ArticlePDF Available

Children's Motivations for Video Game Play in the Context of Normal Development

Abstract and Figures

Electronic games are now an everyday part of childhood and adolescence. The debate has moved from whether children should play video games to how to maximize potential benefits and to identify and minimize potential harms. To do this, we must understand what motivates children to play electronic games and what needs the games meet. Drawing on a survey of 1,254 middle school children, focus groups with boys and their parents, and findings from other quantitative and qualitative research, the author describes a variety of motivations for video game play (including games with violent content) and how these may vary based on factors such as mood, environment, personality, and developmental stage. The findings are put into the context of normal development, and suggestions are given for parents, educators, and researchers.
Content may be subject to copyright.
Cheryl'Olson'papers'available'at:''
http://www.grandtheftchildhood.com/GTC/Research_Papers.html'
... The first longitudinal study on violent video games was conducted with Chinese adolescents in 2019 [5]. From [6], we can get that playing some types of video games can enable the children to get far from the team working; they want to make their own things. They increase the violence against others by beating or killing them in the game to make things of their own. ...
... The results of the ranking of the alternatives are displayed in Table 6. On the other side, to find the students' point of view about prioritizing criteria, we ranked the criteria by calculating the separation distances and ratio on the columns with the concept of Equations (5) and (6). The results of the criteria ranking are displayed in Figure 4 and Table 7. weights of the criteria with Equation (9) with the AHP method, the relative closeness criteria to the best ideal solution was computed by Equation (6). ...
... On the other side, to find the students' point of view about prioritizing criteria, we ranked the criteria by calculating the separation distances and ratio on the columns with the concept of Equations (5) and (6). The results of the criteria ranking are displayed in Figure 4 and Table 7. weights of the criteria with Equation (9) with the AHP method, the relative closeness criteria to the best ideal solution was computed by Equation (6). As mentioned in Section 3.1, in this analysis, after calculating the ideal best and ideal worst with Equation (4), we ranked the criteria by calculating the separation distances and ratios with the concept of Equations (5) and (6). ...
Article
Full-text available
The video game market has become increasingly popular among children and adolescents in recent decades. In this research, we investigated the Video Game Addiction Scale (VGAS) for Chinese children and adolescents. We aimed to examine children and adolescents’ prioritization on the VGAS criteria and comparative analysis of the trend of video game addiction among them. A cross-sectional paper questionnaire study was conducted on 1400 Chinese students from grade 3 (9 years old) to grade 12 (18 years old). The respondents had to complete the socio-demographic information and the VGAS test. The VGAS characteristic was prepared in 18 criteria, which was the combination of the Video Game Addiction Test (VAT), Gaming Addiction Scale (GAS), and Revised Chinese Internet Addiction (CIAS-R). Eventually, the VGAS criteria prioritization was ranked methodologically through the Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) method for each grade separately. Additionally, the Analytic Hierarchy Process (AHP) weighting technique was utilized to analyze the video game addiction of each grade under the four alternatives, individually. The results indicate that 3rd-grade students with some levels of addiction were the youngest who felt their life would not be fun without video games. Students in 5th grade with some levels of addiction were the youngest students who disclosed that their willingness to play video games is for forgetting their problems or feeling down. Moreover, they played video games more than before, thus, they did not sleep enough. Pupils of grade 6 reported that they played video games more than last semester. In their opinion, it is fair to play video games this much and does not need to reduce playing hours. Not getting enough sleep because of playing video games was seen in 7th graders as their first preference. 10th-grade students were the first to neglect to do their important responsibilities for playing video games. None of the 7th and 12th graders were somehow safe from video game addiction. In conclusion, playing video games can negatively affect studying, sleeplessness, getting far from society, and skipping important responsibilities for school students. Furthermore, the symptoms of video game addiction had seen at younger ages. These data provided insights for decision-makers to target effective measures to prevent children and adolescents’ video game addiction.
... Although, many studies have often focused on potentially negative effects of inappropriate use and content of specific (violent) video games, their potentially beneficial effects on child development (emotional, neurocognitive, and social) are beginning to be widely recognized (Bavelier & Davidson, 2013), especially for the acquisition of academic skills. Since video gaming is one of the preferred leisure activities of all children (Granic, Lobel, & Engels, 2014;Kovess-Masfety et al., 2016;Olson, 2010), digital game-based learning has been successfully implemented to promote learning in various domains (Jamshidifarsani, Garbaya, Lim, Blazevic, & Ritchie, 2019), including mathematics (Núñez Castellar, All, De Marez, & Van Looy, 2015) and language acquisition (Yip & Kwan, 2006). It has been shown that games can improve alphabetic knowledge (e.g., (Hintikka, Aro, & Lyytinen, 2007), phonemic awareness, vocabulary (Segers & Verhoeven, 2005), and language fluency and comprehension (Di Giacomo, Ranieri, & Lacasa, 2017) in children in early elementary school (i.e., in kindergarten and the 2 nd grade; for a review, see Jamshidifarsani, Garbaya, Lim, Blazevic, & Ritchie, 2019). ...
