THE INFLUENCE OF INTERACTIVE MEDIA ON CHILDREN: MOTHERS’

PERSPECTIVE.

IFEANYI ADIGWE
LAGOS STATE UNIVERSITY, SCHOOL OF COMMUNICATION SURULERE,
LAGOS, NIGERIA. FAITHWISEDOM@YAHOO.CO.UK
Abstract
This study attempts to investigate the influence of interactive media on
children: mothers’ perspective. It may be surprising, but recent video game
research has demonstrated positive, social, and educational related benefits
from video game play. However, many parents and teachers fear the
negative effect of video games, worrying that video games will turn their
children, into mindless, violent, isolated, unhealthy individuals. While some
of these concerns are not completely unfounded, video game research has
uncovered a wide array of effects of video game play, including many
positive influences of video games in the lives of children. So, do violent
video games make children? The issue is not a simple one, but, yes, we do
know that there is a relationship between media violence and aggression, to
large extent aggressive tendencies may also be as a result of aggressive
parent. Exposure to violent media has been linked to aggressive thoughts
and behaviours, mostly in short term. The most vulnerable individuals are
young individuals who are high on the trait of aggression. Thus, children who
are naturally aggressive are the most at risk for increases of aggression
following violent game play. Parents of children who tend to be aggressive
should be especially cautious about making sure that their children are not
being exposed to violent video content. The purpose of this study is to
provide a picture of the influence of interactive media on children. Social
learning and the Uses and Gratification theory were used as the theoretical
framework to support this study. Children’s use of video games and the
potential positive and negative of video game play are discussed. This study
concludes with the fact that the risks and threats to children’s character and
as well as the benefits of interactive media may be difficult to separate; and
that avoiding risks may also mean avoiding potential benefits of interactive
media.

CHAPTER ONE

1.1 BACKGROUND OF STUDY

Before attempting to explore the effects of interactive media on children’s

development, we must first clarify what is meant by the term “interactive”.

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According to Winnicot (1971: 64), Interactivity is “content intended for mass

communication through a vehicle which allows for and responds to inputs

from the audience or users”.

Calvert, Rideout, Wood, Barr & Strouse (2005), placed greater emphasis on

the user’s role in interactive media when they define interactivity as “an

exchange of actions or ideas that builds on previous exchanges. Interactivity,

embedded in human experiences, involves control, responsiveness and turn

taking.” (p: 75)

In their effort to empirically test a definition of interactivity, Johnson, Bruner

& Kumar (2006) focused on the user’s perceived experiences. They define

interactivity, as “the extent to which an actor involves in a communication

episode perceives the communication to be reciprocal, responsive, speedy

and characterized by the use of nonverbal information” (p:120).

Interactive media can be defined as technology products that are created for

a mass audience, that allows the user to have some level of input and/or

control over the action or content and that respond to the user’s input with

either verbal or nonverbal information (Cordes and Miller, 2000).

Livingstone, D’ Haenens & Hasebrink (2001), define interactive media as

the integration of digital media including combinations

of the electronic text, graphics, moving images and

sound into a structured digital computerized

environment that allows people to interact with data

for appropriate purposes. The digital environment

 include: the Internet, video games and interactive

television. (p:200).

As stated by Calvert et al (2005) they observe that using interactive

technology can pull children into a learning experience, as interactivity

allows children to have amazing focus in learning.

Warren (2002), indicated that interactive media can teach children; logical

thinking, writing skills and math skills. She also observed that interactive

media can enhance children’s creativity, cognitive development, social and

emotional development. She also said that games is a potential tool in

teaching pre-school children, because they provide instant feedback and are

flexible, empower children and also foster active learning.

Interactive technologies have been found to support children’s emotional

development. Computers are intrinsically motivating for young children (Van

Scoter, 2001: Celvert, 2006; Wartella 2002).

Celevant, Strong & Gallagher (2005) found this to be true with a blue’s cues

interactive storybook and Addessi & Pachet (2005), found similar evidence

with an interactive music programme.

Erin (2001) found that “Children are typically very excited about interactive

media”. He further investigated that interactivity help children stay

attentive.

Interactive media are capable of supporting the development of language

and literacy skills of young children through motivation (Siray-Blatchford,

2001: Van Scoter et al, 2001). Children who use educational computer

3
software have been found to use more complex speech patterns (Davidson &

Wright, 1994) and to engage in high level of communication (Clements,

Nastabi & Swaminathan 1993), one reason for this is that children tend to

narrate what they are doing as they move objects and pictures and engage

with the program (Brede Kamp & Rosegrat, 1994). Chera and Wood (2003),

observed that interactive story books were effective at improving children’s

phonological skills and story telling abilities, but not their word recognition.

Interactive media can be seen as “transitional phenomena” which facilitates

exchange between the subject and the mediated environment. This allows us

to contemplate the relationship between watching and doing, playing

collaborative learning video games make children to act collaboratively. And

at the same time, playing violent video games make children act violently.

(Winnicot, 1971).

Winnicot, summarizes that “there is a direct development from transitional

phenomena to playing and to cultural experience” (1971:51).

Mothers have tough job as they turn to media as an important tool to help

them manage their household and keep their children entertained

(Greenfield, 1984).

It implies that “new media,” that is media which someone did not grow up

with are often looked at with distrust and skepticism. In addition, the older

generation in the whole, still seem to represent what is called “protestant

ethic” (1985) which implies a rationalized lifestyle and a specific form of self-
control. Mothers for example, usually want their children to use a computer

for more than playing computer games but for educational purposes (Leu,

1993).

More so, new and emerging media offer mothers the opportunities to

actively engage their children in a wide variety of potentially positive and

pro-social media enhanced activities. Mothers need to ensure that they

harness the best interactive media for their children’s cognitive and

development growth (Jenkins, 2003).

1.2 STATEMENT OF THE PROBLEM

In Africa, in Nigeria in Particular it is commonly perceived that children who

turn out to be responsible in life is to be identified with the father, while

those that become deviants are presumably seen to belong to the mother.

Mothers, therefore, work tirelessly to ensure that their children are

adequately nurtured and raised to avoid family and societal embarrassment.

Mothers are worried about the proliferation of these new media technologies,

as it does not only engage their children at their leisure time, but perceived

as bad educators because it exposes children and teenagers to violent and

aggressive behaviour.

Conversely, mothers feel that the only other viable approach to dealing with

the proliferation of media in their children’s lives is to set blanket restrictions

on media - no video games, no computer, no use of the internet.

Considering the fact that interactive media provide us with a vast array of

5
potential educational and informative content that can link us to anywhere in

the world at anytime, its overwhelming effects on children cannot be over

emphasized, as it enhance the cognitive development and eventually the

decline of behaviour of children.

This study sets out to investigate the effect of the proliferation of these

media technologies on children’s social, emotional and cognitive

development.

1.3 PURPOSE OF THE STUDY

The main purpose of this study is to investigate mothers’ perception in the

role of interactive media in their children lives.

The objectives of this study are as follows:

1. To examine whether interactive media act as a tool for cognitive

learning and development in children.

2. To determine roles of interactive media in character building of

children.

3. To ascertain the implications of interactive media on children.

1.4 RESEARCH QUESTIONS

1. In what ways can interactive media act as a tool for cognitive learning

and development in children?

2. What are roles of interactive media in character building of children?

3. What are the implications of the use of interactive media on children?

1.5 DELIMITATION

This study will focus mainly on mothers who are in Badagry Local

Government only. And the age bracket of the children in question is 4-12.

1.6 SIGNIFICANCE OF THE STUDY

The goal of this study is to provide a clearer picture of the impact of

interactive media on children lives as it is not only part of the central role in

the educational and social experiences of the young Nigerians but serve as a

popular source of information and entertainment and preferred leisure

activities, the use of interactive media by children are much more than

entertainment from teaching children letters and numbers, to introducing

them to foreign languages, mothers find the educational value of these

media incredibly helpful. At the same time, there is growing controversy

about media use among very young children because the stimuli children

receive and the activities they engaged in during the first few years of life

are critical not only for their physical well-being but also for their social,

emotional and cognitive development.

As interactive media become more powerful, families will be offered the

possibility of more control over entertainment choices, better access to

information and better management of time. It is obvious that young

children can benefit from developmentally appropriate media use for

instance, children interactive media programs with academic and pro-social

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messages have been linked to better preparation for and performance in

school and increases in altruistic behaviour. Education software programs

enhance children performance in a wide range of academic skills including

learning to read and write.

More so, interactive media especially computers and the internet allow

children to engage with artifacts that they would normally not have access

to, thereby broadening their scope of knowledge. Meanwhile, interactive

media in family is essential because it enhances learning process. And it’s

one of the most effective technology as it teaches children logical thinking,

writing skills and critical learning and they derive fun form it without realizing

that they are learning anything.

Furthermore, for children with special needs, interactive media has many

potential benefits such as, provide support for cognitive processing or

enhance memory and recall, it also serve as a personal “on-demand” tutor

and as an enabling device that supports independent functioning, with

adapted materials, young children with disabilities no longer have to be

excluded from this activities. Be that as it may, interactive technologies can

help teach children with physical and learning disabilities. Computers help

children with disabilities by providing opportunities for social interaction with

other children, working cooperatively, gaining confidence in themselves and

making gains in language communication.

