S.NO 1. 2. 3. 4.

LIST OF TABLES Frequency test - Age of the student Frequency test - Pocket money received Frequency test - Number of TV sets Frequency test - Number of hours playing video games in week days


5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Frequency test - Place for playing video games Frequency test - Type of video games Frequency test - Feeling after playing video games. Frequency test - Don’t like to talk while playing video games Cross tab - Gender * Playing games during week days Cross tab - Gender * Type of video games Cross tab - Gender * Distraction of their studies Cross tab - Type of game * Late sleep Mean of Male and Female students One way analysis of variance. Result of post-hoc Tukey Tests


Introduction: Video games are electronic games played on a video screen. There are many types or genres, of these games: shooters, first-person shooters, sports, strategy, adventure are just a few. Video games usually come on CDs or DVDs now, but many games used to come on cartridges. Some games can also be downloaded from the internet. The device used to play a video game at home is called a console. There have been many types of consoles and home computers used to play video games. Some of the first were the Atari 2600, the Sega Master System and Nintendo Entertainment System in the 1980s. Newer video game consoles are the Xbox 360, PlayStation 3.The best selling video game console of all time is the PlayStation 2, made by Sony. People can also use PCs to play games, which are sometimes called computer games or PC games. The older consoles do not have new games developed for them often, although console games are emulated for PCs. This means that new computers can play many old console games along with games made just for new computers. Older games are often more popular emulated than when they were first on sale. People can play portable video games anywhere. One of the most popular portable video game consoles is the Nintendo Game Boy. Today, there are the Nintendo DS and the PlayStation Portable. People can even watch movies on the PlayStation Portable. Competitions of video game players are held. They are called electronic sports. The first video game ever is often said to be a computer game called Spacewar!. In fact, some ideas of video games can be found before people made Spacewar. In the


50s, when the first computers began to be made, three people had some ideas to create the basis of actual video games. In 1951, Ralph Baer, an American engineer of Loral Electronics, tried to create "the best television", proposing to add a gaming module, but his employer didn't like his idea. Even if his idea was never realized, he is the first man to have thought of the idea of video games. Later, in 1952, A.S Douglas, of the Cambridge University in the UK, made a video game on a computer in order to illustrate one of his speeches. The game, called OXO, was a tic-tac-toe game and one of the players was the computer. In 1953, Willy Higginbotham made a game called Tennis For Two to entertain the visitors of the National Laboratory of Brookhaven. One of the most famous video games ever is called Space Invaders. Space Invaders was one of the very earliest video games. Space Invaders was made in 1978 as a coin operated machine but a version has been made for almost every different game console and home computer ever available. There have been some arguments over the violence and sex in video games. Video games that have lots of violence or sex have not been sold in certain countries. Some games such as these can be sold to people but only to adults.


Definition Video games: An electronic or computerized game played by manipulating images on a video display or television screen. College students: One who is enrolled or attends classes at a college, or university. Research question: 1. Is the impact of playing video games is different for boys and girls? 2. What are the effects of playing video games among college students?


In modern society. and the more the child spends time on the computer. even though parents know that teenagers play 5 . playing computer game is very common. and to talk to their family. Moreover. It is having both positive and negative effects on the audience. Other areas were also selected for discussion because of need to highlight their importance and identify areas that require particular attention for video games to cater to the needs of particular players. Today almost all have electronic devices at home. chat with their friends. Common belief is that video games are for children. The players of video games are not only children but also youth. they have not only good effects.REVIEW OF LITERATURE Introduction: The literature review provide to any research. and Resident Evil 4. Computer can cause teenagers to be physically and mentally ill. the more he or she loses time to focus on their studies. Even though computer games are common in our life. but also bad effects. Video game: Video game is an electronic game. nowadays Video games are multimillion dollar businesses and it covers world wide audience. but with the evolution of computer graphics and the recent success of violent games. The majority of these areas have been selected in line with the Effect of video games. Halo. but teenagers use computer also to play games. Parents usually buy computers for their children’s educational purpose. many are wondering how suitable these games are for adolescents. such as Grand Theft Auto: San Andreas. especially on teenagers.

and has displaced work. e-mail has replaced letter 6 . The content may teach violent behavior. Many parents feel they don’t know enough about the games their children are playing. Computers video games and the internet have become important features of daily lives. computer games drive teenagers to be more violent. For most people. For many others time spent on the computer or video game is out of proposition. teenagers misunderstand that they become characters in the computer games. and what the bad effects of computer games are on them. Computer is now a major source of fun and entertainment for many people. Barrie Gunter (2000) argues that playing computer or video games with violent themes is a danger in the real world. computer games very splendid violent content. The power of vide or computer games may also derive from the feeling of control which they stimulate in young players. Fortunately. Video and computer games have become a basic part of their lives: nearly all are playing electronic games at least occasionally. The first reason why teenagers play computer games too much is very simple. It is because computer games are full of fun. Computer games aim to relieve stress. Since the recent part youth are increasingly using electronic media. there are steps parents which they can take to make sure that video games are a healthy part of their lives and a fun part of family life as well. Thus. school. and even family. There are two main reasons for teenagers to play computer games too much. and worry about their children's lives. School assignments include web-based research for games too much. they do not know why teenagers are widely excited at computer games. friends. computer usage and video game playing are integrated into their lives in a balanced healthy manner. Besides. Therefore.

