Monday, 9 October 2017
Sunday, 8 October 2017
Secondary Results Evaluation
What I can conclude from my extensive secondary research is that the cause of aggression and violence in the video game may not be because of the content but because of the competitiveness of the game as a study showed that more competitive games produced greater levels of aggressive behaviour than the amount of violence in games. The link that can be made between video games in general are that they all contain an element of competitiveness as they have options where you can either work in teams or by yourself to win. Another idea was raised that perhaps its not the violence in the game but perhaps the mental state of that person before they start playing type of game.
Extensive Secondary Research
The issue of children’s exposure to violent video games has been a source of considerable debate for several decades. Questions persist whether children with pre-existing mental health problems may be influenced adversely by exposure to violent games, even if other children are not. We explored this issue with 377 children (62 % female, mixed ethnicity, mean age = 12.93) displaying clinically elevated attention deficit or depressive symptoms on the Pediatric Symptom Checklist. Results from our study found no evidence for increased bullying or delinquent behaviors among youth with clinically elevated mental health symptoms who also played violent video games. Our results did not support the hypothesis that children with elevated mental health symptoms constitute a “vulnerable” population for video game violence effects. Implications and suggestions for further research are provided.
https://link.springer.com/article/10.1007/S10964-013-9986-5
CONTEXT. Youth worldwide play violent video games many hours per week. Previous research suggests that such exposure can increase physical aggression.
OBJECTIVE. We tested whether high exposure to violent video games increases physical aggression over time in both high- (United States) and low- (Japan) violence cultures. We hypothesized that the amount of exposure to violent video games early in a school year would predict changes in physical aggressiveness assessed later in the school year, even after statistically controlling for gender and previous physical aggressiveness.
DESIGN. In 3 independent samples, participants’ video game habits and physically aggressive behavior tendencies were assessed at 2 points in time, separated by 3 to 6 months.
PARTICIPANTS. One sample consisted of 181 Japanese junior high students ranging in age from 12 to 15 years. A second Japanese sample consisted of 1050 students ranging in age from 13 to 18 years. The third sample consisted of 364 United States 3rd-, 4th-, and 5th-graders ranging in age from 9 to 12 years.
RESULTS. Habitual violent video game play early in the school year predicted later aggression, even after controlling for gender and previous aggressiveness in each sample. Those who played a lot of violent video games became relatively more physically aggressive. Multisample structure equation modeling revealed that this longitudinal effect was of a similar magnitude in the United States and Japan for similar-aged youth and was smaller (but still significant) in the sample that included older youth.
CONCLUSIONS. These longitudinal results confirm earlier experimental and cross-sectional studies that had suggested that playing violent video games is a significant risk factor for later physically aggressive behavior and that this violent video game effect on youth generalizes across very different cultures. As a whole, the research strongly suggests reducing the exposure of youth to this risk factor.
Psychology of Violence, Vol 1(4), Oct 2011, 259-274
Objective: This study is the first to our knowledge to isolate the effect of video game violence and competitiveness on aggressive behaviour.
Method: In Pilot Study 1, a violent and nonviolent video game were matched on competitiveness, difficulty, and pace of action, and the effect of each game on aggressive behaviour was then compared using an unambiguous measure of aggressive behaviour (i.e., the Hot Sauce Paradigm) in Experiment 1. In Pilot Study 2, competitiveness was isolated by matching games on difficulty and pace of action, and systematically controlling for violence. The effect of video game competition on aggressive behaviour was then examined in Experiment 2.
Results: We found that video game violence was not sufficient to elevate aggressive behaviour compared with a nonviolent video game, and that more competitive games produced greater levels of aggressive behaviour, irrespective of the amount of violence in the games.
Conclusion: It appears that competition, not violence, may be the video game characteristic that has the greatest influence on aggressive behaviour. Future research is needed to explore the mechanisms through which video game competitiveness influences aggressive behaviour, as well as whether this relation holds in the long-term. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
http://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0024908
Published online 18th April 2013
The majority of research on the link between video games and aggression has focused on the violent content in games. In contrast, recent experimental research suggests that it is video game competition, not violence, that has the greatest effect on aggression in the short-term. However, no researchers have examined the long-term relationship between video game competition and aggression. In addition, if competition in video games is a significant reason for the link between video game play and aggression, then other competitive activities, such as competitive gambling, also may predict aggression over time.
