English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The role and the place of personal computers and information technologies in human lives has been changing rapidly. A personal computer helps modern humans not only at work and at school but in leisure activities as well. Computer games are becoming increasingly more common and popular. Psychologists, educators, and parents are particularly concerned about the excessive enthusiasm observed in children playing computer games. Today computer games occupy a significant place in childrens lives and fundamentally affect the process of the formation and development of their personalities (Avetisova, 2011).Seeing a game as a specifically children's form of activity has always been important. Researches of Russian psychologists (L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, M. I. Lisina, and others) showed that a game is a dominant activity that not only ensures the all-round development of preschool-age children but also continues to be an active means of personal development at the primary-school age.However, here, we are, to a great extent, interested in the play activities of younger schoolchildren as mediated by information and computer technologies. Numerous research studies both in foreign and in Russian psychology are devoted to the interaction of children and computers. In order to identify and evaluate the possible psychological effects of information and computer technologies, the subject matter of the research is generally skills, operations, specific actions, individual mental processes, and various kinds of professional play and learning activities. Much information has been gathered in this area by, among others, S. Turkle, M. Cole, S. Papert, M. Griffiths, D. Gentile, E. Swing, O. K. Tikhomirov, A. E. Voyskounsky, V. P. Zinchenko, A. G. Shmelev) (Babaeva & Voyskounsky, 1998).Turkle (1984) observed the development of the concepts of animate and inanimate in younger schoolchildren. The children developed the idea of a computer as something intermediate between animate and inanimate ("kind of living" or "as if living"); this idea had never been observed in the "noncomputerized" children examined by J. Piaget and other psychologists.The use of computers by children in extracurricular activities is considered a specific problem. The most common new technology in extracurricular children's activities is computer games. M. Cole and his staff specifically designed and modelled an extracurricular education program based on new computer technologies; it combined games, learning, and communication in order to create optimal conditions for child development (Uzykhanova, 1993).According to Cole (1998), the Internet can be the basis for building a cognitive- communication environment of a fundamentally new type. The learning environment he developed is called "the fifth dimension"; and it is one of the most promising environments in the realization of "the zone of proximal development" of a child. Papert (1992), sharing the view of Cole, noted that "the computer is usually a step-by-step guide for a child" (pp. 32-33).Griffiths (1999) notes that games can improve hand-eye coordination, the mental manipulation of objects in space, creativity, logical thinking, and the ability to make decisions and solve domain-specific problems.Gentile, Swing, Lim, and Khoo (2012) report studies that confirm the hypothesis about lowering school performance by increasing a passion for games. This result can be explained by the fact that players spend most of their time on games to the detriment of their learning activities. Scientists have studied how TV and video games affect childrens attention. For a year they observed more than 1,300 schoolchildren who were spending several hours a day watching television or playing games. A survey of their teachers showed that the children experienced difficulties in concentrating their attention and in retention of material after they began to watch television and play video games regularly. …

The correlation between a passion for computer games and the school performance of younger schoolchildren