types of video games essay

Essay on Video Games

Students are often asked to write an essay on Video Games 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.

Let’s take a look…

100 Words Essay on Video Games

Introduction.

Video games are interactive digital entertainment platforms. They are played on devices like computers, consoles, or mobiles.

Types of Video Games

Benefits of video games.

Video games can improve hand-eye coordination, problem-solving skills, and strategic thinking. They can also be a fun way to relax.

Drawbacks of Video Games

Excessive gaming can lead to health issues like eye strain and lack of physical activity. It can also impact social skills if not balanced with real-world interactions.

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250 Words Essay on Video Games

Video games, a form of interactive entertainment, have evolved dramatically from their rudimentary origins in the 1970s. They have penetrated almost every aspect of modern society, becoming a significant part of our culture and a powerful force in the entertainment industry.

The Evolution of Video Games

In their inception, video games were straightforward, consisting of basic graphics and gameplay. However, as technology advanced, so did the complexity and visual appeal of these games. Today, video games are immersive experiences, boasting high-definition graphics, complex narratives, and intricate gameplay mechanics.

The Impact on Society

Video games have a profound impact on society. They have transformed how we spend our leisure time, and have even created new professions, such as professional e-sports players and game developers. In addition, video games have educational potential, as they can develop problem-solving and strategic thinking skills.

Controversies and Criticisms

In conclusion, video games are a multifaceted phenomenon that has significantly influenced our culture and society. Despite criticisms, their popularity continues to rise, indicating their enduring appeal and potential for future growth. As technology continues to evolve, so too will video games, promising exciting developments for this dynamic medium.

500 Words Essay on Video Games

Video games, a form of digital entertainment that has dramatically evolved over the past few decades, have become a significant part of contemporary culture. They offer a unique blend of interactive storytelling, art, and technology, engaging players in a way that no other medium can. Video games are more than just a pastime; they are a platform for expression, learning, and innovation.

The history of video games is a testament to the incredible technological advancements of the late 20th and early 21st centuries. From the rudimentary pixel graphics of the 1970s to today’s immersive virtual reality experiences, video games have continuously pushed the boundaries of what is technologically possible. They have transformed from simple, solitary experiences into complex, social phenomena, connecting people from all walks of life.

The Impact of Video Games

The benefits and concerns.

Despite the criticisms often associated with video gaming, such as addiction and violence, numerous studies have highlighted the potential benefits. Video games can improve cognitive skills, such as problem-solving and spatial awareness, and can also foster social interaction and cooperation when played in groups. They can serve as therapeutic tools, helping to manage conditions like anxiety and depression. However, it is essential to maintain a balanced perspective, acknowledging the potential risks and promoting responsible gaming.

The Future of Video Games

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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.

If you are interested in learning more, check out our essay writing tips !

Tip: If writing an essay sounds like a lot of work, simplify it. Write a simple 5 paragraph essay instead.

Martin is an avid writer specializing in editing and proofreading. He also enjoys literary analysis and writing about food and travel.

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107 Video Game Essay Topic Ideas & Examples

Inside This Article

Video games have become a popular form of entertainment for people of all ages. From action-packed shooters to immersive role-playing games, there is a video game out there for everyone. With such a wide variety of games to choose from, it can be overwhelming to decide on a topic for an essay about video games. To help you get started, here are 107 video game essay topic ideas and examples to inspire your writing:

• The impact of violent video games on children's behavior
• The evolution of video game graphics over the years
• The rise of esports and its influence on the gaming industry
• The benefits of playing video games for cognitive development
• The representation of gender and race in video games
• The history of virtual reality gaming
• The psychology of loot boxes in video games
• The role of music in enhancing the gaming experience
• The ethics of video game journalism
• The impact of video game addiction on mental health
• The cultural significance of video game franchises like Mario and Pokemon
• The future of cloud gaming and streaming services
• The role of storytelling in video games
• The influence of video games on popular culture
• The relationship between video games and education
• The impact of video game censorship on creative expression
• The portrayal of mental health issues in video games
• The role of social media in video game marketing
• The history of video game consoles
• The impact of online multiplayer games on social interaction
• The evolution of game mechanics in the survival horror genre
• The representation of LGBTQ+ characters in video games
• The influence of Japanese culture on video game aesthetics
• The role of nostalgia in the popularity of retro gaming
• The impact of microtransactions on player experience
• The relationship between video games and violence in society
• The role of artificial intelligence in game development
• The impact of video game streaming platforms like Twitch
• The representation of disability in video games
• The influence of game design on player engagement
• The evolution of mobile gaming
• The role of virtual economies in online multiplayer games
• The impact of video game sound design on immersion
• The portrayal of mental illness in video games
• The influence of Eastern philosophy on game narratives
• The role of user-generated content in game communities
• The impact of fan culture on video game development
• The representation of indigenous cultures in video games
• The influence of literature on game storytelling
• The role of game difficulty in player satisfaction
• The impact of video game piracy on the industry
• The portrayal of war in military shooter games
• The relationship between video games and sports
• The influence of board games on video game design
• The role of player choice in game narratives
• The impact of virtual reality on therapy and rehabilitation
• The representation of historical events in video games
• The influence of film on game aesthetics
• The role of gender stereotypes in video game marketing
• The impact of game mods on player creativity
• The portrayal of mental health professionals in video games
• The influence of tabletop role-playing games on video game mechanics
• The role of game mechanics in promoting teamwork and cooperation
• The impact of game development crunch on industry workers
• The representation of animals in video games
• The influence of science fiction on game narratives
• The role of player agency in game storytelling
• The impact of game difficulty on player motivation
• The portrayal of addiction in video games
• The influence of mythology on game aesthetics
• The role of puzzles in game design
• The impact of game reviews on player purchasing decisions
• The representation of mental illness in horror games
• The influence of architecture on game environments
• The role of game soundtracks in enhancing the player experience
• The impact of game tutorials on player learning
• The portrayal of robots and AI in video games
• The influence of fashion on character design in games
• The role of humor in game narratives
• The impact of game localization on cultural representation
• The representation of environmental issues in video games
• The influence of psychology on game design
• The role of game narratives in exploring complex themes
• The impact of game communities on player engagement
• The portrayal of mental health struggles in indie games
• The influence of mythology on game storytelling
• The role of player feedback in game development
• The impact of game accessibility on player inclusivity
• The representation of gender identity in video games
• The influence of surrealism on game aesthetics
• The role of morality systems in game narratives
• The impact of game tutorials on player retention
• The portrayal of mental health professionals in horror games
• The influence of psychology on game narratives
• The role of player choice in shaping game outcomes
• The impact of game aesthetics on player immersion
• The representation of LGBTQ+ relationships in video games
• The role of environmental storytelling in game design
• The impact of game streaming on player engagement
• The portrayal of mental illness in puzzle games
• The role of player feedback in shaping game development
• The impact of game aesthetics on player perception
• The representation of LGBTQ+ characters in horror games
• The influence of film noir on game narratives
• The role of environmental storytelling in shaping game worlds
• The impact of game tutorials on player skill progression
• The portrayal of mental illness in narrative-driven games
• The influence of science fiction on game aesthetics
• The role of player choice in determining game endings
• The impact of game aesthetics on player emotional response
• The representation of LGBTQ+ relationships in indie games
• The influence of literature on game design
• The role of environmental storytelling in immersive game worlds
• The impact of game streaming on player community building
• The portrayal of mental health struggles in interactive fiction games

Whether you are writing a research paper, a critical analysis, or a personal reflection on video games, these topics provide a diverse range of ideas to explore. From examining the psychological effects of gaming to analyzing the cultural significance of game narratives, there is no shortage of fascinating topics to delve into. So, pick a topic that interests you and start exploring the world of video games through the lens of your essay. Happy writing!

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Video Games Essay | Essay on Video Games for Students and Children in English

February 13, 2024 by Prasanna

Video Games Essay:  Video games are electronic games that requires a user interface, input device (it can be joysticks, controllers, motion-sensing devices, keyboard, etc.) that generates visual feedback for the player or players, an output device that is either a two or three-dimensional display device (like TV monitor, touchscreen, VR headset, etc.).

Video games also are augmented with audio feedback using either headphones or speakers. Other types of augmented feedback systems of video games include haptic technology.

You can also find more  Essay Writing  articles on events, persons, sports, technology and many more.

Long and Short Essays on Video Games for Students and Kids in English

We are providing students with a long essay sample of 500 words and a short essay sample of 150 words on the topic Video Games in English for reference.

Long Essay on Video Games 500 Words in English

Long Essay on Video Games is usually given to classes 7, 8, 9, and 10.

Video games have undeniably become an imperative part of most of our life, either as a form of entertainment and even hobby. Video games came into existence through the invention of the Cathode Ray Tube Amusement Device by Thomas T Goldsmith Jr. and Estle Ray Mann in 1947. And in 1948 they got the patent for their invented device with knobs and buttons used for stimulating airborne enemies. It was not until the 1970s, and 1980s those video games reached the mainstream popularity.

