SlideShare a Scribd company logo
1 of 6
Download to read offline
28.05.2010




                                                 Kriminologisches Forschungsinstitut Niedersachsen
                                                                                                                                    KFN-Survey 2005 (children)
                                                 Criminological Research Institute of Lower Saxony
                                                 Germany
                                                                                                                                  Stichprobe                                Anzahl        Anteil in %
                                                                                                                                  total                                     5.529            100

                                                                                                                                  male                                      2.759            49,9



                                    Os danos psicolĂłgicos causados pelo uso dos videojogos

                                                 Psychological risks of video game usage

                                        Psychische Wirkrisiken der Computerspielnutzung
                                                                                                                                  Alter (M)                       Grade                                         Return quota: 86 %
                                                                                                                                  10,3                            4.
                                                         Florian Rehbein (Dipl.-Psych.)
                                                                                                                                                                                                                                     2




  KFN-Survey 2007/08 (youths)

Stichprobe                                                     Anzahl         Anteil in %            Befragungsgebiete:
total                                                          44.610            100

male                                                           22.545            51,3


                                                                                                                                                                            1: Background




Age (M)                                     Grade                                                        Return quota: 88 %
15,3                                        9.


                                                                                                                              3                                                                                                      4




  Ownership of screen media among adolescents in
  Germany (12-19, JIM-Studies)                                                                                                      Video game usage time among adolescents (2000, 2005, 2007/2008)

                               80
                                                                                                                                                            160
   Ownership quota (percent)




                               70                                                                           71
                                                                                                                                                            140                                          141
                                                                                                                                     Usage time (minutes)




                                            66      67            66                                67
                                                          64                      64         64
                                                                          62
                               60      60                                               61   60             61                                              120
                                                                                        57
                                                                          53      54
                               50                                 50                                        51                                              100
                                                          49                                                                                                                         91
                                                    46                                              45      45
                                            42                                               42                                                             80
                               40                                                            38                                                                        68                                             Boys
                                                                                                                                                                                                                     Jungen
                                                                                        37
                                       35
                                                                  33      34
                                                                          33      34    35                                                                  60                                           56
                                                          32                                                                                                                                                         Mädchen
                               30           31      31
                                                                  28              28                                                                                                                                  Girls
                                                          25                                                                                                40
                                       23
                               20
                                                                                                                                                            20         19            19
                               10                                                                                                                            0
                               0                                                                                                                                  2000          2005                2007/2008
                                    1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008                                                                                     Year
                                                                       Year
                                                                                                                                  (vgl. Mößle et al. 2007, Rehbein et al., 2009, Rehbein, 2010)
                                         TV
                                        Fernseher         Gaming
                                                          Spielkonsole            Computer         Internet access
                                                                                                  Internetanschluss
                                                          consoles
                                                                                                                              5                                                                                                      6




                                                                                                                                                                                                                                         1
28.05.2010




 Video game usage and gender
                                                                                                          Top 10 games of girls
 (ninth-grade students, 2007/2008)
                                                       29,8%                   Girls
                                                                               Mädchen          Boys
                                                                                               Jungen     Rang     Titel*                          Genre                          USK**             N      %
                                                                                                          1        Die Sims                        Simulation                     0                 4853   22,6
                 24,3%         25,0%
                                             P50                  P75         23,2% P90                   2        Singstar                        Partyspiel                     0                 1471   6,8
19,7%                                                                                                     3        Need for Speed                  Rennspiel                      0 – 12            1042   4,8
                                                   18,6%
                                    14,9%                                                      15,8%      4        Solitair                        Denkspiel                      0                 779    3,6
                                                                                                          5        Super Mario                     Geschicklichkeit               0–6               620    2,9
                       10,8%
                                                                        8,3%                              6        Grand Theft Auto                Genremix                       16 – 18           532    2,5
      5,6%                                                                                                7        Counterstrike                   Shooterspiel                   16 – 18           513    2,4
                                                                                          4,3%
                                                                                                          8        FIFA (Fußball)                  Sportspiel                     0                 291    1,4
                                                                                                          9        Tomb Raider                     Action- Adventure              12 – 16           273    1,3
No gaming        Casual          Below               Above               Regulary           Excessive
                                                                                                          10       World of Warcraft               MMORPG                         12                272    1,3
                 gaming         average             average

                               < 1 h / Tag         > 1 h / Tag          > 2,5 h / Tag     > 4,5 h / Tag

                                                                                                  7                                         F. Rehbein - Computerspielabhängigkeit im Jugendalter                  8




                                                                                                          KFN survey with German 4th-grade students in 2005
 Top 10 games of boys                                                                                     (mean age = 10,3 years)


 Rang   Titel*                 Genre                    USK**           N               %                     Experiences with games rated 16+
 1      Counterstrike          Shooterspiel             16 - 18         6110            27,0                   34 % of all children
                                                                                                               (Girls: 17 %; Boys: 50 %)
 2      FIFA (Fußball)         Sportspiel               0               3647            16,1
 3      Need for Speed         Rennspiel                0 – 12          2581            11,4                  Experiences with games rated 18+
 4      Grand Theft Auto       Genremix                 16 – 18         2277            10,1                   18 % of all children
                                                                                                               (Girls: 7 %; Boys: 29%)
 5      World of Warcraft      MMORPG                   12              2222            9,8
 6      Call of Duty           Shooterspiel             18              1766            7,8                   Playing games rated 16+ or 18+ at the time of the interview
 7      Battlefield            Shooterspiel             16              1161            5,1                    12 % of all children
                                                                                                               (Girls: 3 %; Boys: 21 %)
 8      Warcraft               Strategiespiel           12              1118            4,9
 9      Pro Evolution Soccer   Sportspiel               0               1092            4,8
 10     Guild Wars             MMORPG                   12              601             2,7


                                                                                                                            Kriminologisches Forschungsinstitut Niedersachsen
                                                                                                                            Criminological Research Institute of Lower Saxony
                                                                                                                            Germany
                                                                                                  9




                                                                                                              Video Game Dependency (www.klicksafe.de)




