Educational and research work. The role of computer games in the life of a modern student. What are the benefits of the Internet?

Municipal budgetary educational institution

Bondarskaya secondary school

Educational and research work on the topic:

The role of computer games in the lives of students at our school

Computer science major

Executor:

8th grade, MBOU Bondarskaya secondary school, Kuskova Alina Andreevna

Scientific adviser:

computer science teacher Marina Pavlovna Tochtova

Tambov - 2015

CONTENT

Introduction_______________________________________________________________3

The history of computer games____________________5

Classification of computer games_________________________________6

Classification of computer games by genre _________________ 6
Classification of computer games by the number of players and the method of their interaction _________________________________________________ 8
Classification of computer games by subject _______________ 9

Opinions about computer games______________________________ 10

Scientists' opinion_______________________________________________10
Questionnaire among students ___________________________________12
Parents' opinion_______________________________________________17

Computer games tournament. Suggestions for holding_______ 19

Conclusion _____________________________________________20

References _____________________________________________________22

Introduction

From the TV screen and from parents I often hear that computer games are useless and harmful, computer toys take up a lot of precious time and distract from studying and communicating with peers. But it always seemed to me that it was terribly interesting, develops memory, and occupies my free time. I decided to study this issue. I started my research by studying the theory; learned the history of computer games. I read the opinions of experts about the dangers and benefits of computer games. Conducted a survey among schoolchildren to study their opinions about computer games. As a result, I have developed recommendations for children on choosing computer games.

One well-known toy company conducted a survey of boys from 5 to 12 years old on the topic: “What games do you like?” Result: 80% of respondents answered: “Computer games.” The issue of the dangers of computers and computer games for children is discussed very often. For this reason, some especially fearful parents immediately forbid their children to play, sometimes only causing boys and girls to become even more interested in computer games. There is another extreme: parents do not at all watch what exactly their son or daughter is playing. Having learned these interesting facts, I decided to learn more about computer games and their role in the lives of students at our school.

Purpose of the study: to figure out the role of computer games in the lives of students at our school.

Research objectives:

find out what types of computer games exist;

find out the opinion of experts about the benefits and harms of computer games in the development of children;

find out which games the students of our school play most, and what they think about the dangers and benefits of computer games;

Hypothesis:

Object of study : computer games, the role of computer games in the lives of students in our school.

Research methods: literature analysis; processing of received data; constructing charts and graphs using the MS Excel computer program; generalization of the obtained results.

The history of computer games.

Scientific and technological progress, which gained dizzying speed by the end of the twentieth century, gave rise to such a miracle of our time as the computer and computer technology. The invention of computers served as a turning point in the development of many industries. Along with the advent of computers, computer games appeared, which immediately found a lot of fans.

The first primitive computer games were developed in England and the USA in the early 60s of the last century. They imitated games: "Tic Tac Toe", "Tennis for Two", "Ping Pong", as well as "Space War and John's Big Adventure". The platforms for such games were large university computers, games were created by teachers, and some of the games became doctoral dissertations for them. One of the first creators of computer games in Russia was Alexey Pozhitnov, who worked at the Academy of Sciences, who in 1985 created the well-known “Tetris”, which conquered the whole world.

As computers improved, games also improved, attracting more and more people. Computer games are especially popular among elementary and middle school students. Today, computer technology has reached such a level of development that allows programmers to develop very realistic games with good graphics and sound design.

2. Classification of computer games.

2.1 Classification of computer games by genre.

The genre is determined by the purpose of the game. The following genres are distinguished:

Action(from the English Action) - games consisting mainly of combat scenes, fights and shootouts. A similar genre in cinema is action. The action is divided into:

Survival Horror (from the English Survival / Survival and Horror / Horror).

Adventures(aka adventure games, from the English Adventure) - games that have a full-fledged literary plot, and the player himself reveals all the twists and turns of this plot during the game;

Strategies- a game that requires the development of a strategy, for example, to win a military operation. These are games where the player is given the right to direct the activities of computer characters subordinate to him. In this case, the player can act as a leader: the commander of a special forces detachment, the commander-in-chief of the army, and even the head of state. At the same time, the person does not see his hero on the screen, but invents a role for himself. It is useful because it develops balanced thinking, brain discipline, which allows you to build pictures of unfulfilled events. Long-term memory improves. Strategy - games in which you need to build your own cities, run a business, manage a huge army, etc. The gameplay can take place both in real time (RTS - real time strategy) and turn-based (TBS - turn based strategy).

Simulators- the main principle of the simulator is to accurately reproduce the features of a certain thematic area (for example: a car simulator should reproduce the physical features of cars as accurately as possible). They are useful in that the player acquires technical skills that can be applied in real life.

