essay on online games

Online Gaming Essay | Advantages and Disadvantages of Online Gaming

Online gaming is the most talked about fun topic among the teenagers of the 21st century. At the same time, it is the most talked about serious topic among the parents and teachers. Everyone has their own reasons to discuss online gaming. Our reason today is to help you write an Essay on Online Gaming so that you are exposed to the unseen side of online gaming addiction.

Long Essay on Online Gaming Addiction in 500 words | Argumentative Essay on Online Games Good or Bad

How online gaming started.

The Internet has changed the way we live, we eat, we dress, we work and we play. It has become a preferred and comfortable mode which has made our lives way too easy. Today almost everything is available at the click of a button. You ask for a thing and it reaches your doorstep within days. Amidst these gratifying moments, when we are saved from the daily hustle-bustle, another trend of online gaming has emerged. 

Advantages of Online Games

Online gaming is a huge platform today. A platform that has broken all barriers and boundaries amidst countries around the world. In online gaming, you can connect to anyone anywhere in the world and play. Sometimes you don’t even know with whom you are playing and this mystery makes the experience even more thrilling. It also gives the player an opportunity to make new friends from other countries and get a chance to showcase their talent worldwide.

Nowadays, many online gaming championships are organized where gamers get a platform to compete with the best of the best and enhance their skills. It has gained much popularity over the years because one can play an online game on even a basic smartphone. What one requires is a consistent internet connection. Developing, designing and marketing online games has turned into a full-fledged profession and many are earning their bread and butter through it. 

Disadvantages of Online Gaming

But then there is always the other side of a coin which is often dark and dingy. The other side of online gaming is not only dark but dreadful too. Many tend to become addicted to online gaming and it takes away all of their productive time. When money gets involved in it through betting, families are ruined. It pulls an individual into isolation as mostly online gamers play alone. Their social interaction becomes nil which leads to depression and loneliness.

Online harassment through many gaming sites is not a new thing. Children can easily be trapped in this way. Long hours spent in front of the computer can harm their posture and eyes too. These games, through their catchy visuals, entice young children and they become addicted to them to such an extent that they forget to eat or sleep and prefer to sit in front of the screen all the time. Such addiction not only harms the individual but the whole family suffers due to it. Besides social effects, there are many psychological symptoms like anxiety, irritability and uncontrollable mood swings which take a toll on the health of an individual due to addiction.  

Ways to Control Online Gaming Addiction

Self-control, time management and focus can serve as the three pillars for fighting the addiction to online gaming. The external prohibitions from the government in the form of laws, certain regulations and even a ban on a few of them are not going to solve the problem. Good parenting, positive family time and socializing with friends can prove to be helpful.  In some severe cases, guidance from a counsellor could become necessary. Positive reinforcement & support from loved ones is required for an individual to come out of this addiction. 

‘Nothing can be more exciting and thrilling than a victory in real life’. So, let’s look forward to a win in real life than online.

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Positive effects of online games on the growth of college students: A qualitative study from China

1 School of Nursing, Wenzhou Medical University, Wenzhou, China

2 School of Mental Health, Wenzhou Medical University, Wenzhou, China

Chaoqun Dong

Jingjing zhang, associated data.

The original contributions presented in this study are included in the article/supplementary material, further inquiries can be directed to the corresponding authors.

This study aimed to explore the positive effects of online games on college students’ psychological demands and individual growth.

A qualitative study design was carried out in September 2021. Semi-structured, in-depth, and individual interviews were conducted with a purposive sample of 20 undergraduates who played the online game “Glory of Kings” from six universities. Thematic analysis was employed to explore the positive features caused by “Glory of Kings”.

College students reported three positive effects of online games, namely, satisfying the need for personal growth, meeting the requirement of social life and promoting academic performance.

College educators and families should take advantage of the positive effect of online games to guide college students to use online games reasonably.

1. Introduction

According to the survey data of the China Internet Network Information Center (CNNIC), by the end of December 2021, the number of netizens in China reached 1.032 billion, of which the number of online game users reached 554 million ( CNNIC, 2022 ). The number of game apps reached 709,000, accounting for 28.2% of all apps ( CNNIC, 2022 ). Online games include massive, multiplayer, online role-playing games (MMORPGs), first-person shooter (FPS), real-time strategy (RTS) games, and other games ( Park et al., 2016 ). MOBA (Multiplayer Online Battle Arena) game, a subgenre of RTS games where two teams of five players usually play against each other ( Mora-Cantallops and Sicilia, 2018b ), is one of the most popular online games in China because of its competitive, interactive, and simple operating characteristics. Specifically, “Glory of Kings,” as a MOBA game, is listed at the top of the Chinese mobile game charts for contemporary college students ( Huang, 2021 ).

Online games are criticized by educators because many students invest a lot of time, money, and energy into games, which seriously affects their academic studies, social interaction, and physical and mental health, and ultimately leads to the tragedy of online game addiction ( Freeman, 2008 ; Kuss and Griffiths, 2012 ; Blinka and Mikuška, 2014 ; Xu et al., 2017 ). Online game addiction, as one of the most serious behavioral addictions ( Lopez-Fernandez, 2018 ), could cause a series of physical and mental problems, such as poor sleep, depression, anxiety, or even death ( Ferguson et al., 2011 ; Kuss and Griffiths, 2012 ; Wei et al., 2012 ). Meanwhile, parents’ opposition to online games can also be observed in family education. Studies have shown that the more addicted adolescents are to online games, the worse their parents’ attitude toward online games ( Jeong and Kim, 2011 ). Many adolescents who love playing online games face restrictions or prohibitions from their parents over the time spent on the Internet or other ways. For example, in a study of 2,021 adolescents, parental restrictions were 1.9 times higher among adolescents who were overly addicted to online games than among other adolescents ( Wu et al., 2016 ). Parents who do not show enough attention to their children promptly can lead to children using online games to divert negative family-related emotions ( Xu et al., 2021 ).

However, it is worth noting that the majority of studies focus on the negative effects of online games ( Lo et al., 2005 ; Ng and Wiemer-Hastings, 2005 ; Yc, 2006 ; Smyth, 2007 ; Li and Wang, 2013 ), while positive effects are neglected. In fact, playing online games at a moderate level could be beneficial to players’ personal psychological growth and interpersonal relationships ( Ko et al., 2005 ; Yee, 2006b ; Granic et al., 2014 ). In terms of emotional experience, existing research on the emotional impact of online games suggests that they have the potential to reduce depression, stress and obtain happiness ( Wu and Liu, 2007 ; Ari et al., 2020 ; Pine et al., 2020 ). In the process of psychological development, college students’ cognitive, memory, and other mental skills are proved to be enhanced by online games ( Boot et al., 2008 ; Glass et al., 2013 ; Oei and Patterson, 2013 ). There is evidence that games have the potential to provoke thought about the player’s personal development and ideals and increase the sense of self-realization if the players have strong ability in online games ( Nuangjumnong, 2014 ; Bopp et al., 2016 ; Mora-Cantallops and Sicilia, 2018a ). In social life, online games also establish the value of social connectedness and enhance the sense of interaction ( McClelland et al., 2011 ; Snodgrass et al., 2011 ; Oliver et al., 2016 ). Sublette and Mullan (2010 , p. 20) argue that through online games “socialization may just shift in focus: while real-world relationships eroded for some players.” It is further proposed that intimacy in games will also extend to offline real life, and shared game experience will reinforce offline communication ( Kim and Kim, 2017 ; Lai and Fung, 2019 ). MOBA games focus on personality development and teamwork in battle ( Yang et al., 2014 ; Mora-Cantallops and Sicilia, 2018b ). In other words, electronic space expands social communication to the virtual field ( Yee, 2006a ) and increases the team cooperation consciousness, leading to diverse communication ways. Besides, in terms of learning, online games are proven to help students engage in learning activities ( Iaremenko, 2017 ; Schenk et al., 2017 ; Calvo-Ferrer and Belda-Medina, 2021 ).

Existing research confirms that the academic performance and satisfaction of Chinese college students positively impact on the continued use of the “Glory of Kings” and promote the reconstruction of the player’s social image ( Chen and Chang, 2020 ). As mentioned above, previous studies have examined various positive aspects of online games, but the studies are based on foreign cultural contexts. Research subjects from different cultural backgrounds may have different perceptions and influences on online games, so it is culturally significant to study the positive influence of online games on Chinese college students. In other words, whether they can apply to the Chinese culture and environment or whether similar conclusions can be drawn among the Chinese college gamer population, has not been verified. Moreover, although “Glory of Kings” is widely concerned and popular among college students, few scholars in China try to evaluate the positive impact of “Glory of Kings” on college students. The design and development of “Glory of Kings” have distinctive Chinese cultural characteristics, therefore, the choice of “Glory of Kings” as a carrier for the study has cultural significance. Secondly, the widespread usage of “Glory of Kings” among college students provides universality for the study. Third, since most of the existing studies are quantitative, qualitative research can enrich the existing research results, explore new experiences, and make relevant suggestions for higher education and family education. In conclusion, given the current popularity and influence of “Glory of Kings” in China, an in-depth study of Chinese college student players was conducted using it as a medium for qualitative research.

2. Materials and methods

2.1. participants.

A purposive sampling method was adopted to select college students who were “Glory of Kings” players from six universities or colleges in Zhejiang Province. Inclusion criteria: (1) college students; (2) playing the “Glory of Kings” game for more than 1 year; (3) have participated in the “Glory of Kings” game in the ranking tournament; and (4) informed consent and voluntary participation. Exclusion criteria: (1) college students suspended from school due to physical problems; (2) students who have a medical history of mental illness or psychiatric disorders and who were screened as having mental problems in the students’ general psychological test. The sample size was determined based on the principle of theoretical saturation. Interviews were conducted until reached theoretical saturation—that is, when the 18th participants did not provide new insights, and two more interviews were conducted to verify if new information would emerge. In the end, no new ideas were found to emerge making the sample size appropriate for this study. Among 23 students who were invited to participate, one student refused to participate due to lack of interest, and two persons were unable to participate due to time conflicts. Eventually, 20 college students (13 males and 7 females) were interviewed. Their ages ranged from 18 to 21 years, and their experience in playing the “Glory of Kings” game ranged from 2 to 6 years. The detailed information of participants is shown in Table 1 .

The basic information of the “Glory of Kings” player interviewees.

M, male; F, female. Years of playing “Glory of Kings” is calculated from the first time start playing the game.

2.2. Data collection

Participants were recruited in September 2021 with the assistance of the university’s gaming societies. The gaming societies presented the study recruitment information to members via social media. Participation was voluntary, and no incentive was offered for participation. The demographic information was collected before the interview, and the GPA information was collected at the beginning and end of the semester. The pilot-tested, semi-structured interviews were conducted using pre-determined, open-ended questions. The interviewers were conducted by two senior undergraduate students who had acquired knowledge of psychology, interpersonal communication, and qualitative research through relevant training prior to conducting this study. When conducting the interviews, they would follow a unified syllabus and agree on the follow-up questions. The interviews were conducted in a combination of online and offline formats. For participants located in Wenzhou City, interviews were conducted face-to-face in a meeting room at Wenzhou Medical University, where the environment was quiet and undisturbed. For participants located outside of Wenzhou City, online video interviews were conducted using social media. In addition to questions on demographic information, the interview syllabus was as follows:

• 1. Why do you play games?
• 2. How do you feel about being a player in the game of “Glory of Kings?”
• 3. What do you expect to gain from playing the game of “Glory of Kings?” And what do you actually gain from the game?
• 4. What is your experience with playing the game? And what experiences do you find enjoyable?
• 5. What are the best and worst things you think happen in the game?
• 6. What personal changes do you think have occurred after playing the game?
• 7. Is there anything else you would like to talk about on this topic?

All interviews were conducted at the time most convenient to the participants, and the interview schedule was determined 1 day in advance. Before the interview, participants were told about the procedures, such as how long the interview would last, the topics to be discussed, and permission to record the interview. Each interviewee lasted for approximately 30–40 min. All interviews were audiotaped and transcribed within 24 h after the interview. Two researchers independently completed and checked transcription to reduce personal biases.