One of the biggest technological evolution examples is that of what is seen in video games. Over the years there had been massive changes and several creations since the first released video game. Before the age of Playstation, Xbox, or even computer games, people used to be engrossed in playing video arcade games and later the 8-bit video games using consoles, joysticks, and other controllers. Now we have video games with much higher graphics, better storyline, and even more options. This makes the gaming experience more thrilling and enjoyable; however, it does not change the fact that video games have turned almost an entire generation into couch potatoes.

It is no news that video games are fascinating and because of the graphics along with sound effects gives the player a real-like experience. The video game industry has also started experimenting with virtual reality resulting in even more realistic games which give the player the sensation of truly witnessing the activities of the game. Bur we all know that technology is both a good and a bad effect. The condition is not much different when it comes to video games as well. There are several benefits of playing video games; similarly, there are also adverse effects of the same.

The positive effects of video games include developing one’s skills, like strategic thinking, quick learning, cooperation, creativity, etc. Simulations which are based on the similar technology behind video games are used for training purposes (like shooting, golfing, driving, etc.). Simulations have helped in reducing the risk of accidents occurring during training by allowing the user to practice longer without the requirement of frequent maintenance.

However, there are also some very destructive negative effects of video games. Firstly, children and young adults often get very addicted to playing video games and end up wasting a lot of time and becoming socially isolated. Another aspect of video games which has affected the players immensely is the increase in the violence and aggressiveness in them while trying to imitate the competitive traits of the game.

As intelligent beings, we must use our wisdom and self-control to spend our time wisely and efficiently while avoiding things that have the potential of causing us harm. The gaming industry should monitor the type of games being manufactured and restricting the game for the age for only which it is suitable. Players too should understand the negative impacts of excessive video game playing and addiction. Hence, it can be concluded that the effect of video games depends a lot on the player.

Short Essay on Video Games 150 Words in English

Short Essay on Video Games is usually given to classes 1, 2, 3, 4, 5, and 6.

The electronic games that involve the user interface interacting with a human that results in generating feedback onto the video device are called video games. The platforms are the electronic devices used for playing various video games. The size of platforms or gaming units can range from large mainframe computers to even small handheld devices. The trend of playing video games became prominent from the late 1970s and has only increased over time with the advancement of technology. At present, the global value of the video game industry is stated to be USD 152 billion approximately.

The large scale engagement of youth and people of other age groups as well has turned video games into a trend factor. However, there has been a lot of debate on the matter of the positive and negative impact of games on people. Thus, both the industry and the user need to monitor the content of the games being made, and the amount of time being spent on it, respectively.

10 Lines on Video Games in English

• There are several types of video games like arcade games, console video game, computer video games, and mobile games.
• The evident increase in the commercial importance of the video gaming industry began from the 2010s.
• The Asian market is the biggest contributor to the growth of the video gaming industry.
• As of 2018, video games were the third-largest segment drawing revenue in the entertainment market of US, behind broadcast and cable TV.
• Today, numerous people are involved behind creating video games like developers, publishers, distributors, retailers, third party manufacturers, etc.
• Studies show that gaming addiction causes several physical and behavioural problems in people, especially in children.
• There are also competitions held for video games in various stages (local, national and international) to find the best player among all.
• The growth and expansion of the video gaming industry have opened up several job opportunities as well.
• Parents should monitor the game playing type and time of their children so that it doesn’t turn into an addiction.
• Lack of motion because of excessive video game playing can cause diseases like obesity and diabetes, along with muscle pain.

FAQ’s on Video Games Essay

Question 1. Mention some positive effects of playing video games.

Answer: Some positive effects of video game playing includes the following-

• It improves IQ and reflexes of an individual.
• It develops skills like decision making, attentiveness, multi-tasking, etc.
• It improves motor skills of players.

Question 2. Which is the most iconic video game character of all time?

Answer:  Mario

Question 3. What is the first invented video game?

Answer:  Tennis for Two is the first video game, and it was created in 1958.

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How to Write an Essay about Video Games: Presenting Effective Arguments in Papers

Gaming on video consoles is becoming more and more common. In actuality, the typical gamer plays for roughly six hours each week. There are many who claim that video games are harmful to one’s health since they promote inactive lifestyles like prolonged sitting and isolation from the outside world. On the other hand, some people say that playing video games is a good way to unwind and relax, and they are not wrong. So, what is the real story of video games? Are they good or bad? The controversy of playing video games presents an opportunity for students to either be proponents or antagonists of the issue through essays. Accordingly, this article discusses how a learner can write an essay about video games.

It would be best to do thorough research before writing an essay about video games

Research is often the most challenging aspect of preparing an essay. While writing your video games essay, you’ll have to employ the information you get from research to define video games, describe different genres, and give relevant examples to support your claims. Students must recognize that the amount of research they conduct totally affects how good their essays turn out. Your video game essay will benefit greatly from your careful attention to detail and thorough investigation. Just keep in mind that you are trying to convince your audience to see things from your point of view. This is why having a great deal of background information is essential. Researching your favorite video game would give you an added advantage. Additionally, to support your claims, you must include relevant examples and research-based data.

You should develop an introduction that captures your reader’s interest

The whole point of the opening paragraph is to capture the interest of the audience. To achieve this, it should pose an intriguing topic or provide a contradiction or paradox. You ought to add a good hook to grab the reader’s attention so they can’t help but keep reading your paper. Given that there are numerous motivations for why individuals engage in video games, the introduction is where you have to specify the reasons. Moreover, it would be best to incorporate your thesis statement in the introduction. A thesis statement is basically the writer’s primary concept, summed up in one or a few sentences. A well-formulated thesis statement expresses the work’s central argument in a way that makes sense in light of the inquiry or issue at hand. It would be the correct response to the question, “What is the primary theme of this essay?” from the instructor. Nonetheless, you should perceive your thesis as an opinion that may be debated at any time, rather than an established fact or objective reality. In other words, now is the time to speak your mind regarding the impact of video games on today’s youth.

You must present your arguments in the body paragraphs

The arguments are what learners utilize to support their thesis. A single contention and one or two examples must each have their own paragraph. It would be best to provide your reasoning for your video game position and be sure to explain why you firmly disagree with the opposing viewpoint. Examples include your own experiences and, where appropriate, references to data from studies, forecasts, and statistics. Students should provide answers to contentious topics like “Do video games promote addiction and violence among players?” The arguments you employ ought to back your main point rather than contradict it.

You may offer vivid illustrations as you write an argumentative essay about video games

Learners should offer evocative examples of the genres and video games under consideration. Instead of stressing about whether the material you discover online or the game’s publishers are legit, dedicate yourself to writing a fun and vibrant paper for the person who reads it. This approach piques the audience’s attention and facilitates their comprehension of the argumentative essay about video games. Additionally, these vivid examples assist you in conveying your ideas in a manner that words can’t. Even if you aren’t convinced that your assignment requires an example, using one might perk up your reader and provide your arguments additional weight.

You should write a conclusion for your essay

The last section is meant to sum up the college essay. You may accomplish this by restating the thesis statement and briefly mentioning the arguments you presented in your body paragraphs. This approach will help the audience understand how you systematically addressed the issue and made conclusions. For instance, suppose you had to respond to the question, “Do games negatively affect us?” A topic like that can’t be satisfactorily answered by psychology, particularly when it involves something as novel as video games. Consequently, it is actually way easier to just pick a side and support your position with some research. In the end, your readers don’t expect the argument to be elaborated upon but rather summarized. No new material should be introduced in the last paragraph.

Identifying the sources you employed would be best

When you are writing an essay about video games, it is essential to cite your sources. That means you got to make a list of every resource you used in your paper. References to diverse books, scientific studies, statistical data, and remarks made by well-known experts are acceptable. It would help to make sure your research is from the past five years.

Proofreading is vital for developing a top-notch paper

Students must make sure that their essays about video games have been edited and proofread prior to submission. So basically, you are going to check your assignment for spelling, punctuation, and grammatical mistakes. Completing an essay that is free of errors increases a learner’s likelihood of academic success. Here are some tips to help you proofread your work:

• Read the text aloud. This will enable you to detect any mistakes.
• Take your time proofreading and revising your work. Spend sufficient time on it to ensure you catch any possible oversights.
• Concentrate on correcting a single mistake at a time. Avoid the hassle of searching for spelling and grammar mistakes at the same time. Prior to checking for punctuation and spelling problems, you may concentrate on grammatical issues.
• You may also create a list of the most typical errors that students make while writing essays, then review your work for each one.

Using these suggestions will guarantee that your essay is devoid of all types of mistakes that might undermine how persuasive your argument is. Alternatively, you can delegate your “ write my essay ” request to online essay writing services like CustomWritings which may allow you to complete a high-quality paper about video games.

Extra tips for presenting better arguments in essays about video games

Today’s youth often engage in video gaming, and this trend will only spread in the coming years. Composing a paper about video games can help you learn more about the subject while also providing readers with information they can utilize in their lives. Just consider the potential for them to be inspired by and gain new knowledge from your essay about video games. Following this article’s recommendations should take you a step closer to achieving your academic goals.

