Lesson 2
Lesson 2 – A HEALTHY APPROACH TO CYBER-GAMING
Teacher Preparation
Key Concepts
There are benefits as well as very real dangers that accompany electronic media.
Objectives
By the end of this lesson, students should be able to:
1. Recognize the influence the Internet already has on their thinking and behavior.
2. Identify where they are on the “road to slavery.”
3. Determine at least one approach to help them get off the “road to slavery.”
Key Terms
Addictive: Any substance use or activity that becomes difficult to stop and interferes with normal, daily functioning.
Neighbor Nudge: Turn to a classmate, make eye contact, and start talking about the assigned question or topic.
Background Information
Many students as well as many adults can use powerful electronic tools for good and entertainment without being in danger of losing control or becoming addicted. But some cannot. In this lesson, we want to equip you to warn students of their vulnerability to lose their personal freedom. To do this, you will use a validated, reliable assessment called the “Assessment of Internet Addiction” by Dr. Kimberly Young, adapted by the authors for this lesson and titled “Electronic Media Influence Scale.”
Materials and Preparation
The “Electronic Media Influence Scale” is in the Resources section at the end of this lesson. Please make a copy of the “Electronic Media Influence Scale” for each student. If you do not have access to a copier, you might want to write the statements on the board and have the students copy the statements on paper or into their journals and write their answers next to the statements.
Also, make a copy of the following series of statements for each of your students. If it is not practical to make the copies, follow the above alternative, having the students write the statements and their answers on paper or into their journals.
Statements
Yes
No
1.
You have one or more games on your electronic device.
2.
Sexually alluring images pop up on your device.
3.
You play one or more online games weekly.
4.
You enjoy the sexually alluring images and open files with sexual titles.
5.
Your time spent gaming increases beyond two hours/day.
6.
Your time viewing sexual images increases beyond two hours/day.
7.
When you cannot be gaming, you become irritable and grouchy.
8.
You view pornography, hiding what you are watching from others.
9.
You use gaming to escape stressful relationships.
10.
You use pornography to increase sexual excitement.
Beginning the Lesson
Introduction
About 5 minutes
[Limit the discussion to five minutes or less.
As a start-up introduction, please ask your students to share with each other in groups of three about the Internet video games they play and which is their favorite. But before discussions begin, tell them some may not play video games; for those, it is perfectly acceptable to say so. Guide the groups along to ensure the second and third persons have time to share.
After five minutes thank them for sharing, but do not take time to find out what they shared with each other. Continue with this material.]
= 5 minutes
Electronic Media Influence Scale
About 10 minutes
In our previous session, we played a game called “Simon Says—Simon Knows” and discussed that just because something is possible, it is not always a good idea to do it. We also asked the question of how do we know if what “Simon” (or someone) is asking us to do is actually good for us to do? Today, I want to give you an idea of how vulnerable you are to the dangers of the Internet.
[When you are sure your students are ready with a pen or pencil, give them each a copy of the “Electronic Media Influence Scale,” found in the Resources section at the end of this lesson. Instruct them to answer all of the questions and then add the number for each response, reaching a total score for the assessment. Tell them you will not be collecting their completed assessment and that it is only for them to use. They do not need to show their completed assessment to anyone unless they choose to do so.]
After five minutes check to discover if any have not completed the assessment and if all have totaled their scores.
When all students have completed the assessment and totaled their scores, read them the following key to enable them to evaluate their vulnerability to the influence of the Internet.]
0 – 30 points = Normally influenced
31 – 49 points = Mildly dependent
50 – 79 points = Moderate dependence
80 – 100 points = Severely addicted
The “Electronic Media Influence Scale” has, hopefully, given you some idea of how vulnerable you are to losing your personal freedom to the Internet.
= 15 minutes
Journal Activity
About 3 minutes
Write in your journal your thoughts about your score. [Give students three minutes to write out their thoughts.]
If you are all finished journaling your thoughts, let us go to the next chapter in the lives of our friends Derrick, Natalie, and Sam.
= 18 minutes
Story
About 5 minutes
[Please read or paraphrase this paragraph.]
As Sam, Derrick, and Natalie left the World of Electronics, the following email pinged their phones:
World of Electronics
8:15 p.m.
To: Natalie, Derrick, and Sam
Reply To: Volqert.net
Re: Navigating a Dangerous World
______________________
Hey, cousins!
We ran into Volqert a while back—is “he” not something else!? He changed our perspective on the whole Internet world and how we relate to it. We figured we would pass him along to you, so we bought you the app. Did you like the way it was mysterious by taking you into the manager’s office, it was like stepping into a mystery play, huh?
