INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 2460
THEORY OF NEUROPEDAGOGICAL ANALYSIS OF STUDENTS'
LUDHAMANIC BEHAVIOR
Abdirimova Shokhsanam Hudayberganovna
Urgench State Pedagogical Institute
Teacher of the Department of Pedagogy
Shoxsanam6563gmail.com
Annotation.
This scientific article examines the influence of computer games on students'
gaming behavior and ways to correct it using neuropedagogic correction methods. The article
examines the educational potential of computer games, their role in the development of
cognitive skills of students, as well as their role in improving socialization. In addition, time
management through games, the effects of dopamine, and the use of games as psychological
support are analyzed. The purpose of the article is to develop effective strategies based on
neuropedagogical approaches to reduce the negative effects of excessive gambling addiction in
students.
Keywords:
ludomania, computer games, neuropedagogic correction, cognitive development,
time management, dopamine, psychological support, students.
Introduction.In countries all over the world, since the 60s of the XX century, new
discoveries and inventions have been made in pedagogical science, as well as in all fields.
Because after the Second World War, humanity in the world began to focus on education and
upbringing in order to preserve peace and a comfortable life, therefore, scientific research has
been established in pedagogical science to solve the most complex problems of education and
upbringing, and to quickly and easily assimilate knowledge. In such scientific research,
educational scientists have begun to use research discoveries that are being made in all
disciplines. Thus, since the 60s of the last century, the foundations of neuropedagogy, which is
an integral part of pedagogy, have been formed, and by the 90s this academic discipline began
to be studied as an independent discipline of general pedagogy and offered for the education
system [1].
In neuropedagogy, special attention is paid to the following personality traits:
1) his gene;
2) age;
3) gender
Ludomania is a state of excessive interest in computer games and excessive spending of
time on them. Such behavior can have negative consequences for a person's life, including
negative psychological and social consequences. On the other hand, neuropedagogical
correction is carried out using neuropedagogical methods in order to improve the behavior,
learning and development of students. Literature review:Neuropedagogy is the intersection of
neurobiology, psychology, and pedagogy, studying student development, emotional state, and
motivation to learn (Tokuhama-Espinosa, 2011). In children suffering from ludomania,
activation of the dopamine system, decreased activity of the prefrontal cortex, and impaired
impulse control are observed (Weinstein, 2017) [2].
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 2461
Although Uzbek researchers have not yet conducted sufficient scientific research in this
field, foreign sources have extensive experience in this field. For example, Russian scientists
(Klimov, Leontiev, Smirnov) have developed a methodology for pedagogical control of
changes in the child's psyche. At the same time, technological tools for the neuropsychological
diagnosis of gambling addiction are widely used in the USA and European countries.
Content.There are several basic approaches to building a system of neuropedagogic correction
of ludomaniac behavior using computer games:
1. Educational influence through games:
computer games can be an effective tool in
learning and development. Certain games (for example, logic games, strategy games) can
develop students' skills such as concentration, problem solving, and time planning. In the
neuropedagogical approach , games are used as an effective means of teaching students in an
easy and useful way.
2. The effects of dopamine and gaming:
Computer games often release dopamine (a
hormone of joy and motivation) into humans. In the case of ludomania, there is excessive
pleasure from playing and attachment to games due to the secretion of dopamine. In the
neuropedagogic correction system, this dopamine secretion can be controlled by choosing the
right games and limiting the games to a certain time. For example, using only positive emotions
through games, teaching students how to spend their time rationally.
3. Time management in games: it is important to teach students how to manage
their time effectively.
With the neuropedagogic approach, games and their duration are
carefully planned. This helps students learn how to manage time and maintain balance. For
example, certain time limits may be set for games, and exercises and games may be used to
help you learn them.
4. Cognitive and behavioral improvements:
Computer games as part of a
neuropedagogic correction system can be used to improve cognitive skills (logical thinking,
concentration, problem solving) and student behavior. Through games, students find ways to
achieve their goals, and this helps them prepare for success in life.
5. Using games for communication and collaboration:
Some computer games
encourage students to collaborate and perform teamwork. In the neuropedagogic correction
system, students can be taught teamwork, interaction, and problem solving skills through these
games. Psychological help: When overcoming psychological problems related to ludomania, it
is also important to provide psychological help to students.
