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2023年信息社会发展报告英文回答：The Information Society Development Report is an annual publication of the International Telecommunication Union (ITU). It provides a comprehensive overview of the state of the information society worldwide, with a focus on the latest trends and developments. The report also includes a detailed analysis of the impact of information and communication technologies (ICTs) on economic and social development.The 2023 report is the 17th edition of the publication. It was released on 23 May 2023, and it is available in six languages: English, French, Spanish, Chinese, Arabic, and Russian. The report is divided into four main sections:Section 1: The Global Information Society.Section 2: The Role of ICTs in Economic Development.Section 3: The Role of ICTs in Social Development.Section 4: The Future of the Information Society.Section 1 provides an overview of the current state of the information society worldwide. It includes data on ICT access and usage, as well as information on the digital divide. Section 2 examines the role of ICTs in economic development. It discusses how ICTs can be used to improve productivity, create jobs, and promote economic growth. Section 3 examines the role of ICTs in social development. It discusses how ICTs can be used to improve access to education, healthcare, and other essential services. Section 4 looks at the future of the information society. It discusses the challenges and opportunities that lie ahead, and it provides recommendations for how to build a more inclusive and sustainable information society.The 2023 Information Society Development Report is an important resource for anyone who wants to understand the current state of the information society and the future ofICTs. The report provides a wealth of data and analysis, and it offers valuable insights into the challenges and opportunities that lie ahead.中文回答：2023 年信息社会发展报告。
2015年十二月四级选词填空2015年12月四级选词填空一Passage 1For many Americans, 2013 ended with an unusually bitter cold spell. November and December 36 early snow and bone-chilling temperatures in much of the country, part of a year when, for the first time in two 37 , record-cold days will likely turn out to have outnumbered record-warm ones. But the U.S. was the exception; November was the warmest ever 38 , and current data indicates that 2013 is likely to have been the fourth hottest year on record.对很多美国人来说，2013年在极其寒冷中结束。
11月底和12月，美国的大部分地区都经历了初雪和寒冷刺骨的天气。
这段时间寒冷的天数可能超过温暖的天数，这种情况二十年来第一次在美国出现。
但是美国却是例外。
全国范围内，2013年11月是有史以来最暖和的11月。
现有数据表明，2013年有可能是有记录以来第四个最热的年份。
Enjoy the snow now, because 39 are good that 2014 will be even hotter, perhaps the hottest year since records have been kept. That’s because, scientists are predicting, 2014 will be an EI Niuo year.现在享受降雪的乐趣吧，因为2014年很有可能会更热，也许是有史以来最热的年份。
信息社会的发展报告英文回答：1. The Information Society Development Report is an annual publication of the International Telecommunication Union (ITU), a specialized agency of the United Nations responsible for coordinating telecommunications operations and services worldwide. The report provides a comprehensive overview of the global information society, including indicators on access to and use of information and communication technologies (ICTs), as well as analysis of emerging trends and policy issues.2. The report is divided into three main sections:The Global Information Society: Trends and Outlook.This section provides an overview of the key trends in the development of the global information society,including access to and use of ICTs, digital content andservices, and the impact of ICTs on economic and social development.ICT Policy and Regulation.This section examines the policy and regulatory frameworks that govern the development of the global information society, including issues such as spectrum management, net neutrality, and data protection.Special Focus: Digital Skills and Digital Inclusion.This section focuses on the importance of digitalskills and digital inclusion for sustainable development, and explores the challenges and opportunities associatedwith increasing access to and use of ICTs by all.3. The report is a valuable resource for policymakers, researchers, and anyone interested in the development ofthe global information society. It provides a comprehensive overview of the latest trends and issues, and offersinsights into the challenges and opportunities facing theworld in the digital age.中文回答：1. 信息社会发展报告是由国际电信联盟（ITU）编制的年度出版物，国际电信联盟是负责协调全球电信运营和服务的联合国专门机构。
关于信息时代英语作文关于信息时代英语作文（精选23篇）关于信息时代英语作文篇1It s the age of information now and information is very important in the society.We need verious of information to live a normal life.We need to know the lastest news , listen to the weather forecast, learn about the newly published books and many other things we are interested in and want to know.There are many way of acquiring information,for example we can watch TV,listen to radio, read newspaper and magazines and go on line which is to most popupar ,convienent and effective way now.Living in such an age of information,what should we to to face up to the challenge of it? I think we should try our best to learn as much knowledge as we can and try to master the new techonology.现在是信息时代，信息在社会非常重要，我们需要各种信息来过正常的生活。
我们需要知道的最新消息，听天气预报，了解新出版的书籍和许多我们有兴趣并想知道其他的事情。
有许多途径获取信息，例如我们可以看电视，听广播，看报纸、杂志和上网是最受欢迎的，方便和有效的方式了。
Information societyA: Hi! Glad to see you.B: Hi, glad to see you, too. I am really happy to communicate with you about” information society ”.A: Me too.Do you use telephone and computer everyday?B:Yes,nowadays we can’t live without the computer,telephone.A: So do I.And i think electronic product is now changing rapidly .B:I think so.It is because of technology updates .A:So as our country.Today information techonology has penetrated almost every aspects of society.It is very important for a country to invest in information technology.B: I agree with you. Some people think information thchnology is too overpowering and brings a lot of shadows to morden society.But they don’t find the necessary of information development.A :Yeah, information technology has brought about globalization. Cooperation is becoming more and more important for a country.A country can not become powerful without the support from other country.B : It's the age of information now and information is very important in the society we need verious of information.In anther way, our country should develop the information technology which can make our life more conveiniece.A :Yes,only develop the technology of infornation can our country and our life become more prosperous.B:In the future information society, knowledge and skills will be a major driver for economic growth and one of the major contributors to the sustainable development of the information industry.A:.You are right.We should pay attention to the accumulation of knowledge and skills .Otherwise, we would not be able to attain the goal of sustainable, sound andcoordinated development of the global information society.B:Yes.I agree with you.A: Goodbye.B:Bye.。
亚历⼭⼤宣⾔亚历⼭⼤宣⾔(英⽂版)Celebrating this week's confirmation of the site of the Pharos of Alexandria, one of the ancient wonders of the world, the participants in the High Level Colloquium on Information Literacy and Lifelong Learning held at the Bibliotheca Alexandrina on 6-9 November 2005 proclaim that information literacy and lifelong learning are the beacons of the Information Society, illuminating the courses to development, prosperity and freedom.Information Literacy lies at the core of lifelong learning. It empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion of all nations.Lifelong learning enables individuals, communities and nations to attain their goals and to take advantage of emerging opportunities in the evolving global environment for shared benefit. It assists them and their institutions to meet technological, economic and social challenges, to redress disadvantage and to advance the well being of all.Information literacycomprises the competencies to recognize information needs and tolocate, evaluate, apply and create information within cultural and social contexts;is crucial to the competitive advantage of individuals, enterprises(especially small and medium enterprises), regions and nations;provides the key to effective access, use and creation of content tosupport economic development, education, health and human services, and all other aspects of contemporary societies, and thereby provides the vital foundation for fulfilling the goals of the Millennium Declaration and the World Summit on the Information Society; andextends beyond current technologies to encompass learning, criticalthinking and interpretative skills across professional boundaries andempowers individuals and communities.Within the context of