofetal., 2010).Ng & Wiener-

Hastings asserts that self-control as an added factor in motivating individual’s action is

also connected to online gaming. Individuals who engage in playing online games have

a lack of time management discipline once they are playing. Conversely, Kim et.al,

maintains, “There is a general lack of research on the relationship between self-control

and online gaming addiction.” Equally, offensive characteristics usually play a role in

Google: Lupe Fiasco.

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online gaming. Lemmens, et al., states that boys who play online games excessively

were prone to playing violent games than passive ones. To support this discussion,

similar studies have corroborated that there is a connection between excessive online

game playing and a proclivity towards violent games.Similarly, it has been reported

that those who suffer from anxiety, online games served to enhance neurotic attitudes

as well as influencing the likelihood of them becoming addicts. A group of university

students was found to be more inclined to excessive Internet use due to the flexibility

of class timetables, living away from home than those in opposition.

Methods

Data collection was spread over four weeks, involving an opportunity sample of

students. 200 students participated with 123 completing the survey - 72 males, 51

females with 22.3 years as male median age and 21.6 for females.

Materials

The survey comprised of questionnaires, including Gaming Addiction Scale

(GAS), Self-Control Scale (SCS), Buss-Perry Aggression Questionnaire (BPAQ).

Others include The Inventory of Sensation-Seeking (ISS), State-Trait Anxiety

Inventory for Adults (STAI) and The Eysenck Personality Questionnaire, (EQP-R-S)

and two demographic questions relating to gender and age.

The GAS model, developed byLemmens among other people, measures the

addiction of computer video games, through the use of twenty-one questions, which

Amended Short Scale

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involve salience, tolerance, mood modification, relapse, withdrawal, conflict and

problems encountered. A Likert scale measuring 1 ->never or 5 -> very often,

determined addiction when five was selected. GAS’ overarching qualities purports to

be symbolic and formidable, including other measures, such as time paid playing

games, meaning the model was successful in capturing gaming addiction

characteristics.

About measuring self-control, (SEC) self-control scale, was consistent and

reliable.

Several other models were implemented in measuring trait aggression,

sensation seeking, anxiety, neuroticism, and psychotics so that addictive personality

characteristics can be identified. Five hundred students were invited by email to

participate in the study, revealing as a result that 61.6%

of individuals were predicted

with high levels of online gaming playing. With average aggression at 103 (out of 203

although the sample showed elevated concentration, self-control was moderate at 112

indicating that student’s demonstrated self-control over their actions. However, in

respect of the findings, it revealed that individuals had some levels of anxiety and

neuroticism, parallel with sensation seeking, although the score was lower than those

who did not engage in gaming activities.

Table 1: Partaking Ratings on seven scales (N = 123)

Concept measured

(Scale Used)

Average (Likely score)

Typical divergence

Games Addiction (GAS)

61.6 (of 105)

24.1

See appendix

Of a possible 105

Out of 203

Mean score of

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Neuroticism (EPQ-R-S)

7.1 (of 12)

2.9

Self-control (SCS)

112 (of 180)

16.7

Sensation Seeking (AISS)

46.3 (of 80)

6.8

Trait-Anxiety (STAI)

50 (of 80)

5.3

State-Anxiety (STAI)

52.1 (of 80)

6.6

Aggression (BPAQ)

103 (of203)

24.6

From the analysis of the research findings, online gaming and gambling

addictions were linked to aggressiveness, stress, excitement seeking, and unpleasant

feelings when faced with fear. Equally, with trait anxiety, however trait anxiety varies

in that it stems from anticipated intimidation.According to sources sensation seeking

was undoubtedly conformant with online gaming addiction result, which could stem

from the application of sensation seeking as a buffer to save off apathy. Likewise,

cognitive and organic incentives offer remunerations for excitement seekers through

online game playing. Conclusive alliance surrounding hostility and online addiction

proposes that there is a connection, for instance, violent games are a preference for

adolescent male on and offline. Any rewards from playing violent games, online non-

violent is likely to occur frequently to the point of addiction in some (Mehroof and

Griffiths, 2009).