Nick Sinclair

Nick Sinclair, a gaming aficionado since the Commodore 64 era, studied Creative Computer Games Design in university before founding his own gaming company. Discovering a passion for content creation, Nick now helps gamers squeeze every drop of fun out of their favorite gaming hardware

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Impact of Videogames on Children Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Introduction

Modern children live in an extremely digitalized environment characterized by the availability of information and specific ways to spend free time. Today, most young people prefer to spend time in front of the computer, either doing their homework or socializing by using social networks. Another trend of contemporary society is the high popularity of video games that become more complex, similar to reality, and demanding much time. The constantly updating content along with the ability to play with friends online attract children. In such a way, videogames replace other activities such as running, walking, or socializing in the street. The given change of priorities triggers vigorous debates about the possible effects of games on children, their physical and mental development, and long-term consequences. For this reason, the given research is devoted to the issue of videogames and how they influence children. To investigate the problem, the following thesis is offered:

The adverse effects of videogames on children might include the development of anxiety, depression, changes in brain functioning, problems with weight, socialization, and trigger the evolution of chronic diseases; however, they can also positively influence children increasing visuospatial cognition, attention, creativity, and reducing aggression levels.

The development of the videogames industry resulted in the emergence of complex games that create attractive images and exciting tasks to engage players and hold their attention. Statistics show that 66% of children aged 8 to 12 years play video games about 2 hours per day, while teens aged 13 to 17 play about 2,5 hours per day (Halbrook et al. 1097). However, in real life, the numbers can be even higher because of the inability to trace the amount of time spent on such activities. It means, for children, videogames become the main type of activity practiced every day.

Addiction and Accessibility

Another problem linked to videogames is their ability to precondition addiction. They affect the brain similarly to drugs as they stimulate the pleasure center and trigger the release of dopamine responsible for the emergence of specific behaviors (Paturel). In such a way, playing videogames, children feel the need to spend more time. The problem is complicated by the fact that today, games are spread globally, and there is hardly an area, excluding the poorest ones with no Internet or computers, where children are deprived of a chance to play (Paturel). The combination of addiction and accessibility contributes to the spread of videogames and the growing topicality of the question of how they impact the physical and mental health of a child.

Mental Development of a Child

One of the main problems linked to videogames is their influence on the mental development of a child. Childhood is the period fundamental for the mental development of a child, and numerous factors might have either a positive or negative effects on their brain and behaviors (Lobel et al. 885). In such a way, the fact that videogames become the central way to spend free time, replacing the previous activities, attracts the attention of researchers as it has a direct impact on the psyche and health of an individual. However, there is still no consensus on whether videogames have only negative or positive effects.

Brain Functioning

One of the popular fears is that videogames can affect brain functioning. Some researchers assume that excessive gaming in childhood can physically rewire the brain and introduce irreversible changes into its work (Paturel). The recent Chinese research presupposing two control groups showed that gamers (individuals spending about 10 hours a day online) have less gray matter if to compare with people who spend less than two hours online (Paturel). In such a way, gaming can be dangerous as it affects various brain areas, depending on the type of game and reaction it cultivates.

Depression and Anxiety

There is also a belief that games might precondition the development of depression and anxiety in children. The given states are mainly associated with failures in online games, the inability to get some achievement, or bullying, one of the common practices on the Internet. The research shows that excessive gaming might precondition dopamine exhaustion, emotional suppression, and the lack of motivation to achieve various real-life goals (Paturel). Moreover, people with depression might suffer from the deterioration of their states caused by addictive playing (Video Games and Children: Playing with Violence”). Analyzing the impact of videogames on anxiety, researchers also offer various assumptions. First of all, gaming can be a normal and healthy way to relieve stress and decrease anxiety levels by engaging in online activities (Pellissier). However, for children with gaming disorder, using gaming as the anxiety coping mechanism can be dangerous and contribute to the accumulation of negative effects and increased risks (Pellissier). In such a way, video games have diverse effects on depression and anxiety, including the positive and negative ones.

Lack of Socialization

The lack of socialization and contact with peers in real life is one of the most popular fears among parents. Today, most games demand much time; moreover, they are focused on cooperation online by using the Internet, which means that children do not have to leave their houses to communicate with other people. It preconditions the increased time they spend at home. The recent research states that there is a direct correlation between the time spent online and social skills, or the higher the gaming addiction, the less the social skills (Lobel et al. 885). Children might demonstrate the inability to communicate in real life because of the absence of the demanded experience.

Weight Management and Chronic Diseases

Excessive gaming can also result in poor weight management. Gamers usually have snacks consisting of unhealthy food such as sweets, chips, or soda (Halbrook et al. 1100). The given dietary patterns create the basis for the emergence of several problems. First, they might acquire extra weight and suffer from obesity. At the same time, spending much time in front of the computer with decreased physical activity and wrong posture might result in the development of scoliosis and other problems with the locomotor system (Lobel et al. 885). Moreover, there is an increased risk of acquiring chronic diseases such as gastritis. From this perspective, videogames can be dangerous for children.

Nature-Deficit Disorder

Spending much time at home and playing videogames, children devote less attention to real life and the world surrounding them. Thus, Louv states that the threatening tendency towards the decreased exposure of children to nature can be observed in Western countries today (23). The given nature-deficit disorder has a negative impact on children and society as for health development, they need to interact with the environment and acquire all benefits from this cooperation (Louv 45). The inability to remain in contact with the world affects all systems of the child body and prevents them from healthy evolution. For this reason, videogames should be viewed as the factor limiting children’s access to nature and triggering the growth of the nature-deficit disorder.

Enhancement of Brain Capabilities

However, it is critical to mention the fact that there are also positive effects linked to videogames. For instance, studies show that by playing action games, players improve their visual capabilities, including tracking multiple objects, reaction, storing, and manipulating them in specific memory centers in the brain (Paturel). Because of the need to consider several factors at the same time, players have to perform multiple tasks simultaneously and make immediate decisions, which affects their brains and makes them more flexible (Paturel). These positive effects differentiate gamers from other children and help them to cope with diverse tasks while visiting their educational establishments.

Playing action games is also directly correlated with reaction speed. Investigations show that gamers who spend much time in this sort of activities have a lower speed of reaction (Paturel). It is explained by the fact that their gaming sessions can be viewed as training, which results in the formation of bonds in the brain and the development of skills (Pellissier). Because multiple repetitions of the same actions are an effective form of learning, gamers acquire new capabilities linked to similar situations (Paturel).

Imagination

There are also different opinions on how videogames affect the imagination. Thus, most studies conclude that modern role-playing games (RPG) contribute to the development of creative and imaginary qualities of the child brain (Halbrook et al. 1100). They offer a person a unique world, and a player should use his/her imagination to dive into it and associate his/her hero with himself/herself. Additionally, quests and strategies might precondition the rise of strategic thinking and the ability to resolve problematic puzzles or questions (Halbrook et al. 1100). For this reason, videogames can be viewed as a factor stimulating the development of this aspect of the brain’s functioning.

Recommendation

In such a way, there is no unified opinion about whether videogames should be viewed as a positive or negative factor impacting the mental development of a child. This complexity comes from the fact that there are both positive and negative effects associated with gaming. However, all sources emphasize the dangerous nature of excessive gaming and addiction. It means that parents are recommended to control their children playing patterns to avoid spending too much time in the virtual world and guarantee that they interact with the world and their peers in real life.

Altogether, videogames have both positive and negative effects on children. They might precondition the development of chronic diseases and extra weight, high anxiety, and depression levels, along with the changes in brain functioning. The highly-addictive nature increases the risks of spending too much time in games. However, there are also positive effects, such as better reaction, motor skills, visuospatial cognition, and creativity, which are trained during gaming sessions. For this reason, it is vital to continue the further investigation of the problem to outline more effects and conclude whether children’s brains suffer critical damage from games or they can be a tool to stimulate its development and optimal functioning.

Works Cited

Halbrook, Yemaya J., et al. “When and How Video Games Can Be Good: A Review of the Positive Effects of Video Games on Well-Being.” Perspectives on Psychological Science , vol. 14, no. 6, Nov. 2019, pp. 1096–1104.

Lobel, Adam, et al. “Video Gaming and Children’s Psychosocial Wellbeing: A Longitudinal Study.” Journal of Youth and Adolescence , vol. 46, no. 4, 2017, pp. 884-897. doi:10.1007/s10964-017-0646-z.

Louv, Richard. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder . Algonquin Books, 2008.

Paturel, Amy. “ Game Theory: The Effects of Video Games on the Brain .” Brain & Life , Web.

Pellissier, Hank. “ Your child’s Brain on Technology: Video Games .” Great Schools , 2014, Web.

“Video Games and Children: Playing with Violence.” American Academy of Child & Adolescents Psychiatry , 2015, Web.

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IvyPanda. (2022, February 27). Impact of Videogames on Children. https://ivypanda.com/essays/impact-of-videogames-on-children/

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1. IvyPanda . "Impact of Videogames on Children." February 27, 2022. https://ivypanda.com/essays/impact-of-videogames-on-children/.

Bibliography

IvyPanda . "Impact of Videogames on Children." February 27, 2022. https://ivypanda.com/essays/impact-of-videogames-on-children/.

The Craft of Turning Video Games into Literary Essays

J. Robert Lennon and Carmen Maria Machado discuss how their anthology "Critical Hits: Writers Playing Video Games" came together

On March 20th, 2020, Animal Crossing: New Horizons was released. Just a few days after the majority of the world shut down, marking the beginning of the COVID-19 pandemic, millions of people fell into a virtual world in which sickness was not rampant and you could pay back the construction costs on your home at your own pace.

