Does online gaming affect your studies?

The risks of gambling in educational outcomes Lower grades, games affect learning. Mental health problems, such as depression, anxiety and stress. The first factor observed in most studies, as well as in the present study, is the general health disorder of the players. Several studies show that playing too many computer games causes physical harm and increases anxiety and depression in players.

Many studies show that most teens who are addicted to computer games have high heart rates and blood pressure due to excessive emotion and stress. Most of those who participate in these games don't notice the passage of time and even forget to eat. It seems that creating a cause-and-effect relationship between computer games and physical health or, more generally, a cause-and-effect relationship between computer game addiction and mental and physical health is a simplification of the topic. There are several causes of correlation between computer game addiction and physical health, anxiety and depression.

First, addiction to computer games can cause physical health disorders, increase anxiety and depression. Second, a physical and mental health disorder may cause people to be attracted to computer games. The third way is that both computer game addiction and physical and mental health disorder are created due to the effects of other factors. Research has shown that online video games have negative effects and directly impact the performance of some students.

Studies show that some children over the age of six have become addicted. It is undisputed that the digital age changed students' approaches to study. As with everything else, the argument about the effect that video games have on student performance has two sides. In recent years, a study was conducted on more than 12,000 secondary school students in Australia.

The study showed that students who play online games almost every day scored 15 percent more than the average student in math and reading and 17 percent more than the average student in science. That said, it's hard to prove that video games were the cause of the improvement. The results showed that violence and aggressiveness in students who played these games were higher than in those who did not play. Payne et al (2000) studied the role of computer games in social isolation, low self-esteem and violence.

Three-quarters of parents commit to limiting games and encouraging other activities (23%) or to rewarding a man to reward teens who spend less time playing video games without using hidden devices (14%).

Video game consoles

, such as Xbox and PlayStation, have parental controls that allow you to block access to online games and control the way your child plays and communicates online, for example, if they use chat or video. They are so involved in the game that they lose their sense of reality and isolate themselves from society. They see video games as a way to alleviate the stress they feel in their lives by allowing them to escape through virtual reality.

Data were collected using the general health questionnaire (GHQ-2 scale) and a questionnaire on computer game addiction. A large percentage of teens reported that playing made them feel relaxed and happy, while a percentage reported anger and frustration. It's interesting to see how China is reacting to the potentially negative influence that video games can have on students. Video games will require children to navigate and manipulate through their own physical activity, and a sedentary child can move, but this won't have as much effect as when exercising.

Previous research with children has shown that those who play more video games are more likely to have good social skills, perform better academically, and build better relationships with other students because of the social and collaborative components of these games. Video game addiction causes a loss of interest in after-school activities, including social clubs and sports. At the same time, there is growing concern that the excessive use of technology, in particular for entertainment, may adversely affect children's educational development by facilitating unwanted study habits and taking time away from learning activities. A study was conducted at Columbia University that showed that children who had a high consumption of video games when they were between 6 and 11 years old had much greater intellectual function and general school competence.

However, strictly prohibiting students from playing video games may prevent them from obtaining some of the benefits offered by video games. Paediatrics magazine found that it published a magazine that states that children and students aged 10 to 15 who played video games for a day or less were happier and happier than those who didn't play video games. . .

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