Puzzles- games that consist entirely or more than half of solving various logical problems like solving a Rubik's cube; computer implementation of board games, such as chess, cards, checkers, Monopoly and others.

Fun- games mainly aimed at children, where the psychological impression of the picture happening on the screen is much more important than the game process itself - for example, bursting bubbles;

Educational- games that include elements of educational programs that are presented through the gameplay itself and, due to increased interest in them due to the unusual surroundings, are subsequently well remembered.

Role-playing(from the English RPG - Role Playing Game) is a genre of games, the distinctive feature of which is that the characters have certain skills and characteristics, which can subsequently be improved or even acquired new ones by first performing some actions. Also, games of this genre often have an inventory system, that is, in the process of passing the player can find/purchase new types of weapons, armor, aids, etc. RPG can be of different genres: from strategy to action.

2.2. Classification of computer games by the number of players and the way they interact.

Singles(single-user) Designed for playing alone, against the computer.

Multi-user: Designed for play by several people (usually up to 64) over a local network or the Internet. Often found as an additional mode in games that are based on a single playthrough.
Multi-user on one computer ( English Hotseat, Splitscreen).
They are rare on modern personal computers, but they still occur on older PCs and consoles. Hotseat - players take turns performing the necessary game actions using the same computer/console. Splitscreen - the screen is divided into parts (usually two, less often four), players no longer need to wait for their turn, the game takes place in real time, each player interacts with the game world from his own part of the screen.

Multiplayer offline games. Some genres (sports management, turn-based strategy, etc.) can work in this format: players make moves and send the result via the web or email. Regardless of the communication method (Fidonet, email, web...), these games have the following features:

Requires periodic appearance on the network. But in this case, only frequency is required; the connection time is chosen by the player himself, without coordinating it with the presenters and opponents. The duration of the move is from several hours to several days. The game lasts for months and years.

Massive online. Massive games using an Internet connection. Most of these games do not have single player (offline) play. The most common genres are board games and role-playing games (MMORPG). Among them there are also games that run in the browser and do not require downloading and/or installing anything on the computer. Among the usual multiplayer games, the MUD genre stands out - online text games.

2.3. Classification of computer games by subject.

Fantasy

Historical

In the spirit of modernity

Space

Post-apocalyptic

Mythological

Cyberpunk

Steampunk

3. Opinions about computer games.

3.1. Scientists' opinion.

There is no consensus among psychologists and teachers about the impact of computer games on the psychophysiological development of children. Electromagnetic vibration and ionizing radiation from even the most well-protected modern monitors are a heavy burden on the vision and posture of an undeveloped organism. Sanitary and hygienic requirements are absolutely categorical - no more than 1 hour a day for teenagers and high school students and no more than 30-40 minutes for children of primary school age.

According to statistics, almost every teenager between the ages of 13 and 16 has tried to play a computer game at least once. About half of the respondents, however, play quite rarely (no more than once a month), and only about 15% play every day, most of them spending no more than an hour on the game. Boys play computer games much more intensively than girls; the frequency and duration of play decreases with age and as the player’s educational level increases. Growing up, the student plays games more and more with each grade, but from the 9th grade he practically stops playing them.

At the same time, girls have a much higher degree of emotional experiences than boys.

As for the influence on personality, it depends on the repertoire of games. Western-made commercial games that dominate the market cultivate an aggressive morality, which quickly affects the self-awareness of adolescents. The conclusion of the medical community is that computer games with acts of violence lead to the development of aggressive feelings in the reactions and behavior of children. Moreover, prolonged viewing of violent scenes leads to the fact that a person becomes insensitive to violence in real life.

There is also a positive assessment of the influence of computer games on children. From this point of view, doctors consider prolonged time spent at the computer no worse than prolonged reading of books. All interesting games these days require you to constantly monitor the entire screen, so this is a training for the visual apparatus.

Many modern games, so-called “strategies”, require intelligence, the ability to think, and the ability to make quick decisions. The computer will help the child to assert himself.

The British have found that children who play computer games regularly, but not excessively, are more developed, think more broadly, have more friends and are better managed.

People understand the word “gaming addiction” as a passion for gambling, but computer games can also provoke this “disease.”

Many high school students prefer virtual contacts, but try not to communicate with their peers in real life. There is a constant desire to “be online.” As a result, the “electronic patient” begins to put up with the loss of friends, other interests, and there is a tendency to forget about responsibilities.

Scientists who are closely involved in studying the functioning of the brain and human cognitive activity believe that systematic involvement in computer games causes a change in the perception of visual information by the brain. The fact is that frequent use of dynamic games forces the human brain to adapt to a rapidly changing picture and virtual environment, and this, in turn, leads to improved vision. It is also noted that adaptation mechanisms have a positive effect subsequently, when the results are found in a person’s everyday life.

