thesis statement of video games

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Does Video Gaming Have Impacts on the Brain: Evidence from a Systematic Review

Denilson brilliant t..

1 Department of Biomedicine, Indonesia International Institute for Life Sciences (i3L), East Jakarta 13210, Indonesia

2 Smart Ageing Research Center (SARC), Tohoku University, Sendai 980-8575, Japan; pj.ca.ukohot@iur (R.N.); pj.ca.ukohot@atuyr (R.K.)

3 Department of Cognitive Health Science, Institute of Development, Aging and Cancer (IDAC), Tohoku University, Sendai 980-8575, Japan

Ryuta Kawashima

4 Department of Functional Brain Imaging, Institute of Development, Aging and Cancer (IDAC), Tohoku University, Sendai 980-8575, Japan

Video gaming, the experience of playing electronic games, has shown several benefits for human health. Recently, numerous video gaming studies showed beneficial effects on cognition and the brain. A systematic review of video gaming has been published. However, the previous systematic review has several differences to this systematic review. This systematic review evaluates the beneficial effects of video gaming on neuroplasticity specifically on intervention studies. Literature research was conducted from randomized controlled trials in PubMed and Google Scholar published after 2000. A systematic review was written instead of a meta-analytic review because of variations among participants, video games, and outcomes. Nine scientific articles were eligible for the review. Overall, the eligible articles showed fair quality according to Delphi Criteria. Video gaming affects the brain structure and function depending on how the game is played. The game genres examined were 3D adventure, first-person shooting (FPS), puzzle, rhythm dance, and strategy. The total training durations were 16–90 h. Results of this systematic review demonstrated that video gaming can be beneficial to the brain. However, the beneficial effects vary among video game types.

1. Introduction

Video gaming refers to the experience of playing electronic games, which vary from action to passive games, presenting a player with physical and mental challenges. The motivation to play video games might derive from the experience of autonomy or competing with others, which can explain why video gaming is pleasurable and addictive [ 1 ].

Video games can act as “teachers” depending on the game purpose [ 2 ]. Video gaming has varying effects depending on the game genre. For instance, an active video game can improve physical fitness [ 3 , 4 , 5 , 6 ], whereas social video games can improve social behavior [ 7 , 8 , 9 ]. The most interesting results show that playing video games can change cognition and the brain [ 10 , 11 , 12 , 13 ].

Earlier studies have demonstrated that playing video games can benefit cognition. Cross-sectional and longitudinal studies have demonstrated that the experience of video gaming is associated with better cognitive function, specifically in terms of visual attention and short-term memory [ 14 ], reaction time [ 15 ], and working memory [ 16 ]. Additionally, some randomized controlled studies show positive effects of video gaming interventions on cognition [ 17 , 18 ]. Recent meta-analytical studies have also supported the positive effects of video gaming on cognition [ 10 , 11 , 12 , 13 ]. These studies demonstrate that playing video games does provide cognitive benefits.

The effects of video gaming intervention are ever more widely discussed among scientists [ 13 ]. A review of the results and methodological quality of recently published intervention studies must be done. One systematic review of video gaming and neural correlates has been reported [ 19 ]. However, the technique of neuroimaging of the reviewed studies was not specific. This systematic review reviewed only magnetic resonance imaging (MRI) studies in contrast to the previous systematic review to focus on neuroplasticity effect. Neuroplasticity is capability of the brain that accommodates adaptation for learning, memorizing, and recovery purposes [ 19 ]. In normal adaptation, the brain is adapting to learn, remember, forget, and repair itself. Recent studies using MRI for brain imaging techniques have demonstrated neuroplasticity effects after an intervention, which include cognitive, exercise, and music training on the grey matter [ 20 , 21 , 22 , 23 , 24 ] and white matter [ 25 , 26 , 27 , 28 , 29 ]. However, the molecular mechanisms of the grey and white matter change remain inconclusive. The proposed mechanisms for the grey matter change are neurogenesis, gliogenesis, synaptogenesis, and angiogenesis, whereas those for white matter change are myelin modeling and formation, fiber organization, and angiogenesis [ 30 ]. Recent studies using MRI technique for brain imaging have demonstrated video gaming effects on neuroplasticity. Earlier imaging studies using cross-sectional and longitudinal methods have shown that playing video games affects the brain structure by changing the grey matter [ 31 , 32 , 33 ], white matter [ 34 , 35 ], and functional connectivity [ 36 , 37 , 38 , 39 ]. Additionally, a few intervention studies have demonstrated that playing video games changed brain structure and functions [ 40 , 41 , 42 , 43 ].

The earlier review also found a link between neural correlates of video gaming and cognitive function [ 19 ]. However, that review used both experimental and correlational studies and included non-healthy participants, which contrasts to this review. The differences between this and the previous review are presented in Table 1 . This review assesses only experimental studies conducted of healthy participants. Additionally, the cross-sectional and longitudinal studies merely showed an association between video gaming experiences and the brain, showing direct effects of playing video games in the brain is difficult. Therefore, this systematic review specifically examined intervention studies. This review is more specific as it reviews intervention and MRI studies on healthy participants. The purposes of this systematic review are therefore to evaluate the beneficial effects of video gaming and to assess the methodological quality of recent video gaming intervention studies.

Differences between previous review and current review.

CT, computed tomography; fMRI, functional magnetic resonance imaging; MEG, magnetoencephalography MRI, magnetic resonance imaging; PET, positron emission tomography; SPECT, single photon emission computed tomography; tDCS, transcranial direct current stimulation; EEG, electroencephalography; NIRS, near-infrared spectroscopy.

2. Materials and Methods

2.1. search strategy.

This systematic review was designed in accordance with the PRISMA checklist [ 44 ] shown in Appendix Table A1 . A literature search was conducted using PubMed and Google Scholar to identify relevant studies. The keywords used for the literature search were combinations of “video game”, “video gaming”, “game”, “action video game”, “video game training”, “training”, “play”, “playing”, “MRI”, “cognitive”, “cognition”, “executive function”, and “randomized control trial”.