... Several studies have shown that game playing may enhance social well-being, motivation to learn, social behavior, and the quality of peer relationships in school settings. Positive correlations GAME TO PROMOTE LITERACY AND WELL-BEING 6 6 were also reported between video gaming and social competence in children and adolescents (Granic et al., 2014;Kovess-Masfety et al., 2016;Olson, 2010). ...
... Based on previous literature reporting several cognitive, social, and affective benefits of playing video games with educational settings (Jamshidifarsani, Garbaya, Lim, Blazevic, & Ritchie, 2019 ;Granic et al., 2014;Kovess-Masfety et al., 2016;Olson, 2010;Sabourin & Lester, 2014; GAME TO PROMOTE LITERACY AND WELL-BEING 7 7 ...
Article
Full-text available
Antura and the Letters was chosen by EduAppSyria as innovative digital game solution to promote literacy and psychosocial well-being in refugee children. This article reports the international assessment of its effectiveness in the Azraq Camp in Jordan. The study used a longitudinal, quasiexperimental method and compared literacy, emotional and psychosocial well-being of children from summer classes of two distinct villages: one class included the game as one of the class activities, the other class followed the curriculum as usual. Both quantitative and qualitative measures recorded from children, parents, and teachers, conveyed evidence that the game improved literacy (alphabetic knowledge, phonological awareness, fluent reading) and emotional well-being (reduced emotional and behavioral disturbances and increased positive peer relationships, better social interactions, and better sense of well-being). Digital game-based learning may enhance traditional teaching methods and promote emotional and psychosocial well-being in refugee children from Syria.
... On the other hand video games have often been found to allow individuals to vent their anger without consequence. (Olson C.K. 2010) Video games can allow an adolescent to immerse themselves in unrealistic environment's which in turn can allow them to de stress and vent out their built up aggression where they know they are not going face any repercussions. ...
... [6][7][8] Further, it was emphasized that the potential benefits and the adverse effects of video gaming could be best understood in the context of gamer's motivations for playing. [5,9] Gamers often have a variety of motives and preferences for playing. [10] This is because video games of different genres and developers have various choices for the players to interact in different ways. ...
... Günümüzde çocuklar ve ergenler, genellikle çeşitli duygusal ve gelişimsel ihtiyaçlarını karşılamak için dijital oyunları sık sık tercih etmektedirler (Granic, Lobel, & Engels, 2014). Öğrenciler dijital oyunları can sıkıntısı ve yalnızlığa karşı panzehir olarak görmekte, rahatlamak ve kızgınlık duygularını dışa vurmak için tercih etmektedirler (Olson, 2010). ...
Chapter
Full-text available
Oyunlar, çocuk ve ergenlere (adölesanlara) eğitim, fiziksel aktivite, sağlığın korunması ve gelişimi, yaşama hazırlık, boş zamanları değerlendirme ve eğlence gibi çeşitli olanaklar sunmaktadır. Bilişim teknolojilerindeki gelişmelerle birlikte geleneksel oyunlar da yeni bir boyut kazanarak “dijital oyunlar” kavramını ortaya çıkarmıştır. Dijital oyunlar, erken çocukluk döneminden itibaren her yaş grubu tarafından tercih edilirken günlük yaşamlarının vazgeçilmez bir unsuru haline gelmiştir. Dijital oyunlar birçok yönden faydalı olmakla birlikte bilinçsiz, aşırı ve yanlış kullanım ve maruz kalınan problemli içeriklerden dolayı bireyler üzerinde olumsuz etkiler de oluşturabilmektedir. Bu nedenle, bu bölümün amacı, çocuk ve adölesanlarda dijital oyunların yararları, zararları ve riskleri konusunda farkındalık oluşturmaktır. Bu kapsamda, bu bölümde dijital oyunların çocuklar ve ergenlerin gelişimi ve sağlığı üzerindeki etkileri ortaya konulmaya çalışılacak ve ortaya çıkacak zarar ve risklerin önlenmesi için yapılması gerekenler ve alınması gereken önlemler öneriler olarak sunulacaktır.
... Buna uygun olarak çocukların oyun oynarken motivasyonları da bu yöndedir. Örnek bir çalışmada, 12-14 yaş grubu arasında binden fazla çocuğa dijital oyun oynama nedenleri ile ilgili bir anket uygulanmıştır (Olson, 2010). Hem kız hem de erkek çocuklar yanıtlarında yüksek oranda "(Oyunda) kendi dünyamı yaratmayı seviyorum" seçeneğini işaretleyerek oyun oynama motivasyonlarının "yaratıcılık" yönüne vurgu yapmıştır. ...
