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The psycho-social impact of video games on K12 Spanish students

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dc.contributor.authorVázquez Cano, Esteban
dc.contributor.authorQuero Gervilla, María Mercedes
dc.contributor.authorQuicios García, Mª Del Pilar
dc.contributor.authorLópez Meneses, Eloy
dc.date.accessioned2024-12-26T07:21:42Z
dc.date.available2024-12-26T07:21:42Z
dc.date.issued2024-08-26
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en J. New Approaches Educ. Res. 13, 14 (2024), está disponible en línea en el sitio web del editor :https://doi.org/10.1007/s44322-024-00014-9. The registered version of this article, first published in J. New Approaches Educ. Res. 13, 14 (2024), is available online at the publisher's website: https://doi.org/10.1007/s44322- 024-00014-9.
dc.description.abstractThis research aims to study the psycho-social impact of video games on K12 students. For this, a probabilistic topic modelling analysis method based on text mining approach has been performed. This process is based on nodes’ connectivity and it has been developed through K Means approach; by launching the Jenks-Breaks algorithm. The sex differences are calculated according to a nonlinear dynamics approach based on Hurst exponent and multifractal function and the influence of time with the application of the Sobel test. The results show which are the most used video games by K12 and their psycho-social impact on students based on four categories: (1) boredom and sadness, (2) happiness and socialization, (3) immersion, and (4) families' conflicts. There are significant differences between boys and girls depending on the games they use, a factor that increases when playing more than two hours a day. For boys, games like FIFA and Fortnite produce higher levels of immersion and family conflict, while for girls, games are perceived as sources of greater happiness and a means to reinforce friendship and camaraderie, particularly with games like Brawl Stars, Rocket League, and PKXD.en
dc.description.versionversión publicada
dc.identifier.citationVázquez-Cano, E., Quero-Gervilla, M., Quicios-García, MP. et al. The psycho-social impact of video games on K12 Spanish students. J. New Approaches Educ. Res. 13, 14 (2024). https://doi.org/10.1007/s44322-024-00014-9
dc.identifier.doihttps://doi.org/10.1007/s44322-024-00014-9
dc.identifier.issn2254-7339
dc.identifier.urihttps://hdl.handle.net/20.500.14468/25055
dc.journal.issue14
dc.journal.titleJournal of New Approaches in Educational Research (NAER)
dc.journal.volume13
dc.language.isoen
dc.publisherSpringer Nature
dc.relation.centerFacultad de Educación
dc.relation.departmentDidáctica, Organización Escolar y Didácticas Especiales
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.es
dc.subject53 Ciencias Económicas::5312 Economía sectorial::5312.04 Educación
dc.subject.keywordsVideo gamesen
dc.subject.keywordsK12 studentsen
dc.subject.keywordstopic modellingen
dc.subject.keywordspsycho-social impacten
dc.titleThe psycho-social impact of video games on K12 Spanish studentsen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
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relation.isAuthorOfPublication1dcb6c40-c57b-4bf0-a448-27d10702a3a1
relation.isAuthorOfPublication51a9f972-fcb9-4feb-994e-bdf584f5f997
relation.isAuthorOfPublication.latestForDiscovery26089f69-10a7-41c3-85b0-ca934e101c30
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