2.2. Inclusion and Exclusion Criteria

The primary inclusion criteria were randomized controlled trial study, video game interaction, and MRI/fMRI analysis. Studies that qualified with only one or two primary inclusions were not included. Review papers and experimental protocols were also not included. The secondary inclusion criteria were publishing after 2000 and published in English. Excluded were duration of less than 4 weeks or unspecified length intervention or combination intervention. Also excluded were studies of cognition-based games, and studies of participants with psychiatric, cognitive, neurological, and medical disorders.

2.3. Quality Assessment

Each of the quality studies was assessed using Delphi criteria [ 45 ] with several additional elements [ 46 ]: details of allocation methods, adequate descriptions of control and training groups, statistical comparisons between control and training groups, and dropout reports. The respective total scores (max = 12) are shown in Table 3. The quality assessment also includes assessment for risk of bias, which is shown in criteria numbers 1, 2, 5, 6, 7, 9, and 12.

2.4. Statistical Analysis

Instead of a meta-analysis study, a systematic review of the video game training/video gaming and the effects was conducted because of the variation in ranges of participant age, video game genre, control type, MRI and statistical analysis, and training outcomes. Therefore, the quality, inclusion and exclusion, control, treatment, game title, participants, training period, and MRI analysis and specification of the studies were recorded for the respective games.

The literature search made of the databases yielded 140 scientific articles. All scientific articles were screened based on inclusion and exclusion criteria. Of those 140 scientific articles, nine were eligible for the review [ 40 , 41 , 42 , 43 , 47 , 48 , 49 , 50 , 51 ]. Video gaming effects are listed in Table 2 .

Summary of beneficial effect of video gaming.

Duration was converted into weeks (1 month = 4 weeks); DLPFC, dorsolateral prefrontal cortex; GM, grey matter; FPS, first person shooting. * Participants were categorized based on how they played during the video gaming intervention.

We excluded 121 articles: 46 were not MRI studies, 16 were not controlled studies, 38 were not intervention studies, 13 were review articles, and eight were miscellaneous, including study protocols, non-video gaming studies, and non-brain studies. Of 18 included scientific articles, nine were excluded. Of those nine excluded articles, two were cognitive-based game studies, three were shorter than 4 weeks in duration or were without a specified length intervention, two studies used a non-healthy participant treatment, and one was a combination intervention study. A screening flowchart is portrayed in Figure 1 .

Flowchart of literature search.

3.1. Quality Assessment

The assessment methodology based on Delphi criteria [ 45 ] for the quality of eligible studies is presented in Table 3 . The quality scores assigned to the studies were 3–9 (mean = 6.10; S.D. = 1.69). Overall, the studies showed fair methodological quality according to the Delphi criteria. The highest quality score of the nine eligible articles was assigned to “Playing Super Mario 64 increases hippocampal grey matter in older adult” published by West et al. in 2017, which scored 9 of 12. The scores assigned for criteria 6 (blinded care provider) and 7 (blinded patient) were lowest because of unspecified information related to blinding for those criteria. Additionally, criteria 2 (concealed allocation) and 5 (blinding assessor) were low because only two articles specified that information. All articles met criteria 3 and 4 adequately.

Methodological quality of eligible studies.

Q1, Random allocation; Q2, Concealed allocation; Q3, Similar baselines among groups; Q4, Eligibility specified; Q5, Blinded assessor outcome; Q6, Blinded care provider; Q7, Blinded patient; Q8, Intention-to-treat analysis; Q9, Detail of allocation method; Q10, Adequate description of each group; Q11, Statistical comparison between groups; Q12, Dropout report (1, specified; 0, unspecified).

3.2. Inclusion and Exclusion

Most studies included participants with little or no experience with gaming and excluded participants with psychiatric/mental, neurological, and medical illness. Four studies specified handedness of the participants and excluded participants with game training experience. The inclusion and exclusion criteria are presented in Table 4 .

Inclusion and exclusion criteria for eligible studies.

i1, Little/no experience in video gaming; i2, Right-handed; i3, Sex-specific; e1, Psychiatric/mental illness; e2, Neurological illness; e3, Medical illness; e4, MRI contraindication; e5, experience in game training.

3.3. Control Group

Nine eligible studies were categorized as three types based on the control type. Two studies used active control, five studies used passive control, and two studies used both active and passive control. A summary of the control group is presented in Table 5 .

Control group examined eligible studies.

3.4. Game Title and Genre

Of the nine eligible studies, four used the same 3D adventure game with different game platforms, which were “Super Mario 64” original and the DS version. One study used first-person shooting (FPS) shooting games with many different game titles: “Call of Duty” is one title. Two studies used puzzle games: “Tetris” and “Professor Layton and The Pandora’s Box.” One study used a rhythm dance game: Dance Revolution. One study used a strategy game: “Space Fortress.” Game genres are presented in Table 6 .

Genres and game titles of video gaming intervention.

* West et al. used multiple games; other games are Call of Duty 2, 3, Black Ops, and World at War, Killzone 2 and 3, Battlefield 2, 3, and 4, Resistance 2 and Fall of Man, and Medal of Honor.

3.5. Participants and Sample Size

Among the nine studies, one study examined teenage participants, six studies included young adult participants, and two studies assessed older adult participants. Participant information is shown in Table 7 . Numbers of participants were 20–75 participants (mean = 43.67; S.D. = 15.63). Three studies examined female-only participants, whereas six others used male and female participants. Six studies with female and male participants had more female than male participants.

Participant details of eligible studies.

3.6. Training Period and Intensity

The training period was 4–24 weeks (mean = 11.49; S.D. = 6.88). One study by Lee et al. had two length periods and total hours because the study examined video game training of two types. The total training hours were 16–90 h (mean = 40.63; S.D. = 26.22), whereas the training intensity was 1.5–10.68 h/week (mean = 4.96; S.D. = 3.00). One study did not specify total training hours. Two studies did not specify the training intensity. The training periods and intensities are in Table 8 .

Periods and intensities of video gaming intervention.

The training length was converted into weeks (1 month = 4 weeks). ns, not specified; n/a, not available; * exact length is not available.

