Computational thinking, gaming disorder, and movement development

2024.10.25.
Computational thinking, gaming disorder, and movement development
In September, PPK researchers published papers on how psychological factors influence online self-disclosure, what gender differences there are in problematic gambling behaviour, and how to make physical education classes more enjoyable – and more.

contents

  • Festival-style organisation of physical education classes
  • Possible steps for the introduction of a learner-centred methodology
  • Movement development in pre-school and primary school age
  • The role of cognitive factors in computational thinking performance
  • Individual differences in problematic gambling
  • The role of motivational pathways in ADHD-related inattention and gaming disorder symptoms
  • I don’t care, I share!

Festival-style organisation of physical education classes

Physical education teaching has undergone significant changes over the last decade. Innovative methods have come to the fore, representing the latest trends in physical education, with a focus on experiential pedagogy, various learner-centred methods, and procedures to promote learner autonomy. As suggested in this paper, the use of festival-type movement forms in physical education classes makes movement learning enjoyable for the participants and provides a variety of diverse solutions that are based on basic human movement forms and offer the experience of exploring movement. The advantage of small-group movement forms is that they offer continuous, variable practice opportunities, which allow the development of physical and mental skills, sporting techniques, different game elements and tactical solutions, all in a playful environment. The application of the expert mosaic cooperative didactic method encourages a high level of awareness and responsibility on the part of the students with a view to learning the movements accurately, in a genuinely cooperative environment. In the university teacher training programme of physical education teachers, the priority is for prospective colleagues to become familiar with these new techniques and to be able to use them effectively.

Koltai, M. (2024). Fesztivál jellegű óraszervezés szakértői mozaik módszer segítségével testnevelésórán. In M. Kispálné Horváth & K. É. Gerölyné (Eds.), Élethosszig egészségesen és aktívan (pp. 74–88). ELTE Savaria Regionális Pedagógiai Szolgáltató és Kutató Központ


Possible steps for the introduction of a learner-centred methodology

In the physical education teacher training, the acquisition of knowledge about disciplinary methodology happens over five semesters of study and a professional seminar accompanying the related practice. The study shows how, based on the methodological concept, these six semesters can be divided into four phases that follow each other in a logical way: learning the theory, modelling by teaching each other, trying it out in a P.E. project, and applying it through mentoring. The guiding elements throughout the process are: active learning by the students, generation of cooperative collaborative situations, and process evaluation that allows for multiple redesigns.

H. Ekler, J. (2024). Tanuljuk, modellezzük, megpróbáljuk – A tanulóközpontú módszertan bevezetésének lehetséges lépései. In M. Kispálné Horváth & K. É. Gerölyné (Eds.), Élethosszig egészségesen és aktívan (pp. 13–19). ELTE Savaria Regionális Pedagógiai Szolgáltató és Kutató Központ


Movement development in pre-school and primary school age

The article describes the potential goals and areas of movement development, such as large movements, increasing the skill level of basic movement forms (natural movements), acquiring general movement experience, and motor learning. We can learn more about the development of physical skills, including the development of conditional abilities (strength, speed, endurance) and coordination abilities, the development of flexibility, correct posture, as well as the development of cognitive skills (attention, memory, thinking) through transfer effects.

Némethné Tóth, O. (2024). Mozgásfejlődés – mozgásfejlesztés óvodás- és kisiskoláskorban. In Élethosszig egészségesen és aktívan: Pedagógiai jó gyakorlatok a testnevelés-tanítás és a mozgásra nevelés lehetőségeiről (o. 20–31). ELTE Savaria Regionális Pedagógiai Szolgáltató és Kutató Központ.


