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Jóvenes Significación Y Videojuegos Y Conflictos Espacio, Jóvenes significación y videojuegos y conflictos > Elena Rodríguez (coordinadora) Espacio, Jóvenes significación y videojuegos y conflictos > Elena Rodríguez (coordinadora) MINISTERIO DE TRABAJO Y ASUNTOS SOCIALES Cómo citar este texto: Rodríguez, E. (Coord.); Megías, I.; Calvo, A.; Sánchez, E.; Navarro, J. (2002) Jóvenes y videojuegos: Espacio, significación y conflictos. Madrid: Fad, INJUVE DOI: 10.5281/zenodo.3677123 © FAD, 2002 © INJUVE, 2002 Dirección del estudio: FAD – Fundación de Ayuda contra la Drogadicción Autores: Elena Rodríguez San Julián (coordinadora) Ignacio Megías Quirós Ana Calvo Sastre Esteban Sánchez Moreno José Navarro Botella Colaboración: Ignacio Engel Ana de Mendoza Zarahy Trejo Trabajo de campo y proceso de datos de la encuesta: EDIS Red de campo: Javier Jiménez Marín (Director) Muestra y proceso de datos: José María Alonso Torréns Cubierta: Pep Carrió/Sonia Sánchez San Vicente Ferrer, 61 - 28015 Madrid Maquetación: Quadro Plaza de Clarín, 7 - 28529 Rivas Vaciamadrid (Madrid) Impresión: Ancares Gestión Gráfica, S.L. Ciudad de Frías, 12 - Nave 21 - 28021 Madrid ISBN: 84-95248-18-2 Depósito legal: M-29077-2002 La utilización que los jóvenes hacen de los videojuegos y la inciden- cia que tiene este uso sobre su comportamiento constituye un fénomeno que, en ocasiones, cobra relevancia social, normalmente al hilo de acontecimientos que se relacionan, de manera estereotipada, con los aspectos más conflictivos de estos juegos electrónicos. No obstante, esta práctica creciente que engloba a un número signifi- cativo de jóvenes —y no tan jóvenes— tiene vertientes diversas, que no cabe reducir a una relación causal que sólo contemple su aspecto más controvertido, sino que requiere un acercamiento prudente y reflexivo. Partiendo de estas dos ideas y ante la petición que algunas institucio- nes y entidades habían dirigido al INJUVE, planteamos a la Fundación de Ayuda contra la Drogadicción la posibilidad de, haciendo coincidir objetivos, establecer una colaboración que nos ayudara a entender mejor la realidad. Con esta finali- dad, decidimos llevar a cabo un estudio que tratara de caracterizar el uso de los videojuegos por parte de los jóvenes adolescentes españoles, desde una perspecti- va amplia y consultando a los grupos y sectores implicados. La contrastada capacidad técnica del equipo de trabajo de la FAD, puesta al servicio de esta iniciativa, ha dado como consecuencia una magnífica investigación que nos permite, a ambas instituciones, disponer de suficiente infor- mación y datos para poner en relación esos aspectos conflictivos de los videojue- gos con el estereotipo social que lo focaliza. Como se indica en el informe que hoy presentamos, se trata de evitar que dicho estereotipo enmascare los efectos reales, positivos o negativos, del uso de los videojuegos. Lógicamente, no ha sido nuestra pretensión agotar en un solo estudio el análisis de este fenómeno social, sino contribuir a un mejor y más sereno deba- te sobre el mismo. Esperamos que su publicación sirva a esta finalidad y aporte, a las personas y entidades interesadas, elementos provechosos para una mejor com- prensión del alcance y complejidad de un sector que incide de manera creciente en el ocio juvenil. Elena Azpiroz Villar Directora General del INJUVE La FAD cree firmemente que la prevención de los riesgos psicosocia- les que nos afectan a todos y, muy especialmente, a los jóvenes, sólo puede ser planteada desde un profundo respeto de la realidad cultural, desde una firme creencia en el compromiso compartido, y desde unas posturas dialogantes que faciliten la construcción conjunta de un mundo y una forma de vida más libres y menos problemáticos. Para ello resulta indispensable mantener una mirada atenta y crítica sobre todos los fenómenos sociales que nos influyen y nos interesan, y compartir lo observado con otras instituciones, otras personas y otros grupos, también intere- sados y afectados (para bien o para mal) por esos fenómenos. En esta convicción, la FAD ha encontrado en el Instituto de la Juven- tud una complicidad y una complementación perfectas. No podemos sino agrade- cérselo. De la misma manera que tenemos que agradecer, una vez más, el apoyo continuo de la Obra Social de CAJAMADRID. También en la Obra Social encon- tramos unas convicciones idénticas, unas posturas compartidas y, en suma, esa complicidad de la que hablábamos. Como expresión de esa cercanía en las posturas institucionales surgió el interés común por analizar un segmento muy significativo, y muy significante, de la cultura juvenil: el de los videojuegos. Lo hemos hecho de la manera que entendíamos que respondía más fielmente a nuestros planteamientos iniciales. Esperamos que los resultados pue- dan ser útiles a quienes tengan interés en compartirlos. J. Ignacio Calderón Balanzategui Director General de la FAD Índice 1. Introducción . 9 1. Más allá de la tecnología: el juego como actividad de ocio . 9 2. Los videojuegos como fenómeno social . 14 3. Tipos de videojuegos y propuestas de clasificación . 17 4. La polémica: partidarios y detractores . 