Nazarbayev Intellectual School Of Physics And Mathematics in Shymkent

Global Perspectives

RESEARCH REPORT
Topic: How do computer games affect to the lifestyle of
teenagers and children in Kazakhstan?

Completed by: Ayaulym Tilep

Checked by: Nurlan Ahmedov
 How do computer games affect to the lifestyle of teenagers
and children in Kazakhstan?
Introduction
Computer game addiction is a type of behavioral addiction, which is characterized by a
compulsive need to play video games that interferes with everyday life activities. It is estimated
that up to 80% of 12- and 13-year-olds who play video games are computer addicts, and the
problem is more prevalent in males than females.

Gambling games are getting too widely distributed due to in-country using the network
developing among teenagers and children. In addition, western video games in different genres
are widely spreading among adolescents, such as role-playing, multiplying, shooters, arcade,
action, adventure, sports games, fighting, racing, etc.

Health issues such as obesity, sleep deprivation, insomnia, circadian rhythm disorders,
depression, aggression, anxiety, headache, and eye fatigue related to video games negatively
affect the health of adolescents, making them vulnerable to various diseases.

The information technology (IT) sector in Kazakhstan is rapidly expanding and

developing. The government of Kazakhstan is actively supporting the IT sector and is providing
substantial investment in the development of infrastructure and technology in the country.
Additionally, new ideas, inspiration, and startup projects in the domain of 3d modeling,
animation, and games of young programmers play a vital role in the IT sector.

Context
Computer games are games played on or using electronic devices, such as gaming
consoles, smartphones, tablets, virtual reality headsets, or computers. These games typically
involve elements of strategy, luck, and/or skill, and can be played either alone or with multiple
players. Examples of computer games include first-person shooters, real-time strategy games,
and puzzle games.
Computer game addiction is a type of behavioral addiction, which is characterized by a
compulsive need to play video games that interferes with everyday life activities. It is estimated
that up to 80% of teenagers in Kazakhstan who play video games may be addicted, and the
problem is more prevalent in males than females. Signs of computer game addiction can include
neglecting personal hygiene, skipping meals, and avoiding social activities. Treatment for
computer game addiction can include psychological therapy, medication, and joining support
groups.

Computer games can have both positive and negative effects on teenagers and children.
Many psychologists and scientists believe that playing video games offers some privileges
particularly by teaching higher-level and abstract thinking skills.

Playing video games changes the brain’s physical structure, like the way the brain
changes when a person learns to play the piano or read a map. The brain is a muscle and can be
built up with exercise. The combination of concentration splashes when playing games helps to
strengthen neural circuits, giving the brain a real workout.

Video games can improve mental skills, such as:

 Problem-solving and logic.
 Hand-eye coordination, spatial skills, and fine motor coordination.
 Logistics, resource management, and planning.
 Speedy analysis and decision-making.
 Accuracy.
 Math and reading skills.
 Cooperation and teamwork with multiplayer games.

Besides this, there are numerous benefits of computer games in education, including
improved, critical thinking, and decision-making skills; increased memory capacity; improved
digital literacy and technical skills; and increased engagement and motivation in students. Alike
computer games can help students develop social skills, such as collaboration and
communication, and can help to teach important real-world concepts, such as problem-solving
and goal-oriented thinking. Video games can also provide a safe and fun environment in which
to practice and apply skills, and can help to make learning more enjoyable. Likewise, in
education games can be one way to revive new ideas, and students involved in the development
or creation of new games can develop them by combining studies, interests, and projects.

Playing computer games can have many negative effects on players, including physical
health problems, poor sleep hygiene, exhaustion, dehydration, obesity and heart problems,
aggression, and addiction. Furthermore, playing computer games can also lead to psychological
issues such as low self-esteem, reduced motivation, emotional suppression, and increased
aggression. Repetitive stress injuries and other physical injuries can also occur from playing
computer games for extended periods. Furthermore, playing violent video games can harm
young children, clouding their judgment and leading to an increase in aggressive behavior.

The main downside of using games in education is that they can be a source of
distraction, they can take a long time to learn and design properly, they may not always be
created equally, and they can lead to addiction and withdrawal symptoms in some cases.
Moreover, the skills learned through video games may be forgotten or overlooked when tested,
and the fundamental level of learning may be discarded by some students. Finally, some games
may be designed to be addictive rather than educational, which can lead to negative outcomes.

Aims
I set out to study the impact of computer games on teenagers and children, which is
associated with the development and distribution of games of various genres. Video games affect
a teenager in all areas of activity like health, hobbies, and education which are important
components of things in a child's life. This study treats video games as serious games but
considers their effectiveness as a controversial issue, finding that only a few games result in
improved learning and mood of teens, while others have no positive effect on well-being, mental
and physical health, knowledge, and skills acquisition, when compared to more traditional
methods of teaching.

Method
The main audience of my research is teenagers who study in elementary and middle
grades. For extensive research, I chose the interview method because by asking a question they
were able to answer without hesitation and see their facial expressions when answering questions
by using their skills of critical thinking.
Interviewing is a qualitative research method that involves asking questions to gather
data from respondents. Interviews are different from questionnaires as they involve social
interaction [1], and the researcher needs to be trained in how to properly conduct the interview.
The interviewer and the respondents sit together and have a conversation for a specific purpose.
Interviews can be structured, semi-structured, or unstructured, depending on the type of data
being collected. Structured interviews involve asking predetermined questions in a set order,
while semi-structured and unstructured interviews involve more open-ended questions.
 The main reason for choosing the interview technique is to select the ideal candidates
for the questionary. Meeting with the candidate allows for a questionary to determine how little
or how much training the candidate may require.

Results
Conclusion
Evaluation
Further Research
Bibliography
Granic, I., Lobel`, A., & Engels, R. C. (2014). The benefits of playing video games. American
psychologist, 69(1), 66.
Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: a
systematic literature review. International Journal of Educational Technology in Higher Education, 14(1),
1-33.
Byrne, M. (2001). Interviewing as a data collection method. AORN Journal, 74(2), 233-233.

Appendices