Most researchers agree that the player’s mood during the game changes depending on the success of the player and, if successful, the emotional mood can persist for quite a long time depending on the age of the participant. The latter is very important, as it leads to a strong, purposeful character with clear signs of leadership.

3.2. Questionnaire among students.

After I studied information about computer games, I decided to find out what the students of our school think about the benefits and harms of computer games and what games they play. I conducted a survey among students in grades 7-10 of our school. As a result, I found out that:

students at our school play computer games;

boys and girls prefer different types of computer games by genre (Fig. 3): boys most often play games such as action, adventure, strategy, simulators (Fig. 2), and girls most often play adventure, puzzle and fun games (Fig. 1 ). Only a small number of respondents play educational and role-playing games;

Mostly, students at our school play games with historical content, games in the spirit of modernity and fantasy (Fig. 4, 5, 6);

Boys and girls are divided on the impact of computer games. The majority of boys believe that computer games have no influence, while the majority of girls, on the contrary, believe that computer games are harmful (Fig. 7).

Most children understand that they should not play computer games for a long time (Fig. 8).

Based on everything, I concluded that almost all students realize that playing computer games for a long time and playing aggressive games is harmful.

(picture 1)

(Figure 2)

(Figure 3)

(Figure 4)

(Figure 5)

(Figure 6)

(Figure 7)

(Figure 8)

3.3. Parents' opinion.

During the work, I conducted a survey of parents and found out that the parents of our students also play computer games (Fig. 9), preferring games for social networks. Most of them believe that computer games are harmful (Fig. 10).

(Figure 9)

(Figure 10)

4. Computer games tournament. Recommendations for carrying out.
At the end of my work, together with a computer science teacher, I held a school computer games tournament. The above facts helped me make the right choice of computer games for a school tournament. These games turned out to be strategy games, simulators, adventures and puzzles, as they develop intelligence, reaction speed, and are popular.

Conclusion

“If you go too far, the most pleasant things will become unpleasant...”

Democritus

Questions about the dangers and benefits of computer games for children are questions for which there are no clear answers. One thing is absolutely clear - everything is good in moderation. Computer games can be harmful if a child sits on them all day long without interrupting anything else, damaging his posture, vision and nervous system. With a reasonable approach, the benefits of children's computer games can be obvious: after all, some games are the best way to relax, others develop reaction speed and logical thinking in children, and others provide an opportunity to throw out accumulated energy. For the game to have a truly educational effect, the participation of an adult is necessary, who explains and comments on the tasks for the child and supports his motivation. In addition, as in any game, a child must have a partner, a comrade, and not only a virtual, but a real close person.

While researching the problem of the influence of computer games on humans, it became obvious to me that If you have information about computer games, then playing them will be useful for children.

Benefit

Computer games develop in a child:

speed of reaction;

fine motor skills of hands;

visual perception of objects;

memory and attention;

logical thinking;

hand-eye coordination.

Computer games teach a child:

classify and generalize;

think analytically in a non-standard situation;

achieve your goal;

improve intellectual skills.

Bibliography

Modern encyclopedia for boys / Author - comp. N.V. Belov. - Mn.: Modern writer, 2007.

I explore the world: Children's encyclopedia: Mathematics / Comp. A.P. Savin, V.V. Stanzo, A.Yu. Kotova:-M.: LLC “Firm “Publishing House AST”, 2000.

Novoselov S.L., Petku G.P., Computer world of a preschooler - M: New School, 2005, p. 71-81.

Karmanov Alexander

A statistical study was conducted by a 7th grade student. The work examines the classification of computer games, conducted a survey of students with subsequent analysis.

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Municipal budgetary educational institution

"Berezovsky secondary school"

Pervomaisky district of Altai Territory

Statistical research

“Types of computer games. Their role in the lives of students at our school"

Completed by: 7th grade student

MBOU "Berezovskaya Secondary School"

Karmanov Alexander

Head: Semenchenko

Svetlana Petrovna,

Mathematic teacher

With. Berezovka, 2012

Introduction

1. Classification of computer games

2. Basic statistical characteristics

3. Research results

4. Conclusion

5. Literature

6. Application

INTRODUCTION

There are many problems in modern society - alcohol addiction, drug addiction, and computer addiction.The game attracts a person so much that he does not live in the real world, and often confuses the game world with the outside world. Such a person stops working to benefit society, withdraws, and very rarely leaves the house. Modern Russia needs full-fledged healthy people, specialists in various specialtiespeople who are capable of making non-standard decisions, who can think creatively, and who can navigate well in ordinary everyday situations and everyday economic and production activities. Scientists and the government, having noticed the harm from casinos and slot machines, amended the legislation and banned their location in cities, so that people could continue to work fully and benefit society.