the developing Information Society, we urge governments and intergovernmental organizations to pursue policies and programs to promote information literacy and lifelong learning. In particular, we ask them to supportregional and thematic meetings which will facilitate the adoption ofinformation literacy and lifelong learning strategies within specificregions and socioeconomic sectors;professional development of personnel in education, library,information, archive, and health and human services in the principlesand practices of information literacy and lifelong learning;inclusion of information literacy into initial and continuing education for key economic sectors and government policy making andadministration, and into the practice of advisors to the business,industry and agriculture sectors;programs to increase the employability and entrepreneurial capabilities of women and the disadvantaged, including immigrants, theunderemployed and the unemployed; andrecognition of lifelong learning and information literacy as key elements for the development of generic capabilities which must be required for the accreditation of all education and training programs.We affirm that vigorous investment in information literacy and lifelong learning strategies creates public value and is essential to the development of the Information Society.Adopted in Alexandria, Egypt at the Bibliotheca Alexandrina on 9 November 2005.。
Information System and SocietyPreview: In this paper, we will first examine the potential impact of computer information systems, and then explore the areas of automation and artificial intelligence. Next, we will consider the privacy questions associated with computerized information and the significant effects that personal computers are having on people’s lives. Finally, we will explore the serious problem of computer crime.1、The potential impacts of information systemsComputer information system could change the way human society functions. They may result in a growing information revolution, a tendency for people to consider working at home, and a variety of system control problems.1.1 The information revolutionInformation is wealth. Although someone would say that the computer has made information worthy, information has always been wealth. For example, if you have information about where an interstate highway interchange is to be built before others know the location, purchasing land in that area is almost certain to increase your wealth. The computer is simply a new carrier of significant amounts of information. Those who can afford to buy a computer and who have the skills to use it will be better able to acquire information than those who cannot use the technology. Moreover, someone said that the computer revolution has produced two new classes in society, the information rich and the information poor.Today, there are many types of electronic documents resources, such as electronic newspapers, books, magazines and so on, to be accessed through networks. Electronic newspapers have been ordered and some are available now. By simply connecting your personal computer through regular telephone lines to the newspaper's server, you would have the ability to get any news item. In addition, you could retrieve articles from past newspapers--perhaps up to several years ago--though keywords. You could even select or book only news articles that you are interested in. In addition, you could make your ownnewspaper! You can download your favorite electronic books for entertainment and educational books for your child. It is pleasant that, after supper, a lovely magazine jumps on your computer screen through Internet. All of these have become a part of living.If society reaches the point at which people can do a significant amount of their shopping electronically, work at home on a personal computer connected to an office computer, transaction information system, office information system, management information system or other information systems, and retrieve most of their entertainment as well as their religious and educational instruction through cable TV, there will arise some significant questions. Can humans all retreat into their electronic cottages and still function as a society? Possibly not. Many would argue that a democratic society requires frequent face-to-face contact among its citizens. Furthermore, an electronic society provides very great threads to privacy. These threads decrease personal freedom and increase the ability of others to manipulate and monitor an individual's personal life.1.2 Working at homePersonal computers, personal copiers, fax machines, existing telephones and networks have made working at home possible for many employees. This work at home phenomenon is often called telecommuting. The types of jobs that are suitable for telecommuting have the following characteristics: The task are clearly defined, the work outputs are measurable, close interpersonal communication with other workers is not vital to the job, the work can be transported to and from the office or information system, the employee is an independent worker, and the employee has a good working knowledge of the devices, such as PCs, used in telecommuting.Telecommuting has several advantages for employees:The commuting time saved allows time for other pursuitsThe employee can work at his or her own pace.Expenses for commuting and some wardrobe and dry-cleaning costs are eliminated.Telecommuting is often advantageous for physically handicapped persons.Even though they are working, employees may be spending more time with their familiesSome advantages of telecommuting for employers are the following:The pool of talented recruits is dramatically increased.Companies that offer telecommuting may be viewed as more receptive to employees needs, thus they may have better employee relations.Because of lack of inte rruptions and employees’ increased job satisfaction, they may be more productive.Since employees are working at their homes the office space costs for employer can be reduced.Telecommuting also has its disadvantages:Telecommuting employees may retard their career development. An employee who is working at home may be forgotten when promotion time comes. Furthermore, promotion to supervisor and manager roles requires good interpersonal skills. When one is working alone at home, it is difficult for them to develop these skills.It may be difficult to measure productivity.Workspace may be duplicated, particularly when employees work both at home and in the office.Security problems may occur. Sensitive data may have to be transmitted or carried to and from home and could be intercepted or lost during transportation in an automobile.The interpersonal contact that many people need for creative thought, direction, and clarification is reduced or eliminated with telecommuting. Employees may find the distinction between home and work blurred. The sanctuary of going home and leaving the cares of work behind may be lost.2、Displacement of humansIn the early days of computers, in the 1950s, many people were concerned that computers were gonging to displace large numbers of people from their jobs, particularly those in clerical occupations. They worried that as clerical positions became automated, there would be no need for people with clerical skills. This did not occur to the extent predicted. In general, more jobs were created than were lost, although the new jobs often call for different skills, such as programming and system analysis.2.1 AutomationIn general, managements use computers to generate more information. They do not use them to generate the same amount of information as before and thereby reduce the labor force. However, this is beginning to change. Computers are being used to control robots that are quickly replacing human workers on assembly lines in industry. In some factories in Germany, the whole production line is automated by certain shifts. The only humans at the factory are security guards. The robots even have the capability of repairing themselves whenever they break down.Office automation is likely to reduce the need for typists, clerks, and other office personnel. Before the invention of personal computers, computers were primarily used for high-volume tasks. Many of the day-to-day tasks were still done manually. Personal computers are rapidly changing this.If automation, through computers, does displace the retraining of these workers, will society support the retraining of these workers? Will there be enough alternative jobs? It seems there will be. There is always something to be done, regardless of how many tasks are performed by computers and machines. And usually these remaining jobs and new jobs are interesting. The computer often does the dull mid routine jobs such as assembly line and