influence of video games essay

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

10.4 The Impact of Video Games on Culture

Learning objectives.

• Describe gaming culture and how it has influenced mainstream culture.
• Analyze the ways video games have affected other forms of media.
• Describe how video games can be used for educational purposes.
• Identify the arguments for and against the depiction of video games as an art.

An NPD poll conducted in 2007 found that 72 percent of the U.S. population had played a video game that year (Faylor, 2008). The increasing number of people playing video games means that video games are having an undeniable effect on culture. This effect is clearly visible in the increasing mainstream acceptance of aspects of gaming culture. Video games have also changed the way that many other forms of media, from music to film, are produced and consumed. Education has also been changed by video games through the use of new technologies that help teachers and students communicate in new ways through educational games such as Brain Age . As video games have an increasing influence on our culture, many have voiced their opinions on whether this form of media should be considered an art.

Game Culture

To fully understand the effects of video games on mainstream culture, it is important to understand the development of gaming culture , or the culture surrounding video games. Video games, like books or movies, have avid users who have made this form of media central to their lives. In the early 1970s, programmers got together in groups to play Spacewar! , spending a great deal of time competing in a game that was rudimentary compared to modern games (Brand). As video arcades and home video game consoles gained in popularity, youth culture quickly adapted to this type of media, engaging in competitions to gain high scores and spending hours at the arcade or with the home console.

In the 1980s, an increasing number of kids were spending time on consoles playing games and, more importantly, increasingly identifying with the characters and products associated with the games. Saturday morning cartoons were made out of the Pac-Man and Super Mario Bros. games, and an array of nongame merchandise was sold with video game logos and characters. The public recognition of some of these characters has made them into cultural icons. A poll taken in 2007 found that more Canadians surveyed could identify a photo of Mario, from Super Mario Bros. , than a photo of the current Canadian prime minister (Cohn & Toronto, 2007).

As the kids who first played Super Mario Bros. began to outgrow video games, companies such as Sega, and later Sony and Microsoft, began making games to appeal to older demographics. This has increased the average age of video game players, which was 35 in 2009 (Entertainment Software Association, 2009). The Nintendo Wii has even found a new demographic in retirement communities, where Wii Bowling has become a popular form of entertainment for the residents (Wischnowsky). The gradual increase in gaming age has led to an acceptance of video games as an acceptable form of mainstream entertainment.

The Subculture of Geeks

The acceptance of video games in mainstream culture has consequently changed the way that the culture views certain people. “Geek” was the name given to people who were adept at technology but lacking in the skills that tended to make one popular, like fashion sense or athletic ability. Many of these people, because they often did not fare well in society, favored imaginary worlds such as those found in the fantasy and science fiction genres. Video games were appealing because they were both a fantasy world and a means to excel at something. Jim Rossignol, in his 2008 book This Gaming Life: Travels in Three Cities , explained part of the lure of playing Quake III online:

Video games gave a group of excluded people a way to gain proficiency in the social realm. As video games became more of a mainstream phenomenon and video game skills began to be desired by a large number of people, the popular idea of geeks changed. It is now common to see the term “geek” used to mean a person who understands computers and technology. This former slur is also prominent in the media, with headlines in 2010 such as “Geeks in Vogue: Top Ten Cinematic Nerds (Sharp, 2010).”

Many media stories focusing on geeks examine the ways in which this subculture has been accepted by the mainstream. Geeks may have become “cooler,” but mainstream culture has also become “geekier.” The acceptance of geek culture has led to acceptance of geek aesthetics. The mainstreaming of video games has led to acceptance of fantasy or virtual worlds. This is evident in the popularity of film/book series such as The Lord of the Rings and Harry Potter . Comic book characters, emblems of geek culture, have become the vehicles for blockbuster movies such as Spider-Man and The Dark Knight . The idea of a fantasy or virtual world has come to appeal to greater numbers of people. Virtual worlds such as those represented in the Grand Theft Auto and Halo series and online games such as World of Warcraft have expanded the idea of virtual worlds so that they are not mere means of escape but new ways to interact (Konzack, 2006).

The Effects of Video Games on Other Types of Media

Video games during the 1970s and ’80s were often derivatives of other forms of media. E.T. , Star Wars , and a number of other games took their cues from movies, television shows, and books. This began to change in the 1980s with the development of cartoons based on video games, and in the 1990s and 2000s with live-action feature films based on video games.

Television programs based on video games were an early phenomenon. Pac-Man , Pole Position , and Q*bert were among the animated programs that aired in the early 1980s. In the later 1980s, shows such as The Super Mario Bros. Super Show! and The Legend of Zelda promoted Nintendo games. In the 1990s, Pokémon , originally a game developed for the Nintendo Game Boy, was turned into a television series, a card game, several movies, and even a musical (Internet Movie Database). Recently, several programs have been developed that revolve entirely around video games—the web series The Guild , for instance, tells the story of a group of friends who interact through an unspecified MMORPG.

Nielsen, the company that tabulates television ratings, has begun rating video games in a similar fashion. In 2010, this information showed that video games, as a whole, could be considered a kind of fifth network , along with the television networks NBC, ABC, CBS, and Fox (Shields, 2009). Advertisers use Nielsen ratings to decide which programs to support. The use of this system is changing public perceptions to include video game playing as a habit similar to television watching.

Video games have also influenced the way that television is produced. The Rocket Racing League, scheduled to be launched in 2011, will feature a “virtual racetrack.” Racing jets will travel along a virtual track that can only be seen by pilots and spectators with enabled equipment. Applications for mobile devices are being developed that will allow spectators to race virtual jets alongside the ones flying in real time (Hadhazy, 2010). This type of innovation is only possible with a public that has come to demand and rely on the kind of interactivity that video games provide.

The rise in film adaptations of video games accompanies the increased age of video game users. In 1995, Mortal Kombat , a live-action movie based on the video game, grossed over $70 million at the box office, placing it 22nd in the rankings for that year (Box Office Mojo). Lara Croft: Tomb Raider , released in 2001, starred well-known actress Angelina Jolie and ranked No. 1 at the box office when it was released, and 15th overall for the year (Box Office Mojo). Films based on video games are an increasingly common sight at the box office, such as producer Jerry Bruckheimer’s Prince of Persia , or the recent sequel to Tron , based on the idea of a virtual gaming arena.

Another aspect of video games’ influence on films is how video game releases are marketed and perceived. The release date for anticipated game Grand Theft Auto IV was announced and marketed to compete with the release of the film Iron Man . Grand Theft Auto IV supposedly beat Iron Man by $300 million in sales. This kind of comparison is, in some ways, misleading. Video games cost much more than a ticket to a movie, so higher sales does not mean that more people bought the game than the movie. Also, the distribution apparatus for the two media is totally different. Movies can only be released in theaters, whereas video games can be sold at any retail outlet (Associated Press, 2008). What this kind of news story proves, however, is that the general public considers video games as something akin to a film. It is also important to realize that the scale of production and profit for video games is similar to that of films. Video games include music scores, actors, and directors in addition to the game designers, and the budgets for major games reflect this. Grand Theft Auto IV cost an estimated $100 million to produce (Bowditch, 2008).

Video games have been accompanied by music ever since the days of the arcade. Video game music was originally limited to computer beeps turned into theme songs. The design of the Nintendo 64, Sega Saturn, and Sony PlayStation made it possible to use sampled audio on new games, meaning songs played on physical instruments could be recorded and used on video games. Beginning with the music of the Final Fantasy series, scored by famed composer Nobuo Uematsu, video game music took on film score quality, complete with full orchestral and vocal tracks. This innovation proved beneficial to the music industry. Well-known musicians such as Trent Reznor, Thomas Dolby, Steve Vai, and Joe Satriani were able to create the soundtracks for popular games, giving these artists exposure to new generations of potential fans (Video Games Music Big Hit, 1997). Composing music for video games has turned into a profitable means of employment for many musicians. Schools such as Berklee College of Music, Yale, and New York University have programs that focus on composing music for video games. The students are taught many of the same principles that are involved in film scoring (Khan, 2010).

Many rock bands have allowed their previously recorded songs to be used in video games, similar to a hit song being used on a movie soundtrack. The bands are paid for the rights to use the song, and their music is exposed to an audience that otherwise might not hear it. As mentioned earlier, games like Rock Band and Guitar Hero have been used to promote bands. The release of The Beatles: Rock Band was timed to coincide with the release of digitally remastered reissues of the Beatles’ albums.

Another phenomenon relating to music and video games involves musicians covering video game music. A number of bands perform only video game covers in a variety of styles, such as the popular Japanese group the Black Mages, which performs rock versions of Final Fantasy music. Playing video game themes is not limited to rock bands, however. An orchestra and chorus called Video Games Live started a tour in 2005 dedicated to playing well-known video game music. Their performances are often accompanied by graphics projected onto a screen showing relevant sequences from the video games (Play Symphony).