3.7. MRI Analysis and Specifications

Of nine eligible studies, one study used resting-state MRI analysis, three studies (excluding that by Haier et al. [ 40 ]) used structural MRI analysis, and five studies used task-based MRI analysis. A study by Haier et al. used MRI analyses of two types [ 40 ]. A summary of MRI analyses is presented in Table 9 . The related resting-state, structural, and task-based MRI specifications are presented in Table 10 , Table 11 and Table 12 respectively.

MRI analysis details of eligible studies.

* Haier et al. conducted structural and task analyses. + Compared pre-training and post-training between groups without using contrast. TFCE, Threshold Free Cluster Enhancement; FEW, familywise error rate; FDR, false discovery rate.

Resting-State MRI specifications of eligible studies.

Structural MRI specifications of eligible studies.

Task-Based MRI specifications of eligible studies.

All analyses used 3 Tesla magnetic force; TR = repetition time; TE = echo time, ns = not specified.

4. Discussion

This literature review evaluated the effect of noncognitive-based video game intervention on the cognitive function of healthy people. Comparison of studies is difficult because of the heterogeneities of participant ages, beneficial effects, and durations. Comparisons are limited to studies sharing factors.

4.1. Participant Age

Video gaming intervention affects all age categories except for the children category. The exception derives from a lack of intervention studies using children as participants. The underlying reason for this exception is that the brain is still developing until age 10–12 [ 52 , 53 ]. Among the eligible studies were a study investigating adolescents [ 40 ], six studies investigating young adults [ 41 , 42 , 43 , 47 , 49 , 51 ] and two studies investigating older adults [ 48 , 50 ].

Differences among study purposes underlie the differences in participant age categories. The study by Haier et al. was intended to study adolescents because the category shows the most potential brain changes. The human brain is more sensitive to synaptic reorganization during the adolescent period [ 54 ]. Generally, grey matter decreases whereas white matter increases during the adolescent period [ 55 , 56 ]. By contrast, the cortical surface of the brain increases despite reduction of grey matter [ 55 , 57 ]. Six studies were investigating young adults with the intention of studying brain changes after the brain reaches maturity. The human brain reaches maturity during the young adult period [ 58 ]. Two studies were investigating older adults with the intention of combating difficulties caused by aging. The human brain shrinks as age increases [ 56 , 59 ], which almost invariably leads to declining cognitive function [ 59 , 60 ].

4.2. Beneficial Effects

Three beneficial outcomes were observed using MRI method: grey matter change [ 40 , 42 , 50 ], brain activity change [ 40 , 43 , 47 , 48 , 49 ], and functional connectivity change [ 41 ]. The affected brain area corresponds to how the respective games were played.

Four studies of 3D video gaming showed effects on the structure of hippocampus, dorsolateral prefrontal cortex (DLPFC), cerebellum [ 42 , 43 , 50 ], and DLPFC [ 43 ] and ventral striatum activity [ 49 ]. In this case, the hippocampus is used for memory [ 61 ] and scene recognition [ 62 ], whereas the DLPFC and cerebellum are used for working memory function for information manipulation and problem-solving processes [ 63 ]. The grey matter of the corresponding brain region has been shown to increase during training [ 20 , 64 ]. The increased grey matter of the hippocampus, DLPFC, and cerebellum are associated with better performance in reference and working memory [ 64 , 65 ].

The reduced activity of DLPFC found in the study by Gleich et al. corresponds to studies that showed reduced brain activity associated with brain training [ 66 , 67 , 68 , 69 ]. Decreased activity of the DLPFC after training is associated with efficiency in divergent thinking [ 70 ]. 3D video gaming also preserved reward systems by protecting the activity of the ventral striatum [ 71 ].

Two studies of puzzle gaming showed effects on the structure of the visual–spatial processing area, activity of the frontal area, and functional connectivity change. The increased grey matter of the visual–spatial area and decreased activity of the frontal area are similar to training-associated grey matter increase [ 20 , 64 ] and activity decrease [ 66 , 67 , 68 , 69 ]. In this case, visual–spatial processing and frontal area are used constantly for spatial prediction and problem-solving of Tetris. Functional connectivity of the multimodal integration and the higher-order executive system in the puzzle solving-based gaming of Professor Layton game corresponds to studies which demonstrated training-associated functional connectivity change [ 72 , 73 ]. Good functional connectivity implies better performance [ 73 ].

Strategy gaming affects the DLPFC activity, whereas rhythm gaming affects the activity of visuospatial working memory, emotional, and attention area. FPS gaming affects the structure of the hippocampus and amygdala. Decreased DLPFC activity is similar to training-associated activity decrease [ 66 , 67 , 68 , 69 ]. A study by Roush demonstrated increased activity of visuospatial working memory, emotion, and attention area, which might occur because of exercise and gaming in the Dance Revolution game. Results suggest that positive activations indicate altered functional areas by complex exercise [ 48 ]. The increased grey matter of the hippocampus and amygdala are similar to the training-associated grey matter increase [ 20 , 64 ]. The hippocampus is used for 3D navigation purposes in the FPS world [ 61 ], whereas the amygdala is used to stay alert during gaming [ 74 ].

4.3. Duration

Change of the brain structure and function was observed after 16 h of video gaming. The total durations of video gaming were 16–90 h. However, the gaming intensity must be noted because the gaming intensity varied: 1.5–10.68 h per week. The different intensities might affect the change of cognitive function. Cognitive intervention studies demonstrated intensity effects on the cortical thickness of the brain [ 75 , 76 ]. A similar effect might be observed in video gaming studies. More studies must be conducted to resolve how the intensity can be expected to affect cognitive function.

4.4. Criteria

Almost all studies used inclusion criteria “little/no experience with video games.” The criterion was used to reduce the factor of gaming-related experience on the effects of video gaming. Some of the studies also used specific handedness and specific sex of participants to reduce the variation of brain effects. Expertise and sex are shown to affect brain activity and structure [ 77 , 78 , 79 , 80 ]. The exclusion criterion of “MRI contraindication” is used for participant safety for the MRI protocol, whereas exclusion criteria of “psychiatric/mental illness”, “neurological illness”, and “medical illness” are used to standardize the participants.

