Control ( 20)
The training period was 4–24 weeks (mean = 11.49; S.D. = 6.88). One study by Lee et al. had two length periods and total hours because the study examined video game training of two types. The total training hours were 16–90 h (mean = 40.63; S.D. = 26.22), whereas the training intensity was 1.5–10.68 h/week (mean = 4.96; S.D. = 3.00). One study did not specify total training hours. Two studies did not specify the training intensity. The training periods and intensities are in Table 8 .
Periods and intensities of video gaming intervention.
Author | Year | Length (Week) | Total Hours | Average Intensity (h/Week) |
---|---|---|---|---|
Gleich et al. [ ] | 2017 | 8 | 49.5 | 6.2 |
Haier et al. [ ] | 2009 | 12 | 18 | 1.5 |
Kuhn et al. [ ] | 2014 | 8 | 46.88 | 5.86 |
Lorenz et al. [ ] | 2012 | 8 | 28 | 3.5 |
Lee et al. [ ] | 2015 | 8–11 * | 27 | n/a |
Martinez et al. [ ] | 2013 | 4 | 16 | 4 |
Roush [ ] | 2013 | 24 | ns | n/a |
West et al. [ ] | 2017 | 24 | 72 | 3 |
West et al. [ ] | 2018 | 8.4 | 90 | 10.68 |
The training length was converted into weeks (1 month = 4 weeks). ns, not specified; n/a, not available; * exact length is not available.
Of nine eligible studies, one study used resting-state MRI analysis, three studies (excluding that by Haier et al. [ 40 ]) used structural MRI analysis, and five studies used task-based MRI analysis. A study by Haier et al. used MRI analyses of two types [ 40 ]. A summary of MRI analyses is presented in Table 9 . The related resting-state, structural, and task-based MRI specifications are presented in Table 10 , Table 11 and Table 12 respectively.
MRI analysis details of eligible studies.
MRI Analysis | Author | Year | Contrast | Statistical Tool | Statistical Method | Value |
---|---|---|---|---|---|---|
Resting | Martinez et al. [ ] | 2013 | (post- > pre-training) > (post>pre-control) | MATLAB; SPM8 | TFCE uncorrected | <0.005 |
Structural | Haier et al. * [ ] | 2009 | (post>pre-training) > (post>pre-control) | MATLAB 7; SurfStat | FWE corrected | <0.005 |
Kuhn et al. [ ] | 2014 | (post>pre-training) > (post>pre-control) | VBM8; SPM8 | FWE corrected | <0.001 | |
West et al. [ ] | 2017 | (post>pre-training) > (post>pre-control) | Bpipe | Uncorrected | <0.0001 | |
West et al. [ ] | 2018 | (post>pre-training) > (post>pre-control) | Bpipe | Bonferroni corrected | <0.001 | |
Task | Gleich et al. [ ] | 2017 | (post>pre-training) > (post>pre-control) | SPM12 | Monte Carlo corrected | <0.05 |
Haier et al. * [ ] | 2009 | (post>pre-training) > (post>pre-control) | SPM7 | FDR corrected | <0.05 | |
Lee et al. [ ] | 2012 | (post>pre-training) > (post>pre-control) | FSL; FEAT | uncorrected | <0.01 | |
Lorenz et al. [ ] | 2015 | (post>pre-training) > (post>pre-control) | SPM8 | Monte Carlo corrected | <0.05 | |
Roush [ ] | 2013 | post>pre-training | MATLAB 7; SPM8 | uncorrected | =0.001 |
* Haier et al. conducted structural and task analyses. + Compared pre-training and post-training between groups without using contrast. TFCE, Threshold Free Cluster Enhancement; FEW, familywise error rate; FDR, false discovery rate.
Resting-State MRI specifications of eligible studies.
Author | Year | Resting State | Structural | ||||||
---|---|---|---|---|---|---|---|---|---|
Imaging | TR (s) | TE (ms) | Slice | Imaging | TR (s) | TE (ms) | Slice | ||
] | 2013 | gradient-echo planar image | 3 | 28.1 | 36 | T1-weighted | 0.92 | 4.2 | 158 |
Structural MRI specifications of eligible studies.
Author | Year | Imaging | TR (s) | TE (ms) |
---|---|---|---|---|
Kuhn et al. [ ] | 2014 | 3D T1 weighted MPRAGE | 2.5 | 4.77 |
West et al. [ ] | 2017 | 3D gradient echo MPRAGE | 2.3 | 2.91 |
West et al. [ ] | 2018 | 3D gradient echo MPRAGE | 2.3 | 2.91 |
Task-Based MRI specifications of eligible studies.
