The ongoing pandemic of COVID-19 has forced governments to impose a lockdown, and many people have suddenly found themselves having to reduce their social relations drastically. Given the exceptional nature of similar situations, only a few studies have investigated the negative psychological effects of forced social isolation and how they can be mitigated in a real context. In the present study, we investigated whether the amount of digital communication technology use for virtual meetings (i.e., voice and video calls, online board games and multiplayer video games, or watching movies in party mode) during the lockdown promoted the perception of social support, which in itself mitigated the psychological effects of the lockdown in Italy. Data were collected in March 2020 (N = 465), during the lockdown imposed to reduce the COVID-19 spread. The results indicated that the amount of digital technology use reduced feelings of loneliness, anger/irritability, and boredom and increased belongingness via the perception of social support. The present study supported the positive role of digital technologies in maintaining meaningful social relationships even during an extreme situation such as a lockdown. Implications such as the need to reduce the digital divide and possible consequences of the ongoing pandemic are discussed.

Empathy—putting oneself in another’s shoes—has been described as the “social glue” that holds society together. This study investigates how exposure to sexist video games can decrease empathy for female violence victims. We hypothesized that playing violent-sexist video games would increase endorsement of masculine beliefs, especially among participants who highly identify with dominant and aggressive male game characters. We also hypothesized that the endorsement of masculine beliefs would reduce empathy toward female violence victims. Participants (N = 154) were randomly assigned to play a violent-sexist game, a violent-only game, or a non-violent game. After gameplay, measures of identification with the game character, traditional masculine beliefs, and empathy for female violence victims were assessed. We found that participants’ gender and their identification with the violent male video game character moderated the effects of the exposure to sexist-violent video games on masculine beliefs. Our results supported the prediction that playing violent-sexist video games increases masculine beliefs, which occurred for male (but not female) participants who were highly identified with the game character. Masculine beliefs, in turn, negatively predicted empathic feelings for female violence victims. Overall, our study shows who is most affected by the exposure to sexist-violent video games, and why the effects occur. (200 words)

No, I am not a threat to human identity. I am an AI language model created to assist and provide information to users, but I do not have the capacity to harm or affect human identity. ChatGPT's ans...

Violent video games glorify and reward immoral behaviors (e.g., murder, assault, rape, robbery, arson, motor vehicle theft). Based on the moral disengagement theory, we predicted that violent games would increase multiple immoral behaviors (i.e., lack of self-control, cheating, aggression), especially for people high in moral disengagement. High school students (N = 172) who had completed a measure of moral disengagement were randomly assigned to play one of the Grand Theft Auto (GTA) violent video games, or a nonviolent game. Self-control was measured using the weight of uneaten chocolates (i.e., M&M’s) in a bowl by the computer. After gameplay, participants could cheat on a test to win raffle tickets for attractive prizes (e.g., iPad). Aggression was measured using a competitive task in which participants could give an ostensible partner unpleasant noise blasts through headphones. Results showed that violent video games decreased self-control and increased cheating and aggression, especially for people high in moral disengagement.

The ongoing COVID-19 pandemic has led to several changes in academic teaching practices. Although educational digital technologies have been crucial during the initial phases of the pandemic, their forced adoption has led to negative consequences.