The influence of video games on lifestyle and socialisation of students of "Z" generation

W pracy tej analizuję wyniki badań dotyczących studentów-graczy pokolenia Z w kontekście pięciu kluczowych kwestii. Po pierwsze, analizuję poziom komfortu pokolenia Z w przestrzeni cyfrowej, sugerując, że młodzi ludzie nie tylko posiadają niezbędne umiejętności do poruszania się w tej przestrzeni, ale również czują się w niej komfortowo, z niektórymi nawet preferującymi świat cyfrowy nad rzeczywistością. Po drugie, rozważam koncept pięciu grup tożsamościowych graczy, zaproponowany przez Muriesa i Crawforda, wskazując na zróżnicowanie i wymieszanie cech między grupami, zamiast wyraźnego podziału. Po trzecie, rozpatruję moment i okoliczności kształtowania tożsamości gracza, potwierdzając tezę, że tożsamość gracza formuje się najczęściej we wczesnej młodości. Czwarta kwestia dotyczy problematyki ekskluzywności i inkluzji w odniesieniu do definicji "gracza", podkreślając subiektywność i kontekstowość tego terminu. Piąta kwestia dotyczy tych aspektów gier, które są najważniejsze dla studentów-graczy, z uwzględnieniem takich elementów jak rozbudowana fabuła, interaktywność, wolność wyboru, anonimowość i możliwość poznawania nowych perspektyw.

This research focuses on the comparative analysis of my findings with pre-existing knowledge about Generation Z students who are video game enthusiasts. The initial key aspect examined was the comfort level of Generation Z in navigating the digital space. Results indicate that Generation Z, growing concurrently with technological advancement, not only possesses the skills to maneuver the digital world but is comfortable in it, even considering it an integral part of their lives. Some respondents were found to place higher importance on the digital world than the physical one. The second crucial issue is Daniel Muries and Garry Crawford's concept of five identity groups for players. Although initially skeptical of this model, my research indicated not a need for more groups but rather a blending of features amongst the existing ones. The identity group "Everyone can be a player" appeared not as a separate category but as a trait that could exist within any group. Further findings suggest a potential correlation between hardcore players and preference for the digital world. Additionally, the existence of a "hybrid type" of player, possessing features of both the hardcore and connoisseur players, was observed. The third essential aspect focuses on when and how a player's identity is formed. Consistent with existing literature, the study suggests that the identity of a player is formed mostly during youth, as this is the time for exploration and learning. Early engagement in video games significantly impacts the development of a player's identity. The fourth issue explores the exclusivity and inclusivity in defining a "player". Findings indicate that the concept of a "player" is highly subjective and dependent on context, with different groups having varied criteria. Finally, the research attempts to understand the aspects of video games that are most important to a specific user group, i.e., student gamers. The elements identified include an intriguing plot, atmospheric setting, high interactivity, multidimensional characters, freedom of choice, anonymity, role-play, aesthetics, competition, and the opportunity to enhance interpersonal skills. An additional aspect identified during my interviews was the possibility of overcoming difficult challenges in the virtual world. The majority of respondents showed appreciation for the cultural, educational, and social opportunities offered by gaming. In conclusion, this research presents a comprehensive analysis of Generation Z students as video game players, covering their comfort level in the digital space, the nuances in player identity, the formation of player identity, the subjective concept of a "player", and the crucial aspects of gaming. The findings reveal an intricate relationship between Generation Z students and