The purpose of the present study is to test the feasibility of implementing a video-game based intervention protocol as a means to improve therapy compliance in school age children with hyperfunctional voice disorders. Three levels of modification were made to an existing entertainment software program in order to implement the therapeutic protocol and test compatibility. The third level of modification included a two-phase quasi-experimental single subject design with a school age participant receiving the video game therapy protocol and traditional therapy for equal time. The independent variables for this study included the mode of voice therapy delivery (traditional vs. video game). The dependent variables included therapy compliance, perceptual evaluations and acoustic measures. This study found that a purely entertainment video game can be implemented as a therapeutic protocol for a school age child diagnosed with a vocal pathology. Results illustrated no change in compliance with non-traditional therapy versus traditional therapy. However, perceptual measures improved post treatment for breathiness, strain and overall severity, as well as significant differences for mean amplitude. Discussion will focus on implications of employing video game based therapy and design of future studies.

Metamorphosis is a theory-driven occupational therapy program using telerehabilitation based on the concept of self-management of stroke (Warner et al., 2015), which emphasizes the crucial role of client adherence and engagement between formal therapy sessions to drive neuroplastic change. This program utilizes self-determination theory (Ryan & Deci, 2000) to cultivate the intrinsic motivation of individuals with chronic stroke to participate in evidence-based therapy from the home setting (Chemtob et al., 2019; Moore et al., 2016). Repetitious but interesting and engaging gamified therapy (Cramer et al., 2019; Proffitt & Lange, 2015; Thielbar et al., 2019) can lead to motor changes which are then translated into improvements in UL engagement during ADL guided by the Active Learning Program for Stroke (ALPS) (Fasoli & Adans-Dester, 2019), solidifying the motor changes by reducing learned non-use of the stroke-affected limb. Emotional support is provided through a moderated forum for stroke survivors (Owen et al., 2010) which can aid in continued translation of skills and motivation to participate in the program during a challenging time. / 2022-09-25T00:00:00Z

For most students, playing video games is a popular, enjoyable activity to do in their leisure time. While many people play video games for fun, some do develop problems associated with their play. Excessive engagement in video game play can lead to significant impairment and clinically significant levels of harm. However, there are several important gaps in the research literature which limit understanding of potential harm. First, little is known about the gaming behavior of students, ranging from middle-school to graduate school, specifically as it relates to their reasons for playing video games and their time spent playing. Second, concerns regarding the readability of measures of Internet Gaming Disorder (IGD) have been identified in past research that informed the creation of an enhanced literacy assessment of IGD. Third, given the novel COVID-19 pandemic significantly altering day-to-day life and directly decreasing the amount of time individuals were able to spend outside their home, it was not yet known how gaming behavior may have been fundamentally altered. Via a three-study design, the current project addressed gaps in the literature regarding video game use of students, established the reliability and validity of a measure of IGD with enhanced literacy, and provided summative data regarding perceptions of distance learning and potential changes in gaming behavior during the COVID-19 pandemic.

В данном исследовании рассмотрены проблемы использования видеоигр современным обществом, а именно проблема регулирования игрового поведения молодежи. Цель исследования: разработка технологии регулирования игрового поведения молодежи на законодательном, институциональном, аппаратном и образовательном уровнях, а также в социальной сфере. В работе были использованы следующие методы исследования: статистический анализ, контент-анализ, эмпирический анализ, вторичный анализ, обобщение, систематизация, классификация. Результаты теоретических и практических исследований отражены в таблицах, рисунках (диаграммах), в приложениях. В приложении приведена разработанная типология жанров с описанием специфики жанра и таблицы, отражающие статистические данные исследования. Материалы ВКР носят выраженный практический характер и могут быть использованы при разработке лекционного курса «Профилактика игрового расстройства», при написании учебно-методических пособий. Материалы диссертации были апробированы на Международной молодежной научно-исследовательской конференции «Инновационный потенциал молодежи: социальная, экологическая и экономическая устойчивость», научно-практической конференции «Максимовские чтения», I Международной научно-практической конференции «Наука нового поколения: конвергенция знаний, технологий, общества». / This study addresses the problems of the use of video games by modern society, namely the problem of regulating the gaming behavior of young people. The purpose of the research: the development of technology to regulate the gaming behavior of young people at the legislative, institutional, apparatus and educational levels, as well as in the social sphere. The following research methods were used in this work: statistical analysis, content analysis, empirical analysis, secondary analysis, synthesis, systematization, classification. The results of theoretical and practical research are shown in tables, figures (diagrams), in applications. The appendix contains the developed typology of genres with a description of the specifics of the genre and a table reflecting the statistical data of the study. The thesis materials are of a pronounced practical nature and can be used in the process of development of a lecture course «Gaming disorder prevention» and teaching aids. The dissertation materials were approved at the International Youth Research Conference «Innovative potential of young people: social, environmental and economic sustainability», Scientific-practical Conference «Maximovskie chtenia», I International Scientific-practical Conference «Science of a new generation: the convergence of knowledge, technology, society».

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The psychological inquiry into the effects of videogames and the internet on behavior is still a relatively new field. The question of whether playing violent videogames directly contribute to violent behavior, particularly in reference to its influence in mass shootings, is an important one that needs answers. A plethora of research purportedly shows the negative effects of (violent) videogames, but research showing positive effects, particularly on prosocial behaviors within the virtual world and reality, are less common. If specific videogame preferences are associated with altruistic behaviors, such a finding could elucidate how videogames might contribute to prosocial behavior. In this study, I examined if variables related to playing videogames are associated with altruism. Specifically, study variables were: (1) type of videogame played by participants (violent vs. non-violent); (2) the role players assume when playing (hero vs. villain); and (3) typical playing status (in teams vs. alone). Undergraduate students (n = 173; 120 females, 49 males, 4 “other”) completed a set of questionnaires assessing the following: their videogaming preferences and behaviors, altruism, pleasure at viewing violent media, antisocial behaviors, and aggressiveness. I had hypothesized that game players preferring to play violent games, on average, would obtain lower scores on altruism than players preferring to play non-violent games. The data did not support that hypothesis. I also hypothesized that game players who preferred playing heroes in games (instead of villains) and who preferred playing in teams (instead of playing alone) would obtain higher scores in altruism. Contrary to predictions, the data did not support those hypotheses. I also conducted exploratory analyses to determine if gaming preferences (e.g., violent or non-violent games, playing the role of heroes or villains, and playing in teams or alone) would be associated with extra-study variables (pleasure at viewing violent media, antisocial behaviors, and aggressiveness). None of the gaming preferences were associated significantly with any of the extra-study variables. All considered, these findings suggest that there is no disconcerting behavioral profile of video-gamers who enjoy playing violent video games, assuming any specific type of role, or playing in teams or alone. Additional implications of these findings are discussed.

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