video games are not harmful essay

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Playing video games doesn't lead to violent behaviour, study shows

Analysis of 28 global studies dating back to 2008 found a minuscule positive correlation

Video games do not lead to violence or aggression, according to a reanalysis of data gathered from more than 21,000 young people around the world.

The researchers, led by Aaron Drummond from New Zealand’s Massey University, re-examined 28 studies from previous years that looked at the link between aggressive behaviour and video gaming, a method known as a meta-analysis.

The new report, published in the journal Royal Society Open Science on Wednesday, found that, when bundled together, the studies showed a statistically significant but minuscule positive correlation between gaming and aggression, below the threshold required to count as even a “small effect”.

“Thus, current research is unable to support the hypothesis that violent video games have a meaningful long-term predictive impact on youth aggression,” the report said.

Between them, the various studies included in the research dated back to 2008, and had reported a range of effects, including a small positive correlation between violence and video-game use in around a quarter of them and no overall conclusion in most of the rest, with one 2011 study finding a negative correlation.

One common argument for a negative effect of gaming is that small harms can accumulate over time: if a player ends every game slightly more aggressive then, over the long term, that might add up to a meaningful change in temperament. But the study finds no evidence for such an accumulation, and in fact finds evidence pointing in the opposite direction.

Studies consistently find that the “long-term impacts of violent games on youth aggression are near zero”, they write.

“We call on both individual scholars as well as professional guilds such as the American Psychological Association to be more forthcoming about the extremely small observed relationship in longitudinal studies between violent games and youth aggression,” the authors conclude.

While that link may be slim, other studies have shown interesting effects on wider emotional behaviour. Research from the University of New South Wales in 2018 , for instance, found that people who frequently played violent video games were less distracted by violent images in other contexts, a phenomenon the study author called “emotion-induced blindness”.

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Essays About Video Games: Top 12 Examples and Prompts

Video games have revolutionized the way we have fun today. If you are writing essays about video games, check out our guide to inspire your writing.  

Few can contest the fact that video games have taken over the world. From the basic, almost “primitive” games of the 1970s like Pong to the mind-bending virtual reality games of the 2020s, they have been a source of entertainment for all. Moreover, they have proven quite profitable; countries like Japan and the United States have made tens of billions of dollars solely from the video game market.

Despite their popularity, much has been debated over the potentially harmful side effects that video games may have, particularly on children. One side argues that playing certain video games can lead to people exhibiting violence in the future, while others believe that video games teach players essential life skills. Regardless, they will continue to be a part of our lives for the foreseeable future. 

For engaging essays about video games, read the essay examples featured below for inspiration.

1. What electronic games can teach us by Kendall Powell

2. designers are imagining video games without guns by keith stuart, 3. playing video games all summer won’t make you feel worse by nicole wetsman, 4.  violent video games bad by andrea newman.

• 5. ​​The health effects of too much gaming by Peter Grinspoon

Writing Prompts For Essays About Video Games

1. video games: good or bad, 2. the benefits of video games, 3. what is your favorite video game, 4. do video games cause people to become violent, 5. video games in your life, 6. video games vs. traditional games, 7. is the video game rating system enough.

“In other studies, researchers found that gamers who trained on Tetris were better at mentally rotating two-dimensional shapes than those who played a control game. Students who played two hours of All You Can E.T., an educational game designed to enhance the executive function of switching between tasks, improved their focus-shifting skills compared with students who played a word search game.”

Powell explains a few possibilities of applying video games to education. As it turns out, certain video games can improve players’ skills, depending on the mechanics. Researchers are inspired by this and hope to take advantage of the competitive, motivational nature of gaming to encourage children to learn. New games are designed to help kids improve their focus, coordination, and resilience, and game designers hope they will succeed. 

“Imagine a game where you’re a war reporter seeking to capture the most iconic, representative images in a battle environment: You’d still get the sense of peril that audiences expect from action adventures, but your relationship with the environment would be more profound. It would be Call of Duty from the perspective of a creative participant rather than a violent interloper.”

The graphic nature of some video games is said to make kids violent, so it is only natural that some creators try to change this. Stuart writes that it is possible to maintain the fun that shooter-type games induce without using guns. He gives examples of games where you do not kill your enemy, simply stunning or capturing them instead. He also suggests photography as an alternative to killing in a “shooting” game. Finally, he suggests basing video games around helping others, making friends, and doing more peaceful, creative tasks.

“Any role video games play in skewing well-being that did pop up in the study was too small to have a real-world impact on how people feel, the authors said. People would have to play games for 10 more hours per day than their baseline to notice changes in their well-being, the study found.”