                      2: Video Game Dependency




                                                                                                 11




                                                                                                                                                                                                                          2
28.05.2010




    KFN-CSAS-II
                                                                                                                      KFN-CSAS-II (Diagnoseinstrument)
    (Video Game Dependency Scale)
                                                                                                                      Einengung des Denkens
  preoccupation/salience                          • 14 Items, 5 dimensions                                                und Verhaltens
                                                  • Four-stage response format (1 - 4)                                                                      Example:
               conflict                           • Range: 14 to 56                                                   Negative Konsequenzen
                                                  • Cut-off values:                                                                                         “During the time that I don’t play
          loss of control                              „At Risk“: sum score 35 and above(2 SD)                            Kontrollverlust                   video games, in my thoughts I am very
                                                       „Dependent“: sum score 42 and above (3 SD)                                                           much occupied with games.”
   withdrawal symptoms                            • Item difficulties (1.23 - 1.64)                                   Entzugserscheinungen
                                                  • Discriminatory power (> r= .60)
                                                  • Cronbachs Alpha = .92
             tolerance                                                                                                 Toleranzentwicklung

Rehbein, F., Kleimann, M., & Mößle, T. (2010). Prevalence and Risk Factors of Video Game Dependency in Adolescence:
Results of a German Nationwide Survey. CyberPsychology & Behavior, in press.

                                     F. Rehbein - Computerspielabhängigkeit im Jugendalter                      13                            F. Rehbein - Computerspielabhängigkeit im Jugendalter    14




    KFN-CSAS-II (Diagnoseinstrument)                                                                                  KFN-CSAS-II (Diagnoseinstrument)

    Einengung des Denkens                                                                                             Einengung des Denkens
        und Verhaltens                                                                                                    und Verhaltens
                                                   Example:                                                                                                 Example:
    Negative Konsequenzen                                                                                             Negative Konsequenzen
                                                   “My school achievement suffers                                                                           “I have a feeling that I cannot control
          Kontrollverlust                          under my game habits.”                                                 Kontrollverlust                   my gaming time.”


    Entzugserscheinungen                                                                                              Entzugserscheinungen


      Toleranzentwicklung                                                                                              Toleranzentwicklung




                                                                                                                15                                                                                     16




    KFN-CSAS-II (Diagnoseinstrument)                                                                                  KFN-CSAS-II (Diagnoseinstrument)

    Einengung des Denkens                                                                                             Einengung des Denkens
        und Verhaltens                                                                                                    und Verhaltens
                                                   Example:                                                                                                 Example:
    Negative Konsequenzen                                                                                             Negative Konsequenzen
                                                   “If I don’t play for quite a while, I                                                                    “I feel forced to play longer and
          Kontrollverlust                          become restless and nervous.”                                          Kontrollverlust                   longer to be satisfied.”


    Entzugserscheinungen                                                                                              Entzugserscheinungen


      Toleranzentwicklung                                                                                              Toleranzentwicklung




                                                                                                                17                                                                                     18




                                                                                                                                                                                                              3
28.05.2010




      Psychosocial stress indicators (Boys)                                                                                                       Prevalence of VGD in Germany
Stress indicators                                       Main group                Extensive P.          Dependend P.
                                                       (< 2,5 h/Tag)             (> 2,5 h/Tag)           (SS) >= 42)
Primary validation                                                                                                                                             KFN-Survey 2007/08                                                Population (843.200)
Online gaming time                                        26 Min.                159 Min.**              188 Min.**
Offline gaming time                                       33 Min.                100 Min.**              78 Min.**
Self-assessment VGD (1-6)                                 M = 1.8                 M = 2.4**               M = 4.8**
Grades at school                                                                                                                                           5                       4,7
German                                                          3.14                3.28**                 3.46**
Mathemathics                                                    3.05                3.07ns                 3.29**                                          4
                                                                                                                                                                 3




                                                                                                                                          Prevalence (%)
History                                                         2.83                2.92**                 3.17**
                                                                                                                                                           3                                    2,8                                      2.400 Girls (10%)
Sports                                                          2.05                2.17**                 2.42**
School absenteeism                                                                                                                                                         1,7                                                        21.200 Boys (90%)
                                                                                                                                                           2
Skipped lessons                                            10.1 h                  10.0 hns               18.6 h**
Multiple truancy                                           12.5 %                 12.2.%ns                22.4 %**                                         1                              0,5
Motive: video gaming                                       8.2 %                  23.2 %**                63.8 %**
                                                                                                                                                                     0,3
Health-related factors                                                                                                                                     0
Time of sleep                                               7.5 h                  7.3 h**                 6.9 h**                                               dependent
                                                                                                                                                                 abhängig           at risk
                                                                                                                                                                                    gefährdet
Sleep disturbance                                          4,1 %                  6,1 %**                 15,1 %**
                                                                                                                                                                                                                                           1.300 Girls (9%)
No regular leisure-time activities                         30.4 %                 36.9 %**                44.6 %**
Frequent thoughts of suicide                               2.4 %                   3.0 %ns                12.3 %**                                               boys
                                                                                                                                                                 Junge       girls
                                                                                                                                                                             Mädchen         total
                                                                                                                                                                                            gesamt                                    13.000 Boys (91%)
SS = Sum Score. * p < .05, ** p < .01, ns = nicht signifikant


                                                F. Rehbein - Computerspielabhängigkeit im Jugendalter                           19                                                 F. Rehbein - Computerspielabhängigkeit im Jugendalter                            20




      Riskfactor: Prefered game                                                                                                         Risikomodell
                                                                                                                                        Logistische Regression zur Vorhersage von Computerspielabhängigkeit (n = 4.727, Spieler)

  Imperiled and Dependent Persons among Players of the 10 Most Popular                                                                    Predictors                                                               B        Std. Error       Exp(B)