2.3. Data analysis

Inductive thematic analysis was used to analyze the data ( Braun and Clarke, 2006 ) and data were analyzed using qualitative analysis software NVivo 10. The steps were as follows: (1) transcript reading, preliminary coding, and note-taking; (2) developing final codes by reading and rereading the transcripts to identify patterns and themes; (3) developing a thematic mind map; (4) defining and naming themes and sub-themes, and (5) preparing the final report with an analysis of the selected fragments. Data were analyzed by two researchers to ensure reliability, when other researchers examined and validated the data, codes, and analyses by holding regular research team meetings. Textual information was discussed by the researchers several times until a consensus was reached. In addition, the results of the preliminary analysis were shared with the participants for their reviews and comments. The analysis was done in Chinese and the quotes were then translated into English and checked by a native translator who was not involved with the data collection (see Table 2 for an example of the process).

Thematic analysis of transcribed data from interviews with 20 people with the online game “Glory of Kings”.

Examples of meaning units, condensed meaning units, and subthemes and theme.

2.4. Ethical considerations

The studies involving human participants were reviewed and approved by the Ethics Committee of Wenzhou Medical University (2022-028). This study complies with the Helsinki Declaration’s guidelines. After obtaining both verbal and written information about the study, the participants signed informed consent. Written informed consent was obtained from the individuals for the participation in this study and the publication of any potentially identifiable images or data included in this article, and the data was password-protected and encrypted. Each participant was assigned a coding reference, which referred to the participant’s number and gender (i.e., M3 refers to respondent 3, Male gender). During the interviews, the researchers treated the participants with respect, listened intently, and responded to their questions.

Three themes were identified from the data material, namely, meeting the college student’s personal growth, satisfying the social needs of college students, and promoting academic performance.

3.1. Meeting the need for personal growth

3.1.1. relieve stress and achieve happiness.

Online games, because of the characteristics of confrontation, entertainment and challenge, make it a way for college students to vent their emotions. Most interviewees believe that the fast pace of university brings them great study pressure. Also, college students of different grades report different sources of stress, such as pressure from parents, peers, academics, etc. However, no matter what kind of stress leads to negative emotions, they can be relieved through entertainment games. Following are typical quotes from gamers who said that the game can relieve negative emotions and bring positive feelings.

Game is not a necessity, but I would occasionally indulge in it. I like to live happily in virtual games (M5, 20-year-old).

When encounter troubles, I choose to play a few rounds of games. Although the pleasure brought by the game is temporary, it could fade away the troubles (M1, 20-year-old).

I went through a particularly bad period last semester… Later, I fell in love with “Glory of Kings,” and sometimes I even stayed up late to play games… However, when I was addicted to games temporarily, my pressure was released, which provides enough energy and enthusiasm to face difficulties (F7, 19-year-old).

3.1.2. Overcome the shortcomings and gain self-awareness

Due to the nature of “Glory of Kings,” it provides a platform for college students to fully enhance their consciousness. The characteristics of the five different roles in this game can also further prompt players to recognize their shortcomings and provide a reference for players to understand themselves. Players whose self-awareness is not clear enough get a clearer understanding through the game, and players whose self-perception is vague or even sometimes wrong get a chance to correct it. Following are typical quotes from gamers who have better self-awareness.

Gradually, I started to think about the reason, until I realized that I lacked a sense of the big picture and cooperation. Since then, I’ve made a conscious effort to work with my team on offense, which provides me with a better chance of victory. In life, I also recognized similar shortcomings and corrected them (F1, 19-year-old).

I prefer to play the role as an assassin, but I’m always not good at it. Later, my teammates suggested that I should be bolder and more adventurous. Under the guidance and practice, I gradually became proficient (M12, 18-year-old).

I am an untalkative person in life, but through playing games, I try to actively communicate with my teammates and gradually become more cheerful and good at communication (F4, 19-year-old).

3.1.3. Gain achievement and self-realization

Contrary to the harsh real society, the virtual game world demonstrates a new relatively equal social environment in its unique way and rich content. College students can explore multiple identities by experiencing multiple avatars or changing the appearance of avatars, thereby creating a virtual self-image that is sometimes compensatory and even restorative. Following are typical quotes from gamers who said that the game can bring them positive feelings.

I may be an ordinary person in life, but being a core character in games brings confidence (M1, 20-year-old).

In the virtual world of online games, college students can present themselves without the constraints of the single evaluation system of academic performance in real life. It provides the best arena for college students to gain achievement and fulfill their needs.

Sometimes I feel inferior because of my poor academic performance, and my classmates often treat me with colored glasses… Ranking as a king in the game, many players are willing to team up with me, which gives me a sense of accomplishment and brings back the confidence I lost in real life.

3.2. Satisfying the need for social life

3.2.1. broaden the social network.

College students can make friends around the world with common interests in the virtual world. The game’s forum provides the means to initiate a chat or team invitations to skilled players, as well as the option to team up with players in the same city. Through this avenue, strangers can converse with each other across geographical distances and blur cultural boundaries. Following are typical quotes from gamers who widened the breadth of interpersonal communication.

I spend most of my time playing games with my real friends, sometimes accepting game invitations from strangers and meeting skilled friends (F4, 19-year-old).

Because of the game, I met people of different ages and professions who taught me about game operations (M6, 19-year-old).

3.2.2. Increase social interaction

Online games offer everyone a convenient way to socialize and reduce social costs. The majority of participants reported that they would choose “Glory of Kings” as a common hobby to better integrate into the surrounding circle of friends. And some students will consciously take some compensatory actions against their friends who do not play games to maintain their friendship. Following are typical quotes from gamers who widened the breadth of interpersonal communication.

Playing games with unfamiliar individuals could quickly promote mutual understanding (F7, 19-year-old; M4, 21-year-old).

Playing games together can promote communication between roommates and increase common language (F2, 19-year-old).

I have a friend who does not play games and I tried to teach her to play but she refused. So I would study or eat with her after finishing the game time, and our relationship has always been tight (F5, 19-year-old).

3.2.3. Value teamwork

In the game “Glory of Kings,” college students work as a team to promote friendship and learn from each other’s strengths. Cooperation is necessary for the progress of this game, and there is also a respondent who says he has transformed from a solitary player to a competent collaborator. Every interviewee agreed that they preferred to work with the team and were willing to do their best to cooperate with their teammates when playing the game and even sacrifice for teammates when necessary. Following are typical quotes from gamers who enjoyed teamwork.

Sometimes I could not figure it out on my own, but a team could succeed (M1, 20-year-old).

I used to fight alone when I think that just be happy with myself. But gradually I fell in love with playing in team battles and was happy to cooperate with the team. Meanwhile, if I do not focus on team cooperation, there will be no communication in the game, and the road to promotion will be bumpy (M3, 19-year-old).

3.3. Promoting academic performance

3.3.1. improve learning ability.

The topic of academics was constantly mentioned and excavated in the interviews. The interviewees mentioned that online games helped them to master some transferable skills, such as problem-solving ability, quick thinking ability, etc. These abilities are usually trained unconsciously in games, and the player is able to experience the corresponding ability improvements in the real world when the match is over. Following are typical quotes from gamers who improved their ability to learn.

By studying the characters’ skill matching and line-ups in the game, my mind seemed to be more flexible and my problem-solving efficiency improved (M8, 18-year-old).

In order to improve my game skills, I watched the live video of the game host and learned their skills. As time passed, I found it easier to follow the teacher’s explanation in class while I could not keep up with the teacher’s quick thinking before (F2, 19-year-old).

3.3.2. Increase interest in learning

The combination of abstract and complex knowledge with online games can change the current passive input education model and make students more interested and effective in learning. Following are typical quotes from gamers who said that they could accept the teaching content more effectively in the process of playing games.

The teacher introduced the historical relationships between different characters using the heroic characters from “Glory of Kings,” which suddenly made a sleepy history lesson come to life (F2, 19-year-old).

Some interviewees also proposed that combining the virtual currency obtained in the game with the correct rate of answering questions in the virtual classroom of college students can improve students’ classroom performance. Following are typical quotes from gamers who proposed that the mechanics of the game can be realized in the real world.

Using this way of learning can motivate me to arrange my online game time rationally, reduce my dependence on online games and enjoy studying more (F6, 20-year-old).

4. Discussion

This study examines whether “Glory of Kings” has a positive impact on college students. The qualitative nature of this study allows players to fully articulate specific aspects of their perspectives and allows researchers to analyze their views and attitudes in depth.

4.1. The impact on personal growth

Most participants in our study believe that the pressure in their university life can be relieved through online games which are consistent with the findings of Ari et al. (2020) . The pressure from various aspects, such as academics, family, and social lives, as well as the confusion about the future, bring contemporary college students under more psychological pressure. Online games make it a way for college students to escape from reality and vent their suppressed emotions, and some students also accompany the relief method of verbal catharsis in the process. These findings are similar to those of Pine et al. (2020) that college students enjoy the happiness that accompanies the release of stress when gaming.

College students are in an important period of strengthening their self-consciousness system. As a medium, “Glory of Kings” provides players with a competitive platform whose ultimate goal is victory. In order to continue to win, players need to constantly reflect and summarize ( Kow, 2017 ). Larsen (2020) proposed seven aspects of the skill theory framework to guide players to improve their skill level in the game. Therefore, players can correspond to the theoretical framework and reflect on their shortcomings and deficiencies. By having the opportunity to overcome shortcomings and reflect on themselves in the game world, ultimately a clearer self-awareness can be projected and benefit the player in the real world.

According to Maslow’s hierarchy of needs theory, the ultimate human need is self-actualization. Likewise, college students need to be respected and expect to gain achievement ( Zhong and Yao, 2013 ). Liao et al. (2017) proposed that people will form virtual personalities on the Internet through self-remodeling, while virtual personalities are often different from the real world. In real life, the differences in economic conditions, living areas, material conditions, status, and the increasingly fierce competition environment often limit college students’ achievement experience. In online games, the boundary between physical reality and virtual reality will be blurred by more personalized and immersive environments ( Young, 2009 ; Soutter and Hitchens, 2016 ; Kuo et al., 2017 ), resulting in a convenient way for college students to get achievements. Like the ordinary student M8, he was appreciated by others for his superb gaming skills. In conclusion, achieving self-worth and reaching potential are the goals to meet the need for self-actualization ( Liao et al., 2017 ).

4.2. The impact on interpersonal communication

In the case of “Glory of Kings,” which is a confrontation that unfolds by grouping, the system offers both the opportunity to form teams on one’s own and the option of random matching. Online games try to expand player interactivity and social friendships in the setting of game rules to attract more players, which coincides with the needs of college students to interact with people ( Ducheneaut and Moore, 2004 ). Linked to the trait of awakened autonomy among college students, they will establish emotional communication with like-minded friends they meet in “Glory of Kings,” and will also subjectively choose whom to team up with, which may be teammates they meet through the game or friends in the real world. The game provides a more comfortable communication platform for strangers in real life, thus widening the breadth of interpersonal communication.

Most of the participants in this research also tend to play “Glory of Kings” with their friends. According to the study by Croes and Antheunis (2021) , people’s intimacy is directly proportional to the frequency of interaction. Consistent with the conclusion of Lai and Fung (2019) , college students will not alienate their friends and feel lonely because of excessive investment in playing games. On the contrary, the emotions and experiences shared in the virtual game world can strengthen the bond between them ( Granic et al., 2014 ). College students can fight side by side with their friends in the gaming world, and discuss gaming skills together offline. The game does not destroy or isolate their relationships. On the contrary, the tacit cooperation and communication between players in the game make the relationship closer.

Most of our participants recognize that they liked the teamwork model of “Glory of Kings.” Consist to the study by Chen and Chang (2020) , a MOBA mobile game, it simulates a real-world situation in which temporary teams of strangers complete complex tasks in a short period. It can provide players with a unique platform for teamwork in such scenarios where social relationships need to be established quickly. It is further suggested in the study of Ewoldsen et al. (2012) that this can increase pro-social behaviors outside of the game environment, such as social and civic activities. It follows that teams derive satisfaction from existence, which is part of the meaning of collective effort. Choosing the group and cooperating to reach the same goals is precisely what is essential in real life as well.

4.3. The impact on academic performance

Contrary to conventional beliefs that playing games is intellectually lazy and sedating, playing games is shown to promote a wide range of cognitive skills ( Granic et al., 2014 ). Compared with non-gamers, gamers show faster and more accurate attention allocation, and higher spatial resolution enhanced mental rotation in visual processing, these skills are transferred to other spatial tasks outside the game context ( Green and Bavelier, 2012 ). In addition, scholars speculate that problem-solving skills can also be developed. On the whole, there are many good principles of learning built into good online games ( Adachi and Willoughby, 2013 ), which could be applied to school learning tomorrow.