Forming Online Relationships through Play

From the above research, the relationships that players form in online video

games can become much more than a simple means to an end. McMillan & Morrison,

(2006) also supports this claim with findings from a qualitative study, showing that

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bonds formed during the playing of online games have much more meaning beyond the

context of the game. As relationships within online games grow, they may ultimately

be encouraged into the real world where players can interact on a face-to-face basis.

McMillan and Morrison further explained that the virtual identity of a person could

often be a realistic representation or depiction of that individual’s real and actual

personality (an Avatar). Once an online gamer is connected with another individual,

trust is quickly formed through virtual identities, which allow for a huge amount of

personal information disclosure, then what a face to face meeting would reveal.

Likewise, this bonding could transition to romantic relationships, which could

continue into the world of reality. For many online gamers, online friendships allow for

a greater level of closeness and self-disclosure than what they might be willing to

engage in, in the real world (Martey, 2007). At this level, it appears that friendships

could be more easily molded in real time. Although there has been an increasing

number of research proposing that online video games have the potential to positively

stimulate adolescent development and enhance the relationships of those involved in

the gaming process, it is also established that there are also notable negative effects that

can potentially affect some games. These effects may include Internet addiction,

gambling issues, significant decay and damage to relationships with others, and may

even lead to poor academic performance by such students.

Lo et al., (2005), implies that individuals who attempt to establish meaningful

relationships online may not be able to express themselves in real world settings. The

major relationships may invariably result in higher levels of social anxiety, experienced

by such individuals. Lo et al. further explained that virtual relationships are only useful

for gratifying interaction at a virtual level and exempt real world social needs - inferring

that individuals with very strong online relationships usually experience a reduced

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quality of real-world interpersonal relationships. The results of the research clearly

portray that heavy and addicted players of online games had the least fulfilling and

gratifying interpersonal relationships as compared to those who played such games

sparingly or didn’t play at all. Most gamers reported less fulfilling social relationships

than non-gamers. Their findings also suggested that the level of social anxiety

experienced by gamers tended to increase as game usage increased.

Peters &Malesky, (2008), also supported the notion that players seeking

meaningful relationships within a game may have trouble forming meaningful

relationships in the real world. Furthermore, it is logical to suggest that online gamers

may spend more time on the game to evade confrontational social interactions that may

require a higher level of skill. The players may experience stress that arises from

rejection in physical domain interactions and may push the aforesaid player into seeking

interaction and communication within a safer arena, such as within the platform of an

online game. Academic discourse and research have demonstrated that video game play

could be linked with a decrease in students’ grade. Additionally, Anderson & Dill,

(2000) in their study reported that the amount of time spent playing online video games

may well affect study time and could negatively transform students’ grades. They also

articulated that they were unable to clearly ascertain whether online video games had a

negative impact on academic performance. They further postulated that it could be a

case of poor time management in that an individual, who spends a vast amount of time

playing online video games, and uses less time for academic work, would naturally

expect a decrease in exam results.

These findings were supported by Anand, (2007), adding that excessive online

video games resulted in a decrease in academic scores. This analysis addresses the types

of games players preferred as well as time management, questions designed to

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determine how the participants shared their time between school, work, video games,

and additional recreational activities. The data gathered was then juxtaposed to the

reported academic scores. The results from this study indicated that online video games

could have a detrimental effect on academic grades. It is difficult to deduce a causal

relationship with the given data. Even though it is possible that video games could have

a detrimental effect on academic performance indicators, e.g., academic assessments,

it could also be as a result of inadequate time being allocated to academic pursuits.How

Excessive Online Gaming Can Affect Young People Psychologically

“Video game players are often yelling, jumping, sweating or otherwise, so

engrossed in what they are doing that they wouldn’t notice if the roof collapsed (unless

it unplugged the gaming in the process)” (Rigby and Ryan, 2011).