In my opinion, ordinary computer games are no less dangerous, especially for the young population of our country. While talking with classmates and students at our school, I noticed that many of them were playing games and decided to do some research. Find out what place computer games occupy in their lives. A study was planned among students in grades 4–11 on the issue of computer addiction.

The study began with the stage of statistical observation. For this purpose, a questionnaire was compiled from questions requiring a simple answer (see Appendix).

An anonymous survey was conducted, so the answers in most cases correspond to reality.

During the week, 231 students from grades 4 to 11 were surveyed. The questionnaires were processed and responses were counted. The data was entered into tables and divided into groups for drawing up graphs. Based on the most interesting data, bar charts and pie charts were compiled. Based on the results of the analysis of the collected material, conclusions were drawn and recommendations were made.

Object of study:statistics as a research method.

Subject of study:use of statistical methods to study computer addiction of school students.

Purpose of the study:to identify, using statistical methods, how much time children play computer games, and what is the reason for this.

Research objectives:

Study the history and methods of statistics;

To compare the attitude towards computer games of students of different ages;

Identify health problems resulting from computer gaming;

To study the feasibility of attracting schoolchildren to participate in creative associations and sports sections;

Based on the objectives of the study, it was formulatedresearch hypothesis:Computer games occupy a large amount of time in the lives of students at our school.

The following methods were used during the study:

analysis of literature and Internet sources, questioning of students, statistical survey, statistical processing of the data obtained, analysis, comparison and generalization of the results obtained, conversations with the school doctor.

The novelty of the work and its practical value.

The use of statistics to identify students' attitudes towards computer games at the Berezovskaya Secondary School is shown.

This work can be used in the methodological work of mathematics teachers when teaching statistics as an example of statistical research and examples of graphical presentation of research results, as well as leaders of creative associations in order to attract students to additional classes during extracurricular hours.

Stages of work:

1) Literature analysis.

2) Conducting a survey among students in grades 4 - 11.

3) Processing the received data, constructing graphs and diagrams with

Using the computer program MS Excel.

4) Analysis, generalization and comparison of the results obtained.

5) Defense of the presentation of the work at a school scientific and practical conference.

Classification of computer games

Computer games are classified by genre as follows:

1. Arcade − games in which everything depends on the dexterity and speed of reaction of the player. There are arcade games for children, where the player's main task is usually to avoid enemies, and arcade games for adults, where enemies must also be killed.

2. Strategies − games where the player acts as a person endowed with power. In economic strategies, the player's task is to build a powerful financial corporation by defeating his competitors in an economic war. In military strategies, the player plays the role of a general, managing the construction of military bases and training of troops, and must defeat enemies on the battlefield.

3. Puzzles − electronic versions of various puzzles, in a word, games in which you need to think.

4. Quests (eng. Quest - search) − games in which the player needs to look for various objects, find a use for them, talk with various characters in the game, solve puzzles, etc.

5. Computer role-playing games(CRPG - Computer Role Playing Game, often called simply RPG)− a very popular and very controversial genre. The inconsistency lies in the fact that there is a constant debate about what is considered a role-playing game and what is not. A peculiarity of this genre is that the characters of role-playing games have certain personal qualities and parameters (usually expressed in numbers).

6. 3D shooters, “adventure-shooting games”- in games of this type, the player, as a rule, acting alone, must destroy enemies using bladed weapons and firearms in order to achieve certain goals at a given level; usually, after achieving the specified goals, the player moves to the next level.

7. Stealth action - games in which it is assumed not to fight with the majority of opponents encountered, but to avoid possible contact with them in every possible way, simultaneously completing assigned tasks. Stealth elements (for example, the ability to peek around a corner while leaning against a wall) are often found in games of various genres.

8. Simulations - using a computer, the physical behavior and control of any complex object of a technical system (for example: a combat fighter, a car, etc.) is simulated as completely as possible. If arcade games seek to entertain the player with the help of various impossible phenomena, stunts and plot acuity, then the main criterion for the quality of technical simulators is the completeness and realism of the simulation of its object (car, aircraft, etc. Or it can be an imitation of some sports game , the most widespread are imitations of football, hockey, etc.

Basic statistical characteristics.

Statistics is a type of activity aimed at collecting, processing, analyzing and publishing statistical data characterizing the quantitative patterns of social life

The main task of statistics is to identify and study general patterns inherent in populations consisting of a very large number of elements. These patterns usually appear not as an exact law, but only as a general tendency, with fluctuations and deviations from it in the properties of individual elements.

The results of statistical studies allow us to identify patterns and interdependencies between research data.

