title: ÐÐ±ÑÐ°Ð· Ð³ÐµÐ¹Ð¼ÐµÑÐ° Ð² Ð¿ÑÐµÐ´ÑÑÐ°Ð²Ð»ÐµÐ½Ð¸Ð¸ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ñ ÑÐ°Ð·Ð½ÑÐ¼Ð¸ Ð¶Ð¸Ð·Ð½ÐµÐ½Ð½ÑÐ¼Ð¸ ÑÐµÐ½Ð½Ð¾ÑÑÑÐ¼Ð¸
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð¼Ð°Ð³Ð¸ÑÑÑÐ°
titleType: Subtitle
title: The image of the gamer in the representation of students with different life values
Creators: name: ÐÐµÐ±ÐµÐ´ÐµÐ², ÐÐ»ÐµÐºÑÐ°Ð½Ð´Ñ
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2024
Subjects: Ð³ÐµÐ¹Ð¼ÐµÑ
ÑÐµÐ½Ð½Ð¾ÑÑÐ¸
Ð¶Ð¸Ð·Ð½ÐµÐ½Ð½ÑÐµ ÑÐµÐ½Ð½Ð¾ÑÑÐ¸
ÑÑÑÐ´ÐµÐ½ÑÑ
gamer
values
vital values
students

description: Ð Ð´Ð°Ð½Ð½Ð¾Ð¹ ÑÐ°Ð±Ð¾ÑÐµ Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½ ÑÐµÐ¾ÑÐµÑÐ¸ÑÐµÑÐºÐ¸Ð¹ Ð°Ð½Ð°Ð»Ð¸Ð· Ð½Ð°ÑÑÐ½Ð¾Ð¹ Ð»Ð¸ÑÐµÑÐ°ÑÑÑÑ Ð¿Ð¾ Ð¿ÑÐ¾Ð±Ð»ÐµÐ¼Ðµ Ð²Ð¾ÑÐ¿ÑÐ¸ÑÑÐ¸Ñ Ð³ÐµÐ¹Ð¼ÐµÑÐ¾Ð² ÑÑÑÐ´ÐµÐ½ÑÐ°Ð¼Ð¸ ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ñ Ð²ÑÐ·Ð¾Ð², Ð²ÐºÐ»ÑÑÐ°Ñ ÑÐ¾Ð²ÑÐµÐ¼ÐµÐ½Ð½ÑÐµ Ð¿Ð¾Ð´ÑÐ¾Ð´Ñ Ðº Ð¿Ð¾Ð½ÑÑÐ¸Ñ Â«Ð³ÐµÐ¹Ð¼ÐµÑÂ» Ð¸ ÑÑÐ°Ð¿Ð°Ð¼ ÑÑÐ°Ð½Ð¾Ð²Ð»ÐµÐ½Ð¸Ñ Ð³ÐµÐ¹Ð¼ÐµÑÑÐºÐ¾Ð¹ ÐºÑÐ»ÑÑÑÑÑ. ÐÐ¾Ð´Ð¾Ð±ÑÐ°Ð½Ñ Ð¸ Ð¾Ð±Ð¾ÑÐ½Ð¾Ð²Ð°Ð½Ñ Ð¼ÐµÑÐ¾Ð´Ð¸ÐºÐ¸ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ, Ð²ÐºÐ»ÑÑÐ°ÑÑÐ¸Ðµ Ð¾Ð¿ÑÐ¾ÑÐ½Ð¸ÐºÐ¸ Ð¸ Ð¿ÑÐ¸ÑÐ¾Ð´Ð¸Ð°Ð³Ð½Ð¾ÑÑÐ¸ÑÐµÑÐºÐ¸Ðµ ÑÐµÑÑÑ. ÐÑÐ¾Ð²ÐµÐ´ÐµÐ½Ð¾ ÑÐ¼Ð¿Ð¸ÑÐ¸ÑÐµÑÐºÐ¾Ðµ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ðµ, Ð²Ñ-ÑÐ²Ð¸Ð²ÑÐµÐµ Ð¿ÑÐµÐ´ÑÑÐ°Ð²Ð»ÐµÐ½Ð¸Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð¾ Ð³ÐµÐ¹Ð¼ÐµÑÐ°Ñ, Ð¸Ñ ÑÐ¾Ð»Ð¸ Ð¸ Ð·Ð½Ð°ÑÐ¸Ð¼Ð¾ÑÑÐ¸ Ð² Ð¶Ð¸Ð·Ð½Ð¸ Ð¼Ð¾Ð»Ð¾Ð´ÐµÐ¶Ð¸, Ð° ÑÐ°ÐºÐ¶Ðµ Ð²Ð»Ð¸ÑÐ½Ð¸Ðµ Ð³ÐµÐ¹Ð¼ÐµÑÑÐºÐ¾Ð¹ ÐºÑÐ»ÑÑÑÑÑ Ð½Ð° Ð¶Ð¸Ð·Ð½ÐµÐ½Ð½ÑÐµ ÑÐµÐ½Ð½Ð¾ÑÑÐ¸. ÐÑÐ¾-Ð°Ð½Ð°Ð»Ð¸Ð·Ð¸ÑÐ¾Ð²Ð°Ð½Ñ ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÑ, ÑÑÑÐ°Ð½Ð¾Ð²Ð»ÐµÐ½Ñ ÑÐ°Ð·Ð»Ð¸ÑÐ¸Ñ Ð² Ð²Ð¾ÑÐ¿ÑÐ¸ÑÑÐ¸Ð¸ Ð³ÐµÐ¹Ð¼ÐµÑÐ¾Ð² Ð² Ð·Ð°Ð²Ð¸ÑÐ¸Ð¼Ð¾ÑÑÐ¸ Ð¾Ñ Ð¶Ð¸Ð·Ð½ÐµÐ½Ð½ÑÑ ÑÐµÐ½Ð½Ð¾ÑÑÐµÐ¹ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð². Ð¡ÑÐ¾ÑÐ¼ÑÐ»Ð¸ÑÐ¾Ð²Ð°Ð½Ñ Ð²ÑÐ²Ð¾Ð´Ñ Ð¸ ÑÐµÐºÐ¾Ð¼ÐµÐ½Ð´Ð°ÑÐ¸Ð¸ Ð´Ð»Ñ Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½ÑÑ ÑÑÑÐµÐ¶Ð´ÐµÐ½Ð¸Ð¹, Ð¿ÑÐ¸ÑÐ¾Ð»Ð¾Ð³Ð¾Ð² Ð¸ ÑÐ°Ð·ÑÐ°Ð±Ð¾ÑÑÐ¸ÐºÐ¾Ð² Ð²Ð¸Ð´ÐµÐ¾Ð¸Ð³Ñ, Ð½Ð°Ð¿ÑÐ°Ð²Ð»ÐµÐ½Ð½ÑÐµ Ð½Ð° Ð³Ð°ÑÐ¼Ð¾Ð½Ð¸Ð·Ð°ÑÐ¸Ñ Ð²Ð·Ð°Ð¸Ð¼Ð¾Ð´ÐµÐ¹ÑÑÐ²Ð¸Ñ Ð¼Ð¾Ð»Ð¾Ð´ÐµÐ¶Ð¸ Ñ Ð¼Ð¸ÑÐ¾Ð¼ Ð²Ð¸Ð´ÐµÐ¾Ð¸Ð³Ñ Ð¸ Ð¸Ñ Ð¸Ð½ÑÐµÐ³ÑÐ°ÑÐ¸Ñ Ð² Ð¾Ð±ÑÐµÑÑÐ²Ð¾. Ð Ð°Ð±Ð¾ÑÐ° Ð²Ð½ÐµÑÐ»Ð° Ð·Ð½Ð°ÑÐ¸Ð¼ÑÐ¹ Ð²ÐºÐ»Ð°Ð´ Ð² Ð¿Ð¾Ð½Ð¸Ð¼Ð°Ð½Ð¸Ðµ Ð¿ÑÐ¸ÑÐ¾Ð»Ð¾Ð³Ð¸ÑÐµÑÐºÐ¸Ñ Ð¸ ÑÐ¾ÑÐ¸Ð°Ð»ÑÐ½ÑÑ Ð°ÑÐ¿ÐµÐºÑÐ¾Ð² Ð³ÐµÐ¹Ð¼ÐµÑÑÐºÐ¾Ð¹ ÐºÑÐ»ÑÑÑÑÑ Ð² ÑÑÐµÐ´Ðµ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ñ Ð²ÑÐ·Ð¾Ð².
description: In this work, the theoretical analysis of scientific literature on the problem of perception of gamers by students of technical universities, including modern ap-proaches to the concept of âgamerâ and stages of formation of gamers culture is con-ducted. Methods of research including questionnaires and psychodiagnostic tests have been selected and substantiated. Empirical research has been carried out, revealing studentsâ perceptions of gamers, their role and significance in the lives of young peo-ple, as well as the influence of gamers culture on life values. The results were ana-lyzed, differences in the perception of gamers depending on the life values of students were established. It formulates conclusions and recommendations for educational in-stitutions, psychologists and video game developers aimed at harmonizing the interac-tion of youth lodge with the world of video games and their integration into society. The work made a significant contribution to the understanding of psychological and social aspects of gaming culture among students of technical universities.