I guess the point of the app is to remind us that we inhabit a wonderfully dangerous world—how boring it would be otherwise. However, it is easier to avoid the dangers you can see, like a forest fire, than it is to avoid the dangers you cannot see, like a flu virus hiding in your nose.
So hang on! We have engaged Volqert to help you navigate the threats inhabiting an online world. Pay attention!
Tony and Darlene
– – – – –
The next morning, Natalie woke to the twin sounds of the door buzzer and pounding on her apartment door.
“What’s with all the racket?” demanded Natalie as she opened the door to find Sam with his fist raised to knock again and Derrick covering a sleepy yawn with the back of his hand.
“I cannot get online!” yelled Sam.
“And so you decided to give me this news in person?” teased Natalie.
“I cannot post, surf, game! I cannot even text!” continued Sam.
“Oh, for heaven’s sake! Calm down!” chided Natalie.
“You calm down,” continued Sam. “I was one move from completing Level 58 on Soul Crusher’s Final Revenge! Gamers from all over the Internet were watching my big moment! AND THEN EVERYTHING CRASHED.”
“So, reboot and try again,” said Natalie.
“He cannot,” offered Derrick. “For some reason he is completely shut out from the Internet. Weirdest thing I have ever seen! My stuff connects just fine. But the moment he tries to log in, everything stops working.”
“I could not even text you two on my phone. So, I came over. You have to help me!” Sam pleaded.
“Look, it is probably nothing. Servers occasionally go down. Just find another hotspot or use someone else’s log-in,” offered Natalie.
“YOU ARE NOT LISTENING!” yelled Sam. “I have been trying to get online all night! I even went to an Internet café that is open 24 hours a day. I nearly got in a fight with the guy running the place. He thought I was sabotaging every computer he set me up with. I just want to scream!”
“Listen to yourself,” said Derrick. “You sound like a drug addict who cannot get a fix. Are you going through withdrawal from Internet gaming?”
“I am not addicted to the Internet! I can stop whenever I want!” growled Sam. “I am just frustrated by all this opposition. I WAS GOING TO HIT LEVEL 59! Do you know what that means?”
“I am with Derrick,” said Natalie shaking her head. “You are going through withdrawal! Take a walk. Read a book. Sit under a tree. Relax!”
“I cannot,” cried Sam. “Just help me get back online and I will be fine. Please.”
“This is exactly what our cousins were getting at when they talked about the threats inhabiting an online world!” remarked Derrick. “Sam’s frustration is not really about getting back online. His frustration is his reaction to not being online,” added Natalie. “Sam is feeling entitled to be online.”
“Yeah, and he feels cheated that everyone else can and he cannot,” said Derrick with mock seriousness.
“And so Sam is waking up his friends and growling at them like some trapped animal,”
added Natalie.
“I am standing right here!” yelled Sam. “Stop talking about me as if I were not here.”
“So,” continued Derrick, “Sam needs to face his real problem and it is not about his inability to get online.”
“I AM GOING TO SCREAM IF YOU DO NOT STOP TALKING AS IF I AM NOT HERE!” yelled Sam.
Sam’s phone began to vibrate and then they heard the familiar ring of his personal alert. Sam pulled his phone out of his pocket.
“I am back online,” he smiled sheepishly.
= 23 minutes
Slavery Discussion
About 10 minutes
Physical slavery, where one person completely controls the life of another, has probably existed since the beginning of human history. Although various forms of physical slavery still exist in some countries of the world, fortunately most of us do not have to worry that we will someday be bought or sold as an actual, physical slave.
But another kind of slavery may be much closer than we think. Millions of adults are slaves to alcohol, drugs, sex, power, and even food. Teenagers and even children move toward this kind of slavery when they crave something so much that they are willing to do anything to get it.
Here is how slavery begins: you are offered something for free or a ridiculously low price so you can “try it.” It makes you feel REALLY GOOD. You want more. You have to have another taste. You get to where you cannot imagine being without it. You crave it. You will do anything to get more of it. You are its slave.
Does this mean that everyone who eats is a slave to food? Of course not! Most people eat to live. But those who live to eat are slaves to food. Those who live to drink alcohol are slaves to alcohol. Those who live for sexual experiences are slaves to sex. And those who live for Internet gaming are slaves to Internet gaming.
[Give each of your students a copy of these statements or have them write them in their journals or on a piece of paper.]
Let us see how vulnerable you are to becoming a slave to Internet gaming or pornography. Please consider each statement carefully; then, answer it honestly.