Psychology has been undervalued within the gaming division since individuals

began playing. From the time of its inception, people have accepted that games played

online are for practical and fun purposes, however, the more research we do, the more

we ascertain that there are advantages and disadvantages to playing online games –

these disadvantages can cause chaos in some regard.Perpetually on the computer, it is

easy for anyone to disengage from their environment completely and indulge in a

cybernetic world. Many people choose to withdraw from society and in order to do so;

they create the world where they feel safe and comfortable, where there are no

problems, and everything is easily solvable (Rigby and Ryan, 2011).

The Impact of Playing Online Games

There have been studies into the impacts and reasons on what causes individuals

to play online video games and the impact from it. What has been found is that

individuals who feel detached from society or have personal problems are reluctant to

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resolve them. Consequently, the games become a pacifier. Hence, online games are

not in themselves harmful but the overuse of it, which can be harmful regarding the

social and psychological attitudes of individuals. Excessive gaming has been

associated with depression, joblessness and poor relationship dynamics (Sinclair,

2012).Richard M. Ryan, a motivational therapist, infers that there is a more profound

reason than simply fun in playing games online. The disclosure suggests that

individuals experienced the best sentiments when the games had a positive illicit

relationship, also when the games they played had a connection with reality.It's our

assertion that the psychological appeal of online games is to a great extent, because of

their capacity to trigger feelings of autonomy, capability, and relatedness.

While the video games industry has become the central means of recreational

amusement, its market grew in such an intense, fascinating and aggressive manner –

online games have escalated to the point of all-encompassing social importance. From

amazing graphics, 3D surrounds sound and avatar action; online games have the

capacity to attract and possess our interests. It has given cause for concern regarding

the psychological impact it could have on the brain and development of young players.

Media and Moral Panic around Online Games

Online gaming has become a controversial topic in many family homes and

institutions, as it’s now considered the norm to have at least one console per household.

We are inundated with innovative creations and as soon as something new comes out,

the Xbox, PlayStation, even the latest handheld is no longer the ‘in thing’ to have.

Similarly, because most of the well-liked games include high levels of violence, its

ability to time consume and captivate its audience, means it creates contention between

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psychologists, parents and the video game industry. The potential negative impact of

the games also concerns politicians, because of the high risk of psychological damage

it could because young people; hence global regulations and policies must be put in

place to protect the public.

Conversely, some games can be motivating and serve to improve social skills,

governance and educational development (Rigby and Ryan, 2011). However, some

games have been blamed for delinquency. When it comes to the media, they create a

moral panic and spread propaganda. School shootings in the USA

have become a

socially acknowledged standard. Globally, America leads with secondary school

shootings, and between 1991 and 2013, they experienced 55 school shootings ending

in tragedy and trauma.

Video games were the catalyst, culpable for the shootings carried out by the

likes of Adam Lanza (Sandy Hook school shooter), Eric Harris and Dylan Klebold

(Columbine killers), who all had violent video games, which they played extensively.

It could be argued that some people simply have addictive personalities and addiction

could entail golfing, eating, reading books, etc., which is never considered an addiction

nor has been labeled as such.Professor Joshua Miller, added, Media exposure tend to

give hopeless, temperamental individuals "a model of how they can establish their

grievances." Time magazine’s splash of the Westside Middle school shooters and its

provocative headlines, could influence other angry teens. The media is obligated to

broadcast factual news affairs, however, exciting the gunman, could be seen by

impressionable adolescents, who may mirror the wrongdoing for recognition

(Harvardpolitics.com, 2017).

See appendix A

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Online Gaming Addiction among Secondary School Students In The UK And Its

Impact On Their Studies

Dangers of Social Media

 Online gaming safety: pedophilia/grooming, cyberbullying, suicide

"We know the internet is used as a gateway by abusers to commit hundreds of

offenses against children every year and, in our joint research, 50% of school

children surveyed admitted seeing sexual or violent material online," said the head of

NSPCC Cymru, Des Mannion.(BBC News, 2017).

