THEORY OF NEUROPEDAGOGICAL ANALYSIS OF STUDENTS' LUDHAMANIC BEHAVIOR

Аннотация

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, timemanagement, 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 ispaid tothe followingpersonality 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 impulsecontrol are observed (Weinstein,2017)[2]. page2460 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue05,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai 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 ofludomaniacbehavior using computergames: 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 howto spend theirtimerationally. 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 theirgoals, and this helps them prepare for success in life. 5. Using games for communication and collaboration: Som