Wetsman counters the widespread belief that video games “destroy your brain.” Research done with a sample of 39,000 players over six weeks has shown that whether one plays video games for long or short periods, their mental health is not impacted much. There are some exceptions; however, there are not enough to conclude that video games are, in fact, harmful.

“Some people believe that the connection between violent games, and real violence is also fairly intuitive. In playing the games kids are likely to become desensitized to gory images;which could make them less disturbing, and perhaps easier to deal with in real life. While video games aren’t about violence their capacity to teach can be a good thing.”

In her essay, Newman writes about the supposed promotion of violence in some video games. However, she believes this violence does not cause people to be more aggressive later. Instead, she believes these games expose children to certain atrocities so they will not be traumatized if they see them in real life. In addition, these games supposedly promote connections and friendships. Finally, Newman believes that these “harmful” can make you a better person.

5. ​​ The health effects of too much gaming by Peter Grinspoon

“Gamers need to be educated on how to protect their thumbs, wrists, and elbows, their waistlines, their emotional state, their sleep, and their eyes. Simple education around taking breaks, stretching, eating healthy snacks, and resting and icing your thumb, wrist, or elbow when it starts hurting can address injuries early, before they become significant. For the eyes, gamers can try the 20-20-20 rule: every 20 minutes, try to look at something 20 feet away for 20 seconds.”

Grinspoon discusses both the benefits and the health risks of gaming. Video games allow people to interact with each other remotely and bond over specific missions or tasks, and some research shows that they have cognitive benefits. However, some gamers may develop vision problems and hand and wrist injuries. Gaming and “staring in front of a screen the whole day” is also associated with obesity. Overall, Grinspoon believes that gaming is best done in moderation.

Looking for more? Check out these essays about hobbies .

Many parents believe that their children’s “bad behavior” is because of video games. Based on your experience and others, decide: are video games good or bad for you? Make sure to read viewpoints from both sides and write an essay based on your position. Would you encourage others to play video games? Discuss these pros and cons for an interesting argumentative essay.

Like anything else, video games have both positive and negative aspects. Explain the good that video games can do for you: the skills they can equip you with, the lessons they can teach, and anything else. Also, include whether you believe their benefits outweigh the disadvantages they may pose. 

For your essay, write about your favorite video game and why you chose it. What is its meaning to you, and how has it affected your life? Describe the gameplay mechanics, characters, storyline, and general impact on the gaming community or society. You can write about any game you want, even if you have not played it; just ensure the content is sufficient.

Many claim that playing violent video games can make you violent in the future. Research this phenomenon and conclude whether it is true or not. Is the evidence sufficient? There are many resources on this topic; support your argument by citing credible sources, such as news articles, statistics, and scientific research.

Video games have been a part of almost all our lives. Recall a treasured experience with video games and explain why it is significant. How old were you? Why do you remember it fondly? How did this experience make you feel? Answer these questions in your own words for an exciting essay.

There are stark differences between video and traditional games, such as board games and card games. For an engaging essay, compare and contrast them and write about which is more entertaining, in your opinion. Be creative; this should be based on your own opinions and ideas.

The video game content rating system is used to classify video games based on their appropriateness for specific ages. However, parents complain that they are not strict enough and allow the display of violent content to children. Explore the criteria behind the rating system, decide whether it needs to be changed or not, and give examples to support your argument.

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

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

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

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Impact of Videogames on Children Essay

Introduction.

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

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

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

Addiction and Accessibility

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

Mental Development of a Child

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

Brain Functioning

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

Depression and Anxiety

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

Lack of Socialization

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

Weight Management and Chronic Diseases

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

Nature-Deficit Disorder

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

Enhancement of Brain Capabilities

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

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

Imagination

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

Recommendation

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

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

Works Cited

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

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

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

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

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

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

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To Play or Not to Play: The Great Debate About Video Games

Two recent studies shed light on whether video games are good or bad for kids.

With more than 90 percent of American kids playing video games for an average of two hours a day, whether that's a good idea is a valid question for parents to ask. Video games, violent ones especially, have caused such concern that the issue of whether the sale or rental of such games to children should be prohibited was brought before the Supreme Court. 

In 2011, the Supreme Court ruled that video games, like plays, movies and books, qualify for First Amendment protection. “Video games,” the court declared, “communicate ideas – and even social messages.” But that didn’t stop the debate. Real-life tragedies continue to bring attention to the subject, like the revelation that the Sandy Hook Elementary School gunman was an avid video game player . Parents seeking an easy answer to whether video games are good or bad won’t find one, and two recent studies illustrate why. 