NEGATIVES

 Negative images and media:

According to the American Psychological Association (APA), games such as

Call of Duty, Grand Theft Auto among other games are connected with aggression and

negative behavior. However, APA also added that no empirical evidence was available

to corroborate this statement (John von Radowitz, 2017).

"Scientists have investigated the use of violent video games for more than two

decades, but to date, there is very limited research addressing whether violent video

games cause people to commit acts of criminal violence. However, the link between

violence in video games and increased aggression in players is one of the most studied

and best established in the field. We know that there are numerous risk factors for

aggressive behavior” (Dr. M Appelbaum, 2015).

POSITIVES

 Safe environment

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 Children feeling safer indoors, rather than walking street

 Parent can account for where their children are

 Disabled people use of Online Gaming

 Educational purposes

Policies and Legislations

The Organisation for Economic Co-Operation and Development (OECD)

consists of global authorities operating jointly to tackle financial, general and

conservational trials of capitalism. They were set up to compare guidelines, pursue

solutions to mutual difficulties, and determine positive customs and synchronize

familial and intercontinental protocol including:

 Computer system at risk from viruses

 Circulating private information

 Confidentiality and identity theft

 Grooming and bullying

2008, Seoul Ministerial Assembly on the future of the Internet economy, called

for a partnership of independent division, domestic groups, and the virtual world on

improving the online security of adolescents. Copious rules of conduct and

modifications have been upgraded based on pre-existing risk analysis in light of

youngsters connecting with grown-ups (cyber grooming), machines (extracting private

information/gambling). Other major issues include online dangers of intimidation by

other children, viewed as threatening (cyberbullying), offline presents an equally

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comparable danger as online to (pornography) or particular situations (illegal

downloading).

Adolescents oblivious of the dangers of downloading online content, regardless

of gadgets used are at risk. Age and developmental stages can be a marker. Threats can

be categorized in line with illicit measurements; those exclusive of criminal

wrongdoing, in particular, where youngsters are likely to be a casualty of crime carried

out by an outsider, those mentioned above, where the youth perpetrates a crime.

“As the Internet permeates every aspect of the economy and society, it is also

becoming an essential element of our children’s lives. While it can bring considerable

benefits for their education and development, it also exposes them to online risks such

as access to inappropriate content, harmful interactions with other children or with

adults, and exposure to aggressive marketing practices.”

Finally, legal controls with regards to strict methods of child safeguarding

online fluctuates. However, some states’ policies encourage the implementation of real-

world regulations and lawful responsibilities, involving the application of specific

components, such as ISP-level filters, Parental Controls. The UK Child Safety Online

Kitemark scheme, Digital Child Exploitation Filtering Systems that will shield children

while online, including, civic backing for research to improve these tools (OECD.org,

2017; 75-78).

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SECTION TWO

Marketing

As reported by Emarketer.com, (2017), within two years, most individuals who access

the World Wide Web will consistently play online games. The suggestion is that 48.6%

or 26.4 million people currently use the internet (2017).

OECD.org, (2017; 33), found that children are exposed to anunsuitable

exhibition of online information, consumerism and security risks each time they access

the Internet. They are then being exposed to illegal content, destructive opinion, which

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could lead to suicide, fraud and contact dangers,etc.; and online marketing, which could

be potentially unsuitable for young people; as age-restricted products are marketed

without safeguarding. On the basis of the current literature and in relation to risks taken

by children using the Internet, in addition to quantitative data, merging of the aforesaid

material appears to be an ambitious task. However, its limitations lie in the fact that a

widespread evaluation of each risk setting, is required for global discourse, involving

all authorities.