Author | Year | Task | BOLD | Structural | ||||||
---|---|---|---|---|---|---|---|---|---|---|
Imaging | TR (s) | TE (ms) | Slice | Imaging | TR (s) | TE (ms) | Slice | |||
Gleich et al. [ ] | 2017 | win–loss paradigm | T2 echo-planar image | 2 | 30 | 36 | T1-weighted | 2.5 | 4.77 | 176 |
Haier et al. [ ] | 2009 | Tetris | Functional echo planar | 2 | 29 | ns | 5-echo MPRAGE | 2.53 | 1.64; 3.5; 5.36; 7.22; 9.08 | ns |
Lee et al. [ ] | 2012 | game control | fast echo-planar image | 2 | 25 | ns | T1-weighted MPRAGE | 1.8 | 3.87 | 144 |
Lorenz et al. [ ] | 2015 | slot machine paradigm | T2 echo-planar image | 2 | 30 | 36 | T1-weighted MPRAGE | 2.5 | 4.77 | ns |
Roush [ ] | 2013 | digit symbol substitution | fast echo-planar image | 2 | 25 | 34 | diffusion weighted image | ns | ns | ns |
All analyses used 3 Tesla magnetic force; TR = repetition time; TE = echo time, ns = not specified.
This literature review evaluated the effect of noncognitive-based video game intervention on the cognitive function of healthy people. Comparison of studies is difficult because of the heterogeneities of participant ages, beneficial effects, and durations. Comparisons are limited to studies sharing factors.
Video gaming intervention affects all age categories except for the children category. The exception derives from a lack of intervention studies using children as participants. The underlying reason for this exception is that the brain is still developing until age 10–12 [ 52 , 53 ]. Among the eligible studies were a study investigating adolescents [ 40 ], six studies investigating young adults [ 41 , 42 , 43 , 47 , 49 , 51 ] and two studies investigating older adults [ 48 , 50 ].
Differences among study purposes underlie the differences in participant age categories. The study by Haier et al. was intended to study adolescents because the category shows the most potential brain changes. The human brain is more sensitive to synaptic reorganization during the adolescent period [ 54 ]. Generally, grey matter decreases whereas white matter increases during the adolescent period [ 55 , 56 ]. By contrast, the cortical surface of the brain increases despite reduction of grey matter [ 55 , 57 ]. Six studies were investigating young adults with the intention of studying brain changes after the brain reaches maturity. The human brain reaches maturity during the young adult period [ 58 ]. Two studies were investigating older adults with the intention of combating difficulties caused by aging. The human brain shrinks as age increases [ 56 , 59 ], which almost invariably leads to declining cognitive function [ 59 , 60 ].
Three beneficial outcomes were observed using MRI method: grey matter change [ 40 , 42 , 50 ], brain activity change [ 40 , 43 , 47 , 48 , 49 ], and functional connectivity change [ 41 ]. The affected brain area corresponds to how the respective games were played.
Four studies of 3D video gaming showed effects on the structure of hippocampus, dorsolateral prefrontal cortex (DLPFC), cerebellum [ 42 , 43 , 50 ], and DLPFC [ 43 ] and ventral striatum activity [ 49 ]. In this case, the hippocampus is used for memory [ 61 ] and scene recognition [ 62 ], whereas the DLPFC and cerebellum are used for working memory function for information manipulation and problem-solving processes [ 63 ]. The grey matter of the corresponding brain region has been shown to increase during training [ 20 , 64 ]. The increased grey matter of the hippocampus, DLPFC, and cerebellum are associated with better performance in reference and working memory [ 64 , 65 ].
The reduced activity of DLPFC found in the study by Gleich et al. corresponds to studies that showed reduced brain activity associated with brain training [ 66 , 67 , 68 , 69 ]. Decreased activity of the DLPFC after training is associated with efficiency in divergent thinking [ 70 ]. 3D video gaming also preserved reward systems by protecting the activity of the ventral striatum [ 71 ].
Two studies of puzzle gaming showed effects on the structure of the visual–spatial processing area, activity of the frontal area, and functional connectivity change. The increased grey matter of the visual–spatial area and decreased activity of the frontal area are similar to training-associated grey matter increase [ 20 , 64 ] and activity decrease [ 66 , 67 , 68 , 69 ]. In this case, visual–spatial processing and frontal area are used constantly for spatial prediction and problem-solving of Tetris. Functional connectivity of the multimodal integration and the higher-order executive system in the puzzle solving-based gaming of Professor Layton game corresponds to studies which demonstrated training-associated functional connectivity change [ 72 , 73 ]. Good functional connectivity implies better performance [ 73 ].