1.7 LIMITATION OF THE STUDY

This research is subjected to a number of known limitations. One of the

limitations is timing and money as this study employs only 150 respondents

as its sample size. A larger sample size would have been preferred because

it will help reduce sampling error. Another known limitation was that fathers

were denied the right to participate in the study as this study is meant solely

for mothers.

1.8 OPERATIONAL DEFINTION OF TERMS

1. INTERACTIVE MEDIA: Can be defined as technology products that

are created for a mass audience, that allows the user to have some

level of input/or control over the action or content and that respond to

the users input.

2. COGNITIVE DEVELOPMENT: refers to how a person perceives,

thinks, and gains understanding of his or her world through the

interaction of genetic and learned factors. Among the areas of

cognitive development are information processing, intelligence,

reasoning, language development, and memory.

3. SOCIAL DEVELOPMENT: is a learning - teaching process that, when

successful, results in the human organism's moving from its infant

state of helpless but total egocentricity to its ideal adult state of

sensible conformity coupled with independent creativity.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 CONCEPTUAL FRAMEWORK

According to Rafaeli in Micheal (1995), interactivity is "an expression of the

extent that in a given series of communication exchanges, any third (or

later) transmission (or message) is related to the degree to which previous

exchanges referred to even earlier transmissions." (p.111) In other words,

interactivity refers to a communicative process which is recursive in nature.

The level of recursiveness is a measure of the extent of interactivity. Full

interactivity, according to Rafaeli can only occur when communication roles

are interchangeable among all real or surrogate participants.

A fully interactive communication system, therefore, is one which displays

information based on the progress of discourse with the user. Taking this

model further, a factor which makes interactivity possible is the extent to

which a communicator can construct a model the other communicator's

relevant goals and characteristics based upon prior messages. Such a

system is assumed to co-opt the information goals of the user to the extent

that its responses reflect certain characteristics of the sum of the user's

previous responses. Media channels which facilitate full interactivity include

face-to-face, telephone, and written correspondence, including computer-

mediated communication such as bulletin-board conferencing and electronic

mail.

At the other end of Rafaeli's interactivity scale, non-interactive

communication refers either to jolting, incoherent conversation or to one-

way communication exemplified by broadcast and print media. The middle of

the scale is occupied by "quasi-interactive" communication, that which

facilitates a reaction to a user's input, but without consideration to the depth,

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content, or context of discourse.

For the purposes of this study, the term "interactive media", as well as

"interactive database," will refer to computer-based information systems

which allow users some measure of control over the content and/or

sequence of presentation. This definition fits the use of the term when

applied to hypermedia and interactive multimedia. While this would certainly

not qualify as sustaining "full interactivity" (Rafaeli, 1988), it satisfies the

descriptive criteria of a quasi-interactive communication system.

The interactive nature of interpersonal communication has been widely

studied. In fact, the concept of classifying media interactivity on the basis of

recursiveness has its roots in interpersonal discourse analysis (Dance, 1967,

p. 297; van Dijk, 1985; Winograd, 1977, p. 64 cited in Michael, 1995).

Because of the traditionally one-to-many modal configuration of mass media,

though, models of interactivity have generally not been applied to these

communication channels. Discourse with a printed newspaper is impossible

and, aside from selecting channels, human beings do not generally "interact"

with a television set. It is conceded that viewers have responded to mass

media entities, often in the form of letters to the editor, however because of

the low rate of media institution responsiveness, such exchanges can hardly

be termed "interactive. The independent development of two new forms of

mass media, interactive computer-mediated communication (CMC) and CD-

ROM, has made communication scholars rethink the issue of mass media
interactivity.

It is the user's ability of manipulating the searching and sequencing

parameters of information which constitutes the "interactivity" of different

media in this study. Furthermore, it is the distributed cognitive processing

afforded by this interactivity which theoretically results in the cognitive and

affective residue, namely gains in knowledge and self-efficacy.

To understand the role of interactive media in learning and other cognitive

and affective processes, it is important to ground a theory of media in

cognitive processes, rather than strictly behavioral models. Schema theory

Quillian, M. R. explains that memory and thought function through cognitive

structures of schemata. A schema (pl. schemata), in psychology and

cognitive science, is a mental structure that represents some aspect of the

world. Schemata consist of interconnected sets of ideas which are further

linked to other schemata. Meaningful learning takes place when new ideas

becomes linked and assimilated with existing schemata. Similarly, the

philosophy of constructive, or generative, learning asserts that learning itself

is a constructive process in which new meanings are generated by activating

and altering existing knowledge structures (Wittrock, 1974; Brown, Collins, &

Duguid, 1989 cited in Micheal, 1995). This activation and alteration is

facilitated through a learner's experiences in using the new knowledge.

Historically, the promotion of involved, active learning may be viewed as a

response what Whitehead in Michael (1995) referred to as "inert knowledge."

Inert describes knowledge, exemplified by rote memorization, which is not

13
retrieved under authentic conditions of use and, therefore, may not be useful

to an individual in actual circumstances requiring its retrieval. Schematic

linkages are defined in terms of context and, as a result, cause us to

remember and process information differently in different situations (Borsook

& Higginbotham-Wheat, 1992 in Michael, 1995). The role of the

environmental involvement in generative or constructive learning is

explained differently in the cognitive models of information processing and

distributed cognition.

A distributed cognition view of interactive media would explain that cognition

does not occur only inside the head of the interactive media user but, rather,

in the interaction between user and implement. In hypermedia applications,

for instance, conceptual associations are incorporated in the hyperlinks, not

only in the head of the user. Thus, different situations engender different

modes of cognitive functioning. (Salomon, 1993 in Michael, 1995)

A distributed cognition perspective is especially appropriate for the study of

interactive media because of its emphasis on the organism-environment

interaction. It is also important, if lasting cognitive effects on human beings

are presumed, to distinguish between what Salomon in Michael (1995) calls

effects with computer technology, i.e., the cognitive load that is distributed,

and effects of computer technology, i.e., the cognitive residue which remains

after the environmental interaction. Although this study examines mainly the

effects of the interaction between user and interactive media, explanations

of these residual effects must consider distributed cognitive processes as

well. It is the effect with the computer of being involved, i.e., interacting

while being mindful that the interaction brings about goal-seeking

consequences, which helps bring about the cognitive and affective effects of

this involvement.

A distributed-cognition view of interactive media presumes an involved

partnership between the user and the interactive information application.

The manner of involvement is an important factor as the effects will be

lasting. As Salomon (1990) points out, some effects with computers allow

relatively short-lived, superficial residual effects. The presence of visually

fascinating or interpersonally involving cues within an interactive application

can lead users to concentrate more on the superficial "glitz" accompanying

information than the information itself. When interacting with a relatively

new information medium, a user may concentrate more on exploring its

characteristics than on the intended messages.

2.2 THEORETICAL FRAMEWORK

SOCIAL LEARNING THEORY: Albert Bandura’s social learning theory of

1986 posits that behaviour is learned in a social content. It is the direct

reproduction of observed behaviour, encompassing both imitation

identification to explain how people learn through observation of others in

their environment.

Whether shown on Television or played on a video game, violent media

provide ample opportunities for observation learning.

15
Social learning theory otherwise known as observational learning refers to

the cognitive process of attending to and remembering behaviour performed

by others.

USES AND GRATIFICATIONS THEORY assumes that the information

receiver, or "user," is selective in what he or she is exposed to, what is

perceived, and what is retained. The present theoretical treatment of the

effects of interactive media, as they develop into mass media formats,

considers both of these aspects.

The study of mass media effects has been characterized over time on the

basis of systemic assumptions. Severin & Tankard (1979) in Micheal depict

the time between 1915 and 1939 as the era of the "Bullet Theory" (, also

known as the "hypodermic needle" era) of strong media effects. Influential

theories of this period, presumed that exposure alone to mass mediated

messages resulted in cognitive, affective, and behavioral change. The years

1941 through 1959, the era of "Limited Effects Theory," were characterized

by little or no strong effects on audiences, though they might contribute to

changes through a nexus of mediating factors and influences. While

interactive media were seen as potentially serving an informative function in

children, audiences (mothers) were assumed to be selective in kind of

interactive media their children was exposed to. The present era, which is

perceived having begun in the mid-1960s, is characterized as one of

"Moderate Effects" or "Indirect Effects," in which strong effects are viewed as

possible in certain situations. The study of interactive media as mass media

falls neatly into this most recent category, especially in lieu of the capability

for new interactive media formats to respond dynamically to contextual

factors, including user input.

The uses and gratifications approach (Blumler & Katz, 1974; McQuail, 1984;

McQuail, 1987) postulates that people actively select their media use habits

on the basis of social or psychological disposition, assessments of the value

of media use, and beliefs and expectations about possible benefits of such

use. These expectations can result in attitudes regarding which media

formats will be accessed and how they will be used to satisfy the information

and communication needs of the user. This approach is mentioned by Rafaeli

(1986) as being especially suitable for computer-mediated communication.

The need typology presented by McQuail, Blumler, & Brown (1972) divides

such media-based needs into categories of diversion (including escape and

emotional release), personal relationships (including substitute

companionship and social utility), personal identity (including personal

reference, reality exploration, and value reinforcement), and environmental

surveillance. There are two factors which should abate the criticism directed

at functionalist influences. First, the uses and gratifications model usually

discusses deviations from some system equilibrium which serve to generate

need. Such deviations can certainly be modeled as processes which do not

necessarily operate towards the benefit of the system. Second, a modeled

17
gratification does not necessarily have to serve the ultimate benefit of the

system, but rather a system's drive or motivation. The use of information for

entertainment or escape, for example, might not always serve some higher

good of an individual.