In the past 30 years.writing." 1995). With the release of the Nintendo Entertainment System in the 1980s and Sony's Play station in the 1990s came new generations of games with better graphics. yet the outcomes of this transition are not always positive. particularly among adolescents. replacing youth activities. video games had a major impact on people’s leisure time.3 billion in the United States.S. In 1998. swimming. and the instant messaging is starting to replace the telephone. Electronic interactive games have emerged as one of the most popular forms of entertainment. such as basketball. and young people spend an average of 20 minutes per day playing video games. Youth recreation has merged with media to include video games. and interactive websites. That is equal to one game for every teenager on earth. The video game industry grew enormously by 1970s. Video games are the second most popular form of entertainment after television.e. one or more of which could be controlled by the game player. music downloading. revenues totaled $6. and Addiction 7 . One of the industry giants. Struggle between video game industries has begun to see who can build the newest. fastest and most popular game. Youth are more media literate than their parents. ("Nintendo sells one billionth game. households with children have owned a video or computer game. Video Games. Nintendo. and other outdoor activities. Ninety percent (90%) of U. The first generation of video games were more than simple geometric shapes. Motivation. sold an average of three games every second from 1983 to 1995 i. over one billion games.

games with positive content show positive effects. playing a dancing video game can help children lose weight. Kranz (2003) stated that root of this addiction is from harmless source. when introduced to information technology. Virtual games bring a sense of fun thrill and excitement when they play. decision making skill. problem solving. that person may be caught in a circle of addiction. If the players perceive it in positive way the video games will be a teacher. the computer or video game has replaced friends and family as a source of person’s emotional life. No one will prevent them from this addiction. Of playing computer games harms a child’s or adult’s family and social relationships. On the other hand Portal (1989) stated that compulsive gaming is a physical disorder.Gentile (1993) suggested that Video games are natural teachers. Operant conditioning explains the use of consequences that modify the occurrence and formation of behavior. It is accelerates thinking process. Like other addiction. For example. The addicted person spends more time playing video games or searching the internet. or disrupts school or work. Parents do not have awareness about the video game addiction. It will change good things into bad due to the bad usage. Dill (1988). they get aggressive behavior. Skinner (1988) discovered the principles of a powerful learning paradigm called Operant Conditioning. concentration. predicted that effort and 8 . these feelings make them addictive. Konami (2007) suggested that. Seriousness of this addiction is unnoticed. If the children perceive it an negative. lack in their academic and have sleeping problem. He says also that this disorder is hard to manage. But no one will escape from this addiction. Now a day’s many youngsters are suffering by addiction to video games.

Suler (2004) provides a balanced view of cyber addictions.g. Klein (1984) noticed that some of his teenaged clients exhibited what he would term addictive behavior regarding video game play e. Konijn. Carnagey and Anderson (2005) found that when a car racing game rewarded players for violent acts. over-learning to gain mastery. Egli and Myers (1984) identified “compulsive” behaviors associated with video game play. increasing difficulty across levels where past learning can be applied close-to-optimal combination of massed versus distributed practice and learning that can be applied to different problems and contexts. finding that about 13% of the adolescents they surveyed sacrificed other activities and compulsively invested money and time in gaming.. 9 . noting that some level of devotion to a hobby is healthy. those players were more likely to attack an opponent than when the same game punished players for aggression. active learning with practice and feedback. Bijvank & Bushman (2007) found that adolescent boys who identified with aggressive characters in immersive and realistic games were most aggressive. the bad outweighs the mobilization are to be the greatest for a difficult and possible task where success is rewarded. extrinsic and intrinsic motivation. stealing money or spending lunch money to play videogames. Videogames are an excellent example of what this theory of motivation predicts to be the most highly motivating task.” noting the following exemplary dimensions of video games: clear objectives with adaptable difficulty levels. but that in pathological addictions. Gentile (1984) called video game as “exemplary teachers.

he showed that exposure to a video game with African-American characters have more violent content as compared to exposure to a video game without African-American characters. Recent content analyses of video games show that as many as 89% of games contain some violent content. during video game play. empathic brain responses to real-life violence such as gun attacks and that those with these less empathic brain responses were more likely to behave aggressively in the laboratory.Dill and colleagues (2003) found a positive association between violent video game play and anti-women attitudes including attitudes supporting violence against women. and that half of the games include serious violent content towards other game characters. Dill found that youth exposed to sexist images of video game characters were more likely to accept rape myths than youth exposed to images of professional men and women. Stermer. Finally. 2001) 10 . Asian women are represented as non-aggressive beauties and Asian men are shown using martial arts. and sometimes educational. Bushman & Sestir. New brain research (Bartholow. (Children Now. Researchers in the British journal Nature (1998) report that the brain releases dopamine a pleasure chemical. most include violent content. Burgess. Video games are designed to be entertaining. challenging. al(2007) found that male African-American video game characters are as athletes and gangsters who are more likely to use guns. particularly extreme guns. et. 2006) is the first to show that violent video game players have problems in their healthy.