Strategy gaming affects the DLPFC activity, whereas rhythm gaming affects the activity of visuospatial working memory, emotional, and attention area. FPS gaming affects the structure of the hippocampus and amygdala. Decreased DLPFC activity is similar to training-associated activity decrease [ 66 , 67 , 68 , 69 ]. A study by Roush demonstrated increased activity of visuospatial working memory, emotion, and attention area, which might occur because of exercise and gaming in the Dance Revolution game. Results suggest that positive activations indicate altered functional areas by complex exercise [ 48 ]. The increased grey matter of the hippocampus and amygdala are similar to the training-associated grey matter increase [ 20 , 64 ]. The hippocampus is used for 3D navigation purposes in the FPS world [ 61 ], whereas the amygdala is used to stay alert during gaming [ 74 ].
Change of the brain structure and function was observed after 16 h of video gaming. The total durations of video gaming were 16–90 h. However, the gaming intensity must be noted because the gaming intensity varied: 1.5–10.68 h per week. The different intensities might affect the change of cognitive function. Cognitive intervention studies demonstrated intensity effects on the cortical thickness of the brain [ 75 , 76 ]. A similar effect might be observed in video gaming studies. More studies must be conducted to resolve how the intensity can be expected to affect cognitive function.
Almost all studies used inclusion criteria “little/no experience with video games.” The criterion was used to reduce the factor of gaming-related experience on the effects of video gaming. Some of the studies also used specific handedness and specific sex of participants to reduce the variation of brain effects. Expertise and sex are shown to affect brain activity and structure [ 77 , 78 , 79 , 80 ]. The exclusion criterion of “MRI contraindication” is used for participant safety for the MRI protocol, whereas exclusion criteria of “psychiatric/mental illness”, “neurological illness”, and “medical illness” are used to standardize the participants.
Some concern might be raised about the quality of methodology, assessed using Delphi criteria [ 45 ]. The quality was 3–9 (mean = 6.10; S.D. = 1.69). Low quality in most papers resulted from unspecified information corresponding to the criteria. Quality improvements for the studies must be performed related to the low quality of methodology. Allocation concealment, assessor blinding, care provider blinding, participant blinding, intention-to-treat analysis, and allocation method details must be improved in future studies.
Another concern is blinding and control. This type of study differs from medical studies in which patients can be blinded easily. In studies of these types, the participants were tasked to do either training as an active control group or to do nothing as a passive control group. The participants can expect something from the task. The expectation might affect the outcomes of the studies [ 81 , 82 , 83 ]. Additionally, the waiting-list control group might overestimate the outcome of training [ 84 ].
Considering the sample size, which was 20–75 (mean = 43.67; S.D. = 15.63), the studies must be upscaled to emphasize video gaming effects. There are four phases of clinical trials that start from the early stage and small-scale phase 1 to late stage and large-scale phase 3 and end in post-marketing observation phase 4. These four phases are used for drug clinical trials, according to the food and drug administration (FDA) [ 85 ]. Phase 1 has the purpose of revealing the safety of treatment with around 20–100 participants. Phase 2 has the purpose of elucidating the efficacy of the treatment with up to several hundred participants. Phase 3 has the purpose of revealing both efficacy and safety among 300–3000 participants. The final phase 4 has the purpose of finding unprecedented adverse effects of treatment after marketing. However, because medical studies and video gaming intervention studies differ in terms of experimental methods, slight modifications can be done for adaptation to video gaming studies.
Several unresolved issues persist in relation to video gaming intervention. First, no studies assessed chronic/long-term video gaming. The participants might lose their motivation to play the same game over a long time, which might affect the study outcomes [ 86 ]. Second, meta-analyses could not be done because the game genres are heterogeneous. To ensure homogeneity of the study, stricter criteria must be set. However, this step would engender a third limitation. Third, randomized controlled trial video gaming studies that use MRI analysis are few. More studies must be conducted to assess the effects of video gaming. Fourth, the eligible studies lacked cognitive tests to validate the cognitive change effects for training. Studies of video gaming intervention should also include a cognitive test to ascertain the relation between cognitive function and brain change.
The systematic review has several conclusions related to beneficial effects of noncognitive-based video games. First, noncognitive-based video gaming can be used in all age categories as a means to improve the brain. However, effects on children remain unclear. Second, noncognitive-based video gaming affects both structural and functional aspects of the brain. Third, video gaming effects were observed after a minimum of 16 h of training. Fourth, some methodology criteria must be improved for better methodological quality. In conclusion, acute video gaming of a minimum of 16 h is beneficial for brain function and structure. However, video gaming effects on the brain area vary depending on the video game type.
We would like to thank all our other colleagues in IDAC, Tohoku University for their support.