SECTION THREE

METHODOLOGY

The issue of online gaming has been a wide topic of discussion. In this study,

various methodologies have been applied, whose main aim is to create a deeper

analysis of the events, which connect to the gaming process, and the results of the

same activity. One major method applied is the historical research method, which

gives a relationship between an event and a past occurrence. The major point of focus

is the creation of a relationship between how gaming activities started and what

impact they have in the modern society. Comparative research has also been applied,

with the main aim of establishing a connection between the past and the present,

especially in the world of online gaming. Written materials, especially the various

online sites that contain any materials related to gaming activities have been used, in

what is referred to as the descriptive research process. The research process of

determining the various strategies to be used in the collection, analysis, and even

interpreting the data is of great importance (Williams, 2007, 1).

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Gathering the required information relied on the use of various materials and

individuals, so as to generate the required information. Materials used included the

online sources with the past description of the gaming activities, and questionnaires,

which would contain the questions for the target population. To accomplish this study,

a sample of one thousand teenagers across the United Kingdom was selected so as to

involve them in the experiment. The main point would be the creation of the large

picture, to understand the trends,based on the gaming activities by the teenagers. There

was also a random sample of parents who were used in the study to establish how often

and for how long their children play the online games. Another important sample which

was used in the study was the random sample of adults who indulge themselves in

online gaming activities. The sampling process was random, picking an individual

froma certain location, and the rest from different locations. However, the final study

involved students, who gave the final information, where 200 students participated.

Only 123 completed the research process, with 72 males, and51 females with the

median age 22.3 years for the males, and 21.6 years for the females.

The research was set to be conducted in a stipulated time frame of one month,

which was an equivalent of four weeks, and which would enable the researchers to

conduct the research by bringing together the information from the various sources.

The chart below explained how the research would be conducted;

Time

Collecting

the

information

Analyzing

the

collected

data

Correcting

errors

Cross-

checking

mistakes

Compiling

the date

0 -7 days

7-14 days

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14-21 days

21-above

The research relied on the Likert scale measuring 1 -> never or 5 -> very

often, so as to ensure that the information generated was reliable and valid. The

process of bringing together the various participants included the use of emails to

ensure that there were a large number of individuals who were targeted for the study.

While conducting the study, there were various assumptions whichwere put into

consideration by the researchers;

a) All the young people invited to the interview played online games

b) The young people were capable of playing more than one online game

c) The young people were able to engage other people in their online gaming

activities

d) The online games had some impacts on the young people

e) There were some elements of anxiety, aggressiveness, and stress among the

young people.

To analyse the various assumptions and the results given by the young people

in the study, there was the need to embark on the online materials which would help

in the analysis of the results obtained. The online materials would be used for

references purposes, especially to indicate on the previous studies conducted on the

main issue of ensuring that there was any correlation between the various studies and

the obtained results. The scope of this study stretched to include the various research

methods that would give the viable information, critical for the analysis of this study.

However, this study has some limitations. Some of the major limitations include the

lack of finances to bring people from far places to participate in the research. Another

major limitation, which poses a challenge to this study, is the lack of adequate time to

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conduct the study, by engaging various individuals, and giving the required time

frame for the people to participate in the study. Dropping out of individuals from the

research process is a major challenge, which in one way or the other has ensured that

the researchers rely only on a few individuals to give responses.

In understanding the results of the study, it was important to understand the

various structures of questionnaires used in the study. The questionnaires used by the

researchers were structured as follows:

Rarely

Often

Always

a) 0-2 hours

b) 2-3 hours

c) 3-5 hours

d) Above 5

hours

Key

Short time spend online

Medium time spend online

Long time spend online

The focus was analyzing the time each young person spends online playing

the games. The researcher focused on getting information from the young people,

about the time they spend online playing games on the computers or even on their

mobile devices. The longer the time one spends online playing the games makes them

addicted to the games, and so, the higher the levels of excitement, stress, and anxiety

related to such cases.

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Research Question

There are various questions of importance, which needed to be answered in the

research. Some of the questions that needed to be answered included;

a) How do young people get addicted to online games?

b) How do adults and parents control the children from getting addicted to online

games?

c) What are some of the major impacts of online games?

d) What can be done to control the young people from addictions of online

gaming?

