Pleasurable Gratifications and Aversive Costs of Virtual Violence Case Assignment

Pleasurable Gratifications and Aversive Costs of Virtual Violence Case Assignment

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

Pleasurable Gratifications and Aversive Costs of Virtual Violence Case Assignment

Discussion

Justification Results partly confirm H1. If a video game frames virtual violence as justified, players do feel less guilty and have fewer negative emotions than if the game frames the action as unjustified (though justification seems to have no effect on enjoyment). Contemporary violent video games often provide narratives that frame

users’ actions as justified (Smith, 2006). Based on video game narratives, players often support a just cause and thus act morally, by saving the world, restoring humanity, and fighting the forces of evil. The results of the experiment support the view that these types of narrative cues trigger moral disengagement when players enact virtual

aggression against quasi-social characters. Consequently, players may avoid or reduce unpleasant outcomes associated with norm-violating aggression such as negative affect.

However, in this experiment, justification did not affect enjoyment. Justification of virtual violence, as represented in the first-person shooter, may not influence enjoyment directly (see Zillmann, 2000, for a different opinion). According to our theoretical approach, justification directly suppresses the aversive feelings that violating moral

standards causes, but it is not considered to immediately increase enjoyment. Rather, justification may influence enjoyment in an indirect way: Neg- ative affect and guilt that result from unjustified actions probably undermine game enjoyment. Justification seems to diminish such aversive states. The present experi- ment supported this

view, finding guilt to be negatively correlated with enjoyment. Future research may discover that a stronger effect of justification on guilt and negative feelings may in turn produce significant differences in game enjoyment.

Portrayal of consequences H2 argued that if a violent video game does not portray the consequences of virtual violence (or if it distorts them), players would feel less guilty, have fewer negative emotions, and enjoy game play more than if the game portrays the consequences of

110 Journal of Communication 60 (2010) 94–119 © 2010 International Communication Association

1. Hartmann & P. Vorderer Moral Disengagement

violent actions. Results concerning H2 are mixed. Contrary to H2, whether or not the game portrayed consequences of virtual violence had no effect on players’ reports of guilt, negative affect, and enjoyment. That is, the bloodshed, screams, and dying sequence of shot opponents seemed to have no impact on the playing experience whatsoever. The null effects should be interpreted carefully, as the treatment-check indicates a failed manipulation, though. However, if the manipulation only led to unconscious perceptual processes (see ‘‘perceived mayhem,’’ below), subjects may not have been able to report the effects of the manipulation even if it had succeeded.

Nevertheless, a failed manipulation of the consequences portrayed is a plausible explanation of the null effects. For example, because users had the ability to shoot opponents from a substantial distance, the visibility of displayed bloodshed and victim suffering may have been low. The morally disengaging effect of long-distance

weapons, previously discussed in literature (e.g., Todd, 2001), may have resulted in an ineffective manipulation.

Perceived mayhem the quasi-experimental examination of portrayed consequences indicated that users who perceived greater mayhem in the game felt more guilty and had more negative affect than users who perceived less mayhem. The effect could be a methodological artifact of the joint ex-postquestionnaire assessment of

perceived mayhem, guilt, and negative affect (e.g., an effect of social desirability). However, it also seems plausible that a description of the game play as ‘‘much mayhem’’ reflects one’s moral judgment. In contrast to players that perceived ‘‘no or less mayhem,’’ users that reported great mayhem could have perceived the violent game play

as having greater moral importance which would explain why they experienced more guilt and negative affect. Consequently, negative affect was strongest for players that perceived much mayhem and fought for an unjust reason.

Enjoyment Interestingly, differences in perceived mayhem did not result in different levels of enjoyment, just as the manipulation of portrayed consequences and the justification of users’ actions revealed no effect on enjoyment. One explanation is that more mayhem, harsher consequences, and unjust norm-violating actions may promote

both gratifications and costs (Raney, 2004). In violent video games, users are causal agents. Although causing more mayhem to quasi-social characters or breaking norms by unjust behavior seems to trigger higher costs (i.e., feeling of guilt, negative affect), it may enhance users’ pleasurable experiences of being effective (Klimmt &

Hartmann, 2006) and powerful as well. Producing mayhem may also foster excitement. Thus, in this study, the costs that resulted from a greater perception of troublesome consequences could have been balanced by enhanced gratifications.

Pleasurable gratifications and aversive costs of virtual violence may also explain the justification × consequences interaction effect obtained in the analyses (Figure 1). Subjects who had some reason to feel they had done something wrong (because the

Journal of Communication 60 (2010) 94–119 © 2010 International Communication Association 111

Moral Disengagement T. Hartmann & P. Vorderer

action was either unjustified or resulted in harsh consequences) and that could still morally disengage at the same time (because the action was either justified or did not result in harsh consequences) reported the greatest enjoyment. Obviously, under these conditions, pleasurable gratifications (e.g., excitement that may partly result

from norm-violation, as well as feelings to be effective and powerful) and aversive costs (negative affect resulting from violation of moral standards) reached a ratio that best suited overall enjoyment. Targeting quasi-social characters may be particularly thrilling for users, especially if some opportunity to morally disengage exists. In

contrast, a video game that supports too much moral disengagement (e.g., no consequences, justified actions) may not be thrilling enough to be enjoyable, whereas a game that makes it too hard to disengage (e.g., harsh consequences, no justification) may trigger too much negative affect. Certainly, this interpretation is hypothetical and

needs further examination. Future research may connect the ideas presented here to related approaches, for example, disposition-based theories of humor (e.g., Zillmann, 2000), which shows that malicious Schadenfreude (while watching comedy) is ‘‘exceedingly high when all ingredients of good comedy [are] present: despised

protagonists, their victimization, and humor cues that set the audience free to enjoy these characters’ demise.’’ (p. 49). In sum, the formation of enjoyment in violent games and its interrelation with negative affect seems complex. Future studies should apply finer distinctions of pleasurable gratifications versus costly norm-violations to

explain the overall enjoyment of violent games.

Pleasurable Gratifications and Aversive Costs of Virtual Violence Case Assignment

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER CLICK ON THE LINK HERE:  https://essaysolver.com/orders/ordernow You Can Also Place the Order In www.perfectacademic.com/orders/ordernow / www.essaysolver.com/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!!

PLACE THE ORDER WITH US TODAY AND GET A PERFECT SCORE!!!

Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!!

Why Work With Us!!

• Tired of getting an average grade in all your school assignments, projects, essays, and homework? Try us today for all your academic schoolwork needs. We are among the most trusted and recognized professional writing services in the market.

• We provide unique, original and plagiarism-free high quality academic, homework, assignments and essay submissions for all our clients. At our company, we capitalize on producing A+ Grades for all our clients and also ensure that you have smooth academic progress in all your school term and semesters.

• High-quality academic submissions, A 100% plagiarism-free submission, Meet even the most urgent deadlines, Provide our services to you at the most competitive rates in the market, Give you free revisions until you meet your desired grades and Provide you with 24/7 customer support service via calls or live chats.