PRISMA Checklist of the literature review.
Section/Topic | # | Checklist Item | Reported on Page # |
---|---|---|---|
Title | 1 | Identify the report as a systematic review, meta-analysis, or both. | 1 |
Structured summary | 2 | Provide a structured summary including, as applicable: background; objectives; data sources; study eligibility criteria, participants, and interventions; study appraisal and synthesis methods; results; limitations; conclusions and implications of key findings; systematic review registration number. | 1 |
Rationale | 3 | Describe the rationale for the review in the context of what is already known. | 1, 2 |
Objectives | 4 | Provide an explicit statement of questions being addressed related to participants, interventions, comparisons, outcomes, and study design (PICOS). | 2 |
Protocol and registration | 5 | Indicate if a review protocol exists, if and where it is accessible (e.g., Web address), and if available, provide registration information including registration number. | 2 |
Eligibility criteria | 6 | Specify study characteristics (e.g., PICOS, length of follow-up) and report characteristics (e.g., years considered, language, publication status) used as criteria for eligibility, giving rationale. | 2 |
Information sources | 7 | Describe all information sources (e.g., databases with dates of coverage, contact with study authors to identify additional studies) in the search and date last searched. | 2 |
Search | 8 | Present full electronic search strategy for at least one database, including any limits used, such that it could be repeated. | 2 |
Study selection | 9 | State the process for selecting studies (i.e., screening, eligibility, included in systematic review, and if applicable, included in the meta-analysis). | 3 |
Data collection process | 10 | Describe method of data extraction from reports (e.g., piloted forms, independently, in duplicate) and any processes for obtaining and confirming data from investigators. | 3 |
Data items | 11 | List and define all variables for which data were sought (e.g., PICOS, funding sources) and any assumptions and simplifications made. | 3 |
Risk of bias in individual studies | 12 | Describe methods used for assessing risk of bias of individual studies (including specification of whether this was done at the study or outcome level), and how this information is to be used in any data synthesis. | 2 |
Summary measures | 13 | State the principal summary measures (e.g., risk ratio, difference in means). | - |
Synthesis of results | 14 | Describe the methods of handling data and combining results of studies, if done, including measures of consistency (e.g., I ) for each meta-analysis. | - |
Risk of bias across studies | 15 | Specify any assessment of risk of bias that might affect the cumulative evidence (e.g., publication bias, selective reporting within studies). | - |
Additional analyses | 16 | Describe methods of additional analyses (e.g., sensitivity or subgroup analyses, meta-regression), if done, indicating which were pre-specified. | - |
Study selection | 17 | Give numbers of studies screened, assessed for eligibility, and included in the review, with reasons for exclusions at each stage, ideally with a flow diagram. | 3,5 |
Study characteristics | 18 | For each study, present characteristics for which data were extracted (e.g., study size, PICOS, follow-up period) and provide the citations. | 5-11 |
Risk of bias within studies | 19 | Present data on risk of bias of each study, and if available, any outcome level assessment (see item 12). | 5,6 |
Results of individual studies | 20 | For all outcomes considered (benefits or harms), present, for each study: (a) simple summary data for each intervention group (b) effect estimates and confidence intervals, ideally with a forest plot. | 4 |
Synthesis of results | 21 | Present results of each meta-analysis done, including confidence intervals and measures of consistency. | - |
Risk of bias across studies | 22 | Present results of any assessment of risk of bias across studies (see Item 15). | - |
Additional analysis | 23 | Give results of additional analyses, if done (e.g., sensitivity or subgroup analyses, meta-regression [see Item 16]). | - |
Summary of evidence | 24 | Summarize the main findings including the strength of evidence for each main outcome; consider their relevance to key groups (e.g., healthcare providers, users, and policy makers). | 12,13 |
Limitations | 25 | Discuss limitations at study and outcome level (e.g., risk of bias), and at review-level (e.g., incomplete retrieval of identified research, reporting bias). | 13 |
Conclusions | 26 | Provide a general interpretation of the results in the context of other evidence, and implications for future research. | 14 |
Funding | 27 | Describe sources of funding for the systematic review and other support (e.g., supply of data); role of funders for the systematic review. | 14 |
For more information, visit: www.prisma-statement.org .
D.B.T., R.N., and R.K. designed the systematic review. D.B.T. and R.N. searched and selected the papers. D.B.T. and R.N. wrote the manuscript with R.K. All authors read and approved the final manuscript. D.B.T. and R.N. contributed equally to this work.
Study is supported by JSPS KAKENHI Grant Number 17H06046 (Grant-in-Aid for Scientific Research on Innovative Areas) and 16KT0002 (Grant-in-Aid for Scientific Research (B)).
