مقایسه اشتیاق برای برقراری ارتباط در نوجوانان علاقه‌مند به سبک‌های مختلف بازی‌های رایانه
محورهای موضوعی :
روانشناسی
رقیه نوری پور لیاولی
1
,
محمدعلی فردین
2
,
محمود شیرازی
3
,
غلامعلی افروز
4
,
مهدی دهستانی
5
1 - دانشجوی دکترای مشاوره، دانشگاه الزهرا، تهران، ایران
2 - دانشجوی دکترای روانشناسی تربیتی، دانشگاه آزاد اسلامی واحد زاهدان، زاهدان، ایران
3 - دانشیار گروه روانشناسی، دانشگاه سیستان و بلوچستان، زاهدان، ایران
4 - استاد گروه روانشناسی و آموزش کودکان استثنایی، دانشگاه تهران، تهران، ایران
5 - دانشیار گروه روانشناسی، دانشگاه پیام نور، تهران، ایران
تاریخ دریافت : 1394/11/01
تاریخ پذیرش : 1394/12/16
تاریخ انتشار : 1395/05/01
کلید واژه:
بازی رایانه‌ای,
شتیاق برای برقراری ارتباط,
سبک بازی,
چکیده مقاله :
هدف از پژوهش حاضر، مقایسه اشتیاق برای برقراری ارتباط در نوجوانان علاقه‌مند به سبک‌های مختلف بازی‌های رایانه‌ای بود. روش این پژوهش، توصیفی از نوع علی- مقایسه‌ای است. جامعه آماری آن را کلیه نوجوانان و جوانان پسر مراجعه‌کننده به گیم نت‌های شهر زاهدان (25 گیم‌نت)، در سال 1394 تشکیل می‌‌دهند. روش نمونه‌گیری، خوشه‌ای چندمرحله‌ای بود که هشت گیم‌نت به صورت قرعه‌کشی انتخاب و سپس، از بین مراجعه‌کنندگان به گیم نت‌های مذکور، نمونه مورد نظر که شامل 156 نفر بودند به صورت تصادفی ساده (قرعه‌کشی) از بین اسامی موجود در گیم نت انتخاب شدند. به منظور گردآوری اطلاعات از پرسش‌نامه اشتیاق برای برقراری ارتباط مک کروسکی استفاده گردید. نتایج تحلیل واریانس یک‌راهه نشان داد که بین اشتیاق برای برقراری ارتباط در گروه‌های مختلف علاقه‌مند به سبک‌های بازی رایانه‌ای (آنلاین گسترده تیمی، انفرادی و ترکیبی)، تفاوت معناداری وجود دارد (0/01 ≤P). بدین ترتیب که مخاطبان علاقه‌مند به سبک بازی آنلاین گسترده تیمی و سبک ترکیبی، از اشتیاق به برقراری ارتباط بیشتری نسبت به علاقه‌مندان سبک‌های بازی رایانه‌ای انفرادی برخوردار می‌باشند. همچنین، نتایج نشان داد که اشتیاق برای برقراری ارتباط در آزمودنی‌هایی که گیم نت و هر دو مکان منزل و گیم نت را به عنوان محل بازی انتخاب می‌کردند از آزمودنی‌هایی که تنها منزل را به عنوان محل مورد علاقه برای بازی انتخاب می‌کردند، بیشتر بود. لذا با توجه به نتایج این پژوهش، می‌توان دریافت که هر یک از سبک‌های بازی‌های رایانه‌ای، می‌تواند تأثیر مختلفی بر مخاطبان خود داشته باشد.
چکیده انگلیسی:
The present study was aimed to compare willingness to communicate among adolescents interested in different styles of computer games. The method of this study was descriptive and casual-comparative design. Statistical population included all boy adolescents and youths who referred to all of 25 Internet gaming cafés in Zahedan in 2015. Sampling method was multi-stage cluster sampling which 8 Internet gaming cafés were selected randomly among all of Internet gaming cafés and then among all of referred people to them 156 individuals were selected by using simple random sampling (sortation). McCroskey’s Willingness to Communicate Scale was used to collect data. The results of one way ANOVA indicated that there was significant differences between willingness to communicate in different groups interested in styles of computer games (extensive online team, individual and combined games) (P≤0.01). In this regard, those who were interested in extensive online team and combined games were more willing to communicate in comparison of those who were interested in individual games. Also, results released that subjects who chose both Internet gaming cafés and house as places to play were more willing to communicate compared to those who only selected their houses to play. Therefore, results of this study showed that each of the styles of computer games can have tremendous effect on audience.