clerical work. The bottom line, though, is that anytime a human can be replaced by a machine at a cheaper cost, society as a whole benefits because the standard of living rises.2.2 Artificial intelligenceArtificial intelligence is a computer application in which the computer makes decision or judgments that appear to require human intuition, reasoning, and intelligence. One type of artificial intelligence that is beginning to see practical use is the expert system. Expert systems attempt to provide the same judgmental advice that human experts such as doctors provide. In the areas where they have been successful, these systems can equal and often surpass the best judgments made by humans.For example, they have been applied to the diagnosis of illnesses. Given the symptoms of a patient, the expert system may ask more questions, request additional laboratory tests, and eventually arrive at a diagnosis that is as good as or better than that of the best doctors in very limited areas ofmedicine. One approach to developing these expert systems is to model the thought processes that a physician goes through when he or she makes a diagnosis. This not only results in an artificial intelligence system, but also provides interesting insights into how humans reason and make judgments.Will these systems replace experts such as doctors, lawyers, engineers, accountants, and information systems consultants？Certainly some of these expert systems may make better judgment than the least competent people in these areas, but most professionals will use the systems as tools. A medical diagnosis export system could assist doctors greatly in narrowing down the possibilities of the diagnosis for a particular patient.3、Information systems vulnerabilityInformation systems are made of many components in several locations. Thus, each information system is vulnerable to many potential hazards. The vulnerability of information systems is increasing as we move to a world of networked computing. Theoretically, there are hundreds of points in a corporate information system that can be subject to some threat. These threats can be classified as unintentional and intentional.3.1 Unintentional threatsUnintentional threats can be divided into four major categories: human errors, environment hazards, computer systems failures, and individual privacy problems.Several computer problems result from human errors. Errors can occur in the design of the hardware or the information system. They can also occur in the programming, testing, data collection, data entry, authorization, and instructions.Environmental hazards include earthquakes, hurricanes, severe snow, sand, storms, floods, tornadoes, defective air-conditioning, explosions, radioactive fallout, and water-cooling system failures and so on. Such hazards may disrupt normal operations and result in long waiting periods and exorbitant costs while computer programs and files are recreated.Computer systems failures can be the result of poor manufacturing or defective materials.Individual privacy problems include unintentional or intentional disclosing individual privacy. For example, one problem is the large amount of data concerning individuals that are stored in many different databases throughout the country and world. Are these data being used in ways that could potentially harm the individuals whose person characteristics are stored in these databases? Are the data being sufficiently protected from unauthorized uses?3.2 Intentional threatsComputer systems may be damaged as result of intentional threats. Examples include theft of data; inappropriate use of data; malicious damage to computer resources; theft of mainframe computer time; theft of equipment of programs; destruction from virus and similar attacks; miscellaneous computer abuse and crimes; and so on. Most intentional threats, when executed, are viewed as computer crimes.The number, magnitude, and diversity of computer crimes and abuse are increasing rapidly. Lately, increased fraud related to the Internet and electronic commerce is in evidence.Computer crimes can occur in four ways. First, the computer can be the target of the crime. For example, a computer may be stolen and destroyed, or a virus may destroy data. Second, the computer can create a virtual society in which a crime or fraud can occur. For example, false data are entered into a computer system to mislead individuals examining the financial condition of a company. Third, the computer can be the tool by which the crime is perpetrated. Fourth, the computer can be used to intimidate or deceive. For example, a stockbroker stole $100 million by convincing his clients that he had a computer program with which he could increase their earning by 50 percent per month.Crimes can be performed by outsiders who penetrate a computer system or by insiders who are authorized to use the computer system misused their authorization. A hacker is the term often used to describe outsider people who penetrate a computer system. A cracker is a malicious hacker who may represent a serious problem for a corporation.4、Protecting information systemThe large number of potential threats to information system has resulted in a great number of defensive strategies and tools such as controls for prevention and deterrence, detection damage control, recovery, and correction.Information system controls can be divided into two major groups: general control and application control. General controls are established to protect the system regardless of the specific application. For example, protecting hardware and controlling access to a data center are independent of the application. Application controls are safeguards that are intended to protect specific application.。
Questions 36 to 45 are based on the following passage.Scholars of the information society are divided over whether social inequality decreases or increases in an information-based society. However, they generally agree with the idea that inequality in the information society is __36__ different from that of an industrial society. As informatization progresses in society, the cause and structural nature of social inequality changes as well.It seems that the information society __37__ the quantity of information available to the members of a society by revolutionizing the ways of using and exchanging information. But such a view is a __38__ analysis based on the quantity of information supplied by various forms of the mass media. A different __39__ is possible when the actual amount of information __40__ by the user is taken into account. In fact, the more information __41__ throughout the entire society, the wider the gap becomes between "information haves" and "information have-nots" , leading to digital divide.According to recent studies, digital divide has been caused by three major __42__: class, sex, and generation. In terms of class, digital divide exists among different types of workers and between the upper and middle classes and the lower class. With __43__ to sex, digital divide exists between men and women. The greatest gap, however, is between the Net-generation, __44__ with personal computers and the Internet, and the older generation, __45__ to an industrial society.A) accustomedB) acquiredC) assemblyD) attributeE) championsF) elementsG) expandsH) familiarI) flowsJ) fundamentallyK) interpretationL) passiveM) regardN) respectivelyO) superficial参考答案：JGOKB IFMHAJoy: A Subject Schools LackBecoming educated should not require giving up pleasure.A) When Jonathan Swift proposed, in 1729, that the people of Ireland eat their children, he insisted it would solve three problems at once: feed the hungry masses, reduce the population during a severe depression, and stimulate the restaurant business. Even as a satire (讽刺), it seems disgusting and shocking in America with its child-centered culture. But actually, the country is closer to his proposal than you might think.B) If you spend much time with educators and policy makers, you'll hear a lot of the following words: "standards," "results," "skills," "self-control," "accountability," and so on. I have visited some of the newer supposedly "effective" schools, where children shout slogans in order to leam self-control or must stand behind their desk when they can't sit still.C) A look at what goes on in most classrooms these days makes it abundantly clear that when people think about education, they are not thinking about what it feels like to be a child, or what makes childhood an important and valuable stage of life in its own right.D) I'm a mother of three, a teacher, and a developmental psychologist. So I've watched a lot of children—talking, playing, arguing, eating, studying, and being young. Here's what I've come to understand. The thing that sets children apart from adults is not