Recently, the connection between video games and other media has increased with the popularity of machinima , animated films and series created by recording character actions inside video games. Beginning with the short film “Diary of a Camper,” filmed inside the game Quake in 1996, fans of video games have adopted the technique of machinima to tell their own stories. Although these early movies were released only online and targeted a select niche of gamers, professional filmmakers have since adopted the process, using machinima to storyboard scenes and to add a sense of individuality to computer-generated shots. This new form of media is increasingly becoming mainstream, as TV shows such as South Park and channels such as MTV2 have introduced machinima to a larger audience (Strickland).

Video Games and Education

Figure 10.7

Educational video games have proven to be useful tools for educators.

One sign of the mainstreaming of video games is the increase of educational institutions that embrace them. As early as the 1980s, games such as Number Munchers and Word Munchers were designed to help children develop basic math and grammar skills. In 2006, the Federation of American Scientists completed a study that approved of video game use in education. The study cited the fact that video game systems were present in most households, kids favored learning through video games, and games could be used to facilitate analytical skills (Feller, 2006). Another study, published in the science journal Nature in 2002, found that regular video game players had better developed visual-processing skills than people who did not play video games. Participants in the test were asked to play a first-person shooter game for 1 hour a day for 10 days, and were then tested for specific visual attention skills. The playing improved these skills in all participants, but the regular video game players had a greater skill level than the non–game players. According to the study, “Although video-game playing may seem to be rather mindless, it is capable of radically altering visual attention processing (Green & Bavelier, 2003).”

Other educational institutions have begun to embrace video games as well. The Boy Scouts of America have created a “belt loop,” something akin to a merit badge, for tasks including learning to play a parent-approved game and developing a schedule to balance video game time with homework (Murphy, 2010). The federal government has also seen the educational potential of video games. A commission on balancing the federal budget suggested a video game that would educate Americans about the necessary costs of balancing the federal budget (Wolf, 2010). The military has similarly embraced video games as training simulators for new soldiers. These simulators, working off of newer game technologies, present several different realistic options that soldiers could face on the field. The games have also been used as recruiting tools by the U.S. Army and the Army National Guard (Associated Press, 2003).

The ultimate effect of video game use for education, whether in schools or in the public arena, means that video games have been validated by established cultural authorities. Many individuals still resist the idea that video games can be beneficial or have a positive cultural influence, but their embrace by educational institutions has given video games validation.

Video Games as Art

While universally accepted as a form of media, a debate has recently arisen over whether video games can be considered a form of art. Roger Ebert, the well-known film critic, has historically argued that “video games can never be art,” citing the fact that video games are meant to be won, whereas art is meant to be experienced (Ebert, 2010).

His remarks have generated an outcry from both video gamers and developers. Many point to games such as 2009’s Flower , in which players control the flow of flower petals in the wind, as examples of video games developing into art. Flower avoids specific plot and characters to allow the player to focus on interaction with the landscape and the emotion of the game-play (That Game Company). Likewise, more mainstream games such as the popular Katamari series, released in 2004, are built around the idea of creation, requiring players to pull together a massive clump of objects in order to create a star.

Video games, once viewed as a mindless source of entertainment, are now being featured in publications such as The New Yorker magazine and The New York Times (Fisher, 2010). With the development of increasingly complex musical scores and the advent of machinima, the boundaries between video games and other forms of media are slowly blurring. While they may not be considered art by everyone, video games have contributed significantly to modern artistic culture.

Key Takeaways

• The aesthetics and principles of gaming culture have had an increasing effect on mainstream culture. This has led to the gradual acceptance of marginalized social groups and increased comfort with virtual worlds and the pursuit of new means of interaction.
• Video games have gone from being a derivative medium that took its cues from other media, such as books, films, and music, to being a form of media that other types derive new ideas from. Video games have also interacted with older forms of media to change them and create new means of entertainment and interaction.
• Educational institutions have embraced the use of video games as valuable tools for teaching. These tools include simulated worlds in which important life skills can be learned and improved.
• While video games may not be accepted by everyone as a form of art, there is no doubt that they contribute greatly to artistic media such as music and film.

Think about the ways in which video games have influenced and affected other forms of media. Then consider the following questions:

• Are there things video games will never be able to offer?
• Write down several examples of ways in which other forms of media are not replicated by video games. Then speculate on ways video games could eventually emulate these forms.

Associated Press, “‘Grand Theft Auto IV’ Beats ‘Iron Man’ by $300 Million,” Fox News , May 9, 2008, http://www.foxnews.com/story/0,2933,354711,00.html .

Associated Press, “Military Training Is Just a Game,” Wired , October 3, 2003, http://www.wired.com/gaming/gamingreviews/news/2003/10/60688 .

Bowditch, Gillian. “Grand Theft Auto Producer is Godfather of Gaming,” Times (London), April 27, 2008, http://www.timesonline.co.uk/tol/news/uk/scotland/article3821838.ece .

Box Office Mojo, “Lara Croft: Tomb Raider,” http://www.boxofficemojo.com/movies/?id=tombraider.htm .

Box Office Mojo, “Mortal Kombat,” http://boxofficemojo.com/movies/?id=mortalkombat.htm .

Brand, “Space War.”

Cohn & Wolfe Toronto, “Italian Plumber More Memorable Than Harper, Dion,” news release, November 13, 2007, http://www.newswire.ca/en/releases/mmnr/Super_Mario_Galaxy/index.html .

Ebert, Roger. “Video Games Can Never Be Art,” Chicago Sun-Times , April 16, 2010, http://blogs.suntimes.com/ebert/2010/04/video_games_can_never_be_art.html .

Entertainment Software Association, Essential Facts About the Computer and Video Game Industry: 2009 Sales, Demographic, and Usage Data , 2009, http://www.theesa.com/facts/pdfs/ESA_EF_2009.pdf .

Faylor, Chris. “NPD: 72% of U.S. Population Played Games in 2007; PC Named “Driving Force in Online Gaming,” Shack News, April 2, 2008, http://www.shacknews.com/onearticle.x/52025 .

Feller, Ben. “Group: Video Games Can Reshape Education,” MSNBC , October 18, 2006, http://www.msnbc.msn.com/id/15309615/from/ET/ .

Fisher, Max. “Are Video Games Art?” Atlantic Wire , April 19, 2010, http://www.theatlanticwire.com/features/view/feature/Are-Video-Games-Art-1085/ .

Green, C. Shawn. and Daphne Bavelier, “Action Video Game Modifies Visual Selective Attention,” Nature 423, no. 6939 (2003): 534–537.

Hadhazy, Adam. “’NASCAR of the Skies’ to Feature Video Game-Like Interactivity,” TechNewsDaily , April 26, 2010, http://www.technewsdaily.com/nascar-of-the-skies-to-feature-video-game-like-interactivity–0475/ .

Internet Movie Database, “Pokémon,” http://www.imdb.com/ .

Khan, Joseph P. “Berklee is Teaching Its Students to Compose Scores for Video Games,” Boston Globe , January 19, 2010, http://www.boston.com/news/education/higher/articles/2010/01/19/berklee_is_teaching_students_to_compose_scores_for_video_games/ .

Konzack, Lars. “Geek Culture: The 3rd Counter-Culture,” (paper, FNG2006, Preston, England, June 26–28, 2006), http://www.scribd.com/doc/270364/Geek-Culture-The-3rd-CounterCulture .

Murphy, David. “Boy Scouts Develop ‘Vide Game’ Merit Badge,” PC Magazine , May 2, 2010, http://www.pcmag.com/article2/0,2817,2363331,00.asp .

Play Symphony, Jason Michael Paul Productions, “About,” Play! A Video Game Symphony, http://www.play-symphony.com/about.php .

Rossignol, Jim. This Gaming Life: Travels in Three Cities (Ann Arbor, MI: University of Michigan Press, 2008), 17.

Sharp, Craig. “Geeks in Vogue: Top Ten Cinematic Nerds,” Film Shaft , April 26, 2010, http://www.filmshaft.com/geeks-in-vogue-top-ten-cinematic-nerds/ .

Shields, Mike. “Nielsen: Video Games Approach 5th Network Status,” Adweek , March 25, 2009, http://www.adweek.com/aw/content_display/news/agency/e3i4f087b1aeac6f008d0ecadfeffe4a191 .

Strickland, Jonathan. “How Machinima Works,” HowStuffWorks.com , http://entertainment.howstuffworks.com/machinima3.htm .

That Game Company, “Flower,” http://thatgamecompany.com/games/flower/ .

Video Games Music Big Hit, “Video Games Music Big Hit,” Wilmington (NC) Morning Star , February 1, 1997, 36.

Wischnowsky, “Wii Bowling.”

Wolf, Richard. “Nation’s Soaring Deficit Calls for Painful Choices,” USA Today , April 14, 2010, http://www.usatoday.com/news/washington/2010-04-12-deficit_N.htm .