22 5. La investigación sobre videojuegos . 25 2. Objetivos y metodología del estudio . 35 3. El mercado de los videojuegos en España: una perspectiva desde la oferta . 45 1. Panorámica general del mercado . 46 2. Creación y desarrollo . 48 3. Distribución y venta . 53 4. Difusión: revistas especializadas e Internet . 56 5. La demanda percibida desde la oferta . 58 6. Los términos de la polémica . 60 7. A modo de resumen . 65 4. Las preferencias de ocupación del tiempo libre entre los jóvenes . 67 1. Las actividades de tiempo libre en casa . 68 2. Las actividades de tiempo libre fuera de casa . 73 3. Tipos de actividades de tiempo libre agrupadas . 75 4. Las actividades de tiempo libre que más gustaría realizar . 81 5. Uso de videojuegos . 85 1. Características generales del uso de videojuegos: quiénes, cuánto, cómo… . 85 2. Los distintos tipos de videojuegos . 104 3. Expectativas y motivaciones hacia los videojuegos . 120 6. Los tipos agrupados de videojuegos . 133 1. La agrupación de tipos de videojuegos . 133 2. Frecuencia de uso de las distintas clases de videojuegos desde un modelo multifactorial . 143 7. Percepciones y problemas asociados al uso de videojuegos . 155 1. Imagen de los videojuegos . 155 2. Problemas relacionados con los videojuegos . 168 8. Problemas asociados a los videojuegos, en los discursos grupales . 179 1. El estereotipo del jugador de videojuegos . 179 2. Posibles problemas asociados al uso de videojuegos . 186 3. Las diferencias en relación al género . 193 9. Situación personal y videojuegos . 201 1. Cuatro ejes descriptivos de la situación personal . 202 2. Situación personal y opiniones sobre los videojuegos . 205 3. Situación personal, uso de videojuegos y problemas . 207 4. Situación personal, frecuencia y forma de uso y problemas relacionados con los videojuegos . 211 10. Los juegos polémicos . 217 1. Uso de juegos polémicos . 218 2. La valoración de los juegos “polémicos” . 230 11. Conclusiones y discusión . 241 Bibliografía . 257 Apéndice 1. Valores y actitudes generales . 273 Apéndice 2. Situación personal de los jóvenes . 291 Apéndice 3. Descripción de algunos juegos polémicos . 315 Anexo. Cuestionario . 337 1. Introducción 1. MÁS ALLÁ DE LA TECNOLOGÍA: EL JUEGO COMO ACTIVIDAD DE OCIO Todo el mundo puede tener una idea aproximada de lo que queremos expresar cuando decimos que alguien “juega” con videojuegos. No obstante, antes de adentrarnos en el análisis de esta actividad lúdica, conviene dedicar un espacio a conocer el sentido y significado que se esconde detrás del concepto de juego. Desde la Antigüedad, donde se hallan ejemplos concretos de esta preocupación por el estudio del juego1 (Gorris, 1977), hasta nuestros días, filósofos, antropólo- gos, sociólogos, historiadores, psicólogos, pedagogos, etc. han prestado una atención específica al juego al tiempo que han desarrollado sus propias teorías interpretativas sobre el mismo y, especialmente, sobre sus potencialidades. Si bien existen interesantes trabajos de revisión y síntesis de estas teorías2, nuestro interés al revisar las principales aportaciones sobre el juego se ha centrado, fun- damentalmente, en tratar de descubrir en la actividad del juego aquellos rasgos o características que la diferencian de otras actividades. Lo que perseguimos es explicar a qué nos estamos refiriendo cuando decimos que los jóvenes “juegan” con videojuegos. Como señala Borja al inicio de una de sus obras (Borja, 1980), “el juego, al igual que el lenguaje, es una constante antropológica que encontramos en todas las civi- lizaciones y en todas las etapas de cada civilización.” Son muchos los ejemplos de personas jugando que se han ido recogiendo entre los restos arqueológicos, pintu- ras, escritos, etc. y que constatan la importancia del juego en la humanidad. Resul- 1. J. M. Gorris hace referencia a las obras de Platón y Aristóteles donde se reconoce el valor práctico del juego en la educación del niño (Gorris, 1997: 9) 2. Al respecto pueden consultarse, entre otras, las obras de Gorris (1997), Elkonin (1998), López Rodríguez (1998), Cañeque (1999) o López Mantalla (1993). 1. INTRODUCCIÓN I 9 ta casi imposible determinar en qué momento exacto nació el juego, pero dadas las evidencias de la práctica de juegos existentes, nadie duda en afirmar que el juego fue anterior al juguete, es decir, al objeto/instrumento utilizado para jugar. Es probable que los primeros juegos fueran de carácter competitivo, como pruebas de fuerza o habilidad, luchas, etc. posiblemente enfrentamientos durante la caza con la recompensa de obtener la pieza (López Oneto y Ortega, 1982). Además de su constancia histórica, el juego también se manifiesta a lo largo de las distintas etapas vitales de la persona, hecho que confirma la idea de que “a todas las personas, tengan la edad que tengan, les gusta jugar” (Martín et al., 1995) y, por consiguiente, añadiríamos, juegan. El juego, además de haber sido amplia- mente estudiado por el papel fundamental que representa en el desarrollo del niño, cumple funciones diferentes y adquiere significados diversos para cada per- sona según el período evolutivo en el que se halle.
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