Anderson and Dill (2000) found that associations between violent video game play and aggressive behavior and delinquency were stronger for those who were characteristically aggressive. 55% say they ‘‘always’’ or ‘‘often’’ put limits on the amount of time their children may play computer and video games. 1989. can be effective in influencing children’s viewing. and 40% say 11 . This interaction of violent content is important because it suggests that the harmful effects of playing violent games may be even greater for children who are already at higher risk for aggressive behavior. increases aggressive emotions. Dorr & Rabin. understanding. and to decrease fear. reactions to. In a nationally representative study of parents. A second variable that may moderate the effects of video game play is parental monitoring and limiting. Few studies have looked at parental limits with video games. These effects have been found in children and adolescent. in males and females and in experimental and non experimental studies. Parent-imposed limits have been shown to be effective in reducing time with television. increases physiological arousal. 1995). and has been shown to increase beliefs in social norms. and imitation of program content (Lin & Atkin.Effect of violent video game content on aggression: Anderson and Bushman (2000) suggested that Playing violent games increases aggressive behaviors. Corder-Bolz (2000) in his research said that parental mediation is correlated with better academic performance. Active parental involvement. such as rules limiting media use and active mediation. increases aggressive cognitions. and decreases pro social behaviors. Research regarding limits and mediation of television messages has shown that each of these strategies can have beneficial effects.

adolescents. If. (2001) documented a similar negative correlation with college students between amount of time playing video games and grades. The content of the games being played could affect the relationship between amounts of play and school performance. (1999) have shown a negative association between the amount of video game play and school performance for children. whereas those who use computers for schoolwork perform better in school.they ‘‘always’’ or ‘‘often’’ check the video game rating before allowing their children to buy or rent computer or video games (Gentile & Walsh. Foehr. Lieberman et al. Roberts. and college students. & Gentile. (2000) and Paschke. Hagan. 12 . Anderson & Dill. (1988) have shown that children who use computers to play games frequently perform poorer in school. In one study. and Schimming (1999) in their research said that most parents could not correctly identify their 3rd. nine out of ten teenagers said that their parents ‘‘never’’ check the ratings before allowing them to rent or buy games. for example. Active parental limits in children’s game selection and amount of play could play an important role in the effects of video games on children. & Brodie. Funk. 2002). children described their favorite game as violent. In 70% of the cases where parents named an incorrect game. Even though these numbers are not particularly high. they would probably be less likely to show a corresponding deficit in school performance. they may overestimate the amount of parental monitoring of children’s video game 5th-grade child’s favorite game. students played only educational games. Green. Rideout.

Lynch (1994. those are the 7 hrs that the child is not engaged in reading. If an average child plays video games for 7 hr a week. Anderson and Bushman’s (2002) General Aggression Model (GAM) has developed. Anderson & Dill. In turn. The GAM is compatible with the theories proposed by Bandura (1986).Huston et al. Berkowitz (1984). and Dodge (1980). 13 . this internal arousal could be interpreted as anger. should create or activate aggressive thoughts. and increase internal arousal. (2002) have developed the General Aggression Model (GAM) to explain violent video game exposure and aggressive cognitions. Bandura’s (1986) social learning theory explains that exposure to video game violence would create behavioral mimicry. (2000) and Anderson & Bushman. which increases the likelihood of aggression. and beliefs. and behaviors. (1992) suggested that electronic media can influence learning and social behavior by taking the place of activities such as reading. reinforce already existing aggressive habits. attitudes. and social play with peers. memories. for the effects of violent video games on aggressive behavior. feelings. homework or participating in creative activities. Berkowitz’s (1984) cognitive neoassociation model of aggression. family interaction. playing violent video games. 1999) found that the physiological effects of playing violent video games may be even greater for who already show more aggressive tendencies.. Theories of aggression and violent video games Theoretical explanations for the link between exposure to violent video games and aggression are explained by several theories.

Gamers were classified as "pathological" if they exhibited at least six of 11 symptoms. received poorer grades in school. school or psychological damage because of their video game playing habits. Joanne Savage (2000) reviewed the research purporting to show negative effects of media violence on youth and concluded that there is no causal link between media violence and violent crime. and had more health problems.Douglas Gentile (1993) found nearly one in 10 of the gamers (8. They also were more likely to have video game systems in their bedrooms. The Squire and Barab (2005) study suggests that young people can show gains in political and civic knowledge from playing a commercial video game such as 14 .5 percent) to be pathological players according to standards established for pathological gambling causing family. Jenkins (2005) explained that the new participatory culture created by video games and other forms of digital media. reported having more trouble paying attention in school. to become political leaders even if sometimes only through the “second lives” offered by massively multiplayer games or online fan communities. about twice as much as non-pathological gamers. The pathological gamers in the study played video games for 24 hours per week. offers many opportunities for kids to engage in civic debates. Gentile (2007) compared respondents' video game play habits to the symptoms established in The Diagnostic and Statistical Manual of Mental Disorders for pathological gambling. to participate in community life. social.