  Games of Male Adolescents                                                                                                               gaming behavior
                                                                                                                                          gaming in terms of dysfunctional coping                               1.22**         0.10           3.39
World of Warcraft                                  11,6                              8,5                                                  gaming as source of self-efficacy                                     0.45**         0.11           1.57
                                                                                                                           gefährdet
                                                                                                                            at risk       usage of online role-playing game                                     0.58**         0.20           1.78
       Guild Wars                        5,8               3,8
                                                                                                                           abhängig
                                                                                                                            dependent     usage of strategy games                                               0.17ns         0.21           1.19
         Warcraft                          8,7                         3,8                                                                usage of shooter games                                                0.06ns         0.23           1.06
                                                                                                                                          social predictors                                                                                            Nagelkerkes
   Counterstrike                          8,2                          4,9                                                                no leisure time successes besides gaming                              1.60**         0.32           4.94
                                                                                                                                                                                                                                                       R2 = .41
      Call of Duty                      6,2                      4                                                                        school related anxieties                                              0.54**         0.14           1.72
                                                                                                                                          previous repetition of school year                                    0.50*          0.21           1.65     * p < .05
       Battlefield                      6,5                      4,1                                                     Mean value       demographic predictors                                                                                       ** p < .01
                                                                                                                         dependent        male gender                                                            0.39ns        0.36           1.48
Grand Theft Auto                      4,5      2,7                                                                       players          low parental education                                                -0.28ns        0.27           0.76
 Pro Evolution S.                    3,5 1,9                                                                                              low youth education                                                    0.22ns        0.22           1.24
                                                                                                                                          psychological predictors
   FIFA (Fußball)                   2,9 1,2                                                                                               lower social competence                                               0.85**         0.31           2.34
 Need for Speed                     2,8 1,8                                                                                               impulsiveness                                                         0.31**         0.12           1.36
                                                                                                                                          internalization of violent legitimizing norms                          0.27*         0.12           1.31
                                                           7.7                                                                            ADHS disorder in history                                              -0.02ns        0.28           0.98
                                0                  5                   10          15               20              25                    depression disorder in history                                        -0.04ns        0.41           0.96
                                                                                                                                          anxiety disorder in history                                            0.43ns        0.46           1.54
                                                                             %
                                                                                                                                          frequent physical abuse in childhood                                   0.59ns        0.39           1.81

                                                                                                                                21                                                 F. Rehbein - Computerspielabhängigkeit im Jugendalter                            22




                                                                                                                                                                           Videosequences of violent video games




                                           3: Violent video games




                                                                                                                                23




                                                                                                                                                                                                                                                                         4
28.05.2010




Short-Term-Effects (General Aggression Model )                      Desensitization

                                                                    Desensitization = Reduction of emotional, cognitive and behavioral responses
                                                                    on violent media


                                                                    Phase 1: Scenes from a violent game (e.g., headshot) cause aversion or disgust.

                                                                    Phase 2: Scenes become less annoying. Handling of the game becomes easier.

                                                                    Phase 3: In the absence of becoming annoyed the sense and the rating of
                                                                    violence changes. A „headshot“ becomes a normal goal of the game.

                                                                    Transfer-phase: The adaption of game violence leads to a lower reaction on real-
                                                                    life violence. (Bartholow et al., 2006; Carnagey et al., 2007).

                                                                    In the long run this leads to lower empathy and lower compassion for casualties
                                                                    of real-life violence (see Funk et al., 2004; MĂśller, 2006).


                                                                                   Kriminologisches Forschungsinstitut Niedersachsen
                                                                                   Criminological Research Institute of Lower Saxony
                                                                                   Germany




         Violent video game and aggressiveness                                         Longitudinal Study: MĂśller et al, 2009
                                                                                       N = 143 students (T1: 13 years, T2: 16 years)
(Meta-analysis, 54 independent samples, Anderson & Bushman, 2001)




         Longitudinal Study: MĂśller et al, 2009
        N = 143 students (T1: 13 years, T2: 16 years)                Another Longitudinal Study (Hopf, Huber & Weiß, 2008)

                                                                     N = 314 students(T1: 12 years, T2: 14,7 years)




                                                                                                                                                       5
28.05.2010




                                               Thank you for your attention!!!
                                             Rehbein, F., Kleimann, M., & Mößle, T. (2010). Prevalence and Risk
                                             Factors of Video Game Dependency in Adolescence: Results of a
Research team KFN-survey 2007/2008:          German Nationwide Survey. CyberPsychology & Behavior, in press.

                                             Rehbein, F., Kleimann, M., & Mößle, T. (2009).
Dirk Baier (Dipl.-Soziologe)
                                             Exzessives Computerspielen und Computerspielabhängigkeit im
                                             Jugendalter: Ergebnisse einer deutschlandweiten
Susann Rabold (Soziologin, M.A.)             Repräsentativbefragung. Die Psychiatrie, 6, 140-146.

Dr. Julia Simonson (Dipl.-Soziologin)        Further information to our overall project “Media usage and school
                                             achievement“ you will find on our homepage: www.kfn.de

                                             Florian Rehbein (Dipl.-Psych.)
                                             frehbein@kfn.uni-hannover.de

                                             Matthias Kleimann (Dipl.-Medienwiss.)
                                             mkleimann@kfn.uni-hannover.de

                                             Dr. Thomas Mößle (Dipl.-Psych.)
                                             moessle@kfn.uni-hannover.de

                                        31                                    F. Rehbein - Computerspielabhängigkeit im Jugendalter    32




                                                                                                                                              6

More Related Content

More from Realidades Virtuais

HistĂłria dos videojogos para consolas de Nuno Folhadela
HistĂłria dos videojogos para consolas de Nuno FolhadelaHistĂłria dos videojogos para consolas de Nuno Folhadela
HistĂłria dos videojogos para consolas de Nuno FolhadelaRealidades Virtuais
 
How to create a computer game
How to create a computer gameHow to create a computer game
How to create a computer gameRealidades Virtuais
 
Popular misconceptions about gamedesign
Popular misconceptions about gamedesignPopular misconceptions about gamedesign
Popular misconceptions about gamedesignRealidades Virtuais
 
Integração das TIC nas Línguas Estrangeiras: desafios à inovação curricular d...
Integração das TIC nas Línguas Estrangeiras: desafios à inovação curricular d...Integração das TIC nas Línguas Estrangeiras: desafios à inovação curricular d...
Integração das TIC nas Línguas Estrangeiras: desafios à inovação curricular d...Realidades Virtuais
 
Spielst du noch oder lernst du schon? : (Nicht nur) methodisch-didaktische Üb...
Spielst du noch oder lernst du schon? : (Nicht nur) methodisch-didaktische Üb...Spielst du noch oder lernst du schon? : (Nicht nur) methodisch-didaktische Üb...
Spielst du noch oder lernst du schon? : (Nicht nur) methodisch-didaktische Üb...Realidades Virtuais
 