their ignorance, nor their lack of skills. It's their enormous capacity for joy. Think of a 3-year-old lost in the pleasures of finding out what he can and cannot sink in the bathtub, a 5-year-old beside herself with the thrill of putting together strings of nonsensical words with her best friends, or an 11-year-old completely absorbed in a fascinating comic strip. A child's ability to become deeply absorbed in something, and derive intense pleasure from that absorption, is something adults spend the rest of their lives trying to return to.E) A friend told me the following story. One day, when he went to get his 7-year-old son from soccer practice, his kid greeted him with a downcast face and a sad voice. The coach had criticized him for not focusing on his soccer drills. The little boy walked out of the school with his head and shoulders hanging down. He seemed wrapped in sadness. But just before he reached the car door, he suddenly stopped, crouching (蹲伏) down to peer at something on the sidewalk. His face went down lower and lower, and then, with complete joy he called out, "Dad. Come here. This is the strangest bug I've ever seen. It has, like, a million legs. Look at this. It's amazing. " He looked up at his father, his features overflowing with energy and delight. "Can't we stay here for just a minute? I want to find out what he does with all those legs. This is the coolest ever. "F) The traditional view of such moments is that they constitute a charming but irrelevantbyproduct of youth—something to be pushed aside to make room for more important qualities, like perseverance (坚持不懈), obligation, and practicality. Yet moments like this one are just the kind of intense absoiption and pleasure adults spend the rest of their lives seeking. Human lives are governed by the desire to experience joy. Becoming educated should not require giving up joy but rather lead to finding joy in new kinds of things: reading novels instead of playing with small figures, conductingexperiments instead of sinking cups in the bathtub, and debating serious issues rather than stringing together nonsense words, for example. In some cases, schools should help children find new, more grown-up ways of doing the same things that are constant sources of joy: making art, making friends, making decisions.G) Building on a child's ability to feel joy, rather than pushing it aside, wouldn't be that hard. It would just require a shift in the education world's mindset (思维模式). Instead of trying to get children to work hard, why not focus on getting them to take pleasure in meaningful, productive activity, like making things, working with others, exploring ideas, and solving problems? These focuses are not so different from the things in which they delight.H) Before you brush this argument aside as rubbish, or think of joy as an unaffordable luxury in a nation where there is awful poverty, low academic achievement, and high dropout rates, think again. The more horrible the school circumstances, the more important pleasure is to achieving any educational success.I) Many of the assignments and rules teachers come up with, often because they are pressured by their administrators, treat pleasure and joy as the enemies of competence and responsibility. The assumption is that children shouldn't chat in the classroom because it hinders hard work; instead, they should leain to delay gratification (快乐) so that they can pursue abstract goals, like going to college.J) Not only is this a boring and awful way to treat children, it makes no sense educationally. Decades of research have shown that in order to acquire skills and real knowledge in school, kids need to want to learn. You can force a child to stay in his or her seat, fill out a worksheet, or practice division. But you can't force the child to think carefully, er\joy books, digest complex information, or develop a taste for learning. To make that happen, you have to help the child find pleasure inlearning—to see school as a source of joy.K) Adults tend to talk about learning as if it were medicine; unpleasant, but necessary and good for you. Why not instead think of learning as if it were food—something so valuable to humans that they have evolved to experience it as a pleasure?L) Joy should not be trained out of children or left for after-school programs. The more difficult a child's life circumstances, the more important it is for that child to find joy in his or her classroom. "Pleasure" is not a dirty word. And it doesn't run counter to the goals of public education. It is, in fact, the precondition.46. It will not be difficult to make learning a source of joy if educators change their way of thinking.47. What distinguishes children from adults is their strong ability to derive joy from what they are doing.48. Children in America are being treated with shocking cruelty.49. It is human nature to seek joy in life.50. Grown-ups are likely to think that learning to children is what medicine is to patients.51. Bad school conditions make it all the more important to turn learning into a joyful experience.52. Adults do not consider children's feelings when it comes to education.53. Administrators seem to believe that only hard work will lead children to their educational goals.54. In the so-called "effective" schools, children are taught self-control under a set of strict rules.55. To make learning effective, educators have to ensure that children want to leam.参考答案：GDAFK HCIBJPassage OneQuestions 56 to 60 are based on the following passage.When it's five o'clock, people leave their office. The length of the workday, for many workers, is defined by time. They leave when the clock tells them they're done.These days, the time is everywhere-, not just on clocks or watches, but on cell-phones and computers. That may be a bad thing, particularly at work. New research shows that clock-based work schedules hinder morale (士气) and creativity.Clock-timers organize their day by blocks of minutes and hours. For example: a meeting from 9 a. m. to 10 a. m. , research from 10 a. m. to noon, etc. On the other hand, task-timers have a list of things they want to accomplish. They work down the list, each task starts when the previous task is completed. It is said that all of us employ a mix of both these types of planning. What, then, are the effects of thinking about time in these different ways? Does one make us more productive? Better at the tasks at hand? Happier? In experiments conducted by Tamar Avnet and Anne-Laure Sellier, they had participants organize different activities—from project planning, holiday shopping, to yoga—by time or to-do list to measure how they performed under "clock time" vs "task time. " They found clock timers to be more efficient but less happy because they felt little control Over their lives. Task timers are happier and more creative, but less productive. They tend to enjoy the moment when something good is happening, and seize opportunities that come up.The researchers argue that task-based organizing tends to be undervalued and under-supported in business culture. Smart companies, they believe, will try to bake more task-based planning into their strategies.This might be a small change to the way we view work and the office, but the researchers argue that it challenges a widespread characteristic of the economy: work organized by clock time. While most people will still probably need, and be, to some extent, clock-timers, task-based timing should be used when performing a job that requires more creativity. It'll make those tasks easier, and the task-doers will be happier.56. What does the author think of time displayed everywhere?A) It makes everybody time-conscious.B) It is a convenience for work and life.C) It may have a negative effect on creative work.D) It clearly indicates the fast pace of modem life.57. How do people usually go about their work according to the author?A) They combine clock-based and task-based planning.B) They give priority to the most urgent task on hand.C) They set a time limit for each specific task.D) They accomplish their tasks one by one.58. What did Tamar Avnet and Anne-Laure Sellier find in their experiments about clock-timers?A) They seize opportunities as they come up.B) They always get their work done in time.C) They have more control over their lives.D) They tend to be more productive.59. What do the researchers say about today's business culture?A) It does not support the strategies adopted by smart companies.B) It does not attach enough importance to task-based practice.C) It places more emphasis on work efficiency than on workers' lives.D) It aims to bring employees' potential and creativity into full play.60. What do the researchers suggest?A) Task-based timing is preferred for doing creative work.B) It is important to keep a balance