food triggers dopamine release in the brain. the production of dopamine doubles. People do not understand that the root of addiction is only from harmless things like virtual games. Dopamine is a chemical associated with reinforcement that produces pleasure. during video game play. and relationships and they create contexts in which social awareness. dopamine is connected to the reinforcing effects of drugs like cocaine and amphetamines. Paul Grasby (1998) undertook a study that proved that playing video games triggers the release of dopamine in the brain. Portal (2007) stated that. for a hungry rat. compulsive gaming is already considered a psychological disorder. For instance. this occurred in a context where adults guided and shaped the experiences with specific educational goals Thomas and Seely Brown (2000) point out that games such as World of Warcraft involve the experience of acting together to overcome obstacles. In terms of addiction. talents. 15 .Civilization. reflection. Violent Video Games and Dopamine Production At Hammersmith Hospital in London. In fact. in a thirsty rat. managing skills. However. Now a day video game addiction is increasing greatly. reinforcement and dopamine are linked. Using a brain imaging technique called PET (Positron Emission Tomography) he showed that playing a video game increases the activity of the neurotransmitter dopamine in the brain. In the brain. and joint coordinated action become an essential part of the game experience. water causes dopamine release in the brain.

Adventures (e.g. Golf.g..g.e.. research by Funk and Buchman (1996) suggests that adolescent boys and girls both prefer violent video games. Brainteasers).2 hours per 18-yearolds) play video games. Motor Sports).. both male and female adolescents play video games on a regular basis.. games that do not fit other categories). although the amount of video game play was far less than boys. Griffiths (1999) identified nine different types of video games: sport simulations (e.. Rideout.5 hours per week. Racers (e. decreases with age. Roberts (1997) found that the amount of video game play.. shooting and killing with weapons). Jump to and from platforms). Foehr. Beat ’em Ups (e. and Brodie (1999) found that older children and adolescents (8. between 1. middle and late-adolescent girls played video games for 1. Early-adolescent boys play video games nearly twice as much as earlyadolescent girls.15 hours per week. on an average. Shoot ’em Ups (e. For girls.g. platform blasters (e. Fantasy rescue). Dill and Dill (1998). Plat former with Shooting)..Video game play across adolescence Roberts.. Specifically.g.g.2 and 7.g. predicted that adolescent boys play video games for more hours than adolescent girls. and Weird Games (i. games with punching and kicking). Although not all video games contain violence.5 hours per week.5 hours per week. boys in middle to late adolescence play video games for 3. (Funk and Buchman 1996).g. early adolescent boys (8 to 13 years of age) play video games approximately 7. These 16 . a similar developmental pattern emerged. plat formers (e.. Whereas early-adolescent girls played video games for 3. regardless of gender. puzzlers (e. Baseball).

(2000) 17 . multiple violent crimes and behavior in young children and teenagers have been blamed on what their hobbies are and their overall culture. Wright. Zarozinski and Michael (2000) predicted that the video game industry is the only entertainment industry in the United States that voluntarily rates itself. By age 6. it was found that girls rarely played electronic games. In the words of Freedman. (1998) says while parents do not control their children while playing video games this will spoil him/her his real world in their teen. boys played 10 minutes on weekends. on the killers. Marquis & Green’s study (1995) where parents were interviewed to describe their child's activities in the previous 24-hour period. He is not stating this to blame the parents. Unfortunately they may fail to realize that their child is in fact. the blame must lie squarely where it belongs. 80% of the most popular video games on the market today are violent in nature (Dietz 1998). Douglas Rushkoff. This allows players and parents to judge if a game is appropriate. girls played 15 minutes and boys typically played 40 minutes. but also a unique entertainment experience which has already dramatically affected the way kids allocate and spend their leisure time. David Walsh(1998) suggested that from the National Institute on Media and the Family that Parents of youth who play video games may dismiss their teenagers’ temper tantrums and cranky behavior as normal adolescent behavior and see mood swings as a right of passage.findings are supported by the dominance of violent video games being sold to adolescents. Huston. The video game industry has not only been selling our kids on digital technology. For years now. however. an addict.

QUAKE. announced on his website that he would "make DOOM a reality" on April 21. Doom(1993) the next major first-person shooter game was released. On that very day he and Dylan Klebold killed 15 people. Killing equals victory. In previous games. Video game historian Steven Kent (2001) has noted that. a police officer and himself. always. 18 . enemies fell and bled on the floor”. 1999. one of the killers. Video games and Killers: Eric Harris. killed 17 including 13 teachers. In Gutenberg high school in Erfurt. Video game players not only kill reflexively in video games. a 19 year old student. 2 students. wounded 23. was also found to be an addict of violent video games. Killing brings them a reward. Germany. killed 3 students and wounded 5 others. It included more blood and gore and also allowed players to hunt and kill each other. The killer. They were also violent video game addict of DOOM.“These crimes are due to media violence. “part of Wolfenstein’s popularity sprang from its shock value. Killing equals fun. In Wolfenstein 3D. when players shot enemies. and FINAL FANTASY. This caused a revolution in the way violent games were designed. The more people they kill. He fulfilled his threat. the injured targets fell and disappeared. Paducah Kentucky and Michael Carneal. they always associate killing with victory. and all this violence causes children to be more aggressive and commit these violent crimes. Robert Steinhauser. the higher the points they amass and the higher the level they achieve.

