Although video games have become a ubiquitous part of our lives (a January 2014 article in American Psychologist reports that 97% of all children and adolescents in the United States play for at least an hour per day), most of the current research addresses the possible negative effects of playing video games, as opposed to any benefits that may exist (Granic, Lobel, & Engels, 2014). This might be due to the media's influence (due to tragic news stories) on the funding of research to examine the pros or cons of playing video games - most research on 'gaming' has focused on the potential negative effects such as addiction, aggression, and depression. It is only in the last five years that research has begun to document the positive effects of playing video games, and to date, still little study has been done on the mental health benefits of games.
Why play?
The positive function of play has been studied for decades, as stated by Granic, Lobel, & Engels (2014) in The Benefits of Playing Video Games:
The positive function of play has been studied for decades, as stated by Granic, Lobel, & Engels (2014) in The Benefits of Playing Video Games:
The positive function of play has been a running theme for some of the most respected scholars in the field (e.g., Erikson, 1977; Piaget, 1962; Vygotsky, 1978). Erikson (1977) proposed that play contexts allow children to experiment with social experiences and simulate alternative emotional consequences, which can then bring about feelings of resolution outside the play context. Similarly, Piaget (1962) theorized that make-believe play provides children opportunities to reproduce real-life conflicts, to work out ideal resolutions for their own pleasure, and to ameliorate negative feelings. Both Piaget (1962) and Vygotsky (1978) espoused strong theoretical links between play and a variety of elements that foster the development of social cognition. (p. 67)
This YouTube video by ASAP Science addresses the question Can Video Games Make You Smarter?
The domains of gaming
Granic, Lobel, & Engels (2014) divide the positive benefits of gaming into four main domains: cognitive (i.e., attention), emotional (i.e., mood management), motivational (i.e., resilience in the face of failure), and social (i.e., prosocial behaviour).
Granic, Lobel, & Engels (2014) divide the positive benefits of gaming into four main domains: cognitive (i.e., attention), emotional (i.e., mood management), motivational (i.e., resilience in the face of failure), and social (i.e., prosocial behaviour).
Cognitive benefits of gaming have been demonstrated, particularly through "action" games. This is felt to be a result of the visually rich three-dimensional spaces, the split-second decision-making required of players, and the unpredictable changes presented within the gaming environment. It has been documented that the benefits from these games last over an extended period of time, and that spatial skills derived from gaming can be transferred to other tasks in the real-world context. It should be noted that spatial skills have been shown to predict achievement in science, technology, engineering, and mathematics (STEM).
Shapiro (2014) also notes that "video games teach critical thinking, problem solving skills, and perseverance while building metacognitive skills" (n.p.). He states game-based learning (GBL) provides valuable feedback and data (i.e., formative assessment can be used to differentiate instruction). More importantly, it is the immediate, concrete feedback (through points, levels, etc.) that rewards continual effort and motivates players by finding the right balance of challenge, frustration, and success. This is said to contribute to the player's "incremental theory of intelligence" (Granic, Lobel, & Engels, 2014, p.71) - something that is malleable - where the feedback or data rewards players for their efforts rather than traits (traits would be characteristics that are set and thus not malleable). Notably, persistence in the face of adversity reaps valuable rewards. Meanwhile, Shapiro outlines that game-based learning facilitates and promotes creative thinking and problem-solving, as opposed to rote memorization. While Prensky (2012) agrees that video games develop problem-solving skills, others question whether individuals with a natural aptitude and better skills are drawn more towards role playing games in the first place (Granic, Lobel, & Engels, 2014, p.69). Shapiro notes that video and computer games can enhance skills in a way that is affordable and accessible to all, and in a way that is replicable and scalable. Shapiro's video (2014), Here's Why We Need Video Games In Every Classroom, notes that video games can "move us away from an educational culture that’s driven by extrinsic competition and commodified rewards, and toward a culture of intrinsic motivation, self-reflection, and mindful interaction with the world." (n.p.)
Video games are said to illicit a range of emotional responses, with research noting both positive and negative outcomes. While video games can bring about anxiety and frustration, games can also produce 'flow experiences' (see Avi Luxenburg's video describing 'flow experiences'), which in psychology have been linked to outcomes, such as commitment and achievement, higher self-esteem, and less anxiety. Granic, Lobel, & Engels also note that puzzle video games (i.e., Angry Birds, Bejeweled II) can improve a player's mood and decrease anxiety (2014, p.71). Furthermore, experiencing positive emotions on a daily basis may build social relationships and lead to a more supportive social structure. "Players seem to acquire important prosocial skills when they play games that are specifically designed to reward effective cooperation, support, and helping behaviours (Ewoldsen et al., 2012)", as cited by Granic, Lobel, & Engels (2014, p.73).