Soziale Netzwerke im Internet – Analyse eines neuen, alten Phänomens
Soziale Netzwerke im Internet – Analyse eines neuen, alten Phänomens Soziale Netzwerke im Internet – Analyse eines neuen, alten Phänomens
Soziale Netzwerke im Internet – Analyse eines neuen, alten Phänomens Realidades Virtuais
 
A ALFABETIZAÇÃO DIGITAL E OS VIDEOJOGOS apresentação de um estudo sobre hábi...
A ALFABETIZAÇÃO DIGITAL E OS VIDEOJOGOS  apresentação de um estudo sobrehábi...A ALFABETIZAÇÃO DIGITAL E OS VIDEOJOGOS  apresentação de um estudo sobrehábi...
A ALFABETIZAÇÃO DIGITAL E OS VIDEOJOGOS apresentação de um estudo sobre hábi...Realidades Virtuais
 
Digital Game als Seismograph fĂźr neue Formen sozialer Wirklichkeit? by Diego ...
Digital Game als Seismograph fĂźr neue Formen sozialer Wirklichkeit? by Diego ...Digital Game als Seismograph fĂźr neue Formen sozialer Wirklichkeit? by Diego ...
Digital Game als Seismograph fĂźr neue Formen sozialer Wirklichkeit? by Diego ...Realidades Virtuais
 
Spiel-Räume : die Attraktion digitaler Spiele und die Botschaften an die Gese...
Spiel-Räume : die Attraktion digitaler Spiele und die Botschaften an die Gese...Spiel-Räume : die Attraktion digitaler Spiele und die Botschaften an die Gese...
Spiel-Räume : die Attraktion digitaler Spiele und die Botschaften an die Gese...Realidades Virtuais
 
Redes sociais, crianças e jovens - uma perspectiva sobre riscos e oportunidad...
Redes sociais, crianças e jovens - uma perspectiva sobre riscos e oportunidad...Redes sociais, crianças e jovens - uma perspectiva sobre riscos e oportunidad...
Redes sociais, crianças e jovens - uma perspectiva sobre riscos e oportunidad...Realidades Virtuais
 
A protecção de menores face aos jogos digitais por António Xavier
A protecção de menores face aos jogos digitais por António XavierA protecção de menores face aos jogos digitais por António Xavier
A protecção de menores face aos jogos digitais por António XavierRealidades Virtuais
 
Regulation and Practice of Youth Protection concerning Video Games by Marc Li...
Regulation and Practice of Youth Protection concerning Video Games by Marc Li...Regulation and Practice of Youth Protection concerning Video Games by Marc Li...
Regulation and Practice of Youth Protection concerning Video Games by Marc Li...Realidades Virtuais
 
Die Alterskennzeichnung von Computerspielen in der Bundesrepublik Deutschland...
Die Alterskennzeichnung von Computerspielen in der Bundesrepublik Deutschland...Die Alterskennzeichnung von Computerspielen in der Bundesrepublik Deutschland...
Die Alterskennzeichnung von Computerspielen in der Bundesrepublik Deutschland...Realidades Virtuais
 
From Library 2.0 to Library 3D - Opportunities and challenges for future libr...
From Library 2.0 to Library 3D - Opportunities and challenges for future libr...From Library 2.0 to Library 3D - Opportunities and challenges for future libr...
From Library 2.0 to Library 3D - Opportunities and challenges for future libr...Realidades Virtuais
 
From tradition to innovation, by Julia Bergmann
From tradition to innovation, by Julia BergmannFrom tradition to innovation, by Julia Bergmann
From tradition to innovation, by Julia BergmannRealidades Virtuais
 
This great italian theater: shifting from the document to the monument, by Ma...
This great italian theater: shifting from the document to the monument, by Ma...This great italian theater: shifting from the document to the monument, by Ma...
This great italian theater: shifting from the document to the monument, by Ma...Realidades Virtuais
 
Social Web in Spanish Libraries, by Natalia Arroyo
Social Web in Spanish Libraries, by Natalia ArroyoSocial Web in Spanish Libraries, by Natalia Arroyo
Social Web in Spanish Libraries, by Natalia ArroyoRealidades Virtuais
 
I am a conservative - I preserve the progress - Libraries discovering Web 2.0...
I am a conservative - I preserve the progress - Libraries discovering Web 2.0...I am a conservative - I preserve the progress - Libraries discovering Web 2.0...
I am a conservative - I preserve the progress - Libraries discovering Web 2.0...Realidades Virtuais
 
"Do librarians need new skills for the web 2.0?", por Paulo LeitĂŁo
"Do librarians need new skills for the web 2.0?", por Paulo LeitĂŁo"Do librarians need new skills for the web 2.0?", por Paulo LeitĂŁo
"Do librarians need new skills for the web 2.0?", por Paulo LeitĂŁoRealidades Virtuais
 
As realidades virtuais na aprendizagem: programa e resumo das comunicaçþes
As realidades virtuais na aprendizagem: programa e resumo das comunicaçþesAs realidades virtuais na aprendizagem: programa e resumo das comunicaçþes
As realidades virtuais na aprendizagem: programa e resumo das comunicaçþesRealidades Virtuais
 

More from Realidades Virtuais (20)

HistĂłria dos videojogos para consolas de Nuno Folhadela
HistĂłria dos videojogos para consolas de Nuno FolhadelaHistĂłria dos videojogos para consolas de Nuno Folhadela
HistĂłria dos videojogos para consolas de Nuno Folhadela
 
How to create a computer game
How to create a computer gameHow to create a computer game
How to create a computer game
 
Popular misconceptions about gamedesign
Popular misconceptions about gamedesignPopular misconceptions about gamedesign
Popular misconceptions about gamedesign
 
Integração das TIC nas Línguas Estrangeiras: desafios à inovação curricular d...
Integração das TIC nas Línguas Estrangeiras: desafios à inovação curricular d...Integração das TIC nas Línguas Estrangeiras: desafios à inovação curricular d...
Integração das TIC nas Línguas Estrangeiras: desafios à inovação curricular d...
 