In the current study, we directly assessed the socialization (competitive video game play and competitive gambling predicts aggression over time) versus selection hypotheses (aggression predicts competitive video game play and competitive gambling over time). Adolescents (N = 1,492, 50.8 % female) were surveyed annually from Grade 9 to Grade 12 about their video game play, gambling, and aggressive behaviours. Greater competitive video game play and competitive gambling predicted higher levels of aggression over time, after controlling for previous levels of aggression, supporting the socialization hypothesis. The selection hypothesis also was supported, as aggression predicted greater competitive video game play and competitive gambling over time, after controlling for previous competitive video game play and competitive gambling. Our findings, taken together with the fact that millions of adolescents play competitive video games every day and that competitive gambling may increase as adolescents transition into adulthood, highlight the need for a greater understanding of the relationship between competition and aggression.
https://link.springer.com/article/10.1007/s10964-013-9952-2
Television, video game and social media use among children with ASD and typically developing sibling
First Published online September 2012
This study examined the nature of television, video game, and social media use in children (ages 8–18) with autism spectrum disorders (ASD, n = 202) compared to typically developing siblings (TD, n = 179), and relative to other activities. Parents completed measures assessing children’s screen-based and other extracurricular activities. Children with ASD spent approximately 62 % more time watching television and playing video games than in all non-screen activities combined. Compared with TD siblings, children with ASD spent more hours per day playing video games (2.4 vs. 1.6 for boys, and 1.8 vs. 0.8 for girls), and had higher levels of problematic video game use. In contrast, children with ASD spent little time using social media or socially interactive video games.
https://link.springer.com/article/10.1007/s10803-012-1659-9
Exposure to media violence, including violent video gaming, can have a cognitive desensitization effect, lowering empathic concern for others in need. Since emerging adulthood offers increased opportunities to volunteer, strengthen relationships, and initiate new relationships, decreases in empathic concern and prosocial behavior may prove inhibitive to optimal development during this time. For these reasons, the current study investigated associations between violent video gaming, empathic responding, and prosocial behavior enacted toward strangers, friends, and family members. Participants consisted of 780 emerging adults (M age = 19.60, SD = 1.86, range = 18–29, 69% female, 69% Caucasian) from four universities in the United States. Results showed small to moderate effects between playing violent video gaming and lowered empathic concern for both males and females. In addition, lowered empathic concern partially mediated the pathways between violent video gaming and prosocial behavior toward all three targets (at the level of a trend for females), but was most strongly associated with lower prosocial behavior toward strangers. Discussion highlights how violent video gaming is associated with lower levels of prosocial behavior through the mechanism of decreased empathic concern, how this association can affect prosocial behavior differently across target, and finally what implications this might have for development during emerging adulthood.
https://link.springer.com/article/10.1007%2Fs10964-012-9742-2
We examined the role of parental media mediation in the relationship between media violence and adolescents’ ADHD-related behaviors. Survey data from 1,017 adolescents (10–14 years) show that parents can play an important role in this relationship, depending on the media mediation strategies that they use (i.e., restrictive or active mediation) and how they apply these strategies (i.e., in a controlling, inconsistent, or autonomy-supportive way). Our findings support the notion that contextual factors are critical in understanding media effects, and provide directions for how parents can manage their adolescents’ violent media use, and possibly by extension, their ADHD-related behaviors.
http://www.tandfonline.com/doi/abs/10.1080/08838151.2016.1234476
Credibility and Validity of Secondary Sources
A credible source means that the information is high quality and trustworthy, essentially we can believe what the source is telling us. Using high quality work to back up your work will demonstrate your own credibility and will prove to be more effective in proving your argument.
Factors to a sources credibility would be. An authors level of expertise, which will be show through the different types of degrees the author has acquired or extensive experience in the the field of the topic they are writing about. If the authors credentials are not listen then that could be a sign that the authenticity of the study may be in the form of the publication,as some may studies may not be written by scholars, with the publication the articles content is critically examined.
Another point of a studies credibility is the authors point of view as there could be potential bias. Bias is an inaccurate or unfair presentation of information. Bias can sometimes be intentional. A group with its own agenda may sponsor research and make the researchers sway the results. Bias can sometimes be unintentional, a writers perspective may prevent them from seeing the other side of the issue. In the academic publishing world books and articles go through an editorial phase. They are accessed by editors or groups of scholars evaluate the works quality. Peer reviewed articles are considered high quality. They filter out content made by unqualified or bias authors. Date of publication or validity as in is it valid? Something that was once high quality could be now useless. evaluate the sources appropriateness for your argument.