For this generation that grows up with the Internet, online games are an integral medium of communication and learning and have great potential for schools and workplaces to increase engagement, creativity and lifelong learning skills ( Gee, 2003 ; Turkay and Adinolf, 2012 ; Granic et al., 2014 ). From the existing overall analysis results, the condition of the online games has more positive learning effect than traditional teaching condition. In addition to improving learning and memory ( Sitzmann, 2011 ; Wouters et al., 2013 ), online gameplay has the potential to motivate individuals to participate in educational settings to improve students’ interest in learning ( Clark et al., 2016 ).

4.4. Suggestions for parents and college management

By considering both the negative effects and potential benefits of the existence of games, many scholars proposed some balanced perspectives on the use of games for real-world personal growth with the intervention and supervision of a third party. The influence of the family is a pivotal factor, as it contributes significantly to the socialization of adolescents ( Liu et al., 2015 ). Parental regulation through restrictive mediation or conversational mediation in adolescents’ gaming is one important factor that may limit adolescents’ gaming behavior ( Colasante et al., 2022 ).

On the other hand, it is unscientific for parents to blindly prohibit their children from online games ( Chen et al., 2020 ). More and more parents accept the Internet and games as valuable learning tools ( Willoughby, 2008 ). Those parents help children become consumers to judge the advantages of games, plan a variety of leisure activities, mediate violent temptation games, and help children find the meaning of online games through positive communication ( Chiu et al., 2004 ). Indeed, co-playing games with parents are associated with heightened prosocial behavior for girls ( Coyne et al., 2011 ). In addition, researchers suggest that adolescents who receive the correct family education for the online game may learn ways to meet basic needs and self-control ( Griffiths and Meredith, 2009 ; Liu et al., 2015 ; Chen et al., 2020 ). Parents should create a harmonious family atmosphere by continuously improving their parenting skills and building close relationships with their children, which is in line with the suggestions of Chiu et al. (2004) . Meanwhile, parents should keep in touch with teachers to understand their children’s confusion as well as their use of the Internet at school to actively cooperate with the school’s policies.

Schools are digital education providers and prevention centers. Our results suggested that educators can take advantage of game-based education to facilitate problem-solving ability and to increase the study interests of college students ( Whitton and MacLure, 2017 ). Moreover, universities or colleges can use online games as a potentially useful and beneficial educational tool to promote students’ positive emotions. For example, a school in Seoul, South Korea, set up an online game course that covers the humanities of games, game terminology, game manipulation, Q&A with professional players, and game science to positively impact students at different grades and schools in public education sites ( Choi and Bang, 2021 ).

Many colleges and universities in China nowadays create electronic competitive social organizations and used network games in their daily teaching, not only to enrich students’ extracurricular life, but also to provide a platform for college students to find like-minded friends to play online games reasonably. Furthermore, some universities or colleges combine health education of online games with ideological and political work and try to establish college students’ mental profiles to understand their overall psychological conditions when they are playing online games. More strategies are needed to maximize the positive impact of online games on college students and help them grow healthily.

5. Implication

Despite the negative perception of online games in the Chinese cultural context, our study re-examines the impact of online games from the gamer’s perspective. To a certain extent, online games meet the personalized requirements of college students’ personal growth in Chinese collectivist culture, realize the need for the social interaction satisfaction, and enhance creativity in learning ( Chen and Chang, 2020 ). The higher education nowadays should more scientifically guide teachers and parents to change their attitudes toward online games and recognize the benefits of online games ( Whitton and MacLure, 2017 ). Meanwhile, the advantages of online games can be exploited to benefit more students by promoting their problem-solving ability through game-based education, contributing to more productive physical and mental health and learning ( Granic et al., 2014 ).

6. Limitation

Although this study shows that “Glory of Kings” has a positive impact on contemporary college students, it should be noted that the data are cross-sectional and longitudinal studies are still needed to confirm the long-term impact of “Glory of Kings” on college students. Secondly, the data is only derived from the feedback that respondents actively self-reported, which means that there may be some hidden part of the self-reflection content of respondents. Thirdly, relevant quantitative studies can be carried out to further verify and analyze the results of this study.

7. Conclusion

In this study, it is found that meeting the need for personal growth, satisfying the need for social life and promoting academic performance are the main positive effects of playing online games. Some suggestions that enhance the supportive role of online games are structured for family and college education.

Data availability statement

Ethics statement.

The studies involving human participants were reviewed and approved by the Ethics Committee of Wenzhou Medical University (2022-028). Written informed consent was obtained from the individual for the publication of any potentially identifiable images or data included in this article.

Author contributions

FL and DZ contributed to the conceptualization and writing—original draft. SW was in charge of the data collection and analysis. RZ assisted in data collation and analysis as well as literature search. CD and JZ contributed to the writing, reviewing, and editing. All authors contributed to manuscript revision, read, and approved the submitted version.

Acknowledgments

We would like to express gratitude to the colleagues who offered constructive and illuminating feedback, and to Guohua Zhang and Bingling Xia, who helped shape earlier versions of this article with their comments.

Funding Statement

This research was supported by the Wenzhou Science and Technology Bureau Project (R20220086) and Zhejiang Province Curriculum Ideological and Political Education Research Project.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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How to Write an Essay about Online Games

Introduction

Online games are a distinctive way of recreation and interacting with other people in the virtual world. Many gamers reveal that playing online is about creating bonds and coordination. These games are a useful social network because gamers are attentive in cooperation. Online games are social that allows players to band together in the same environment to complete missions on various storylines. The games provide a unique way of how people interact with one another through the internet. Online games give a sense of satisfaction that we can only dream about in real life. You can also write my essay for me !

Choose the game you like

When you want to write an essay about online gaming, choose an exciting game that is relevant. The most suitable game will give you a chance to describe and draw as many facts as possible from it. If you select an online game that is complicated and annoying, you will struggle to describe it, and your content will not be original from your thinking. You should choose a popular game, which you have played and completed missions in it before to draw the attention of many readers.

Prepare a strong statement.

 After choosing the game, prepare a statement about the game, which will hook the mind of the readers. The topic you will create should be catchy and exciting, and it must provide you with ideas for your article. Your introduction will have to produce the most robust thesis from the online game you choose. If you start with a clear thesis, your essay will allow readers to be interested in going through the entire document. Your thesis statement should be clear, simple, and direct for better understanding. In case of difficulties in developing a good thesis, contact custom essay writing provider to get tips on writing a thesis statement.

Discover the online world. Create a conducive environment and conceptualize yourself thoroughly with the game in question. Discover the aspects of the game by playing it once more so that you develop reliable facts and evidence of your claim about the online game. Understand well every mission of the game as you play to get points for your writing. Getting yourself in the virtual world prepares you for online games essay. Playing the online game before writing an essay will give you the mood and motivation to provide an in-depth explanation.  WriteMyEssayForMe   

Make topic research

 Conducting topic research is more crucial in essay writing since you can only develop ideas through in-depth studying. Although you already know about the game, ensure you explore more things to come up with essential and new facts. Find facts from various sources, including publications, magazines, and other online sources such as videos and websites. Put down the points you capture from the sources in a notebook for easy understanding. Ensure there is a clear flow of ideas by writing points in order so that a point leads to the other. Also, you can buy essay from online writing services for your hometask. 

Make a writing plan

 After doing topic research, the next thing is to get your ideas into a writing plan. A writing schedule is vital since you need to plan your time. You can use essay writing service reviews . Ensure that your writing plan takes into account the submission deadlines for the essay. As a writer, give every section enough time to discuss the ideas in detail. Also, set enough time to review and proofread your work to correct the errors you have made. Set writing goals for every session that you should achieve in writing. The working plan will give you a guide throughout the process and act as a reminder for important deadlines within the writing process.

Start writing in advance

 With your plan ready, you can start working on your essay by writing short notes on a notebook. Try to explain each point you generated from your research topic. Make enough notes in your notebook that can help you produce an interesting essay about online games. You can write an outline of the article with all sub-topics to give you a rough idea of how your essay will look. Writing in advance helps you to use minimum time in the actual writing of the article since you already have the ideas.

Write and proofread. Now you need to make the actual writing of the article with the research notes, writing plan and outline of the ideas ready. Start by providing a clear introductory statement with your thesis. Use the research facts to support your claims in the paragraphs; every paragraph should contain a single idea. You should provide valid information to make your essay excellent and informative. You can make an order for your paper at https://essaykitchen.net/ to ensure you produce quality work. Before you submit your work, take enough time to proofread the article. A thorough proofreading will ensure your work have no common mistakes. Check for spelling, grammar, and punctuation mistakes and correct them, eliminate all language mistakes.

Online games are a representation of an entertaining virtual environment. Writing an essay on online games is interesting if you are a good gamer or you played before. You should choose an online game that is exciting and popular to get enough information from many players. The essay can be informative if you do thorough research from various sources. Plan for your writing to meet the deadline and avoid spending a lot of time in one section. Ensure to check on mistakes in misused words, punctuation, and grammar to correct them.

Essays About Video Games: Top 12 Examples and Prompts

Video games have revolutionized the way we have fun today. If you are writing essays about video games, check out our guide to inspire your writing.  

Few can contest the fact that video games have taken over the world. From the basic, almost “primitive” games of the 1970s like Pong to the mind-bending virtual reality games of the 2020s, they have been a source of entertainment for all. Moreover, they have proven quite profitable; countries like Japan and the United States have made tens of billions of dollars solely from the video game market.

Despite their popularity, much has been debated over the potentially harmful side effects that video games may have, particularly on children. One side argues that playing certain video games can lead to people exhibiting violence in the future, while others believe that video games teach players essential life skills. Regardless, they will continue to be a part of our lives for the foreseeable future. 

For engaging essays about video games, read the essay examples featured below for inspiration.

1. What electronic games can teach us by Kendall Powell

2. designers are imagining video games without guns by keith stuart, 3. playing video games all summer won’t make you feel worse by nicole wetsman, 4.  violent video games bad by andrea newman.

• 5. ​​The health effects of too much gaming by Peter Grinspoon

Writing Prompts For Essays About Video Games

1. video games: good or bad, 2. the benefits of video games, 3. what is your favorite video game, 4. do video games cause people to become violent, 5. video games in your life, 6. video games vs. traditional games, 7. is the video game rating system enough.

“In other studies, researchers found that gamers who trained on Tetris were better at mentally rotating two-dimensional shapes than those who played a control game. Students who played two hours of All You Can E.T., an educational game designed to enhance the executive function of switching between tasks, improved their focus-shifting skills compared with students who played a word search game.”

Powell explains a few possibilities of applying video games to education. As it turns out, certain video games can improve players’ skills, depending on the mechanics. Researchers are inspired by this and hope to take advantage of the competitive, motivational nature of gaming to encourage children to learn. New games are designed to help kids improve their focus, coordination, and resilience, and game designers hope they will succeed. 

“Imagine a game where you’re a war reporter seeking to capture the most iconic, representative images in a battle environment: You’d still get the sense of peril that audiences expect from action adventures, but your relationship with the environment would be more profound. It would be Call of Duty from the perspective of a creative participant rather than a violent interloper.”

The graphic nature of some video games is said to make kids violent, so it is only natural that some creators try to change this. Stuart writes that it is possible to maintain the fun that shooter-type games induce without using guns. He gives examples of games where you do not kill your enemy, simply stunning or capturing them instead. He also suggests photography as an alternative to killing in a “shooting” game. Finally, he suggests basing video games around helping others, making friends, and doing more peaceful, creative tasks.

“Any role video games play in skewing well-being that did pop up in the study was too small to have a real-world impact on how people feel, the authors said. People would have to play games for 10 more hours per day than their baseline to notice changes in their well-being, the study found.”

Wetsman counters the widespread belief that video games “destroy your brain.” Research done with a sample of 39,000 players over six weeks has shown that whether one plays video games for long or short periods, their mental health is not impacted much. There are some exceptions; however, there are not enough to conclude that video games are, in fact, harmful.

“Some people believe that the connection between violent games, and real violence is also fairly intuitive. In playing the games kids are likely to become desensitized to gory images;which could make them less disturbing, and perhaps easier to deal with in real life. While video games aren’t about violence their capacity to teach can be a good thing.”

In her essay, Newman writes about the supposed promotion of violence in some video games. However, she believes this violence does not cause people to be more aggressive later. Instead, she believes these games expose children to certain atrocities so they will not be traumatized if they see them in real life. In addition, these games supposedly promote connections and friendships. Finally, Newman believes that these “harmful” can make you a better person.