It felt like more people than ever were playing and talking about video games; it makes sense, then, that Critical Hits: Writers Playing Video Games was birthed from quarantine conversations. But, escapism and playing-in-isolation only scratches the surface of what the eighteen essays in this anthology take on. With refreshing diversity of both form and approach to thinking about games, each piece comes from a place of fact and understanding: video games are art, worthy of both our pleasure and our curiosity. To have comics and stunning personal narratives alongside thoroughly researched critical works makes sense—video games are vast and varied, and Critical Hits complements the enormity of the field.

I spoke with J. Robert Lennon and Carmen Maria Machado over Zoom and e-mail to talk about the crafting of the collection and their own relationships to video games. 

Summer Farah: How did this project come together? How did you come to the topic of video games and the partnership with your co-editor? 

Carmen Maria Machado: Early COVID, Graywolf was doing these very sweet little Zoom hangouts where we were all catching up. Just talking about what we were doing for our quarantine, stuff like that. For me, that was video games. John is also obviously a big video game person, so we were all kind of just talking about it. And my editor, Ethan, made some comment about it: “has there ever been a video game anthology? Writers writing about video games? “ And then at some point people started following up more earnestly. They told us, “Hey, we actually looked and like there isn’t really anything like it, would you guys wanna co-edit one?”

J. Robert Lennon: Yeah, I recall someone saying in the Zoom, “Maybe we should do an anthology, ha ha,” and us responding, “You totally should, ha ha.” And then before we knew it they were saying, “no, actually, you should do an anthology!” Ander Monson was also in on these conversations, too, and he was an obvious person to ask for an essay—his Predator piece was one of the first that came in. I’m grateful for the Wolves for running with this idea and trusting us to make it a reality.

SF: What was doing the preliminary work for the anthology like, especially as video game writing is a newer creative space? 

CMM: I’ve edited anthologies before, but only ever in the capacity of a prize, or Best American Science Fiction Fantasy. But this was a totally different animal. So it involved a lot of us brainstorming a list of other writers we know who are big video game fans. We were also very purposeful about getting a wide representation in this book, not just of types of authors but types of gamers—there’s hardcore gamers, and then there’s casual gamers. (Personally, I feel like I’m somewhere in between.) We were curious what people would have to say about how games fit creatively in writers’ lives. How do video games fit into a creative practice—or, do they? Or is it just like, stress relief?

CMM: Could you speak to the choice of doing a curated anthology rather than putting out an open call? 

JRL: An open call was definitely on the table, but there were so many writers who seemed like promising solicitations that we figured we should ask them first and see what happened. Personally, I expected that most the writers we contacted would say no, and we’d spend a lot of time reading through stuff from the call. But the response to our emails was overwhelming. There seemed to be a lot of pent-up desire to write about games, and the majority of people we asked gave us something great.

SF: Eleanor Henderson’s essay “The Great Indoorsmen” was one of my favorites, it was a really refreshing take. There are a lot of tired narratives about video games, unnuanced discussions that make me go, okay, what’s next? Were there narratives you were hoping to avoid or themes that people brought in that you were surprised by?

CMM: We said this early on, that the thing we wanted to avoid was the question of video games being art. They are art. We’re not debating that. “Are video games art?” is a question that reminds me of the literary-versus-genre question. And I fucking hate conversation, it makes me crazy. It’s such a non-issue, it feels exhausting to have it over and over again because it’s settled. Thinking of these things is like being on opposite sides combative of each other… It’s not interesting. It’s not useful. We assume video games are art. We know they are. 

We were curious what people would have to say about how games fit creatively in writers’ lives.

JRL: Agree, I think the first person from the literary world who tried to settle that question was Tom Bissell, with his terrific book Extra Lives. That was in 2010. Since then I’ve talked with lots of writers about games, and everyone skips that subject—we all know they’re an important artistic form, and have influenced our writing. There are few faculty members in my academic department creating a scholarly literature about games, as well. That ship has sailed, we really wanted to jump into the next phase of the popular conversation.

SF: Do you feel like your relationship to games changed over the course of editing anthology?

CMM: Early on, we decided John would contribute a reprinted essay. And then [the team was like], do you want to do your own essay? Do you want to reprint something, or write a new thing? And I was like, I’ll do an intro. It’s fine. I had some small theories and ideas about gaming, but nothing I was really ready to develop into a full essay. I decided to take more of a survey approach; thinking back to my own life, my own childhood, my adolescence. It ended up being a deep dive into my own [history] and where certain games were pegged to event in my life. Like all media—like with a book or a movie an album—you might be like, oh yeah, I remember reading that during a bad breakup or whatever. So I used games as a way of organizing my life. It was an interesting feeling—really nostalgic and fun and sad. 

JRL: With books and literature, I always felt like my impressions were part of a worldwide conversation. I read book reviews, I went to school, everyone around me was talking about books–there was an established literate culture to be a part of. My interest in games always felt more private, maybe because no one in authority ever rewarded me for talking about them. It was always more like, “Okay, John, that’s enough about Ms. Pac-Man.” Reading these essays made me feel, for the first time, like part of a community of people thinking and feeling things about the art form, and has made playing games seem more like a communal activity, even when I’m doing it alone. Now, when I kill twenty minutes in the Spiral Abyss in Genshin Impact , I’m thinking of Larissa! When I dip back into Red Dead, I’m thinking of Hanif.

SF: Are you interested in writing on games more in the future? 

CMM: Oh yeah, for sure. I mean, honestly, to be able to work on a video game, writing for a game, is definitely a big goal. 

JRL: Yeah, it’s funny that Carmen vaulted right over the question of writing about games to writing games themselves. I feel the same way—I’ve got a lot on my plate, but if somebody asked me to write a game I’d put everything aside to take a crack at it.

SF: Does the act of playing games contribute to your writing practice? I mean, I guess it can also hurt. 

JRL: My last novel, Subdivision , was definitely a direct response to a few years spent reimmersing myself in games after a long drought. I absorbed a lot about how puzzle games and open-world games are structured, how a game defines the boundaries of its world and evokes emotion, what imaginative control a player or reader gets to have over the work. Subdivision is essentially a gamification of the concepts of trauma and loss. I’ve also retroactively realized how much the games of my youth influenced my earlier work, as well and more broadly made me think a lot about how many of my literary influences aren’t literature.

CMM: Sometimes, it’s like watching a movie or reading a book. It’s not quite exactly the same, but I am engaging with a narrative. Some games are more artistically stimulating than others. And sometimes I’m just playing a game that’s not very narratively interesting, but pleasurable in some other way. Sometimes they help with my practice, sometimes they don’t. But either way, I do really love playing them. I have to be careful not to fall into a hole. It’s easy to lose time.

SF: What kind of life do you hope for this anthology?

CMM: The crazy thing about being a writer—and also an editor—is that you just have no way of knowing what life a book will have. So I don’t know. I mean, I hope that gamers read it. I hope that people who aren’t gamers read it. I hope people teach it.

JRL: Game journalism for gamers has existed for decades, and game scholarship is an active and exciting field, but literary essays about gaming for a general readership have been kind of a subgenre without a home. Like, where else would you have put Nana’s essay processing his father’s death through Disco Elysium, or Elissa’s about playing The Last of Us while pondering the question of parenthood? It’s been a pleasure creating the space for these great writers to say things they might not otherwise have done.

SF: What are you playing right now? 

CMM: Tears of the Kingdom . What’s the one that’s coming from Xbox everyone’s freaking out about– Starfield ? I don’t own an Xbox, but this game looks really cool. I’m considering getting an Xbox.

JRL: Oh man, yes, my reward for finishing the novel draft I’m working on will be buying an Xbox and playing Starfield . It’s probably good that I won’t be done on launch day, though, I’ve been burned by Bethesda before! Best to chill until the bugs are gone. Since we started working on Critical Hits , I got a Steam Deck, and have been playing lots of little games by indie developers: Meredith Gran’s Perfect Tides , Lucas Pope’s Return of the Obra Dinn , Sam Barlow’s Immortality . Kind of a parallel anthology of small, great things.

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The Playing Brain. The Impact of Video Games on Cognition and Behavior in Pediatric Age at the Time of Lockdown: A Systematic Review

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A growing number of children and adolescents play video games (VGs) for long amounts of time. The current outbreak of the Coronavirus pandemic has significantly reduced outdoor activities and direct interpersonal relationships. Therefore, a higher use of VGs can become the response to stress and fear of illness. VGs and their practical, academic, vocational and educational implications have become an issue of increasing interest for scholars, parents, teachers, pediatricians and youth public policy makers. The current systematic review aims to identify, in recent literature, the most relevant problems of the complex issue of playing VGs in children and adolescents in order to provide suggestions for the correct management of VG practice. The method used searches through standardized search operators using keywords related to video games and the link with cognition, cognitive control and behaviors adopted during the pandemic. Ninety-nine studies were reviewed and included, whereas twelve studies were excluded because they were educationally irrelevant. Any debate on the effectiveness of VGs cannot refer to a dichotomous approach, according to which VGs are rigidly ‘good’ or ‘bad’. VGs should be approached in terms of complexity and differentiated by multiple dimensions interacting with each other.