4.5. Limitations and Recommendations

Some concern might be raised about the quality of methodology, assessed using Delphi criteria [ 45 ]. The quality was 3–9 (mean = 6.10; S.D. = 1.69). Low quality in most papers resulted from unspecified information corresponding to the criteria. Quality improvements for the studies must be performed related to the low quality of methodology. Allocation concealment, assessor blinding, care provider blinding, participant blinding, intention-to-treat analysis, and allocation method details must be improved in future studies.

Another concern is blinding and control. This type of study differs from medical studies in which patients can be blinded easily. In studies of these types, the participants were tasked to do either training as an active control group or to do nothing as a passive control group. The participants can expect something from the task. The expectation might affect the outcomes of the studies [ 81 , 82 , 83 ]. Additionally, the waiting-list control group might overestimate the outcome of training [ 84 ].

Considering the sample size, which was 20–75 (mean = 43.67; S.D. = 15.63), the studies must be upscaled to emphasize video gaming effects. There are four phases of clinical trials that start from the early stage and small-scale phase 1 to late stage and large-scale phase 3 and end in post-marketing observation phase 4. These four phases are used for drug clinical trials, according to the food and drug administration (FDA) [ 85 ]. Phase 1 has the purpose of revealing the safety of treatment with around 20–100 participants. Phase 2 has the purpose of elucidating the efficacy of the treatment with up to several hundred participants. Phase 3 has the purpose of revealing both efficacy and safety among 300–3000 participants. The final phase 4 has the purpose of finding unprecedented adverse effects of treatment after marketing. However, because medical studies and video gaming intervention studies differ in terms of experimental methods, slight modifications can be done for adaptation to video gaming studies.

Several unresolved issues persist in relation to video gaming intervention. First, no studies assessed chronic/long-term video gaming. The participants might lose their motivation to play the same game over a long time, which might affect the study outcomes [ 86 ]. Second, meta-analyses could not be done because the game genres are heterogeneous. To ensure homogeneity of the study, stricter criteria must be set. However, this step would engender a third limitation. Third, randomized controlled trial video gaming studies that use MRI analysis are few. More studies must be conducted to assess the effects of video gaming. Fourth, the eligible studies lacked cognitive tests to validate the cognitive change effects for training. Studies of video gaming intervention should also include a cognitive test to ascertain the relation between cognitive function and brain change.

5. Conclusions

The systematic review has several conclusions related to beneficial effects of noncognitive-based video games. First, noncognitive-based video gaming can be used in all age categories as a means to improve the brain. However, effects on children remain unclear. Second, noncognitive-based video gaming affects both structural and functional aspects of the brain. Third, video gaming effects were observed after a minimum of 16 h of training. Fourth, some methodology criteria must be improved for better methodological quality. In conclusion, acute video gaming of a minimum of 16 h is beneficial for brain function and structure. However, video gaming effects on the brain area vary depending on the video game type.

Acknowledgments

We would like to thank all our other colleagues in IDAC, Tohoku University for their support.

PRISMA Checklist of the literature review.

For more information, visit: www.prisma-statement.org .

Author Contributions

D.B.T., R.N., and R.K. designed the systematic review. D.B.T. and R.N. searched and selected the papers. D.B.T. and R.N. wrote the manuscript with R.K. All authors read and approved the final manuscript. D.B.T. and R.N. contributed equally to this work.

Study is supported by JSPS KAKENHI Grant Number 17H06046 (Grant-in-Aid for Scientific Research on Innovative Areas) and 16KT0002 (Grant-in-Aid for Scientific Research (B)).

Conflicts of Interest

None of the other authors has any conflict of interest to declare. Funding sources are not involved in the study design, collection, analysis, interpretation of data, or writing of the study report.

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WHY questions ask for an explanation of something--why something happened, why it did not happen, or why one thing is better than another. For instance, why are video games so popular among young teenage boys?

WHEN questions focus on timing or history.  When did video games start to become popular?  When were video games invented?

WHERE questions focus the topic on a location, either geographical or other.  Where, or in which countries, are video games most popular?

HOW questions focus aspects of the topic, on a process, or on the origin.  How do video games affect users?

WOULD / COULD questions focus on possibilities.   Would video games be more popular with teenage girls if marketing targeted girls?

SHOULD questions focus on the appropriateness of a particular action, policy, procedure, or decision.  Should the government regulate violent video games?

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Effects of Video Games Essay

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Introduction

School performance, effects on social relationships.

The society has been immensely influenced by the technological changes, which are reshaping some of the activities. The emerging technologies in one way or another have affected every member of society, irrespective of age.

Video Games have had the greatest influence on the lives of children. Children no longer appreciate the outdoor games as was before, as most of their time is spend indoors playing video games.

Although this trend may have a positive impact on the lives of the concerned children as far as their knowledge of computer is concerned, there are various negative impacts.

Various educationists have confirmed that outdoor plays are very important to the development and growth of children.

It helps them develop socially as they meet with their friends and learn to share discussions, get involved in physical activities and develop physically through such games. The paper talks about some of the negative effects of computer games (Finkel, 1995).

It is established through research that computer games do not help children grow academically. In fact, computer games contribute to inactivity of body cells, which might lead to oversight hence causing diseases such as hypertension and diabetes.

Moreover, indoor games contribute to poor academic performance among students because most of the time is spend on useless games that do not offer any academic lessons.

Lastly, computer games lead to the development of antisocial behavior whereby a student is not interested in interacting with his or her peers.

Available literature shows that more children are growing obese owing to the fact that they spend little time exercising and engage frequently with the computer.

Research shows that children who take part in physical exercises are more healthy, intelligent, and active in class. The study conducted by American Heart Association proved that children are contracting heart diseases mainly because of lack of physical activity.

The research indicated that the number of obese children increased by four percent in 1974. Those affected were children aged six to eleven years.

However, the percentage increase could not be compared with the study conducted in 2006 whereby the increase rate was seventeen percent. As from 1971 to 2006, the number of adolescents thought to be obese increased from 6.1 percent to 17.6 percent.

The percentage increase was shocking. Furthermore, the increase was attributed to lack of physical activity and video games (Wiegman, & van Schie, 1998).