5. ​​ The health effects of too much gaming by Peter Grinspoon

“Gamers need to be educated on how to protect their thumbs, wrists, and elbows, their waistlines, their emotional state, their sleep, and their eyes. Simple education around taking breaks, stretching, eating healthy snacks, and resting and icing your thumb, wrist, or elbow when it starts hurting can address injuries early, before they become significant. For the eyes, gamers can try the 20-20-20 rule: every 20 minutes, try to look at something 20 feet away for 20 seconds.”

Grinspoon discusses both the benefits and the health risks of gaming. Video games allow people to interact with each other remotely and bond over specific missions or tasks, and some research shows that they have cognitive benefits. However, some gamers may develop vision problems and hand and wrist injuries. Gaming and “staring in front of a screen the whole day” is also associated with obesity. Overall, Grinspoon believes that gaming is best done in moderation.

Looking for more? Check out these essays about hobbies .

Many parents believe that their children’s “bad behavior” is because of video games. Based on your experience and others, decide: are video games good or bad for you? Make sure to read viewpoints from both sides and write an essay based on your position. Would you encourage others to play video games? Discuss these pros and cons for an interesting argumentative essay.

Like anything else, video games have both positive and negative aspects. Explain the good that video games can do for you: the skills they can equip you with, the lessons they can teach, and anything else. Also, include whether you believe their benefits outweigh the disadvantages they may pose. 

For your essay, write about your favorite video game and why you chose it. What is its meaning to you, and how has it affected your life? Describe the gameplay mechanics, characters, storyline, and general impact on the gaming community or society. You can write about any game you want, even if you have not played it; just ensure the content is sufficient.

Many claim that playing violent video games can make you violent in the future. Research this phenomenon and conclude whether it is true or not. Is the evidence sufficient? There are many resources on this topic; support your argument by citing credible sources, such as news articles, statistics, and scientific research.

Video games have been a part of almost all our lives. Recall a treasured experience with video games and explain why it is significant. How old were you? Why do you remember it fondly? How did this experience make you feel? Answer these questions in your own words for an exciting essay.

There are stark differences between video and traditional games, such as board games and card games. For an engaging essay, compare and contrast them and write about which is more entertaining, in your opinion. Be creative; this should be based on your own opinions and ideas.

The video game content rating system is used to classify video games based on their appropriateness for specific ages. However, parents complain that they are not strict enough and allow the display of violent content to children. Explore the criteria behind the rating system, decide whether it needs to be changed or not, and give examples to support your argument.

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Addiction to Online Gaming: A Review of Literature Essay

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Introduction

The problem of interest, the qualitative research method to be used, the review of literature.

The rapid development of technologies has led not only to numerous breakthroughs in various spheres of people’s lives but also to significant issues related to the inability of some individuals to limit their time spent on gadget use. Whereas the Internet has presented ample opportunity for communication and research, it has also become the reason why too many users have become dependent on it. The selected topic of research is the addiction to online gaming among adults. This specific kind of addiction does not produce such a devastating effect on one’s health as the excessive consumption of alcohol or drugs. However, online gaming addiction poses other threats, which are no less severe both for the addicts and their close ones.

Researchers have presented evidence on the severity of online gaming addiction (Marino & Spada, 2017). Still, too many people continue to neglect the issue’s potential adverse outcomes. Therefore, more research is needed to investigate the problem from different angles, which will suggest viable solutions to it. The present paper is an overview of scholarly sources on online gaming addiction and the analysis of narrative inquiry as the most suitable qualitative research method to use for the investigation of this problem.

Despite the constant development and enhancement of community resources and entertainment opportunities, the number of individuals addicted to online gaming is growing annually. What previously used to be viewed merely as a leisure activity has now come to be considered as a serious threat due to its potential to provoke addiction in users. Online gaming is related to social and psychological problems by facilitating self-regulation deficiency (Gong et al., 2019). Furthermore, the age of gamers has increased considerably, and the activity is no longer regarded as a teenage male hobby (Pietersen et al., 2018). Whereas, in the past, playing video games online, was considered as a useless pastime, at present, it has become an important part of many people’s lifeworlds. The increasing popularity of online gaming is associated with the idea that video games are “richly expressive and creative,” and they grant people much more immersive experience than other media forms do (Pietersen et al., 2018, p. 123). Therefore, one of the core aims in performing current research is to enhance the understanding of people’s likelihood to become addicted to online gaming.

Another rationale for selecting the problem is the need to analyze the possible ways of mitigating a growing issue of online game addiction among the population. Typically, game addicts are male individuals who report unique experiences related to their gaming activity and a high rate of engagement as the triggers of addiction (Tang et al., 2017). However, it is evident that the problem affects not only those directly involved in it but also anyone they interact with within their personal, professional, social, and family lives. Specifically, as Tang et al. (2017) mention, addiction to online gaming can cause a range of social and family problems that present a significant public health concern.

With the increasing interest of researchers in the question of problematic use of the Internet by gamers, a new clinical definition has been suggested to characterize the issue: Internet gaming disorder (Marino & Spada, 2017). Other terms utilized to denote the problem include ‘online gaming addiction,’ ‘problematic online gaming,’ ‘pathological gaming,’ and ‘video gaming dependence’ (Marino & Spada, 2017). The prevalence of Internet gaming disorder is reported to vary from 1.6 to 8.5% among Western youths. Furthermore, the disorder is frequently accompanied by other psychological problems, such as depression, anxiety, attention deficit hyperactivity disorder, and social phobia (Marino & Spada, 2017). Thus, it is crucial to analyze the available research in order to synthesize what has already been found and single out questions for further detailed research.

The main focus of the study will be the development of online gaming addiction and individuals’ feelings about it. According to Monacis et al. (2017), excessive use of technology has become an emerging issue of concern in the past few decades. The most common symptoms of online gaming addiction are unpleasant feelings when there is no access to the Internet (emptiness and depression), excessive investment of time spent on playing online games, and the refusal to admit a problem (Monacis et al., 2017). One of the major motives for engaging in online gaming is seeking sensation (Hu et al., 2017).

Other common reasons for developing online gaming addiction are concerned with coping, escape, competition, fantasy, and social motives (Šporčić & Glavak-Tkalić, 2018). Hence, it is crucial to investigate why individuals develop an addiction to online gaming and how they feel about it at the stage when they are only starting to engage in excessive Internet use and at the point when online games begin to take up too much time and initiate psychological problems. Personal stories of online gamers will serve as a solid ground for identifying the principal problems and suggesting solutions to them.

Taking into consideration the nature of the problem under investigation, the most suitable qualitative research method to employ in the study is narrative inquiry. This method involves the process of collecting data from respondents through storytelling. The study of the narrative becomes the means of understanding the ways people perceive the world and various situations in their lives. The self-narrative construction is manifested both in the content and form of narratives (Androutsopoulou & Stefanoua, 2018). According to Lieblich et al., there are two core dimensions for interpreting and scrutinizing narratives: “holistic versus categorical” and “content versus form” (as cited in Androutsopoulou & Stefanoua, 2018, p. 130).

According to Androutsopoulou and Stefanoua (2018), the most beneficial approach to employing a narrative inquiry analysis is a holistic one. The holistic-content dimension implies that the researcher should use the whole life story of an individual, which allows focusing on emerging topics. Meanwhile, the holistic-content mode presupposes that researchers look inside the structure of a respondent’s life story (Androutsopoulou & Stefanoua, 2018). As a result, the use of narrative inquiry helps to understand people’s attitudes toward the events happening in their lives and the ways they feel about them.

The selected research method enables scholars to focus on respondents’ thoughts about their lives rather than on events happening. By using this holistic approach, an individual is able to construct a coherent story of their life with the past, present, and future (James, 2018; McAlpine, 2016). When one tells a researcher about their experiences, the latter becomes “narratives as part of inquiry” and makes the audience “vicarious” participants of these experiences (Chen, 2019, p. 382). Narrative inquiry is composed of three dimensions: temporality, sociality, and space (Kovinthan, 2016). These presuppose a transitional movement of people and places in the story, the revelation of the person’s emotions and feelings, and the possibility of the physical space of inquiry to change (Kovinthan, 2016). Overall, narrative inquiry allows for receiving valuable and reliable first-hand information about the researched issues and problems.

Benefits and Limitations of the Selected Research Design

As a research design, a narrative inquiry has a number of advantages and disadvantages that should be considered before utilizing it. The major benefit is undoubtedly the possibility to receive information from the respondent openly, honestly, and without bias. Narrative inquiry is considered to be the most suitable way of uncovering and understanding people’s complex problems (James, 2018). The next advantage of the selected research design is placing the respondent’s self in the central part of the story (Gordon et al., 2015). As a result, the narrator is able to present and construct events, identities, and realities in close synergy with others (Gordon et al., 2015). With the help of narrative research, individuals find it easier to story and re-story their lives in various problematic contexts (Sheilds et al., 2015). Another strength of the narrative inquiry is the likelihood of improving people’s well-being by allowing them to express their thoughts and apprehensions (Ho et al., 2020). When an individual receives an opportunity to express their problems out loud, the chances of coping with these issues increase.

What is more, narrating personal experience equals making sense of it (Ho et al., 2020). In the case of online gamers, the use of narrative inquiry enables researchers to understand “what it means to be a gamer” (Pietersen et al., 2018, p. 123). With this information available, scholars can understand the mechanisms of addiction better since unique personal data allows for a thorough analysis of how people develop an addiction to online gaming and how they feel about it. The next benefit of the selected research design is that it incorporates not only inward but also outward analysis. According to Law and Chan (2015), narrative inquirers consider both the participants’ and researchers’ identities, feelings, hopes, moral tendencies, the environment, conditions, and people affecting the forces and factors from respondents’ contexts. Kovinthan (2016) reports that narrative inquiry helps researchers to cross the boundary between themselves and participants. Additionally, the selected research design enables scholars to investigate the issues faced by respondents and draw out the implicit beliefs and values of researchers (Kovinthan, 2016).

One more advantage of narrative inquiry is the possibility of this approach to unite not only participants and researchers but also the readers of results obtained. As Martinie et al. (2016) note, the audience is likely to reevaluate their own experiences and views on the problem investigated in a study. According to Clandinin and Murphy, narrative inquiry gives knowledge about the experiences of people “composing lives within complex storied landscapes” (as cited in Martinie et al., 2016, p. 659). Finally, as McAlpine (2016) notes, narrative research is a beneficial research design due to creating the opportunity to value different ways of learning about people’s problems and experiences. Therefore, narrative inquiry offers numerous advantages to researchers and, consequently, to research participants.

Disadvantages

What concerns the research design’s limitations is that it must be acknowledged that personal narratives cannot be void of subjectivity without the opportunity to check the information given by respondents (Bruce et al., 2016). Another problem is that the selected research design is not suitable for investigations involving a large number of participants. As James (2018) remarks, since narrative inquiry requires an in-depth and holistic approach to each participant, this method is not appropriate for the studies covering large samples. A limitation closely related to this one is the lack of the possibility to generalize findings due to the uniqueness of each participant’s story (Sheilds et al., 2015). One more difficulty is the fact that narrative inquiry is interpreted and implemented differently by various scholars (James, 2018). Due to this aspect, some researchers argue for the need to draw a firmer line between what narrative inquiry is and what it is not (James, 2018). A disadvantage is also presented by the potentially lacking understanding and trust between participants and researchers or researchers and ethics review boards (Bruce et al., 2016).

The next limitation is concerned with the fact that identity construction that is described in the narrative constitutes only one of the features presented by identity-in-action (McAlpine, 2016). Also, according to Taylor, the narratives’ innate structure frequently leads to the problem of overlooking the “overarching sense of indeterminacy, partiality, and complexity” (as cited in McAlpine, 2016, p. 46). Hence, researchers should be cautious of the information that is left out from respondents’ stories and mind the inconsistencies in narrations. Along with this difficulty, there is a challenge of the researcher’s wrong interpretation of the data given by respondents. Finally, there is a limitation concerned with narrowing the focus of research and ignoring the broader structural problems (McAlpine, 2016). Thus, despite the variety of benefits presented by narrative inquiry, researchers utilizing this approach should be highly attentive to avoid possible mistakes in the process of collecting and analyzing data.