the analysis and the interpretation. This chapter includes the geographical areas taken up for the study. sampling procedures. tools utilized. In all these colleges the Undergraduate students of Ist. the technique of data collection. the above 2 colleges were selected on the basis of purposive sampling. Sample: Out of the 20 colleges in Trichy. Geographical Area Geographical area for my research is Tiruchirappali city.METHOD SECTION This chapter examines the “Impact of video games on college students”. a majority spends their time by playing video games. As the students in Trichy have no access to have possibilities of entertainment. Universe The universe of the research study is the college going boys and girls in Trichy. IInd and IIIrd years in the Arts and 19 . is now emerging out to limelight by providing its people with access of vast communication technologies. Respondents were chosen randomly from these two colleges. This city. The 432 sample is equally divided between the Arts and Science streams. which was once considered to be rural. The 216 youth in Arts and Science stream are divided equally between male and female students. The colleges are Urumu Dhanalakshmi Arts & Science College and Kurunji college of Arts & Science.

432 (sample) 2colleges (216 students per institution) 4 departments ( 54 students from each department) 3 year( I II III year) (18 students from each year) 9 male and 9 female students Instrument of data collection A Questionnaire was designed and it was used as the instrument for collecting data. the questionnaire included Likert type questions with answers ranging from 1 (very often true) to 5 (not at all true). The questionnaire was in English .Some of the questions are of Likert type and a few questions are open ended. The questionnaire was constructed comprising variables from the available research literature. they suggested that certain questions relating to the enforcement of rules for playing video games should 20 .science stream are selected and there were 54 students in each of the four departments which comes to 216 per institution The following table describes the sample. besides elimination of all open ended questions. Besides questions relating to demographics. Pilot study Subjecting the questionnaire to tests resulted in a drastic reduction of questions. When the questionnaire was tested among girls.

It is to be noted that the response from the college principals. This helped me not to put undue pressure on students of having to spend extra time after the college hours. in order to help the students to understand the question . Some colleges were busy with their model examinations so they did not allow the researcher to collect data. Instruction was given to the investigator. The suggestion was accepted and two questions relating to restriction were included. was overwhelming by positive which encouraged me for doing research on a topic of contemporary social change. took more time to answer the questionnaire compared to others who were from the English medium students.have been included. not to suggest answers but to only clarify questions. The Tamil medium students sought more clarifications. In three colleges principals threw me out saying that there were too many people coming to collect data from college students. The English medium students of all classes had practically no clarification to seek. Boys repeatedly asked unwanted questions during the time of data collection. Data collection procedure A total of 432 filled in questionnaires were collected from these 2 colleges. So they did not allow me to approach their students. when approached for help to collect data from their college.The students who are from Tamil medium of instruction at their school level. 21 . I collected data during college hours.

1 %) of them are of 18 years. Two fifth (21.0 101 to 300 250 57.4 20 145 33.9 301 to 500 rupees 55 12.4%) are between the age group of 17 and 19 years. A small percent receives above 300 as their pocket money per week. Above one third of the mothers were employed.6 _______________________________________________________________________ _ Table -1: Age of the respondents One third (33.7 501 to 1000 rupees 19 4. Less than one fourth of the students (22%) (23. The mean age of the students is 18 and the standard deviation is 1. Father’s employment: Majority of the fathers are employed (90. 22 .6 %) of the respondents were of the age 20 years.153 _______________________________________________________________________ _ Pocket money received per week Frequency Percent Below 50 rupees 108 25.4 %).4 Table – 2 Pocket money More than fifty percent of the student’s (58%) received 101 – 300 Rs as a pocket money. One fourth (25%) of the students received below 50 rupees as their pocket money per week.1 19 101 23.9%) and majority of the mothers were not employed (68.Analysis Demographics Age of the respondents Frequency Percent 17 95 22 18 91 21.

9 6.1 4.7 6.6 %) have one TV set at homes.6 12.2 1 TV 2 TV 3 or moreTV Table– 3: Number of television set Three fourth of the students (76. _______________________________________________________________________ _ Tv at home Frequency Percent 0 TV 32 7.2 Playing video games weekends 0 hour Less than one hour 1-2 hour 3-4 hour More than 5 hours Frequency 70 185 120 29 26 percent 16 43 27. (4.0 _______________________________________________ _ Table -4: Number of hours playing video games during weekdays 23 .Siblings: (43. (46.2 %) have three or more TV sets at home.5 %) have one sister and (10 %) of them have two sisters or two brothers. 330 52 18 76.5 %) of the students have one brother.