Spielst du noch oder lernst du schon? : (Nicht nur) methodisch-didaktische Üb...
Spielst du noch oder lernst du schon? : (Nicht nur) methodisch-didaktische Üb...Spielst du noch oder lernst du schon? : (Nicht nur) methodisch-didaktische Üb...
Spielst du noch oder lernst du schon? : (Nicht nur) methodisch-didaktische Üb...
 
Soziale Netzwerke im Internet – Analyse eines neuen, alten Phänomens
Soziale Netzwerke im Internet – Analyse eines neuen, alten Phänomens Soziale Netzwerke im Internet – Analyse eines neuen, alten Phänomens
Soziale Netzwerke im Internet – Analyse eines neuen, alten Phänomens
 
A ALFABETIZAÇÃO DIGITAL E OS VIDEOJOGOS apresentação de um estudo sobre hábi...
A ALFABETIZAÇÃO DIGITAL E OS VIDEOJOGOS  apresentação de um estudo sobrehábi...A ALFABETIZAÇÃO DIGITAL E OS VIDEOJOGOS  apresentação de um estudo sobrehábi...
A ALFABETIZAÇÃO DIGITAL E OS VIDEOJOGOS apresentação de um estudo sobre hábi...
 
Digital Game als Seismograph fĂźr neue Formen sozialer Wirklichkeit? by Diego ...
Digital Game als Seismograph fĂźr neue Formen sozialer Wirklichkeit? by Diego ...Digital Game als Seismograph fĂźr neue Formen sozialer Wirklichkeit? by Diego ...
Digital Game als Seismograph fĂźr neue Formen sozialer Wirklichkeit? by Diego ...
 
Spiel-Räume : die Attraktion digitaler Spiele und die Botschaften an die Gese...
Spiel-Räume : die Attraktion digitaler Spiele und die Botschaften an die Gese...Spiel-Räume : die Attraktion digitaler Spiele und die Botschaften an die Gese...
Spiel-Räume : die Attraktion digitaler Spiele und die Botschaften an die Gese...
 
Redes sociais, crianças e jovens - uma perspectiva sobre riscos e oportunidad...
Redes sociais, crianças e jovens - uma perspectiva sobre riscos e oportunidad...Redes sociais, crianças e jovens - uma perspectiva sobre riscos e oportunidad...
Redes sociais, crianças e jovens - uma perspectiva sobre riscos e oportunidad...
 
A protecção de menores face aos jogos digitais por António Xavier
A protecção de menores face aos jogos digitais por António XavierA protecção de menores face aos jogos digitais por António Xavier
A protecção de menores face aos jogos digitais por António Xavier
 
Regulation and Practice of Youth Protection concerning Video Games by Marc Li...
Regulation and Practice of Youth Protection concerning Video Games by Marc Li...Regulation and Practice of Youth Protection concerning Video Games by Marc Li...
Regulation and Practice of Youth Protection concerning Video Games by Marc Li...
 
Die Alterskennzeichnung von Computerspielen in der Bundesrepublik Deutschland...
Die Alterskennzeichnung von Computerspielen in der Bundesrepublik Deutschland...Die Alterskennzeichnung von Computerspielen in der Bundesrepublik Deutschland...
Die Alterskennzeichnung von Computerspielen in der Bundesrepublik Deutschland...
 
From Library 2.0 to Library 3D - Opportunities and challenges for future libr...
From Library 2.0 to Library 3D - Opportunities and challenges for future libr...From Library 2.0 to Library 3D - Opportunities and challenges for future libr...
From Library 2.0 to Library 3D - Opportunities and challenges for future libr...
 
From tradition to innovation, by Julia Bergmann
From tradition to innovation, by Julia BergmannFrom tradition to innovation, by Julia Bergmann
From tradition to innovation, by Julia Bergmann
 
This great italian theater: shifting from the document to the monument, by Ma...
This great italian theater: shifting from the document to the monument, by Ma...This great italian theater: shifting from the document to the monument, by Ma...
This great italian theater: shifting from the document to the monument, by Ma...
 
Social Web in Spanish Libraries, by Natalia Arroyo
Social Web in Spanish Libraries, by Natalia ArroyoSocial Web in Spanish Libraries, by Natalia Arroyo
Social Web in Spanish Libraries, by Natalia Arroyo
 
I am a conservative - I preserve the progress - Libraries discovering Web 2.0...
I am a conservative - I preserve the progress - Libraries discovering Web 2.0...I am a conservative - I preserve the progress - Libraries discovering Web 2.0...
I am a conservative - I preserve the progress - Libraries discovering Web 2.0...
 
"Do librarians need new skills for the web 2.0?", por Paulo LeitĂŁo
"Do librarians need new skills for the web 2.0?", por Paulo LeitĂŁo"Do librarians need new skills for the web 2.0?", por Paulo LeitĂŁo
"Do librarians need new skills for the web 2.0?", por Paulo LeitĂŁo
 
As realidades virtuais na aprendizagem: programa e resumo das comunicaçþes
As realidades virtuais na aprendizagem: programa e resumo das comunicaçþesAs realidades virtuais na aprendizagem: programa e resumo das comunicaçþes
As realidades virtuais na aprendizagem: programa e resumo das comunicaçþes
 

Recently uploaded

Introduction to ArtificiaI Intelligence in Higher Education
Introduction to ArtificiaI Intelligence in Higher EducationIntroduction to ArtificiaI Intelligence in Higher Education
Introduction to ArtificiaI Intelligence in Higher Educationpboyjonauth
 
Accessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactAccessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactdawncurless
 
The Most Excellent Way | 1 Corinthians 13
The Most Excellent Way | 1 Corinthians 13The Most Excellent Way | 1 Corinthians 13
The Most Excellent Way | 1 Corinthians 13Steve Thomason
 
Paris 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activityParis 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activityGeoBlogs
 
mini mental status format.docx
mini    mental       status     format.docxmini    mental       status     format.docx
mini mental status format.docxPoojaSen20
 
call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️
call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️
call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️9953056974 Low Rate Call Girls In Saket, Delhi NCR
 
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdfBASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdfSoniaTolstoy
 
Sanyam Choudhary Chemistry practical.pdf
Sanyam Choudhary Chemistry practical.pdfSanyam Choudhary Chemistry practical.pdf
Sanyam Choudhary Chemistry practical.pdfsanyamsingh5019
 