Often there is a need to compare two or more sets of statistical data. Since the comparison is made according to a specific property, then to carry out the comparison, indicators are needed that characterize this or that property of the data set with one number. In statistics, such indicators are called numerical characteristics.

The results of questionnaires and studies can be presented graphically, in the form of diagrams, polygons, and histograms.

During the statistical study, some statistical characteristics were used. Let us introduce their definitions.

Frequency – the number of occurrences of a number in a series.
Relative frequency– the ratio of frequency to the total number of data in a series, expressed as a percentage.
Ranking a series of numbers– the arrangement of numerical data is ordered, in ascending order.
Averageof a series of numbers is the quotient of dividing the sum of these numbers by their number.
Fashion - the number of a series that occurs most often in this series.
Scope is the difference between the largest and smallest values of a data series.
Median of a series consisting of an odd number of numbers is the number of this series that will be in the middle if this series is ordered.
Median a series consisting of an even number of numbers is the arithmetic mean of the two numbers in the middle of this series.

Research results.

To conduct the study, a questionnaire containing 7 questions was compiled (see Appendix 1). 231 students were surveyed.

As a result of a survey of students from grades 4 to 11 at our school, the following results were obtained. All students were divided into 4 groups: 4-5, 6-7, 8-9, 10-11 grades. For some questions, each group was divided into subgroups to identify more detailed characteristics.

Of the 231 students, 37 do not play computer games, which is approximately 15% of respondents (see Appendix, Figure 1.)

Among the reasons why children do not play computer games were the following (see Appendix, Figure 2):

No computer (19% - mostly students in grades 4-7);

The technical capabilities of the computer do not allow playing (10%);

Not interesting (41% - students in grades 9-11);

No time (30% - students in grades 9-11).

A comparative analysis by class showed that computer games are played most often by elementary school students (see Appendix, Figure 3). The older children are, the less they play games. But based on oral surveys, we can also conclude that older students spend more time communicating on social networks.

Gender analysis (i.e., analysis by sex) showed that boys’ interest in computer games does not wane regardless of age, but girls spend less and less time playing games as they grow older (see Appendix, Figure 4).

To the question “How many hours a day do children play computer games” the following answers were received (see Appendix, Figure 5):

Up to 2 hours -46%;
- 3-4 hours – 30%;

More than 4 hours – 24%.

A comparative analysis by group showed (see Appendix, Fig. 6) that mostly students in grades 6-7 spend more than 4 hours a day playing games, and less than 2 hours - mostly students in grades 8-11.

To the question “Do parents limit the time they play on the computer,” 72% of students in grades 4-5, 64% in grades 8-9, 24% in grades 6-7 and 5% in grades 10-11 answered “yes” (see Appendix , Fig. 7).

As a result of the survey, it turned out that the majority of students prefer games such as shooting games, adventure games, action games, logic games, online games, and simulators. These preferences are different for girls and boys (see Appendix, Fig. 8-9). For boys, shooting games are in first place (63%), action games are in second place (36%), and simulations are in third place (34%). For girls, in first place are adventure games (26%), in second place are logic and action games (25% each), followed by online games (22%).

Conclusion

Analysis of the survey shows that students at our school spend a lot of time playing on the computer. A comparison by parallels gives the result that students in grades 4–8 are more passionate about computer games. But based on the results of the oral survey, we can conclude that this is not due to the fact that senior students understand the harm of sitting for a long time at the computer. Firstly, they spend less time at home, have more classes and extra classes to prepare for exams, and secondly, they communicate more on social networks rather than playing games.

Students who play more than 4 hours a day− 40 people can be classified as at risk. These guys risk becoming completely dependent on the game. Class teachers should pay attention to these students, since the experience of psychologists working with such children shows that these students experience sudden changes in mood, they are more distracted than other students, and their performance decreases.

The school doctor claims that over the past three years, the number of children who have worsened vision and have problems with poor posture and diseases of the gastrointestinal tract has increased. This is due to the fact that most children, spending a lot of time at the computer, violate their diet, often eat in front of the monitor, and also do not perform exercises to relieve fatigue.

We can conclude that by spending more than 2 hours a day at the computer, students at our school cause irreparable harm to their health. our school− a sociocultural complex in which educational activities are combined with additional education. In the afternoon we have many clubs and sports sections. Here, every student can find activities to suit their taste, making good use of their free time. But such clubs and sections are not enough, since most students do not attend them without finding the most attractive activity for themselves. We recommended that all students attend classes in creative associations for additional development and education. We also gave recommendations that the computer can be used usefully for visiting online libraries and museums; preparing for exams and lessons; participation in online Olympiads and competitions. You shouldn’t spend all your free time in the computer gaming world.

http://www.freeadvice.ru/view_article.php?id=32

Application

Questionnaire

Your age, class

3. Do you play computer games?

a) yes b) no, why

4.What time per day do you play?

a) less than 2 hours b) 3-4 hours c) more than 4 hours

5.What games do you prefer to play?

