AT1 Lab Report: HPS203

AT1 Lab Report: HPS203

Armaan Ghai (223009176)

Your Unit Chair: Dr Melissa Hayden

Date: 5th April, 2023

Word Count : 1360

Effect of Video Games and social media on Youths Development

Introduction

Many teenagers spend hours each day playing video games, which are the fastest-growing type of pastime in the world. For instance, a nationally representative survey of video game play among teenagers in the United States revealed that 97% of teenagers between the ages of 12 and 17 engage in computer, web, portable, or console gaming. The lives of practically all teenagers are influenced by video games, which offer a wide range of experiences and related activities. Up until now, the majority of video game research has concentrated on how games affect academic and social results such as aggressive phenomena (Lenhart et al., 2008).

Despite the extreme adolescent popularity of video games, however, research in the fields of social and developmental psychology that has examined the use of video games has mainly concentrated on the connection between video game use and negative outcomes (such as aggression, substance use disorders), while studies investigating beneficial outcomes are less common. Video game use, however, might promote healthy youth development, much like structured activities (Adachi and Willoughby, 2013).

Social media use is probably related to how people establish their attitudes towards suicide because an increasing variety of individuals are using it as a new means of communication social media can encourage social contact among individuals through online personal networks. The use of social media is directly correlated with people's psychological state, including psychological health, social support, and social isolation, which may be related to people's attitudes towards suicide. Particularly, social media interaction can strengthen interpersonal connections, which may be positively related to psychological well-being (Anderson and Jiang, 2018). Owing to the analysis of the literature review, the present study aims to study the correlation between the use of video games and social media on the well-being of a person. Moreover, the negative impact of the use of social media will also be analysed. It is hypothesized that due to the intricacy, challenge, and well-stated rules of video games, improve mental effort and focus. Playing video games specifically entails picking up new abilities and ways of solving issues, keeping those abilities and ways of solving issues in mind, and then using them to solve other issues or challenges in the game. Moreover, the use of social media has a negative impact on an individuals well-being which will lead to an increased rate of suicidal tendencies.

Method

The study included students in grades 9, 10, 11, and 12 from eight high schools (M age in grade 9 = 13 years, 10 months). This study was a component of a bigger cohort sequential investigation. The analyses for the current study are based on the cohort of students who began the study in Grade 9 in 2004 and finished the survey in Grades 9, 10, 11, and 12, as this was the only generation that was surveyed on all the relevant variables.

According to data on socioeconomic position, mothers' and dads' average levels of education fell between "some college, university, or apprenticeship programme" and "finished a college/apprenticeship/technical diploma." In addition, 70% of respondents said they lived with both of their biological parents, 12% with one of their biological parents and a stepparent, 15% with just their mother or father, and the remaining 30% with other guardians. Only adolescents who answered the questions at least twice throughout the course of the four waves were counted, totalling 1,492 participants (50.8% female), or 84% of the 1,771 adolescent samples as a whole. Only ninth-grade survey respondents reported considerably worse academic performance than longitudinal survey respondents. Moreover, the use of social media and activities of the same participants will be analysed using a quessionariare and feedback analysis.

Results

The promotion of interactivity in media plays a significant part in encouraging user communication. Social media facilitates improved interpersonal communication, which in turn facilitates the development of interpersonal connections, such as establishing new friends or consolidating current ones. However, the results obtained from the questionnaire and feedback showed that the excessive use of social media has increased offensive and negative behaviour in children. Moreover, the increased aggression in these individuals is linked with suicidal tendencies in children. We identified pathways from sustained fast-paced and sustained fast-strategy video game play to the slope of the self-reported solving problems trajectory, while simultaneously controlling for gender, parents education, and the number of computers in the home, to determine regardless of whether sustained strategic and/or fast-paced video game plays from across high school years independently anticipated self-reported problem-solving skills.

Discussion

Despite the enormous adolescent popularity of video games, however, research in the fields of social and developmental psychology that has looked at the use of video games has primarily concentrated on the connection between both video game use and negative outcomes (such as aggression, addiction), while studies investigating beneficial outcomes is less common. Yet, just like with structured activities, playing video games can encourage beneficial youth growth such as the emergence of initiative (Skoric et al., 2009).

Although recent studies have shown that video games can be a useful training tool for developing a variety of cognitive abilities, including executive control abilities and several visual and selective attention skills, no studies have looked at the relationship between the strategic playing of video games and problem-solving abilities. Because the executive function of response inhibition is still growing during adolescence, it is particularly crucial to look at this association among teenagers (Kuhn, 2009).

Utilizing social media to interact with others can have an impact on psychological well-being, as interpersonal relationships are favourably related to people's psychological well-being. In order to create or sustain social connections through online social networks, social media offers an interactive tool A user's emotional status, which may be linked to their quality of life, can be improved by an interactive conversation with other users on social media (Choi and Shin, 2017).