Crayon Activity Handout For the Crayon A
Crayon Activity Handout For the Crayon ACrayon Activity Handout For the Crayon A
Crayon Activity Handout For the Crayon AUnboundStockton
 
Solving Puzzles Benefits Everyone (English).pptx
Solving Puzzles Benefits Everyone (English).pptxSolving Puzzles Benefits Everyone (English).pptx
Solving Puzzles Benefits Everyone (English).pptxOH TEIK BIN
 
_Math 4-Q4 Week 5.pptx Steps in Collecting Data
_Math 4-Q4 Week 5.pptx Steps in Collecting Data_Math 4-Q4 Week 5.pptx Steps in Collecting Data
_Math 4-Q4 Week 5.pptx Steps in Collecting DataJhengPantaleon
 
KSHARA STURA .pptx---KSHARA KARMA THERAPY (CAUSTIC THERAPY)————IMP.OF KSHARA ...
KSHARA STURA .pptx---KSHARA KARMA THERAPY (CAUSTIC THERAPY)————IMP.OF KSHARA ...KSHARA STURA .pptx---KSHARA KARMA THERAPY (CAUSTIC THERAPY)————IMP.OF KSHARA ...
KSHARA STURA .pptx---KSHARA KARMA THERAPY (CAUSTIC THERAPY)————IMP.OF KSHARA ...M56BOOKSTORE PRODUCT/SERVICE
 
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptxContemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptxRoyAbrique
 
Hybridoma Technology ( Production , Purification , and Application )
Hybridoma Technology  ( Production , Purification , and Application  ) Hybridoma Technology  ( Production , Purification , and Application  )
Hybridoma Technology ( Production , Purification , and Application ) Sakshi Ghasle
 
A Critique of the Proposed National Education Policy Reform
A Critique of the Proposed National Education Policy ReformA Critique of the Proposed National Education Policy Reform
A Critique of the Proposed National Education Policy ReformChameera Dedduwage
 
Introduction to AI in Higher Education_draft.pptx
Introduction to AI in Higher Education_draft.pptxIntroduction to AI in Higher Education_draft.pptx
Introduction to AI in Higher Education_draft.pptxpboyjonauth
 
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...EduSkills OECD
 

Recently uploaded (20)

Introduction to ArtificiaI Intelligence in Higher Education
Introduction to ArtificiaI Intelligence in Higher EducationIntroduction to ArtificiaI Intelligence in Higher Education
Introduction to ArtificiaI Intelligence in Higher Education
 
TataKelola dan KamSiber Kecerdasan Buatan v022.pdf
TataKelola dan KamSiber Kecerdasan Buatan v022.pdfTataKelola dan KamSiber Kecerdasan Buatan v022.pdf
TataKelola dan KamSiber Kecerdasan Buatan v022.pdf
 
Accessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactAccessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impact
 
The Most Excellent Way | 1 Corinthians 13
The Most Excellent Way | 1 Corinthians 13The Most Excellent Way | 1 Corinthians 13
The Most Excellent Way | 1 Corinthians 13
 
Paris 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activityParis 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activity
 
Model Call Girl in Bikash Puri Delhi reach out to us at 🔝9953056974🔝
Model Call Girl in Bikash Puri  Delhi reach out to us at 🔝9953056974🔝Model Call Girl in Bikash Puri  Delhi reach out to us at 🔝9953056974🔝
Model Call Girl in Bikash Puri Delhi reach out to us at 🔝9953056974🔝
 
mini mental status format.docx
mini    mental       status     format.docxmini    mental       status     format.docx
mini mental status format.docx
 
call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️
call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️
call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️
 
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdfBASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
 
Sanyam Choudhary Chemistry practical.pdf
Sanyam Choudhary Chemistry practical.pdfSanyam Choudhary Chemistry practical.pdf
Sanyam Choudhary Chemistry practical.pdf
 
9953330565 Low Rate Call Girls In Rohini Delhi NCR
9953330565 Low Rate Call Girls In Rohini  Delhi NCR9953330565 Low Rate Call Girls In Rohini  Delhi NCR
9953330565 Low Rate Call Girls In Rohini Delhi NCR
 
Crayon Activity Handout For the Crayon A
Crayon Activity Handout For the Crayon ACrayon Activity Handout For the Crayon A
Crayon Activity Handout For the Crayon A
 
Solving Puzzles Benefits Everyone (English).pptx
Solving Puzzles Benefits Everyone (English).pptxSolving Puzzles Benefits Everyone (English).pptx
Solving Puzzles Benefits Everyone (English).pptx
 
_Math 4-Q4 Week 5.pptx Steps in Collecting Data
_Math 4-Q4 Week 5.pptx Steps in Collecting Data_Math 4-Q4 Week 5.pptx Steps in Collecting Data
_Math 4-Q4 Week 5.pptx Steps in Collecting Data
 
KSHARA STURA .pptx---KSHARA KARMA THERAPY (CAUSTIC THERAPY)————IMP.OF KSHARA ...
KSHARA STURA .pptx---KSHARA KARMA THERAPY (CAUSTIC THERAPY)————IMP.OF KSHARA ...KSHARA STURA .pptx---KSHARA KARMA THERAPY (CAUSTIC THERAPY)————IMP.OF KSHARA ...
KSHARA STURA .pptx---KSHARA KARMA THERAPY (CAUSTIC THERAPY)————IMP.OF KSHARA ...
 