The criteria also known as the CRAAP test can be used to also evaluate the credibility of work. C stands for currency when was the information published and is it still in date? R stands for relevance how much information is presented, superficial treatment or detail analyses, is the readership level appropriate? A stands for Authority who are the authors and or editors of the information and what are their credentials? are the articles peer reviewed by other experts such as scholars or are they independent or self published? A stands for accuracy, does the source match your understanding of the topic, can you verify the claims in other sourced, how many relevant sources are mentioned. P stands for Purpose, is the purpose state? what is the authors bias and how could it affect the outcome of the study? there can be more than one type of bias in a study.
Google and Wikipedia are not useful because they are online site where anyone can post to meaning that what is put up is self published and not examined by and professional researchers editors or scholars. This means that the information has no credibility to it, so it will most likely contain a lot of bias and perhaps some invalid and out of date information. Google scholar is useful because it acts as a filter and the search engine only finds work which has been peer assessed by professional editors, groups of scholars or published by credible universities.
Factors to a sources credibility would be. An authors level of expertise, which will be show through the different types of degrees the author has acquired or extensive experience in the the field of the topic they are writing about. If the authors credentials are not listen then that could be a sign that the authenticity of the study may be in the form of the publication,as some may studies may not be written by scholars, with the publication the articles content is critically examined.
Another point of a studies credibility is the authors point of view as there could be potential bias. Bias is an inaccurate or unfair presentation of information. Bias can sometimes be intentional. A group with its own agenda may sponsor research and make the researchers sway the results. Bias can sometimes be unintentional, a writers perspective may prevent them from seeing the other side of the issue. In the academic publishing world books and articles go through an editorial phase. They are accessed by editors or groups of scholars evaluate the works quality. Peer reviewed articles are considered high quality. They filter out content made by unqualified or bias authors. Date of publication or validity as in is it valid? Something that was once high quality could be now useless. evaluate the sources appropriateness for your argument.
The criteria also known as the CRAAP test can be used to also evaluate the credibility of work. C stands for currency when was the information published and is it still in date? R stands for relevance how much information is presented, superficial treatment or detail analyses, is the readership level appropriate? A stands for Authority who are the authors and or editors of the information and what are their credentials? are the articles peer reviewed by other experts such as scholars or are they independent or self published? A stands for accuracy, does the source match your understanding of the topic, can you verify the claims in other sourced, how many relevant sources are mentioned. P stands for Purpose, is the purpose state? what is the authors bias and how could it affect the outcome of the study? there can be more than one type of bias in a study.
Google and Wikipedia are not useful because they are online site where anyone can post to meaning that what is put up is self published and not examined by and professional researchers editors or scholars. This means that the information has no credibility to it, so it will most likely contain a lot of bias and perhaps some invalid and out of date information. Google scholar is useful because it acts as a filter and the search engine only finds work which has been peer assessed by professional editors, groups of scholars or published by credible universities.
Limitations and Opportunities of my Research Methods
For my primary research, I have chosen to do a survey, experiment, and observation. My survey has allowed me to gain information about teens and social media there are some big limitations that I am receiving by doing this. Firstly, I need to prevent bias in my questions, so I don't get specific results I want out of them. Furthermore, I need to consider who my survey is sent out to because I don't have to power to get it across to a significant amount of people in a short amount of time. Limitations of my observation method are that the number of subjects will be very small, and the person I choose will have to be someone that I know or I am related to. However, this could be seen as an opportunity because if I know the person they are more likely to act normal around me and won't filter the way they act when being observed. The limitation of my experiment it that the subjects involved as I don't have the power or time to arrange a meeting with other children. For my secondary research, i was limited to only using Google scholar and YouTube because I didn't have access to a library or physical academic books. The limitation of Google Scholar is that there was a lot of irrelevant information that I needed so decoding it and sourcing out important information was very time consuming, so I only stuck with about 2-3 sources. However, the opportunity of google scholar is that I can trust the information and it might give me good information to answer my theory or question The limitation of YouTube is that finding original unedited broadcasts is very tricky and also confirming the validity because the posts were not often posted by the person who was in the videos.