The current research has significant ramifications for instructors. In particular, strategic gaming behaviour might indicate better problem-solving abilities because video games include sound educational concepts. To avoid players moving on to the next difficulty level too quickly, the difficulty almost in all computer games increases throughout the game in small incremental steps but only after they have mastered the essential abilities to complete the current level. As a result, playing video games involves developing skills on a personal level, which may increase motivation (Green and Bavelier, 2008).

Conclusion

Despite the massive adolescent appeal of video games, developmental and social psychology research that has looked into the use of video games has generally focused on the association between video game use and unfavourable outcomes. Overall, our results imply that playing strategic video games may improve adolescents' self-reported problem-solving abilities over the course of four years of high school, which may in turn help children and teens perform better in the classroom. Furthermore, the academic performance also predicted self-reported problem-solving abilities over time, suggesting that students with higher grades typically have better self-reported problem-solving abilities than their counterparts at a later time point. Although interpersonal interactions are positively correlated with people's psychological well-being, using social media to communicate with others can have an impact on that well-being.

References

Adachi, P. J., & Willoughby, T. (2013). Do video games promote positive youth development?Journal of Adolescent Research,28(2), 155-165. https://doi.org/10.1177/0743558412464522Anderson, M., & Jiang, J. (2018). Teens, social media & Technology 2018.Pew Research Center,31(2018), 1673-1689.

Choi, D. H., & Shin, D. H. (2017). A dialectic perspective on the interactive relationship between social media and civic participation: the moderating role of social capital.Information, Communication & Society,20(2), 151-166. https://doi.org/10.1080/1369118X.2016.1154586Green, C. S., & Bavelier, D. (2008). Exercising your brain: a review of human brain plasticity and training-induced learning.Psychology and aging,23(4), 692. https://doi.org/10.1037/a0014345Kuhn, D. (2009). Adolescent thinking. https://doi.org/10.1002/9780470479193.adlpsy001007Lenhart, A., Kahne, J., Middaugh, E., Macgill, A. R., Evans, C., & Vitak, J. (2008). Teens, Video Games, and Civics: Teens' Gaming Experiences Are Diverse and Include Significant Social Interaction and Civic Engagement.Pew internet & American life project.

Skoric, M. M., Teo, L. L. C., & Neo, R. L. (2009). Children and video games: addiction, engagement, and scholastic achievement.Cyberpsychology & behavior,12(5), 567-572. https://doi.org/10.1089/cpb.2009.0079

AT1 Lab Report: HPS203

Armaan Ghai (223009176)

Your Unit Chair: Dr Melissa Hayden

Date: 5th April, 2023

Word Count : 1360

Effect of Video Games and social media on Youths Development

Introduction

Many teenagers spend hours each day playing video games, which are the fastest-growing type of pastime in the world. For instance, a nationally representative survey of video game play among teenagers in the United States revealed that 97% of teenagers between the ages of 12 and 17 engage in computer, web, portable, or console gaming. The lives of practically all teenagers are influenced by video games, which offer a wide range of experiences and related activities. Up until now, the majority of video game research has concentrated on how games affect academic and social results such as aggressive phenomena (Lenhart et al., 2008).

Despite the extreme adolescent popularity of video games, however, research in the fields of social and developmental psychology that has examined the use of video games has mainly concentrated on the connection between video game use and negative outcomes (such as aggression, substance use disorders), while studies investigating beneficial outcomes are less common. Video game use, however, might promote healthy youth development, much like structured activities (Adachi and Willoughby, 2013).

Social media use is probably related to how people establish their attitudes towards suicide because an increasing variety of individuals are using it as a new means of communication social media can encourage social contact among individuals through online personal networks. The use of social media is directly correlated with people's psychological state, including psychological health, social support, and social isolation, which may be related to people's attitudes towards suicide. Particularly, social media interaction can strengthen interpersonal connections, which may be positively related to psychological well-being (Anderson and Jiang, 2018). Owing to the analysis of the literature review, the present study aims to study the correlation between the use of video games and social media on the well-being of a person. Moreover, the negative impact of the use of social media will also be analysed. It is hypothesized that due to the intricacy, challenge, and well-stated rules of video games, improve mental effort and focus. Playing video games specifically entails picking up new abilities and ways of solving issues, keeping those abilities and ways of solving issues in mind, and then using them to solve other issues or challenges in the game. Moreover, the use of social media has a negative impact on an individuals well-being which will lead to an increased rate of suicidal tendencies.

Method

The study included students in grades 9, 10, 11, and 12 from eight high schools (M age in grade 9 = 13 years, 10 months). This study was a component of a bigger cohort sequential investigation. The analyses for the current study are based on the cohort of students who began the study in Grade 9 in 2004 and finished the survey in Grades 9, 10, 11, and 12, as this was the only generation that was surveyed on all the relevant variables.