According to Clark (1983), "... summaries and meta-analyses of media

comparison studies clearly suggest that media do not influence learning

under any conditions." This assertion was a response to researchers who

proposed "media selection" models (e.g., Reiser & Gagne, 1982 in

Micheal,1995) based on observations of the relative achievements of groups

who received similar subject matter from different media. On an historical

note, Clark further claims that whenever a new medium has been

introduced, including Internet, interactive TV, video games and computers)

advocates materialize to claims for improved learning through new media. It

is not media choice which influences learning, states Clark, but rather

instructional method as reflected by media choice. Different media may be

grouped into categories according to media attributes which facilitate certain

instructional methodologies. For instance, video games and computers might

be considered equally appropriate or effective at presenting animated visual

information.

2.3 EMPIRICAL STUDIES

Numerous claims or suspicious have been made about interactive media

technologies, the increasingly young age at which children begin to interact

with these media and the amount of violence in videogames, fully as great if

not greater than that in Television are just too important that need more

attention.

Little systematic research has been conducted to either legitimize or dispute

claims about the impact of interactive media content on children’s cognitive,

emotional and social development (Cords & Miller, 2000).

Over the past couple of decades, a debate has grown over the

appropriateness of adding computers and other interactive media such as

interactive books and toys, video games, and the internet to the list of

learning tools for children.

While some experts believe that technology has the capacity to positively

influence even young children’s cognitive and socio-emotional development

in significant ways, others believe that the technology can rob children of

many of the essential childhood experiences they need for health

development or even worse, can cause irreparable harm (Cordes & Miller,

2000).

Children don’t experience media in a vacuum. Past research on the impact of

television tell us that immediate family, such as parents and siblings, heavily

influence what children take away from the viewing experience. Family

environment also provides a key context for how young people experience

19
computers. Recent studies have found that children’s perceptions of their

parents’ desire to learn about and use computers was a significant predictor

of heavy computer use.

Specifically, the degree to which parents are available to their children and

involved in their children’s learning activities; are attracted to and use the

computer themselves, and are knowledgeable about the value and quality of

academic software to children cognitive learning influenced whether children

embraced the computer and the internet for creative, educational purposes,

rather than primarily game play.

Clearly, interactive media can be beneficial in helping children with different

learning styles find new ways to explore and understand material and to

demonstrate their learning. Software can be created that has special

features for visual, verbal, auditory and tactile learners (Addessi & Pachet,

2005).

Children who used developmentally appropriate computer software had

significant greater gains in intelligence scores, non-verbal skills, dexterity

and long-term memory than children who used non-developmentally

appropriate computer software (Haugland, 1992).

According to Haugland (1992) the developmental and age-appropriateness of

interactive media programmes also are an important aspect of children

effectiveness in the learning process. In addition, children who used

supplemental learning activities with the computer also improve in verbal

and conceptual skills.

Providing evidence that content, rather than the technology itself, has more

of an effect on children’s creativity, Haugland (1992) found that creativity

was reduced among the children who use non-developmentally appropriate

software, but not among those who used age-appropriate programmes. More

so, the use of thrill-and-practice software, rather than more open-ended,

discovery based programmes, can lead to a loss of creativity.

In this vein, a programme that introduced computers as a tool for

instructional learning in the classroom found that children gained a better

understanding of how to use, access, control and gather information once

they had access to computers. (Agun, 2000)

Even the leading academic and researchers of children’s educational

interactive media have not reached consensus regarding the effects of

interactive media an children’s cognitive development. Much like the Alliance

for childrenhood, some researchers, based on the fact that children learn

through their bodies in their early years, feel computers distract children

from their need for hands-on, imaginative and creative play that is vital to

cognitive development (Haugland, 2000).

21
Haugland also found out that interactive media as a tool for learning, simply

are effective at supporting young children’s understanding and skills.

According to Dr. Sandra Celvert, director of the Children’s Digital Media

Centre based in Georgetown University, and one of the foremost researchers

on children and interactive media found that using participatory and

interactive technologies can pull kids into a learning experience. Interactivity

allows children to have amazing focus. She further explained that the most

effective technology teaches children and they have fun doing it without

realizing they are learning anything. When asked what she thinks interactive

media can teach pre-schoolers, she explains, “Logical thinking, writing skills,

math skills, spatial skills. It can even enhance kids’ creativity (although

people haven’t capitalized on it”.

But Larry Cuban, professor emeritus of education at Stanford University,

believes that computers are not worth the price of investment. Since there is

very little evidence that kids are doing better academically because of

computer in the home or even in the classroom. He says, computers haven’t

made teaching more productive.

Nevertheless, Warren Buckleitner, editor of the children’s Technology

Review, agrees interactive digital media, including games, have potential as

a tool in teaching preschool-age children because they can provide instant

feedback, are flexible, empower children and foster active learning.

Regardless of one’s position on the introduction of interactive technologies

to preschool classroom, there appears to be a universal support for the use

of technology to assist students with disabilities and special needs.

According to the National Association for the Education of young children

(1996),

… for children with special needs, technology has many

potential benefits. Technology can be powerful

compensatory tool -it can augment sensory input or

reduce distractions; it can provide support for cognitive

processing or enhance memory and recall; it can serve

as a personal on-demand tutor and as an enabling

device that support independent functioning…with

adopted materials, young children with disabilities no

longer have to be excluded from activities.

Research on Interactive media context must move beyond studying violence,

among other things to educational context, the activities performed, and

content of online message exchange.

In a European comparative study carried out in 1997 the number of minutes

per day spent on various media were considered. Three different interactive

media were included: the internet, personal computer (not for games) and

electronic games. “Electronic games” was used as a collective notion for

computer games (PC games) and video games (television-linked consoles

23
and portable video game systems). On average children and young people

between 6 and 16 spent 32 minutes per day playing electronic games, 17

minutes per day using personal computer (PC) applications (not games) and

5 minutes per day using the internet. To give a comparison, 136 minutes per

day with devoted to watching television more time was spent on video and

computer games then on the more ‘serious’ types of computer. If we look at

the empirical data we can infer that for children and youth computer games

“are the most frequently used interactive media”.

According to a study by Sandra Calvert (2002), most parents think playing

video games hurt rather than enhance learning (49% vs 12% with 22%

saying not much effect). From the above data we can deduce that 49% of

parent views about interactive media is that it activates the innate

aggressive traits in children, 12% of parent views about the media is that

interactive media is more of a learning tool for children, while 22% of parent

views is that interactive media neither activate learning traits in children nor

aggressive behaviour. In the focus groups parent didn’t indicate having as

much experience using educational video games as they did with television,

computers, or videos. One mother of a 4-6 year-old from Columbus did have

experience with a educational video game. Also focus group parents also felt

that video games tended to be more violent, especially those for the older

kids. Some worried about the types of games young children see their old

siblings play.
In another study by Agun Charles, he concludes there is no relationship

between parents’ attitudes about the educational value of the computer to

children’s cognitive learning and development. It is not possible to tell from

this survey whether parents who think computer hurts learning are more

likely to restrict their children from using the computer. When it comes to

using computers, the study pointed out that most parents think this activity

helps rather than hurts learning (69% Vs 8%, with 15% saying its doesn’t

have much effect). From the above data we can deduce that 69% of parent

views about interactive media is that it activates the innate learning traits in

children, 8% of parent views about the media is that interactive media

activate the innate aggressive traits in children, while 15% of parent views is

that interactive media neither activate learning traits in children nor

aggressive behaviour. Many parents feel that their children are going to have

to use computers later in life, getting familiar with the computer at an early

age is a benefit to them. Regardless of what they are doing on the computer,

one mother from Irvine said, “Anything they are doing on the computer I

think is learning”. Another mom from Columbus said, “I think they get more

skills from the computer. Our world is so computer oriented. I certainly didn’t

know how to use a computer when I was 3.... If I had a choice of the

computer or television I would definitely choose the computer. Other focus

group mother pointed to certain features of the computer that they found

beneficial, such as interactivity or the parent being able to control the

content through specific software. The mother of a young child from Irvine

25
said, “the computer” is far more interactive than television. Children’s mind

is more active when using the computer. A Denver-area mom (of a 4-6year-

old) said,” I think you have more control over the computer. If they are

watching TV, you don’t know what the lesson is going to be with the

computer you can put in specific software or go on specific website”.

Researchers have found that playing games is the most common way young

people of all age 2-18 use computers. They found that boys reported

significantly more time commitment than girls in playing computer and video

games. Evidence from few studies that have analyzed different categories of

game content show that boys and girls prefer different types of games, with

boys generally preferring sports, action adventure and violent actions

games, while girls generally prefer educational puzzle, spatial relation and

fantasy adventures games.

While many assume that interactive games are frequently played in

isolation, they are often the focus of vibrant social content for boys, who

compare notes about levels of game play and scores they made.

Another faulty assumption exists about girls seeming disinterest in computer

technology. A report released by the American Association of University

Women Educational Foundation emphasized that girls are critical of the

computer culture rather than computer phobic. They dislike both the

violence in most interactive games as well as the narrow, technical focus of

computer programming classes.