between work and life.C) Performing creative jobs tends to make workers happier.D) A scientific standard should be adopted in job evaluation.Passage TwoQuestions 61 to 65 are based on the following passage.Martha Stewart was charged, tried and convicted of a crime in 2004. As she neared the end of her prison sentence, a well-known columnist wrote that she was " paying her dues," and that " there is simply no reason for anyone to attempt to deny her right to start anew. "Surely, the American ideal of second chances should not be reserved only for the rich and powerful. Unfortunately, many federal and state laws impose post-conviction restrictions on a shockingly large number of Americans, who are prevented from ever fully paying their debt to society.At least 65 million people in the United States have a criminal record. This can result in severepenalties that continue long after punishment is completed.Many of these penalties are imposed regardless of the seriousness of the offense or the person's individual circumstances. Laws can restrict or ban voting, access to public housing, and professional and business licensing. They can affect a person's ability to get a job and qualification for benefits.In all, more than 45,000 laws and rules serve to exclude vast numbers of people from fully participating in American life.Some laws make sense. No one advocates letting someone convicted of pedophilia(恋童癖) work in a school. But too often collateral (附随的) consequences bear no relation to public safety. Should a woman who possessed a small amount of drugs years ago be permanently unable to be licensed as a nurse?These laws are also counterproductive, since they make it harder for people with criminal records to find housing or land a job, two key factors that reduce backsliding.A recent report makes several recommendations, including the abolition of most post-conviction penalties, except for those specifically needed to protect public safety. Where the penalties are not a must, they should be imposed only if the facts of a case support it.The point is not to excuse or forget the crime. Rather, it is to recognize that in America's vast criminal justice system, second chances are crucial. It is in no one's interest to keep a large segment of the population on the margins of society.注意：此部分试题请在答题卡2上作答。
信息的英文Information in EnglishIntroduction:In this document, we will discuss the importance of information in English. English has become the lingua franca in today's global society, and its importance cannot be overstated. From business to education to technology, English plays a pivotal role in communication and information exchange. We will explore various aspects of information in English, including its impact on education, careers, and cultural exchange.The Impact of English on Education:English has emerged as the international language of education. Many universities around the world offer English-taught programs to attract international students. Proficiency in English has become a prerequisite for students aiming to study abroad or pursue advanced degrees. Access to information in English opens up doors to a wealth of knowledge from different cultures and perspectives. It also enhances the opportunities for academic collaboration and research on a global scale.Career Opportunities:English proficiency is no longer a desirable skill; it has become an essential requirement in today's job market. Companies and organizations prefer candidates who can communicate effectively in English, especially in multinational and globalized settings. English proficiency provides individuals with a competitive advantage, as it allows them to connect and collaborate with professionals from diverse backgrounds. The ability to access and understand information in English is crucial for career advancement and professional growth.Cultural Exchange:Information in English facilitates cultural exchange and promotes understanding among individuals from different countries and backgrounds. English allows people from diverse cultures to share their ideas, experiences, and traditions with a global audience. English-language books, movies, and music act as bridges that bring cultures closer together. Through the medium of English, individuals can learn about and appreciate different cultures, fostering tolerance and respect for diversity.Enhancing Language Skills:Being exposed to information in English can greatly enhance language skills. Reading English literature, articles, and websites can improve vocabulary, grammar, and comprehension skills. Listening to English podcasts, watching English movies, and engaging in conversation with native speakers can help develop fluency and pronunciation. Accessing information in English is an excellent way to immerse oneself in the language and make significant progress in language learning.Challenges and Solutions:While the importance of information in English is undeniable, accessing and understanding it may present challenges for non-native speakers. However, there are various solutions available to overcome these challenges. Online language learning platforms, language exchange programs, and English language courses are valuable resources that can help individuals improve their English skills. Additionally, using translation tools and dictionaries can assist in understanding complex texts. The key is to persevere and constantly seek opportunities to practice and improve English proficiency.Conclusion:Information in English plays a crucial role in today's global society. It impacts education, careers, and cultural exchange. Proficiency in English opens up a world of opportunities,allowing individuals to access a wealth of knowledge and connect with people from diverse backgrounds. Enhancing English skills through exposure to information in English is key for personal and professional growth. While challenges may arise, with determination and the proper resources, anyone can master the language and benefit from the vast array of information available in English.。
cilnt.The use of computer and video games for learningA review of the literatureAlice Mitchell and Carol Savill-SmithPublished by the Learning and Skills Development AgencyRegistered with the Charity CommissionersLSDA is committed to providing publications that are accessible to all.To request additional copies of this publication or a different format please contact:Information ServicesLearning and Skills Development AgencyRegent Arcade House19–25 Argyll StreetLondon W1F 7LS.Tel +44 (0) 20 7297 9144Fax +44 (0) 20 7297 9242enquiries@Copyeditor: Karin FancettDesigner: David Shaw and associatesPrinter:1529/09/04/2500ISBN 1-85338-904-8© Learning and Skills Development Agency 2004You are welcome to copy this publication for internal use withinyour organisation. Otherwise, no part of this publication maybe reproduced, stored in a retrieval system, or transmittedin any form or by any means, electronic, electrical, chemical,optical, photocopying, recording or otherwise, without priorwritten permission of the copyright owner.Further informationFor further information about the issues discussed in this publication please contact:Jill AttewellManager, Technology Enhanced Learning Research CentreLearning and Skills Development Agency.Tel +44 (0) 20 7297 9100jattewell@This publication was supported by the Learning and Skills Council as part of a grant to the Learning and Skills Development Agency for a programme of research and development. The m-learning project is also supported by the European Commission Directorate-General Information Society (IST-2000-25270).AcknowledgementsWe would like to thank Jill Attewell, Manager of the Technology Enhanced Learning Research Centre at the Learning and Skills Development Agency, for her support, advice and contribution to the editing process, and Helen Rendell for assisting with the identification of research materialfor this review.Contents at a glanceSee next page for full contentsPrefaceSection 1Introduction and overview of the literature1 Section 2What is the impact of the use of computer games 7 on young people?Section 3Why use computer games for learning?17 Section 4How have computer games been used for learning?25 Section 5Examples of using computer games to encourage learning29 Section 6What are young people’s experiences and preferences 43 in using computer games for learning and for leisure?Section 7What are the recommendations for the planning and design 47 of educational computer games (or ‘edugames’)?Section 8Summary and conclusions57 Appendix Method used for finding research studies 63 about learning with computer and video gamesGlossary71References73Full contentsSee previous page for contents at a glancePrefaceSection 1Introduction and overview of the literature11.1This review11.2Research