Research Methods
The Primary Method is research you have carried out to prove a specific theory/statement or question. The way in which this works is that you must first conduct secondary research so you can fill in the wholes of the research but to also see if the results of before are still relevant to this day. The advantages of primary research are that your competition doesn't have access to the information, there can be a blend of different data which can be in-depth and you know that it is to date. The disadvantages of primary research would be that it can be expensive to conduct, it is time consuming meaning the results won't come instantly. finally, the most effective ways of conducting primary research would be to conduct a survey, experiment or observation.
The Secondary Method is where you use and gather information from previous studies and academic research to further your knowledge and understanding. They can also be ideas and theories which could raise questions and are used as a basis to form your primary research. The most reliable sources of Secondary data are ones that have been published by professional researchers and universities because that is what they do for a living so it is less likely to be biased. The advantages of Secondary are that it is easy to access because it is all there meaning its quick, It is also free to do. Thins to consider would be is the data trustworthy? is it to date? does it suit your specific requirements? An example of a trustworthy website would be Google scholar because they only provide academic sources, which have already been peer assessed.
Quantitative Data is where you gain information through statistical values, amounts and general numbers from sample results and you would analyse this in the form of pie charts and graphs to measure the quantity of similar views which were picked by the population of people involved. They are usually a large number of cases representing the population of interest and are randomly selected respondents, meaning their identity is anonymous. The advantages of quantitative data are that results are easier to analyse because they are in numbers and values. The disadvantage of quantitative data is that there isn't any depth to the answers, so it will leave a gap for me research to be done. Examples of quantitative data would be Surveys and questionnaires.
Qualitative Data is where you gain personal information from individuals to get a better understanding of behavioural patterns/ trends in peoples opinions and the reason as to what motivates people. The advantages of this form of data collecting are that it is in-depth meaning you will get more information, an insight into peoples attitudes and beliefs and also ideas. The disadvantages of qualitative data would be that there can be biased because they are people opinions and also it is harder to analyse and come to a conclusion because results can't be expressed as a number or value. Examples of qualitative data would be Interviews, Quotes, and theories.
The Sample Research Method is where you choose a group of people, objects, or items that are taken from a larger population or identity group for measurement purposes. The sample is used to represent the population. so the findings can generalise that group as a whole. This disadvantage of this is that it is impossible from a group of people to represent every individual belonging to a certain group identity. Things to consider would be The age range of the people chosen to sample and Gender. Is there a variation of people?
Open Questions are questions which rely on the audience to think about the question and what they think or why they have chosen that specific choice and then to relay that information back. This type of question allows your audience to go in-depth with their answer. However, a disadvantage would be that they are unappealing to answer.
Closed Questions are questions which require a simple yes or no response from the audience. An advantage is that you receive fast and easy to analyse results. On the other hand, the negative is that the results are very simple and often won't prove the full picture that you were looking for, leading for there to be gaps in your research.
The Secondary Method is where you use and gather information from previous studies and academic research to further your knowledge and understanding. They can also be ideas and theories which could raise questions and are used as a basis to form your primary research. The most reliable sources of Secondary data are ones that have been published by professional researchers and universities because that is what they do for a living so it is less likely to be biased. The advantages of Secondary are that it is easy to access because it is all there meaning its quick, It is also free to do. Thins to consider would be is the data trustworthy? is it to date? does it suit your specific requirements? An example of a trustworthy website would be Google scholar because they only provide academic sources, which have already been peer assessed.
Quantitative Data is where you gain information through statistical values, amounts and general numbers from sample results and you would analyse this in the form of pie charts and graphs to measure the quantity of similar views which were picked by the population of people involved. They are usually a large number of cases representing the population of interest and are randomly selected respondents, meaning their identity is anonymous. The advantages of quantitative data are that results are easier to analyse because they are in numbers and values. The disadvantage of quantitative data is that there isn't any depth to the answers, so it will leave a gap for me research to be done. Examples of quantitative data would be Surveys and questionnaires.
Qualitative Data is where you gain personal information from individuals to get a better understanding of behavioural patterns/ trends in peoples opinions and the reason as to what motivates people. The advantages of this form of data collecting are that it is in-depth meaning you will get more information, an insight into peoples attitudes and beliefs and also ideas. The disadvantages of qualitative data would be that there can be biased because they are people opinions and also it is harder to analyse and come to a conclusion because results can't be expressed as a number or value. Examples of qualitative data would be Interviews, Quotes, and theories.