In this study, these questions have been answered, where various sections have

been able to cover each and every question. The study has shown how the young

people get addicted to online games, how adults and parents control the children from

getting addicted to online games, and the major impacts of online games. The study

has also answered the question of what measures can be adopted to control the young

people from addictions of online gaming.

This study has also focused on two major research methods, which include the

qualitative and the quantitative research methods. The study has focused on the

qualitative research process by ensuring that it focuses on case studies related to the

online gaming activities. The qualitative research processes were also based on the

established theories related to addiction, various content analyses, phenomenological

studies, and ethnography (Seay, 2006). In the study, quantitative research methods

have also been taken into consideration, where comparisons were made to the various

sources of research information conducted on the online gaming activities. The

research methods were applied so as to promote the understanding and the generation

of a more comprehensive study of the online gaming activities (Castellan, 2010).

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SECTION THREE – Results

Critical Analysis

One of the most interesting things about online gaming is that current reviewers

point at no less than 56% of gamers saying that they are using online gaming to meet

new people. Then you have 47% of those gamers who are using online gaming as a way

to pursue personal goals - goals being video game development and making a living

out of playing video games at a professional level (Macale, 2017).Other problems

associated with online gaming, includes the lack of time that people give to physical

activities, which will eventually impact on their health. A person that spends all day

playing video games, taking no breaks to exercise, is going to start suffering from health

related issues at a much younger age. Sedentary lifestyles seem to be very common in

the online gaming community. It could be argued that the most dedicated gamers are

stereotyped as being reclusive people that are out of shape, who eat junk food and never

do any physical activities. The report is obviously far from the truth, as many gamers

are successful people with a healthy social life outside of the virtual world (Christopher

and Christopher, 2017).

B.F Skinner’s operant behavior is conduct measured by its results, however, in

reality, operant conditioning about excessive online gaming is behavior ordered by its

repercussions. What this means is that the excessive (behavior) – the game playing –

determines the outcome of that child’s behavior. If they are allowed to play online

games without supervision, it is likely that aggressive behaviors and attitudes will

develop. Skinner understood that operant behavior should include a reaction, which

could be revised, such as squeezing a lever for a rat. Similarly, young people play online

games for a reaction, leveling up and receiving rewards (life, weapons, etc.)

(Staddon&Cerutti, 2017).Erik Erikson’s, (1950, 1963) psychosocial developmental

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model delves into the five stages of development, occurring from ages 12-18 years.

However, for the purpose of this study, the adolescent stages will be discussed as it

relates to online gaming. Adolescent stage is where young people discover their

individualism and the perception of identity.

Erikson surmised that individuals advance through aprogression of stages as

they mature and evolve over the course of their lifetime. Respectively, individuals

encounter progressive battles, requiring a resolution to effectively saturate the principal

integrity of that juncture. His concerns revolved around the dynamics of shared

interaction and connections, influencing progression.Among the many principal

components of this theory, sits the ego identity, which is simply cognizant self-interest.

The process is cultivated through the transformation of collective interplay and

acquired knowledge. Likewise, Robert Siegler in 1979 carried out research on Piaget’s

formal operational stage, inferring that adolescents between the ages of 13 and 17-

years-old’s rational maturity depended on obtaining and exploiting guidelines,

progressively in unpredictable circumstances, instead of phases.Young people apply

these same principles in playing online games as they follow instructions, which

reinforces their understanding of the virtual world they are a part of and its shared

ideologies.

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Conclusions

Online gaming is one of the major addicting activities for a majority of the

people. A majority of the people who are affected by the online gaming activities

include the young people and a growing number of adults. Although online gaming is

to some extend good for some people, it has a lot of problems for the young people.

Online gaming has created many psychological problems to the young people which

include stress, anxiety, among other issues. The extreme gaming activities have also

caused a negative relationship among the children, especially the ones in the UK.

