• Asia Marketing Journal
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• v.11 no.2
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• pp.173-192
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• 2009

As video games gain popularity and become a normal part of home entertainment, concern about youth access to inappropriate games continues to grow. Some people have claimed that violent video games influence children's aggressive behavior and that violent video games have some responsibility for violence in the school. In response to people's concerns, the video game industry created a video game rating system in 1995 to help parents decide which video games are appropriate for their children. This study investigated whether parents were aware of the video game rating system and how often they have used it when selecting video games for their children. This study attempted to find relationships among parents' attitudes toward video games, their guidance styles for their children's video game play, and their use of the video game rating system. This study found that most parents have used the video game ratings very frequently when they select video games for their children. But many parents still don't understand the video game rating system. This study showed that parents who had more negative attitudes or less positive attitudes toward video games were more likely to impose restrictions on their children's video game play and to use the video game rating system as a means to restrict their children's access to violent video games.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.10a
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• pp.553-555
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• 2013

Game Rating Board(GRB) of Korea set up in 29 October, 2006 has been 7th years and it will disappear in 23 November, 2013. For the first time the 'GRB' of Korea has the goal which held the nonofficial transfer of rating classification for game. But it had the justification which become more distant from the nonofficial transfer due to the affairs of 'See Story' in August, 2006. As a result, because of rapid normalization of game rating rather than the systematic transfer from 'Video Rating Board' of Korea cause no preparation of scientific professional rating review. It showed the entry-level appearance though stressing profession from the beginning of setup. Specially more transaction expense were increased because of no consistency and predictability for game review. However, it could be overcome by preparation for definite global standard and scientific rating system. Consequently technological possibility of BMM Korea based on 'Gaming Laboratory Institute(GLI)' standard expected to be alternative in the technical review of the adult arcade game.

• Review of Culture and Economy
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• v.21 no.2
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• pp.53-88
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• 2018

Among the cultural industries, the game industry is the most economically valuable industry. It has been about twenty years since the game policy has been implemented and the game laws have been enacted. If the law is a willing expression for the realization of the policy, the orientation of the game policy can be grasped through revision of the game laws. SOUND RECORDS, VIDEO PRODUCTS, AND GAME SOFTWARE ACT, established in 1999, and GAME INDUSTRY PROMOTION ACT, which was enacted in 2006, are regulated by many revisions. In this paper, I try to understand the direction and meaning of Korean game policy(classification, game dysfunction, gambling, industry growth) through the contents of the revision of the game law for 20 years. The game policy shown through the amendment of the game law is intended to protect the game by regulating the game, and to protect the game user by preventing the gambling and preventing the game dysfunction, and to increase autonomy of users and choice of producers by switching to self rating system, and based on this, an environment for continuous industrial growth is created. In the future, game policies should consider cooperation with social areas beyond game-specific areas. On the other hand, it needs to respond to new agendas such as polarization of industrial structure, fair environment, employment environment.

• Sleep Medicine and Psychophysiology
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• v.8 no.1
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• pp.52-58
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• 2001

Objectives: An Increased level of psychophysiologic arousal and diminished physiologic flexibility would be observed in patients with panic disorder compared with a normal control group. We investigated the differences of psychophysiologic response between patients with panic disorder and normal control to examine this hypothesis. Methods: Ten Korean patients with panic disorder who met the diagnostic criteria of DSM-IV were compared with 10 normal healthy subjects. In psychological assessment, levels of anxiety and depression were evaluated by State-Trait Anxiety Inventory, Beck's Depression Inventory and Hamilton Rating Scale For Anxiety and Depression. Heart rate, respiration rate, electrodermal response, and electromyographic activity were measured by biofeedback system (J & J I-330 model) to determine psychophysiologic responses on autonomic nervous system. Stressful tasks included mental arithmetic, video game, hyperventilation, and talking about a stressful event. Psychophysiologic responses were measured according to the following procedures : baseline(3 min)-mental arithmetic (3 min)-rest (3 min)-video game (3 min)-rest (3 min)-hyperventilation (3 min)-rest (3 min)-talking about a stressful event (3 min). Results: The baseline level of anxiety and depression, electrodermal response (p=.017), electromyographic activity (p=.047) and heart rate (p=.049) of patients with panic disorder were significantly higher than those of the normal subject group. In electrodermal response, patient group had significantly higher startle response than the control group during hyperventilation (p=.001). Startle and recovery responses of heart rate in the patient group were significantly lower than responses in the control group during mental arithmetic (p=.007, p=.002). In electrodermal response of the patient group, startle response was significantly higher than recovery response during mental arithmetic (p=.000) and video game task (p=.021). Recovery response was significantly higher than startle response in respiratory response during hyperventilation. Conclusion: The results showed that patients with panic disorder had higher autonomic arousal than the control group, but the physiologic flexibility was variable. We suggest that it is helpful for treatment of panic disorder to decrease the level of autonomic arousal and to recover the physiologic flexibility in certain stressful event.

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.248-254
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• 2022

Educational innovations are first created, improved or applied educational, didactic, educative, and managerial systems and their components that significantly improve the results of educational activities. The development of pedagogical technology in the global educational space is conventionally divided into three stages. The role of innovative technologies in Higher School practice is substantiated. Factors of effectiveness of the educational process are highlighted. Technology is defined as a phenomenon and its importance is emphasized, it is indicated that it is a component of human history, a form of expression of intelligence focused on solving important problems of being, a synthesis of the mind and human abilities. The most frequently used technologies in practice are classified. Among the priority educational innovations in higher education institutions, the following are highlighted. Introduction of modular training and a rating system for knowledge control (credit-modular system) into the educational process; distance learning system; computerization of libraries using electronic catalog programs and the creation of a fund of electronic educational and methodological materials; electronic system for managing the activities of an educational institution and the educational process. In the educational process, various innovative pedagogical methods are successfully used, the basis of which is interactivity and maximum proximity to the real professional activity of the future specialist. There are simulation technologies (game and discussion forms of organization); technology "case method" (maximum proximity to reality); video training methodology (maximum proximity to reality); computer modeling; interactive technologies; technologies of collective and group training; situational modeling technologies; technologies for working out discussion issues; project technology; Information Technologies; technologies of differentiated training; text-centric training technology and others.