While many studies have made a connection between violent video games and aggression in adolescents, research published in August in the Journal of Personality and Social Psychology found that teens who played mature-rated violent video games were also more likely to engage in drug and alcohol use, dangerous driving and risky sexual behavior. 

[Read:  Read More, Play More: Simple Steps to Success for Today’s Children .]

Researchers evaluated more than 5,000 male and female teenagers between ages 13 and 18 over the course of four years and discovered that those who played violent video games were more rebellious and eager to take risks. The effect was greatest among those who played the most as well as those who played games with antisocial main characters. 

But a study published in August in Pediatrics of nearly 5,000 girls and boys ages 10 to 15 revealed that children who played video games for less than an hour a day were better adjusted than children who either played no video games or played for three or more hours a day. These children were found to have fewer emotional problems and less hyperactivity, and they were more sociable overall. Video games, the study suggests, play a very small part in children’s lives when compared to such influences as a child’s family, school relationships and economic background. 

So are video games harmful to children? “It depends on the content of the game and the outcome of interest,” says Marina Krcmar, an associate professor of communication at Wake Forest University. “Violent games have been found to be associated with aggressive outcomes, increases in hostility and aggressive cognitions.” There are several factors that may explain this. 

[Read:  7 Facts About Child Life Specialists .]

First, there are no negative consequences for bad behavior. Players are rewarded for violence with points, reaching a higher level or obtaining more weapons. And, Krcmar adds, players actively commit violence rather than passively watch it, as they may do through other mediums such as movies and television. 

“Another issue is that our daily behaviors and interactions actually change our brains – that’s why we encourage kids to study and read," Krcmar says. Research presented at the annual meeting of the Radiological Society of North America in 2011 examined the neurological activity of a group of men who did not typically play violent video games but did so for the study over the course of one week, while a control group played none. MRI scans revealed that those who played the violent video games had less activity in the brain areas involved in controlling emotion and aggressive behavior. The control group showed no brain changes at all. “Keep in mind that these were players randomly assigned to play the games, not players who actively chose to do so,” Krcmar says. “We can’t argue here that people who seek out violent games are more aggressive to begin with.” 

The disadvantage of video games, other experts point out, is the simple fact that time spent playing them is time not spent doing such activities as reading a book, playing outside or engaging with friends. But that’s not to say all video games are bad. There are positives to consider, too. 

“Video game play is associated with improvements in hand-eye coordination, faster reaction times, improved visuospatial skill and peripheral awareness, while some educational games can also improve math, spelling and reading skills,” Krcmar says. 

[Read:  How Your TV Is Making You Sick .]

A report published in the January issue of American Psychologist points out that shooter games, where split-second decision-making and attention to rapid change is necessary, can improve cognitive performance, while all genres of video games enhance problem-solving skills. And despite the belief that it’s a socially isolating activity, one survey found that more than 70 percent of people who play video games do so with a friend, either cooperatively or competitively. 

“Video games are a wonderful teaching tool,” says Brad Bushman, professor of communication and psychology at The Ohio State University. Computer scientists from the University of California–San Diego recently revealed that children ages 8 to 12 who played a video game they developed that teaches how to code – for either four hours over four weeks or 10 hours over seven days – were successfully able to write code by hand in Java. 

So what should parents do? Monitor content and the amount of time spent on video games, Krcmar advises. And Bushman warns that you shouldn't let your children play age-inappropriate video games. “Video games rated M for 'mature audience 17 and older' should not be played by children under 17," he says. And remember: “The American Academy of Pediatrics recommends no more than two hours of entertainment screen time per day for children 2 to 17, and no screen time for children under 2," Bushman says. This applies to video games as well.

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Video Games Aren’t Addictive

By Christopher J. Ferguson and Patrick Markey

• April 1, 2017

Is video game addiction a real thing?

It’s certainly common to hear parents complain that their children are “addicted” to video games. Some researchers even claim that these games are comparable to illegal drugs in terms of their influence on the brain — that they are “digital heroin” (the neuroscientist Peter C. Whybrow) or “digital pharmakeia” (the neuroscientist Andrew Doan). The American Psychiatric Association has identified internet gaming disorder as a possible psychiatric illness, and the World Health Organization has proposed including “gaming disorder” in its catalog of mental diseases, along with drug and alcohol addiction.

This is all terribly misguided. Playing video games is not addictive in any meaningful sense. It is normal behavior that, while perhaps in many cases a waste of time, is not damaging or disruptive of lives in the way drug or alcohol use can be.