6. Do parents limit the time they play on the computer:

a) yes b) no.

Fig. 1. Play computer games (%)

Fig.2 Reasons for not playing computer games (persons)

Fig.3. Comparative analysis in percentage by class

Fig.4. Gender analysis (%)

Fig.5. How much time do they spend playing games per day (%)

Fig.6. Comparative analysis of time spent on gaming per day (by group) (%)

Fig.7. Do parents limit the time they play on the computer?

Fig.8. What games do boys play (%)

Rice. 9. What games do girls play (%)

Many of us, instead of doing something useful, like to sit for an hour or two with some toy. And almost always spending such time is considered in vain. I will try to evaluate whether this is true using my own example.

A person has been playing since childhood. Games are natural. They promote the elaboration of abstract situations, and on the basis of this elaboration, the formation of skills that are difficult to obtain in any other way. When a small child collects blocks, he develops construction skills; when children play social games, they try on roles; when a person plays chess, he learns to calculate actions.

However, the more complex the game and the more diligently a person plays, the greater the developmental effect. A complex castle made of cubes - and the child understands that it is necessary to build carefully and think through the details. An interesting role that attracts the attention of others - and comes the understanding that you need to take an active position in life. There are many moving combinations in chess - well, I think it’s clear...

So, back to computers. A computer game is not a castle made of cubes and therefore has a slightly different effect on a person.
Computer games have the most active influence on the human psyche. And therefore it would be rational to understand and direct this influence in the right direction. That is, the game is virtual, but our thoughts, efforts, emotions, assessments, habits, all this is REAL and manifests itself in the game.

Next I will use my own examples.
Once upon a time I played the sphere of fate, and after a while I played Travian, these are two online strategy games. In the realm of destiny, I noticed that I was very easy to carry out various trade deals and trade negotiations. That is, before the game I did not have this experience, but I got it in the game. And although I, of course, understood that this was a game, the fact that I was the main merchant of one of the top alliances was reality. And all thoughts and efforts are also real from a mental point of view.
There were far fewer trading opportunities in Travian, so I simply managed the alliance's resources. He assigned and calculated taxes, provided development assistance, made investments, gave loans, took out loans, conducted transactions with other alliances...

In general, these two games showed me that I am much better at managing numbers than others.)) That is, yes, the numbers are virtual, but the experience of management, calculations, analysis, negotiations, this experience is REAL, or rather the efforts and work are real psyche

This is an example of how games helped us better understand our natural inclinations. In other words, strengths.

But games can also help identify weak points.

When I was 18, I was into StarCraft. I played with a friend using a dial-up modem.
I was constantly losing. The reason was that I stayed too long at the base. He was afraid to stick his head out, he was afraid to be the first to attack, he didn’t think about reconnaissance, he was afraid to make expansions, he couldn’t quickly figure out how to spend resources, and so on. One day, a friend pointed out these shortcomings to me and I took a risk and went on the attack first. I don’t remember at what attempt I won, but when I won, something inside me, in my character, changed forever.
When the second old man came out, I had already had a normal Internet for a long time and I had the opportunity to play with equal opponents on the battlenet. I didn’t reach the diamond level, but I was confident in the platinum league. Consequently, we didn’t encounter any opponents, which meant we had to strain our brains, try to cover the entire map with attention, remember everything that was happening, and analyze. Since StarCraft is a game with obviously equal starting conditions, it was obvious that my skill was limited only by personal qualities, which means that while improving the level of the game, I simultaneously worked on my character.

By the way, I carry some of the skills I learned in StarCraft with me throughout my life. For example, the idea that resources (money) should work and not lie dead weight.))

Now I occasionally play HON (it's a Dota clone). It was the thoughts that came during this game that prompted me to write a post.
In general, I didn’t like Dota because I lost and didn’t want to bother. But due to the fact that I had not played for a long time, I immediately agreed to HON when I was offered to be fifth in the team.
So, for a while I was the worst of all ten. Then I began to analyze the reasons, I realized that I was incorrectly assessing the risks, that I was assessing the situation incorrectly, that I was choosing the wrong moment to attack, that I was setting priorities incorrectly, that I was too lazy to use arts, that I was in trouble, that I was not trying to analyze and predict the actions of other players.. In general, a lot mistakes related not to the game, but to my personality. Impatience, greed, passion, inattention, laziness and other qualities are clearly manifested in the game. And although, after realizing my shortcomings, I never became “Pro,” I still began to play better.