Similarly, in a survey by the National School Boards Foundation (NSBF) found

that boys and girls are equally involved in using the Internet, albeit in

different ways. It found that girls are not “phobic” or even disinterested

when it comes to the internet. They were more likely to use the internet for

education, school work, e-mail and chat rooms, while boys were more likely

to use the internet for entertainment and games.

We can deduce that regardless of gender, children’s media choices and

preferences change as they mature. Evidence suggests that patterns

established at an early age tend to be highly predictive of later media-

related use as their range of options kept growing.

Examinations of interactive-game play suggested a curvilinear relationship

between age and game play: Among young children (age 2-7) video game

play increased with age, whereas among an older age group (age 9-12-year-

old); game play appeared to decrease with age. (Wartella, O” Keefe, &

Scantlin, 2000).

While overall use was more prevalent among older children, the use of

educational context was more common among younger children. Younger

children preferred and spent more time playing educational games than

older children. Compared with 6-to-8-and 9-to 12-year-old, 0-to 5-year-old

played more educational video and computer games (Wright and Warren,

2001). Others have also found that 6-to 8-year-old used the computer less

often than older children, but used it for educational programmes and games

27
more often (Becker, 2000).

Recently, the Kaiser Family Foundation Funded a Nationally representative

survey of 1,065 parents of 0- to 6-year-old, a commonly overlooked

population among media research (Rideout, Vandewaler, & Wartella, 2003).

Parents reported that their children were spending approximately 2hours per

day with screen media (including television, computers and video games).

In addition, among 4-to 6-year-old, 48% had used a computer and 30% had

played video games. Among the 4-to 6-year-olds who reported using a

computer and playing video games, they did so for approximately 1hour

each day (Rideout, Vandewater & Wartella, 2003).

Just as arguments about the effects of interactive media on children are

highly polarized, interactive media has become a significant part of the

environmental context and has the potential to influence development from

an early age.

Several researchers have examined the short-term impact of violent video

game play of children from 4-10years old. Their results suggest that playing

violent video games encourage relatively immediate increase in aggressive

behaviour, attitudes and thoughts but only in short-term.

One recent study examined the effect on 3rd and 4th grader’s, which parallel

to primary 3-4 in Nigeria situation after playing a violent video game (Mortal
Kombat II) or non-violent game (Hitman). Steps were taken to “rig” the

mortal Kombat II game so that the young subjects would not experience its

graphic violence in full; for example, no mutilation moves or spurting blood.

It was observed that even relatively brief exposure to this “tremendous

version of the game elicited aggressive responses by the children raises

concerns about the long-term effect of the most violent games that are

available daily on home computers video gaming systems and or codes

throughout the nation (Rideout, Vandewater & Wartella, 2003).

According to Murray (1993), he observes that “it is when we are children that

we develop behaviour patterns, attitudes and values about social

interaction” (p.13). It is claimed that during the formative years engagement

with video game violence can create distorted views of society and the

acceptability of certain behaviours

Children who spend much time with the computer game may be inclined to

attempt to imitate the dangerous stunts they see.

Consequently, the content of interactive media including violent, sexual or

commercial content may influence children’s own attitudes and behaviours.

Numerous studies affirm that entertainment programmes, as well as

specifically designed educational programmes and softwares influence

children’s social learning (Comstock, 1994).

Furthermore, media effects researchers argue that entertainment media

29
offer children an “informal curriculum” regarding social behaviour that is

taught through the social content of entertainment in media, and that

children are likely to learn this content as they are to learn the formal

curricula in the schools. (Comstock, 1994).

Children’s learning about the social world portrayed in media is influenced by

what media messages children are exposed to, the nature of media

portrayals of social behaviour and children’s cognitive abilities to understand

and interprete media message (Gerbner et al, 1995).

The researcher observed that it is by no means as a consequence of

exposure of violent video game that children become witnesses to this

quality of violence.

Udoh (1999) investigated the effectiveness of the computer as it influence

teaching and learning processes in children. He observed that the computer

presents children with a body of knowledge, as he interacts with artifacts,

where real life demonstration of skill is externally difficult, expensive and the

computer is at the rescue.

Udoh noted that the computer do not only provide direct instructions, it acts

as a tutorial mode and provides drill and practice sessions, so with the aid of

pre-programmed set of instructions, the learner works directly with the

computer

Although cultural compatibly and the high cost of purchase and maintenance

of computers in classroom seem a luxury at the moment, the use of

computers to facilitate learning within the formal teaching and learning

situation will eventually enhance the acceptance of the technology in Nigeria

(Okebukola, 1988).

One of the problems teaching is faced with is on the method of impacting

knowledge to learners. In his study on the trend of teaching and learning of

science in Nigerian secondary schools, John Stone (1991) revealed that the

major difficulty in learning is as a result of the method by which subjects are

taught without regard to instructional medium (i.e the computer).

Interestingly, Taiwo (1981) explained that without instructional aid, student

will find it difficult to understand the concepts of science world.

More so, Dele (1983) observed that there is a significant difference in

achievement score of student using computer in schools as instructional aid

for learning than schools where computer resources are not effectively

utilized.

A 1995 survey of 868 children in America found that 50%, the majority of

whom were boys reported behaviours that would score on high addition

scale. They reported playing on six or more days per week, playing for more

than one hour at a time, feeling they play longer than intended, and

neglecting homework to play (Rideout, Vandwater & Wartentla, 2003).

Other researchers, using criteria similar to those for pathological gambling

found that of 387 teens between 12 and 16 years-old, 20% were currently

31
dependent on game playing and 25% had been so at some point in their

lives (Comstock and Paik 1991; Geen 1994).

The general polarization in research on media effects is certainly apparent in

the field of computer games. On the one hand, psychological effects

researchers tend to present ‘cut and dried argument about harmful effects of

games, particularly in terms of aggression. On the other, there are many

critics who make claims about the positive effects of games.

Effect researchers have found that viewing violence has serious and negative

consequence for teenagers both in long and short term.

Anderson (2004) gives a clear indication of the implications of computer

games as his meta-analysis claims to show that exposure to a violent game

is significantly linked to increase in real-life aggressive behaviour.

There is no direct relationship between game violence and aggression.

Children do not have the capability to act aggressively when they are born.

Instead, aggressive behaviour develops over the course of early childhood.

Although there are individual differences in the onset of aggression, most

children follow a developmental pathway that starts at infancy with anger

and progresses into physical aggression during the toddler years.

Subsequently to that, new forms of aggression develop, gender differences

become prevalent and enactment of violent behaviour is seen.

Ultimately, the effects of computer games is extremely limited. While the

work on negative effects concentrate almost exclusively on violence, the

work on positive effects is largely concerned with educational benefits.

[

The advent of the internet has been greeted with an uneasy mixture of

hopes and fears. On the one hand, there have been visionary claims about

the power of this medium to release children creativity and desire to learn,

and to generate new forms of culture and community. Yet on the other hand,

there has been growing concern about the availability of sexual and violent

material, which could lead to a child deviant and aggressive behavour (Living

Stone 2006).

Although as with games, the benefits of the internet for young people are

predominately framed in terms of education. Again, evidence of the

educational value of the internet is somewhat equivocal.

Ultimately, claims about the positive effects of the internet tend to focus on

the value of instant access to information, and its role in creating new forms

of communication and community.

The accessibility, global reach, simplicity and flexibility of the medium and

indeed the vast extent of material that it brings together does offer

significant opportunities for supporting learning, for pursuing entertainment

and leisure interests, and for creating new democratic forms of

communication and cultural expression (Livingstone, 2006).

The external framework for children’s use of interactive products naturally

includes their parents, whose attitudes and opinions influence the way in

33
which children and young people gain access to and use the products.

Although this applies to the actual acquisition of the products parent seem to

have influence when it comes to the use of the product per se.

However, parents, most especially mothers do exercise considerable

influence on time consumption, particularly in the case of younger children.

Similarly, most adults view the internet as an opportunity for children and

young people to search for information that can teach them something

(Wartella, O’ Keefe & Scantling 2000).

This is one of the reasons why children and young people either have access

to the family computer and internet connection or have a computer of their

own in their rooms.

According to Living Stone (2006), “children and young people do not,

however, share their parents’ opinions of what constitutes relevant and

interesting information... children consider ‘information’ the most valuable

use of the internet (p.2).

Living Stone noted that young people’s conception of information may not be

that of adults concern with their educational progress. Mothers hope and

expect their children to use the internet to search for information with a

learning content to supplement the teaching at schools.

Many mothers see the internet and the computer as “appropriate” products,

and most mothers consider them defensible as they can be used for

learning.
There can be no doubt that the actual use of the products is largely defined

by the children themselves, as their play culture and everyday lives with

other children take central stage on interactive media products, because it is

said to be useful to the children’s social and cognitive development.

Generally speaking, older children and teenagers also use interactive media

products to a greater extent than their parents, children and young people

more often help their parents with problems to do with the computer. This

seems to indicate that many parents do not have the technological insight

that would allow them to evaluate and control their children’s use.

The use of computers therefore, cannot i.e overemphasized in the classroom

setting. The computer Aided Instruction.

The use of computer as an educational medium is known as computer Aided

Instruction (CAI). The computer has been effectively stimulating the interest

of students towards cognitive learning (Taiwo, 1981).