Understanding Media and Culture Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Pediatr Rep

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

Associated data.

Data sharing not applicable.

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.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Presentations made painless

• Get Premium

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!

Want to research companies faster?

Instantly access industry insights

Let PitchGrade do this for me

Leverage powerful AI research capabilities

We will create your text and designs for you. Sit back and relax while we do the work.

Explore More Content

• Privacy Policy
• Terms of Service

© 2024 Pitchgrade

Information

• Author Services

Initiatives

You are accessing a machine-readable page. In order to be human-readable, please install an RSS reader.

All articles published by MDPI are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of the article published by MDPI, including figures and tables. For articles published under an open access Creative Common CC BY license, any part of the article may be reused without permission provided that the original article is clearly cited. For more information, please refer to https://www.mdpi.com/openaccess .

Feature papers represent the most advanced research with significant potential for high impact in the field. A Feature Paper should be a substantial original Article that involves several techniques or approaches, provides an outlook for future research directions and describes possible research applications.

Feature papers are submitted upon individual invitation or recommendation by the scientific editors and must receive positive feedback from the reviewers.

Editor’s Choice articles are based on recommendations by the scientific editors of MDPI journals from around the world. Editors select a small number of articles recently published in the journal that they believe will be particularly interesting to readers, or important in the respective research area. The aim is to provide a snapshot of some of the most exciting work published in the various research areas of the journal.

Original Submission Date Received: .

• Active Journals
• Find a Journal
• Proceedings Series
• For Authors
• For Reviewers
• For Editors
• For Librarians
• For Publishers
• For Societies
• For Conference Organizers
• Open Access Policy
• Institutional Open Access Program
• Special Issues Guidelines
• Editorial Process
• Research and Publication Ethics
• Article Processing Charges
• Testimonials
• Preprints.org
• SciProfiles
• Encyclopedia

Article Menu

• Subscribe SciFeed
• Google Scholar
• on Google Scholar
• Table of Contents

Find support for a specific problem in the support section of our website.

Please let us know what you think of our products and services.

Visit our dedicated information section to learn more about MDPI.

JSmol Viewer

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.

• Gough, G. Number of Gamers Worldwide 2021 ; Statista: Hamburg, Germany, 2021. [ Google Scholar ]
• Entertainment Software Association. ESA Video Games in the 21st Century: The Impact on the United States ; Entertainment Software Association: Washington, DC, USA, 2021. [ Google Scholar ]
• Esnaola, G.; García, E.; De Anso, M.B.; Gabriella, M.; Guerra, J.; Cattaneo, M.C.; Beneditto, G.; Tortolini, A.; Conde, M.E. Video-juegos en Aulas Ludificadas. Aportes Para Una Pedagogía del Edutainment. Didácticas Mediadas por Juegos Digitales ; Noveduc: Buenos Aires, Argentina, 2016. [ Google Scholar ]
• Greenfield, G. Writing the history of the future: The killing game. Asia-Pac. J. Jpn. Focus 2004 , 2 , 1–3. [ Google Scholar ]
• Riverón, G. La cultura digital en la sociedad moderna. RITI J. 2016 , 4 , 1–6. [ Google Scholar ] [ CrossRef ]
• Castells, M. La sociedad red: Una visión global. In La era de la información/Manuel Castells , 2nd ed.; Alianza: Madrid, Spain, 2006; ISBN 978-84-206-4494-3. [ Google Scholar ]
• De Pablos, J. Las nuevas tecnologías y las construcción de la identidad cultural: El cambio educativo para el siglo XXI. Rev. Bordón. Rev. De Pedagog. 1999 , 51 , 417–433. [ Google Scholar ]
• Murphie, A.; Potts, J. Culture and Technology , 1st ed.; Bloomsbury Publishing Plc: London, UK, 2002; ISBN 978-1-350-36341-0. [ Google Scholar ]
• Rueda, J.C.; Galán, E.; Rubio, A.L. Historia de Los Medios de Comunicación ; Alianza Editorial: Madrid, Spain, 2015. [ Google Scholar ]
• Rodríguez, M.A. Innovación en el aula de Ciencias Sociales mediante el uso de videojuegos. Rev. Iberoam. De Educ. 2016 , 72 , 181–200. [ Google Scholar ] [ CrossRef ]
• Huizinga, J. Homo Ludens ; Gallimard: Paris, France, 1938. [ Google Scholar ]
• Jenkins, H. Convergence Culture: La Cultura de la Convergencia de los Medios de Comunicación ; Paidós: Barcelona, Spain, 2008; ISBN 978-84-493-2153-5. [ Google Scholar ]
• Spokes, M. “War…war never changes”: Exploring explicit and implicit encounters with death in a post-apocalyptic gameworld. Mortality 2018 , 23 , 135–150. [ Google Scholar ] [ CrossRef ]
• Escribano, F. Homo Alien: Videojuego y Gamificación Para el Próximo Hacking Cognitivo , 1st ed.; Héroes de Papel Studies: Bollullos de la Mitación, Sevilla, 2020; ISBN 978-84-12-03111-9. [ Google Scholar ]
• McGonigal, J. Reality Is Broken: Why Games Make Us Better and How They Can Change the World ; Penguin Books: New York, NY, USA, 2011; ISBN 978-0-14-312061-2. [ Google Scholar ]
• López, I. ¿Qué es un Videojuego?: Claves Para Entender el Mayor Fenómeno Cultural del Siglo XXI ; Ediciones Arcade: New York, NY, USA, 2016; ISBN 978-84-942881-0-4. [ Google Scholar ]
• Squire, K. Video Games and Learning: Teaching Participatory Culture in the Digital Age ; Teachers College Press: New York, NY, USA, 2011. [ Google Scholar ]
• Gee, J.P. Lo Que Nos Enseñan los Videojuegos Sobre el Aprendizaje y el Alfabetismo ; Ediciones Aljibe: Archidona, Málaga, 2004; ISBN 978-84-9700-168-7. [ Google Scholar ]
• Greenfield, P. Video Games as Cultural Artifacts. J. Appl. Dev. Psychol. 1994 , 15 , 3–12. [ Google Scholar ] [ CrossRef ]
• Esnaola, G.; San Martín, A. La Construcción de la Identidad a Través de los Videojuegos: Un Estudio del Aprendizaje en el Contexto Institucional de la Escuela ; Universidad de Valencia: Valencia, Spain, 2004. [ Google Scholar ]
• Pérez-Latorre, O. El Lenguaje Videolúdico: Análisis de la Significación del Videojuego ; Laertes: Cebelires, Turkey, 2011. [ Google Scholar ]
• Cordero, C. Prólogo. In EDU-Gamers: Recursos Videolúdicos Para una Sociedad Educadora ; Héroes de Papel: Madrid, Spain, 2022. [ Google Scholar ]
• García, F.G. Videojuegos y virtualidad narrativa. ICONO 2006 , 14 , 8. [ Google Scholar ] [ CrossRef ]
• Bogost, I. Videogames and Ideological Frames. Popul. Commun. 2006 , 4 , 165–183. [ Google Scholar ] [ CrossRef ]
• Flores, A.; Velasco, P. Ideological Games. Videojuegos e Ideología ; Héroes de Papel: Madrid, Spain, 2020; ISBN 978-84-12-03113-3. [ Google Scholar ]
• Christ, A.; Penthin, M.; Kröner, S. Big Data and Digital Aesthetic, Arts, and Cultural Education: Hot Spots of Current Quantitative Research. Soc. Sci. Comput. Rev. 2021 , 39 , 821–843. [ Google Scholar ] [ CrossRef ]
• Torres-Parra, C.R.; Javeriana, P.U. From Digital Promise to Videogames of the Oppressed. Keys to Use of Resistance through Cultural Consumption Pacla 2013 , 16 , 760–786. [ Google Scholar ] [ CrossRef ]
• Hammar, E.L.; de Wildt, L.; Mukherjee, S.; Pelletier, C. Politics of Production: Videogames 10 years after Games of Empire. Games Cult. 2021 , 16 , 287–293. [ Google Scholar ] [ CrossRef ]
• Shliakhovchuk, E.; Garcia, A.M. Intercultural Perspective on Impact of Video Games on Players: Insights from a Systematic Review of Recent Literature. Educ. Sci. Theory Pract. 2020 , 20 , 40–58. [ Google Scholar ] [ CrossRef ]
• Revuelta-Domínguez, F.-I.; Pizarro, M.C.; Sánchez, J.M.; Antequera, J.G. SRL The Cultural Impact of Video Games. A Systematic Review of Literature. Protocol 2023 . [ Google Scholar ] [ CrossRef ]
• Page, M.J.; McKenzie, J.E.; Bossuyt, P.M.; Boutron, I.; Hoffmann, T.C.; Mulrow, C.D.; Shamseer, L.; Tetzlaff, J.M.; Akl, E.A.; Brennan, S.E.; et al. The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ 2021 , 372 , 71. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Sánchez-Serrano, S.; Pedraza-Navarro, I.; Donoso-González, M. ¿Cómo hacer una revisión sistemática siguiendo el protocolo PRISMA? Revista Bordón 2022 , 74 , 51–66. [ Google Scholar ] [ CrossRef ]
• Haddaway, N.R.; Page, M.J.; Pritchard, C.C.; McGuinness, L.A. PRISMA2020 : An R package and Shiny app for producing PRISMA 2020-compliant flow diagrams, with interactivity for optimised digital transparency and Open Synthesis. Campbell Syst. Rev. 2022 , 18 , e1230. [ Google Scholar ] [ CrossRef ]
• Apperley, T.; Beavis, C. A Model for Critical Games Literacy. E-Learn. Digit. Media 2013 , 10 , 1–12. [ Google Scholar ] [ CrossRef ]
• Ballester Roca, J.; Méndez Cabrera, J. Los clásicos como resistencia: La lectura literaria en el marco de una educación lectora transmedia. TEJUELO 2021 , 34 , 195–220. [ Google Scholar ] [ CrossRef ]
• de Wildt, L.; Aupers, S.D. Eclectic Religion: The flattening of religious cultural heritage in videogames. Int. J. Heritage Stud. 2021 , 27 , 312–330. [ Google Scholar ] [ CrossRef ]
• Meier, C.; Saorín, J.L.; de León, A.B.; Cobos, A.G. Using the Roblox Video Game Engine for Creating Virtual tours and Learning about the Sculptural Heritage. Int. J. Emerg. Technol. Learn. 2020 , 15 , 268–280. [ Google Scholar ] [ CrossRef ]
• Laiti, O.; Harrer, S.; Uusiautti, S.; Kultima, A. Sustaining intangible heritage through video game storytelling—The case of the Sami Game Jam. Int. J. Heritage Stud. 2021 , 27 , 296–311. [ Google Scholar ] [ CrossRef ]
• Montiel, D.E.; Puyal, M.B. Villains and Vixens: The Representation of Female Vampires in Videogames. Oceanide 2020 , 12 , 85–93. [ Google Scholar ] [ CrossRef ]
• Manero, B.; Torrente, J.; Fernandez-Vara, C.; Fernandez-Manjon, B. Investigating the Impact of Gaming Habits, Gender, and Age on the Effectiveness of an Educational Video Game: An Exploratory Study. IEEE Trans. Learn. Technol. 2016 , 10 , 236–246. [ Google Scholar ] [ CrossRef ]
• Tichon, J.G.; Mavin, T. Experiencing Resilience via Video Games: A Content Analysis of the PlayStation Blog. Soc. Sci. Comput. Rev. 2016 , 35 , 666–675. [ Google Scholar ] [ CrossRef ]
• Robinson, N. Military Videogames: More Than a Game. RUSI J. 2019 , 164 , 10–21. [ Google Scholar ] [ CrossRef ]
• Schulzke, M. Military videogames and the future of ideological warfare. Br. J. Politi-Int. Relations 2017 , 19 , 609–626. [ Google Scholar ] [ CrossRef ]
• Muriel, D. Identidad Gamer. In Videojuegos y Construcción de Sentido en la Sociedad Contemporánea ; Anait games: Madrid, Spain, 2018; ISBN 978-84-947029-4-5. [ Google Scholar ]
• Sköld, O. Getting-to-Know: Inquiries, Sources, Methods, and the Production of Knowledge on a Videogame Wiki. J. Doc. 2017 , 73 , 1299–1321. [ Google Scholar ] [ CrossRef ]
• de Wildt, L.; Aupers, S. Pop theology: Forum discussions on religion in videogames. Inf. Commun. Soc. 2020 , 23 , 1444–1462. [ Google Scholar ] [ CrossRef ]
• Fernandes, L.M.A.; Matos, G.C.; Azevedo, D.; Nunes, R.R.; Paredes, H.; Morgado, L.; Barbosa, L.F.; Martins, P.; Fonseca, B.; Cristóvão, P.; et al. Exploring educational immersive videogames: An empirical study with a 3D multimodal interaction prototype. Behav. Inf. Technol. 2016 , 35 , 907–918. [ Google Scholar ] [ CrossRef ]
• Dima, M.; Xanthaki, A.; Deniozou, T.; Luoma, C. The Rights Hero—Serious Games for Human Rights Education and Integration of Migrant and Refugee Children in Europe. Int. J. Child. Rights 2022 , 30 , 41–71. [ Google Scholar ] [ CrossRef ]
• Dyer, N.; De Peuter, G. Games of Empire. In Global Capitalism and Videogames ; Taylor & Francis: Milton Park, UK, 2009; Volume 8. [ Google Scholar ]