The Evaluation of the Selected Software Analysis Program

Electronic analysis of research data has been commonly associated with quantitative methods. However, one must admit the presence of a sufficient amount of software for qualitative data analysis. Still, despite their availability, these tools are not favored by qualitative research specialists, and the most probable reason for it is the difficulty mastering the software (Zamawe, 2015). In the present study, the software analysis program to be utilized is NVivo. This program is aimed not so much at analyzing the collected data but at aiding the process of analysis (Zamawe, 2015). NVivo is a popular data management program that has such features as multimedia functions, rich text capabilities, and character-based coding. Furthermore, the program incorporates built-in facilities enabling individuals from different geographical areas to operate the same information files simultaneously via a network.

Another benefit of NVivo is in its high level of compatibility of the program with research designs. Since NVivo is not “methodological-specific,” it can be utilized with a variety of qualitative research designs and data analysis methods, including ethnography, grounded theory, literature reviews, discourse analysis, phenomenology, conversation analysis, and mixed methods (Zamawe, 2015, p. 13). NVivo has been available since the 1980s, but only a small amount of researchers have utilized it. Zamawe (2015) notes that despite some limitations, the program is rather useful, and, hence, underestimated. For instance, an evident advantage of NVivo is “easy, effective and efficient coding,” making the retrieval process easier (Zamawe, 2015, p. 14). The program also enables scholars to gather information across sources to group the material that is related (Dollah et al., 2017). Apart from easy data management, NVivo offers such advantages as simplicity in finding topics, the opportunity to save time, and the simplification of data classification.

At the same time, it is necessary to admit some drawbacks of the system. For instance, researchers admit that NVivo may present difficulty processing audio files (Zamawe, 2015). What is more, the program requires much time to master (Dollah et al., 2017). Also, NVivo may be expensive for researchers, as well as it may present complications when attempting to interpret data (Dollah et al., 2017). Still, taking into consideration all advantages and disadvantages of NVivo and bearing in mind the purpose of the present research, it is relevant to use the selected software for the simplification of data analysis in the process of work on the research problem.

Validity Threats in the Selected Qualitative Design

As with any qualitative research design, narrative inquiry meets threats to validity. There are two major dimensions in which the selected method’s validity may be undermined. Firstly, there may arise the problem of a disparity between individuals’ experiences and the stories they tell about these experiences (Wang & Geale, 2015). Secondly, there may emerge wrong connections between the stories told and the interpretations of these stories. In case any of these two issues appear, the validity of research will inevitably suffer. To avoid these common problems, the researcher has to make sure that participants understand the purpose of the study and are aware of the need to be precise and objective about their narratives. On the other hand, the researcher also should do their best to remain impartial and help respondents to uncover their stories in a logical and untwisted way.

Validity in qualitative research is established through such qualities as confirmability, credibility, trustworthiness, and dependability. Apart from that, rigorous data collection and analysis are required, as is member checking (Byrne, 2015). There may also emerge some validity threats of narrative inquiry as a research design in connection with these issues. Confirmability is related to the establishment of trustworthiness and the level of confidence that the study is based on respondents’ narratives rather than on the researcher’s biased opinions (Abkhezr et al., 2020; Heilmann, 2018). In order to make sure that the study focuses on participants’ narratives solely, the researcher has to reflect on their choice of the topic and the attitudes toward data collection and interpretation.

Another important aspect that can pose a threat to validity is credibility. According to Haydon et al. (2018), researchers have to consider whether narrative inquiry has the potential to answer the research question. One of the ways of overcoming this threat is long-term communication between the researcher and the participant, which allows for the confirmation of data collection, thus leading to a higher level of rigor and credibility (Haydon et al., 2018; Nolan et al., 2017).

To mitigate threats to dependability and trustworthiness, narrative inquirers need to be highly attentive when listening to individuals’ stories. Furthermore, as Nolan et al. (2017) mention, it is of utmost importance to respond to critics’ notes. Without a sober reaction to criticism, a researcher risks making the study biased, which can lead to a lack of trustworthiness and dependability. It is a good idea to let participants check the final interpretation of their narratives to evaluate whether it coincides with the experience they described in their stories (Nolan et al., 2017). Harfitt (2015) also emphasizes the significance of validating the field notes with participants as a crucial prerequisite of maintaining trustworthiness. The process of data analysis is no less essential than that of data collection when it comes to maintaining the study’s validity. As Wang and Geale (2015) remark, it is necessary to perform validation checks throughout collecting and analyzing data. Furthermore, the researcher should maintain a close connection with the participants at all stages of the study to ensure its dependability and trustworthiness.

Potential Ethical Issues

When considering narrative inquiry as a research design, ethical issues are probably the most significant ones to be addressed. The main problem that may arise is that sharing one’s experiences may turn into something more personal than mere information exchange (Caine et al., 2019). As a result, by the end of the study, investigators may develop too friendly relationship with their respondents. Another potential ethical issue is that researchers place the narratives of the participants within a larger narrative, which means that scholars are imposing meaning on respondents’ experiences. Consequently, there may arise the problem of the misinterpretation of data.

The next ambiguous issue is the subjectivity of the study on the part of a researcher (Caine et al., 2019). Because some of the personal narratives are ambiguous, it is impossible to rule out researchers’ personal assessment of the situations, through the prism of which respondents’ narrations may be altered from what they were meant to uncover initially. Narrative inquirers should also bear in mind that their relationships with the participants can affect the final result of the study (Law & Chan, 2015). Therefore, researchers should be cautious of their own interpretations of the respondents’ narratives, as well as they should make sure that their interactions do not influence the final result.

In order to minimize the risk of the mentioned ethical issues in the current research, the following steps will be taken. Firstly, the researchers will make it a rule not to become too close or friendly with the participants in order to remain as objective as possible throughout the whole process of the study. Secondly, the researcher will listen to the narratives attentively and ask clarifying questions if needed, which will enable avoiding misinterpretations. Finally, at all stages of the research project, the researcher will refrain from offering a personal assessment of situations described by participants. By following these steps, it will become possible to avoid the most viable ethical concerns.

Summary of Research

Research on the topic of online gaming addiction available so far is rich in directions of investigation. Scholars have analyzed individuals’ disposition toward engaging in online gaming (Balakrishnan & Griffiths, 2018; Pietersen et al., 2018; Tang et al., 2017), the desire for online group gaming (Gong et al., 2019), and dysfunctional cognitions associated with Internet gaming disorder (Marino & Spada, 2017). These and other topics of research allowed for an in-depth understanding of the research question, but they have not answered all the questions related to online gaming addiction.

A connection between individuals’ loyalty toward online gaming and developing online gaming addiction has been found. Research findings reveal that addiction to online mobile games is associated with game loyalty (Balakrishnan & Griffiths, 2018). Furthermore, scholars report a positive relationship between online gaming addiction and the tendency to purchase mobile in-game applications. Finally, researchers have investigated that online gaming loyalty boosts players’ desire to buy online game applications. However, researchers failed to provide a discussion of how these processes evolve.

A study by Gong et al. (2019) has resulted in finding a positive correlation between the desire for playing online games and addiction to this activity. Additionally, the authors have found that the desire for group gaming is connected with people’s social identities, expected enjoyment, and specific attitudes. However, the research lacks generalizability since Gong et al. (2019) have analyzed only one type of social game played online. Meanwhile, each online game has its own unique features aimed at supporting specific social ties, which can have different effects on players’ predisposition toward becoming addicted to playing.

Marino and Spada (2017) have examined the peculiarities of the gaming disorder with the help of a narrative review, which makes this study especially valuable in light of the selected topic and research design. Scholars report that online gaming-associated dysfunctional conditions are numerous, and their quantity increases with the growth of the industry. Marino and Spada (2017) remark that it is crucial to differentiate between dysfunctional cognitions and metacognitions in Internet gaming disorder. Implications for future research based on these findings include the comparison between dysfunctional cognitions and metacognitions with the aim of finding effective evidence-based treatment for online gaming addictive individuals.

Findings of Tang et al.’s (2017) research suggest that males are usually more addicted to online games than women, whereas females are more predisposed to online social networking addiction. Pietersen et al.’s (2018) study has resulted in valuable insights into what it is to be a gamer based on online gaming addicts’ personal narratives. Whereas these studies have addressed some of the aspects of online gaming and the development of addiction to it, more thorough research is needed in various dimensions of the research topic. Specifically, it is important to focus research on understanding the development of online gaming addiction and people’s feelings about it.

Abkhezr, P., McMahon, M., Campbell, M., & Glasheen, K. (2020). Exploring the boundary between narrative research and narrative intervention: Implications of participating in narrative inquiry for young people with refugee backgrounds. Narrative Inquiry, 30 (2), 316-342. Web.

Androutsopoulou, A., & Stefanoua, M. M. (2018). Seeking “home”: Personal narratives and turning points in the lives of adult homeless. The European Journal of Counselling Psychology , 7 (1), 126-147. Web.

Balakrishnan, J., & Griffiths, M. D. (2018). Loyalty towards online games, gaming addiction, and purchase intention toward online mobile in-game features. Computers in Human Behavior , 87 , 238-246. Web.

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Chen, J. C. (2019). Restorying a “newbie” teacher’s 3d virtual teaching trajectory, resilience, and professional development through action research: A narrative case study. TESOL Quarterly, 54 (2), 375-403. Web.

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Gong, X., Zhang, K. Z. K., Cheung, C. M., Chen, C., & Lee, M. K. O. (2019). Alone or together? Exploring the role of desire for online group gaming in players’ social game addiction. Information & Management , 56 (6). Web.

Gordon, L. J., Rees, C. E., Ker, J. S., & Cleland, J. (2015). Leadership and followership in the healthcare workplace: Exploring medical trainees’ experiences through narrative inquiry. BMJ Open, 5 , e008898. Web.

Harfitt, G. J. (2015). From attrition to retention: A narrative inquiry of why beginning teachers leave and then rejoin the profession. Asia-Pacific Journal of Teacher Education, 43 (1), 22-35. Web.

Haydon, G., Browne, G., & van der Riet, P. (2018). Narrative inquiry as a research methodology exploring person centred care in nursing. Collegian, 25 (1), 125-129. Web.

Heilmann, S. (2018). A scaffolding approach using interviews and narrative inquiry networks. An Online Journal for Teacher Research, 20 (2). Web.

Ho, I. K., Newton, T. L., & McCabe, A. (2020). The narrative structure of stressful interpersonal events. Narrative Inquiry , 30 (1), 1-17. Web.

Hu, J., Zhen, S., Yu, C., Zhang, Q., & Zhang, W. (2017). Sensation seeking and online gaming addiction in adolescents: A moderated mediation model of positive affective associations and impulsivity. Frontiers in Psychology, 8 . Web.

James, G. (2018). A narrative inquiry perspective into coping mechanisms of international postgraduate students’ transition experiences. American Journal of Qualitative Research , 2 (1), 41-56.

Kovinthan, T. (2016). Learning and teaching with loss: Meeting the needs of refugee children through narrative inquiry. Diaspora, Indigenous, and Minority Education, 19 (3), 141-155. Web.

Law, B. Y.-S., & Chan, E. A. (2015). The experience of learning to speak up: A narrative inquiry on newly graduated registered nurses. Journal of Clinical Nurses, 24 , 1837-1848. Web.

Marino, C., & Spada, M. M. (2017). Dysfunctional cognitions in online gaming and internet gaming disorder: A narrative review and a new classification. Current Addiction Reports , 4 (3), 308-316. Web.

Martinie, S. L., Kim, J.-H., & Abernathy, D. (2016). “Better to be a pessimist”: A narrative inquiry into mathematics teachers’ experience of the transition to the Common Core. The Journal of Educational Research, 109 (6), 658-665. Web.

McAlpine, L. (2016). Why might you use narrative methodology? A story about narrative. Eesti Haridusteaduste Ajakiri, 4 (1), 32-57. Web.

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Nolan, S., Hendricks, J., Williamson, M., & Ferguson, S. (2017). Using narrative inquiry to listen to the voices of adolescent mothers in relation to their use of social networking sites (SNS). Journal of Advanced Nursing, 74 (3), 743-751. Web.

Pietersen, A. J., Coetzee, J. K., Byczkowska-Owczarek, D., Elliker, F., & Ackermann, L. (2018). Online gamers, lived experiences, and sense of belonging: Students at the University of the Free State, Bloemfontein. Qualitative Sociology Review , 14 (4), 122-137. Web.

Sheilds, L., Molzahn, A., Bruce, A., Schick Makaroff, K., Stajduhar, K., Beuthin, R., & Shermak, S. (2015). Contrasting stories of life-threatening illness: A narrative inquiry. International Journal of Nursing Studies, 52 (1), 207–215. Web.

