Adjustment of Computer Games in Teenagers

Indira Rakhimova

, Umida Sayitova

, Tokhir Mamatmusaev

and Diyora Khadjakulova

National University of Uzbekistan named after Mirzo Ulughbek, Tashkent, Uzbekistan

Tashkent Institute of Architecture and Construction, Tashkent, Uzbekistan

Keywords Game, Computer Game, Addiction, Addiction to Computer Games, Adolescence.

Abstract This article investigates the dimensions of addiction to computer games across various age groups, examining

the dynamics of dependency, success motivation, and family relationship characteristics. While previous

studies have focused on age groups as distinct units in gaming addiction, this research delves deeper into the

interplay between these elements, unexplored in prior work. Drawing from comprehensive personality

research, comparative analyses, and psychodiagnostic methods, the study employs various tests and

methodologies to scrutinize adolescents' attitudes and addiction levels. Findings reveal significant differences

in addiction patterns and family dynamics between adolescent boys and girls. The analysis underscores the

pivotal role of environmental factors in shaping gaming habits. Additionally, it investigates the motivational

landscape among adolescents, highlighting various motivational constructs prevalent in gaming-dependent

individuals. This comprehensive exploration sheds light on the nuanced aspects of gaming addiction and its

multifaceted influences on adolescent behavior and family relationships.

1 INTRODUCTION

Worldwide research has done much work in studying

the psychological characteristics of addiction to

computer games. Each age group has been studied as

a distinct entity, particularly in the context of

dependence on computer games. However, their

dynamics, motivation for success, and characteristics

of family relationships (positive environment,

anxiety, conflict, lack, hostility) have not been fully

explored. Hence, our study finds its relevance in the

exploration of the dynamics of addiction to computer

games, motivation to succeed, and characteristics of

family relationships amongst subjects of different

ages (Rakhimova and Sayitova, 2020);(Rakhimova,

2014).

Firstly, it's worth noting that the issue of "human-

machine" relations is, in the words of N. Winner, "one

of the most significant problems" (Pushkin and Ursul,

1989);(Mukhamedova and Rakhimova, 2020).

Researchers have long been captivated by the advent

of modern computers. In particular, the well-known

Russian philosopher N.A. Berdyaev published a

major article in 1933 in his journal "Put", entitled

Corresponding author:

"Man and Machine (Sociology and Metaphysics of

Technology)" (Berdyaev, 1989); (Igorevna, 2016).

Experts note that this article holds special value

within the works of N.A. Berdyaev, which have been

reprinted six times in collections and translated into

foreign languages (Bodaleva et al. 2003);

(Rakhimova and Mukhamedova, 2020).

2 METHODS

The research utilises a comprehensive approach to

personality research, comparative analysis,

discussions concerning students' attitudes towards

computer games, and psychodiagnostic methods. We

have employed AV Grishina's "Questionnaire to

Determine the Level of Interest of Young Teenagers

in Computer Games"; the "Motivation to Strive for

Success" test and the "Constructive Motivation"

methodology (R. Burns); the "Socio-psychological

Adaptation" method (adapted version by TV

Snegireva) and mathematical-statistical methods in

processing empirical results (Student's t-test, K.

Pearson's method for calculating the correlation

coefficient).

Rakhimova, I., Sayitova, U., Mamatmusaev, T. and Khadjakulova, D.

Adjustment of Computer Games in Teenagers.

DOI: 10.5220/0012478800003792

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st Pamir Transboundary Conference for Sustainable Societies (PAMIR 2023), pages 137-141

ISBN: 978-989-758-687-3

137

3 RESULTS AND DISCUSSION

A correlation analysis of the empirical data obtained

from the Computer Game Addiction Survey was

conducted, following the interviews with this

category of adolescents. This analysis focused on the

performance of adolescents (boys and girls) who

exhibited a high addiction to computer games

(Rakhimova and Mukhamedova, 2020).

The analysis of correlation indicators revealed a

significant difference in the characteristics of

adolescent boys' addiction to computer games in

comparison to younger school students. As per their

survey results, two significant correlations were

noted. Both relationships primarily concerned their

association with gaming. Firstly, adolescents were

evaluated on their determination to play computer

games regularly, their aspiration to achieve high

results, and their immersion in the games to an extent

that it blurred the passing of time (r = 0.371 and p

<0.05).