According to data on socioeconomic position, mothers' and dads' average levels of education fell between "some college, university, or apprenticeship programme" and "finished a college/apprenticeship/technical diploma." In addition, 70% of respondents said they lived with both of their biological parents, 12% with one of their biological parents and a stepparent, 15% with just their mother or father, and the remaining 30% with other guardians. Only adolescents who answered the questions at least twice throughout the course of the four waves were counted, totalling 1,492 participants (50.8% female), or 84% of the 1,771 adolescent samples as a whole. Only ninth-grade survey respondents reported considerably worse academic performance than longitudinal survey respondents. Moreover, the use of social media and activities of the same participants will be analysed using a quessionariare and feedback analysis.

Results

The promotion of interactivity in media plays a significant part in encouraging user communication. Social media facilitates improved interpersonal communication, which in turn facilitates the development of interpersonal connections, such as establishing new friends or consolidating current ones. However, the results obtained from the questionnaire and feedback showed that the excessive use of social media has increased offensive and negative behaviour in children. Moreover, the increased aggression in these individuals is linked with suicidal tendencies in children. We identified pathways from sustained fast-paced and sustained fast-strategy video game play to the slope of the self-reported solving problems trajectory, while simultaneously controlling for gender, parents education, and the number of computers in the home, to determine regardless of whether sustained strategic and/or fast-paced video game plays from across high school years independently anticipated self-reported problem-solving skills.

Discussion

Despite the enormous adolescent popularity of video games, however, research in the fields of social and developmental psychology that has looked at the use of video games has primarily concentrated on the connection between both video game use and negative outcomes (such as aggression, addiction), while studies investigating beneficial outcomes is less common. Yet, just like with structured activities, playing video games can encourage beneficial youth growth such as the emergence of initiative (Skoric et al., 2009).

Although recent studies have shown that video games can be a useful training tool for developing a variety of cognitive abilities, including executive control abilities and several visual and selective attention skills, no studies have looked at the relationship between the strategic playing of video games and problem-solving abilities. Because the executive function of response inhibition is still growing during adolescence, it is particularly crucial to look at this association among teenagers (Kuhn, 2009).

Utilizing social media to interact with others can have an impact on psychological well-being, as interpersonal relationships are favourably related to people's psychological well-being. In order to create or sustain social connections through online social networks, social media offers an interactive tool A user's emotional status, which may be linked to their quality of life, can be improved by an interactive conversation with other users on social media (Choi and Shin, 2017).

The current research has significant ramifications for instructors. In particular, strategic gaming behaviour might indicate better problem-solving abilities because video games include sound educational concepts. To avoid players moving on to the next difficulty level too quickly, the difficulty almost in all computer games increases throughout the game in small incremental steps but only after they have mastered the essential abilities to complete the current level. As a result, playing video games involves developing skills on a personal level, which may increase motivation (Green and Bavelier, 2008).

Conclusion

Despite the massive adolescent appeal of video games, developmental and social psychology research that has looked into the use of video games has generally focused on the association between video game use and unfavourable outcomes. Overall, our results imply that playing strategic video games may improve adolescents' self-reported problem-solving abilities over the course of four years of high school, which may in turn help children and teens perform better in the classroom. Furthermore, the academic performance also predicted self-reported problem-solving abilities over time, suggesting that students with higher grades typically have better self-reported problem-solving abilities than their counterparts at a later time point. Although interpersonal interactions are positively correlated with people's psychological well-being, using social media to communicate with others can have an impact on that well-being.

References

Adachi, P. J., & Willoughby, T. (2013). Do video games promote positive youth development?Journal of Adolescent Research,28(2), 155-165. https://doi.org/10.1177/0743558412464522Anderson, M., & Jiang, J. (2018). Teens, social media & Technology 2018.Pew Research Center,31(2018), 1673-1689.

Choi, D. H., & Shin, D. H. (2017). A dialectic perspective on the interactive relationship between social media and civic participation: the moderating role of social capital.Information, Communication & Society,20(2), 151-166. https://doi.org/10.1080/1369118X.2016.1154586Green, C. S., & Bavelier, D. (2008). Exercising your brain: a review of human brain plasticity and training-induced learning.Psychology and aging,23(4), 692. https://doi.org/10.1037/a0014345Kuhn, D. (2009). Adolescent thinking. https://doi.org/10.1002/9780470479193.adlpsy001007Lenhart, A., Kahne, J., Middaugh, E., Macgill, A. R., Evans, C., & Vitak, J. (2008). Teens, Video Games, and Civics: Teens' Gaming Experiences Are Diverse and Include Significant Social Interaction and Civic Engagement.Pew internet & American life project.

Skoric, M. M., Teo, L. L. C., & Neo, R. L. (2009). Children and video games: addiction, engagement, and scholastic achievement.Cyberpsychology & behavior,12(5), 567-572. https://doi.org/10.1089/cpb.2009.0079