You will not be asked to share your answers with anyone.
Statements
Yes
No
1.
You have one or more games on your electronic device.
2.
Sexually alluring images pop up on your device.
3.
You play one or more online games weekly.
4.
You enjoy the sexually alluring images and open files with sexual titles.
5.
Your time spent gaming increases beyond two hours/day.
6.
Your time viewing sexual images increases beyond two hours/day.
7.
When you cannot be gaming, you become irritable and grouchy.
8.
You view pornography, hiding what you are watching from others.
9.
You use gaming to escape stressful relationships.
10.
You use pornography to increase sexual excitement.
[After about a minute, continue with the following:]
As you guessed, the odd numbered statements describe the beginning of the road to Gaming Addiction and the even numbered statements describe the
beginning of the road to Sexual Abuse.
The more “Yes” responses to the odd numbered statements, the harder it is going to be to avoid Gaming Addiction.
The more “Yes” responses to the even numbered statements, the harder it is going to be to avoid being trapped in pornography, which can lead to sexual abuse.
Today’s world is flooded with advertisements promising wonderful and exciting products. We see ads for alcohol, tobacco, and many other products that may not be the best for us. The reality is, many of these products have the potential to enslave those who buy them. But you are on the road to slavery when your answer to one or more of these questions is “Yes.”
1. You feel very happy when you are using these enslaving products, but as soon as you stop you get angry or upset.
2. You think about these enslaving products when you are supposed to be focusing on other things like schoolwork or your family.
3. You spend increasingly more time with these enslaving products than being with friends and family.
4. Friends or family ask what you spend all your time doing and when you answer, you avoid talking about your use of the potentially enslaving product.
5. You get up in the middle of the night to return to your enslaving products because you are having a difficult time sleeping.
= 33 minutes
Ending the Lesson
Steps to Freedom
About 9 minutes
So, how do you get off the road to slavery?
To start, try taking a break from your enslaving product—long enough to extinguish the craving. When the craving arises, talk with a trusted friend or adult whom you have asked to be available to you when you need to talk—someone who is not enslaved.
You might invest in a new activity that is fun to do with friends who are not enslaved.
[Have students turn to a classmate, make eye contact, and start talking about the assigned question or topic.]
What other ideas come to mind that might help you or your classmates get off the road to slavery? [Take two minutes.]
Let us hear some of the ideas you shared with your classmate. What else might help you or your classmates get off the road to slavery? [Take about five minutes or more if you have more time to get responses from your students.]
= 41 minutes
Journal Activity
About 4 minutes
Write down one or more of the suggestions you think would be helpful to you. Describe how you would use these ideas to get off the road to becoming
enslaved to electronic media and social media.
= 45 minutes
Resources
[Ask your students if they have a Bible or have access to one.]
GOING DEEPER
Electronic Media Influence Scale Activity
Please answer the following questions using this scale:
0 = Not Applicable 1 = Rarely 2 = Occasionally 3 = Frequently 4 = Often 5 = Always
Statements
Score
1.
I stay online longer than I intend.
2.
I neglect homework to spend more time online.
3.
I prefer the excitement of the Internet to relationships with friends.
4.
I form new relationships with fellow online users.
5.
Others in my life complain to me about the amount of time I spend online.
6.
My schoolwork suffers because of the amount of time I spend online.
7.
I check my text messages or email before something else I need to do.
8.
I interrupt conversations to respond to a text message or a tweet.
9.
I become defensive or secretive when someone asks me what I do online.
10.
I block out disturbing thoughts about my life with soothing thoughts of the Internet.
11.
I find myself anticipating when I will go online again.
12.
I fear that life without the Internet would be boring, empty, and unhappy.
13.
I snap, yell, or act annoyed if someone bothers me while I am online.
14.
I lose sleep due to late-night log-ins.
15.
I feel preoccupied with the Internet when off-line or fantasize about being online.
16.
I find myself saying, “Just a few more minutes” when online.
17.
I try to cut down the amount of time I spend online and fail.
18.
I try to hide how long I have been online.
19.
I choose to spend more time online over going out with friends.
20.
I feel depressed, moody, or nervous when I am off-line, which goes away once I get back online.
Total Score:
After answering all the questions, please add the numbers for each response and write down your total score.
= X minutes
Parent-Teacher Connection
For Family Discussion
Ask your son or daughter to tell you the story about Volqert and the cousins that was read in class today.
In what ways does your adolescent relate to Sam in the story?
What things did you learn today that would help you have a wiser approach to cyber-gaming and Internet usage?