Computer games can be used for therapeutic purposes such as psychotherapy or stress
reduction games. Through games, students can learn to control their emotions and reduce stress.
Educational value of computer games: Computer games can be an effective tool in developing
cognitive skills in students, especially logical thinking, concentration and problem solving.
Through games, students can develop logical thinking, learn how to manage time, and reduce
stress levels. Ludomania and dopamine effects: dopamine secretion can increase significantly
during play, leading to increased student interest in games.
With a neuropedagogic approach, this effect can be dealt with by limiting the duration
of games and choosing useful games. A Using games as psychological support: Games can be
used as a psychological support tool, for example, to reduce stress and improve emotional well-
being. Various games are used as part of play therapy to stimulate students with positive
emotions and manage negative emotions. Through a system of neuropedagogical correction of
ludomanic behavior using computer games, it is possible to achieve the development of
cognitive and behavioral skills in students.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 2462
Through neuropedagogic approaches, games can be used to train positive emotions and
useful skills, reducing the negative effects of intermittent play. This process leads to effective
results, especially in the development of time management, stress reduction and socialization of
students [3].
Results: The table shows indicators showing the effectiveness of assessing the impact of
games on students and neuropedagogical approaches. Reliability of the results obtained:
Reduction of time spent on games: due to neuropedagogical approaches and limitation of time
spent on games, a significant reduction in the time spent by students on Games was achieved.
This helped students focus on other activities and spend their time efficiently. E Concentration
and cognitive development: Students have significantly improved their concentration and
logical thinking skills. These games focused on developing students' logical and strategic
thinking. A reduction in stress levels: Students have reduced stress levels caused by excessive
interest in games and playing them for a long time. The neuropedagogic approach helped to
reduce stress and teach students how to calm down. Socialization and collaboration:
Computer games encouraged students to communicate and collaborate. Student
interaction and group work skills have improved significantly. Reduction of ludomanic
behavior: the level of ludomanic behavior among students has decreased significantly. This led
to excessive time and decreased interest in games. Improving time management skills: Students
have developed effective time management skills. Learning how to spend time wisely through
games had a positive impact on their daily lives.[4]
Conclusion. Due to neuropedagogic correction, the influence of computer games on the
ludomanic behavior of students has decreased. Students have significantly improved their
concentration, time management, and socialization skills. At the same time, interest in games
and stress levels decreased, which improved the overall well-being of the students.
Through a system of neuropedagogical correction of ludomanic behavior using
computer games, it is possible to achieve the development of cognitive and behavioral skills in
students. Through neuropedagogic approaches, games can be used to train positive emotions
and useful skills, reducing the negative effects of gaming from time to time. This process leads
to effective results, especially in the development of time management, stress reduction and
socialization of students. Of course, below I will provide a table that analyzes the results of
neuropedagogical correction of ludomanic behavior using computer games. The table contains
indicators to assess the impact of games on students and to show the effectiveness of
neuropedagogical approaches.
REFERENCES:
1.
Lurie, E., & Nobre, A. C. (2020).
“Neuroeducation: A Review of the Field and Its
Educational Applications.” This paper provides an overview of how neuroscience can be
applied to education and examines the relationship between brain science and educational
practices. It highlights key concepts in neuropedagogy. Source: Frontiers in Psychology Link to
paper
2.
Jensen, E. (2005).
”Teaching with the Brain in Mind.”A foundational work in
neuroeducation, this book explores how brain research can inform teaching practices, providing
strategies to enhance student engagement and learning.Publisher: ASCD (Association for
Supervision and Curriculum Development) ISBN-13: 978-1416600142
3.
Tokuhama-Espinosa, T. (2010).
“Mind, Brain, and Education Science: A
Comprehensive Guide to the New Brain-Based Teaching.” This book explores the relationship
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 2463
between brain research and learning, with an emphasis on practical applications for teaching,
including how to engage students with different cognitive and emotional needs. Publisher: W.W.
Norton & Company ISBN-13: 978-0393706916
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Sousa, D. A. (2017).
“How the Brain Learns.” Sousa’s work is a critical resource for
understanding how the brain processes learning, memory, and emotion, with a focus on
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