Let me now summarize the post.
Many people know the saying: “The only way to become smarter is to play against a smarter opponent.” This saying originally refers to chess. However, this saying can be applied to all games that force you to strain your head. So play games, but only games that help you learn something and don't just waste your time.

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The role of computer games in human development, 7.5 out of 10 based on 4 ratings

Hello gamers!

What are games? Let's think about it, for a person, first of all, this is a way to relax after a hard day or have fun on the weekend.

There are different types of games - Shooters, RPGs, Strategies and each of these genres can somehow attract a person to console games, which is not surprising, in our time, the games industry is growing at an incredible pace and earns incredible money, attracts people into their networks of more and more new people.

For the most part, for an unaware person, games are just another way to entertain yourself, like a blockbuster movie or a book for one evening. But a knowledgeable person understands how deep and elaborate a game can be, how deep its history can be, the history of the entire game world, the characters inhabiting it.

You don’t have to go far to find an example! The Witcher 3, 2015, a more elaborate and good game had not been seen before The Witcher for years, but what The Witcher did to the gaming industry impressed everyone without exception, so much so that all games began to be compared to The Witcher, even if their genre did not coincide with them .

The Witcher easily surpassed even Skyrim, making the little-known studio CD PROJEKT RED from Poland one of the most famous studios in the gaming world of our time.

What comes out of all this?

And the fact that games in our time occupy a certain place for a person, for many people! For millions of people! Various exhibitions, Blizz-Cons, Comic-Cons, Tournaments, all this would not have happened if games were not an important part of human life.

They can be touching, scary, bloody, but the main thing is that a good game will not leave a person indifferent and this shows that games are the same art as paintings, books, movies, music, and sometimes they can be combined with other types of art, which makes theirs are even better.

Thus, we get the idea that games have long taken a strong position in human life and will never leave it, game designers are the great artists of our time, screenwriters are writers whose dialogues for characters we will constantly remember, although many people and consider games to be a waste of time.

But, once upon a time, books were also burned, so listening to the opinion of the crowd is very unreasonable, considering that most of them have never played games.

<Ощущения от игры, именно от хорошей игры, зачастую, не сможет описать не один критик, учитывая, что в наше время игровые критики далеки от игр, как бы иронично это не звучало.

Therefore, it is not worth operating with the opinions of critics or game bloggers; their opinions are often either made on the wrong conclusions, since they have not played games for a long time, i.e. they are not real gamers, or, unfortunately, their opinion has already been bought by someone, so it’s better to try the games yourself than to rake through different articles, watch videos from different bloggers and the like.

Know how to think with your own head and listen to yourself, and not to any critics and bloggers. I hope this article has helped you, and in the future, you will be able to talk sensibly on the topic of games, understanding their significance in this world for each individual person.

Section: THEORETICAL CULTURAL STUDY
Keywords: games, fantasy, virtual world
Annotation:

The article discusses computer games, which have become not only entertainment, but also a carrier of culture. They bear little resemblance to a ballet stage, a gallery wall or a book page, but in the same way they record modern morals, ethics, illusions, hopes and ideas about the past and future of most people.

Computer games are a miracle of the twentieth century. They became part of pop culture in the late 1970s. The history of computer games spans five decades. Nobody expected their appearance. For the vast majority they came as a complete surprise. The atomic bomb or space flights also had no prehistory in the minds of the average person, but at least science fiction writers dreamed about them, although they dated the time of their appearance hundreds of years in advance. Computer games in the mass consciousness do not even have such a background.

In the modern world, computer games have become not only entertainment, but also a carrier of culture. They bear little resemblance to a ballet stage, a gallery wall or a book page, but in the same way they record modern morals, ethics, illusions, hopes and ideas about the past and future of most people.

Computer games give people a new and unique opportunity to be transported into a fantasy world. Previously, there was no way to dive deeply into an unreal world and have freedom of action there. What gives computer games superiority over cinema, theater and books is their interactivity: games involve people in joint activities, the player ceases to be a passive observer, he actively influences current events. The “personal” essence of a computer frees one from the laws of physics, morality and the criminal code.

The study of computer games in modern social sciences and humanities is still a relatively new direction. Rare researchers turn to the history of the development of this category of games. Somewhat more has been done in the field of socio-psychological study of the problems of gaming addiction, deviation and age-related development.

The words “computer game” are usually associated with shooting and monsters. Then sometimes a second thought occurs: “Not all games are like this.” But a stereotype has already emerged - when saying “computer game” or “playing a computer” means only one specific type of game. It is often called “shooter” (“first-person shooter”). For all their visual diversity, they are very similar psychologically. Five years ago it would have been impossible to create glitter, water ripples, multi-point lighting or fog on a personal computer screen, but now they have become standard effects for games. Progress is obvious, but it concerns only the visuals; the player’s subjective experiences remain the same: a lone hero destroys monsters in a tangled labyrinth.