Click here to enlarge figure

Share and Cite

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

Article Metrics

Article access statistics, supplementary material.

ZIP-Document (ZIP, 107 KiB)

Further Information

Mdpi initiatives, follow mdpi.

Subscribe to receive issue release notifications and newsletters from MDPI journals

• Video Games Effects on Players: Positive or Negative? Words: 1947
• Effects of Video Games on Players Words: 1942
• Video Games: Negative and Positive Effect on Teenage Kids Words: 1224
• Video Games: Positive and Negative Effects Words: 926
• Video Games: Negative or Positive Effects on Teenage Kids Words: 1222
• Globalization of Video Games and Its Influence in the Society Words: 1816
• The Gaming Community: How Video Game Players Are Viewed Today Words: 878
• Positive Aspects of Online Gaming and Their Impact on Children Words: 1149
• The Impact of Video Games on Those Who Play Them Words: 1487
• Valorant Is a Video Game That Is Both Enjoyable and Beneficial Words: 1026
• Video Games’ Negative Impact on Children Words: 2215
• Violence Encoding in Video Games Words: 2684
• Video Games and Teenage Behavior Words: 1725
• Video Game Addiction: History and Future Implications Words: 2112
• How Gaming Consoles Influence the Youth Words: 1678
• Are Video Games Harmful For Players? Words: 1621
• Researching of History of Video Games Words: 659
• Video Games Versus Movies Words: 883
• Behavioral Problems Caused by Video Games Words: 1955
• Video Games Are Harmful to Children and Adolescents Words: 619
• Regulating Violent Video Games Words: 830
• Are Video Games That Dangerous? Words: 668
• “The Rhetoric of Video Games” by Ian Bogost Words: 545
• Gaming as a Form of Meditation Words: 833
• Do Video Games Cause Violence: Essay Sample Words: 1039

Positive Effects of Video Gaming

This “positive effects of video games” essay explores the benefits of games on education, cognitive skills, social side of gaming, and other aspects. Get some ideas for your “positive effects of gaming” essay with the help of our sample.

Introduction

Gaming and cognitive skills, social side of online gaming, the matrix has you: gaming and self-perception, the major danger, works cited.

The influence of video gaming on an individual’s physical and psychological health is a rarely debated issue in psychology and psychiatry. The majority of the research focuses on the adverse effects of video gaming such as insomnia, depression, social isolation, and even heart failure (Sublette and Mullan 4). Nevertheless, primary targets of such research are obsessive video gamers who sometimes play video games for thirty hours straight or more (Sublette and Mullan 4). While excessive video gaming can be harmful to an individual’s physical and psychological health, moderate gaming can positively influence players by developing their cognitive and social skills, as well as improving the satisfaction with life and motivation.

First-person shooters (FPS) are frequently blamed for violent gameplay and excessive exposure to blood and other disturbing imagery. The influence of FPS on the cognitive skills of players remains a peripheral topic among psychiatrists and psychologists. However, Colzato et al. point out that playing FPS improves one’s ability to react faster, as well as monitor and update working memory (238). The violence of battles in FPS can indeed be disturbing to some, but approximately the same level of violence can be seen in average action movies about wars or city gangs.

The benefit of games is that they allow the player to interact with the environment, encouraging him or her to react to situations faster, conduct complex decision-making, and refer to the collected information to ensure accurate navigation. My experience has shown me that gaming can significantly improve personal ability to navigate in an unknown place by implementing the same set of skills necessary for video gaming: attention to details, analysis of the environment, and logical reasoning.

Puzzles and quests are other types of games that also require the player to use logic and attention to complete a task. It should be noted that early childhood programs also can include puzzle games where children need to match geometry figures and shapes or find a way in (or out of) a maze. Despite their seeming simplicity, such puzzles help children think symbolically and establish cause-effect relationships. One can also pay attention to eSports professionals to understand how computer games influence our cognition. The majority of them display an incredibly fast reaction to what is happening during the game and notice any changes before other viewers are aware of them.