1. Introduction

In the last decades, a very large body of literature has shown an increasing interest in video games (VGs) and their impact on the brain, cognition and behavior, especially in children and adolescents [ 1 ]. Indeed, a widely growing number of children and adolescents play VGs for a long time, often developing real addictive behaviors [ 2 , 3 ]. In addition, the current outbreak of the COVID-19 pandemic and the following lockdown have significantly reduced outdoor activities and direct interpersonal relationships [ 4 , 5 ]. However, literature data are still inconsistent. For example, according to some meta-analytic reviews [ 6 , 7 , 8 ], exposure to violent VGs is a causal risk factor for increased aggressive behavior, cognition and affection in children and adolescents. Conversely, many cross-sectional and intervention studies have shown that the intensive use of some types of VGs leads to significant improvements in many cognitive domains and behaviours [ 1 , 9 , 10 , 11 ]. Video games are even considered as ‘virtual teachers’ and effective and ‘exemplary teachers’ [ 12 , 13 ].

The current systematic review focuses on some crucial outstanding issues within the debate on the effects of VGs on cognition and behavior in order to provide suggestions for parents, pediatricians, health providers and educators dealing with pediatric ages, especially in the complex pandemic period. Namely, it analyzes the most debated and educationally relevant problems on the relationship between video games, cognition and behavior: 1. video games’ effects on cognitive function; 2. video games’ effects on attention and addictive behaviors; 3. video games and prosocial or aggressive behavior. Therefore, the current analysis may be accounted as an original contribution to the practical dimension in the educational and rehabilitation field for parents and educators.

Early common predominant opinions mainly focused on VGs according to dichotomous thinking, as enjoyable entertainment or harmful tools [ 14 ]. The recent literature instead provided evidence on the impact of VGs on the brain and its functional modifications while playing [ 15 , 16 , 17 , 18 , 19 ], showing that video games involve different cortical and subcortical structures, with cognitive and emotional competence, such as frontal and prefrontal regions, the posterior and superior parietal lobe, the anterior and posterior cingulate cortices, limbic areas, the amygdala, the entorhinal cortex and basal nuclei [ 1 , 20 , 21 , 22 ].

Mondéjar and colleagues [ 15 ], in a group of twelve healthy preadolescents between 8 and 12 years old, evaluated the frontal lobe activity and the different types of cognitive processing during five platform-based action videogame mechanics: 1. accurate action, related to processes such as concentration, attention, impulse control and information comprehension; 2. timely action, related to working memory, selective attention, decision-making, problem solving and perception; 3. mimic sequence, related to working memory, focalized attention and inhibition control; 4. pattern learning, as selective attention, planning, inhibition control and spatial orientation; 5. logical puzzles related to attention, working memory, the capacity for abstraction, information processing, problem solving, or resistance to interference. They found prominent bioelectrical prefrontal activity during the performance related to executive functions (timely action, pattern learning, logical puzzles) and more global brain activity and a higher presence of alpha waves, or a greater activation of the temporal lobe, in the accurate action and mimic sequence. Similarly, they correlated higher magnitudes on frequency bands with five game mechanics in ten healthy children, who played with a VG platform for an average of about 20 min [ 16 ]. Theta waves, related to memory and emotions, were more significant in the five mechanics, while beta waves, related to concentration, were more prominent in only two. Moreover, activation was more significant in the intermediate and occipital areas for all the mechanics, while recurrent magnitude patterns were identified in three mechanics.

Similarly, Lee et al. [ 17 ], found a thinner cortex and a smaller gray matter volume in critical areas for evaluating reward values, error processing and adjusting behavior, namely, the anterior cingulate cortex, the orbitofrontal cortex and the frontoparietal areas, in young male adults with internet gaming disorders, compared to age-matched healthy male controls. A neuroimaging study examined in individuals affected by gaming disorders the differences during the playing of a violence-related vs. a non-violence-related version of the same VG [ 18 ]. While functional connectivity of the reward-related network and the behavioral inhibition system was altered, the orbitofrontal cortex and anterior cingulate cerebral area were overstimulated, similarly to smart drug addiction [ 17 , 23 ].

Recently, Kwak et al. [ 19 ] longitudinally compared 14 adolescents with internet gaming disorder to 12 professional internet gaming students who practiced for about ten hours a day, within a defined support system that included practice, physical exercise, lectures on team strategy, rest and mealtimes. After one year, both groups showed increased brain activity within the attention system of the parietal lobe. However, professional gamers improved problematic behaviors, impulsivity, aggression, depression and anxiety, while adolescents with internet gaming disorder showed no behavioral improvement and a dysfunctional brain activity within the impulse control network in the left orbitofrontal cortex.

The current systematic review was structured according to the guidelines and recommendations contained in the PRISMA statement [ 24 ].

Eligibility Criteria

Both experimental and correlational studies and meta-analyses between the years of 2000 and 2020 that investigated outcomes of VG exposure were included. They were considered children and adolescents. Studies employing different methodologies were included: studies in which naive participants were trained to use a VG versus a control group and studies comparing experienced versus non-gamers, or inexperienced players. Primary outcome measures were any type of structural and functional data obtained using neuroimaging techniques and behavioral testing.

Information Sources

One hundred and twenty-two studies were identified through electronic database searching in Ovid MEDLINE, Embase, PsycINFO, PubMed, Scopus (Elsevier) and Web of Sciences. The final database search was run on January 2021 using the following keywords: video games; video games and cognition; video games and epidemic; cognitive control; behavior control; brain and video games; spatial cognition; prosocial behavior; violence in video games; aggressive behavior; addictions in adolescents; children and video games.

Study Selection

Inclusion criteria: written in English; published since 2000; deals in depth with cognitive skills, attention, executive functions, or cognitive control; follows a high methodological rigor.

Exclusion criteria: does not refer to key topics directly; the full text could not be obtained; lack of transparency due to missing methodology information. Ninety-nine studies were reviewed and included, whereas twelve studies were excluded because they were irrelevant to the topic or because the full text was not obtained. General communication materials, such as pamphlets, posters and infographics, were excluded as they do not provide evidence about their effectiveness.

Figure 1 shows the selection of studies flowchart.

Selection of studies flowchart.

3.1. Effect of Video Games on Cognitive Functions

Any modern VG requires an extensive repertoire of attentional, perceptual and executive abilities, such as a deep perceptual analysis of complex unfamiliar environments, detecting relevant or irrelevant stimuli, interference control, speed of information processing, planning and decision making, cognitive flexibility and working memory.

Literature data in the last years have proven that VGs may improve a variety of cognitive domains [ 1 , 25 ] as, for example, even just 10 hours of VG could improve spatial attention and mental rotation [ 26 , 27 ]. A large variety of design studies reported in habitual players better performance in multiple cognitive domains, including selective attention [ 3 , 21 , 26 , 28 ], speed of processing [ 21 , 28 ], executive functions [ 29 , 30 ] and working memory [ 31 ]. Similarly, a large body of intervention studies have shown improvements in the same cognitive domains in non-players following training in action VGs [ 27 , 32 , 33 , 34 , 35 , 36 , 37 ]. Recently, Benoit et al. [ 38 ] examined in 14 professional VG players and 16 casual VG players various cognitive abilities, such as processing speed, attention, memory, executive functions, manual dexterity and tracking multiple objects in three dimensions [ 39 ]. Professional players showed a very large advantage in visual–spatial short-term memory and visual attention, and less in selective and sustained attention and auditory working memory. Moreover, they showed better speed thresholds in tracking multiple objects in three dimensions overall, though the rate of improvement did not differ in the two groups. In two previous meta-analyses, Bediou et al. [ 40 ] focused on the long-term effects of action VGs on various cognitive domains using both cross-sectional and intervention studies. Overall, the results documented a positive impact of action video gaming on cognition. In cross-sectional studies, a main effect of about half a standard deviation was found. The habitual action game players showed better performance than non-players. Likewise, intervention studies showed about a third of a standard deviation advantage in cognition domains in action VG trainees. Perception, spatial cognition and top-down attention were the three cognitive domains with the most robust impact [ 40 ].

Homer et al. [ 41 ] examined the effectiveness of a custom-designed VG (‘alien game’) in a group of 82 healthy adolescents (age range 14–18 years; average = 15.5 years) trained to play for 20 min per week for 6 consecutive weeks. Such a digital game was devised to target, in a fun way, the specific executive ability of shifting, as the ability to shift between tasks or mental sets, hypothesizing that after playing the ‘alien game’ over a period of several weeks, adolescents would show significant improvements in the targeted ability. Pre- and post-test measures of another executive ability, inhibition, as the ability to control a prepotent response, were also recorded in order to examine the extent to which training would transfer from one executive ability to another. Significant advantages both in shifting and in inhibition abilities were found, providing evidence that VGs can be effective tools for training executive abilities [ 42 , 43 ].

