Saudi Cultural Missions Theses & Dissertations
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Item Restricted What role do video games play in the process of radicalisation?(University of Leeds, 2024-09) Alarifi, Faris; White, SabrinaThis dissertation explores the potential role video games play in the process of radicalisation by focussing on how gaming mechanics, graphics, narratives, algorithms, and online communities might contribute to this process. The first chapter analyses how gaming mechanics and dynamics might facilitate the process of radicalisation by having extreme graphics and narratives developed into some video games. The second chapter explores how the YouTube recommendation algorithm might steer users who watch gaming-related content to real-life radical content. The final chapter delves into online gaming and communities and investigates the social aspect of gaming, where players might cross paths or be matched with radical players, and how extreme organisations are using these communities to their advantages. Although video games do not directly lead to radicalisation, they still have the potential to play a role in this process. Therefore, this dissertation argues that video games are not the root cause of radicalisation, but they might play a role in this process, and they might be one of the mediums extreme organisations employ to radicalise other individuals.22 0Item Restricted The Gamers’ Phenomenon among Saudi Young Population as an Active Audience(University of Leicester, 2024-05-31) Balahmar, Noor Bakr; Maltby, JohnThis thesis examined the video game phenomenon among Saudi youth, focusing on behaviours related to the risk of these games by shedding light on several related variables. Thus, this thesis conducted 5 studies that applied cross-sectional and longitudinal methods. The participants in all studies were 1,007 Saudi youth between 18-35 years who responded to online surveys on spending money on in-games, mental health problems, social loneliness, loneliness, well-being, resilience, personality traits, social support, consideration of future consequences, alienated family relationships, social interactions and being a famous gamer. Study 1 developed the Spending Money On In-Game Content (SMOIGC) Scale and showed the role of SMOIGC in predicting anxiety and depression. Study 2 examined the role of the desire to be a famous gamer and showed that the desire to be a famous gamer predicted the consideration of immediate and future consequences. Study 3 examined the roles of wellbeing and loneliness in the prediction of the length of playing video games. The results indicated that well-being and social loneliness did not predict the length of playing video games. Study 4 examined the roles of depression, anxiety, loneliness and resilience in predicting the length of playing video games during the pandemic lockdown. Resilience at Time 1 did not significantly predict length of playing video games at Time 2, after controlling for loneliness, anxiety, depression, length of playing video games, and demographic variables at Time 1. Finally, study 5 developed the SIUDS to assess gamers’ social interactions and investigate the roles of family relationships and social support in predicting social interactions. The results show, for the first time among Saudi youth, how several modern interactions with video gaming align with several psychological outcomes.10 0Item Restricted THE IMPORTANCE OF INTEGRATING VIDEO GAMES: A CASE STUDY OF COLLEGE STUDENTS IN LITRACY CLASSROOM(Saudi Digital Library, 2023) Alhajry, Maha Jazzi; Haan, JenniferA major focus of this paper is to demonstrate that adults can benefit from educational video games in literacy classrooms. By reviewing studies on video games in education, I aim to determine the importance of educational video games by observing and interviewing English language learners who play adventure and commercial video games. Moreover, I examine the language and literacy in games such as Fifa, Fortnight, Call of Duty, Black Ops, and Apex Legends. Teachers lack experience and knowledge regarding video games that can serve educational purposes, resulting in existing limitations. Based on my review of the current literature, I confirm Heins' claim that adventure video games would not replace the teaching of core content, but rather reinforce concepts and skills. As confirmed by Lacasa, Martinez, and Mendez (2008), the objective was to explore concepts and themes, demonstrating how it could be used to promote literacy skills and promote multimodal communication. Considering this, it is my hope that educators can integrate educational video games into their teaching practices to improve student achievement. Last but not least, I suggest future research and recommendations for student learning and instruction.16 0