منابع و مأخذ:
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Bastani, G. (2007). Principles and techniques of effective communication with others (second edition). Tehran: Phoenix. (in Persian).
Beyrami, M., Mohammadpur, W., Gholamzadeh, M., & Esmaili, B. (2012). Compare students' happiness and willingness to communicate in attachment styles. Journal of Behavioral Sciences, 6(2), 109-105. (in Persian).
Coole, H., & Griffiths, M. (2007). Social interactions in massively multiplayer online role-rlaying gamers. CyberPsychology & Behavior, 10(4), 575-583
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Ducheneaut, N., & Moore, R. J. (2005). More than just ‘XP’: Learning social skills in massively multiplayer online games. Interactive Technology & Smart Education, 2(2), 89-100.
Ebrahimi, Y. (2014). Video games and the gender gap. Seasonal Special Edition of Email Journal, 1(1), 108-111. (in Persian).
Fardin, M. A., Shirazi, M. (2016). Comparing social support in adolescents interested in different types of computer games. Iran J Health Educ Health Promot, 4(1), 65-73. (in Persian).
Framanbar, R., Tavana, Z., Estibsar, F., & Atrkar, Z. (2013). Relationship between computer games and aggression in students in Rasht city. Health Education and Health Promotion Journal, 1(3), 57-66. (in Persian).
Gentile, D. A., & Stone, W. (2005). Violent video game effects on children and adolescents: A review of the literature. MINERVA PEDIATR, 57(6), 337-358.
Gentile, D. A., Anderson, C. A., Yukawa, S., Ihori, N., Saleem, M., Ming, L. K., & Sakamoto, A. (2009). The effects of prosocial video gameson prosocial behaviors: International evidence from correlational, longitudinaland experimental studies. Personality and Social Psychology Bulletin, 35(6), 752-763.
Granic, S., Lobel, A., Rutger, C., & Engels, M. (2014). The benefits of playing video games. American Psychological Association, 69,(1), 66-78.
Green, C. S., & Bavelier, D. (2012). Learning, attentional control, and action video games. Current Biology, 22(6), R197-R206.
Hughes, F. (2009). Psychology of play "Children, play and grow" (Translated by Ganji, K.). Tehran: Roshd Publication. (in Persian).
Jalalzadeh, B., & Doran, B. (2009). Decoding of computer games: A case study of computer game "Special Operation 85". Journal of Cultural Studies, 2(7), 96-77. (in Persian).
Lemola, S., Brand, S., Vogler, N., Perkinson-Gloor, N., Allemand, M., & Grob, A. (2011). Habitual computer game playing at night is related to depressive symptoms. Personality and Individual Differences, 51(2), 117-122.
Park, E., Baek, S., Ohm, J., & Joon Chang, H. (2014). Determinants of player acceptance of mobile social network games: An application of extended technology acceptance model. Telematics and Informatics, 31(1), 3-15.
Rastegar, Z. (2013). Lifestyle in the gaming. Retrieved from http://borhan.ir/nsite/ fullstory/news/?Id=5060 (in Persian).
Seo, S., & DaCosta, B. (2015). Predicting video game behavior: An investigation of the relationship between personality and mobile game play. Games and Culture, 10(5), 481-501.
Steinkuehler, S., & Duncan, S. (2008). Scientific habits of mind in virtual worlds. Journal of Science Education and Technology, 17, 530-543.
Sun, Y., Zhao, Y., Qi Jia, Sh., & Yi Zheng, D. (2015). Understanding the antecedents of mobile game addiction: The roles of perceived visibility perceived enjoyment and Flow. PACIS 2015 Proceeding, Paper 141.
Tear, M. J., & Nielsen, M. (2013). Failure to demonstrate that playing violent video games diminishes prosocial behavior. PLOS ONE Journal, 8(7), 68-75.
Velez, J. A., Mahood, C., Ewoldsen, D. R., & Moyer-Gusé, E. (2012). Ingroup versus outgroup conflict in the context of violent video game play: The effect of cooperation on increased helping and decreased aggression. Communication Research, 41(5), 607-626.
Williams, D., Ducheneaut, N., Xiong, L., Zhang, Y., Yee, N., & Nickell, E. (2006). From tree house to barracks: The social life of guilds in World of Warcraft. Games & Culture, 1(4), 338-361.
Yee, N. (2006). Motivations of play in online games. Journal of CyberPsychology and Behavior, 9, 772-775.
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Barnett, J., & Coulson, M. (2010). Virtually real: A psychological perspective on massively multiplayer online games. Review of General Psychology, 14(2), 167-179.