None of the other authors has any conflict of interest to declare. Funding sources are not involved in the study design, collection, analysis, interpretation of data, or writing of the study report.
General questions.
You are listening to Healthy Kids Zone :
More and more research is emerging with evidence of the negative effects violent video games have on children. The most popular video games are also some of the most violent, and pediatrician Dr. Cindy Gellner speaks about the numerous effects they have on kids. If you notice behavioral problems and other issues with your child, video games with violence and other adult themes may be to blame. Listen to learn about the research and more.
With in-person activities for kids on hold a lot during the past year, video games have taken the place of ways for kids to connect while being socially distanced. Is this a good thing? Well, that depends.
Video gaming has become a popular activity for people of all ages since the 1980s. Many kids spend large amounts of time playing them, although the American Academy of Pediatrics recommends kids have more than two hours total of screen time a day. Video gaming is a multi-billion dollar industry, and video games have become very sophisticated and realistic. There are multi-player games, which allow kids to play with their friends across different platforms. However, there's always the possibility that kids can connect with not-so-friendly people out there, too.
While some games have educational content, many of the most popular games emphasize negative themes. They promote the killings in war-like scenarios, sometimes criminal behavior, disrespect for the law and other authority figures, sexual exploitation or violence towards women, racial, sexual and gender stereotypes, and foul language and obscene gestures. Examples of video games not acceptable for children because they have these themes include Grand Theft Auto, Call of Duty, and Mortal Kombat.
There is growing research on the effects of video games on children. Studies of children exposed to violence have shown that they can become immune or numb to violence, imitate the violence they see and show more aggressive behavior with greater exposure to violence. Studies have also shown that the more realistic and repeated the exposure to violence, the greater the impact on children. Kids can become overly involved and even obsessed with video games, which I've been seeing a lot lately, especially in kids who are doing only online learning.
I have parents often asking me how to get their kids off of video games and back onto their classwork. Unfortunately, I don't have any special tricks. But the best thing is to have them do their classwork where you can see them and know what they are doing. Also, check their grades frequently. And if you see a lot of missing assignments, then it's time to limit the video games until school is caught up. Too much video game can lead to poor social skills, time away from family, school work and other hobbies, lower grades, reading less, exercising less, becoming overweight, and having aggressive thoughts and behaviors. I can say that I have definitely seen and heard from parents that decrease grades and increase weight have been directly correlated to kids staying inside and playing video games over the past year.
So how can you, as a parent, protect your child against these types of video games? First, you can check the Entertainment Software Rating Board ratings to learn about the game's content. Every video game will actually have a label on the front to tell you what type of game it is. If it says M for mature, it's not for your child. Our kids have their system set up so they can't purchase a game, even if it's free, without me getting a notification. They're usually pretty good about saying, "Hey Mom, can I get this game so I can play with my friends?" And if it's not one I approve of, they know it's a hard no. We also have it set up in the living room so I know exactly how much time they're playing, what they're playing, and who they're playing with if it's on a group chat.
You can also play the video games with your child to experience the game's content and know exactly what your child is playing. Set clear rules about the game's content for both playing time in and outside of your home. Like if they go to a friend's house. Strongly warn your children about the potential serious dangers of Internet contacts and relationships while playing online. It's sad, but there are a lot of online predators that will look for children specifically playing video games and can lead them into them meeting in real life. Finally, remember that you are a role model for your child. Make sure the video games you play as an adult are ones you would be okay with your child playing.
If you are concerned as a parent that your child is spending too much time playing video games or your child starts becoming obsessed with aggressive or violent video games, make sure you set some limits. Expect some push back because you're going to get it. But kids actually need and want boundaries, and if you set them, eventually they'll surprise you and they'll appreciate that you do monitor them and that you do set limits. I was floored when both of my boys told me that at different times over the past year, that they approved the limits and the monitoring because they know that it's because of what we prioritize in our house and what our family expectations are.
By being aware of what games are out there, who your child is playing with, and what they care playing, and how long they are playing, you can help your child make appropriate decisions about gaming. Video games are a great outlet for some kids, and it helps them connect with their friends when they can't always play in person or when they're older and play dates aren't cool anymore. Most important thing as a parent is to be aware of what your child is doing while gaming and help reinforce positive behaviors and socialization without giving in to excessive gaming time and inappropriate content.