Let’s start with the neuroscientific analogy: that the areas in the brain associated with the pleasures of drug use are the same as those associated with the pleasures of playing video games. This is true but not illuminating. These areas of the brain — those that produce and respond to the neurotransmitter dopamine — are involved in just about any pleasurable activity: having sex, enjoying a nice conversation, eating good food, reading a book, using methamphetamines.

The amount of dopamine involved in these activities, however, differs widely. Playing a video game or watching an amusing video on the internet causes roughly about as much dopamine to be released in your brain as eating a slice of pizza. By contrast, using a drug like methamphetamine can cause a level of dopamine release 10 times that or more. On its own, the fact that a pleasurable activity involves dopamine release tells us nothing else about it.

A large-scale study of internet-based games recently published in the American Journal of Psychiatry bears out our skepticism about this “addiction.” Using the American Psychiatric Association’s own metrics for ascertaining psychiatric disorder, the study’s researchers found that at most 1 percent of video game players might exhibit characteristics of an addiction and that the games were significantly less addictive than, say, gambling.

More damning, the study found that almost none of those classified as being possibly addicted to video games experienced negative outcomes from this addiction. That is, the mental, physical and social health of these potential “addicts” was not different from that of individuals who were not addicted to video games. This suggests that the diagnosis of addiction doesn’t make much sense to begin with.

Indeed, the biggest difference between addicts and non-addicts that the study found was that the addicts played more video games . This is a diagnosis that verges on mere tautology.

The risk here, of course, is that by treating the immoderate playing of video games as an addiction, we are pathologizing relatively normal behavior. Consider a common diagnostic question used to help identify addiction, such as “I always use X to relax after a bad day.” Well, if X is methamphetamine, that’s a worrisome choice, one that presumably indicates addiction. But if X is playing video games, how is that different from unwinding after work by knitting, watching sports or playing bridge?

We don’t deny that new technologies come with some perils. We understand the nostalgia for the halcyon days of, say, the 1950s, when people were not yet bound to their personal technology and were free to enjoy the simpler pleasures of life, like stickball and climbing trees — and getting polio and having to wait in line at the bank to check your account balance.

We doubt most people would actually want to return to the good old days. We and our children are “addicted” to new technologies because, for the most part, they improve our lives or are simply pleasurable.

Evidence for addiction to video games is virtually nonexistent. That’s not to say we and our children don’t need to balance technology use with exercise, proper sleep and the responsibilities we have in real life. But indulging in panic about technology or nostalgia for a better past that never really existed does us no good.

Christopher J. Ferguson, a professor of psychology at Stetson University, and Patrick Markey, a professor of psychology at Villanova, are the authors of “Moral Combat: Why the War on Video Games Is Wrong.”

Follow The New York Times Opinion section on Facebook and Twitter (@NYTopinion) , and sign up for the Opinion Today newsletter .

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Living Better

Worried about your kids' video gaming here's how to help them set healthy limits.

Yuki Noguchi

I grew up in the 1980s and '90s with parents who strictly controlled my "screen time," which almost exclusively meant TV back then, as well as a pocket game that died when I was 10 and was never replaced. Like many in my generation, I absorbed a general sense that video games, like TV, were frivolous brain rot.

Now, my two boys, ages 12 and 13, are growing up in a digital world in a way I did not. Their generation lives online, spending more hours in virtual spaces since the pandemic began.

I'm lucky: My sons are hardworking and kind to their chronically frazzled single mother. They make raising them as easy and joyful as adolescence could possibly allow.

But still, our house rules about video games are arbitrary and our disputes over them constant. No amount of yelling "No games on school nights!" or "Not before dinner!" has worked, or inspired them to learn a new skill instead.

I feel like I'm flying blind when it comes to regulating their game use and I know I'm not alone. Many parents worry that they should be doing more to limit online play.

Shots - Health News

Want to understand your adolescent get to know their brain.

But as I learned from talking to numerous experts — psychologists, game designers and researchers — the impact of video games is more nuanced than that of other kinds of screen time, like social media. In fact, some research shows it can have positive effects, like promoting problem solving, or teamwork and communication.

Here are these experts' insights and advice for how to optimize the upsides of gaming and protect kids from potential hazards.

Video games are different from other screen time in crucial ways — and have some benefits

"Screen time" is an outdated concept. Kids study, play video games, use social media and watch videos on screens, but those do not all have the same developmental impact. Video games, in fact, do not show the kind of negative behavioral or emotional effects researchers correlate with social media use, says Kelli Dunlap , a clinical psychologist and community director for Take This, a mental health advocacy group within the gaming community.