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptxContemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
 
Hybridoma Technology ( Production , Purification , and Application )
Hybridoma Technology  ( Production , Purification , and Application  ) Hybridoma Technology  ( Production , Purification , and Application  )
Hybridoma Technology ( Production , Purification , and Application )
 
A Critique of the Proposed National Education Policy Reform
A Critique of the Proposed National Education Policy ReformA Critique of the Proposed National Education Policy Reform
A Critique of the Proposed National Education Policy Reform
 
Introduction to AI in Higher Education_draft.pptx
Introduction to AI in Higher Education_draft.pptxIntroduction to AI in Higher Education_draft.pptx
Introduction to AI in Higher Education_draft.pptx
 
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
 

Psychological risks of videogame usage by Florian Rehbein

  • 1. 28.05.2010 Kriminologisches Forschungsinstitut Niedersachsen KFN-Survey 2005 (children) Criminological Research Institute of Lower Saxony Germany Stichprobe Anzahl Anteil in % total 5.529 100 male 2.759 49,9 Os danos psicolĂłgicos causados pelo uso dos videojogos Psychological risks of video game usage Psychische Wirkrisiken der Computerspielnutzung Alter (M) Grade Return quota: 86 % 10,3 4. Florian Rehbein (Dipl.-Psych.) 2 KFN-Survey 2007/08 (youths) Stichprobe Anzahl Anteil in % Befragungsgebiete: total 44.610 100 male 22.545 51,3 1: Background Age (M) Grade Return quota: 88 % 15,3 9. 3 4 Ownership of screen media among adolescents in Germany (12-19, JIM-Studies) Video game usage time among adolescents (2000, 2005, 2007/2008) 80 160 Ownership quota (percent) 70 71 140 141 Usage time (minutes) 66 67 66 67 64 64 64 62 60 60 61 60 61 120 57 53 54 50 50 51 100 49 91 46 45 45 42 42 80 40 38 68 Boys Jungen 37 35 33 34 33 34 35 60 56 32 Mädchen 30 31 31 28 28 Girls 25 40 23 20 20 19 19 10 0 0 2000 2005 2007/2008 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 Year Year (vgl. Mößle et al. 2007, Rehbein et al., 2009, Rehbein, 2010) TV Fernseher Gaming Spielkonsole Computer Internet access Internetanschluss consoles 5 6 1
  • 2. 28.05.2010 Video game usage and gender Top 10 games of girls (ninth-grade students, 2007/2008) 29,8% Girls Mädchen Boys Jungen Rang Titel* Genre USK** N % 1 Die Sims Simulation 0 4853 22,6 24,3% 25,0% P50 P75 23,2% P90 2 Singstar Partyspiel 0 1471 6,8 19,7% 3 Need for Speed Rennspiel 0 – 12 1042 4,8 18,6% 14,9% 15,8% 4 Solitair Denkspiel 0 779 3,6 5 Super Mario Geschicklichkeit 0–6 620 2,9 10,8% 8,3% 6 Grand Theft Auto Genremix 16 – 18 532 2,5 5,6% 7 Counterstrike Shooterspiel 16 – 18 513 2,4 4,3% 8 FIFA (Fußball) Sportspiel 0 291 1,4 9 Tomb Raider Action- Adventure 12 – 16 273 1,3 No gaming Casual Below Above Regulary Excessive 10 World of Warcraft MMORPG 12 272 1,3 gaming average average < 1 h / Tag > 1 h / Tag > 2,5 h / Tag > 4,5 h / Tag 7 F. Rehbein - Computerspielabhängigkeit im Jugendalter 8 KFN survey with German 4th-grade students in 2005 Top 10 games of boys (mean age = 10,3 years) Rang Titel* Genre USK** N %  Experiences with games rated 16+ 1 Counterstrike Shooterspiel 16 - 18 6110 27,0 34 % of all children (Girls: 17 %; Boys: 50 %) 2 FIFA (Fußball) Sportspiel 0 3647 16,1 3 Need for Speed Rennspiel 0 – 12 2581 11,4  Experiences with games rated 18+ 4 Grand Theft Auto Genremix 16 – 18 2277 10,1 18 % of all children (Girls: 7 %; Boys: 29%) 5 World of Warcraft MMORPG 12 2222 9,8 6 Call of Duty Shooterspiel 18 1766 7,8  Playing games rated 16+ or 18+ at the time of the interview 7 Battlefield Shooterspiel 16 1161 5,1 12 % of all children (Girls: 3 %; Boys: 21 %) 8 Warcraft Strategiespiel 12 1118 4,9 9 Pro Evolution Soccer Sportspiel 0 1092 4,8 10 Guild Wars MMORPG 12 601 2,7 Kriminologisches Forschungsinstitut Niedersachsen Criminological Research Institute of Lower Saxony Germany 9 Video Game Dependency (www.klicksafe.de) 2: Video Game Dependency 11 2
  • 3. 28.05.2010 KFN-CSAS-II KFN-CSAS-II (Diagnoseinstrument) (Video Game Dependency Scale) Einengung des Denkens preoccupation/salience • 14 Items, 5 dimensions und Verhaltens • Four-stage response format (1 - 4) Example: conflict • Range: 14 to 56 Negative Konsequenzen • Cut-off values: “During the time that I don’t play loss of control „At Risk“: sum score 35 and above(2 SD) Kontrollverlust video games, in my thoughts I am very „Dependent“: sum score 42 and above (3 SD) much occupied with games.” withdrawal symptoms • Item difficulties (1.23 - 1.64) Entzugserscheinungen • Discriminatory power (> r= .60) • Cronbachs Alpha = .92 tolerance Toleranzentwicklung Rehbein, F., Kleimann, M., & Mößle, T. (2010). Prevalence and Risk Factors of Video Game Dependency in Adolescence: Results of a German Nationwide Survey. CyberPsychology & Behavior, in press. F. Rehbein - Computerspielabhängigkeit im Jugendalter 13 F. Rehbein - Computerspielabhängigkeit im Jugendalter 14 KFN-CSAS-II (Diagnoseinstrument) KFN-CSAS-II (Diagnoseinstrument) Einengung des Denkens Einengung des Denkens und Verhaltens und Verhaltens Example: Example: Negative Konsequenzen Negative Konsequenzen “My school achievement suffers “I have a feeling that I cannot control Kontrollverlust under my game habits.” Kontrollverlust my gaming time.” Entzugserscheinungen Entzugserscheinungen Toleranzentwicklung Toleranzentwicklung 15 16 KFN-CSAS-II (Diagnoseinstrument) KFN-CSAS-II (Diagnoseinstrument) Einengung des Denkens Einengung des Denkens und Verhaltens und Verhaltens Example: Example: Negative Konsequenzen Negative Konsequenzen “If I don’t play for quite a while, I “I feel forced to play longer and Kontrollverlust become restless and nervous.” Kontrollverlust longer to be satisfied.” Entzugserscheinungen Entzugserscheinungen Toleranzentwicklung Toleranzentwicklung 17 18 3
