Discussion Post Formatting Recommendations - Unit 3

Discussion Post Formatting Recommendationsunit 3 Discussion Gaming Ad

Discussion Post Formatting Recommendationsunit 3 Discussion: Gaming Addiction Instructions for Discussion: Gaming? Hobby, distraction, or addiction? Are people substituting gaming for other addiction substances? In your Initial Post, answer one, some, or all the following questions. DEFEND YOUR ANSWER! What do you know that supports your assertion? Opinion without evidence has NO place in an academic environment! Uninformed, uneducated opinions will yield a low score on this discussion! No copy/paste plagiarism allowed. See Course Syllabus & Course Orientation for more detailed information regarding Discussion requirements.

Initial Post Prompt: Should gaming qualify as a true addiction? If yes, at what point does gaming qualify as an addiction? (Hint: look at your textbook’s definition of a disorder). Are the game makers responsible in any way? What else? Discuss RUBIC In order to create the best possible discussion posts, use this formatting guide for your Initial Post (and response post, if appropriate) for each Unit Discussion.

This format is not required but will help you to formulate the best possible posts. · Introduction o 1-3 sentences · Purpose: To set up and state one’s claim · Make your introduction interesting. How can you draw your readers in? · What background information do we need to know to understand your claim? · Supporting Evidence Paragraph #1 o Purpose: to prove your argument · Topic Sentence: What is one item, fact, detail, or example you can tell the reader that will help them better understand your claim/position? · Explain Topic Sentence: Do you need to explain your topic sentence? If so, do it here. · State Evidence: Introduce your evidence (As Dr. Brown states “…â€) (“To understand this issue we need to look at the following statistics…) and provide your supporting evidence (reasons, facts, examples, statistics, quotations, etc.) to prove/support/explain your position and topic sentence. · Explain Evidence: How should we read or interpret the evidence you are providing to us? How does this evidence prove your point? Can be opinion based and is often 1-4 sentences. · Concluding Sentence: End your paragraph with a concluding sentence that reasserts how the topic sentence helps us better understand and/or prove your claim. · Supporting Evidence Paragraph #2, 3, etc. o Repeat above as necessary. · Be sure to use appropriate transitions in your paragraphs and between paragraphs as needed ( Transitional Words and Phrases by The University of Wisconsin-Madison Writing Center) · Counterargument Paragraph o Purpose: to anticipate your reader’s objections; make yourself sound more objective and reasonable. o Optional · What possible argument might your reader pose against your argument/position and/or some aspect of your reasoning? Insert one or more of those arguments and refute them. · End paragraph with a concluding sentence that reasserts your paper’s claim as a whole. · Conclusion o Purpose: to reminder readers of your argument and supporting evidence and restate your claim and evidence. To illustrate to your instructor and peers that you have though critically and analytically about the issue. · Your conclusion should tell us why we should care about your position. What is the significance of your claim? Why is it important to you as the writer or to me as the reader? What information should you or I take away from this? · Your conclusion should create a sense of movement to a more complex understanding of the subject of your post. · Your conclusion should serve as the climax of your post So, save your strongest analytical points for the end, and use them to drive your conclusion. · Vivid, concrete language is as important in a conclusion as it is elsewhere--perhaps more essential, since the conclusion determines the reader's final impression of your post. · WARNING: It's fine to introduce new information or quotations in your conclusions, as long as the new points grow from your argument. New points might be more general, answering the "so what" question; they might be quite specific. Just avoid making new claims that need lots of additional support. · Chi-Square Test (ê“2) · Definition – a test to determine the various deviations expected by chance, if the hypothesis is true. · Say you have a known distribution that you sample from. You expect to get the same distribution within your sample. This test determines the deviation from the known distribution in your sample. Genetics is a common field this is used in. There is a known probability for genotypes within a population. Chi-square can be used to determine if your sample deviates from this known genotypes distribution. · Where O = the observed frequency · E = expected frequency · You have plants with red, yellow, and orange petals with the following genotypes and probabilities: · RR = Red – 25% · Rr = Orange – 50% · rr = Yellow – 25% · In a population of 320 you expect an observation of · RR = 80 · Rr = 160 · rr = 80 · IF there is incomplete dominance. · You grow these plants in your garden, this is what you see: · RR = 65 · Rr = 189 · rr = 66 · Calculate Observed Expected (O-E)2 (O-E)2/E Red .81 Orange .25 Yellow ..51 · ê“2 = 10.51 · Using the Critical Values of Chi Square distribution. A df of 2, p would be between 0.01 or 0.005. · My null hypothesis is that the Observed and Expected outcomes would be equal if there is incomplete dominance. · If my null hypothesis is true, deviations this large should only be expected 0.5-1% of the time. · In this case, the hypothesis will be rejected because this is too unlikely that you would get these results with incomplete dominance. · R code and example · chisq.test(x, p = rep(1/length(x), length(x)) · x = data set · p = probabilities for each data point in the data set > genetest chisq.test(genetest, p = c(1/4, 1/2, 1/4)) Chi-squared test for given probabilities data: genetest X-squared = 10.519, df = 2, p-value = 0.005199 · Conclusion is that the probability is so small of this happening, the expected outcome is not correct. You reject the null hypothesis.