1 Home 293 Friends house 88 Gaming centers 29 Browsing centers 22 Table -5: Place of playing video games Two third (67.4 6.7 5.2 Sports 100 23.4%) play video games at their friend’s place.3 Others 41 9. students prefer playing video games at home.1 Strategy 27 6.8%) students play video games in their home.8%) play video games at a gaming and browsing centers for playing video games. As there are equipments like consoles for connecting video games with television sets. so they prefer their homr and friend’s place for playing video games.8 20. Whereas one fifth (20.1%) 24 . Place of playing video games Frequency Percentage 67.5 _____________________________________________________________ Table – 6: Type of game One third (32.9 Adventure 139 32.(42%) of the student are play video games for less than one hour. one third of the students play video game for 1-2 hours during weekdays and 14% percent play video games for 3-4 hours and 13% play more than five hours.9%) of them play action oriented video games. One fourth of them (23. (11. Type of game Frequency Percent _______________________________________________________________________ Action 125 28. In gaming and browsing centers the students have to pay.2%) of the students prefer adventurous video games whereas one third (28.

3% felt happy for playing video game.3% plays strategy type of videogames.4% of the players are eager to play more after a video game play. A small percentage 6.4 7.4 8.2 Table. Feeling after playing Frequency Percent _______________________________________________________________________ _ Happy 169 39.8: Don’t like to talk while playing video games 25 .prefer sports oriented video games.9 23. There are thriller experiences in adventure video games.3 18.9%) feel unhappy for playing video games whereas more than one third of them 39.4 Unhappy for having wasted time 198 45. 11. _____________________________________________________________ Don’t like to talk Not at all Rarely Often Sometimes Always Frequency 181 81 100 36 34 Percent 42.7 Eager to play more 49 11.9 _______________________________________________________________________ Table -7: Feeling after playing One fourth of the students (45.3 Disappointed 16 3.

Gender Action Boys 61 Type of game Adventure 79 Sports 56 Strategy 12 Puzzles 24 26 .5% of them play 5 or more hrs of video games. Gender 0 hr Male 44 lessthan 1 hr 104 Playing game 1-2 hr 59 3-4 hr 15 5 or more hr 10 Female Total 26 70 81 185 61 120 14 29 16 26 Table. Girls have home made works in home but boys did not have that.2% of the students not at all or rarely donot like to talk while playing video games.9% of them do not play video games where as 50% of the boys of their 61. so only boys playing more than the girls.6% students always or often donot like to talk while playing video games. 30.For about 61.9 Gender * Playing games in week ends 50% of the girls are of these 62. So majority of the students felt that talking while playing video games does not disturb them.

46. of these 72. Gender Not at all Boys Girls Total 143 102 245 Studies affected Rarely 60 53 113 only sometimes 16 18 34 often 10 26 36 always 3 1 4 Table. Girls wanted to do their academic best so they might not concentrate in other activities. The boys are more vulnerable to action oriented games.2% often their studies affected playing video games.5% of the girls to play puzzle games.6% of the boys like to play action games.4% of them are not at all affected in their studies because of playing video games. Where as boys spend their leisure time in entertainment so they play more video games apart from the studies.Girls 64 60 44 15 17 Total Table.3% of the boys.10 125 139 100 27 41 Gender * Type of games 50% of the girls of these 58. Type of game Not at all Rarely Late sleep only sometimes often always 27 . Where as 50% of the boys of their 55.11 Gender * Studies affected 53.7% of the girls of their 58.

Action Adventure Sports Strategy Puzzles Total 35 38 31 8 14 126 25 41 32 8 11 117 39 31 23 5 7 105 14 16 9 4 6 47 12 13 4 2 3 36 Table. Pestering parents for money to buy video games.3 % of the students who play adventure type of video games of these 36.1% of them often go to sleep late 29% of the students who play action type of video games of these 37.1% of the students go only sometimes go to sleep late night.12 Type of game * Late sleep 32. a t-test was performed on the Likert type variables with gender as the grouping variable. Studies affected due to playing video games. 3. This study looked at the characteristics that distinguish male and female students with regard to playing video games and its influence The variables are 1. 2. Research Question #1 Is the impact of playing video games is different for boys and girls? In order to find out the answer for this research question. As adventure type of game have thriller and more levels. Late sleep due to playing video games. 28 . so this might make them to go sleep late night.

More male students do not 29 .39 Gender Female 2.p=.157. Studies affected due to playing video games. p=. 5.4.994)=-3.68) t {(581) =3. I do not like to talk while playing video games Male 2.02.65) when compared to females (M=1. Violence is a justifiable way to get things done. Pestering parents for money to buy video games.25 1.2968.25) t {(395. I Do not like to talk while playing video games Variables Late sleep due to playing video games.39) t{(387.125.63) t {(430) =-2.40) more when compared to female students (M=1.185.39 2. Playing video games studies affected for the male students (M=1.002}. Violence is a justifiable way to get things done. p=.88) more when compared to female students (M=1.00) when compared to girls students (M=2.642) =-2.63 1.22 Table -13: Mean of Male and Female students Boys due to playing video games boys go to sleep later (M=3.40 1. p=002.60 1. male students pester parents for money to buy video games (M=1.65 2.27 1.02} Male students take violence as a justifiable way for getting things done more (M=1.88 1.

