Videojuegos y regulación emocional en estudiantes universitarios
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2022-08-16
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Pontificia Universidad Católica del Perú
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La presente investigación tuvo como objetivo estudiar el efecto que tienen los videojuegos en
la reparación del estado de ánimo de estudiantes universitarios de una universidad privada de
Lima Metropolitana. Con ese fin se evaluó a 40 alumnos, 24 hombres (60%) y 16 mujeres
(40%), entre los 18 a 25 años (M = 20.35, DE = 2.06). Los instrumentos utilizados fueron la
Escala de Afecto Positivo y Negativo (SPANAS) y el Immersive Experience Questionnaire
(EIQ). Además, se utilizó una adaptación al español de The mood induction task diseñada por
Robinson, Grillon y Sahakian (2012) para inducir un estado de ánimo negativo en los
participantes. En este sentido, luego de inducir dicho estado de ánimo, el grupo experimental
jugó un videojuego, mientras que el grupo control solo descansó. Se encontraron efectos
significativos de jugar un videojuego en la reparación del estado de ánimo negativo, pero no se
encontraron diferencias significativas en esta reparación entre el grupo experimental y el grupo
control. Tampoco se encontraron relaciones con las horas de juego semanales, no había
diferencias significativas con respecto al sexo y solo se encontró una relación moderada entre
esta reparación y el área de involucramiento emocional de la inmersión.
The aim of this research was to study the effect of video games on the mood repair of university students at a private university in Metropolitan Lima. To this end, 40 students, 24 men (60%) and 16 women (40%), aged 18 to 25 (M = 20.35, SD = 2.06) were evaluated. The instruments used were the Positive and Negative Affect Scale (SPANAS) and the Immersive Experience Questionnaire (EIQ). In addition, a Spanish adaptation of The mood induction task designed by Robinson, Grillon and Sahakian (2012) was used to induce a negative mood in the participants. In this sense, the experimental group played a video game after being induced in this mood, while the control group only rested. Significant effects of playing a video game on the repair of the negative mood were found, but no significant differences were found in this repair between the experimental group and the control group. No relationship was found with the weekly hours of play, there were no significant differences with respect to sex and only a moderate relationship was found between this repair and the area of emotional involvement of the immersion.
The aim of this research was to study the effect of video games on the mood repair of university students at a private university in Metropolitan Lima. To this end, 40 students, 24 men (60%) and 16 women (40%), aged 18 to 25 (M = 20.35, SD = 2.06) were evaluated. The instruments used were the Positive and Negative Affect Scale (SPANAS) and the Immersive Experience Questionnaire (EIQ). In addition, a Spanish adaptation of The mood induction task designed by Robinson, Grillon and Sahakian (2012) was used to induce a negative mood in the participants. In this sense, the experimental group played a video game after being induced in this mood, while the control group only rested. Significant effects of playing a video game on the repair of the negative mood were found, but no significant differences were found in this repair between the experimental group and the control group. No relationship was found with the weekly hours of play, there were no significant differences with respect to sex and only a moderate relationship was found between this repair and the area of emotional involvement of the immersion.
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Emociones, Videojuegos--Aspectos psicológicos, Estudiantes universitarios--Investigaciones
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