The Sample Research Method is where you choose a group of people, objects, or items that are taken from a larger population or identity group for measurement purposes. The sample is used to represent the population. so the findings can generalise that group as a whole. This disadvantage of this is that it is impossible from a group of people to represent every individual belonging to a certain group identity. Things to consider would be The age range of the people chosen to sample and Gender. Is there a variation of people?
Open Questions are questions which rely on the audience to think about the question and what they think or why they have chosen that specific choice and then to relay that information back. This type of question allows your audience to go in-depth with their answer. However, a disadvantage would be that they are unappealing to answer.
Closed Questions are questions which require a simple yes or no response from the audience. An advantage is that you receive fast and easy to analyse results. On the other hand, the negative is that the results are very simple and often won't prove the full picture that you were looking for, leading for there to be gaps in your research.
Friday, 6 October 2017
Audience Theories
Mass Audience Theory is where media text consumed could influence a large mass of audience to do a lot of risky and dangerous activities, which could not only affect them but other people too. People usually use interactive media individually so there is no one to explain and contextualise what they are seeing.
Active Audience Theory is the idea that the individual that is using the social media can interpret the content they are seeing in their own way, which may be different to other peoples. These theories also look into why the audience’s interpretation and why it is the way it is. Depending on the stimulus, conducting other experiments will allow researchers to explore these answers further.
Desensitisation Theory is the theory that the more violence that the audience consumes and is exposed to over a period of time, means the less sensitive they will they will likely be to that specific type of content in the future. In addition violence and harm will no longer come as a shock to them. This also expands from the copycat theory, that it is a behavioural state in which people may experience a relapse of empathy towards violence and that it may not have a heavy impact on that individual in the media world. The concern for Desensitisation is that if something violent happens in real life then the individual that has been exposed to a lot of violent content in the media will become immune to being shocked by the situation and that there will be a disconnect between a violent stimulus and emotion.
Copycat Theory is the theory that the audience will desire the urge to replicate any actions they see in media texts. It teases the idea that the media influence the audiences mind sets and behaviours, imply they don’t have a sense of morality. This theory is mainly aimed at children/ a younger audience as they are yet to experience much of life. They feed of the fear of parents not being able to monitor their child and what they are doing. Especially with the normalisation of children being exposed to media texts such as Call of Duty and GTA, which are 18 rated games. A weakness of this would be the fact that the short-term effects will be easy to spot as it is their initial reaction to the media text, however long term psychological effects will be harder to determine and monitor.
Catharsis Theory is the idea of the emotional effects experienced by the audience who use media texts to evoke and purge negative emotions within themselves such as sadness, anger or fear. Catharsis theory meaning purification, also implies the audience getting rid of and eradicating any aggressive actions under certain conditions. This is more likely to decrease the chance of additional aggression from the individual. The point of catharsis is that observed aggression doesn’t mean that the individual will re-enact out that emotion in real life.
The Effects Model is where the audience’s consumption of media text will lead to a domino effect by influencing their behaviour. This is a negative effect on them because they are more likely to reflect the negative side of the media. The audience in these situations are deemed as passive and don’t have the power to negate the influences apposed upon them by media texts. The power lies in the message being communicated to the audience. This is the more dominated and more professionally accepted theory used many politicians some parts of the media and religious organisations when attributing consumption of violent media texts.
The Hypodermic Theory is the theory of the messages being placed in impactful media texts to further impulse the idea of the audience not being able to recognise the influences, being set upon them, because they are passive and powerless to do anything about it. Therefore the media texts forces as an anecdotal drug which the audience is forced to consume.
Reception Theory Is the theory developed by Stuart Hall in the 1970s/80s. There are 3 different models Hegemonic meaning dominant this is where the audience receives the message of the media text as they should and full accepts the message of the media text. Negotiated is where the audience sometimes understands and accepts the contents of the media text and will sometimes agree with it or modify it to allow it to suit their beliefs. Oppositional is where the audience completely disagrees with the media text and rejects its message and will come to an alternative conclusion.
Cultivation Theory is the idea the focuses more on how media affects peoples attitudes rather than actions. Our over exposure to films/TV and games have in a sense blurred out a sense of reality to the audience. The more exposure After a certain period of time the audience will have a cultivated view on reality. The theory indicates the audience to be in a passive mode therefore being powerless to change the effects and influences of powerful media texts.
Uses and Gratification Theory created by Bulmler and Katz is the theory that mass media texts are used to the audiences advantage when consumed in order to meet a specific individual requirement. The examples of uses and gratifications for media texts would be to Educate, to inform, to identify, to entertain.
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