Certain features characterize the computer Aided Instruction as a computer

learning system first it is interactive, according to Olaniyan (1990), the

learner responds to the stimulus or instruction that the computer present.

The learner thus becomes an active participant in learning process, also the

computer Aided Instruction assumes direct role of instructional information.

Kolade (1985) examined that the computer stimulate and motivate student

to learn, also it provided background knowledge and common experience to

further learning activities in which concept can be based.

35
In this vein, Olademji (1979) revealed that the computer can be an

instructional tool to teaching children concepts, artifacts and thus promoting

effective learning; encouraging active participation of children in the course

of the learning process; providing direct and first hand experience with

realities of the social and physical environments

Interestingly, Oyebankin (1983) noted that the computer itself can serve as

an instructional aid for conceptional thinking to any learning situations.

Ultimately, we can deduce that the computer Aided instruction (CAI) allows

self pacing for the learner to develop at his own pace. It also provide the

learner with immediate feedback during active learning process to informs

the learner whether response to stimuli is correct or wrong immediately

response or an answer is gotten.

Nwaboku (1998) concluded that computer Aided Instruction does not only

expand the modalities of learning but motivates the learning by making

learning more interacting and challenging. He further said that the computer

Aided Instruction activates the innate learning attributes in learners, as he

uses the computer to advance in knowledge and concepts, inventing new

methods and ways of creating new concepts.

 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 INTRODUCTION

This chapter focuses on the research method, design, population sample,

Area of study, sampling techniques, Instrument for data collection, sources

of data, data collection procedure, validity of the instrument, Reliability of

the instrument method of data analysis. The research method of this study is

survey.

The survey method according to Osuala in Tejumaye (2003) focuses on

people, the vital facts of people, their beliefs, opinions attitudes, motivation

and behaviour.

Backstorm and Hursh reaffirmed Osuala’s assertion in Tejumaye(2003),

when they observed that the survey method enables the researcher to make

generalizations about the behaviour of a great body of people requiring

measurements along broad spectrum of opinions, attitudes, feelings, beliefs,

ideas, information and understanding.

Wimmer and Dominick in Tejumaye (2003) indicated that the descriptive

survey method attempts to picture or document current conditions or

37
attitudes-i.e to describe what exists at the moment. This method is adopted,

employing the questionnaire because of this quality, which makes it most

relevant and most appropriate for conducting a study that involve asking

some questions from a large respondents.

The appropriateness of survey method to this study is further confirmed by

Babbie in Tejumaye (2003) when he observed that survey method is good for

descriptive research design which in fact is what this study intends.

This research work was carried out as a field survey using Badagry local

government area. This area comprises of Badagry central, Badagry west and

Badagry north.

This location was chosen by the researcher to investigate the influence of

interactive media on children: mothers’ perspective because of the high

influx of internet connectivity in that area and also to overcome the barrier

of time and money.

3.2 DESIGN

The survey method was adopted by the researcher to investigate: influence

of interactive media on children Survey research focus on people, their

beliefs uncovering data, motivation and behaviour. Survey do more than

mere covering data they interprete, synthesis and integrate these data and

point to implications and interrelationship.

Generally, survey method does not only enable the researcher to make

general actions about the characteristics of, or predictions but also the
behaviour of a great body of people requiring measurement along a broad

spectrum of opinions, attitude, feelings beliefs, ideas, information and

understanding, in view of this, the survey has been considered the best

method for this study.

3.3 AREA OF STUDY

The target of study looks at the influence of interactive media on children in

Nigeria taking into focus Badagry Local Government as area of study and

taking a simple-cross section of perception of mothers on the influence of

interactive media on children.

3.4 POPULATION OF THE STUDY

The research population of study is mothers resident in Badagry, Lagos

Nigeria. 150 copies of the questionnaires were administered during the

conduct of the research to spread across Badagry Central, Badagry West and

Badagry North axis of the state

3.5 SAMPLING TECHNIQUE

A sample size of 150 mothers is chosen using random sampling on Badagry

Central, Badagry West and Badagry North respectively. Random sampling is

a method of selecting a population such that all members of the population

have equal chance of being selected for the study, and the sampling of each

case from the pool of cases is independent of the sampling of another case.

One of the ways the researcher adopted in this sampling technique is the use

39
of the hat-and-draw method. The procedure of using this method involves

writing the identification number of each street on each of the regions at

Badagry local government and adopted convenient sampling method for

administering the questionnaire to the respondents.

3.6 INSTRUMENT FOR DATA COLLECTION

The data collection instrument for this study is questionnaire. The

questionnaire will be both open and close-ended questions to seek mothers’

response, opinions and perceptions of the role of interactive media in their

children’s lives.

The Questionnaire gives the researcher opportunity to establish rapport with

the respondents, which could make the respondents to open-up and supply

all the required information. It also gives an opportunity to explain the

meaning of items that are not clear and may not be understood by the

respondents. Likewise, it saves time and money especially where a good

number of respondents are available in almost one particular place. It

guarantees as much as possible, the uniformity of response from the

response from the respondents and enhances data processing.

3.7 VALIDITY OF THE INSTRUMENT

The research instrument (Questionnaire) was designed to specifically

measure respondents Perceptions, opinions and beliefs in order to provide

answers to research questions, which would in turn provide solution to the

problem of study. The questionnaire was designed in such a way to generate

responses that would directly address research questions in an attempt to

give specific answers to the research questions.

In addition, as the objective of the study was to know the perception of

mothers in the role of interactive media in their children’s live in Badagry

local government area, this study puts in place an appropriate research

design, research technique and research procedure while it sought to

provide answers to all research questions and ultimately, the problem of

study.

3.8 RELIABILITY OF THE INSTRUMENT

The study adopted precision and accuracy in its measurement i.e measuring

carefully what is set out to measure and will therefore consistently yield very

similar responses to questions drafted in the research instrument to address

research questions, also when the research is carried out again and again

adopting similar technique and population of study.

The capacity of the research design as well as research instrument to yield

the same responses and ultimately similar conclusions, when the same

procedure, technique and population of study is adopted gives this study its

reliability.

3.9 METHOD OF DATA ANALYSIS

Descriptive type of analysis is employed since it gives an overview of the

41
description of observed phenomena with the use of frequency, percentages

and measurement of central tendency. This type of analysis is suitable for

summarizing sets of numerical data such as scores on perception, scales and

questionnaires. This type of data analysis is suitable for only research

questions and not useful for testing hypothesis.

 CHAPTER FOUR

4.1 INTRODUCTION

This chapter deals extensively with the analysis and the interpretation of

data obtained on “the influence of interactive media on children: mothers’

perspective with respect to Badagry Local Government, Lagos, Nigeria

through questionnaire.

The interpretation of these responses were judiciously used to address the

research questions asserted in chapter one of this study. The data were

presented in tables and percentages distribution of the frequency counts and

the mean was used as the subject of analysis. Also, the questionnaire was

both open and closed ended questionnaires; the opened responses sought

the views of mothers with respect to the influence of interactive media on

children.

For the purpose of data collection, a total of 150 copies of questionnaires

were distributed to respondents in Badagry Local Government, after

distribution and collection of the result 140 copies of the questionnaires

was retrieved leaving a deficit of 10 copies of the questionnaires either void

or was not returned. We can infer that 94% of the total questionnaires

distributed were analyzed and interpreted in the tables below.

The findings of this study shall be presented in tabular analysis and simple

43
percentage of data will be employed. The first part analysis on demography,

while the section B and C deals with the subjective open and closed ended

questionnaires.

It was analyzed freely based on congruence of thoughts, relevance and /or

divergence of opinion of respondents. While the second part will be dealing

with the research questions with the presentation and discussion of findings.

4.2 DATA ANALYSIS AND INTERPRETATION

TABLE 1: DISTRIBUTION OF RESPONDENTS GOING BY THE NUMBER

OF CHILDREN THEY HAVE

NO. OF CHILDREN RESPONDENTS PERCENTAGE (%)

1 15 11

2 25 18

3 40 29

4 60 43

TOTAL 140 100

It was discovered from table 1 that 11% of the respondents have a child,

18% only have two children, 29% have three, while 43% of the respondents

have more than three children.

TABLE 2: DISTRIBUTION OF RESPONDENTS GOING BY THE TIME

SPENT WITH CHILDREN ON WEEKDAYS

ALTERNATIVES RESPONDENTS PERCENTAGE (%)

2 Hours per day 5 4

5 Hours per day 48 34

7 Hours per day 28 20

9 Hours per day 59 42

TOTAL 140 100

Table 2 reveals that 42% of the respondents spent 9 hours with their children

per day, 4% spent 4 hours, and 34% spent 5 hours, while 20% of the

respondents spent 7 hours with their children on weekdays. We can attribute

most of the respondents (mothers) spent an average of 5 hours with their

children. We can presume from the table above that mothers spent about 6

hours per day with their children; the implication of this is that the time

mothers claim to monitor their children is not enough to produce quality

children free from deviant characters.