Similarly, Oei and Patterson [ 44 ] examined the effect of action and non-action VGs on executive functions. Fifty-two non-VG gamers played one of four different games for 20 h. Pre- and post-training tests of executive function were administered. The group that trained on the physics-based puzzle game, demanding high level planning, problem solving, reframing, strategizing and new strategies from level to level, improved in several aspects of executive function. In a previous study, the same authors [ 45 ] instructed 75 non-gamers, (average age 21.07 ± 2.12) to play for 20 h, one hour a day/five days a week over four weeks. They compared effects of action and non-action games to examine whether non-action games also improve cognition. Four tests pre- and post-training were administered. The results showed that cognitive improvements were not limited to training with action games and that different games improved different aspects of cognition. Action VGs have even been used to treat dyslexic children [ 46 , 47 ]. Only 12 h of action VGs, for nine sessions of 80 min per day, significantly improved reading and attentional skills [ 48 ].

Moreover, several meta-analytic studies provide evidence that action VG training may become an efficient way to improve the cognitive performance of healthy adults. Wang et al. [ 49 ], in a meta-analysis, found that healthy adults achieve moderate benefits from action VG training in overall cognitive ability and moderate to small benefits in specific cognitive domains. In contrast, young adults gain more benefits than older adults in both overall cognition and specific cognitive domains.

In summation, the studies on VG effects, by different methodologies, document both in adults and in children significant positive outcomes in different cognitive domains. Such performance improvements may be paralleled by functional brain remodelling [ 14 ].

3.2. Video Games Effect on Attention and Addictive Behaviors

Attentional problems are accounted as a crucial area of focus on outcomes of intensive game-play practices in children and adolescents. However, literature on the topic appears inconsistent. While some research has found mixed results [ 50 ] or a positive effect [ 51 , 52 , 53 ], or no relationship between VG practice and attention, other studies have linked VG playing with greater attention problems, such as impulsiveness, self-control, executive functioning, and cognitive control [ 53 , 54 , 55 ].

Gentile et al. [ 56 ], examining longitudinally, over 3 years, a large sample of child and adolescent VG players aged 8–17 (mean = 11.2 ± 2.1), suggested a bidirectional causality: children who spend more time playing VGs have more attention problems; in turn, subjects who have more attention problems spend more time playing VGs. Therefore, children and adolescents with attention problems are more attracted to VGs (excitement hypothesis), and, in turn, they find it less engaging to focus on activities requiring more control and sustained attention, such as educational activities, homework or household chores (displacement hypothesis). According to such hypotheses, and to the operant conditioning model [ 57 , 58 ], VGs, providing strong motivational cues, become more rewarding for impulsive children and teenagers [ 51 ] who, in such contexts, experience a sense of value and feelings of mastery that they do not experience in their daily relationships [ 59 ].

Actually, any modern VG is a highly engaging activity with a variety of attractive cues, such as, for example, violence, rapid movement, fast pacing and flashing lights [ 60 , 61 ]. According to the attractive hypothesis [ 56 ], it may provide a strong motivation and support for attention and even become addictive, especially in subjects with problems maintaining attention in usual, monotonous and poorly engaging tasks. Therefore, paradoxically, a greater VG exposure may improve visual attention skills involved in such engaging play [ 26 ], but it may impair the ability to selectively focus on a target for lasting time, without external exciting cues.

Probably, in line with the bidirectional causality framework [ 56 ], such rewarding conditions could become the psychological context for the structuring of addictive behaviors, such as a sense of euphoria while playing, feeling depressed away from the game, an uncontrollable and persistent craving to play, neglect of family and friends, problems with school or jobs, alteration of sleeping routines, irregular meals and poor hygiene [ 14 ]. The most psychologically fragile subjects may be most attracted to an engaging and rewarding activity, ensuring an effective compensation to their fragility [ 14 ]. However, the topic of video game addiction continues to present today many outstanding issues. There is a large consensus that ‘pathological use’ is more debilitating than ‘excessive use’ of VGs alone [ 62 , 63 , 64 ]. Addictive behavior appears associated with an actual lowering in academic, social, occupational, developmental and behavioral dimensions, while excessive use may simply be an excessive amount of time gaming. According to Griffiths’ suggestions, ‘healthy excessive enthusiasms add to life, whereas addiction takes away from it’ [ 65 ]. However, it is sometimes difficult to identify the clear line between unproblematic overuse of gaming and the pathological and compulsive overuse that compromises one’s lifestyle and psychosocial adjustment [ 66 , 67 , 68 ]. Therefore, there may be a risk of stigmatizing an enjoyable practice, which, for a minority of excessive users, may be associated with addiction-related behaviors [ 69 , 70 ]. Przybylski and colleagues, in four survey studies with large international cohorts (N = 18,932), found that the percentage of the general population who could qualify for internet gaming disorders was extremely small (less than one percent) [ 71 ].

In such a discussion of the pathological nature of VGs, another outstanding question is whether pathological play is a major problem, or if it is the phenomenological manifestation of another pathological condition. Several studies have suggested that video game play can become harmful enough to be categorized as a psychiatric disorder, or it could be a symptom of an underlying psychopathological condition, such as depression or anxiety. Moreover, the functional impairments observed in individuals with game addictions are also thought to be similar to the impairments observed in other addictions. Neuroimaging studies have shown that the brain reward pathways which are activated during video game playing are also activated during cue-induced cravings of drug, alcohol or other type of substances abuse [ 72 , 73 , 74 ].

Some longitudinal studies [ 14 , 75 , 76 ] proved that pathological addictive behaviors, such as depression, are likely to be outcomes of pathological gaming rather than predictors of it [ 77 , 78 ]. Lam and Peng [ 79 ], in a prospective study with a randomly generated cohort of 881 healthy adolescents aged between 13 and 16 years, found that the pathological use of the internet results in later depression. Similarly, Liau et al. [ 80 ], in a 2-year longitudinal study involving 3034 children and adolescents aged 8 to 14 years, found that pathological video gaming has potentially serious mental health consequences, in particular of depression.

In summary, attention problems and addictive behaviors in the context of VGs should be addressed in a circular and bidirectional way in which each variable can influence the others.

3.3. Video Games Effect and Prosocial and Aggressive Behaviors

The positive impact of video games also concerns the social and relational dimension, as occurs in the VG training of prosocial or educational skills. Several studies have reported that playing prosocial VGs, even for a short time, increases prosocial cognition [ 81 ], positive affect [ 82 ] and helping behaviors [ 13 , 81 , 82 , 83 , 84 , 85 ], whereas it decreases antisocial thoughts and the hostile expectation bias, such as the tendency to perceive any provocative actions of other people as hostile even when they are accidental [ 13 , 86 ]. Such findings have been found in correlational, longitudinal and experimental investigations [ 82 , 85 , 87 ].

In four different experiments [ 13 ], playing VGs with prosocial content was positively related to increased prosocial behavior, even though participants played the VGs for a relatively short time, suggesting that VGs with prosocial content could be used to improve social interactions, increase prosocial behavior, reduce aggression and encourage tolerance.

Following experimental, correlational, longitudinal and meta-analytic studies provided further evidence that playing a prosocial VG results in greater interpersonal empathy, cooperation and sharing and subsequently in prosocial behavior [ 87 , 88 , 89 , 90 ].

Such literature’s data are consistent with the General Learning Model [ 91 , 92 ], according to which the positive or negative content of the game impacts on the player’s cognition, emotions and physiological arousal, which, in turn, leads to positive or negative learning and behavioral responses [ 12 , 93 , 94 , 95 ]. Therefore, repeated prosocial behavioral scripts can be translated into long-term effects in cognitive, emotional and affective constructs related to prosocial actions, cognition, feelings, and physiological arousal, such as perceptual and expectation schemata, beliefs, scripts, attitudes and stereotypes, empathy and personality structure [ 83 , 91 ].

In the same conceptual framework, educational video games have been found to positively affect behaviors in a wide range of domains [ 12 ], school subjects [ 96 ] and health conditions [ 97 , 98 ]. In randomized clinical trials, for example, diabetic or asthmatic children and adolescents improved their self-care and reduced their emergency clinical utilization after playing health education and disease management VGs. After six months of playing, diabetic patients decreased their emergency visits by 77 percent [ 99 ]. Therefore, well-designed games can provide powerful interactive experiences that can foster young children’s learning, skill building, self-care and healthy development [ 100 ].

Violence in VGs is a matter of intense debate, both in public opinion and in the scientific context [ 101 , 102 ]. A vast majority of common opinions, parents and educators consider the violence of VGs as the most negatively impacting feature to emotional and relational development of youth and children. Actually, studies agree on the negative impact of violent video games on aggressive behavior. Several meta-analyses have examined violent VGs [ 6 , 7 , 8 , 103 ] and, although they vary greatly in terms of how many studies they include, they seem to agree with each other. The most comprehensive [ 8 ] showed that violent VGs, gradually and unconsciously, as a result of repeated exposure to justified and fun violence, would increase aggressive thoughts, affect and behavior, physiological persistent alertnes, and would desensitize players to violence and to the pain and suffering of others, supporting a perceptual and cognitive bias to attribute hostile intentions to others.