"Research has shown again and again and again, time spent playing video games is not predictive of mental health outcomes," she says.

One reason for the difference in impact may be that social media is primarily about marketing, or comparing oneself to others, while gaming is generally about socializing with friends, solving a puzzle, or engaging in competition.

In fact, Dunlap says, parents often overlook some benefits of games: "They're a tool. You can use games to improve your social connection, to practice feeling emotions we normally avoid, like guilt or grief or shame. A lot of games bring those feelings out in us, and they give us a space to play with those feelings."

Games that involve joint projects like a battle or a quest can help develop useful social skills, says Peter Etchells, a research psychologist at Bath Spa University in the U.K. "It requires very kind of precise team-building," he says. "It requires thinking about timings and placement and good communication skills to coordinate with people. It's doing that kind of coordinated work that's really useful for all sorts of things."

Teens say social media is stressing them out. Here's how to help them

Help kids prioritize offline activities so gaming doesn't subsume them.

Children need some limits on their gaming, especially if it begins to crowd out other essential or healthy activities, many experts warn, like schoolwork and sleep in particular.

"Screen time is a hard thing to quantify," says Michael Rich, a pediatrician and director of the Center on Media and Child Health at Boston Children's Hospital. "What is easier to quantify — and probably more in line with what is developmentally optimal — is quantifying non-screen time."

He advises parents to watch that family meals, chores, and outdoor or in-person play do not get subsumed into game time.

Kids also benefit from having periods of lower stimulation, away from technology, Rich says. "I want to bring back boredom," Rich argues, because that can also lead to imaginative play.

You need to start gaming with your kids

Every expert I spoke with recommended playing video games with your child to figure out what might specifically be motivating them to play — the needs the game might fill for them.

Online chess, for example, is a different experience than a multiplayer game with friends. Shy children might find it easier to socialize in games. Another child might regard it as stress relief. Some children may use games as a place to escape or process a difficult situation.

Boston Children's Rich says most things parents worry about with games — stranger danger, violence, sexuality — can be addressed by simply exploring the game through their eyes.

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Best games of 2022 chosen by npr.

"What's happening is that you are saying, 'I love you, I respect you, I want to understand what is engaging you here,'" says Rich. "You're entering that space with a very different stance, that of essentially the student. You will get a sense for what the game is."

If you've noticed your kids yell, scream or cry about something that happened in a game, don't be disturbed, experts say. A child's reactions to emotions and interpersonal dynamics are real, even if the play itself takes place virtually, or on a device. Experts say outbursts during game play do not mean your child is more likely to act violently in real life.

Video games are like other spaces where your kids spend time. Ask yourself: Is it safe? Who else is there?

Games are social spaces — good or bad things can happen there — just as in real life. Think about the games your kids play as just another kind of space where you're letting them hang out, several experts suggested.

For example: If you have a 5-year-old, you wouldn't drop your child off alone at a mall, where strangers might approach. Now you might drop off your teen at the mall, but not before discussing who they're hanging out with, what they plan to do, and perhaps an agreement about when to come home for dinner. The same general principles can apply to teens who game.

Parents should ask themselves: Does the game culture itself seem conducive to age-appropriate behavior? Games with female characters with exaggerated sexual features, for example, might subject a child to sexual harassment.

If you don't like what you're seeing in a game, remember that outright bans and restrictions tend to backfire with adolescents. It's more vital to keep communication lines open, says Dunlap and other experts, so if something bad happens within the game, you can help them process or deal with it.

Watch for "dark designs" or designs that fuel nonstop playing

Be on the watch for certain "dark patterns" or "dark designs" in games, say several gaming experts. These terms refer to software or algorithms written to elicit certain negative behaviors in their users.

One of the most common is in-game purchases that can border on extortion, says Max Birk, an industrial-design researcher at Eindhoven University of Technology in the Netherlands. "It's important because it changes what the emphasis of the game designers is," he says.

Games fueled by in-game purchases (as opposed to games you buy up front, like NBA2K or Dance Dance Revolution) tend to have a financial stake in keeping children engaged for long periods of time. These games make it very easy to start a new game, or create steep incentives to keep players coming back.

Birk suggests talking to your kids about the game structure and directing them toward games that are more about story lines, or that have natural ending points that can allow the kid to wind down game play on their own.