TABLE 3: DISTRIBUTION OF RESPONDENTS TO KNOW IF THEY HAVE

ANY COMPUTER IN THEIR HOUSEHOLD

ALTERNATIVES RESPONDENTS PERCENTAGE (%)

YES 89 64

NO 51 36

TOTAL 140 100

The result in table 3 revealed that 64% of respondents have computers in

45
their household, while 36% of respondents cannot boast of a computer in

their household

TABLE 4: DISTRIBUTION OF RESPONDENTS GOING BY THE TIME

THEIR CHILDREN SPENT PLAYING VIDEO GAME

ALTERNATIVES RESPONDENTS PERCENTAGE (%)

24 Hours 1 .007

12 Hours 2 1

6 Hours 10 29

3 Hours 54 39

Don’t know 43 31

TOTAL 140 100

It was discovered from table 4 that 39% of the respondents’ children spent

3hours playing video game, also 2% spent 12 hours playing video game,

29% spent 6 hours while 31% of the respondents cannot provide the actual

time their children spend playing video game. Since mothers spent an

average of 6 hours with their children, we can infer that mothers spent ¼ of

24 hours with their children therefore indicating that insufficient time spent

with children can make the children vulnerable to imitate, copy or perhaps

be identified with what he spent most of his time with. This is as a result of

lack of proper monitoring. Be that as it may, .007% of the respondent

claimed that child(ren) watched video game. We can deduce from the above

statement that mother does not monitor child when playing video game or

perhaps does not actualize the number hours child spent playing video
game. We can affirmatively say that the number hours children spent

playing video games can increase aggressive traits if not properly monitored

or checkmated.

TABLE 5: DISTRIBUTION OF RESPONDENTS GOING BY THE TIME THEY

MONITOR THEIR CHILDREN WHEN PLAYING VIDEO GAME

ALTERNATIVES RESPONDENTS PERCENTAGE (%)

All the time 10 7

Most of the time 78 56

Not at all 52 37

TOTAL 140 100

It was revealed in table 5 that a significant number of respondents about

56% monitor their children most of the time whenever they are playing video

game, 7% of the respondents monitor their children, while 37% of the

respondents monitor their children whenever they are playing video game.

We can deduce from the findings above that 37% of the respondents do not

monitor their children when playing video games. It could be argued that

since most of the respondents do not monitor their children when playing

video games due to some reasons. The implication of this is that it could

pave a for children to play any kind of games, view any sites on the internet

thereby promoting deviant behaviour in children.

47
TABLE 6: DISTRIBUTION OF RESPONDENTS GOING BY THE TIME THEY

MONITOR THEIR CHILDREN WHENEVER THEY USE THE INTERNET OR

THE COMPUTER AS A SOURCE OF INFORMATION

ALTERNATIVES RESPONDENTS PERCENTAGE (%)

All the time 8 6

Sometimes 78 56

Not at all 30 21

Don’t know 24 17

TOTAL 140 100

The result analyzed in table 6 clearly indicates that a significant number of

the respondents’ children, about 56% make use of the internet and/or the

computer as a source of information, while 6% uses the internet and/or the

computer all the time as a source of information, 17% of the respondents

cannot ascertain the number of times their children make use of the internet

and/or the computer as source of information, 21% of the respondents said

that they don’t know whether the internet and/or the computer is a source of

information for their children.

To a large extent we can say that in table 4 it is evident that mother does

not monitor child when playing video game or perhaps cannot actualize the

number hours child spent playing video game. In the same way, we can

affirmatively say that the number of hours respondents spent monitoring

their children in table 5 is apparent with a pretty high number of

respondents of about 37% do not monitor their children when playing video
games. It confirms table 4 and 5 with a reaffirmation in table 6 that 17% of

the respondents cannot ascertain the number of times their children make

use of the internet and/or the computer as source of information, 21% of the

respondents said that they don’t know whether the internet and/or the

computer is a source of information for their children.

TABLE 7: DISTRIBUTION OF RESPONDENTS GOING BY WHO

CHILDREN PLAYS VIDEO GAME WITH

ALTERNATIVES RESPONDENTS PERCENTAGE (%)

Mostly with someone 8 6

else
Mostly alone 65 46

Children do not play 55 39

video game
Don’t know 12 9

TOTAL 140 100

The result analyzed in table 7 clearly indicates that a significant number of

the respondents’ children of about 46% played video games alone ,6%

played video games with someone else , 39% of respondents’ children do

not played video game, 9% of the respondents cannot ascertain whether

children played video games alone or with someone else.

49
Frequency and mean were used as follows to analyze the research questions

posed for this study:

Strongly agree -5, Agree -4, Undecided -3, Disagree -2 Strongly disagree -1.

Determination of cut off point and finding mean of nominal values are as

follows:

X = Nominal values (5,4,3,2,1)

F = frequency

x = mean = Σfx/n

The real limit of numbers in this scale were used to determining the extent of

agreement or disagreement in respect of each item as follows:

Strongly agree 5 = 4.50-5.49

Agree 4 = 3.50-4.49

Undecided 3 =2.50-3.49

Disagree 2 =1.50-2.49

Strongly Disagree1 =0.50-1.50

Based on this, any mean below 3.50 was considered as disagreement and

any mean of 3.50 and above was considered as strong agreement.

RESEARCH QUESTION 1: IN WHAT WAYS CAN INTERACTIVE MEDIA

ACT AS A TOOL FOR COGNITIVE LEARNING AND DEVELOPMENT IN

CHILDREN?

TABLE 7:

S/N Item F X REMARK

1 Having a computer with internet 140 4.00 Agreed

connectivity at home contribute

immensely to children achievement

in school

2 The internet and the computer are 140 4.20 Agreed

tool for cognitive learning in children

It is apparent from table 7 that the respondents are affirmative to the

statement (item 2 and which is question 16 in questionnaire) with a mean

score of 4.20 indicating an agreement to the statement. In addition the table

above also revealed that interactive media can enhance or act as a tool for

cognitive learning in children (item 1 and which is question 15 in

questionnaire) and this can tremendously influence children’s learning

culture with a mean score of 4.00. We can deduce from item 1 and 2 that

there is a great significance of interactive media, as it can be beneficial in

helping children with different learning styles discovers new ways to explore,

exhibit and understand material and to demonstrate their learning.

RESEARCH QUESTION 2: WHAT ARE THE ROLES OF INTERACTIVE

MEDIA IN CHARACTER BUILDING OF CHILDREN?

TABLE 8:

S/N item F X REMARK

1 Interactive media build children’s 140 4.07 Agreed

character

51
2 A child social development can be 140 3.90 Agreed

modeled by interactive media

It is evident from table 8 that interactive media can influence children

character (item 1 and which is question 14 in questionnaire) with a mean

score of 4.07 indicating agreement to the statement. Be that as it may, it is

believed that this media technology has the capacity to positively influence

young children’s cognitive and socio-emotional development in significant

ways. More so, it was revealed that a child social development can be model

by the kind of interactive media content he is exposed to (item 2 and which

is question 17 in questionnaire) with a mean score of 3.90. We can

affirmatively say that the effects of interactive media on children are highly

polarized; interactive media has become a significant part of the

environmental context and has the potential to influence development from

an early age.

RESEARCH QUESTION 3: WHAT ARE THE IMPLICATIONS OF THE USE

OF INTERACTIVE MEDIA ON CHILDREN?

TABLE 9:
 S/N item F X REMARK

1 Violent games can influence 140 4.16 Agreed

children’s behaviour
2 A child social formation of identity 140 3.91 Agreed

can be modeled by the kind of

interactive media he is exposed to

The result of data analyzed in table 9 exposed that violent games can

activate the innate aggressive traits in children (item 1 and which is question

18 in questionnaire) with a mean score of 4.16.It is obvious that playing

violent video games encourage relatively immediate increase in aggressive

behaviour, attitude and thoughts but only in short term. In addition, the table

above also prove that a child formation of identity can be as a result of the

kind of video game he is exposed to (item 2 and which is question 19 in

questionnaire) with a mean score of 3.91 affirmatively indicate strong

agreement to the statement . We can affirm from item 1 and 2 that

ultimately the effects of interactive media is extremely limited. Children do

not have the capability to act aggressively when they are born. Instead,

aggressive behaviour develops or is a reflection of the kind of video game

53
children watch or are exposed to most especially in their formative years.

4.3 FINDINGS AND DISCUSSIONS

From the findings above we can assert that majority of homes can boast of a

computer system. On the other hand, from the questionnaire distributed,

only 36% of the total respondents cannot boast of a computer system at

home, despite that, they visit their neighbours to play video games or

perhaps the video game houses.

Essentially, most children like to play video game at leisure but another area

in the findings is the number of hours children spend playing video games.

According to the findings, it is evident that in question 7 of the questionnaire

at least 39% of the respondents emphasize that their children spend an

average of three hours playing video game daily, 1 of the 140 respondents

say that children would like to spend above twelve hours playing video

game. According to the findings it was discovered that only 10% of the total

respondents can boast of 1-5 video games in their household.

In the same vein, it was revealed that at least 22% of the total respondents

say that their children play video games with their friends. However, we can

declare that 39% of respondents confirmed that their children do not play

video game because children tend to get excited and emulate most of the

graphic violent stunts displayed in most of the video games thereby

activating the innate aggressive traits.

Ultimately, it was discovered from the findings that 20% of the total

respondents can only enumerate some of the video games and educational

software used by their children. In view of this, we can affirmatively say that

the respondents may not be aware of the effects of interactive media on

children.

Similarly, interactive media as a tool for learning simply are effective at

supporting young children’s understanding and skills. Nevertheless learning

is a day to day affair and majority of the respondents maintain that their

children tend to learn something new whenever they stumble over the

computer thereby proving Albert Bandura social learning theory, and that

behaviour is learned in a social context.