Similarly, experimental, correlational and longitudinal studies supported the causal relationship between violent VGs and aggression, in the short- and long-term, both in a laboratory and in a real-life context. A greater amount of violent VGs, or even a brief exposure, were significantly associated with more positive attitudes toward violence [ 104 ], higher trait hostility [ 105 ] and with increased aggressive behaviors [ 106 ], physical fights [ 107 ] and aggressive thoughts [ 108 ] and affect [ 109 ]. In a two-year longitudinal study, children and adolescents who played a lot of violent VGs showed over time more aggressive behaviors, including fights and delinquency [ 110 ]. Saleem, Anderson and Gentile [ 82 ] examined the effects of short-term exposure to prosocial, neutral and violent VGs in a sample of 191 children of 9–14 years old. Results indicated that while playing prosocial games increased helpful and decreased hurtful behaviour, the violent games had the opposite effect.

In summation, the overall literature data support the opinion that violent video games, over time, affect the brain and activate a greater availability to aggressive behavior patterns, although some researchers have pointed out that the negative effects of violent VGs are small and may be a publication bias [ 14 , 111 ].

4. Discussion

The focus of the current overview was to identify, from a functional point of view, the most significant issues in the debate on the impact of VGs on cognition and behavior in children and adolescents, in order to provide suggestions for a proper management of VG practice.

Overall, the reviewed literature agrees in considering the practice of VGs as much more than just entertainment or a leisure activity. Moreover, research agrees that any debate on the effectiveness of VGs cannot refer to a unitary construct [ 14 ], nor to a rigidly dichotomous approach, according to which VGs are ‘good’ or ‘bad’ [ 1 , 12 , 112 , 113 ].

The term ‘video game’ should be viewed as an ‘umbrella term’ that covers different meanings, far from a single unitary construct [ 14 , 114 ]. Furthermore, VGs and their effects should be approached in terms of complexity and differentiated by multiple dimensions interacting with each other and with a set of other variables, such as, for example, the player’s age and personality traits, the amount of time spent playing, the presence of an adult, the game alone or together with others and so on [ 115 ].

Gentile and colleagues [ 116 , 117 , 118 , 119 ] have identified five main features of VGs that can affect players: 1. amount of play; 2. content; 3. context; 4. structure; and 5. mechanics. Each of these aspects can produce or increase different thoughts, feelings and behaviors.

However, the content effects, individually focused, are frequently overemphasized. According to the General Learning Model, children would learn the contents of the specific games and apply them to their lives. Nevertheless, a violent game using a team-based game modality may have different impacts than a violent game using a ‘free for all’ game modality. Although both are equally violent games, the former could suggest teamwork and collaborative behaviors, while playing in an ‘everyone for oneself’ mode could foster less empathy and more aggressive thoughts and behaviors [ 8 , 88 ].

Likewise, the outside social context can have different effects and it may even mitigate or reinforce the effects of the content. Playing violent games together with others could increase aggression outcomes if players reinforce each other in aggressive behavior. Instead, it could have a prosocial effect if the motivations to play together are to help each other [ 120 ].

According to the dominant literature, the psychological appeal of video games may be related to an operant conditioning that reinforces multiple psychological instances, including the need for belonging and social interaction [ 57 , 58 ]. On such drives and reinforcements, the playing time can expand, and it may become endless in addicted subjects. However, the amount of play, regardless of the content, can become harmful when it displaces beneficial activities, affects academic performance or social dimensions [ 52 , 121 ], or supports health problems, such as, for instance, obesity [ 122 , 123 , 124 ], repetitive strain disorder and video game addiction [ 76 , 83 ]. However, a greater amount of time inevitably implies increased repetition of other game dimensions. Therefore, it is likely that some associations between time spent and negative outcomes result from other dimensions, and not from amount of time per se. Moreover, children who perform poorly at school are likely to spend more time playing games, according to the displacement hypothesis, but over time, the excessive amount of play may further damage academic performance in a vicious circle [ 116 ].

VGs can also have a different psychological appeal in relation to their structural organization and the way they are displayed. Many structural features can affect playing behavior, regardless of the individual’s psychological, physiological, or socioeconomic status [ 125 ], such as, for instance, the degree of realism of the graphics, sound and back-ground, the game duration, the advancement rate, the game dynamics such as exploring new areas, elements of surprise, fulfilling a request, the control options of the sound, graphics, the character development over time and character customization options, the winning and losing features as the potential to lose or accumulate points, finding bonuses, having to start a level again, the ability to save regularly, the multi-player option building alliances and beating other players [ 125 ].

The more or less realistic mechanics can also configure the game differently and affect fine or gross motor skills, hand-eye coordination or even balance skills, depending on the type of controller, such as a mouse and keyboard, a game control pad, a balance board, or a joystick.

Therefore, VGs may differ widely in multiple dimensions and, as a result, in their effects on cognitive skills and behavior [ 3 , 33 ]. Moreover, the different dimensions may interact with each other and with the psychological, emotional and personality characteristics of the individual player and context. Even the same game can have both positive and negative effects in different contexts and for different subjects.

The current analysis of the literature, therefore, supports the need for further experimental and longitudinal research on the role of multiple characteristics of video games and their interactions. A wide-ranging approach dynamically focused on the multiple dimensions will allow a deeper theoretical understanding of the different aspects of video games.

Nevertheless, according to common opinion, the violence would always have a negative impact on behavior, especially in pediatric subjects. However, a strictly causal relationship between violent VGs and aggressive behavior appears rather reductive [ 126 , 127 ]. Aggressive behavior is a complex one and arises from the interaction of a lot of factors. Therefore, violent VGs, with no other risk factors, should not be considered ‘per se’ the linear cause and single source of aggressive or violent behavior. Antisocial outcomes can be influenced by personality variables, such as trait aggression, or by a number of the ‘third variables’ such as gender, parental education, exposure to family violence and delinquency history [ 83 ]. According to social learning theories [ 128 ], aggressive behavior would arise from repeated exposure to violence patterns [ 129 ]. Therefore, children who have other risk factors for violent or aggressive behavior, such as violent family patterns, excessive amount of time spent playing, playing alone, and so on are more likely to have negative consequences from playing violent video games.

An alternative theoretical framework [ 126 , 127 ] assumes that violent behavior would result from the interaction of genetically predisposed personality traits and stressful situations. In such a model, violent VGs would act as ‘stylistic catalysts’ [ 127 ], providing an individual predisposed to violence with the various models of violent behavior. Therefore, an aggressive child temperament would derive from a biological pathway, while the violent VG, as a ‘stylistic catalyst’, may suggest the specific violent behavior to enact.

Conversely, playing prosocial VGs, even for a short time, increases prosocial cognition, affect and behaviors in children and adolescents [ 13 , 81 , 82 , 83 , 84 , 85 , 89 ]. Several intervention or training studies showed that a prosocial VG should activate experiences, knowledge, feelings and patterns of behavior relating to prosocial actions, cognition, feelings and physiological arousal. In turn, in line with the General Learning Model, [ 91 , 130 ], recurrent prosocial behavioral scripts produce new learning, new behavioral patterns and emotional and affective cognitive constructs [ 83 ].

Moreover, several studies emphasize the educational and academic potential of VGs that may become effective and ‘exemplary teachers’ [ 12 , 82 ] providing fun and motivating contexts for deep learning in a wide range of content [ 12 ], such as school learning [ 96 ], rehabilitation activities [ 46 , 47 ], new health care and protection behavior development and the enhancement of specific skills [ 97 , 99 , 100 ]. Similarly, the literature data document that the intensive use of VGs results in generalized improvements in cognitive functions or specific cognitive domains, and in behavioral changes [ 1 ]. Actually, VGs involve a wide range of cognitive functions, and attentional, perceptual, executive, planning and problem solving skills. They can, therefore, be expected to improve different perceptual and cognitive domains. However, on a methodological level, the impact on behavior and cognition cannot be simplistically viewed as the linear result of a causal relationship between VG and performance. For instance, subjects with better perceptual abilities are likely to choose to play and, as a result, their increase in performance may reflect their baseline level rather than the effects of the game.

Studies focused on the attentional functions in VG playing reported inconsistent data. Playing action games may improve attention skills implied in a specific game. However, according to the attractive hypothesis [ 56 ] and operant conditioning theory, children and adolescents with attentional problems may be attracted by the motivating and engaging VG activities. On the other hand, children and adolescents with a wider VG exposure show greater attention problems [ 53 ]. The relationship between VGs and attention, then, seem to be approached in terms of bidirectional causality [ 56 ].

Similarly, since VGs and their cues appear more pleasant and desirable, a large amount of attractive VG exposure can lead to addiction and impair ability to focus on effortful goal oriented behavior [ 131 ]. However, the literature does not yet appear to agree on the objective diagnostic criteria for classifying behavioral game addiction [ 132 ].

In the fifth edition appendix of the Diagnostic and Statistical Manual of Mental Disorders [ 133 ], the diagnostic criteria for Internet Gaming Disorder included both specific internet games and offline games. However, this has led to some confusion as to whether excessive video games must necessarily occur online [ 134 , 135 ]. According to some authors, since ‘Internet addiction’ includes heterogeneous behaviors and etiological mechanisms, the term ‘video game disorder’ or simply ‘gaming disorder’ would be more suitable [ 136 , 137 ], while the term ‘Internet addiction’ appears inappropriate. Individuals rarely become addicted to the medium of the internet itself [ 137 , 138 ]. Moreover, it has also been supported theoretically [ 135 ] and empirically proven [ 139 ] that problematic internet use and problematic online gaming are not the same.