Their experience in games that require full attention and rapid thinking allows them to evaluate a situation much faster, and, based on this evaluation, suggest one or several decisions. The importance of decision-making in college and career is discussed extensively, but there are few suggestions on how such a skill can be improved. My suggestion is that we should play puzzle and quest games more often to evaluate our own ability to think logically and make decisions based on the limited information we have. While a game is a more or less notional situation, we have to provide multiple choices each day, and not all of them are right. I believe that games can improve this ability.

Shooter video games are perfect training bases for those who want to improve their spatial resolution and attention. As Granic et al. notice, those participants who played FPS showed “faster and more accurate attention allocation, higher spatial resolution in visual processing, and enhanced mental rotation abilities” (68). Furthermore, the improvement in spatial skills from playing FPS was equal to the effects of university-based courses that help attendants work on the same skills. Spatial skills, in return, can predict achievements in technology, science, engineering, and mathematics (Granic et al. 68).

Another fact that can support my opinion about the importance of games is the extensive use of gaming in education and healthcare facilities. Students learn to understand complex concepts such as magnetic fields or Earth rotation by playing specifically designed video games, and young patients learn new information about diseases and vaccines with the help of applications and interactive games. At the same time, future health care professionals use serious games for training and medical education (Wang et al. 45). If games begin to enter education and healthcare, it is unreasonable to argue that their main aim is still entertainment. As we can see, they become another advanced learning tool that helps users improve their target skills or knowledge.

The social side of gaming is addressed more often but with a negative attitude as well: researchers pay attention to the development of addiction in online gamers, isolation from peers, and lack of social contact with family and friends. This stereotype is based on an excessive type of gamers and not on moderate or naive (with little experience) gamers who typically use online games as a means to entertain or communicate. Trepte et al. argue that online gaming and gamers’ interaction with their clan results in better interactions offline as well; if gamers are willing to engage in team management, “they seem to gain more social support in both settings, online as well as offline” (837).

Technology and gaming are often seen as negative influences on the development of social bonds among adolescents and young adults. It happens due to the common stereotype about gamers in particular and millennials in general that portrays them as persons who prefer to spend their time on their phone or PC/laptop and write thousands of messages per day.

However, before such technologies as the Internet and instant messaging emerged, personal contacts were limited to a more or less narrow circle of family members, friends, neighbors, colleagues, and other acquaintances mostly from the same city or country. Today, adolescents and adults use the Internet, including online gaming, to find friends from other continents and countries, discuss their interests, and share important aspects of their life via social media and gaming as well. Bonding in online games is also successful because it attracts people with similar interests who are more likely to become friends exactly due to their corresponding perceptions of entertainment and hobbies.

Online gaming in teams also helps gamers develop leadership and management skills by providing them an opportunity to form and rule a clan or a team, where the leader will help others achieve the team’s goals and gain some benefits. In-game terms, these benefits usually include gold or artifacts (weapons, spells, etc.). In real life, the knowledge about group management can come in handy during collective work on a project at the gamer’s place of employment. I would not say that the gamer will become a leader instantly, but, instead, he or she will use the acquired skills in a real-life setting, thus gaining real benefits from them. Online games “reward effective cooperation, support, and helping behaviors”, thus teaching players to build relationships offline efficiently (Granic et al. 73).

Such findings sometimes can lead to expected, but false conclusions: only nonviolent cooperative games lead to increased prosocial behavior in players, whereas violent video games’ influence is still more or less negative because they lead to increased aggression and competitiveness. In a way, this is true, but one should pay attention to the context in which violent games are defined as negative influences. If players choose a violent game that encourages (or requires) cooperation, they are more likely to display prosocial and helping behavior after the game is over (Granic et al. 73). What is more, cooperative gaming decreased the feelings of hostility in individuals compared to those players who preferred to play alone.

The research also found that adolescents who preferred playing cooperative games were more likely to be engaged in different civic movements such as charity or volunteering (Granic et al. 73). The potential of games in encouraging cooperation among citizens is often overseen due to their status as common, even “dumb” ways of entertainment that are more associated with adolescents and children than adults. However, the ability to cooperate is one of the major tools that human beings use to conduct research, invent, discover, and share. Therefore, I cannot agree with opinions that view gaming as a degrading experience. In its core, it targets unique human abilities such as the utilization of language and motion to achieve a goal, analysis, and decoding of abstract concepts and situations to choose the right time to take action, and desire to share positive and negative emotions with other human beings.

More than half of all Americans play video games (59%: 52% male and 48% female Americans) (Grooten and Kowert 70). Despite the frequent use of the word “gamer” in everyday lives, people often have a different understanding of gamers as persons. Some believe that gamers are those individuals who merely like to play from time to time. Others tend to view gamers as persons significantly immersed in the gaming world, i.e. interested in gaming news and fashion. According to Grooten and Kowert, “a player” is a temporary status that a person acquires when he or she plays any game (73). “A gamer”, however, is a more complex concept that relates to the cultural and social capital of a person. A gamer is not simply interested in playing games; he or she also finds a specific value in them and views him/herself through the prism of what he/she understands as “being a gamer”. For example, if a person has other social contacts interested in discussing games, he or she can perceive him/herself as a “gamer” during such conversations.

The concept of a “gamer” as a social identity becomes a part of the individual’s self-concept (how they see themselves), and this self-concept includes parts or characteristics associated with the social group “gamers” that further define person’s preferences and interests. The stigmatization of gamers as a social group is possible due to the existing stereotypes about this community. Gamers are often portrayed in the media as isolated, pale, overweight or malnourished individuals (more often male than female) who display an apparent obsession with games and gaming culture (Grooten and Kowert 75).

I frequently notice such stereotypes; they make me wonder whether the marginalization of the gaming community happens precisely due to negative associations (Internet addiction, mental illnesses, violent behaviors) related to gamers and gaming experience in psychological research. My decision to reference “The Matrix” in this section was due to my belief that social identities (including gamers) and self-perception often merge, creating a desired or partly illusionary self-concept, which incorporates both social and individual beliefs and stereotypes about “gamers” as a social group. For example, despite having a rich social life and harmonious relationships with peers, some gamers that I have met confessed that their primary interest in life was gaming and nothing else.

Such self-perception is the result of external labels created by pop-culture and internal desire to see oneself as a part of a social group that is famous for its obsession with a particular form of entertainment (gaming). I believe that gamers purposefully choose these labels to feel like a legitimate part of the cultural/social group they appreciate. Another problem of gamers’ self-perception emerges due to the lack of any clear consensus about the definition “gamer” in the gamers’ community as well (Grooten and Kowert 76).

More experienced or “hardcore” gamers (as they call themselves) might not accept a “newbie” who recently joined the community and is familiar only with a majority of recent mainstream games. At the same time, the “newbie” gamer would be seen as an experienced gamer by his peers who are completely unfamiliar with the gaming culture. Thus, the definition of a “gamer” changes depending on the perspective of the beholder.

It should also be noted that the uniqueness of a gamer identity is in its duality: when logging in a game, the gamer acquires a new personality (or an avatar) that she or he will be associated with. The importance of the avatar should not be underestimated. For example, recent complaints of female gamers about the lack of strong female protagonists in games led to the emergence of games with such avatars (“Syberia”, “Life Is Strange”, “Horizon Zero Dawn”, “The Last of Us”). Furthermore, some developers decided to allow the player to choose a female or male protagonist (“The Elder Scrolls”, “Prey”, “Dishonored 2”, “Mass Effect”, various massively multiplayer online role-playing games).

However, the gamer’s identity can experience even more radical transformations in games, where they can play as animals and supernatural or divine beings (“Ori and The Blind Forest”, “Divinity: Dragon Commander”, “The Elder Scrolls”, “Vampyr”, “Spore”, “Black and White”). The opportunity to perceive oneself as a supernatural deity or animal is yet another factor that, in my opinion, attracts gamers because they acquire a chance to become someone (or something) else. This is the reason why gamers are perceived as escapists who prefer imaginary life to the real one (such perception is also one of the major stereotypes about gamers).

Life in a virtual community has its established values, beliefs, cultures even that encourage gamers to identify with their guilds (e.g. by wearing a particular type of coat of arms, weapons, or having an identifiable nickname such as “Tom_Team_Raven”, etc.). In the offline world, gamers can also use such markers to show other members of the community their values or allegiance to a certain clan. Various merchandise sold by the biggest online retailers also helps gamers translate their adherence to a game via key chains, T-Shirts, backpacks, badges, etc. Thus, the virtual life goes beyond its digital frames and integrates with the gamer’s real life, affecting and changing it.

The line between the real and the digital life is clear to some gamers but extremely blurred to others. Addiction to video games (including online ones) is the currently debated topic among psychologists and psychiatrists; the reasons behind this addiction can be different, from increased stress levels to depression and compulsiveness (Whang et al. 146). As intriguing and attractive as the digital world might be, an extensive immersion in it can significantly worsen one’s quality of life and well-being.