Overweight is a costly condition that leads to a number of illnesses among school going children. According to experts at the University of Michigan, obese children have higher risks of contracting diseases such as diabetes, heart diseases, and high blood pressure.

Other illnesses associated with overweight include high cholesterol levels in the body, hyperlipidemia, sleep apnea, respiratory problems, gastrointestinal malfunctions, early adolescence, and finally mental problems.

Studies show that obese children tend to have a low sense of worth and despair.

As AHA records show, obese children are likely to be obese when they attain the adulthood age. This would even cause more problems because they would be exposed to a number of diseases.

A study conducted by Media Literacy Clearinghouse indicated that children had developed a habit towards computer games. Video games had gained relevance among children aged eight and eighteen years to an extent that the rate at which children played computer games rose from an average of 26 minutes in 1999 to 73 minutes in 2009.

Generally, the rate at which children interacted with the computer daily rose from six hours in 1999 to seven hours in 2009. A report compiled in 2004 at the University Hospital of Zurich revealed that a strong link between obesity and video games exist.

It can be concluded that video games do not help children in any way but instead it affects their health. Video games interfere with the children’s eating habits because such children would tend to consume food with high calories.

In this regard, parents need to monitor the behavior of their children as regards to physical fitness.

In the United States, a study conducted to ascertain the effects of computer games on the performance of students proved that PlayStations and other video games such as Xbox Video affects the concentration of children in class.

Furthermore, the study revealed that children who are like using playing video games could not compete favorably with those who prefer physical games. One of the researchers was quoted saying that the performance of students who engage in physical exercises will always improve with time.

Boys are affected more by the new trend since they would rarely improve in class. Their performance would always remain stagnant for a period.

Moreover, boys cannot develop skills that would help them to read and write well in case they are allowed to interact with the computer frequently (Sakurai, 1984).

It should be noted that video games might not necessarily cause poor performance among school going children but the time spent in watching the games or playing them would consume the time that a student would be expected to read, do some homework, and write a good composition.

Definitely, a student would register a poor grade in case he or she does not engage in a serious research. Video games have a tendency of instilling negative reading attitudes to students. This is because a student would find reading a storybook or solving a mathematics problem boring.

Video games are very fast and demand a higher concentration unlike other academic activities that need time for conceptualization. In a joint study conducted in Australia, researchers concluded that video games affect the performance of students in many ways.

Students who spend time playing video games would always perform dismally in class. In fact, the study revealed that computer games do not help children perform well in any of the subjects. This is because students who spend time watching and playing computer games would always score low in each subject.

This research contradicts some of the assumptions that computer games help children to perform well in some subjects. The Australian study revealed that there is no single positive correlation between academic performance and computer games.

Video games are known to influence the cognitive and educational dexterities of children. Moreover, the games can as well as define the children’s social relationships. In a traditional setting, the relationship between the child and the parent or other senior members of society is clearly defined.

The video games have changed meaning that social relations are no longer the same. Studies indicate that video games, especially those that are violent, reshape the behavior of children. Moreover, video games could contain some sort of competition and aggression, which affect the reasoning of children.

In the current society, the rate at which conflicts occur in society has increased. Youths are currently violent because of the new games. The main objective of video games, according to Nintendo and Sega Genesis Center, is violence.

Any game played by children via the computer does not have anything new other than violent content. The companies specializing in selling computer games would convince parents that the games are non-violent but in the real sense, they are not.

A study conducted in 1998 confirmed that many children, over 80%, were familiar to a violent game referred to as Duke Nukem. Unfortunately, only 5% of parents were aware of the game meaning that children are access even those games that are supposed to be accessed by only the adults.

This trend affects the social life of children. In 1999, students at Columbine High School in Littleton, Colorado engaged in a destructive demonstration mainly because of the influence of computer games.

Students shot at their fellow teens and other people because they experienced it through video games. Such kind of behavior is destructive because it could lead to social anomy (Griffith, 1999).

Studies across the world indicate that violent video games increase an individual’s hostility and aggression. Aggressive games would lead to a habit whereby students prefer to play the games rather than engage in physical exercises.

This is even related to overweight. Children who are used to video games tend to be indifferent and unresponsive to the sufferings of other children. They would easily bully their fellow students without mercy.

Finkel, S. (1995). Causal analysis with panel data. Thousand Oaks, CA: Sage

Griffith, M. (1999). Violent video games and aggression: A review of the literature. Aggression and Violent Behavior , 4(2), 203-212.

Sakurai, S. (1984). Construction of the Social Desirability Scale for Children. Japanese Journal of Educational Psychology , 32(2), 310-314.

Wiegman, O., & van Schie, E. (1998). Video game playing and its relations with aggressive and pro-social behavior. British Journal of Social Psychology , 37(2), 367- 378.

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IvyPanda. (2019, April 3). Effects of Video Games. https://ivypanda.com/essays/effects-of-video-games/

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How to Write an Effective Essay on Video Games

Writing an effective essay on video games requires a good understanding of the topic, strong writing skills, and the ability to analyze and present your ideas clearly. Whether you're a passionate gamer exploring your favorite titles or a cultural critic examining the industry's impact, a well-crafted essay can offer valuable insights and engage readers. If you need assistance with essay writing services at Ukwritings , they can help. Ukwritings is an essay writing service that provides professional writing assistance to students on various topics, including video games. Their team of experienced writers can help you craft a compelling and well-researched essay. Here are some tips to help you craft a compelling essay on video games. 

Choosing a Focused Topic

The video game industry is vast, covering a wide range of genres, platforms, and themes. Rather than attempting to write about video games in general, narrow your focus to a specific aspect or angle. This will allow you to delve deeper into the topic and provide more meaningful analysis.

For example, you could explore the impact of a particular game or franchise, analyze the representation of certain groups in video games, or examine the evolution of game mechanics over time. A focused topic will help you develop a clear thesis statement and maintain a cohesive structure throughout your essay.

Conducting Thorough Research

Gather information from reliable sources, including books, academic journals, industry reports, and reputable online publications. Look for sources that provide in-depth analysis, historical context, and expert opinions. Avoid relying solely on user reviews or fan sites, as they may lack objectivity or present biased perspectives.