A majority of the UK children spend a long time playing online games, which

have not only negative impacts on the social behaviors, educational and academic

performances, but also the psychological status of the young people.(Can you rephrase

this section as this study was based on UK young people).

With the negative impacts that the excessive online gaming activities have been

havingon the lives of the young people, the parents and the guardians can come up with

policies within their families which ensure that children do not spend lots of time

playing games. Some of the reforms which need to be put into consideration include

encouraging the young people to participate in various social activities and physical

activities such as games. Spending long time seated only makes an individual develop

health related complications, which might cost their lives or even alot of money. To

conclude it all, parents should restrict and even regulate how their children interact with

the Internet and online gaming activities.

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Appendix

Country

School

Shootings

Between

11/1/1991

and

7/16/2013

Estimated

Civilian

Firearms

Civilian

Firearms /

100

people

Number of

School

Shootings /

(Civilian

Firearms /

100 people)

The ban on

Civilian

Automatic

Firearms?

United States

270,000,000

0.618

Azerbaijan*

291,231

0.333

China

40,000,000

0.200

Yes

South Africa*

5,950,000

0.167

Yes

Hungary*

557,198

0.167

Yes

England and

Wales

3,400,000

0.167

Yes

Israel*

503,000

0.143

Yes

Australia*

3,050,000

0.133

Yes

Brazil*

14,840,000

0.125

Yes

Russia

12,750,000

0.111

Yes

Estonia

123,000

0.111

Yes

Germany

25,000,000

0.100

Yes

Argentina*

3,950,000

0.100

Yes

Canada

9,950,000

0.097

Yes

Denmark*

650,000

0.083

Yes

Thailand*

10,000,000

0.067

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Country

School

Shootings

Between

11/1/1991

and

7/16/2013

Estimated

Civilian

Firearms

Civilian

Firearms /

100

people

Number of

School

Shootings /

(Civilian

Firearms /

100 people)

The ban on

Civilian

Automatic

Firearms?

Mexico

15,500,000

0.067

Yes

France*

19,000,000

0.065

Yes

Bosnia-

Herzegovina*

675,000

0.056

Finland

2,400,000

0.045

Yes

Austria*

2,500,000

0.033

Yes

Yemen

11,500,000

0.018

— “The data for the number of school shootings comes from research done by

Georgia Southern University professor Laura Agnich, who told the HPR that this

research defines school shootings as incidents in schools with “at least one fatality,

but more than one intended victim.” The estimates of civilian firearms come from

the 2011 Small Arms Survey, and much of the data on civilian firearms per 100

citizens also comes from this survey. The survey did not include data on civilian

firearms per 100 people for the countries marked with an asterisk, so this data was

created using population data from 2007, the year the actual data collection from the

Small Arms Survey was conducted, and civilian firearms data from the Small Arms

Survey. The data for automatic firearms laws came from the organization

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Gunpolicy.org for all countries except Israel, Argentina, and Bosnia-

Herzegovina.”(Harvardpolitics.com, 2017).

APPENDIX

console games ‘Brown Box’ to the latest PS4

Another of their inventions was the ‘Medical Trauma Trainer.' Its purpose was

not in education, but rather the therapeutic strategies, for instance, minimal casuistical

surgery and ‘Tactical Iraqi’ was another computer game, passed down by officers in an

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Iraqi operation to school soldiers on how to interact with community members. Its

advantage was to bring issues to light among military personnel about building trust

between all parties, so that conflict was suspended (Cruz-Cunha, 2012:189-191).

“Self-control Scale (SCS) employed 36 articles to gauge self-control. These

included discipline, deliberative/non-impulsive action, health habits, work ethics, and

reliability.Scoring is on a Likert scale, with the highest scores, confirming the

individual’s self-control. The test is validated against a high number of other scales and

inventories, such as the test of self-control – validates its reliability (Cronbach’s x =

0.89)” (Mehroof& Griffiths).

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