questions21.3Definitions of the terms: ‘play’, ‘games’, ‘computer games’ 2and ‘video games’1.4Hardware systems capable of delivering games41.5The findings of previous literature reviews/meta-analyses4 Section 2What is the impact of the use of computer games 7 on young people?2.1Prevalence72.2Health issues82.3Psycho-social issues82.4Effects of violent computer games102.5Effects of the newer generation of games122.6What is the impact of frequent gaming 13on academic performance?Section 3Why use computer games for learning?173.1Computer games engage173.2Learning benefits ascribed to computer games 19in educational settings3.3Opportunities with new and emerging technologies223.4Some educational considerations23Section 4How have computer games been used for learning?254.1Use in clinical practice and associated research254.2Supporting reading and maths254.3Simulation games: supporting participative learning26Section 5Examples of using computer games to encourage learning295.1Criteria for selecting the examples295.2Teaching basic skills295.3Engaging adolescents in learning325.4Supporting learning of information retrieval 33via a prototype educational game5.5Encouraging social learning345.6Supporting multidisciplinary and vocational learning 37via computer simulations5.7System-initiated adaptive advice versus 40learner-requested non-adaptive background information5.8Supporting the acquisition of a complex skill41Section 6What are young people’s experiences and preferences 43 in using computer games for learning and for leisure?6.1Recreational games and gender issues436.2Educational computer games446.3Mobile games45 Section 7What are the recommendations for the planning and design 47 of educational computer games (or ‘edugames’)?7.1Design for blended learning solutions477.2Focus on structure rather than content487.2.1‘Edugaming’: a new design approach497.3Encourage active participation517.4Cater for diversity527.5Address the challenges of assessment 53in an open-ended environment7.6Counteract the potential negative impact of frequent gaming537.7Cater for management, networking and wireless issues 54of multiplayer computer gamesSection 8Summary and conclusions578.1What is the impact of the use of computer and video games 57on young people?8.2Why use computer games for learning?588.3How have computer games been used for learning?598.4What are young people’s experiences and preferences 60in using computer games for learning and for leisure? Andwhat are the implications for designers of educational software?8.5Suggested areas for further research61 Appendix Method used for finding research studies 63 about learning with computer and video gamesKeywords used63Inclusion/exclusion criteria applied63Literature searches undertaken64Glossary71References73PrefaceComputer games are very popular with many young, and young-at-heart, people. They can be played on a variety of devices. Handheld machines such as the Game Boy console and, increasingly, mobile phones allow the play to take place in different situations and when travelling. Atthe other end of the spectrum are sophisticated, but relatively static,dedicated games consoles with high specification graphics, such as the Sony PlayStation 2 or Nintendo’s GameCube. The design and production of computer and video games for entertainment takes place within a very competitive industry. This development requires considerable investment in terms of both multimillion Euro budgets and time. A new game can take years to develop, and in the highly volatile computer hardware and software markets success is not guaranteed. However, the computer games market is booming and growing.This research report is the result of a literature review conducted byUltralab and the Learning and Skills Development Agency (LSDA) during the m-learning project. The main focus is on research involving the use of computer and video games for learning. The motivation for this review was to investigate the potential of games-oriented learning materials and systems and to inform the project’s research activities. The report highlights many interesting pedagogic and technical issues and is, therefore, a useful reference for teachers, trainers, developers, researchers and others with an interest in the use of computer and video games for learning.The m-learning project is a three-year, pan-European research anddevelopment programme with partners in Italy, Sweden and the UK.Its aim is to investigate the potential of handheld technologies to provide learning experiences relating to literacy and numeracy skill development for young adults aged 16–24 who are outside full-time formal education settings, and to encourage the development and achievement of lifelong learning objectives. The m-learning project is coordinated by the LSDA, and project partners listed below include commercial companies anduniversity-based research units:p Cambridge Training and Development Limited, UKp Centro di Ricerca in Matematica Pura ed Applicata –the Centre for Research in Pure and Applied Mathematics,based at the University of Salerno, Italyp Learning and Skills Development Agency, UKp Lecando AB, Swedenp Ultralab, based at Anglia Polytechnic University, UK.Further information about the m-learning project can be found at:Jill AttewellManager, Technology Enhanced Learning Research CentreLearning and Skills Development Agency1Section 1Introduction and overviewof the literature1.1This reviewA review of the published literature relating to the use of computer andvideo games for learning was required by the m-learning project. It wasneeded to inform the project partners about various matters relating tothe use of such games (eg current pedagogy), and to assist with thedesign of learning materials and with the microportal interface beingdeveloped for the m-learning project. More information about the projectcan be found at: There are many claims found in the literature for and against the usefulnessof computer games in encouraging learning. It is asserted that the use ofsuch games can stimulate the enjoyment, motivation and engagementof users, aiding recall and information retrieval, and can also encouragethe development of various social and cognitive skills. Against this,it is claimed that frequent use of computer games can exacerbatenegative psycho-social tendencies (such as those towards social isolationand even violence) and that their use is addictive and can also havehealth implications.There has been a distinct increase in the volume of material publishedabout the use of computer games since the year 2000. This researchreview synthesises the key messages from the current literature baseof about 200 items. The main categories of information found were:p general descriptive articles about the use of computer and video games and new software programs coming on to the marketp explorations into how different game attributes affect users’ preferences (eg sound, colour)p general overviews of the potential of computer and video gamesfor educationp commercially available market reportsp research articles based on pre- and post-testing of users playingcomputer games designed for specific educational subject areassuch as finance, modern languages etcp research considering the effects of games use on individuals(eg on their metabolism and physical characteristics)p research into gender issues concerning the use of gamesp studies of the relationship between the use of games andlifestyle choices (including home use)p earlier research reviews and meta-analyses (few of whichfound reference to studies about learning).The largest single area reporting research was in the field of psychology.The review has synthesised the findings as they relate to each of theresearch questions posed in this report.2The use of computer and video games for learning1.2Research questionsThe following research questions guided this review:p what is the impact of the use of computer and video games on young people?p why use computer games for learning?p how have computer games been used for learning?p what are young people’s experiences and preferences in usingcomputer games for learning and for leisure?p what are the recommendations for the planning and design ofeducational computer games (or ‘edugames’)?Because the aim of the m-learning project is to use mobile technologiesto try to re-engage young adults (aged 16–24) in learning and to startto change their attitudes to learning and improve their life chances, them-learning partners also wished to find out if studies had been conductedusing computer and video games with young adults who have:p literacy, numeracy and other basic skill needsp social and behavioural issues relating to youth education.Where studies have been found that have findings in these areas,these have been noted.1.3Definitions of the terms: ‘play’, ‘games’, ‘computer games’and ‘video games’It is important to define and explain the words play, games,computer games and video games for the purposes of this review.First, play: something one chooses to do as a source of pleasure, whichis intensely and utterly absorbing and promotes the formation of socialgroupings (Prensky 2001, page 112). Fun, in the sense of enjoyment andpleasure, puts us in a relaxed receptive frame of mind for learning. Play,in addition to providing pleasure, increases our involvement, which alsohelps us learn (Prensky 2001, page 117). Play has been further defined as:…an intellectual activity engaged in for its own sake, with neitherclearly recognizable functionalities nor immediate biological effects …and related to exploratory processes that follow the exposure ofthe player to novel stimuli.