The role of cognitive factors in computational thinking performance

Computational thinking (CT) is a set of problem-solving skills with high relevance in education and work contexts. The present paper explores the role of key cognitive factors underlying CT performance in non-programming university students. Fluid intelligence, crystallised intelligence, and visuospatial ability were assessed using computerised adaptive tests; CT was measured using the Computational Thinking test. Fluid intelligence predicted CT when controlling for the effects of gender, age, and visuospatial ability, while crystallised intelligence did not predict CT. Men had a small advantage in CT performance when holding the effects of cognitive abilities constant. Visuospatial ability did not directly influence CT performance. Programming-naive computational thinkers draw on their reasoning ability that does not rely on previously acquired knowledge to solve CT problems. Drawing on the process overlap theory the authors propose that tests of fluid intelligence and CT sample an overlapping set of underlying visuospatial processes.

Aranyi, G., Kovacs, K., Kemény, F., Pachner, O., Klein, B., & Remete, E. P. (2024). Computational thinking in university students: The role of fluid intelligence and visuospatial ability. PLOS ONE, 19(8), e0309412.


Individual differences in problematic gambling

For most people, gambling is an enjoyable, problem-free pastime, but for a small group of adults, gambling causes a range of financial, legal, social and psychological problems. The aim of the study was to understand the individual differences regarding personality traits that may be associated with problematic gambling behaviours. The authors investigated the combined role of rumination (repetitive thinking about negative experiences) and impulsivity (a trait that encourages thoughtless, impulsive and risky actions) in the framework of the Budapest Longitudinal Study on a representative sample of 1202 young adults. The results showed that higher impulsivity was indeed associated with higher rates of problematic gambling, but this relationship was significantly influenced by both the gender of the participants and the extent of their rumination tendencies. Among men, impulsivity was associated with problematic gambling behaviours only if they were also more prone to rumination, whereas this association was not confirmed for women. These results suggest that the interaction between rumination and impulsivity may contribute to the development of gambling problems.

Kocsel, N., Paksi, B., Eisinger, A., Felvinczi, K., Czakó, A., Demetrovics, Z., & Kökönyei, G. (2024). Gender and trait rumination moderates the link between trait impulsivity and gambling problems severity in young adults. Comprehensive Psychiatry, 152533.


The role of motivational pathways in ADHD-related inattention and gaming disorder symptoms

Various behavioural addictions (such as problematic internet or video game use) often co-occur with other mental disorders. Addictive disorders are often associated with attention deficit hyperactivity disorder (ADHD), whose role is yet to be understood. Researchers from ELTE have analysed data from a large-sample survey targeting video game players (with approximately 15,000 participants) with a view to trying to determine the factors involved. The study focused primarily on identifying motivational patterns specific to gamers. The researchers found that players displaying symptoms of ADHD are more likely to use games as an escape from their problems and emotional distress. Furthermore, they observed that the severity of the symptoms of gaming disorder in male gamers with ADHD symptoms is in a positive correlation with habitual gaming that lacks genuine motivation. The results suggest that it is useful to consider the motivational background of at-risk groups in both the prevention and the treatment of the problem.


I don’t care, I share! – The importance of self-disclosure overwrites the risks of sharing on social media

Self-disclosure on various social media platforms is now part of our everyday lives. Users are eager to share detailed information about their personal lives. However, users typically underestimate the negative consequences of these activities. The aim of this research project was to investigate how different psychological factors influence patterns of online self-disclosure.

The authors began data collection by conducting focus group interviews with active social media users. By analysing the transcripts of the interviews, they found that participants often underestimate the value of their own personal data and its usability by others. This perception (which is often misguided) gives them a heightened sense of security in online contexts and, in many cases, encourages them to share personal data on social media.

In the second part of the project, the researchers conducted an online questionnaire survey. Their results show that the higher the extent of self-disclosure, the less risky users perceive their online activities to be, suggesting that the importance of sharing may override the recognition of the risks involved. The results of both studies emphasise that the importance of online self-disclosure plays a key role in the extent to which social media users perceive their online activities as risky.

Fejes-Vékássy, L., Ujhelyi, A., & Lantos, N. A. (2024). I don’t care, I share!–The importance of self-disclosure overwrites the risks of sharing on Social Media. Current Psychology, 1-15.