Elektroninių žaidimų socioedukacinis vertinimas

LTStraipsnyje pristatomi tyrimo rezultatai apie mokinių žaidžiamus elektroninius žaidimus ir jų socioedukacinis vertinimas. Remiantis 5–12 klasių mokinių apklausa straipsnyje atskleidžiamos elektroninių žaidimų žaidimo ypatybės bei jų sąsajos su mokinių emocine būsena, socialiniu aktyvumu, gebėjimu užmegzti ir palaikyti ryšius, rizikingu elgesiu ir mokymosi sunkumais. Tyrimo rezultatai ir išvados svarbios socialiniams pedagogams ir visiems ugdymo proceso organizatoriams bei tėvams siekiant vertinti elektroninius žaidimus mokinių laisvalaikiu ir ugdymo procese, atpažįstant jų teikiamas galimybes bei reaguojant į kylančius pavojus. [Iš leidinio]Reikšminiai žodžiai: Elektroniniai žaidimai; Informacinės ir komunikacinės technologijos; Mokinių veikla; Socioedukacinis vertinimas; Socioedukacinė problematika; Activities; Electronic games; Information and communication technology; Social and educational evaluation; Social and educational issues; Students; Students activities.

ENThis article presents social pedagogic opportunities of electronic games played by middle to high school students. Survey of 5th to 12th class students reveals electronical game properties and their correlations with student emotional state, social activity, ability to create and maintain social relations, delinquent traits and academic diffculties. Results and observations of this study are important for social pedagogues and the rest of educational process organizators, for parents trying to comprehend and judge electronical games accordingly in students’ free time or educational process, understanding opportunities they provide or dangers that should be reacted to. Study of electronic game playing aspects revealed that these games are an everyday activity for most of 5th to 12th class students, with boys spending notably longer periods of time playing games. Kids are fascinated by the ability to relax, compete and conquer or just have a good time while playing games. For them, playing games is a positive emotions creating activity. Regardless, students are unlikely to use electronic games as means to strengthen social relations, playing games is more of an individual activity. It is a rare occasion that students play with their relatives. Research of electronic game opportunities to enrich social pedagogic activities revealed that there are only a few positive social pedagogic aspects of these games. Sports themed games are related to better ability to create and maintain social relations while logical and puzzle games or playing in groups shows increase in social activity. Study highlighted aspects and dangers of electronic games that require attention of social pedagogy, education system workers and parents. A big concern is extended periods of time spent playing electronic games and negatively influential information within them.Extended electronic game playing periods of 4 and more hours and aggression and violence within games is related to decrease emotional state, social apathy, decreased ability to engage or maintain social relations, increase in delinquent traits and problems at school. It’s important for social pedagogic activity organizers to determine how much time a child spends on games, what content these games have that have positive effect in social pedagogic activities and does not become a replacement of them. [From the publication]