(Fabricatore 2000, page 2)Second, a game: seen as a subset of both play and fun (Prensky 2001,page 118). A game is recognised as organised play that gives usenjoyment and pleasure (Prensky 2001). Dempsey et al. (1996, page 2)define a game as:…a set of activities involving one or more players. It has goals,constraints, payoffs and consequences. A game is rule-guided andartificial in some respects. Finally, a game involves some aspectof competition, even if that competition is with oneself.A game can be informed by concepts of ‘as if’, where the user suspendsbelief because they are immersed in the imaginary world of the game(Fabricatore 2000). Competitive games may involve undertaking chancesin an imaginary setting. They motivate via challenge, fantasy and curiosity(Randel et al. 1992).Introduction and overview of the literature3 Third, computer games: Prensky (2001, pages 118–119) states thatcomputer games can be characterised by six key structural elements which, when combined together, strongly engage the player. Theseelements are:p rules p conflict/competition/challenge/opposition p goals and objectives p interactionp outcomes and feedback p representation or story.Game types include action games, adventure games, fighting ‘beat ‘em up’games, platformers (where game characters run and jump along and onto platforms), knowledge games, simulation/modelling/role-playing games such as management and strategy games, drill-and-practice games, logical games and maths games (Kaptelinin and Cole 2001; Becta 2002). Game play can be competitive, cooperative or individualistic (Becta 2001, page 1).Finally, video games. According to Fabricatore (2000, pages 3–4),there are two key elements which distinguish video games (although this distinction is not exclusive). These are: ‘Videogames always include an interactive virtual playing environment’ and ‘In videogames the player always has to struggle against some kind of opposition’.Griffiths (1996, 1999) states that there are many different types of video games, each with their own distinctive qualities. They can be divided into nine categories (some of which correspond to the computer game types listed above): sports simulations (eg golf, ice hockey), racers (eg Formula One racing), adventures (fantasy games), puzzlers (or brainteasers), weird games (those that do not fit into another category), platformers (see above), platform blasters (similar to platformers, but require blasting everything that comes into sight), beat ‘em ups (involving physical violence such as punching or kicking) and shoot ‘em ups (involving shooting and killing using various weapons). However, Griffiths (1996) points out that only two of the above, namely puzzlers and weird games, contain games with educational components, and he suggests (page 58) that it is these types of games that could be used in schools in order to:…foster learning and overcome some of the negative stereotypesthat many people have about computer games.It should be noted that the terms computer games, television games and video games have now generally become synonymous because of the blurring of the boundaries between computing and video technology. The distinction in the past was because video games required dedicated games consoles solely for their use and these generally could not be linked together, whereas computer games could be played on a variety of desktopcomputer platforms, could be linked together with sometimes hundreds of players playing at the same time, and could be used for other purposes (such as office applications). However, increasingly video games consoles offer hard drives on which to store games, with ports that allow them to be connected more widely using modems/broadband access, so enabling video games to become more sophisticated, powerful and a directcompetitor to computer games. Thus, this review has covered bothcomputer and video games, and any finding will relate to both, unless specified otherwise. The terms ‘playing’ and ‘gaming’ are used to denote the playing of computer games in general.A glossary of specialist terms relating to the use of computer and videogames can be found at the back of this report.4The use of computer and video games for learning1.4Hardware systems capable of delivering gamesThere are many different types of hardware associated withcomputer games. These include:p games machines located in amusement arcadesp specialised games ‘consoles’ (powerful computers with high specification graphics capability for use in homes, eg the Sony PlayStation 2,Microsoft Xbox and the Nintendo GameCube)p personal computers (ordinary desktop computers)p handheld devices, such as the Nintendo Game Boy and Game Boy Advance, and other handheld devices such as palmtop computersp mobile phones that incorporate gamesp other specialist applications in unconventional places (eg car headrests, the backs of airline seats and even wristwatches).The market for mobile games is a growth market for the games industry:newer devices have higher definition colour screens and enhancedmemory, and functionality and development costs are lower for mobilegames than for games on more traditional platforms. The mobile gamesmarket is predicted to grow substantially as personal digital assistants(or PDAs) and mobile phone technologies converge and their applicationsbecome less constrained by the limitations of the device.1.5The findings of previous literature reviews/meta-analysesBefore conducting this review, the authors consulted other earlierliterature reviews/meta-analyses for pertinent findings. Eleven literaturereviews were identified as having been undertaken in areas associatedwith the use of computer and video games. They have concentratedon five main themes, namely:p investigations into whether there is a link between violent tendencies and aggression in people who use computer games, in that theywould then imitate what is seen on screen (Ellis 1990; Griffiths 1999;Anderson and Bushman 2001; Bensley and Van Eenwyk 2001)p specific examinations of their use with a particular age groupsuch as children (Emes 1997; Harris 2001)p investigations that have taken a broad review approach(Berson 1996; Griffiths 1996; Cesarone 1998)p a comparison of the effectiveness of games and conventionalclassroom instruction in the teaching of students (Randel et al. 1992)p an investigation on instructional gaming and the implicationsfor technology (Dempsey et al. 1994).Introduction and overview of the literature5 These past analyses highlighted a number of issues about the useof computer and video games.p The literature base is relatively sparse (Griffiths 1999;Anderson and Bushman 2001).p The findings conflict in their outcomes (Emes 1997) – for example, some studies found little evidence that violent video games lead to real-life violence (Bensley and Van Eenwyk 2001) whereas others suggested they did(Anderson and Bushman 2001).p Well-controlled studies of the adolescent use of video games are lacking (Bensley and Van Eenwyk 2001).p Some studies have methodological problems in that the results depend on a single type of research method, for example observation of children’s free play (Griffiths 1999).p Longitudinal studies are needed (Emes 1997; Griffiths 1999;Anderson and Bushman 2001; Harris 2001).It was also found that only four of the above reviews considered therelationship between the use of computer and video games and academic performance or learning (Randel et al. 1992; Dempsey et al. 1994;Emes 1997; Harris 2001). Here, again, it appears that few firm conclusions can be drawn from the studies. Randel et al.’s (1992) review, which is based on early studies up to 1991, found differences depending on the educational areas where the games were used. The best results were found to be in the areas of maths, physics and language arts (as opposed to social studies, biology and logic). The authors concluded that thebeneficial effects of gaming were most likely to be found when specific content is targeted and