Consult a variety of sources to gain a well-rounded understanding of your topic. Take notes, highlight key points, and organize your research in a way that will help you support your arguments and provide strong evidence.

Developing a Clear Thesis Statement

Your thesis statement should be a concise and focused statement that outlines the main argument or perspective you will explore in your essay. It should be specific, debatable, and supported by evidence from your research. A strong thesis statement will guide the development of your essay and help you maintain focus throughout the writing process. For example, instead of a broad statement like "Video games are influential," you could propose a more specific thesis, such as "The open-world design of the Grand Theft Auto series has significantly influenced the gaming industry's approach to storytelling and player agency." Crafting a clear and compelling thesis is crucial, especially if you're writing the essay for college admissions or scholarship applications, where college essay services can provide valuable guidance to help you stand out. 

A strong thesis statement will guide the development of your essay and help you maintain focus throughout the writing process. For example, instead of a broad statement like "Video games are influential," you could propose a more specific thesis, such as "The open-world design of the Grand Theft Auto series has significantly influenced the gaming industry's approach to storytelling and player agency."

Organizing Your Ideas Effectively

Structure your essay in a logical and coherent manner. Begin with an engaging introduction that captures the reader's attention and provides context for your topic. Use body paragraphs to present your main points, supporting each one with relevant examples, facts, and analysis. Finally, conclude your essay with a strong summary that reinforces your thesis and leaves a lasting impression on the reader.

Consider using subheadings to organize your essay into distinct sections, making it easier for readers to follow your line of thought and navigate the content.

Analyzing and Critiquing

An effective essay should go beyond simply describing or summarizing information. Analyze and critique various aspects of your topic, such as game design, narrative elements, societal impact, or cultural representation. Offer your own insights and opinions, but support them with evidence from your research and careful analysis.

Encourage critical thinking by examining different perspectives, identifying strengths and weaknesses, and exploring the broader implications or consequences of the subject you're discussing.

Considering Multiple Perspectives

Video games can be viewed from various angles, including artistic, cultural, technological, and psychological perspectives. Acknowledging and exploring different viewpoints will add depth and complexity to your essay, demonstrating your understanding of the topic's nuances.

For example, when discussing the representation of women in video games, you could examine the issue from a feminist perspective, exploring how certain games perpetuate harmful stereotypes or objectification. However, you could also consider the perspective of game developers, who may face challenges in creating diverse and authentic female characters while appealing to a broad audience.

Using Examples and Evidence

Strengthen your arguments by providing specific examples and evidence from video games themselves. Describe key scenes, gameplay mechanics, or design choices that support your points. You can also use quotes from developers, critics, or industry experts to bolster your analysis.

Concrete examples and evidence make your essay more engaging and help readers better understand the points you're making. They also lend credibility to your arguments and demonstrate your familiarity with the subject matter.

Maintaining Objectivity

While it's important to express your opinions and insights, aim to maintain objectivity and avoid biased or overly subjective language. Present different viewpoints fairly, and acknowledge potential counter-arguments or limitations to your arguments.

By maintaining a balanced perspective, you demonstrate your ability to think critically and consider multiple sides of an issue. This approach also makes your essay more persuasive and credible, as readers are more likely to trust an objective analysis.

Editing and Proofreading

After completing your initial draft, take the time to review and revise your essay. Check for clarity, coherence, and logical flow. Ensure that your arguments are well-supported and that your writing is free from grammatical errors, typos, and inconsistencies.

Consider having someone else read your essay and provide feedback. A fresh pair of eyes can help identify areas that need improvement or clarification.

By following these tips, you can craft an effective and engaging essay on video games that showcases your knowledge, analytical skills, and writing abilities. Remember, the key is to provide insightful analysis, use concrete examples, and present your ideas in a clear and organized manner. With dedication and attention to detail, you can create a compelling essay that contributes to the ongoing discussion around this influential medium.

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Home > GRADUATE > THESES > 2570

Masters Theses & Specialist Projects

The effects of violence in video games on individual levels of hostility in young adults.

Grant Jones , Western Kentucky University Follow

Publication Date

Spring 2018

Advisor(s) - Committee Chair

Douglas Clayton Smith (Director), Carrie Trojan, Holli Drummond

Degree Program

Department of Sociology

Degree Type

Master of Arts

For a while, video games have been the target of scrutiny with regards to their perceived potential to adversely affect younger individuals. In particular, it is often argued that these video games, particularly those of violent nature, may increase hostility to an extent that it manifests itself in violent behavior. This thesis aims to denote what effects these video games have on young adults, particularly in relation to the respondents’ indicated extent of adverse childhood experiences, trait anger, and competitiveness, all three of which were assumed to have a positive relationship with hostility. A survey was distributed to students attending Western Kentucky University in an attempt to measure what effects these three aforementioned variables have on young adults, in addition to what affects video game playing and violence in video games may have on hostility and aggression. From the data acquired, it was clear that while adverse childhood experiences had no statistical significance in this study and higher competitiveness indicated a very slight decline in hostility, trait anger did in fact appear to raise hostility in the respondents. Additionally, increases in exposure to both video game play and violence in video games were shown to lead to a decrease in hostility. From this, it would appear that trait anger was the only variable to truly increase hostility in young adults, and the often-discussed variables of video game play and violence in video games both appear to decrease hostility in respondents as exposure to either factor increases, thus going against the common assumptions.

• Disciplines

Other Sociology | Social Psychology | Social Psychology and Interaction | Sociology

Recommended Citation

Jones, Grant, "The Effects of Violence in Video Games on Individual Levels of Hostility in Young Adults" (2018). Masters Theses & Specialist Projects. Paper 2570. https://digitalcommons.wku.edu/theses/2570

Since May 14, 2018

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While we like to think that every paper and piece of writing is a unique little flower, they all have a general format of beginning, middle, and end. This holds true for academic papers; they require an introduction, body, and conclusion paragraphs. Keep in mind this is not an exact formula, but serves as a means of organization.