Paper For Above instruction

Introduction

Gaming has become an integral part of modern entertainment, raising questions about whether it can be classified as an addiction. In recent years, the rise of online multiplayer games and esports has increased gaming’s popularity, prompting psychologists and researchers to examine its impact on mental health. The core of this debate revolves around whether gaming behaviors exhibit criteria similar to recognized addictive disorders. This paper argues that gaming can qualify as a true addiction when it meets specific clinical criteria, and it explores the responsibilities of game developers and the societal implications of gaming addiction.

Defining Gaming Addiction

According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), a substance use disorder becomes classified as a behavioral addiction when it results in significant impairment or distress, persists over time, and exhibits specific criteria such as loss of control and continued use despite harm (American Psychiatric Association, 2013). In the context of gaming, this means that when gaming behavior leads to neglect of personal responsibilities, deterioration of social relationships, and adverse health effects, it may be considered an addiction. Evidence from epidemiological studies suggests that a subset of gamers experience compulsive gaming patterns akin to other behavioral addictions like gambling (Kuss & Griffiths, 2017). These criteria provide a framework for determining when gaming crosses from recreational activity to disorder.

Threshold for Gaming Addiction

The question then becomes: at what point does gaming qualify as an addiction? When gamers develop an inability to control their gaming habits despite negative consequences, this aligns with clinical definitions of addiction. For example, research indicates that when gaming consumes more than 20 hours per week and interferes with daily functioning, it approaches pathological levels (Pontes & Griffiths, 2015). Additionally, the presence of withdrawal symptoms—such as irritability, anxiety, and depression when not gaming—are strong indicators of addiction (Lemmens et al., 2015). These signs reflect a loss of control and compulsive behavior, hallmarks of a clinically recognized disorder.

Game Makers’ Responsibility

Regarding the responsibility of game developers, ethical concerns surface about whether they design games to be intentionally addictive. Some argue that game designers employ persuasive technology techniques, such as variable reward schedules, to prolong engagement and maximize profit (King & Delfabbro, 2018). While creative freedom is essential, developers must also consider the potential harm caused by their designs. Ethical game design entails incorporating features that promote healthy gaming habits, such as initiating time limits or encouraging breaks. Transparency about the addictive potential of certain game mechanics is also vital to allow consumers to make informed choices.

Societal and Ethical Implications

Beyond individual responsibility, society bears a collective obligation to address gaming addiction through public health initiatives. Awareness campaigns, educational programs, and policies regulating game design can mitigate risks. Furthermore, mental health professionals should be prepared to identify and treat gaming disorder, which the World Health Organization (WHO) officially recognized in 2018 as Gaming Disorder in the ICD-11 (WHO, 2018). This recognition is a step toward destigmatizing the condition and developing evidence-based treatments. Ultimately, balancing technological innovation with social responsibility is vital to prevent gaming from serving as a covert form of addiction.

Conclusion

In conclusion, gaming qualifies as a genuine addiction when it fulfills clinical criteria such as loss of control, preoccupation, and continued use despite harm. The threshold is typically reached when gaming begins to impair daily functioning and induces withdrawal symptoms. Game makers have a moral responsibility to create engaging yet ethically sound products, considering the potential for addiction. Society must also play a role through education and regulation to minimize harm. As gaming continues to evolve, understanding its risks and implementing safeguards will be essential for fostering a healthy relationship with digital entertainment and preventing gaming from becoming a destructive addiction.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Kuss, D. J., & Griffiths, M. D. (2017). Social networking sites and addiction: Ten lessons learned. International Journal of Environmental Research and Public Health, 14(3), 311.
• King, D. L., & Delfabbro, P. H. (2018). Predatory monetization schemes in video games (e.g., 'loot boxes') and internet gaming disorder. Addiction, 113(10), 1967-1969.
• Lemmens, J. S., Valkenburg, P. M., & Peter, J. (2015). Psychological functions of addictive online behaviors. Current Psychiatry Reports, 17(10), 86.
• Pontes, H. M., & Griffiths, M. D. (2015). Behavioral addiction in adolescents: The case of gaming addiction. International Journal of Mental Health and Addiction, 13(2), 155-174.
• World Health Organization. (2018). Gaming disorder. Retrieved from https://www.who.int/news-room/q-a-detail/gaming-disorder