Research question one which seeks to find out; in what ways can interactive

media act as a tool for cognitive learning and development in children? From

the findings it was revealed that interactive media can enhance or act as a

tool for cognitive learning in children and this can tremendously influence

children’s learning culture. We can deduce that there is a great significance

of interactive media, as it can be beneficial in helping children with different

learning styles discovers new ways to explore, exhibit and understand

material and to demonstrate their learning. It is commonly accepted that

play and learning are closely intertwined among children. However, children

seldom play in order to learn, but constantly learn new skills in order to

participate in the play community. This applies to all kinds of play and

55
games, including those involving digital and interactive media. In exactly the

same way as children can spend a long time learning specific physical skills,

they can invest a great deal of energy in acquiring skills linked to interactive

media. One of the most socially beneficial uses of interactive media is

enhancing play and learning for children. It is very important to understand

the needs of children and craft visionary interactive systems designed to

enhance education and entertainment.

Calvert et al (2005) advocate that using interactive technology can pull

children into a learning experience, as interactivity allows children to have

amazing focus in learning. It was also confirmed by Warren (2002), that

interactive media can teach children; logical thinking, writing skills and math

skills. She also observed that interactive media can enhance children’s

creativity, cognitive development, social and emotional development.

Warren also agree that games is a potential tool in teaching pre-school

children, because they provide instant feedback and are flexible, empower

children and also foster active learning. This findings also supported by

Calevant, Strong & Gallagher (2005) see this to be true with a blue’s cues

interactive storybook, these findings uphold this study in that interactive can

motivate children learning culture. Addessi & Pachet (2005) also uphold the

findings of this study when they advocate similar evidence with an

interactive music programme. Furthermore, Addessi et al (2005) see

interactive media as a tool that can be beneficial in helping children with

different learning styles find new ways to explore and understand material
and to demonstrate their learning.

Piaget in Cheok et al (2008) confirmed that educators have valued the

activity of play as an essential stage for the development of the human

mind. Through trial and error and a “learn by doing approach,” children

internalize concepts of complex physics, abstract logic, and social rules

among others. It is also in line with Caillois in Cheok et al (2008) described

man as essentially an organism that requires play. The positive psychology

approach would also agree that this is especially critical in promoting the

human to not only develop but truly thrive. It is very important to understand

the needs of children and craft visionary interactive systems designed to

enhance education and entertainment and provide those experiences and

activities which allow the child to emerge as an empowered learner with

confidence and inspiration.

One reason why interactive media can be such a powerful educational tool is

that content can be easily and cheaply repeated. Literal repetition of

episodes can enhance comprehension and subsequent learning. Direct

learning of specific information from educational media is certainly useful,

but a goal of most (if not all) educational initiatives is to empower children to

apply what they have learned to real-life problems, interactive media,

though some evidence suggests that even preschoolers can transfer video

information to real-life problems.

It was established from the findings that at least 70% of the total

57
respondents claim that during the formative years engagement with video

game violence can create distorted views of society and the acceptability of

certain behaviour. Children who spend much time with video game will be

inclined to attempt to imitate the dangerous stunts they see.

Consequently, research question 2: what are the roles of interactive media

in character building of children? It was evident from the findings that

interactive media can influence children character. It is believed that this

media technology has the capacity to positively influence young children’s

cognitive and socio-emotional development in significant ways. More so, it

was revealed that a child social development can be modeled by the kind of

interactive media content he is exposed to. Identity formation is an ongoing

process that children and adolescents are constantly working through. With

new technologies that are offered today, children have the opportunity to

explore their identities in different ways. There are three major areas in

which interactive media are thought to play an important role in social

development: (a) how the virtual world may supplant real-world social

relationships, (b) the function of networked media in adolescents’ identity

development, and (c) the influence of violent video games on children’s

aggressive behavior. In these cases, interactive media are thought to be

more powerful than previous media as social influencers because users are

actively engaged in constructing and acting out social roles. Identity

formation is a major developmental task confronting children and

adolescents. New technologies offer children the opportunity to explore their

identities in different ways. Much of the “hype” surrounding interactive

media (e.g., CD-ROMs) involve claims that they are superior platforms for

children’s learning compared to television, especially because of their

interactive nature. There is an assumption that children’s access to and use

of computers at home does influence their experiences with computers in

the school setting, and vise versa. The influence of home computer use on

academic achievement or performance in various contexts, however, is not

clear. This relationship appears to be influenced by several complex factors.

In an early study of ethnic differences in home computer use and its effects

on in-school achievement, Attewell & Battle (1999) found that forms of social

inequality beyond access (gender, and ethnicity) may modify the frequency

of home computer use, the ways in which computers are used, and

subsequently influence the educational benefits derived from home

computing. The authors examined the relationship between home computing

and school performance using the data from the National Educational

Longitudinal Study (NELS) of 1988. They found that having a home computer

was associated with higher test scores in math and reading for eighth

graders, which is parallel to basic eight in Nigeria case, even after controlling

for family income and social capital.

In general, children who engage in beneficial computing activities have

parents who interact with them or communicate about those computing

activities. Given the fact that the primary reason cited by parents for

purchasing a home computer and connecting to the Internet is education

59
(NSBF, 2000), it is surprising that we have very little research to document

whether and what types of at-home interactive media use contributes to

school achievement. Murray (1993) sees interactive media as a tool that can

create distorted views of society and the acceptability of certain behaviours

during the formative years of children engagement with video game

violence. In view of this, Children who spend much time with the computer

game may be inclined to attempt to imitate the dangerous stunts they see.

Consequently, the content of interactive media including violent, sexual or

commercial content may influence children’s own attitudes and behaviours.

Comstock (1994) argues that entertainment media offer children an

“informal curriculum” regarding social behaviour that is taught through the

social content of entertainment in media, and that children are likely to learn

this content as they are to learn the formal curricula in the schools, this

findings is supported by Gerbner et al, (1995) proposition that Children’s

learning about the social world portrayed in media is influenced by what

media messages children are exposed to, the nature of media portrayals of

social behaviour and children’s cognitive abilities to understand and

interprete media message.

We can affirmatively say that the effects of interactive media on children are

highly polarized; interactive media has become a significant part of the

environmental context and has the potential to influence development from

an early age.

Be that as it may, the uses and gratification theory tends to support this
findings, since mothers actively select children media based on social or

psychological disposition, assessments of the value of media use, and

beliefs expectations about possible benefits on children learning culture.

More so, research question 3: what are the implications of the use of

interactive media on children? From the findings it could be argued that

violent games can activate the innate aggressive traits in children. It is

obvious that playing violent video games encourage relatively immediate

increase in aggressive behaviour, attitude and thoughts but only in short

term. In addition, it was said from the study that a child formation of identity

can be as a result of the kind of video game he is exposed to. We can affirm

ultimately the effects of interactive media is extremely limited. Children do

not have the capability to act aggressively when they are born. We should

not forget the fact that the environment also is a determinant factor in

determining the extent to which aggressiveness is to be perceived in

children. In the same way, the home is also another factor which can

promote aggressiveness in children if the children has an aggressive father

or mother. However, interactivity is not always beneficial to learning,

although researchers have suggested that various aspects of interactivity

may accelerate children’s cognitive development. By allowing children to

organize information, provide structure to the activity, adjust the material to

suit their needs and abilities, and receive feedback, interactive technologies

may encourage processing that will enhance children’s learning and increase

their meta-cognitive abilities by prompting them to think about their

61
cognitive strategies (Calvert, 1999; Krendl & Lieberman, 1988; Papert, 1980

in Wartella et al,2004 ).

Unfortunately, interactivity itself is a disputed concept and little empirical

research exists demonstrating the mechanisms by which interactivity

enhances learning. It is often discussed as if it were uni-dimensional, with

little regard for the medium, activity, or content under consideration. The

amount and nature of interactivity changes depending on whether one is

examining immersive first-person video games, primitive arcade games,

web-browsing, playing with an interactive toy, or computer-mediated

communication such as email and instant messaging. Analyses of

interactivity have uncovered different conceptions derived from

communication, sociology, and computer science, resulting in difficulty in

arriving at a comprehensive definition (Vorderer in Wartella et al, 2004).

Research on the potential for interactive technologies to enhance children’s

learning in informal settings our understanding can be better informed with

an analysis of the amount and quality of interactivity that characterize the

range of interactive media, by examining the specific aspects of interactivity

(e.g., user control vs. engagement vs. receiving feedback) that might be

most critical to learning, and by exploring the particular skills or approaches

to learning activated by interactive games. (i.e., the home) has centered on

their use of interactive games (i.e., computer and video games; Kraut,

Greenfield, & Gross, 2001 in Wartella et al, 2004).

According to the social learning theory children may imitate the acts of
aggression as seen through the electronic media (Gunter & McAleer in Olivier

2003). It is believed that children may learn that violence is a useful and

appropriate way of solving one's problems. In specific laboratory settings

researchers found that children can be encouraged to behave more

aggressively following exposure to violent behaviour on film or television.

Accordingly the relationship between viewing media violence and the level of

aggressiveness builds over time, with children appearing to develop.