If an interest in gaming transforms into an addiction, there is little chance that the discussed cognitive and social benefits will be derived. Instead, the person will find that she or he is unable to control her /his life, think about anything else, or find other hobbies interesting. Moreover, since the human body is not designed for a sedentary lifestyle evolutionally, addicted gamers can experience back pains, fatigue, severe headaches, and insomnia. Their social ties often crumble as well: frequent conflicts with parents about the addiction, reluctance to meet with offline friends, and a reduced interest in other activities are common among excessive gamers (Liu and Peng 1306).

Like any other addict, excessive gamers show signs of psychological dependency, which eventually results in loss of control over one’s time and life. Digital life becomes more valued by gamers because they believe that they are more loved or respected there. For some, the opportunity to experience fantasy adventures (slay dragons, shoot zombies, create spells, etc.) becomes more attractive than the real-life itself. The distortion in the self-perception is also typical because gamers see their digital self as more important than the real one. The adverse impact of gaming is evident, but it only emerges when the gamer loses control over his/her hobby and prefers it to the offline life.

However, I believe that individuals can protect themselves from these consequences by paying attention to their behavior. If any negative effects of gaming outweigh its positive ones, it is advisable to stop playing any games immediately and restrain from them for several days or even weeks. If a person is interested in deriving positive benefits from gaming, he or she should play moderately, i.e. devote a limited amount of time to gaming per week (a couple of regular gaming sessions will provide the necessary benefits). Only a reasonable approach to gaming will allow one to reap the rewards.

Interest in digital games and gaming should not be perceived as a sign of possible addiction or negative quality of life. Moderate gaming can improve one’s social and cognitive skills, build new online and offline relationships with other like-minded persons, and make one’s free hours more adventurous and exciting. Despite the violence that repels some, brutal games can encourage a person to display helping behavior more often, thus strengthening their offline social ties.

Games exist not only as a form of entertainment. Simulators, also known as “serious games”, are developed to help different professionals acquire necessary skills via completing digital tasks and trying out their future role in a virtual environment. Games teach individuals how to react to events faster, solve puzzles and problems in a limited amount of time, and employ decision-making skills for a better situational outcome. Thus, gaming has significant potential in developing our cognition and making us more aware of our unique personality.

Colzato, Lorenza S., et al. “Action Video Gaming and Cognitive Control: Playing First Person Shooter Games Is Associated with Improvement in Working Memory but Not Action Inhibition.” Psychological Research , vol. 77, no. 2, 2013, pp. 234-239.

Granic, Isabela, et al. “The Benefits of Playing Video Games.” American Psychologist , vol. 69, no. 1, 2014, pp. 66-78.

Grooten, Jan, and Rachel Kowert. “Going beyond the Game: Development of Gamer Identities within Societal Discourse and Virtual Spaces.” Loading… The Journal of the Canadian Game Studies Association , vol. 9, no. 14, 2015, pp. 70-87.

Liu, Ming, and Wei Peng. “Cognitive and Psychological Predictors of the Negative Outcomes Associated with Playing MMOGs (Massively Multiplayer Online Games).” Computers in Human Behavior , vol. 25, no. 6, 2009, pp. 1306-1311.

Sublette, Victoria Anne, and Barbara Mullan. “Consequences of Play: A Systematic Review of the Effects of Online Gaming.” International Journal of Mental Health and Addiction , vol. 10, no. 1, 2012, pp. 3-23.

Trepte, Sabine, et al. “The Social Side of Gaming: How Playing Online Computer Games Creates Online and Offline Social Support.” Computers in Human Behavior , vol. 28, no. 3, 2012, pp. 832-839.

Wang, Ryan, et al. “A Systematic Review of Serious Games in Training Health Care Professionals.” Simulation in Healthcare , vol. 11, no. 1, 2016, pp. 41-51.

Whang, Leo Sang-Min, et al. “Internet Over-Users’ Psychological Profiles: A Behavior Sampling Analysis on Internet Addiction.” Cyberpsychology & Behavior , vol. 6, no. 2, 2003, pp. 143-150.

Cite this paper

• Chicago (N-B)
• Chicago (A-D)

StudyCorgi. (2020, October 6). Positive Effects of Video Gaming. https://studycorgi.com/positive-effects-of-video-gaming/

"Positive Effects of Video Gaming." StudyCorgi , 6 Oct. 2020, studycorgi.com/positive-effects-of-video-gaming/.

StudyCorgi . (2020) 'Positive Effects of Video Gaming'. 6 October.

1. StudyCorgi . "Positive Effects of Video Gaming." October 6, 2020. https://studycorgi.com/positive-effects-of-video-gaming/.

Bibliography

StudyCorgi . "Positive Effects of Video Gaming." October 6, 2020. https://studycorgi.com/positive-effects-of-video-gaming/.

StudyCorgi . 2020. "Positive Effects of Video Gaming." October 6, 2020. https://studycorgi.com/positive-effects-of-video-gaming/.

This paper, “Positive Effects of Video Gaming”, was written and voluntary submitted to our free essay database by a straight-A student. Please ensure you properly reference the paper if you're using it to write your assignment.

Before publication, the StudyCorgi editorial team proofread and checked the paper to make sure it meets the highest standards in terms of grammar, punctuation, style, fact accuracy, copyright issues, and inclusive language. Last updated: August 25, 2023 .

If you are the author of this paper and no longer wish to have it published on StudyCorgi, request the removal . Please use the “ Donate your paper ” form to submit an essay.

Violence in the media: Psychologists study potential harmful effects

Early research on the effects of viewing violence on television—especially among children—found a desensitizing effect and the potential for aggression. Is the same true for those who play violent video games?

• Video Games

Television and video violence

Virtually since the dawn of television, parents, teachers, legislators, and mental health professionals have wanted to understand the impact of television programs, particularly on children. Of special concern has been the portrayal of violence, particularly given psychologist Albert Bandura’s work in the 1970s on social learning and the tendency of children to imitate what they see.

As a result of 15 years of “consistently disturbing” findings about the violent content of children’s programs, the Surgeon General’s Scientific Advisory Committee on Television and Social Behavior was formed in 1969 to assess the impact of violence on the attitudes, values, and behavior of viewers. The resulting report and a follow-up report in 1982 by the National Institute of Mental Health identified these major effects of seeing violence on television:

• Children may become less sensitive to the pain and suffering of others.
• Children may be more fearful of the world around them.
• Children may be more likely to behave in aggressive or harmful ways toward others.

Research by psychologists L. Rowell Huesmann, Leonard Eron, and others starting in the 1980s found that children who watched many hours of violence on television when they were in elementary school tended to show higher levels of aggressive behavior when they became teenagers. By observing these participants into adulthood, Huesmann and Eron found that the ones who’d watched a lot of TV violence when they were 8 years old were more likely to be arrested and prosecuted for criminal acts as adults.

Interestingly, being aggressive as a child did not predict watching more violent TV as a teenager, suggesting that TV watching could be a cause rather than a consequence of aggressive behavior. However, later research by psychologists Douglas Gentile and Brad Bushman, among others, suggested that exposure to media violence is just one of several factors that can contribute to aggressive behavior.

Other research has found that exposure to media violence can desensitize people to violence in the real world and that, for some people, watching violence in the media becomes enjoyable and does not result in the anxious arousal that would be expected from seeing such imagery.

Video game violence

The advent of video games raised new questions about the potential impact of media violence, since the video game player is an active participant rather than merely a viewer. 97% of adolescents age 12–17 play video games—on a computer, on consoles such as the Wii, Playstation, and Xbox, or on portable devices such as Gameboys, smartphones, and tablets. A Pew Research Center survey in 2008 found that half of all teens reported playing a video game “yesterday,” and those who played every day typically did so for an hour or more.

Many of the most popular video games, such as “Call of Duty” and “Grand Theft Auto,” are violent; however, as video game technology is relatively new, there are fewer empirical studies of video game violence than other forms of media violence. Still, several meta-analytic reviews have reported negative effects of exposure to violence in video games.

A 2010 review by psychologist Craig A. Anderson and others concluded that “the evidence strongly suggests that exposure to violent video games is a causal risk factor for increased aggressive behavior, aggressive cognition, and aggressive affect and for decreased empathy and prosocial behavior.” Anderson’s earlier research showed that playing violent video games can increase a person’s aggressive thoughts, feelings, and behavior both in laboratory settings and in daily life. “One major conclusion from this and other research on violent entertainment media is that content matters,” says Anderson.

Other researchers, including psychologist Christopher J. Ferguson, have challenged the position that video game violence harms children . While his own 2009 meta-analytic review reported results similar to Anderson’s, Ferguson contends that laboratory results have not translated into real world, meaningful effects. He also claims that much of the research into video game violence has failed to control for other variables such as mental health and family life, which may have impacted the results. His work has found that children who are already at risk may be more likely to choose to play violent video games. According to Ferguson, these other risk factors, as opposed to the games, cause aggressive and violent behavior.