Finally, game playing promotes flexibility and the ability to adjust to different social and emotional goals, "teaching players the benefits of dealing with frustration and anxiety in adaptive ways" (Granic, Lobel, & Engels, 2014, p.72), by offering opportunities to switch among avatars and take on different roles. Yet, although much more could and should be said about the social and emotional aspects of gaming, more research is needed and the results on the emotional benefits of gaming appear to be limited and perhaps inconclusive.
Finally, game playing promotes flexibility and the ability to adjust to different social and emotional goals, "teaching players the benefits of dealing with frustration and anxiety in adaptive ways" (Granic, Lobel, & Engels, 2014, p.72), by offering opportunities to switch among avatars and take on different roles. Yet, although much more could and should be said about the social and emotional aspects of gaming, more research is needed and the results on the emotional benefits of gaming appear to be limited and perhaps inconclusive.
A final note
The New Media Consortium Horizon Report: 2015 K-12 Edition, notes that in the last five years games have evolved to mimic real life. This has resulted in gaming being used more extensively for rehabilitative and educational purposes. Game-based learning is being used to help children with disabilities to improve their “eye-hand coordination, short-term memory, attention span, ability to follow directions, and problem solving” (NMC, 2015). Meanwhile, child cancer patients have also benefited from a video game aimed to teach children how to follow their cancer treatments (the players control a nanobot, which gives them a feeling of empowerment to overcome bacterial infections, nausea, etc.). Therefore, while it appears that games and gamification may have the power to bring learning into the real-world context, an important goal for meeting the needs of our 21st century learners, the question is: How can educators best facilitate and help our students with the acquisition of these 21st century skills by using games and gamification in our classrooms? Also, will we be able to maintain a balanced perspective to create stimulating and rich learning environments using these games?
The New Media Consortium Horizon Report: 2015 K-12 Edition, notes that in the last five years games have evolved to mimic real life. This has resulted in gaming being used more extensively for rehabilitative and educational purposes. Game-based learning is being used to help children with disabilities to improve their “eye-hand coordination, short-term memory, attention span, ability to follow directions, and problem solving” (NMC, 2015). Meanwhile, child cancer patients have also benefited from a video game aimed to teach children how to follow their cancer treatments (the players control a nanobot, which gives them a feeling of empowerment to overcome bacterial infections, nausea, etc.). Therefore, while it appears that games and gamification may have the power to bring learning into the real-world context, an important goal for meeting the needs of our 21st century learners, the question is: How can educators best facilitate and help our students with the acquisition of these 21st century skills by using games and gamification in our classrooms? Also, will we be able to maintain a balanced perspective to create stimulating and rich learning environments using these games?
A few notes on games, gamification, and game-based learning:
References
Granic, I., Lobel, A., & Engels, R. C. (2014). The benefits of playing video games. American Psychologist, 69 (1), 66. Retrieved from https://www.apa.org/pubs/journals/releases/amp-a0034857.pdf
NMC (2015). NMC Horizon Report: 2015 K-12 Edition. Austin, Texas: The New Media Consortium. p. 38-39. Retrieved from http://www.nmc.org/nmc-horizon/
Luxenburg, A. (2011, June 17). The Flow Experience in Education 1 [Video]. Retrieved January 16, 2015, from https://youtu.be/gffdtI6tWHs
Prensky, M. R. (2012). From digital natives to digital wisdom: Hopeful essays for 21st century learning. Thousand Oaks, CA: Corwin Press. Review retrieved from http://journals.akoaotearoa.ac.nz/index.php/JOFDL/article/viewFile/189/147
Shapiro, J. (2014, March 19). Here's Why We Need Video Games In Every Classroom [Blog post]. Forbes /Tech. Retrieved January 23, 2015, from http://www.forbes.com/sites/jordanshapiro/2014/03/19/heres-why-we-need-video-games-in-every-classroom/#67575fd630d3
Granic, I., Lobel, A., & Engels, R. C. (2014). The benefits of playing video games. American Psychologist, 69 (1), 66. Retrieved from https://www.apa.org/pubs/journals/releases/amp-a0034857.pdf
NMC (2015). NMC Horizon Report: 2015 K-12 Edition. Austin, Texas: The New Media Consortium. p. 38-39. Retrieved from http://www.nmc.org/nmc-horizon/
Luxenburg, A. (2011, June 17). The Flow Experience in Education 1 [Video]. Retrieved January 16, 2015, from https://youtu.be/gffdtI6tWHs
Prensky, M. R. (2012). From digital natives to digital wisdom: Hopeful essays for 21st century learning. Thousand Oaks, CA: Corwin Press. Review retrieved from http://journals.akoaotearoa.ac.nz/index.php/JOFDL/article/viewFile/189/147
Shapiro, J. (2014, March 19). Here's Why We Need Video Games In Every Classroom [Blog post]. Forbes /Tech. Retrieved January 23, 2015, from http://www.forbes.com/sites/jordanshapiro/2014/03/19/heres-why-we-need-video-games-in-every-classroom/#67575fd630d3