Furthermore, poorer academic achievers, those with less developed social

skills and those who fantasize about violence tend to display greater

aggressiveness. These children also tend to spend more time with interactive

media. In addition to this, children who strongly identify with aggressive

characters and perceive violence as realistic also tend to display more

pronounced aggressive tendencies (Gunter & McAleer in Olivier, 2003). In

this regard one may argue that the same reaction can be expected from

children playing violent video games, because of the interactive nature of

these games. This finding is supported by Clements (1995) proposition that

games are at the forefront of the battle over violent video games and the

effect thereof on children. It is argued that games desensitizes children to

cruelty and may make them more likely to commit violent acts in real life.

Furthermore an alarming number of children seem to experience pleasure in

their media encounters with violent entertainment, and express insatiable

demands for more of the violent content (Schwartz & Matzkin in Olivier

2003).

63
Nevertheless, from the findings there is a clear indication of the implications

of violent video games on children, as heavy exposure is significantly linked

to increase in real-life aggressive behaviour.

Moreover, majority of the respondents establish that the internet and the

computer are appropriate media technology as it facilitates learning.

Since Nigeria is experiencing development of its cultural society, interactive

media and its side effects cannot be totally eliminated from the country

especially with recent developments in communication technology which has

brought up a new choice of home entertainment.

 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 SUMMARY

From the study it can be affirmed that interactive media is a powerful

medium of communication. The remit of effects researchers is to address

‘the risks to children from exposure to potentially harmful or inappropriate

material on the internet and in video games’. Several general points arise

from this study.

Firstly, we need to acknowledge that there might be a range of potential

risks associated with interactive media technology, beyond those that

appear most obvious; and similarly that harm or what is deemed

inappropriate may take many different forms.

Secondly, we need to accept that some risks may be unavoidable, and even

a valuable part of young people’s development: it may be necessary for

children to encounter risks if they are to learn ways of dealing with them.

Thirdly, we must recognize that risks and benefits may be difficult to

65
separate; and that avoiding risks may also mean avoiding potential benefits.

Chapter one introduced us to the impact of interactive media on children’s

development, it went further to define Interactivity as content intended for

mass communication through a vehicle which allows for and responds to

inputs from the audience or users, greater emphasis on the user’s role in

interactive media cannot be undermined because interactivity also involve

an exchange of actions or ideas that builds on previous exchanges. It was

observed that using interactive technology arrest children’s attention

thereby increasing their learning experience, as interactivity allows children

to have amazing focus in learning.

It revealed that this media technology has the capacity to positively

influence young children’s cognitive and socio-emotional development in

significant ways. But it was perceived that a child social development and

formation of identity can be model by the kind of interactive media content

he is exposed to.

Chapter two ushered us into various studies and relevant theories to the

topic were reviewed as well as examples and comments of scholars and

effects researchers on the influence of interactive media on children’s

cognitive, emotional and social development.

Similarly, it mentioned the family most especially mothers as determinant

factor whether children are negatively influenced by interactive media or

not, mothers should make it as a point of duty to checkmate, censor, monitor

and above all act as a gatekeeper to matters concerning their children’s

cognitive, emotional and social development, with respect to the kind of

interactive media they are exposed to.

Chapter three based on the methodology for the research. It was unveiled

that the survey method was the suitable method for this study because it

attempts to picture or document current conditions or attitudes-i.e to

describe what exists at the moment. And make generalizations about the

behaviour of a great body of people requiring measurements along broad

spectrum of opinions, attitudes, feelings, beliefs, ideas, information and

understanding.

5.2 CONCLUSION

This study has exposed us to the great benefits associated with interactive

media. It also declared that interactive media is more of a blessing than a

curse to children because of the numerous benefits embedded in it. It

facilitates children learning culture most especially when they are in their

formative years. We must recognize the fact that the risks and threats to

children’s character and as well as the benefits of interactive media may be

difficult to separate; and that avoiding risks may also mean avoiding

potential benefits.

Nevertheless the heavy exposure of violent media content can harm,

influence or perhaps modify children’s behaviour.

67
5.3 RECOMMENDATIONS

Having inferred that to a large extent that the risks and threats to children’s

character and as well as the benefits of interactive media may be difficult to

separate; and that avoiding risks may also mean avoiding potential benefits.

I make the following recommendations to interactive media producers and

mothers

INTERACTIVE MEDIA PRODUCERS

1 I therefore appeal to this media technology that they should ensure

that violent video games content should be strictly categorized for

adult only.

2 Also rating system should be encouraged of the kind of video games

manufactured so as to reduce the violent content that influences

children to act in deviant ways.

3 In addition the interactive media manufacturers should be aware that

their products interfere to a large extent with cognitive development of

children and help reduce graphic violent content in interactive media

video game in particular.

4 I also appeal that aside making profit they should endeavour that their

products should be profitable and positively influence the character of

children.

5 I recommend that a body or an institution should be establish in order

to censor the kind of interactive media produced by this media

 technology, for strict compliance to the following recommendations

stated above.

PARENTS

Parents mothers in particular are most relevant as regards children and

violence control. If censors board, interactive media producer fail to

perform their duties, mothers still have their responsibilities to protect

their children by the following suggestions:

1 Mothers should make it as a point of duty to checkmate, censor,

monitor and above all act as a gatekeeper to matters concerning their

children’s cognitive, emotional and social development, with respect to

the kind of interactive media they are exposed to.

2 Internet service providers now offer screening/filtering technology to

enable parents limit the access their children have to the entire world.

3 Regulate the hours children spend playing video game.

4 Ensure you monitor the kind of video games children play

5 Ensure that children are exposed to educational softwares so as to

facilitate and enhance their learning culture.

Also the government is not left out in curbing graphic violent content

embedded in video games, they have a crucial role to play in formulating

policies that will facilitate speedy implementation of the above

recommendations but it is left to us to shapen our appetite for

entertainment.

5.4 SUGGESTIONS FOR FURTHER STUDY

69
Further research should investigate on the implications of interactive media

on children. The scope of study should dwell within 12 states of Nigeria

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Giving Child and Youth Development Knowledge Away. Volume XVIII, Number IV
 QUESTIONNAIRE

I am IFEANYI ADIGWE, a final year student of the Department of

Communication Technology Lagos State University School of Communication,
Surulere.

I am conducting a research on Influence of Interactive Media on

Children: Mothers’ Perspective”.

You have been selected as one of the special respondent for the research.
Please, kindly answer the questions in this questionnaire as candidly as
possible.

Information supplied is meant strictly for Educational Study. It will not be

used in anyway for or against you as a person. Be assured also that
confidentiality is highly guaranteed.

Thanks for your cooperation.

75
 INSTRUCTION

Please tick (√) only one option to the following questions in this section
1. Marital status
a. Single [ ]
b. Married [ ]
c. Widow [ ]
d. Divorced [ ]

2. Please indicate your age bracket

a. 20-30years [ ]
b. 31-40years [ ]
c. 41-50years [ ]
d. 51 and above [ ]

3. Educational qualification
a. GCE/WAEC/NECO [ ]
b. NCE/OND/HND [ ]
c. BSC/MSC/PHD [ ]
d. Professional qualification [ ]

SECTION B
Please tick (√) only one option to the questions in this section and fill-in the
black spaces where applicable.
4. What is the total no of children you have?
----------------------------------------------------------------------

5. How much time do you spend with your child(ren) on weekdays:

a. 2hrs [ ]
b. 5hrs [ ]
c. 7hrs [ ]
d. 9hrs [ ]

6. Do you have any computer in your household?

a. Yes b. No

7. How much time do your child(ren) spend playing video game?

a. 24hrs
b. 12hrs
c. 6hrs
d. 3hrs
e. Don’t know

8. Do your children play video games alone?

a. Mostly with someone else
b. Mostly alone
c. My Child(ren) don’t play video games
d. Don’t know

9. How often do you monitor your children when playing video game?
a. All the time
b. Most of the time
c. Not at all

10. In total, how many video games do the family have?

a. 1-5
b. 6-10
c. 11-15
d. 16-20
e. 21-25

11. Enumerate some Educational software your children use more often?
a. -----------------------------------

b. -----------------------------------

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 c. -----------------------------------

d. -----------------------------------

e. -----------------------------------

12. Enumerate some video games your children play more often?
a. -----------------------------------

b. -----------------------------------

c. -----------------------------------

d. -----------------------------------

e. -----------------------------------

13. State the number of the time your child(ren) use the internet or
computer as a source of information?
a. All the time
b. Sometimes
c. Not at all
d. Don’t know

SECTION C
Please circle (0) only one number option in this section
Note; 5 is Strongly Agree
4 is Agree
3 is Undecided
2 Disagree
1 Strongly Disagree

14. Do you agree that using interactive media build children’s lives? 1
2 3 4 5

15. Do you agree that having a computer with internet connectivity at

home contribute immensely to your children’s achievement at school?
1 2 3 4 5
16. Do you agree that the internet and the computer are tools for cognitive
learning in children’s lives?
1 2 3 4 5

17. Do you agree that a child social development can be modeled by

 interactive media?
1 2 3 4 5

18. Do you agree that violent games can influence your children’s
behaviour? 1 2 3 4 5

19. Do you agree that a child formation of identity can be modeled by the
kind of video game he is exposed to?
1 2 3 4 5

20. Which of these have you seen your child(ren) do more often?
a. Child imitates positive behaviour more often [ ]
b. Child imitates aggressive behaviour more often [ ]
c. Child imitates both equally [ ]
d. Child doesn’t imitate behaviour [ ]

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