APA launched an analysis in 2013 of peer-reviewed research on the impact of media violence and is reviewing its policy statements in the area.

Anderson, C.A., Ihori, Nobuko, Bushman, B.J., Rothstein, H.R., Shibuya, A., Swing, E.L., Sakamoto, A., & Saleem, M. (2010). Violent video game effects on aggression, empathy, and prosocial behavior in Eastern and Western countries: A Meta-analytic review.  Psychological Bulletin , Vol. 126, No. 2.

Anderson, C. A., Carnagey, N. L. & Eubanks, J. (2003). Exposure to violent media: The effects of songs with violent lyrics on aggressive thoughts and feelings.  Journal of Personality and Social Psycholog y, Vol. 84, No. 5.

Anderson, C. A., & Dill, K. E. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life.  Journal of Personality and Social Psychology , Vol. 78, No. 4.

Ferguson, C.J. (2011). Video games and youth violence: A Prospective analysis in adolescents.  Journal of Youth and Adolescence , Vol. 40, No. 4.

Gentile, D.A., & Bushman, B.J. (2012). Reassessing media violence effects using a risk and resilience approach to understanding aggression.  Psychology of Popular Media Culture , Vol. 1, No. 3.

Huesmann, L. R., & Eron, L. D. (1986). Television and the aggressive child: A cross-national comparison. Hillsdale, NJ: Erlbaum.

Huesmann, L. R., Moise-Titus, J., Podolski, C. L., & Eron, L. D. (2003). Longitudinal relations between children’s exposure to TV violence and their aggressive and violent behavior in young adulthood: 1977–1992.  Developmental Psychology , Vol. 39, No. 2, 201–221.

Huston, A. C., Donnerstein, E., Fairchild, H., Feshbach, N. D., Katz, P. A., Murray, J. P., Rubinstein, E. A., Wilcox, B. & Zuckerman, D. (1992). Big world, small screen: The role of television in American society. Lincoln, NE: University of Nebraska Press.

Krahe, B., Moller, I., Kirwil, L., Huesmann, L.R., Felber, J., & Berger, A. (2011). Desensitization to media violence: Links with habitual media violence exposure, aggressive cognitions, and aggressive behavior.  Journal of Personality and Social Psychology , Vol. 100, No. 4.

Murray, J. P. (1973). Television and violence: Implications of the Surgeon General’s research program.  American Psychologist , Vol. 28, 472–478.

National Institute of Mental Health (1982). Television and behavior: Ten years of scientific progress and implications for the eighties, Vol. 1. Rockville, MD: U.S. Department of Health and Human Services.

Recommended Reading

You may also like.

University of Utah Hospital

General questions.

• Billing & Insurance

You are listening to Healthy Kids Zone :

The Video Games Your Child Plays Has an Effect on Their Behavior

More and more research is emerging with evidence of the negative effects violent video games have on children. The most popular video games are also some of the most violent, and pediatrician Dr. Cindy Gellner speaks about the numerous effects they have on kids. If you notice behavioral problems and other issues with your child, video games with violence and other adult themes may be to blame. Listen to learn about the research and more.

Episode Transcript

With in-person activities for kids on hold a lot during the past year, video games have taken the place of ways for kids to connect while being socially distanced. Is this a good thing? Well, that depends.

Video gaming has become a popular activity for people of all ages since the 1980s. Many kids spend large amounts of time playing them, although the American Academy of Pediatrics recommends kids have more than two hours total of screen time a day. Video gaming is a multi-billion dollar industry, and video games have become very sophisticated and realistic. There are multi-player games, which allow kids to play with their friends across different platforms. However, there's always the possibility that kids can connect with not-so-friendly people out there, too.

While some games have educational content, many of the most popular games emphasize negative themes. They promote the killings in war-like scenarios, sometimes criminal behavior, disrespect for the law and other authority figures, sexual exploitation or violence towards women, racial, sexual and gender stereotypes, and foul language and obscene gestures. Examples of video games not acceptable for children because they have these themes include Grand Theft Auto, Call of Duty, and Mortal Kombat.

There is growing research on the effects of video games on children. Studies of children exposed to violence have shown that they can become immune or numb to violence, imitate the violence they see and show more aggressive behavior with greater exposure to violence. Studies have also shown that the more realistic and repeated the exposure to violence, the greater the impact on children. Kids can become overly involved and even obsessed with video games, which I've been seeing a lot lately, especially in kids who are doing only online learning.

I have parents often asking me how to get their kids off of video games and back onto their classwork. Unfortunately, I don't have any special tricks. But the best thing is to have them do their classwork where you can see them and know what they are doing. Also, check their grades frequently. And if you see a lot of missing assignments, then it's time to limit the video games until school is caught up. Too much video game can lead to poor social skills, time away from family, school work and other hobbies, lower grades, reading less, exercising less, becoming overweight, and having aggressive thoughts and behaviors. I can say that I have definitely seen and heard from parents that decrease grades and increase weight have been directly correlated to kids staying inside and playing video games over the past year.

So how can you, as a parent, protect your child against these types of video games? First, you can check the Entertainment Software Rating Board ratings to learn about the game's content. Every video game will actually have a label on the front to tell you what type of game it is. If it says M for mature, it's not for your child. Our kids have their system set up so they can't purchase a game, even if it's free, without me getting a notification. They're usually pretty good about saying, "Hey Mom, can I get this game so I can play with my friends?" And if it's not one I approve of, they know it's a hard no. We also have it set up in the living room so I know exactly how much time they're playing, what they're playing, and who they're playing with if it's on a group chat.

You can also play the video games with your child to experience the game's content and know exactly what your child is playing. Set clear rules about the game's content for both playing time in and outside of your home. Like if they go to a friend's house. Strongly warn your children about the potential serious dangers of Internet contacts and relationships while playing online. It's sad, but there are a lot of online predators that will look for children specifically playing video games and can lead them into them meeting in real life. Finally, remember that you are a role model for your child. Make sure the video games you play as an adult are ones you would be okay with your child playing.

If you are concerned as a parent that your child is spending too much time playing video games or your child starts becoming obsessed with aggressive or violent video games, make sure you set some limits. Expect some push back because you're going to get it. But kids actually need and want boundaries, and if you set them, eventually they'll surprise you and they'll appreciate that you do monitor them and that you do set limits. I was floored when both of my boys told me that at different times over the past year, that they approved the limits and the monitoring because they know that it's because of what we prioritize in our house and what our family expectations are.

By being aware of what games are out there, who your child is playing with, and what they care playing, and how long they are playing, you can help your child make appropriate decisions about gaming. Video games are a great outlet for some kids, and it helps them connect with their friends when they can't always play in person or when they're older and play dates aren't cool anymore. Most important thing as a parent is to be aware of what your child is doing while gaming and help reinforce positive behaviors and socialization without giving in to excessive gaming time and inappropriate content.

updated: August 9, 2021 originally published: April 6, 2016

More Episodes

• Cannabinoid Hyperemesis Syndrome: Marijuana Overuse in Teens
• Bronchiolitis in Babies: Symptoms, Treatment, and Prevention
• Diagnosing Strep Throat in Children: What Parents Need to Know
• Managing Asthma in Children: A Primer
• Understanding POTS: A Growing Concern Among Teens
• Brushing Hair Can Cause You to Faint: What to Know About Hair Grooming Syncope
• The Basics: Vision Screening with Kids
• The Basics: Newborn Reflexes
• The Basics: Your Child’s Vaccination Schedule
• How to Prevent Needle Phobia in Kids

Home — Essay Samples — Entertainment — Video Games — The Impact of Video Games on Violence

The Impact of Video Games on Violence

• Categories: Media Influence Video Games Violence in Video Games

About this sample

Words: 788 |

Published: Mar 25, 2024

Words: 788 | Pages: 2 | 4 min read

Table of contents

Introduction, body paragraphs, counterarguments.

Cite this Essay

Let us write you an essay from scratch

• 450+ experts on 30 subjects ready to help
• Custom essay delivered in as few as 3 hours

Get high-quality help

Verified writer

• Expert in: Sociology Entertainment Social Issues

+ 120 experts online

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Related Essays

2 pages / 1148 words

1 pages / 568 words

1 pages / 527 words

1 pages / 525 words

Remember! This is just a sample.

You can get your custom paper by one of our expert writers.

121 writers online

Still can’t find what you need?

Browse our vast selection of original essay samples, each expertly formatted and styled

Related Essays on Video Games

Naughty Dog. The Last of Us. Sony Computer Entertainment, 2013.

Video games have become a ubiquitous aspect of contemporary culture, influencing millions worldwide. The debate surrounding their impact—whether beneficial or detrimental—continues to polarize opinions. This essay aims to [...]

Video games have often been criticized for promoting violence, addiction, and social isolation. However, Jane McGonigal, a game designer and author, presents a different perspective in her book "Reality is Broken: Why Games Make [...]