Monitor games for toxic culture and harassment

Toxic culture and comments can thrive in certain games because parents are not monitoring those spaces. That often takes the form of harassment of female gamers. The onus is on parents of boys, especially, to make sure that they treat people equitably online, and to stand up against any sexist or misogynistic talk, says Jesse Fox, a communications professor at Ohio State University.

Remind your kids that rules about respectful behavior apply online as they do in life. "Gaming culture and gaming norms are going to imprint on their idea of normal behavior, what's acceptable behavior," Fox says. That's why it is critical for parents to monitor that play space — listen to conversations, keep the screen within public view.

Find the spaces that are safer and more inclusive by design. Fortnite, Fox notes, is an example of a game that has a huge diversity of characters in game, because it's trying to appeal to a very broad audience. That diversity makes it harder to distinguish players by race or gender.

Watch for these gaming red flags

For many children, gaming can be positive, but it's a good idea to keep an eye out for these signs of problematic game use.

Excessive spending in games: The game's financial incentives might be to keep your child engaged and encourage — even try to coerce — their characters into spending money to advance. Teach your child to recognize these kinds of tactics and redirect them to games where the game itself is the primary focus.

Negative reactions or anxiety over gaming friends: If your kid is repeatedly having big emotional reactions to the game, check in and figure out what elements of the game are so upsetting. Then redirect them to games and spaces that don't have these elements. Find single-player games to take a break from social dynamics.

Too little sleep: If your child is playing late into the night or turning up groggy in the morning, their game use might be out of hand. Make sure the child cannot access games all night long. Often, it's not the desire to play the game itself, but the social pressure to not miss out on experiences with friends that will keep them online, U.K. researcher Peter Etchells says. So shut down other technology as well, preferably well before bedtime.

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The contagious impact of playing violent video games on aggression: Longitudinal evidence

Tobias greitemeyer.

1 Department of Psychology, University of Innsbruck, Innsbruck Austria

Meta‐analyses have shown that violent video game play increases aggression in the player. The present research suggests that violent video game play also affects individuals with whom the player is connected. A longitudinal study ( N  = 980) asked participants to report on their amount of violent video game play and level of aggression as well as how they perceive their friends and examined the association between the participant's aggression and their friends’ amount of violent video game play. As hypothesized, friends’ amount of violent video game play at Time 1 was associated with the participant's aggression at Time 2 even when controlling for the impact of the participant's aggression at Time 1. Mediation analyses showed that friends’ aggression at Time 1 accounted for the impact of friends’ amount of violent video game play at Time 1 on the participant's aggression at Time 2. These findings suggest that increased aggression in video game players has an impact on the player's social network.

1. INTRODUCTION

Given its widespread use, the public and psychologists alike are concerned about the impact of violent video game play. In fact, a great number of studies have addressed the effects of exposure to violent video games (where the main goal is to harm other game characters) on aggression and aggression‐related variables. Meta‐analyses have shown that playing violent video games is associated with increased aggression in the player (Anderson et al., 2010 ; Greitemeyer & Mügge, 2014 ). The present longitudinal study examines the idea that violent video game play also affects the player's social network, suggesting that concern about the harmful effects of playing violent video games on a societal level is even more warranted.

1.1. Theoretical perspective

When explaining the effects of playing violent video games, researchers often refer to the General Aggression Model (GAM) proposed by Anderson & Bushman ( 2002 ). According to this theoretical model, person and situation variables (sometimes interactively) may affect a person's internal state, consisting of cognition, affect, and arousal. This internal state then affects how events are perceived and interpreted. Based on this decision process, the person behaves more or less aggressively in a social encounter. For example, playing violent video games is assumed to increase aggressive cognition and affect, which in turn results in behavioral aggression. An extension of this model further assumes that increased aggression due to previous violent video game play may instigate an aggression escalation cycle in that the victim also behaves aggressively (cf. Anderson & Bushman, 2018 , Figure 5). The present research tested key predictions derived from the GAM and its extension, that (a) violent video game play is associated with increased aggression in the player and that (b) individuals who are connected to the player will also become more aggressive.

1.2. Effects of violent video game play on aggression

The relationship between violent video game play and aggression has been examined in studies employing cross‐sectional, longitudinal, and experimental designs. Cross‐sectional correlational studies typically show a positive relationship between the amount of violent video game play and aggression in real‐world contexts (e.g., Gentile, Lynch, Linder, & Walsh, 2004 ; Krahé & Möller, 2004 ). Several longitudinal studies have been conducted, showing that habitual violent video game play predicts later aggression even after controlling for initial aggressiveness (e.g., Anderson, Buckley, & Carnagey, 2008 ). That violent video game play has a causal impact on aggression and related information processing has been demonstrated by experimental work (e.g., Anderson & Carnagey, 2009 ; Gabbiadini & Riva, 2018 ). Finally, meta‐analyses corroborated that violent video game play significantly increases aggressive thoughts, hostile affect, and aggressive behavior (Anderson et al., 2010 ; Greitemeyer & Mügge, 2014 ). Some studies failed to find significant effects (e.g., McCarthy, Coley, Wagner, Zengel, & Basham, 2016 ). However, given that the typical effect of violent video games on aggression is not large, it is to be expected that not all studies reveal significant effects.