updated: August 9, 2021 originally published: April 6, 2016
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The role that video games play in the lives of teenagers has grown dramatically and without pause for the past generation or two. Between computers, smart phones, and dedicated game consoles, not only are individual adolescents spending more of their days playing video games, but the percentage of teens whose daily lives include video games is quickly approaching universality. In this chapter, we first review recent trends in video gaming and explore the various and myriad video games that teens tend to play as well as their motivations to play video games. Then, we review the literature regarding the influence of playing different types of commercial video games on mental health. And last, we explore recent innovations in game development whereby video games are specifically developed to improve mental health symptoms or psychosocial adjustment, including a review of the research supporting use of these âimpactful video games.â It is hoped that the information presented in this chapter will provide practitioners with greater understanding of the diversity and breadth of experiences that fall under the umbrella term âvideo gamingâ in order to help foster more open and productive conversations with teens about their video gaming behavior. We also hope the research evidence presented in this chapter will encourage practitioners to integrate the use of video games into their treatment of teen patients, both as a means of fostering the therapeutic alliance and as an innovative accompaniment to traditional therapeutic methods to enhance teensâ mental and behavioral health.
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Helping parents make sense of video game addiction.
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The authors would like to thank their three sonsâJefferson Thomas, Benjamin Thomas, and Lincoln Thomasâwho provided considerable input (and fact-checking) for this chapter regarding popular commercial video games, video game genres, and video gaming experiences. Their feedback and sharing were integral in helping the authors conceptualize teensâ gameplay experiences when writing the first section of this chapter. The authors would also like to thank Mary Whatley who aided considerably in conducting a literature search and compiling the citations included in this chapter.
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Correspondence to Melissa E. DeRosier Ph.D. .
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Department of Pediatrics, University of Wisconsin-Madison, Madison, Wisconsin, USA
Megan A. Moreno
Department of Pediatrics, University of Pittsburgh Childrenâs Hospital of Pittsburgh of UPMC, Pittsburgh, Pennsylvania, USA
Ana Radovic
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DeRosier, M.E., Thomas, J.M. (2018). Video Games and Their Impact on Teensâ Mental Health. In: Moreno, M., Radovic, A. (eds) Technology and Adolescent Mental Health . Springer, Cham. https://doi.org/10.1007/978-3-319-69638-6_17
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Policies and ethics
School performance, effects on social relationships.
The society has been immensely influenced by the technological changes, which are reshaping some of the activities. The emerging technologies in one way or another have affected every member of society, irrespective of age.
Video Games have had the greatest influence on the lives of children. Children no longer appreciate the outdoor games as was before, as most of their time is spend indoors playing video games.
Although this trend may have a positive impact on the lives of the concerned children as far as their knowledge of computer is concerned, there are various negative impacts.
Various educationists have confirmed that outdoor plays are very important to the development and growth of children.
It helps them develop socially as they meet with their friends and learn to share discussions, get involved in physical activities and develop physically through such games. The paper talks about some of the negative effects of computer games (Finkel, 1995).
It is established through research that computer games do not help children grow academically. In fact, computer games contribute to inactivity of body cells, which might lead to oversight hence causing diseases such as hypertension and diabetes.
Moreover, indoor games contribute to poor academic performance among students because most of the time is spend on useless games that do not offer any academic lessons.
Lastly, computer games lead to the development of antisocial behavior whereby a student is not interested in interacting with his or her peers.
Available literature shows that more children are growing obese owing to the fact that they spend little time exercising and engage frequently with the computer.
Research shows that children who take part in physical exercises are more healthy, intelligent, and active in class. The study conducted by American Heart Association proved that children are contracting heart diseases mainly because of lack of physical activity.
The research indicated that the number of obese children increased by four percent in 1974. Those affected were children aged six to eleven years.
However, the percentage increase could not be compared with the study conducted in 2006 whereby the increase rate was seventeen percent. As from 1971 to 2006, the number of adolescents thought to be obese increased from 6.1 percent to 17.6 percent.
The percentage increase was shocking. Furthermore, the increase was attributed to lack of physical activity and video games (Wiegman, & van Schie, 1998).
Overweight is a costly condition that leads to a number of illnesses among school going children. According to experts at the University of Michigan, obese children have higher risks of contracting diseases such as diabetes, heart diseases, and high blood pressure.
Other illnesses associated with overweight include high cholesterol levels in the body, hyperlipidemia, sleep apnea, respiratory problems, gastrointestinal malfunctions, early adolescence, and finally mental problems.
Studies show that obese children tend to have a low sense of worth and despair.
As AHA records show, obese children are likely to be obese when they attain the adulthood age. This would even cause more problems because they would be exposed to a number of diseases.
A study conducted by Media Literacy Clearinghouse indicated that children had developed a habit towards computer games. Video games had gained relevance among children aged eight and eighteen years to an extent that the rate at which children played computer games rose from an average of 26 minutes in 1999 to 73 minutes in 2009.