The story of how people play such games consists of two parts: the characteristics of the player’s visual perception and the content of the virtual world. The division is determined by the technological structure of games: they usually consist of two components - the “graphics engine” and the “game world”. “Graphics engine” is a program that creates the effect of presence in the virtual world for the player. "Game world" is the content of this world. Different game worlds can use the same graphics engine.

The task of the graphics engine is to create the effect of presence in the virtual world. Typically, a person receives most of the information about the world through vision, so computer graphics make the main contribution to creating the effect of presence.

It is difficult to explain what the effect of presence in a game is to a person who has never experienced it. Many players say that they become one with the character after half an hour of play. The player remains a person, but around him is not a room, but a completely different world. He feels it in exactly the same way as his entire non-game life - the real world.

Besides the computer, there are other ways to create the effect of presence in the virtual world. There are so many of them that in some countries they have become a national disaster. Today, leaving the real world with the help of synthetic or natural substances is a serious violation of the laws of most developed countries. Perhaps computer games exist only because no one expected the threat of derealization of consciousness from computers. Computer illusion is less destructive to the human body, although the harm from increased eye strain and a sedentary lifestyle is quite obvious. It is more controllable - the player can turn away from the monitor at any time or simply close his eyes.

People love to look at other people's deaths. Interest in murder, in the contemplation of violent death, first influenced public policy in ancient Rome: in 82 the Colosseum was created. The archetype of death forced people to build this complex and expensive stone building. Its size is 190 by 155 meters, the capacity is fifty thousand spectators.

Until the twentieth century, information about death was provided by religion and art. Until recently, science ignored the process of dying. Having become an atheist, a modern person satisfies his interest in death from non-academic sources - books such as “Encyclopedia of Death”, “Life After Life”, or the film “Faces of Death”. Computer games are a new level of implementation of the archetype. “Shooter” gives you the opportunity to experience your own and others’ death as many times as a person needs.

Previously, most Western psychologists and philosophers believed that a normal person represented death and birth as unique events in his life. The popularity of computer games such as “shooter” suggests that modern people easily and comfortably accept the concept of many deaths and births of one person.

Violence exists in real life, and perhaps games only reflect the degree of real violence that exists in society. It follows from this that a person needs to be, to a certain extent, prepared for both the role of a victim and the role of a rapist. Therefore, it is possible that the experience of virtual violence in electronic games will be useful in understanding these complex issues. Especially for men, whose natural aggressiveness can and should become a positive force in the ability to compete, transform the world and cope with their own violent impulses (even if just by discharging them in the game, and not in life). Interestingly, research by psychologists confirms the connection between violence in games and a person’s gender. Boys are much more interested in such aspects of the game as struggle, confrontation, violence and associated heroism (the hero, of course, is a man), as well as the possibility of a catastrophic outcome of the game. But girls are more likely to be attracted by the usefulness and beauty of the game, as well as the opportunity for interesting communication. Nevertheless, a computer game is an excellent alternative to drugs, alcohol and other more harmful forms of entertainment.

In the near future, people's typical ideas about a pleasant pastime on a personal computer will change significantly. This will happen mainly due to the mass distribution of Multi-User Interactive Virtual Environments and Erotic computer games.

Attempts to create Multi-User Interactive Virtual Environments have been made before, but have not become widespread. Perhaps this is explained by the fact that the bandwidth of information networks did not allow creating the effect of presence at a level acceptable for the player and the rules of the game were not sufficiently developed.

Game development continues. The more perfect the technology, the less restrictions it imposes - the more accurately popular games will reflect the needs and properties of the human soul. There is no doubt that new games will allow us to speak more clearly about the relationship between consciousness and the unconscious, about visual perception and archetypes, about unclear and non-obvious phenomena in the psyche, which so far no one is paying attention to. In any case, today computer games are the newest source of psychological information.

Computer games have become one of the largest and most developed areas of practical application of psychology: they intensively use psychological knowledge and methods, and modern people more often play than participate in political elections or consult a psychotherapist.

Cultural research inevitably comes to ethical and philosophical problems. Further systematic interdisciplinary research into a new type of gaming experience is necessary for its socialization and integration into the general context of modern culture as a space of personal and sociocultural development.

Literature:

Kafai E. Game and technology. Changing realities, new potential // Game from all sides. M.: Foundation “Pragmatics of Culture”, 2003.
Provenzo Yu. Electronically mediated gaming landscapes // Game from all sides. M.: Foundation “Pragmatics of Culture”, 2003.
Burlakov I. Psychology of computer games M.: Independent Firm “Class”, 2000.