Introduction
Playing computer games can be a good form of entertainment and it is also a favourtie pasttime of many teens. Some of their online activities include communicating with friends on social media platforms, watching online videos and playing online games.
However, when is it too much and consider it as an addiction?
When gaming becomes an uncontrollable compulsion.
Through this webquest, you will be able to assess whether it has gone from an entertainment pasttime or a full blown obssession for you. You will be able to learn more about the sign and symptoms, consequences as well as the preventive measures that you can adopt.
But of course, all gamers are not addicts - many teens can play video games a few hours a week, succcessfully balancing school activites, grades, friends and family obligations.
Task
Headline: Stress may turn youngsters into video game addicts
Source: The Straits Times, pA6
Date: 9 December 2010
Click on the link: http://newshub.nus.edu.sg/news/1012/PDF/STRESS-st-9dec-pA6.pdf
Based on article, it is proven that video game addicts exhibit undesirable behaviours more than non-addicts. Stress is the underlying reason why youngsters turn into game addicts.
Analyse the case study and identify what are the problems that can arise from the behaviours. Suggest possible solutions to address the problems.
Process
Based on the findings from the article, choose three behaviours to focus on and identify the possible problems.
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No. |
Behaviour Exhibited |
Probable problem |
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2 |
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3 |
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Based on the problems you have identified, research on what are the possible solutions (cite if necessary).
Provide justification for all solutions suggested.
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No. |
Problem |
Solution & Justification |
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1 |
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2 |
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3 |
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Evaluation
Name of Student:_______________________
| CATEGORY | 4 | 3 | 2 | 1 |
| Quality of Work | Provides work of the highest quality. | Provides high quality work. | Provides work that occasionally needs to be checked/redone by other group members to ensure quality. | Provides work that usually needs to be checked/redone by others to ensure quality. |
| Contributions | Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. | Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! | Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. | Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. |
| Working with Others | Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. | Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group. | Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. | Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. |
| Attitude | Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). | Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). | Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). | Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s). |
| Problem-solving | Actively looks for and suggests solutions to problems. | Refines solutions suggested by others. | Does not suggest or refine solutions, but is willing to try out solutions suggested by others. | Does not try to solve problems or help others solve problems. Lets others do the work. |
| Focus on the task | Consistently stays focused on the task and what needs to be done. Very self-directed. | Focuses on the task and what needs to be done most of the time. Other group members can count on this person. | Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. | Rarely focuses on the task and what needs to be done. Lets others do the work. |
Total Points: ________________________
Teacher's Comments:
_______________________________________________________________________________________________
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Conclusion
Can excessive gaming lead to serious consequences?
1) Yes
2) No
Reasons:____________________________________________________________________________
Can excessive gaming pose a threat to our health?
1) Yes
2) No
Reasons:____________________________________________________________________________
Can we prevent excessive gaming?
1) Yes
2) No
Reasons:____________________________________________________________________________
How has the problem-based learning experience changed:
1) The way you learn
____________________________________________________________________________________
2) The way you solve problems
____________________________________________________________________________________
3) Your understanding of what makes group learning effective
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