Introduction

Your introduction serves the function of introducing your topic, contextualizing your topic, and presenting your main argument in a thesis. It is usually one paragraph, and generally follows the ‘funnel’ effect of the topic: starting broad and becoming narrowed. S tay away from writing cliches like asking rhetorical questions or putting quotes in the introduction paragraph.  While the thesis statement tells the reader what your claim is and how you arrived to it, the introduction paragraph explains why your topic is important. Here’s a typical structure:

Introduction:

Opening Statements: Introduce some facts and background details about your topic.

• Example:  Video games have often been blamed for causing negative behavior in children and teenagers. Critics claim that gaming leads to addiction, aggression, and laziness.

Specific Stateme nts: Connect your background information to your thesis.

• Example:  As gaming continues to play a larger role in modern entertainment, the old stigma is beginning to be debunked. Studies have revealed that video games are not the root of these negative behaviors and actually have many benefits for gamers.

Thesis Statement: State your claim and supporting arguments.

• Example:  Video games have been proven to enhance cognitive, social, and academic skills, and if society accepts this, video games can be further explored for uses beyond entertainment.

Body Paragraphs

Drafting an essay is just a game of organizing information. Each paragraph should discuss a single topic that supports your thesis statement. Paragraph structure can be flexible, but you want to maintain cohesion and make sure you discuss only a single topic per paragraph.

Body Paragraph:

Topic Sentences: Start the paragraph off with a sentence or two that introduces the main idea the paragraph will cover.

• Example:  Although many people believe video games, particularly the violent ones, lead to aggressive behavior, studies reveal quite the opposite to be true.

Evidence: Provide personal examples or researched facts that support the topic sentence.

• Example:   “It turns out that playing games promotes a range of cognitive skills. This is particularly true for shooter video games, many of which are violent in nature” (Granic et al. 68).

Elaborate:  Discuss the evidence’s significance to the paragraph. Provide additional evidence or further discuss the topic until you’ve fully answered how it relates to the thesis statement or helps solve the problem introduced by your claim.

• Example:   A large chunk of society thinks violent video games should be banned, but in reality, they actually can benefit society. While shooting games typically are violent, they don’t have to be if a developer chooses to emphasize the game’s educational potential.

Transition:  Transitions between paragraphs can be the last or first sentence of the current or next paragraph, give the reader a general sense of what’s to come in the next paragraph.

• Example:   Today, even classrooms utilize video games to help develop students’ cognitive skill.

The conclusion reiterates the relevance of your topic, reviews your evidence, and briefly discusses the future of your topic. Avoid adding any new facts or arguments in the conclusion.

Conclusion:

Opening Statements: Begin with a general concluding statement.

• Example:  Our society is one that is constantly changing, and as we change, so should our views.

Review Evidence:  Overview how all of your evidence came together to prove your claim.

• Example:  Gamers aren’t becoming aggressive and lazy as critics claim. Video games, even violent ones, sharpen youth’s intelligence and cognition, and classrooms that use video games as a learning tool see students retain knowledge much easier.

Future Outlook: State your claim and supporting arguments.

• Example:  Video games have more and more chances to impact society for the better, but we’ll never be able to see those impacts if we are held back by unfounded stigmas.
• << Previous: Prewriting/Outlining
• Next: Thesis Statements >>
• Last Updated: Oct 27, 2023 2:23 PM
• URL: https://library.daytonastate.edu/Writing

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

Video Games and Its Positive Effects

• Categories: Advantages of Technology Impact of Technology Video Games

About this sample

Words: 1248 |

Published: Jun 20, 2019

Words: 1248 | Pages: 2 | 7 min read

Table of contents

Introduction, positive effects of video games, works cited.

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

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‘White Dudes for Harris’ is the latest in a series of Zoom gatherings backing the vice president

Vice President Kamala Harris delivers remarks at a campaign event in Pittsfield, Mass., Saturday, July 27, 2024. (AP Photo/Stephanie Scarbrough, Pool)

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WASHINGTON (AP) — On a “White Dudes for Harris” virtual call, it was probably fitting that “The Dude” dropped in.

Actor Jeff Bridges addressed a fundraising event geared toward white men supporting Vice President Kamala Harris and sang her praises on Monday night, before channeling his iconic role as “The Dude” in 1998’s “The Big Lebowski,” declaring, “As the Dude might say, ‘That’s just my opinion, man.’” (The original line was “That’s just, like, your opinion, man.”)

The call lasted more than three hours and organizers said it attracted 180,000-plus people who donated more than $3.7 million. It was the latest in a series of Zoom gatherings to raise money and rally support among tens of thousands of supporters for Harris, after President Joe Biden announced he was leaving the presidential race and endorsing her.

Zooms have previously been organized by supporters’ backgrounds — including Black women, Hispanic women, Black men, Asian Americans, Native Americans and the LGBTQ+ community.

It reflected how Democrats, including Biden, have frequently relied on voters from broad and disparate backgrounds to piece together a diverse coalition of support. The president’s 2020 victory, for example, relied on segments of the population ranging from organized labor to conservative, suburban women disillusioned with Republican Donald Trump .

The “white dudes” Zoom event also featured appearances from actors Mark Ruffalo, Mark Hamill and Bradley Whitford, who deadpanned about so many white male speakers being “a rainbow of beige.”

Also participating were Democratic officials including Transportation Secretary Pete Buttigieg , Minnesota Gov. Tim Walz and Illinois Gov. JB Pritzker, all of whom have been mentioned as potential Harris running mates .

Pritzker joked that he wouldn’t normally attend “an event with a name like, White Dudes for” something, while Buttigieg talked about what an honor it was to share a call with Bridges as “The Dude” before striking a more serious tone: “Men are also more free in a country where we have a president who stands up for things like access to abortion rights.”

Walz said Trump supporters aren’t inherently bad people but urged participants: “Don’t ever shy away from our progressive values. One person’s socialism is another person neighborliness.”

Ross Morales Rocketto, a progressive operative who founded the “dudes” group, said, “We know that the silent majority of white men aren’t MAGA supporters,” referring to Trump’s ”Make America Great Again” movement.