Šporčić, B., & Glavak-Tkalić, R. (2018). The relationship between online gaming motivation, self-concept clarity and tendency toward problematic gaming. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 12 (1). Web.

Tang, C. S. K., Koh, Y. W., & Gan, Y. (2017). Addiction to Internet use, online gaming, and online social networking among young adults in China, Singapore, and the United States. Asia Pacific Journal of Public Health , 29 (8), 673-682. Web.

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• Gambling and Gaming Industry
• Online gaming and behavior
• The Gaming Industry in the USA
• Playing Video Games Can Help to Control Dreams
• Does Video Game Violence Lead to Aggression in Children?
• Video Games as a Way to Fix Reality
• The Impact of Video Games on the Human Psyche
• Natural Law and Video Games
• Chicago (A-D)
• Chicago (N-B)

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Essay on Online Games Addiction

Students are often asked to write an essay on Online Games Addiction in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

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100 Words Essay on Online Games Addiction

Understanding online games addiction.

Online games addiction means playing games on the internet too much. This happens when someone spends more time playing games than doing other important things. This can cause problems like poor grades in school, less time with friends and family, and even health issues.

Reasons for Addiction

There are many reasons why people get addicted to online games. Some people play to escape from real-world problems. Others find the games exciting and challenging. Some people even play to feel a sense of achievement.

Effects of Addiction

Playing games too much can cause many problems. It can lead to poor performance in school or at work. It can also cause health problems like eye strain and lack of sleep. It can even hurt relationships with friends and family.

Overcoming Addiction

Overcoming online games addiction can be tough, but it’s possible. It’s important to set limits on how much time you spend playing games. It can also help to find other hobbies or activities to do instead of playing games. It might also be helpful to talk to a counselor or therapist.

Online games can be fun, but it’s important not to let them take over your life. If you think you might be addicted, it’s important to seek help. Remember, there’s a lot more to life than just playing games!

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• Speech on Online Games Addiction

250 Words Essay on Online Games Addiction

What is online games addiction.

Online games addiction is when a person cannot stop playing games on the internet. They spend too much time playing these games and ignore other important things in life. This can harm their studies, health, and relationships.

Why Do People Get Addicted?

People get addicted to online games for many reasons. Some find these games fun and exciting. They enjoy the challenges and rewards that these games offer. Others use these games to escape from stress or problems in real life.

Effects of Online Games Addiction

Online games addiction can have many bad effects. It can cause poor grades in school because students spend too much time playing games instead of studying. It can also lead to health problems like eye strain and lack of sleep. Moreover, it can harm relationships with family and friends because the person is always busy with the games.

How to Overcome Online Games Addiction

Overcoming online games addiction is not easy, but it is possible. One way is to set a limit on how much time you can spend on games each day. Another way is to find other fun activities to do, like playing sports or reading books. It can also help to talk to a trusted adult about the problem.

In conclusion, online games addiction is a serious issue. It can harm a person’s studies, health, and relationships. But with the right help and effort, it can be overcome. It is important to balance online gaming with other activities and responsibilities in life.

500 Words Essay on Online Games Addiction

Online games addiction is when a person spends too much time playing games on the internet and finds it hard to stop. This can lead to problems in other parts of life like school, work, or relationships. It’s a bit like when someone can’t stop eating sweets, even though they know it’s bad for them. They might want to stop, but they find it very hard to do so.

There are many reasons why people get addicted to online games. Some people play games to escape from real-life problems or to feel good about themselves. Games can make people feel like they’re winning or achieving something, which can be very satisfying. Other people might get addicted because the games are so much fun and they lose track of time. Sometimes, people get addicted because they’re trying to be the best at the game and can’t stop until they are.

The Impact of Online Games Addiction

Online games addiction can cause many problems. Firstly, it can lead to poor performance in school or work. This is because people who are addicted to games often spend so much time playing that they don’t have time for anything else. They might also lose sleep because they stay up late to play games.

Secondly, addiction can harm relationships. If a person spends too much time playing games, they might not spend enough time with their friends and family. This can make people feel lonely and isolated.

Lastly, spending too much time playing games can also be bad for health. It can lead to problems like poor posture, eye strain, and lack of physical activity.

How to Prevent and Overcome Online Games Addiction

Preventing online games addiction starts with setting limits. It’s fine to play games, but it’s important to have a balance. This means making time for other activities like studying, playing sports, or spending time with friends and family.

If someone is already addicted to online games, it might be hard for them to stop on their own. In this case, it can be helpful to seek help from a professional, like a counselor or a psychologist. They can provide guidance and support to help the person overcome their addiction.

In conclusion, online games addiction is a serious problem that can affect a person’s school, work, relationships, and health. It’s important to balance time spent on gaming with other activities and seek professional help if needed. Remember, games are meant to be fun, not something that takes over your life.

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Persuasive Essay: Video Games

Teenagers today often spend a great deal of time playing video games. These games are fun and engaging and young people often feel like playing games is a great thing to do in their spare time. However, you shouldn’t spend too much time gaming and there are a number of reasons for this: it’s unhealthy, you should spend more time studying, and you need to socialize more.

The primary reason to cut down on gaming time has to be that youths that spend a long time on computers and games consoles are often not getting enough exercise. With high obesity rates, it’s very important for young people to spend as much time being active as possible, especially since studies show that people who are overweight during childhood and adolescence are far more likely to become overweight adults than those of a healthy weight when they’re young. There is just as much, if not more, fun to be had in getting out and about and being active. This doesn’t have to mean going for long runs if that’s not your thing; team sports are both fun and great exercise. Dance or fitness classes are also a good option for those not into sports.

Secondly, getting a good education is that best thing that you can do for your future. If every teenager cut down on their gaming time by 30 minutes per day and used this time to study, the whole of that generation would achieve better results and be more likely to have the career that they want. With education, you get out what you put in, so it’s really up to you to put in the additional effort. If you want to go to a good college, extra study in your own time will be completely vital, but gaming can reduce your concentration span and make this more difficult.

The third main reason that playing video games too often is that it’s no good for your social skills. Some teenagers may argue that because they can now play their games online with friends, they are socializing in their own way. However, you can’t beat face-to-face contact, and if you want to succeed in interviews and build good relationships in later life, you need to develop some proper communication skills. This shouldn’t be a chore, or difficult, because hanging out with friends is far more fun than sitting indoors playing on games all day anyway!

In conclusion, there can be no doubt that spending too much time gaming isn’t good for you. You don’t have to stop all together, but it’s all about moderation. Cut down and allocate your additional free time to doing things that are good for you, and you definitely won’t regret it in later life.

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How ‘Among Us’ Helps Students Master Argumentative Writing

In the popular online strategy game, students make claims, listen to counterclaims, and reach a conclusion—skills they need to write a strong argumentative essay.

Like many other teachers in the world, I have been tasked with the incredible challenge of teaching online to a sea of students who are used to being in a classroom learning, discussing, and connecting with their peers. In just a couple of days, I went from a loud, bustling classroom full of energetic 10th graders to an eerily quiet Zoom call full of black boxes and muted mics. Hearing and seeing my students became a thing of the past. When I began to notice my students struggling to understand argumentative writing, I knew I had to get creative.

In addition to teaching English, I run my school site’s gaming and e-sports clubs. Advising those club meetings was like night and day compared with teaching my English class; I could barely say a word during our meetings because my students were so excited to play games with each other.

It all clicked when my gaming students asked if they could play a game called Among Us . As my students worked together to find the imposter, I noticed them using all the skills I was teaching in my classes; I heard each of them formulate a claim using multiple pieces of evidence. I listened to them respectfully disagree, negotiate, and work together with their peers to analyze the claims they were hearing and ultimately decide as a team which claim was strongest. The best part? None of them even realized that what they were doing was academic. That’s when I knew I needed to bring it into my classroom.

What Is ‘Among Us’?

Among Us is a free-to-play social deduction game, in which you work together with a group of up to 10 people to figure out who is the imposter. You can download the Among Us app or purchase the game for your PC or Nintendo Switch. At the beginning of each game, you are deemed either a crewmate or an imposter. If you are a crewmate, you are assigned tasks to complete as fast as possible without getting killed by the imposter. The violence in the game is pretty cartoonish, and Common Sense Media rates the game as appropriate for kids 10 and older. To win, you must finish your tasks or work with your fellow crewmates to find the imposter(s). If you are an imposter, your job is to eliminate as many crewmates as possible and sabotage the game without getting caught.

When a crewmate finds a dead body, all players are forced into a discussion and voting time that allows them to report out what they saw and who they were with, and raise suspicion against other players. This means that no matter what role you are given at the beginning of the game, strong argumentative skills are key.

Prior to entering my class, most of my students were familiar with the basics of argumentative writing through the claim, evidence, and analysis (CEA) paragraph structure. After putting out our first writing assignment, though, I noticed that there was a disconnect between the claims they made and the evidence they chose. I found myself writing the same feedback over and over again, asking them, “How does this evidence support the argument you are trying to make?”

Integrating ‘Among Us’ in the ELA Classroom

One of the biggest differences between teaching online and in person is the lack of class discussion. Four-corner activities and casual debate warm-ups were no more, once we transitioned to distance learning, because no one felt comfortable unmuting their mics. I was struggling to show the students the connection between argumentative speaking and writing. The second I announced to my class that we were going to play Among Us , I couldn’t get them to stop talking. I even had a group of students stay through their 30-minute lunch break to keep playing with their classmates.

I began by walking through my Emergency Meeting Argumentative Speeches slides to set up the rules and game-play structure. The biggest change I made between the common game mode and my persuasive speech activity was the structured discussion time.

During the 90-second discussion period, all students must have their mics unmuted and participate so that everyone’s voice is heard. The first 30 seconds are reserved for each student to make a claim. I ask them to report out where they were, what/who they saw, who they believe the imposter is, and why. The next 30 seconds are for counterclaims where students can defend themselves or others. The last 30 seconds are for students to state whose claim they agree or disagree with and why. At the end of discussion time, they each have the option to vote for who they believe the imposter is or skip. This continues until the imposter is caught or the crewmates finish their tasks.

Connecting ‘Among Us’ to Argumentative Writing

Next came the task of connecting what they just did in their favorite game to the not-so-exciting article we were reading as a class. Using Pear Deck , I set up an interactive slideshow with claims from the article with a few pieces of direct evidence. Their goal on each slide was to find the “imposter,” or rather the piece of evidence that did not support the claim, and explain why. Everything finally clicked when I made that small shift in word choice for unrelated evidence, and my students’ writing became much more accurate.

After months of teaching into the abyss, bringing Among Us into my classroom gave my class a breath of fresh air it desperately needed. Not only did playing the game with my students help them refine their writing skills, but it built the classroom community that distance learning had taken away. If you’re struggling to teach writing remotely or looking for an activity to build community and get your students to unmute their mics, mention Among Us  and watch what happens.

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Online Games Good or Bad Speech

• Updated on  
• Sep 15, 2022

Online Gaming is a new fad amongst all age groups today especially amongst teenagers which has its own advantages and disadvantages. Online Games Good or Bad Speech is among the ASL Topics and we have composed two sample speeches that can help you prepare for your English assessment.  

Online Game: Good Or Bad Speech Sample 1 [400-500 words]

Good morning everyone! I am ABC and today I stand before you to present an insightful and informative speech on whether Online games are good or bad? Online gaming is a double-edged sword that has its own share of merits and demerits. Post pandemic most of our life has become virtual and hence, being completely cut off from online gaming is impossible and even if possible, it will do more harm than good as children and teenagers will be deprived of leisure. Coming on to the bright side of online gaming, there are a plethora of benefits of online gaming as they hone our Analytical thinking, inculcate the importance of Goal-oriented Behaviour as a lot of online Games involve missions and levels which requires really good gaming skills, and online gaming makes teenagers more prudent and alert. India has witnessed a huge boom in the gaming market because the majority of our population is young, mobile phones are available at low cost, and easily available on the Internet. India is among the top 5 online mobile gaming industries and as per research which shows 30 percent of people believe playing online games enhances cognitive skills. Playing online games helps teenagers connect with their peers as most of the teenagers play online games and also if played within limits then it is a really good leisure activity. Now after exploring the merits, we will now understand the dark side of online Gaming. Playing excessive online games reduces our interest in other important activities like academics, outdoor sports. Moreover, all day of sitting and playing online games is detrimental for physical and mental health. Also at times, kids can download games from unsafe sources which may bring viruses to their mobile phone or PC. Also, these games are highly addictive in nature which not only distorts focus but also inhibits delayed gratification among children. Playing action games frequently makes children impulsive and aggressive. The research found that gaming addiction is correlated with low-self esteem, negative beliefs about one’s self, and poor social relationships. Be careful while playing online games, as the most attractive game can be the biggest distraction that can hinder you from achieving your goals and dreams. Now after taking both merits and demerits of online gaming into consideration it is safe to say that online games are beneficial as well as harmful depending completely on us whether we allow these games to overpower our willpower or not. Otherwise if played in limit playing games can be a rewarding experience as well.