  • 4. 28.05.2010 Psychosocial stress indicators (Boys) Prevalence of VGD in Germany Stress indicators Main group Extensive P. Dependend P. (< 2,5 h/Tag) (> 2,5 h/Tag) (SS) >= 42) Primary validation KFN-Survey 2007/08 Population (843.200) Online gaming time 26 Min. 159 Min.** 188 Min.** Offline gaming time 33 Min. 100 Min.** 78 Min.** Self-assessment VGD (1-6) M = 1.8 M = 2.4** M = 4.8** Grades at school 5 4,7 German 3.14 3.28** 3.46** Mathemathics 3.05 3.07ns 3.29** 4 3 Prevalence (%) History 2.83 2.92** 3.17** 3 2,8 2.400 Girls (10%) Sports 2.05 2.17** 2.42** School absenteeism 1,7 21.200 Boys (90%) 2 Skipped lessons 10.1 h 10.0 hns 18.6 h** Multiple truancy 12.5 % 12.2.%ns 22.4 %** 1 0,5 Motive: video gaming 8.2 % 23.2 %** 63.8 %** 0,3 Health-related factors 0 Time of sleep 7.5 h 7.3 h** 6.9 h** dependent abhängig at risk gefährdet Sleep disturbance 4,1 % 6,1 %** 15,1 %** 1.300 Girls (9%) No regular leisure-time activities 30.4 % 36.9 %** 44.6 %** Frequent thoughts of suicide 2.4 % 3.0 %ns 12.3 %** boys Junge girls Mädchen total gesamt 13.000 Boys (91%) SS = Sum Score. * p < .05, ** p < .01, ns = nicht signifikant F. Rehbein - Computerspielabhängigkeit im Jugendalter 19 F. Rehbein - Computerspielabhängigkeit im Jugendalter 20 Riskfactor: Prefered game Risikomodell Logistische Regression zur Vorhersage von Computerspielabhängigkeit (n = 4.727, Spieler) Imperiled and Dependent Persons among Players of the 10 Most Popular Predictors B Std. Error Exp(B) Games of Male Adolescents gaming behavior gaming in terms of dysfunctional coping 1.22** 0.10 3.39 World of Warcraft 11,6 8,5 gaming as source of self-efficacy 0.45** 0.11 1.57 gefährdet at risk usage of online role-playing game 0.58** 0.20 1.78 Guild Wars 5,8 3,8 abhängig dependent usage of strategy games 0.17ns 0.21 1.19 Warcraft 8,7 3,8 usage of shooter games 0.06ns 0.23 1.06 social predictors Nagelkerkes Counterstrike 8,2 4,9 no leisure time successes besides gaming 1.60** 0.32 4.94 R2 = .41 Call of Duty 6,2 4 school related anxieties 0.54** 0.14 1.72 previous repetition of school year 0.50* 0.21 1.65 * p < .05 Battlefield 6,5 4,1 Mean value demographic predictors ** p < .01 dependent male gender 0.39ns 0.36 1.48 Grand Theft Auto 4,5 2,7 players low parental education -0.28ns 0.27 0.76 Pro Evolution S. 3,5 1,9 low youth education 0.22ns 0.22 1.24 psychological predictors FIFA (Fußball) 2,9 1,2 lower social competence 0.85** 0.31 2.34 Need for Speed 2,8 1,8 impulsiveness 0.31** 0.12 1.36 internalization of violent legitimizing norms 0.27* 0.12 1.31 7.7 ADHS disorder in history -0.02ns 0.28 0.98 0 5 10 15 20 25 depression disorder in history -0.04ns 0.41 0.96 anxiety disorder in history 0.43ns 0.46 1.54 % frequent physical abuse in childhood 0.59ns 0.39 1.81 21 F. Rehbein - Computerspielabhängigkeit im Jugendalter 22 Videosequences of violent video games 3: Violent video games 23 4
  • 5. 28.05.2010 Short-Term-Effects (General Aggression Model ) Desensitization Desensitization = Reduction of emotional, cognitive and behavioral responses on violent media Phase 1: Scenes from a violent game (e.g., headshot) cause aversion or disgust. Phase 2: Scenes become less annoying. Handling of the game becomes easier. Phase 3: In the absence of becoming annoyed the sense and the rating of violence changes. A „headshot“ becomes a normal goal of the game. Transfer-phase: The adaption of game violence leads to a lower reaction on real- life violence. (Bartholow et al., 2006; Carnagey et al., 2007). In the long run this leads to lower empathy and lower compassion for casualties of real-life violence (see Funk et al., 2004; MĂśller, 2006). Kriminologisches Forschungsinstitut Niedersachsen Criminological Research Institute of Lower Saxony Germany Violent video game and aggressiveness Longitudinal Study: MĂśller et al, 2009 N = 143 students (T1: 13 years, T2: 16 years) (Meta-analysis, 54 independent samples, Anderson & Bushman, 2001) Longitudinal Study: MĂśller et al, 2009 N = 143 students (T1: 13 years, T2: 16 years) Another Longitudinal Study (Hopf, Huber & Weiß, 2008) N = 314 students(T1: 12 years, T2: 14,7 years) 5
  • 6. 28.05.2010 Thank you for your attention!!! Rehbein, F., Kleimann, M., & Mößle, T. (2010). Prevalence and Risk Factors of Video Game Dependency in Adolescence: Results of a Research team KFN-survey 2007/2008: German Nationwide Survey. CyberPsychology & Behavior, in press. Rehbein, F., Kleimann, M., & Mößle, T. (2009). Dirk Baier (Dipl.-Soziologe) Exzessives Computerspielen und Computerspielabhängigkeit im Jugendalter: Ergebnisse einer deutschlandweiten Susann Rabold (Soziologin, M.A.) Repräsentativbefragung. Die Psychiatrie, 6, 140-146. Dr. Julia Simonson (Dipl.-Soziologin) Further information to our overall project “Media usage and school achievement“ you will find on our homepage: www.kfn.de Florian Rehbein (Dipl.-Psych.) frehbein@kfn.uni-hannover.de Matthias Kleimann (Dipl.-Medienwiss.) mkleimann@kfn.uni-hannover.de Dr. Thomas Mößle (Dipl.-Psych.) moessle@kfn.uni-hannover.de 31 F. Rehbein - Computerspielabhängigkeit im Jugendalter 32 6