Narrative Essay About Video Games Video games have become an increasingly popular form of entertainment, with millions of people worldwide spending hours immersed in virtual worlds. While some argue that video games are a waste [...]

Since video games entered homes in the 1970s, video game popularity has exponentially increased and the different varieties of gaming have become widely diverse ranging from apps on a mobile device to massive scale worlds [...]

There is no one right way to design a level in Super Mario Maker. However, there are plenty of Tips and Tricks every would-be level designer should take into consideration - whether it’s your first time building a simple course, [...]

Related Topics

By clicking “Send”, you agree to our Terms of service and Privacy statement . We will occasionally send you account related emails.

Where do you want us to send this sample?

By clicking “Continue”, you agree to our terms of service and privacy policy.

Be careful. This essay is not unique

This essay was donated by a student and is likely to have been used and submitted before

Download this Sample

Free samples may contain mistakes and not unique parts

Sorry, we could not paraphrase this essay. Our professional writers can rewrite it and get you a unique paper.

Please check your inbox.

We can write you a custom essay that will follow your exact instructions and meet the deadlines. Let's fix your grades together!

Get Your Personalized Essay in 3 Hours or Less!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

• Instructions Followed To The Letter
• Deadlines Met At Every Stage
• Unique And Plagiarism Free

Effects of Video Games 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

Negative effects of video games, video games as a neutral factor, future studies.

Most of the popular video games in the market are characterized by their ability to allow players to role-play in various situations, unfortunately, most of these situations normally involve violence. There has been unease at the effect that this exposure could have on children, considering that video games are fast becoming a favorite past time for most children in the developed world. Studies have suggested the existence of a relationship between youth violence and video games and this could apply to children too.

The evidence that video games increase violence among children is overwhelming. For example, a study in 2001 found that a high number of violence cases in high schools and universities were orchestrated by persons who confessed to playing violent games regularly. An explanation for this is that aggression is mainly based on the learning function of the brain and as such, each violent episode is in essence one more learning opportunity, hence violence is increased with increased exposure to video games.

One of the factors that make video games prone to leading to violence is the high level of engagement and concentration required of gamers. Studies show that children who were exposed to violent video games engage in fantasy plays in which they emulate the actions of the violent characters. This effectively demonstrates that the high involvement of video games results in youths desiring to play out the violent actions in real life.

A logical consequence of exposure to violence is desensitization, a process whereby the cognitive, emotional, and even behavioral response to violence is eliminated in a gradual process. Therefore, engaging in violent video games results in an increase for tolerance of violent behavior in real life.

While advocates for video games argue that video games represent violence as ‘cool and fashionable’, it should be noted that video games are no the only media through which such notions arise from. Violence is an aspect of the mainstream media and hence violence in children should take into consideration these various media platforms.

Opponents of media violence point to the rise in crime wave during the 1970s and 1980s, which was largely attributed to violence in television. They say that the same could happen due to video game violence. This is a fallacy as statistics indicate that violent crimes in the US fell in the 1990s, a time when violent video games became popular.

While video games are meant to be educational or entertaining, content analysis shows that 89% of these contain some violent content. Since video games are so common among children, the effect of video games would be significant. It has been said that a relation exists between video game violence and real life violence, however, this is no absolute reality.

Proponents argue that violent children prefer to play violent video games. Research suggests otherwise, therefore we can conclude that while violent games are played by violent children, the aggression levels increase due to the exposure.

This paper examined the effects of violent video games on children and their inclination to violent behavior. From the study, it is evident that video games have an effect on the behavior of children.

Future studies should look at other forms of violence, not necessarily physical as children are likely to engage on these on a regular basis.

• Domestic Violence and Elderly Abuse- A Policy Statement
• Effects of War on Economics, Politics, Society
• Video Games and Violent Behavior
• Banning Violent Video Games Argumentative Essay
• Aggression and media influence
• Domestic Violence as a Social and Public Health Problem
• Norm Violation Paper
• Guns Should Be Controlled or Restricted in the USA
• On the Origins of Violence
• Addressing Violence in Colorado
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2018, July 22). Effects of Video Games on Children. https://ivypanda.com/essays/effects-of-video-games-on-children/

"Effects of Video Games on Children." IvyPanda , 22 July 2018, ivypanda.com/essays/effects-of-video-games-on-children/.

IvyPanda . (2018) 'Effects of Video Games on Children'. 22 July.

IvyPanda . 2018. "Effects of Video Games on Children." July 22, 2018. https://ivypanda.com/essays/effects-of-video-games-on-children/.

1. IvyPanda . "Effects of Video Games on Children." July 22, 2018. https://ivypanda.com/essays/effects-of-video-games-on-children/.

Bibliography

IvyPanda . "Effects of Video Games on Children." July 22, 2018. https://ivypanda.com/essays/effects-of-video-games-on-children/.

• Nation + World
• Oxford school shooting

Hunter Biden was hired by Romanian businessman trying to 'influence' US agencies, prosecutors say

Washington — Hunter Biden was hired by a Romanian businessman accused of corruption who was trying to “influence U.S. government policy” during Joe Biden's term as vice president, prosecutors said in court papers Wednesday.

Special counsel David Weiss' team said Hunter Biden's business associate will testify at the upcoming federal tax trial of the president's son about the arrangement with the executive, Gabriel Popoviciu, who was facing criminal investigation at the time in Romania.

The allegations are likely to bring a fresh wave of criticism of Hunter Biden's foreign business dealings, which have been the center of Republicans' investigations into the president's family. Hunter Biden has blasted Republican inquiries into his family's business affairs as politically motivated, and has insisted he never involved his father in his business.

An attorney for Hunter Biden didn't immediately respond to a request for comment Wednesday.

Prosecutors plan to introduce evidence that Hunter Biden and his business associate “received compensation from a foreign principal who was attempting to influence U.S. policy and public opinion," according to the filing. Popoviciu wanted U.S. government agencies to probe the Romanian bribery investigation he was facing in the hopes that would end his legal trouble, according to prosecutors.

Popoviciu is identified only in court papers as G.P., but the details line up with information released in the congressional investigation and media reporting about Hunter Biden's legal work in Romania. Popoviciu was sentenced to seven years in prison in 2017 after being convicted of real estate fraud. He denied any wrongdoing. An attorney who previously represented Popoviciu didn't immediately respond to a phone message Wednesday.

Prosecutors say Hunter Biden agreed with his business associate to help Popoviciu fight the criminal charges against him. But prosecutors say they were concerned that “lobbying work might cause political ramifications” for Joe Biden, so the arrangement was structured in a way that “concealed the true nature of the work” for Popoviciu, prosecutors allege.

Hunter Biden's business associate and Popoviciu signed an agreement to make it look like Popoviciu's payments were for “management services to real estate prosperities in Romania.” However, prosecutors said, “That was not actually what G.P. was paying for.”

In fact, Popoviciu and Hunter's business associate agreed that they would be paid for their work to “attempt to influence U.S. government agencies to investigate the Romanian investigation," prosecutors said. Hunter Biden's business associate was paid more than $3 million, which was split with Hunter and another business partner, prosecutors say.

The claims were made in court papers as prosecutors responded to a request by Hunter Biden's legal team to bar from his upcoming trial any reference to allegations of improper political influence that have dogged the president's son for years. While Republicans’ investigation has raised ethical questions, no evidence has emerged that the president acted corruptly or accepted bribes in his current role or his previous office as vice president.

Hunter Biden's lawyers have said in court papers that he has been “the target of politically motivated attacks and conspiracy theories” about his foreign business dealings. But they noted he “has never been charged with any crime relating to these unfounded allegations, and the Special Counsel should thus be precluded from even raising such issues at trial.”

Hunter Biden's trial set to begin next month in Los Angeles centers on charges that he failed to pay at least $1.4 million in taxes over four years during a period in which he has acknowledged struggling with a drug addiction.

Prosecutors say they won't introduce any evidence that Hunter Biden was directly paid by a foreign government “or evidence that the defendant received compensation for actions taken by his father that impacted national or international politics.”

Still, prosecutors say what Hunter Biden agreed to do for Popoviciu is relevant at trial because it “demonstrates his state and mind and intent” during the years he's accused of failing to pay his taxes.

"It is also evidence that the defendant’s actions do not reflect someone with a diminished capacity, given that he agreed to attempt to influence U.S. public policy and receive millions of dollars" in the agreement with his business associate, prosecutors wrote.

The tax trial comes months after Hunter Biden was convicted of three felony charges over the purchase of a gun in 2018. Prosecutors argued that the president’s son lied on a mandatory gun-purchase form by saying he was not illegally using or addicted to drugs.

He could face up to 25 years in prison at sentencing set for Nov. 13 in Wilmington, Delaware, but as a first-time offender he is likely to get far less time or avoid prison entirely.