Online Game: Good Or Bad Speech Sample 2 [200-300 Words]

Good morning everyone! I am ABC and today I stand before you to present an insightful and informative speech on Online games: good or bad? Just like a coin, online gaming has two sides that must be understood comprehensively. First, we will explore the bright side of online gaming and some of the benefits of online gaming can’t be ignored as it helps us in improving our critical thinking skills as games with tough missions and levels require us to think critically, encourage out of the box and solution-oriented manner of thinking as some missions in a particular game may require spontaneity and smartness in order to crack those missions. Also if played within limits, online gaming, especially with friends, can be a rewarding experience indeed after a tiresome and hectic day at work or College and it improves the presence of mind and alertness. Now further, let’s explore the dark side of online gaming. Some of its demerits are that it takes up a lot of our time, if we get addicted to it and it also deviates us from our main goals and work. Playing violent and action games can definitely instill violence and aggression in our behavior. Thus, we must be cautious of online gaming and play these games within the limit as playing them excessively can hinder our social relationships and affect our health. After taking both the pros and cons of online gaming into account, it is advisable to play online games but only within a limit so that it does not overpower our willpower.

Apart from Online Gaming Good Or Bad Speech, here are some more popular speech samples for you:

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13 comments

your blog gave me lots of knowledge for gaming

Thank you, Pawan!

this website is a gem i like the way they give the intro and outro

Glad you liked it, Harin! You can also check: Harvard’s 5 New Free Online Courses for Programmers How to Make a Career in Online Gaming? Reach us at 1800 57 2000 for study-abroad related matters!

you are very very nice

Thank you for the comment, Vinayak!

Very good app is this I want to study with this class

If you liked the blog o speech on the online game good or bad, you must read our blog on speech on Procrastination- https://leverageedu.com/blog/speech-on-procrastination/ .

This info is new for me ! Thanks

Glad to help!

Thanks for this.

This article posts a lot of information on online games that help us have different strategies, critical thinking, multitasking, problem-solving, quicker decision making, relaxation, better memory, and more concentration.

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An opinion essay.

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Online gaming: Advantages and Challenges Essay

Essay on online gaming: advantages and challenges for class 10, 12, mains exam (upsc, psc, ssc).

Online gaming: Advantages and Challenges Essay : Online games refers to the games that is played on a computer system with the help of an efficient network system.  The evolution of online games dates back to 1970s when it was based on a packet-based networking.  An early example of online games is MUD that was established in the year 1978 and in the beginning, it was restricted to an internal network before getting connected to ARPANET in 1980.  The increased availability of the internet in the 1990s led to the popularity of online games having remarkable titles such as Nexus, Quake world, Lineage, StarCraft, and PlayStation. During the 2020s technology and internet server became cost effective due to which the use of online gaming has increased.

Advantages:

Online gaming has become a trend among the young generations with the advancement of the global internet. The gamers connect and interact with one another while playing online games. The gamers use gaming consoles, computers and smart phones with the internet connection to play online games. The advantages of online gaming are discussed below:

1.) There is always a tendency to socialize while playing online games as it enables communication to take place between the games who are located at different regions of the world.  This helps to develop team spirit and cooperation.

2.) Online gaming helps to boost the concentration power of the individuals and develop the memory power. Some online games demand preparation and planning to complete the levels. The gamers therefore can develop a tendency to win to reach the extreme levels.

3.) Online gaming helps in developing the analytical skills and so the gamers can response to any actions very quickly.  The analytical skills help them to anticipate a success or a failure.

4.) Certain online games generate a source of revenue for the gamers. Play Rummy, Swagbucks and Exodus 3000 helps some gamers to earn from online gaming.

5.) It serves as a source of entertainment and relaxation for the gamers and keeps them stress free.

Challenges:

The challenges of online gaming are discussed below as follows:

1.) The  Internet Service provider is getting expensive day by day due to which online games are getting expensive. Besides this, some online gaming accounts needed paid subscription.

2.) Online gaming always pose a risk of hacking. The gaming sites require the personal information of the players which may be hacked for illegal activities.

3.) Online gaming has turned out to be an addiction for the young gamers who spend much time on gaming rather than studying.

4.) Cyber bullying is another such activity of online gaming wherein the gamers are taken advantage of. Certain gamers are also charged with money which is at times unethical.

5.) Prolonged period of online gaming affects the physical and mental health of the online gamers. Some might develop spondylitis while others end up having blurred vision.

Conclusion:

To conclude it can be said that the use of online gaming should be limited. Excessive use may land the online games in difficulties. Nevertheless, in order to lessen the stress online games can be played while keeping parity with the other important activities of the day.

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The Allure and Complexities of Overstock Online Shopping

This essay about overstock online shopping explores its appeal and challenges. It highlights how consumers are attracted to significant savings and the convenience of purchasing surplus inventory at discounted prices from the comfort of their homes. The variety of products available adds an element of surprise and excitement to the shopping experience. However, the essay also addresses potential issues such as variability in product quality, sustainability concerns, and the risk of impulsive buying driven by flash sales and limited-time offers. It emphasizes the importance of a strategic and informed approach to maximize the benefits of overstock shopping while minimizing its downsides.

How it works

In the digital age, overstock online shopping has emerged as a game-changer in the retail industry, offering consumers access to a plethora of discounted items. This practice, where retailers sell surplus inventory at reduced prices, has become increasingly popular due to its potential for significant savings and convenience. However, while overstock online shopping presents numerous benefits, it also brings a set of unique challenges that consumers need to navigate carefully.

One of the foremost attractions of overstock online shopping is the opportunity for substantial financial savings.

Retailers, keen to clear out excess stock to make space for new arrivals, often mark down prices on overstock items significantly. This can include a wide array of products ranging from electronics and household goods to fashion and accessories. For budget-conscious shoppers, these discounts are particularly appealing, allowing them to purchase high-quality items without breaking the bank. The ability to shop from home adds another layer of convenience, eliminating the need for trips to crowded stores and long checkout lines.

The variety available in overstock online shopping is another major draw. Overstock sales can encompass a broad spectrum of product categories, offering consumers a chance to explore and discover items they might not have otherwise considered. This element of surprise transforms shopping into an engaging adventure. You might start your search for a new blender and end up with an exquisite piece of jewelry or a high-end gadget, all at a fraction of the original cost. The thrill of finding unexpected deals makes the shopping experience both enjoyable and rewarding.

However, despite its many advantages, overstock online shopping is not without its pitfalls. One of the most significant concerns is the potential variability in product quality. Overstock items may include older models or products that failed to meet sales expectations, raising questions about their condition and relevance. While many reputable platforms ensure their overstock merchandise is in excellent shape, it is essential for consumers to remain vigilant. Conducting thorough research, reading customer reviews, and understanding the seller’s return policies can help mitigate the risk of disappointment.

Sustainability is another issue that casts a shadow over the allure of overstock online shopping. The existence of surplus inventory highlights inefficiencies in the retail supply chain, contributing to overproduction and waste. Environmentally conscious consumers may struggle with the ethical implications of purchasing overstock items, as this practice can indirectly support unsustainable manufacturing practices. Balancing the desire for discounted goods with a commitment to eco-friendly shopping habits requires thoughtful consideration and a willingness to make informed choices.

Additionally, the fast-paced nature of overstock sales can create a sense of urgency that drives impulsive buying. Flash sales and limited-time offers often induce a fear of missing out, leading shoppers to make hasty decisions without fully evaluating their needs or the value of the deal. This impulsiveness can result in unnecessary purchases, cluttered living spaces, and financial strain. To avoid falling into this trap, consumers should cultivate a mindful approach to shopping, setting clear priorities and budget limits before diving into overstock deals.

Moreover, the sheer volume of options available can sometimes be overwhelming. With countless products spanning multiple categories, shoppers might find it challenging to navigate and identify the best deals. Effective overstock shopping requires a strategic mindset, including the ability to sift through extensive listings and compare prices across different platforms. Tools such as price comparison websites and browser extensions can be invaluable in this regard, helping consumers make informed decisions and avoid overpaying.

Despite these challenges, the benefits of overstock online shopping continue to make it an appealing choice for many. The key to a successful experience lies in balancing enthusiasm for bargains with a cautious and well-informed approach. By staying aware of potential pitfalls and adopting strategies to mitigate them, shoppers can maximize the advantages of overstock shopping.

One way to approach overstock online shopping strategically is by setting clear goals and sticking to them. Before diving into an overstock sale, it can be helpful to create a list of needed items and a corresponding budget. This not only helps in resisting the temptation to buy unnecessary goods but also ensures that purchases are meaningful and intentional. Additionally, keeping an eye on reviews and ratings for both the products and the sellers can provide valuable insights and enhance the likelihood of a satisfactory purchase.

Understanding the terms and conditions of each sale is equally important. Return policies can vary significantly across different platforms, and being aware of these policies can save a lot of trouble in case the purchased item does not meet expectations. Furthermore, subscribing to newsletters and alerts from reputable overstock platforms can provide timely updates on upcoming sales and exclusive offers, giving shoppers a competitive edge.

In conclusion, overstock online shopping offers a compelling blend of affordability, variety, and convenience that appeals to a wide range of consumers. However, it also presents challenges that require careful navigation, such as potential quality issues, sustainability concerns, and the risk of impulsive spending. By approaching overstock shopping with a strategic and informed mindset, consumers can enjoy the benefits of significant savings and exciting finds while minimizing potential downsides. As the trend continues to grow, those who master the art of overstock shopping are likely to find it a valuable and rewarding part of their retail experience.

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How Timberwolves, led by Karl-Anthony Towns and Anthony Edwards, defeated Mavericks in Game 4 to extend West finals

Behind Anthony Edwards and Karl-Anthony Towns , the Minnesota Timberwolves salvaged their season with a 105-100 Game 4 win over the Dallas Mavericks on Tuesday.

Edwards nearly had a triple-double, leading the Timberwolves with a game-high 29 points, 10 rebounds and nine assists. Towns topped the 20-point mark for the first time this series, adding 25 points and five boards before fouling out late in the fourth quarter.

Luka Dončić posted his sixth triple-double of this postseason in the loss, with 28 points, 15 rebounds and 10 rebounds. Kyrie Irving fell to 14-1 in closeout games, scoring just 16 points and dishing out four assists on 6-of-18 shooting.

Dallas still holds a 3-1 series lead entering Game 5 on Thursday in Minnesota.

Postgame reading

• Jon Krawczynski: Karl-Anthony Towns ‘came through big time’ to help Timberwolves stave off elimination
• Key takeaways: How Anthony Edwards, Timberwolves forced the series to a Game 5

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How Anthony Edwards led Timberwolves to Game 4 win over Mavericks to extend series

Dončić, Irving both take ownership for loss

(Photo: Tim Heitman / Getty Images)

DALLAS — There aren’t gimmes in the conference finals.

The Dallas Mavericks, a professional basketball team, knew that. What happened in Tuesday’s 105-100 Game 4 defeat to the Timberwolves was just a reminder with a hefty consequence, given that its chance at a series sweep has now been exchanged for another trip north to Minnesota. The team’s margin for error, always slim at this point of the postseason, had grown slimmer still due to center Dereck Lively II’s absence with a neck sprain. Without the rookie, the team had no real chance to overcome an abnormally poor evening from its superstar duo, Luka Dončić and Kyrie Irving, who both took blame for the defeat.

“I think that game’s on me,” Dončić said. “I just didn’t give enough energy.”

Dončić still managed 28 points while tallying up a 15-rebound, 10-assist triple-double, but he was inefficient (7-of-21 shooting) and occasionally looked bothered by Minnesota’s team-defining defensive physicality in a manner he hadn’t in the prior three games. (While Minnesota’s most notable adjustment was tasking Anthony Edwards as Dončić’s primary defender, reserve Kyle Anderson seemed to get under Dončić’s skin most often. Anderson has been the most effective defender on the star for most of the series.) Typical of his night, even when he hit a magical shot — a 30-foot and-one 3-pointer that could’ve cut the lead to two points with 12 seconds remaining — Dončić missed the ensuing free throw.