Adolescents' preference to interact with characters in

computer games correlated with an increase in

parental restrictions on playing computer games (r =

0.378 and p <0.05). It appears that the surrounding

environment can play a significant role in a teenager's

addiction to computer games (Table 1).

In the table below, the results for adolescent girls

differ markedly from those of the boys. Some of their

characteristics are similar to those of younger school

children addicted to computer games. The rise in

emotional attitudes towards computer games in

adolescent girls resulted in a lack of self-control (r =

0.378 and p <0.05).

Table 1: Characteristics of adolescent boys with a high level of dependence on computer games (n = 95).

Scales

Emotional

attitude

towards CG

(5)

Self-

monitoring in

the CG

Target

orientation

in CG

Parent’s

attitude

towards child’s

Preference to

communicate with

CG heroes rather

than real

communication

Emotional attitude

towards CG

1 -0,117 -0,062 0,062 0,201

Self-control in the

fiel

1 -0,078 -0,143 0,181

Target orientation

in CG

1 0,371* -0,204

The parent’s

attitude towards

the child’s CG

1 0,378*

Prefer to

communicate with

CG heroes rather

than real

communication

* р<0,05

In turn, the escalation of emotional relationships with

computer games in adolescent girls appears to also

influence changes in their parents' attitudes towards

these games. Adolescent girls also tend to hide their

enthusiasm for computer games from their parents (r

= -0.683 and p <0.05).

When girls develop self-control skills, they exhibit a

willingness to set limitations for themselves with

regards to playing computer games (r = -0.606 and p

<0.05), and are more open with their parents about the

impact of these games (r = 0.730 and p <0.05) (Table

2).

If adolescent girls' inclination to play computer

games is curtailed by their parents, they consequently

prefer real-world communication over interaction

with characters in computer games (r = -0.759 and p

<0.05).

According to most test participants, certain aspects of

human life and activities are simulated during the

gameplay. Through the game, they learn clearly

established rules and norms, and have the opportunity

to comprehend and navigate social reality. Computer

games portray repeating moving relationships.

Communication patterns within the games allow

participants to grasp some aspects of communication.

Using a computer game, they independently

determine the type of interaction with their chosen

character. Mastering norms and habits of social

relationships helps them begin to communicate with

their peers.

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According to the subjects, gaming enhances cognitive

activity, attention, memory, and the development of

thinking. However, it doesn't have a beneficial effect

on emotional intelligence. Success in the game

accelerates the development of motivational skills.

Loss, on the other hand, engenders feelings of

resentment and negative attitudes, not only towards

oneself but also towards one's peers.

Table 2: Characteristics of adolescents with a high level of dependence on computer games (girls) (n = 63).

Scales

Emotional

attitude to

CG (5)

Self-

monitoring in

the CG

Target

orientation

in CG

The parent’s

attitude

towards the

child’s CG

Prefer to

communicate with

CG heroes rather

than real

communication

Emotional attitude

towards CG

1 -0,712* 0,001 -0,683* 0,518

Self-control in the

fiel

1 -0,606* 0,730* -0,448

Target orientation

in CG

1 -0,224 -0,096

The parent’s

attitude towards

the child’s CG

1 -0,759*

Prefer to

communicate with

CG heroes rather

than real

communication

* р<0,05

Given that human behaviour is rooted in motivational

factors, it is fitting to also analyse the characteristics

of the motivational field in adolescents who are

addicted to computer games here.

The motivational field of the adolescent subjects was

determined by studying the motivational

constructivity of the adolescents as well, and

preliminary conclusions about the primary type of

motivation were drawn.

Procedure: The experiment was attended by boys and

girls aged 11-12 years. In group A, there were

subjects with a pronounced dependence on computer

games (26 individuals), and in group B, there were

participants with average and less pronounced

involvement in computer games (32 individuals),

totalling 58 teenagers.

A quantitative analysis was performed based on the

calculation of scores. The processing of the results is

provided in the appendix. A qualitative analysis to

determine the constructiveness of motivation in a

group of 26 subjects is presented in Table 3.

Table 3: Qualitative analysis to determine the constructiveness of motivation.