Generally, the rate at which children interacted with the computer daily rose from six hours in 1999 to seven hours in 2009. A report compiled in 2004 at the University Hospital of Zurich revealed that a strong link between obesity and video games exist.
It can be concluded that video games do not help children in any way but instead it affects their health. Video games interfere with the childrenâs eating habits because such children would tend to consume food with high calories.
In this regard, parents need to monitor the behavior of their children as regards to physical fitness.
In the United States, a study conducted to ascertain the effects of computer games on the performance of students proved that PlayStations and other video games such as Xbox Video affects the concentration of children in class.
Furthermore, the study revealed that children who are like using playing video games could not compete favorably with those who prefer physical games. One of the researchers was quoted saying that the performance of students who engage in physical exercises will always improve with time.
Boys are affected more by the new trend since they would rarely improve in class. Their performance would always remain stagnant for a period.
Moreover, boys cannot develop skills that would help them to read and write well in case they are allowed to interact with the computer frequently (Sakurai, 1984).
It should be noted that video games might not necessarily cause poor performance among school going children but the time spent in watching the games or playing them would consume the time that a student would be expected to read, do some homework, and write a good composition.
Definitely, a student would register a poor grade in case he or she does not engage in a serious research. Video games have a tendency of instilling negative reading attitudes to students. This is because a student would find reading a storybook or solving a mathematics problem boring.
Video games are very fast and demand a higher concentration unlike other academic activities that need time for conceptualization. In a joint study conducted in Australia, researchers concluded that video games affect the performance of students in many ways.
Students who spend time playing video games would always perform dismally in class. In fact, the study revealed that computer games do not help children perform well in any of the subjects. This is because students who spend time watching and playing computer games would always score low in each subject.
This research contradicts some of the assumptions that computer games help children to perform well in some subjects. The Australian study revealed that there is no single positive correlation between academic performance and computer games.
Video games are known to influence the cognitive and educational dexterities of children. Moreover, the games can as well as define the childrenâs social relationships. In a traditional setting, the relationship between the child and the parent or other senior members of society is clearly defined.
The video games have changed meaning that social relations are no longer the same. Studies indicate that video games, especially those that are violent, reshape the behavior of children. Moreover, video games could contain some sort of competition and aggression, which affect the reasoning of children.
In the current society, the rate at which conflicts occur in society has increased. Youths are currently violent because of the new games. The main objective of video games, according to Nintendo and Sega Genesis Center, is violence.
Any game played by children via the computer does not have anything new other than violent content. The companies specializing in selling computer games would convince parents that the games are non-violent but in the real sense, they are not.
A study conducted in 1998 confirmed that many children, over 80%, were familiar to a violent game referred to as Duke Nukem. Unfortunately, only 5% of parents were aware of the game meaning that children are access even those games that are supposed to be accessed by only the adults.
This trend affects the social life of children. In 1999, students at Columbine High School in Littleton, Colorado engaged in a destructive demonstration mainly because of the influence of computer games.
Students shot at their fellow teens and other people because they experienced it through video games. Such kind of behavior is destructive because it could lead to social anomy (Griffith, 1999).
Studies across the world indicate that violent video games increase an individualâs hostility and aggression. Aggressive games would lead to a habit whereby students prefer to play the games rather than engage in physical exercises.
This is even related to overweight. Children who are used to video games tend to be indifferent and unresponsive to the sufferings of other children. They would easily bully their fellow students without mercy.
Finkel, S. (1995). Causal analysis with panel data. Thousand Oaks, CA: Sage
Griffith, M. (1999). Violent video games and aggression: A review of the literature. Aggression and Violent Behavior , 4(2), 203-212.
Sakurai, S. (1984). Construction of the Social Desirability Scale for Children. Japanese Journal of Educational Psychology , 32(2), 310-314.
Wiegman, O., & van Schie, E. (1998). Video game playing and its relations with aggressive and pro-social behavior. British Journal of Social Psychology , 37(2), 367- 378.
IvyPanda. (2019, April 3). Effects of Video Games. https://ivypanda.com/essays/effects-of-video-games/
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Officials had braced for more unrest on Wednesday, but the nightâs anti-immigration protests were smaller, with counterprotesters dominating the streets instead.
By Lynsey Chutel
After days of violent rioting set off by disinformation around a deadly stabbing rampage, the authorities in Britain had been bracing for more unrest on Wednesday. But by nightfall, large-scale anti-immigration demonstrations had not materialized, and only a few arrests had been made nationwide.
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While playing video games can be a fun pastime, and there are some potential benefits, there are health risks associated with too much gaming. They include repetitive stress injuries, vision problems, sleep deprivation, depression, and possibly addiction to playing.