Irving was affected more by the ramifications of Minnesota’s defensive switch-up, which turned Jaden McDaniels into his primary defender.

“It has a huge impact,” Irving said. “He’s a 6-9 wing defender who I’m seeing now from the first time from the start of the game, but I love it. I relish in these types of battles.”

With McDaniels guarding him more frequently, Irving finished with 16 points on 6-of-18 shooting. He seized some of the blame that Dončić had claimed for himself.

“A lot of this is on me,” said Irving, specifically indicating he needed to start the game better. “I had spurts, we had spurts, but I’ve got to put a full 48 minutes of a game together.”

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Mavericks can’t quite overcome Luka Dončić and Kyrie Irving finally having off games

Kyrie Irving's perfect closeout record ends

Tuesday's Minnesota Timberwolves win meant that, for the first time, Kyrie Irving lost a game with the opportunity to advance to the next round of the playoffs.

Irving was an incredible 14-0 in closeout games before the Wolves staved off elimination in Game 4. And he was typically pretty good in those games, too.

• Cavaliers 101, Celtics 93, 2015 first round: 24 points, 11 rebounds
• Cavaliers 94, Bulls 73, 2015 conference semifinals: 6 points
• Cavaliers 118, Hawks 88, 2015 conference finals: 16 points, 5 assists
• Cavaliers 100, Pistons 98, 2016 first round: 31 points, 5 assists
• Cavaliers 100, Hawks 99, 2016 conference semifinals: 21 points, 8 assists
• Cavaliers 113, Raptors 87, 2016 conference finals: 30 points, 9 assists
• Cavaliers 93, Warriors 89, 2016 NBA Finals: 26 points, 6 rebounds
• Cavaliers 106, Pacers 102, 2017 first round: 28 points, 3 blocks
• Cavaliers 109, Raptors 102, 2017 conference semifinals: 27 points, 9 assists
• Cavaliers 135, Celtics 102, 2017 conference finals: 24 points, 7 assists
• Celtics 110, Pacers 106, 2019 first round: 14 points, 7 assists
• Nets 123, Celtics 109, 2021 first round: 25 points
• Mavericks 114, Clippers 101, 2024 first round: 30 points, 6 rebounds
• Mavericks 117, Thunder 116, 2024 conference semifinals: 22 points

Karl-Anthony Towns shakes off difficult stretch to extend series

DALLAS — Here the Minnesota Timberwolves were again, holding a small lead in the fourth quarter of these Western Conference finals, just like they had in each of the first three games against the Dallas Mavericks. The score was 92-90 with a little more than five minutes to play. With the way this series had played out in the first three games, the Timberwolves might as well have been down 10.

The Wolves had the ball in the frontcourt as the shot clock ticked down, and that’s when Kyle Anderson started to orchestrate. The ball was in Anthony Edwards’ hands, and Anderson motioned for Karl-Anthony Towns, the Wolves All-Star whose jumper has been broken this series, to get to the corner.

As Edwards drove to the paint, he rose and could have easily taken a tough, but makeable, pull-up jumper. But Anderson pointed emphatically at Towns in the corner, and Edwards obliged. It did not matter that Towns had struggled so mightily shooting the ball in the first three games, including going 0 of 8 from 3-point range in Game 3. Anderson trusted him and so did Edwards, who zipped a pass to him.

Towns was in foul trouble all game, and much of that was his doing with some ill-advised reach-in fouls. He had just five points in the first half, not helping his cause after going 15 of 54 from the field and 3 of 22 from 3 in the first three games. But he had started to catch a rhythm in the third quarter, and the show of faith from his teammates in the fourth seemed to embolden him. He rose and drilled the 3, his second of the quarter, for a 95-90 lead.

He added another 3 a few minutes later to help the Timberwolves avoid a sweep with a 105-100 victory over the Mavericks. Towns finished with 25 points on 9-of-13 shooting, including four 3s, and five rebounds before fouling out. There were still some head-scratching decisions and ill-advised fouls, but this is the shotmaking form Towns the Wolves have been missing in three very close losses to start this series.

“Everything came together for him,” said Edwards, who had 29 points, 10 rebounds and nine assists. “He was super confident. He wasn’t worried about any of the shots previous to the shots he hit tonight. He played exceptionally well, and he came through big time. He was the reason we won tonight.”

Karl-Anthony Towns ‘came through big time’ to help Timberwolves stave off elimination

When is Game 5?

The next game in the Timberwolves-Mavericks series will tip at 8:30 p.m. ET on Thursday.

The game will be broadcast on TNT.

This early play stood out to me in this game. Some real "We're not ready for Cancun yet" vibes from the Timberwolves.

Jaden McDaniels arm-wrestles Derrick Jones Jr. to deny the wing entry pass. Meanwhile, Mike Conley switches onto Kyrie Irving, Rudy Gobert switches onto Jones on the dribble handoff, Conley denies the pass to Kyrie and then deflects it for a turnover.

Winning relaxes these Timberwolves

These Timberwolves are loose after getting a win.

To end his postgame news conference, Anthony Edwards mentioned how he complimented Cowboys pass rusher Micah Parsons' wardrobe ... and told him he'd bring him a pair of shoes when he returns for Game 6.

Edwards also welcomed backcourt mate Mike Conley to the interview room while reminding reporters Conley is his "OG" and "old as f---."

All in jest, of course. Edwards exited with a "Thank you, Mike Conley."

"They're keeping me young, honestly," Conley said of his younger teammates. "I wouldn't wanna be anywhere else."

Funny exchange after the game between Anthony Edwards and Karl-Anthony Towns during their joint news conference:

"What'd I tell you about fouling?" Edwards asked with Towns sitting to his right.

" You had five! " Towns replied.

"I didn't foul out, " Edwards countered.

Good points all around. Edwards had a ton of praise for his teammate too.

"He was the reason we won tonight."

Without Dereck Lively II, Dallas didn't get quite enough from its stars

Glenn James / NBAE via Getty Images

Dereck Lively II, even as a 20-year-old rookie, is the Dallas Mavericks' third-most important player. (I'm comfortable saying that definitively even if there are reasonable arguments others could make for the team's starting wings.) With the youngster wearing street clothes on the team’s bench after a brutal head collision last game , Dallas’ closeout effort in Game 4 was always going to require other players stepping up from unexpected places.

Maxi Kleber, cleared to play for the first time since suffering a shoulder injury in the final game of the first round, was the first one. With a backup center void needing to be filled, Kleber stepped in quietly but capably . Dallas needed a player with more size than Dwight Powell who could be trusted to properly make rotations, which Kleber did.

There were bench guards who stepped up, too. Jaden Hardy, a second-year guard who hadn't been in the team’s rotation until Game 5 of the Western Conference semifinals, contributed 13 points off the bench . Dante Exum scored five more in a four-minute stint, his first points in the series.

These were the type of contributions Dallas needed to make up for Lively's crucial absence — if, alongside it, Dallas received the type of luxury shotmaking from its superstar duo that it's come to expect throughout this series.

Heading into the fourth quarter down five, it sure felt like that familiar formula was ready to be repeated.

But Luka Dončić (28 points) and Kyrie Irving (16 points) weren't as brilliant as they had been all series, combining to shoot 13-of-40 from the field. Dončić briefly restored that potential feeling of magic, nailing a 30-foot jumper with a foul with 13 seconds remaining. Typical of the duo's night, however, Dončić missed the free throw that would've cut the lead to two.

Dallas now heads back to Minnesota with an atypical chance to close out this series in a gentleman's sweep in a road arena. Dallas can win without Lively, but his return would surely make it easier.

For once, the Wolves were the team thriving down the stretch

The definition of insanity is doing the same thing over and over again while expecting a different result. So naturally, the Wolves found themselves in a one-possession game against the Mavericks with Minnesota's season on the line.

This time, however, the Wolves did something unfathomable in comparison to the other games of this series: They protected a lead in the final minutes and matched Dallas point-for-point in the clutch.

The Wolves held a five-point game with five minutes left. Multiple times, Dallas knocked it down to a one-possession game, but the Wolves attacked intelligently to win Game 4. Anthony Edwards made great decisions on offense, setting up Karl-Anthony Towns for a big 3-pointer. He made his own pivoting whirlwind of moves in the paint to knock down a short shot. He pulled up for a long 2-point jumper to keep the Mavs at bay. The Wolves may have held their lead together with band-aids and thread, but it held it together nonetheless.

This was the Edwards we've been waiting to see in the clutch. Intentional. Calm. Cool. Collected (outside of fouling Luka Dončić on a 3-pointer while up six). While he still works on convincing the refs to give him the star calls, he closed like the star player he is and the one he's projected to become.

Now... can they do it again in Game 5? Or better yet... avoid a clutch game altogether with a big win? Sounds insane, but ...

'We gotta win again'

The Timberwolves "played well right out of the gate" en route to their Game 4 win against the Mavs, Wolves coach Chris Finch said in his postgame news conference.

"We weathered a lot of foul trouble out there, which was frustrating to say the least, but all credit to our guys," Finch said.

Karl-Anthony Towns fouled out late against the Mavs, while Rudy Gobert collected five fouls of his own. They combined for 38 points and 15 rebounds.

Minnesota still trails the series 3-1. When asked out the Game 4 win changed the complexion of the series, Finch was direct.

"It doesn't; we gotta win again."

Chris Finch gambled his team's season on his two bigs, Rudy Gobert and Karl-Anthony Towns, in the fourth quarter of Game 4, rather than playing Naz Reid, who’s been Minnesota's best player throughout the series. It worked. Gobert and Towns played most of the last nine minutes Tuesday, while Reid only played the last 13 seconds. If Jason Kidd had the edge for most of the first three games in rotation and substitution decisions, Finch made the right calls in Game 4. And his team lives to play at least one more day.

Timberwolves survive as only they can

Tim Heitman / Getty Images

The Timberwolves are on the board, in the most Timberwolves way possible. Nothing is easy for them, and this one wasn't either. They fought foul trouble all game and seemed to have the game iced with a six-point lead with 15 seconds to play. But they got some luck when Luka Dončić missed the free throw on a potential four-point play, allowing the Wolves to extend the series.

It was a redemption game of sorts for Karl-Anthony Towns. He has had a nightmare series, but hit 9 of 13 shots, including 4 of 5 3s, on his way to 25 points before fouling out.

This is the Towns the Wolves need in this series, minus the fouls. If they got shooting like that from him in the first three games (he was 3 for 22 from 3), this series would look entirely different.

Anthony Edwards was terrific as well, attacking the paint relentlessly and putting up 29 points, 10 rebounds and nine assists.

The Wolves now head back home for Game 5. They are still in a deep hole, but they fought like crazy to get this one, and may have revived Towns in the process. They have a chance, and that's all they wanted.

And that'll do it — once this pointless review of a clock malfunction is complete. The Minnesota Timberwolves have defeated the Dallas Mavericks 105-100 to force a Game 5 back in Minnesota on Thursday. Anthony Edwards and Karl-Anthony Towns made the big plays late to give Minnesota its first West finals win in 20 years.

OK, now it really might be over. The Timberwolves nearly broke their fans' hearts by taking forever to get the ball inbounds, but Kyle Anderson eventually found Naz Reid with a risky over-the-top pass that the Sixth Man of the Year put down with a (possibly ill-advised) layup to extend Minnesota's lead to five. Good thing Naz made it!

Belay that! Just when it looked like this thing was over, Luka Dončić just hit a pull-up 3 with 13.2 seconds left ... and got fouled by Anthony Edwards!

But Dončić missed the free throw, and Minnesota called timeout while clinging to a 103-100 lead.

And that might do it. The Wolves surprise Dallas by trapping Kyrie Irving with Rudy Gobert, and it leads to a turnover and a foul. Barring a miracle, the Timberwolves are going to force a Game 5.

With Karl-Anthony Towns out, Anthony Edwards needs to take over. And that's exactly what he did, hitting a pull-up midrange jumper to put Minnesota back up five with 38.8 seconds left after Dallas cut the Wolves' lead to 3.

And ... there's Karl-Anthony Towns' sixth foul trying to go for a Luka Dončić pump fake. The Timberwolves have no challenges left, so they're stuck. No more KAT tonight.

Can you have a redemptive arc when your team is down 3-0 in a series? Karl-Anthony Towns is having the closest thing to one in this game. Another 3, plus an Anthony Edwards layup, has Minnesota up eight with 1:38 left.