Strategies

CG dependency level

Constructive and behavioral approach to motivation

Constructive unity

(cooperation)

Destructive unit

(cooperation)

Reconstruction unit

(cooperation)

Instructional unit

(cooperation)

High rates of

addiction to computer

games

42% 26% 20% 12%

Adjustment of Computer Games in Teenagers

139

The table shows that the constructive unit of

motivation is specific to 42% of the subjects, in which

the motivation for success and attitude predominates.

The balance of internal and external interactions

underpins the balance of goals and relationships in

both the internal and external plans of the adolescent

who is addicted to computer games. Ideally, they

strive for collaborative creativity in all significant

activities and in resolving disagreements based on

internationalism and extroversion. The adolescent's

passion (eagerness for the goal and readiness to

sacrifice and forfeit themselves to achieve that goal)

has significant public relevance. However, when they

don't pay enough attention to themselves and are not

demanded by the public, they become a dispassionate

good-natured individual, dreamy, a fan of public

events, a constant activist of communities. Although

the extreme tension of spiritual and physical forces is

displayed in the choleric temperament on the

parameter of personal sensitivity, it appears as a

typical personal state on the constructiveness

parameter in terms of its activity - sanguine.

The destructive unit of motivation belongs to 26% of

subjects. The primary way and motive to enter into a

relationship is "no - no". That is, the mutual denial of

internal and external is a negative motive for

rejection, determining the stability of the adolescent,

the rhythm of slow development. In general, this

destructive relationship is the unity of motivation and

motivation for success in reality, expressed in two

different forms of complementary "adaptation"

(Igorevna, 2016).

The first is the inner world, i.e., the teenager who is

addicted to computer games, to oppress others, to

dominate others and himself based on the mutual

rejection of both his own and others' inner worlds.

The second form is the adaptation of the adolescent

to the moral views of others as well as to his personal

habits ensuring the stability of his lifestyle. The issue

of the interaction of internal and external is resolved

voluntarily and willingly, and sometimes

unpredictably.

Reconstructive motivation is typical for 20% of

subjects. The primary way (motive) to enter into a

relationship is "Yes-No", i.e., the desire to express the

importance and value of the individual is the

dominance of the reconstructive unity of motivation

and motivation to succeed when it's based on the

command of the mind, not the heart. The result of this

reconstructive motivation is usually manifested in the

attempt to "avoid" complex situations in the

emergence of sensitive issues related to the re-entry

into internal and external interactions. Spiritual

activity aimed at working on oneself, strong thoughts

aimed at improving one's self-efficacy, reflects the

adolescent as an internal but introverted individual,

i.e., appealing to his inner world. In adolescents with

a high level of addiction to computer games, self-

motivation is more important than motivation to

succeed; the reciprocal ratio prevails over the goal - it

is more important to understand oneself or some

abstract truth, and only then is the external world

taken into account. This is the reason for the general

focus on the types of activities (scientist, writer,

composer, sage, leftist) that take into account the fact

that work is performed in a secluded place.

The instructional unit of motivation belongs to 12%

of subjects. The primary way (motive) to enter into a

relationship is the "no-yes" motive, which implies the

denial of the inside to the outside. This form of

motivation is expressed not only in oneself but also in

relation to others: everyone must follow the

externally defined ideas, rules - norms, goals, etc., as

a guide. The instructive unity of attitude motivation

and success motivation is observed in the pursuit of

"competition". It is based on the fact that a teenager

addicted to computer games educates himself in the

external environment and recognises his importance

and value. But at the same time, the adolescent's goals

and attitudes are disproportionate: according to his

external perceptions, the goal, the results achieved,

prevail, which may depend not only on the conscious

attitude but also on the psychological state of the

situation. The psychological state is understood as an

instrumental value of a person, not a spiritual one.

4 CONCLUSION

Thus, in contrast to early school age, the dependence

on computer games in adolescence manifests in

relation to the gaming process. The gaming

environment and the ability to organise it serve as a

more convenient tool for meeting leadership needs in

terms of communication and interaction with their

peers. In games that reflect the social relationships of

adults, adolescents have the opportunity to master

behaviour and thus "join" the world of adult

relationships. This is why when a child prefers to play

in a team, they assume a certain position with its help.

Access to computer technology is only possible if

certain financial conditions are met. Children also

enjoy playing games whilst interacting with the

group. While teenage girls prefer games related to

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gender characteristics, teenage boys also prefer to

play games in which masculine characters are

distinctly expressed.

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