1.3. The contagious effects of aggression

Abundant evidence has been collected that aggression and violence can be contagious (Dishion, & Tipsord, 2011 ; Huesmann, 2012 ; Jung, Busching, & Krahé, 2019 ). Indeed, the best predictor of (retaliatory) aggression is arguably previous violent victimization (Anderson et al., 2008 ; Goldstein, Davis, & Herman, 1975 ). However, even the observation of violence can lead to increased violence in the future (Widom, 1989 ). Overall, it is a well‐known finding that aggression begets further aggression. Given that violent video game play increases aggression, it thus may well be that this increased aggression then has an impact on people with whom the player is connected.

Correlational research provides initial evidence for the idea that the level of people's aggression is indeed associated with how often their friends play violent video games (Greitemeyer, 2018 ). In particular, participants who did not play violent video games were more aggressive the more their friends played violent video games. However, due to the cross‐sectional design, no conclusions about the direction of the effect are possible. It may be that violent video game players influence their friends (social influence), but it is also conceivable that similar people attract each other (homophily) or that there is some shared environmental factor that influences the behavior of both the players and their friends (confounding). That is, it is unclear whether indeed aggression due to playing violent video games spreads or whether the effect is reversed, such that aggressive people are prone to befriend others who are attracted to violent video game play. Moreover, it is possible that some third variable affected both, participants’ reported aggression and their friends’ amount of violent video game play. There is also the possibility that people are unsure about the extent to which their friends play violent video games. In this case, they may perceive their friends as behaving aggressively and then (wrongly) infer that the friends play violent video games. To disentangle these possibilities and to show that the effect of violent video game play (i.e., increased aggression in the player) indeed has an impact on the player's social network, relationships among variables have to be assessed over time while covarying prior aggression (Bond & Bushman, 2017 ; Christakis & Fowler, 2013 ).

Verheijen, Burk, Stoltz, van den Berg, and Cillessen ( 2018 ) tested the idea that players of violent video games have a long‐term impact on their social network. These authors found that participants’ exposure to violent video games increased their friend's aggressive behavior 1 year later. However, given that the authors did not examine whether the violent video game player's increased aggression accounts for the impact on their friend's aggressive behavior, it is unknown whether violent video game play indeed instigates an aggression cycle. For example, players of violent video games may influence their friends so that these friends will also play violent video games. Any increases in aggression could then be an effect of the friends playing violent video games on their own.

1.4. The present research

The present study examines the longitudinal association between the participant's aggression and their friends’ amount of violent video game play, employing an egocentric networking approach (Stark & Krosnick, 2017 ). In egocentric networking analyses, participants provide self‐reports but also report on how they perceive their friends. In the following, and in line with Greitemeyer ( 2018 ), the friends were treated as the players and the participant was treated as their friends’ social network. Please note that ties between the participant's friends (i.e., whether friends also know each other) were not assessed (Greitemeyer, 2018 ; Mötteli & Dohle, 2019 ), because this information was not needed for testing the hypothesis that participants become more aggressive if their friends play violent video games. It was expected that friends’ amount of violent video game play at Time 1 would predict the participant's aggression at Time 2 even when controlling for the impact of the participant's aggression and amount of violent video game play at Time 1. It was further examined whether friends’ aggression at Time 1 would account for the impact of friends’ amount of violent video game play at Time 1 on the participant's aggression at Time 2. Such findings would provide suggestive evidence that violent video game play may instigate an aggression cycle. The study received ethical approval from the Internal Review Board for Ethical Questions by the Scientific Ethical Committee of the University of Innsbruck. The data and materials are openly accessible at https://osf.io/jp8ew/ .