This essay will explore the detrimental impacts of video games on individuals and society, focusing on physical health, mental well-being, and social interactions. By understanding these adverse effects, we can better navigate the complex relationship between video games and our daily lives.
Playing video games is impacted teenagers in a negative way causing them to do things that shouldn't be done. Teens are negatively impacted by playing video games. They don't care for their education, they forget about their own personal hygiene and health, and they change their social life with family and friends.
Hazards of Video Games: Essay Thesis Statement Recent studies have concentrated on the effects that video games have on children. Video games have positive and negative impacts on individual children playing them and society at large. The paper will discuss the negative impacts of playing video games on children and society, like poor performance in schools and diseases.
While video games can be a source of fun and enjoyment, there is growing concern about the potential harmful effects they may have on individuals, particularly young people. This essay will explore some of the negative impacts of video games, including their influence on mental health, physical health, and social behavior.
Namely, it analyzes the most debated and educationally relevant problems on the relationship between video games, cognition and behavior: 1. video games' effects on cognitive function; 2. video games' effects on attention and addictive behaviors; 3. video games and prosocial or aggressive behavior.
One of the most significant negative effects is the impact on physical health. Playing video games can lead to sedentary behavior, which can contribute to obesity and other health problems. Additionally, video games can have psychological effects, including addiction and increased aggression.
This essay delves into the adverse consequences of video games, ranging from physical health issues to potential social and psychological impacts. Understanding these negative effects can help individuals and society at large make informed choices about video game consumption. Do not use plagiarized sources.
Parents, educators, and mental health professionals share concern about the potential effects of violent video games on children. Researchers are divided on the issue, but agree that parental overs...
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There are many effects of video games on the eyes, such as headaches, eyestrain, blurred vision, etc. Above all, we should be wary of blue light from screens as it is toxic to the retina! đ. Another physical effect of video games is obesity. When not accompanied by regular physical activity, video games promote a sedentary lifestyle and ...
Video gaming, the experience of playing electronic games, has shown several benefits for human health. Recently, numerous video gaming studies showed beneficial effects on cognition and the brain. A systematic review of video gaming has been published. ...
Several other negative outcomes of video game play are also described which include risk taking, attention problems, impulsivity, reduced helping, stereotyping, and video game addiction.
The Video Games Your Child Plays Has an Effect on Their Behavior. Aug 09, 2021. More and more research is emerging with evidence of the negative effects violent video games have on children. The most popular video games are also some of the most violent, and pediatrician Dr. Cindy Gellner speaks about the numerous effects they have on kids.
You are welcome to use these essay samples on "Negative Effects of Video Games" for your research, term paper or school, college, or university project.
Video games have been a popular form of entertainment for children and teenagers for decades. However, studies have shown that excessive gaming can have negative effects on a child's physical health, social and emotional well-being, academic performance, and even lead to addiction. In this essay, we will explore the various negative effects of video games on children and provide evidence ...
Introduction Contextualizing: Video games are gaining popularity and may affect people in negative ways. Get a custom essay on Negative Effects of Video Gaming Outline 182 writers online Learn More Define terms of debate: The author will argue in support of the negative effects of video gaming.
Negative Effects of Video Games. The evidence that video games increase violence among children is overwhelming. For example, a study in 2001 found that a high number of violence cases in high schools and universities were orchestrated by persons who confessed to playing violent games regularly. An explanation for this is that aggression is ...
With the increasing popularity and accessibility of video games, the public concern about their effects - positive and negative - has also increased. In this regard, this systematic review sought to identify and thematically analyze recent studies (in the last five years) and report on video games' epidemiological characteristics and outcomes.
While all the listed above are good effects of video games, on the other side, video games have their own negative short comings which affect physical health, psychological health, and overall performance of teenagers. This paper will discuss negative ways video games affect the lives of teenagers.
The research literature connecting exposure to video games (or video game genres) and the mental and behavioral health of teens is continually evolving. The early research on video gaming largely focused on identifying its negative impacts.
Abstract Hundreds of studies have examined the interpersonal effects of video game consumption. This article provides a brief review of the relationship between violent and prosocial, respectively, video gaming and social behavior. Although some studies came to contradicting results, meta-analyses found that violent video game consumption increases aggression and decreases prosocial behavior ...
Get a custom essay on Effects of Video Games 190 writers online Learn More Video Games have had the greatest influence on the lives of children. Children no longer appreciate the outdoor games as was before, as most of their time is spend indoors playing video games.
Officials had braced for more unrest on Wednesday, but the night's anti-immigration protests were smaller, with counterprotesters dominating the streets instead.