video game is one factor and boys prefer violent oriented programs as the violence in the video games can desensitize violence and alter the perception of reality.578)=-3. As boys spend long hours in playing video games due to the attractive features and the adventures levels they concentrate more on playing rather than studies. Independent variable Number of hours playing video games in a weekday’s is collapsed into a categorical variable video game players. As they easily get addicted to the video to talk while playing video games (M=2.22) t {(406.p=. the time for playing video games and pestering money for buying video games will be less so their studies might not be affected when compared to males. As gaming is a part of male activity. As girls often prefer soft nature games like puzzles they may not behave violent. In the case of girls.39) when compared to female students (M=2.Those who play video games less than for one hour (n=184) are labeled light players. their playing habit is limited and hence it may not be possible for them to have disturbed sleep. Boys as they want to update themselves with the new technological gadgets they pester money from their parents. If they talk with others they might think that they will lose the levels so they avoid talking with others.003. It can give them an idea that the violence is an acceptable way to deal with problems and conflicts. Research Question # 2 In order to find out the answer for the research question “What are the effects of playing video games among college students” I performed a series of anova. moderate players are those who access one to two hours or those 30 . As girls want to be good in academics.034.

3. to arrive at answers for the research question What is the effect of playing video games among college going boys and girls? 1. 3. Aggression due to the exposure of the violent video games 2. Disturbed sleep due to playing video game 4.000 . 2 31 . Violence is a justifiable way to get things done.04 2 2 432 427 6.501 3.000 5. Disturbed sleep due to playing video game 4. 5.063 . video game players as the independent variable on the following dependent variable. Aggression due to the exposure of the violent video games 2. Considering their happiness first.685 .110 . _______________________________________________________________________ Dependent variable df N F p _______________________________________________________________________ _ 1. Violence is a justifiable way to get things done.01 . Disobeying parents. Considering their happiness first.who play three to four hours video games (n=134) and heavy players are those who play five hours or more (n=54) per day.027 3. A one–way analysis of variance was performed with compound variable. Disobeying parents.02 2 428 8. 2 427 428 4.

869* 1.456* 1.444 1.350* 1.371 1. Considering their happiness first.534* 2.778* 5. 1. .774* 2.061* 1.686 Table-15 : Result of post-hoc Tukey Tests 32 . Violence is a justifiable way to get things done.384* 2. 3. 2.000* 1. Aggression due to the exposure of the violent video games 1.590 2.329* 1. Disobeying parents._______________________________________________________________________ Table -14 : Shows the result of one way analysis of variance Independent variable Dependent variable Light players Moderate players Heavy players _______________________________________________________________________ 1.388* 1. Disturbed sleep due to playing video game 4.

The number of hours they spend for playing is less so they may not behave aggressive. So this mind setup makes them to accept violence as justifiable way to get things. 3 The students who are moderate players (M=2. The moderate players have the possibility of getting dreams of the game sequence if they have not finished the games. Where as the light and moderate college going students. 2.384). The test related that. Moderate players they might not play vigorously so the possibility of accepting violence is less. The moderate players as they play for a longer duration when compared to the light players. Students who are heavy players aggressively play video games. 1. Heavy players play video game for a longer period choosing any type of games. The games they play might contain violence so exposing to violence makes them to behave aggressive.869) Playing video games accept violence is a justifiable way to get things done compared to students who are moderate players (M= 1.329) and light players (M= 1.388) playing video games makes them to have disturbed sleep when compared to the students who are light players (M= 2. Their vigorusness in playing video games makes them to win in the game. they might indulge in some other entertainment activities. So they may not consider violence as factor for getting things.778) to behave aggressive compared to moderate players (M= 1.A Post hoc Tukey test was performed to see if any of the three categories of users was significantly different from the others.456). Heavy players (M=1.061). this makes them to have disturbed sleep so 33 . Playing video games makes heavy players (M=1.

the duration they play video game is less. As the heavy players do not want to withdraw from the game levels.they wake up early in the morning to play.000) consider their happiness first when compared to students who are moderate players (M= 1. 34 . 4.534). so they might not be as selfish as the heavy players. The heavy players consider their happiness first because when they want to play and as long as they play as independent and alone. 5. Light players as they play for a less time they do not worry about the game even if they fail in the entry levels. Whereas for the moderate players. The heavy players are highly disobeying their parents than the moderate players.774) playing video games makes them disobey their parents more compared to students who are moderate players (M= 1. and don’t want to be the loser they would not didn’t get up from game even if their parents offer a work. The heavy players (M=1. The heavy players (M=2.340).

Discussion Male students spent more time to play video games and are interested in playing videogames. Males are more likely than girls to play action and sports simulation video games while girls were found to play platform games and puzzlers 35 . Boys prefer the games which are of adventure and action types. On any given day forty four percent of the boys report playing than girls to play action and sports video games compared to seventeen percent of the girls (Shanarosen. whereas girls because of their soft nature they prefer to play puzzles and strategy type of video games. The action and adventure type of video games makes disturbed sleep among the boys. Regardless of the age. Studies also showed significant difference in boys and girls in their game playing behaviour. Due to the vigorous playing of violence component video games makes male students to accept violence as a justifiable way of getting things done. Computer and video games are the sources of conversation and interaction among many students today. boys spent substantially more time playing video games than girls. 2002).

