【摘要】：以往有關(guān)視頻游戲影響個(gè)體行為發(fā)展及其心理機(jī)制的研究多集中在游戲內(nèi)容方面。隨著互聯(lián)網(wǎng)絡(luò)的發(fā)展，，玩家可以通過(guò)多種互動(dòng)模式參與游戲，其中最典型的是通過(guò)合作和競(jìng)爭(zhēng)兩種游戲方式。在一般學(xué)習(xí)模型(General Learning Model, GLM)的理論框架之下去探討游戲情境與游戲者行為傾向關(guān)系是當(dāng)前視頻游戲領(lǐng)域的新興熱點(diǎn)問(wèn)題。根據(jù)GLM理論的基本假設(shè)，游戲者參與游戲的方式作為一種環(huán)境變量，也應(yīng)該能對(duì)個(gè)體的內(nèi)部狀態(tài)產(chǎn)生影響，進(jìn)而影響其隨后的行為。根據(jù)社會(huì)互賴?yán)碚�，處在合作這種積極互賴下的個(gè)體更多表現(xiàn)合作行為；而處在競(jìng)爭(zhēng)這種消極互賴的個(gè)體則會(huì)更多表現(xiàn)攻擊行為。另外，以往相關(guān)研究也表明移情能力與親社會(huì)行為存在正相關(guān)，而與攻擊行為存在負(fù)相關(guān)。但是總體而言，現(xiàn)有研究數(shù)量很少，而且研究間也缺乏系統(tǒng)性和邏輯一致性。另外，以往研究都是采用暴力游戲和中性游戲的配對(duì)方式，這樣的方式存在兩種不足：一是難以匹配游戲本身的競(jìng)爭(zhēng)性，二是可能存在內(nèi)容和游戲方式的交互作用。 本研究以一款中性視頻游戲?yàn)閷?shí)驗(yàn)材料，通過(guò)兩項(xiàng)實(shí)驗(yàn)探討視頻游戲方式對(duì)游戲者合作行為和攻擊行為傾向的影響，并且探討了內(nèi)在可能的影響機(jī)制——移情。研究獲得以下主要結(jié)論： (1)相對(duì)于中性條件，合作的游戲方式能夠顯著提高被試隨后的對(duì)游戲同伴和陌生人的合作行為，也能夠顯著降低其對(duì)游戲同伴和陌生人的攻擊行為； (2)相對(duì)于中性條件，競(jìng)爭(zhēng)的游戲方式會(huì)顯著降低被試對(duì)游戲同伴的合作行為，能夠顯著提高被試隨后對(duì)陌生人的攻擊行為； (3)相對(duì)于游戲同伴，被試總是對(duì)陌生人采取更高的攻擊行為。 (4)相對(duì)于中性條件，競(jìng)爭(zhēng)的游戲方式能夠顯著降低被試的狀態(tài)移情，而合作的游戲方式能顯著地提高被試的狀態(tài)移情。 (5)移情在兩種游戲方式(合作、競(jìng)爭(zhēng))和攻擊行為之間起到完全中介作用。
[Abstract]:In the past, most of the research on the influence of video games on the development of individual behavior and its psychological mechanism focused on the content of the game. With the development of the Internet, players can participate in the game through a variety of interactive modes, the most typical of which is through cooperation and competition. Under the theoretical framework of the general learning model (General Learning Model, GLM), it is a new hot issue in the field of video games to explore the relationship between game situation and players' behavior tendency. According to the basic hypothesis of GLM theory, the way players participate in the game, as an environmental variable, should also have an impact on the internal state of the individual, and then affect their subsequent behavior. According to the theory of social interdependence, individuals under the positive interdependence of cooperation show more cooperative behavior, while those who are in the negative interdependence of competition show more aggressive behavior. In addition, previous studies have also shown that empathy ability is positively correlated with prosocial behavior, but negatively correlated with aggressive behavior. But overall, the number of existing studies is very small, and there is a lack of systematic and logical consistency among the studies. In addition, previous studies have adopted the matching of violent games and neutral games, which have two shortcomings: one is that it is difficult to match the competitiveness of the game itself, and the other is that there may be the interaction between content and game mode. In this study, a neutral video game was used as the experimental material to explore the influence of video game mode on the cooperative behavior and aggressive behavior tendency of players, and the internal possible influence mechanism, empathy, was discussed. The main conclusions of the study are as follows: (1) compared with neutral conditions, cooperative play can significantly improve the cooperative behavior of the subjects to the game companions and strangers, and can also significantly reduce their aggressive behavior against the game companions and strangers; (2) compared with neutral conditions, the competitive game mode can significantly reduce the cooperative behavior of the subjects to the game companions, and can significantly improve the subsequent aggression behavior of the subjects against strangers; (3) compared with the game companions, the subjects always take higher aggressive behavior against strangers. (4) compared with neutral conditions, the competitive game mode can significantly reduce the state empathy of the subjects, while the cooperative game mode can significantly improve the state empathy of the subjects. (5) empathy plays a complete intermediary role between the two games (cooperation, competition) and aggression.
【學(xué)位授予單位】：寧波大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B848.4

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