The debate on the relationship between pure game addiction behaviors and game addiction in comorbidity with other psychiatric disorders appears still on. Some researchers have argued that game addiction, as a standalone clinical entity, does not exist [ 140 ], but it is simply a symptom of psychiatric illnesses such as major depressive disorder or Attention Deficit Hyperactivity Disorder. Equally poorly defined is the question of genetic predisposition and vulnerability to game addiction.

Likewise, the relationship between clinical symptoms and changes in brain activity and the dynamics by which video games triggers such widespread brain plasticity needs to be more clearly defined.

5. Conclusions

The current analysis of the literature provides strong evidence on the power of video games as highly motivating and engaging tools in the broader context of cognitive, emotional and relational development of children and adolescents. However, the effectiveness of such tools does not arise exclusively from their content, but it results from a set of variables interacting each other.

Video games, beyond their content, can favor pathological aggression, withdrawal, escape from reality and reduction of interests. Virtual reality becomes more attractive than the real one and can become the ‘non-place’ to escape from the complexity of everyday life. Recently, to contain the spread of the COVID-19 pandemic, health authorities have forced populations to stay home and children and adolescents may experience an exacerbation of exposure to video games.

Parents, educators and teachers should ensure an educational presence, monitoring times and modalities of VG practice in a broader context in which children and adolescents live with a wider repertoire of interests, without losing social and relational engagement. Moreover, pediatric health care visits may be a great opportunity to support parents helping children to deal with media and video games.

On these assumptions, as practical suggestions to prevent or mitigate addictive behaviors, parents and educators should enforce the golden rule as the educational presence of the adult.

Moreover, in line with the literature, the core values to prevent a negative impact of video games should be focused on a few rules to be proposed with assertiveness and authority: 1. set a clear time limit to play, 2. prefer games that can also be played with family, 3. alternate video games with other games and activities, 4. avoid highly addictive games, 5. keep a social life in the real world.

Author Contributions

Conceptualization, D.S., L.D.F. and G.L.; methodology, D.S., E.G.; formal analysis, D.S., E.G. and L.D.F.; data curation, E.G. and L.D.F.; writing—original draft preparation, D.S., E.G. and L.D.F.; writing—review and editing, D.S.; supervision, D.S. and G.L.; funding acquisition, D.S. and G.L. All authors have read and agreed to the published version of the manuscript.

This research received no external funding.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Data availability statement, conflicts of interest.

The authors declare no conflict of interest.

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How do I mention a video game in a formal piece of writing?

What is the proper convention for mentioning the title of a video game in a formal research paper? Would I place the title in quotations, like the name of a short story ("Myst"), underline it, like the title of a book, or italicize it ( Myst )? I would prefer an answer backed up by a formal standard such as MLA, APA, Chicago, or AP, if they cover this.

• punctuation

4 Answers 4

According to Diana Hacker's Research and Documentation (Bedford-St. Martin's), the MLA citation for a video game should follow this format:

From the same source, the APA citation for a video game should follow this format:

(You can't tell from the example of Sims 2, but in an APA citation, only the first word of a title is capitalized. Therefore, Call of Duty would be listed as Call of duty.

These are the formats for a Works Cited/References entry. In the text itself, the title of the video game should be capitalized and italicized, just as the title of a book would be.

The APA does in fact cover this, though under the broader category of "software."

In text, the title of the video game should NOT be italicized (p. 210). When citing the video game, you'd use the following convention:

Copyright Holder (Year of Publication). Game Title [Software]. Location of Producer: Producer.

Note that Copyright Holder and Producer may be the same.

Source: APA manual, 6th edition. I'll confirm with MLA and Chicago when I get home.

• OP, thanks for accepting my answer, but please see the revised answer! I left out the most important word, "not." The titles should not be capitalized. For added reference, I included the page number. –  emsoff Dec 29, 2014 at 20:08

Chicago Manual of Style 8.190. In running text video game titles are italicized.

According to this blog post , you simply capitalize the title when writing it in-text. The citation style in the previous two answers appears correct.

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Home — Essay Samples — Entertainment — Video Games — The Benefits Of Video Games

Video Games and Its Positive Effects

• Categories: Advantages of Technology Impact of Technology Video Games

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Words: 1248 |

Published: Jun 20, 2019

Words: 1248 | Pages: 2 | 7 min read

Table of contents

Introduction, positive effects of video games, works cited.

• Ferguson, C. J. (2015). Do angry birds make for angry children? A meta-analysis of video game influences on children's and adolescents' aggression, mental health, prosocial behavior, and academic performance. Perspectives on Psychological Science, 10(5), 646-666.
• Granic, I., Lobel, A., & Engels, R. C. (2014). The benefits of playing video games. American Psychologist, 69(1), 66-78.
• Green, C. S., & Bavelier, D. (2012). Learning, attentional control, and action video games. Current Biology, 22(18), R197-R206.
• Kühn, S., & Gallinat, J. (2014). Amount of lifetime video gaming is positively associated with entorhinal, hippocampal and occipital volume. Molecular Psychiatry, 19(7), 842-847.
• McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. Penguin.
• Russoniello, C. V., Fish, M., & O'Brien, K. (2013). The efficacy of casual video game play in reducing clinical depression: A randomized controlled study. Games for Health Journal, 2(6), 341-346.
• Subrahmanyam, K., & Greenfield, P. (1998). Effect of video game practice on spatial skills in girls and boys. Journal of Applied Developmental Psychology, 19(3), 463-472.
• Van Rooij, A. J., Ferguson, C. J., Colder Carras, M., Kardefelt-Winther, D., Shi, J., Aarseth, E., ... & Saunders, J. (2018). A weak scientific basis for gaming disorder: Let us err on the side of caution. Journal of Behavioral Addictions, 7(1), 1-9.
• Wang, H. Y., & Peng, W. (2017). The benefits of playing video games. In Media Exposure and Risk (pp. 197-210). Springer.
• Yee, N., & Bailenson, J. (2007). The Proteus effect: The effect of transformed self-representation on behavior. Human Communication Research, 33(3), 271-290.

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The cultural impact of video games: a systematic review of the literature.

1. Introduction

1.1. technology and culture, 1.2. from playful to cultural: playful culture, 1.3. video games and culture, 1.4. previous literature reviews and meta-analyses on culture and video games, 2. materials and methods, 3.1. rq1. what is the conceptual network extracted from the literature, and what are the topics of the articles according to the journal category in the databases, 3.2. rq2. what is the geographical distribution of publications, 3.3. rq3. what is the distribution of articles according to their position in the database, 3.4. rq4. what the methodological approaches and research methods are used in the selected studies, 3.5. rq5. what is the typology of the video games presented or analysed, 3.6. rq6. how are the video games introduced and how do they interact with the objects of study, 3.7. rq7. what technology associated with the video game is used, 3.8. rq8. what are the titles or video games used, 3.9. rq9. what is the cultural theme being studied and represented in the studies analysed, 3.10. rq10. from which dimension is the cultural approach carried out, 3.11. rq11. what results or conclusions do researchers obtain in relation to the culture-video game binomial, 3.12. rq12. is there a direct impact between video games and human culture, 4. conclusions and discussion, supplementary materials, author contributions, institutional review board statement, informed consent statement, data availability statement, acknowledgments, conflicts of interest.

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Cerezo-Pizarro, M.; Revuelta-Domínguez, F.-I.; Guerra-Antequera, J.; Melo-Sánchez, J. The Cultural Impact of Video Games: A Systematic Review of the Literature. Educ. Sci. 2023 , 13 , 1116. https://doi.org/10.3390/educsci13111116

Cerezo-Pizarro M, Revuelta-Domínguez F-I, Guerra-Antequera J, Melo-Sánchez J. The Cultural Impact of Video Games: A Systematic Review of the Literature. Education Sciences . 2023; 13(11):1116. https://doi.org/10.3390/educsci13111116

Cerezo-Pizarro, Mario, Francisco-Ignacio Revuelta-Domínguez, Jorge Guerra-Antequera, and Jairo Melo-Sánchez. 2023. "The Cultural Impact of Video Games: A Systematic Review of the Literature" Education Sciences 13, no. 11: 1116. https://doi.org/10.3390/educsci13111116

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Simulating Philosophy: Interpreting Video Games as Executable Thought Experiments

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• Published: 26 February 2013
• Volume 27 , pages 251–265, ( 2014 )

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This essay proposes an alternative way of studying video games: as thought experiments akin to the narrative thought experiments that are frequently used in philosophy. This perspective incorporates insights from the narratological and ludological perspectives in game studies and highlights the philosophical significance of games. Video game thought experiments are similar to narrative thought experiments in many respects and can perform the same functions. They also have distinctive advantages over narrative thought experiments, as they situate counterfactuals in more complex, developed contexts and present them to players who are participants in game worlds, rather than simply observers.

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Schulzke, M. Simulating Philosophy: Interpreting Video Games as Executable Thought Experiments. Philos. Technol. 27 , 251–265 (2014). https://doi.org/10.1007/s13347-013-0102-2

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DOI : https://doi.org/10.1007/s13347-013-0102-2

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