The students who are heavy players disobey their parents and they consider their happiness first . 2004). Once they play video games for long hours there is the decrease in sleep (Bulck. this might make them to disobey the parents even if they give some work.significantly more than those boys. Male students often pester their parents for buying video games and they don’t like to talk while playing video games. As there are more levels in playing video games once they are distracted they lose the levels in the video games. 36 . 2006) as boys get addicted to video games very easily due to the attractive elements they skip their home work and assignments and to escape from the house hold works. Nine out of the ten (89%) of the top selling video games contained violence about half of all games contained serious violence and seventeen percent featured violence as primary focus of the game (Funk.majority of the games are single player so the students have to play alone and independent they do not want to lose their scores. 1993) violence in these video games. The amount of time students spent playing video games correlate with poorer grades and attention problems in the education institution (Walsh. Playing long hours of games could result in replaying game images during sleep onset.They also do not allow others to keep high scores.

As the sample size that was taken for the research is small. 37 .Conclusion Video games are still preferred by the college students. They play more video games during the weekdays. significance test (A one way analysis of variance) does not support the number of hours playing video games and studies affecting. This makes them to get low grades in their academics.

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Your stream of studying? ______________ ______________ 42 . Please tick which is appropriate to you Demographics: 1. Male b.Annexure – I The purpose of the survey is to aid in the research “ Effect of video games on college students”.Female 3. Please note that all survey responses will be kept confidential. Your sex a. I thank you in advance for both your time and cooperation.Your age 2.

Do you have sisters? a. Below 5. 3 d.000 Rs b. RS 10001 – 15. Do you have brothers? a. How many TV sets you have? a. Above 15. No 5.001 6. No ______________ ______________ ______________ ______________ ______________ _____________ _____________ ______________ _____________ 12. 4 e.Yes b. None 8. 3 d.000 d. How much pocket money you receive for a week 7. How many hours do you play video games on college days? a) 0hr ____________ b) 1-2 hrs 43 . Yes b. 2 c.a) arts b) science 3. No 10. Do you have computer at home? a. Is your mother employed? a. What is your family monthly income? a. Is your father employed? a.Yes b. 1 b. 3 e. 4 e. None 9. 1 c. Do you play video games? a. Rs 5001 – 10000 c. No 4. more than 3 11. 0 b. 2 c. 2 d. Yes b. 1 b.

PIRATE a) Not at all b) Rarely c) Only sometimes d) Often e) Always 4.c) 3-4 hrs d) 5hrs or more 13. BUY a) Not at all b) Rarely c) Only sometimes d) Often e) Always ________ ____________ 2. BORROW a) Not at all b) Rarely c) Only sometimes d) Often e) Always ________ 3. RENT a) Not at all b) Rarely c) Only sometimes d) Often e) Always ________ ________ 44 . How many hours do you play video games on Holidays? a) 0hr b) 1-2 hrs c) 3-4 hrs d) 5hrs or more 14) How do you get video games to play? 1.

How often do you pester your parents to buy video games? a) Not at all _________________ 45 .15) What type of game do you prefer? a) Action a) Not at all b) Rarely c) Only sometimes d) Often e) Always b) Adventure a) Not at all b) Rarely c) Only sometimes d) Often e) Always c) Sports a) Not at all b) Rarely c) Only sometimes d) Often e) Always d) Strategy a) Not at all b) Rarely c) Only sometimes d) Often e) Always 16) Where do you play video games? a) Home b) Friend’s house c) Gaming centers d) Browsing center e) Relative place _________________ _________________ _________________ _________________ _________________ ________ ________ ________ ________ 17.

How often do you consider your happiness first while playing video games? a) Not at all ________________ b) Rarely c) Only sometimes d) Often e) Always 19. How often do you think your study is affected by playing video games? a) Not at all _____________ b) Rarely c) Only sometimes d) Often e) Always 23. How often do you don’t like to talk with others while playing video games? a) Not at all _______________ b) Rarely c) Only sometimes d) Often e) Always 20. How do you feel after playing video games? a) Happy ______________ b) Disappointed ______________ c) eager to play more ______________ d) un happy for wasted time ______________ 21) Do you think the playing video games affect your studies? __________ a) Yes b) No 22. Do your parents allow you to play video games? a) Not at all b) Rarely c) Only sometimes d) Often e) Always _____________ 46 .b) Rarely c) Only sometimes d) Often e) Always 18.

How often do you have late sleep after playing video games? a) Not at all ____________ b) Rarely c) Only sometimes d) Often e) Always 26. When do you play video games? a) Morning b) After noon c) Evening d) Night ______________ 27) With whom do you play? a) ALONE b) With my friends c) With my brothers and sisters d) Parents e) Others specify 28) Do you have snacks while playing video games? a) Yes ______________ _______________ 47 .24. How often do you disobey your parents while playing video games? a) Not at all _____________ b) Rarely c) Only sometimes d) Often e) Always 25.

48 .b) No 29) How often do you behave aggressive after playing video games? a) Not at all _______________ b) Rarely c) Only sometimes d) Often e) Always Thank you for your cooperation.

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