objectives precisely defined, although it is interesting to note that in many studies students reported more interest in game activities than in more conventional classroom instruction. Dempsey et al.’s (1994) review found games serving a range of functions (eg tutoring,exploring and practising skills, entertainment and attitude change)and drew together assertions from the literature that might be useful in deployment or design of instructional games and associated research.The two remaining reviews, by Emes (1997) and Harris (2001), found no clear causal relationship between academic performance and the use of computer games. However, the number of studies included within the four reviews varies widely; for example, the Dempsey et al. (1994) review considers 94 studies, while in Emes (1997) the findings were based on three studies, and in Harris (2001) on two studies.These reviews were also examined for research to do with socialand behavioural issues relating to youth education. Here, again, there appears to be a paucity of research. Of the few studies identified, one (noted in Dempsey et al. 1994) was a study on video game playing and psychopathology. It found that videogame playing was a social activity and not a serious achievement activity. Another study (noted by Harris 2001) investigated the gambling habits of young offenders aged 15–21(at a youth custody centre) who had stolen to fund their coin-operated computer game playing habit. Although critical of the methodology used, Harris (2001) noted that those of the young offenders who had stolen had started playing computer games at a younger age, played morefrequently, encountered more relationship problems, took more time off work and regularly neglected their food intake.6The use of computer and video games for learningThe literature base relating to the use of computer games for learningappears to remain small and, as with research relating to social andbehavioural issues, it has not been the core focus of a review since 1992.None of the 11 reviews focused on studies which had taken place withlearners who had basic skill needs; indeed, Randel et al. (1992) notedthat until 1992 there had been no studies on the use of games withstudents who had not succeeded in traditional classroom instruction andsuggested it would be useful to investigate the usefulness of games forstudents with marginal skills or marginal motivation. Meanwhile, the userpopulation includes young adults with basic skills needs who are outsideformal education. The paucity of research noted above, the needs ofthe user population and the recent rapid technological developments incomputer games, lead us to conclude that further research is needed thatparticularly focuses on the potential use of computer games for learningby young adults.This research report has not reviewed in depth the associated areasof palmtop computers or mobile phones as these are the subject ofseparate publications, the first of which has already been publishedby the LSDA (see Savill-Smith and Kent 2003).7Section 2What is the impactof the use of computer gameson young people?2.1PrevalenceIn the 1970s video games became a significant source of entertainmentfor young people (ie children and young adults). Nowadays such gamescan be played on relatively low specification technology gaming platforms,including mobile devices (Kirriemuir 2002). This makes the gamesaccessible to people who may not own an interactive television orpersonal computer. Many young people spend a significant amount ofleisure time each week playing computer games, often 7 hours or more(Anderson and Bushman 2001; Walsh 2002). Such games have becomefor many children the chosen form of play (VanDeventer and White 2002).Both males and females enjoy playing computer games. (AlthoughSection 6.1 deals specifically with gender issues, it is interesting to notehere some research findings with the caveat that this is a fast-movingarea and research findings often lag behind the current situation.) It hasbeen found that males are more likely to play to impress friends and fora challenge (Griffiths and Hunt 1995) although girls, too, have been found‘to perceive themselves to have peer approval for moderate amounts ofgame playing’ (Cesarone 1998, page 3). Males play significantly more andfar more regularly (Griffiths and Hunt 1995; Griffiths 1997b; Harris 1999;Subrahmanyam et al.2001), and gender disparity in time spent playing isgreatest for 14–18 year olds (Subrahmanyam et al. 2001). There is a viewthat females are put off by aggressive distractors (ie violent charactersand incidents). This view is backed by findings that females ‘preferless aggressive and less demanding games’ (Griffiths 1997b, page 234).However, this may be a faulty over-generalisation (Chappell 1997): thereare those (eg Cesarone 1998) who find that both boys and girls enjoyviolent computer games. A slight tendency of girls to be more academichas been found: although boys are substantially heavier users of the internet,girls tend to use the internet more for schoolwork than boys and spendmore time communicating via e-mail (Mumtaz 2001). Others foundthat girls use word processing and educational software rather thancomputer games (Selwyn 1998; Harris 1999; Subrahmanyam et al. 2001).Citing Stone (1995, page 9), Schleiner (2001, page 221) reports that:Post-industrialist capitalist economies are developing into culturesof ‘play’ in which a pervasive ‘play ethic’ is superseding the work ethic.Schleiner (2001, page 221) also points out that:Within technoculture and disseminating out across class, ethnic andgeographical barriers, younger generations into their late 20s are devotingincreasing amounts of recreation time to addictive computer games …At its most extreme, a new type of subject/player is emerging, who takesher or his game play very seriously. This person is often called a ‘gamer’.8The use of computer and video games for learning2.2Health issuesWe found various materials on the impact of frequent gaming onyoung people’s health. Players have complained of eyestrain, headaches,chest pain, fatigue and mood swings (Tazawa et al. 1997). This is compatiblewith findings that where game play causes sleep deprivation it is alsoassociated with black rings under the eyes and muscle stiffness in theshoulder (Tazawa and Okada 2001). Medical experts appear concernedabout metabolic and heart rates (Dorman 1997; Emes 1997), that frequentgaming may be associated with health problems such as tendonitis andrepetitive strain injury (Emes 1997; Cleary et al. 2002), and that computergames could trigger epileptic seizures in susceptible persons (Funk 1992,1993b; Emes 1997; Ricci and Vigevano 1999; Singh et al. 2001). This may bebecause the user sits close to the screen (Kasteleijn-Nolst Trenité et al. 1999).Ricci and Vigevano (1999) note that, while the role of the software itself isstill unclear, ‘a brighter image has a higher probability of provoking dischargesthan a darker one’ and flashing lights and geometric patterns present in somegames may activate a seizure (page 31). However, they also point out that:Seizure activation by VGs [video games]may result from non-visualactivating factors, such as cognitive or decision-making factors,sleep deprivation, emotional excitement, or hand movements.(Ricci and Vigevano 1999, page 31)Furthermore, there is the view that considers such side-effects to be‘relatively minor or temporary’ (Griffiths 2002a, page 1) and that finds playingcomputer games is comparable to a mild intensity exercise: with normaluse, playing may neither improve nor harm physical fitness (Emes 1997).2.3Psycho-social issuesThere are psychological and social issues associated with playingcomputer games.Bosworth (1994) found game users are no more likely than non-game usersto be involved in risk-taking behaviour such as alcohol or drug abuse:However, those who felt games were important were likely toreport more depression.(Bosworth 1994, page 118)Roe and Muijs (1998) found some justification to associate frequentgamers with social isolation and less positive behaviour towards societyin general, while Gupta and Derevensky (1996) found indications thatfrequent players gamble more than low-frequency players. There werereports of stealing and delinquency to finance play (Griffiths 1996) andof negative outcomes in terms of self-esteem, particularly with girls(Funk and Buchman 1996).Self-esteem is an important issue (Cesarone 1998; Roe and Muijs 1998;Colwell and Payne 2000). Roe and Muijs (1998) found that increasingproficiency at computer games may afford players a temporary sense ofmastery, control and achievement that they had hitherto felt themselvesto be lacking. Such artificial raising of self-esteem may lead to interactionswith computer games becoming a substitute for social relationships.。