Bastani, G. (2007). Principles and techniques of effective communication with others (second edition). Tehran: Phoenix. (in Persian).
Beyrami, M., Mohammadpur, W., Gholamzadeh, M., & Esmaili, B. (2012). Compare students' happiness and willingness to communicate in attachment styles. Journal of Behavioral Sciences, 6(2), 109-105. (in Persian).
Coole, H., & Griffiths, M. (2007). Social interactions in massively multiplayer online role-rlaying gamers. CyberPsychology & Behavior, 10(4), 575-583
Doran, B., Azadfallah, P., & Eje'i, J. (2002). Check computer games and social skills of adolescents. Journal of Psychology, 21(1), 5-17. (in Persian).
Ducheneaut, N., & Moore, R. J. (2005). More than just ‘XP’: Learning social skills in massively multiplayer online games. Interactive Technology & Smart Education, 2(2), 89-100.
Ebrahimi, Y. (2014). Video games and the gender gap. Seasonal Special Edition of Email Journal, 1(1), 108-111. (in Persian).
Fardin, M. A., Shirazi, M. (2016). Comparing social support in adolescents interested in different types of computer games. Iran J Health Educ Health Promot, 4(1), 65-73. (in Persian).
Framanbar, R., Tavana, Z., Estibsar, F., & Atrkar, Z. (2013). Relationship between computer games and aggression in students in Rasht city. Health Education and Health Promotion Journal, 1(3), 57-66. (in Persian).
Gentile, D. A., & Stone, W. (2005). Violent video game effects on children and adolescents: A review of the literature. MINERVA PEDIATR, 57(6), 337-358.
Gentile, D. A., Anderson, C. A., Yukawa, S., Ihori, N., Saleem, M., Ming, L. K., & Sakamoto, A. (2009). The effects of prosocial video gameson prosocial behaviors: International evidence from correlational, longitudinaland experimental studies. Personality and Social Psychology Bulletin, 35(6), 752-763.
Granic, S., Lobel, A., Rutger, C., & Engels, M. (2014). The benefits of playing video games. American Psychological Association, 69,(1), 66-78.
Green, C. S., & Bavelier, D. (2012). Learning, attentional control, and action video games. Current Biology, 22(6), R197-R206.
Hughes, F. (2009). Psychology of play "Children, play and grow" (Translated by Ganji, K.). Tehran: Roshd Publication. (in Persian).
Jalalzadeh, B., & Doran, B. (2009). Decoding of computer games: A case study of computer game "Special Operation 85". Journal of Cultural Studies, 2(7), 96-77. (in Persian).
Lemola, S., Brand, S., Vogler, N., Perkinson-Gloor, N., Allemand, M., & Grob, A. (2011). Habitual computer game playing at night is related to depressive symptoms. Personality and Individual Differences, 51(2), 117-122.
Park, E., Baek, S., Ohm, J., & Joon Chang, H. (2014). Determinants of player acceptance of mobile social network games: An application of extended technology acceptance model. Telematics and Informatics, 31(1), 3-15.
Rastegar, Z. (2013). Lifestyle in the gaming. Retrieved from http://borhan.ir/nsite/ fullstory/news/?Id=5060 (in Persian).
Seo, S., & DaCosta, B. (2015). Predicting video game behavior: An investigation of the relationship between personality and mobile game play. Games and Culture, 10(5), 481-501.
Steinkuehler, S., & Duncan, S. (2008). Scientific habits of mind in virtual worlds. Journal of Science Education and Technology, 17, 530-543.
Sun, Y., Zhao, Y., Qi Jia, Sh., & Yi Zheng, D. (2015). Understanding the antecedents of mobile game addiction: The roles of perceived visibility perceived enjoyment and Flow. PACIS 2015 Proceeding, Paper 141.
Tear, M. J., & Nielsen, M. (2013). Failure to demonstrate that playing violent video games diminishes prosocial behavior. PLOS ONE Journal, 8(7), 68-75.
Velez, J. A., Mahood, C., Ewoldsen, D. R., & Moyer-Gusé, E. (2012). Ingroup versus outgroup conflict in the context of violent video game play: The effect of cooperation on increased helping and decreased aggression. Communication Research, 41(5), 607-626.
Williams, D., Ducheneaut, N., Xiong, L., Zhang, Y., Yee, N., & Nickell, E. (2006). From tree house to barracks: The social life of guilds in World of Warcraft. Games & Culture, 1(4), 338-361.
Yee, N. (2006). Motivations of play in online games. Journal of CyberPsychology and Behavior, 9, 772-775.