Chapter
Full-text available
Yaratıcılık günümüzde artan önemli ile birlikte, farklı alanlarda ele alınması önem arz eden bir kavramdır. Bu bölümde, yaratıcılığın dijital oyunlarla ilişkisi, değişen beynimizle birlikte hem yaratıcı ifade ve yaratıcı yetenek hem de yaratıcı problem çözme açısından ele alınacaktır. Dijital oyunların yaratıcılığı nasıl etkilediği ve eğitsel olarak yaratıcılık ve dijital oyunlar arasındaki ilişki tartışılacaktır. Ayrıca, akış ile dijital oyunların nasıl etkileşim halinde olduğu sunulacaktır. Son olarak dijital oyunlarla birlikte farklılaşan rüyalardaki yaratıcılık ile dijital oyun ortamında kötü niyetli yaratıcılığın nasıl oluşabileceğinden bahsedilecektir.
Article
El uso de videojuegos en el aula es una tendencia educativa planteada, documentada e investigada desde hace décadas. Este artículo de investigación parte con la premisa de plasmar mediante, una revisión sistemática de literatura, el estado actual de los estudios con videojuegos en contextos educativos formales. Para ello, se realizó una búsqueda de documentos en la base de datos Scopus, obteniéndose una muestra de 7320 documentos, la cual, tras pasar por un proceso de screening, se obtuvieron 90 que cumplían con los criterios de inclusión planteados para esta revisión en el periodo de 2015 a 2020. Los datos hallados fueron sometidos a análisis estadístico, mediante la utilización de software de análisis estadístico spss. Las conclusiones que se extrajeron de los documentos analizados arrojan que en las investigaciones con videojuegos y educación la metodología cuantitativa es la más utilizada por la comunidad científica; también destacan los estudios con diseños descriptivos, los cuales sirven para obtener datos de un modo general sobre el funcionamiento de los videojuegos en el aula. Finalmente, se ha destacado a los videojuegos educativos como los más utilizados en los documentos analizados debido a sus connotaciones didácticas.
Article
Background Emotional disorders are the most prevalent mental health conditions affecting children and adolescents. Thus, it becomes essential to develop and test early intervention strategies that are accessible and attractive as therapeutic strategies and can effectively improve youth's emotional and psychobiological reactivity to distress. Methods A randomized control trial compared the prevention effects of a newly-developed therapeutic game based on Rational Emotive Behavior Education, REThink, to those of a standard, face-to-face group Rational Emotive Behavior Education (REBE) and those of a waitlist. Out of 142 healthy children and adolescents who completed the intervention stage, 137 completed follow-up assessment measuring subjective anxiety and biological stress reactivity in an impromptu speech task. Results No differences were found between groups at follow-up in terms of subjective state anxiety variations between baseline, anticipation, speech and recovery. In terms of the psychobiological index, results showed an increase in left asymmetry for the REThink group at post-test and follow-up compared to pre-intervention levels. The same trend was found for the WL group, but not for the REBE group. Conclusions Preliminary results suggest that decreases in the biological reactivity can be maintained in the long run following a therapeutic video game for children and adolescents. Future research needs to clarify the adequate usage of the therapeutic videogames to bring significant improvements in the psychobiological functioning of the youths.
Article
The authors recruited 267 Taiwanese elementary school students to play digital games in order to investigate the influence of prior game play experience on problem-solving performance, with specific focuses on self-regulated learning, problem-solving processes, problem contexts, and problem characteristics. Data were acquired using a self-regulated learning scale, a game experience questionnaire, a problem-solving process evaluation instrument based on the 2012 Program for International Student Assessment, a computer-based survey focused on seven problem-solving scenarios, and four digital games. Our results indicate a positive and significant effect on problem-solving performance among study participants with seven or more years of game play experience, and positive feelings toward game learning as reflected in negatively skewed self-regulated learning scores. We also found that the “representation and formulation” stage served as a significant performance predictor, the “planning and execution” and “monitoring and reflection” stages were significant predictors of dynamic/technical problems, and the “exploring and understanding” stage was a predictor for static/non-technical problems. Our data indicate significant differences in problem-solving cognitive processes across ranges of contexts and characteristics. We believe our findings will be useful for researchers studying the potential use of digital game frameworks to measure specific learning mechanisms.
Chapter
Full-text available
Article
Recent developments in digital games technology, economy, and content have further expanded the popularity of the medium. At the same time, requirements for competent gaming or digital game literacy need to be reconsidered in the light of the rapid evolution of digital games. The paper outlines three important dimensions of contemporary video game literacy: (1) Resilience against effects of game content on automatic cognition (such as stereotypes and aggressive thinking), (2) the ability to cope with social affordances of multiplayer games, and (3) the ability to manage inertia processes in playing motivation that result in a perceived risk of losing investments of time and effort when deciding against playing. Finally, the importance to substantiate game literacy concepts with scientific theory and empirical research is articulated.