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The Zoom calls haven’t been organized by Harris’ team, but her campaign welcomes the assist — and the millions of dollars in fundraising. “Winning campaigns are powered by real, organic support,” said Harris campaign communications director Michael Tyler.

Amit Ahuja, a political science professor at the University of California at Santa Barbara whose research focus includes the processes of inclusion and exclusion in multiethnic societies, said that “no campaign’s going to say no” to groups from different backgrounds organizing themselves and bolstering enthusiasm and fundraising.

But he said that it is up to the candidate to accept support from individual groups while offering a larger personal story that can resonate with the larger country as a whole. An example, he said, is then-candidate Barack Obama, who rose above early campaign questions about racial identities to build a narrative around his personal story and hope.

“This is a challenge for both sides. This is a tight race. They both have to compile the largest possible coalition. And, by leaning into one identity or the other, they could actually really hurt themselves,” Ahuja said. He said the best response is to urge voters to “look at the candidate, don’t look at the groups.”

The calls for Harris often feature celebrities who have supported Biden’s campaign in the past . And their sheer number demonstrates how the vice president will need to appeal to different facets of the increasingly pluralistic population.

The political networking group “Win With Black Women” held a Zoom meeting the same night that Biden dopped out, and saw its number of participants swell to more than 44,000. It featured celebratory speeches from activists, business leaders, members of Congress and staff from the vice president’s office.

After that, a “Win With Black Men” virtual fundraising event attracted more than 53,000 attendees. They heard several presentations, including by 27-year-old Democratic Rep. Maxwell Frost of Florida, who had been a leading advocate for Biden’s campaign among younger voters, and Georgia Sen. Raphael Warnock.

A Zoom of “White Women for Harris” attracted more than 164,000 participants — so many that the platform struggled to meet the demand. It was headlined by the likes of singer Pink, soccer star Megan Rapinoe and actor Connie Britton .

Trump’s campaign has also organized different groups of supporters by their distinct backgrounds, including events in battleground states like Pennsylvania and Georgia for Black voters and “Latino Americans for Trump.”

Some Republicans have criticized Harris for her “diversity, equality and inclusion politics,” arguing that the vice president’s political career was helped by Democratic efforts to promote diversity. That’s despite House Speaker Mike Johnson and other GOP leaders on Capitol Hill discouraging lines of criticism that they considered racist and sexist — instead urging members of the party to focus their criticisms on Harris’ political record.

North Carolina Democratic Gov. Roy Cooper, who announced he didn’t want to be considered as Harris’ running mate just before Monday’s night call began, asked those assembled about GOP attacks, “A DEI candidate?”

“Here’s what they’re saying, that women and people of color don’t deserve to lead,” Cooper said. “We know better than that, guys.”

Associated Press writers Matt Brown in Washington and Bill Barrow in Atlanta contributed to this report.

Olympic boxer at center of gender eligibility controversy wins bizarre first bout

PARIS – Algeria's Imane Khelif, one of two female Olympic boxers disqualified from the 2023 world championships after failing gender eligibility tests, entered the ring Thursday at the Paris Games .

Her bout ended in abrupt and bizarre fashion.

Khelif prevailed when Italy’s Angela Carini stopped fighting after 46 seconds.

Carini was punched in the nose and shortly afterward said she didn't want to fight anymore, according to Italian coach Emanuele Renzini

"After one punch she feel big pain,'' Renzini told reporters,.

Carini wept when speaking with reporters after the fight and spoke only in Italian. Translation of her comments was not immediately available.

But Renzini said Carini had been told not to take the fight and it had been weighing on her as the bout approached.

During the first round, Carini consulted with her coach twice before the fight was halted. Officially, Khelif won by ABD (abandoned).

Opinion: Olympic female boxers are being attacked. Let's just slow down and look at the facts

The crowd at North Paris Arena greeted Khelif with cheers before the abbreviated fight at the Summer Olympics and several Algeria flags were seen among the crowd. The fight in the welterweight division at 66 kg (146 pounds) was scheduled for three three-minute rounds.

The issue of gender eligibility criteria surfaced at the 2023 world championships when Khelif and Lin Yu-Ting of Taiwan both won medals in the women’s competition before tournament officials announced the boxers had failed gender eligibility tests. They were stripped of their medals.

This week the International Olympic Committee (IOC) said the two boxers met criteria to compete in Paris, sparking discussion about gender eligibility tests .

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The world championships are overseen by the International Boxing Association (IBA), long plagued with scandal and controversy.

Last year the IOC banished the IBA and developed an ad-hoc unit that ran the Olympic boxing tournament at the Tokyo Games in 2021 and is doing the same here.

The IOC did not detail the criteria met by Khelif and Yu-Ting to compete here and in Tokyo, but did say the boxers’ passports state they are women.

Yu-Ting, 28, is scheduled to begin competition Friday against Sitora Turdibekova of Uzbekistan in the featherweight division at 57 kg (126 pounds).

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Italy's Carini abandons fight against Khelif, fuelling gender debate

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Reporting by Aadi Nair, Karolos Grohmann and Julien Pretot in Paris, and Alessandro Prodi in Rome; Writing by Karolos Grohmann and Richard Lough; Editing by Ken Ferris and Toby Davis and Ed Osmond

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‘House of the Dragon’ Season 2 Finale Leaks on TikTok and Twitter/X, HBO Blames ‘International Third-Party Distributor’

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HBO ‘s “ House of the Dragon ” has suffered another online leak.

Several scenes from the Season 2 finale — scheduled to air on Aug. 4 — leaked onto TikTok on Tuesday night, just five days before the episode will air on HBO and stream on Max. One TikTok account posted 14 videos and roughly 30 minutes of footage from the unaired finale; the videos had approximately 50,000 to 100,000 views at the time of this article’s publication. Roughly three hours after the videos were posted, the TikTok account was banned, but the videos have made their way onto Twitter/X and Reddit.

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With so many international distribution partners catering to the franchise’s rabid fans, it’s proven nearly impossible for an entire season of either “Game of Thrones” or “House of the Dragon” to go unspoiled ahead of schedule. HBO had tried to head off piracy of the Season 2 finale by not sending screeners of the finale to journalists, but, alas, the episode leaked anyway.

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