Computer Games in the Lives of Adolescents Receiving Vocational Education
The motives of gaming and its possible consequences that the virtual game process gives were determined at the first stage of the study using the focus group method. At the second stage of the study, which involved adolescents receiving vocational education, using the questionnaire method, the main psychological and social components of their passion for computer games were identified. It has been established that in the studied sample among the list of virtual activities, computer games are in the lead. Frequency analysis of teenagers' answers to the question "What benefits do you see in computer games?" of this questionnaire indicated the dominance of the following variants of them: playing, they spend time interestingly; communicate with friends; develop such mental abilities as attention, memory, logical thinking. The least significant motives of the game are: replenishment of the feeling of loneliness; making money; incarnation in the role of a favorite hero and the creation of an image. As a result of the frequency analysis of answers to the questionnaire question “What form of human life activity do computer games violate?” it was found that the majority of our respondents have little idea of their negative consequences. At the same time, it was revealed that only 13.5% of adolescents do not see alternatives to computer games. For the majority of adolescents, communication with peers, spending time together may be preferable in relation to computer games.
Keywords: : computer games, preferences, motives, positive and negative consequences of the game, adolescents receiving vocational education
Publication rubric: New Opportunities and Risks of Communication in The Digital Environment
Article type: theses
For citation: Hreben N.F., Ageenkova E.K. Computer Games in the Lives of Adolescents Receiving Vocational Education. Digital Humanities and Technology in Education (DHTE 2023),, pp. 460–475.
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