2.1. Participants

Participants were citizens of the U.S. who took part on Amazon Mechanical Turk. Because it was unknown how many of the participants will complete both questionnaires, no power analyses were conducted a priori but a large number of participants was run. At Time 1, there were 2,502 participants (1,376 females, 1,126 males; mean age = 35.7 years, SD =  11.8). Of these, 980 participants (522 females, 458 males; mean age = 38.9 years, SD =  12.5) completed the questionnaire at Time 2. Time 1 and Time 2 were 6 months apart. There were no data exclusions, and all participants were run before any analyses were performed. The questionnaire included some further questions (e.g., participant's perceived deprivation) that are not relevant for the present purpose and are reported elsewhere (Greitemeyer & Sagioglou, 2018 ). 1 Given that the questionnaire was relatively short, no attention checks were employed.

2.2. Procedure and measures

Procedure and measures were very similar to Greitemeyer ( 2018 ), with the main difference that individuals participated at two time points (instead of one). After providing demographics, self‐reported aggressive behavior was assessed. As in previous research (e.g., Krahé & Möller, 2010 ), participants indicated for 10 items how often they had shown the respective behavior in the past 6 months. Sample items are: “I have pushed another person” and “I have spread gossip about people I don't like” (5 items each address physical aggression and relational aggression, respectively). All items were rated on a scale from 1 ( never ) to 5 ( very often ), and scores were averaged. Participants were then asked about their amount of violent video game play, employing one item: “How often do you play violent video games (where the goal is to harm other game characters)?” (1 =  never to 7 =  very often ).

Afterwards, participants learned that they will be asked questions about people they feel closest to. These may be friends, coworkers, neighbors, relatives. They should answer questions for three contacts with whom they talked about important matters in the last few months. For each friend, they reported the level of aggression (αs between = 0.90 and 0.91) and the amount of violent video game play, employing the same questions as for themselves. Responses to the three friends were then averaged. Finally, participants were thanked and asked what they thought this experiment was trying to study, but none noted the hypothesis that their friend's amount of violent video game play would affect their own level of aggression. At Time 2, the same questions were employed. Reliabilities for how participants perceived the level of aggression for each friend were between 0.89 and 0.90.

Descriptive statistics, intercorrelations, and internal consistencies of all measures are shown in Table ​ Table1 1 .

Means, standard deviations, and bivariate correlations

Note : For Time 1, N  = 2,502; for Time 2, N  = 980. All correlation coefficients: p  < .001. Where applicable, α reliabilities are presented along the diagonal.

3.1. Time 1 ( N  = 2,502)

The relationship between the amount of violent video game play and reported aggression was significant, both for the participant and the friends. That is, violent video game play was associated with increased aggression in the player and participants perceived their friends who play more violent video games to be more aggressive than their less‐playing friends. Participant's and friends’ amount of violent video game play as well as their level of reported aggression, respectively, were also positively associated, indicating that participants perceived their friends to be similar to them. Most importantly, participant's aggression was significantly associated with friends’ amount of violent video game play. 2

It was then examined whether friends’ amount of violent video game play is still associated with the participant's aggression when controlling for the participant's amount of violent video game play. Participant sex (coded 1 = male, 2 = female) and age were included as covariates. In fact, a bootstrapping analysis showed that the impact of friends’ amount of violent video game play remained significant (point estimate = 0.08, SE  = 0.02, t  = 4.72, p  < .001, 95% confidence interval [CI] = [0.05, 0.11]). Participant's amount of violent video game play (point estimate = 0.03, SE  = 0.01, t  = 2.18, p  = .029, 95% CI = [0.00, 0.05]) and the interaction were also significant (point estimate = −0.01, SE  = 0.00, t  = 2.41, p  = .016, 95% CI = [−0.02, −0.00]). At low levels of the participant's amount of violent video game play (− 1 SD, equals that the participant does not play violent video games in the present data set), friends’ amount of violent video game play was associated with the participant's aggression (point estimate = 0.07, SE  = 0.01, t  = 5.06, p  < .001, 95% CI = [0.04, 0.10]). At high levels of the participant's amount of violent video game play ( + 1 SD), friends’ amount of violent video game play was also associated with the participant's aggression (point estimate = 0.03, SE  = 0.01, t  = 3.14, p  = .002, 95% CI = [0.01, 0.06]), but the effect was less pronounced. Participants were thus most strongly affected by whether their social network plays violent video games when they do not play violent video games themselves (Figure ​ (Figure1). 1 ). Participant sex was not significantly associated with the participant's aggression (point estimate = −0.04, SE  = 0.02, t  = 1.95, p  = .052, 95% CI = [−0.09, 0.00]), whereas age was (point estimate = −0.01, SE  = 0.00, t  = 7.84, p  < .001, 95% CI = [−0.009, −0.005]).

Simple slopes of the interactive effect of friends’ amount of violent video game play and the participant's amount of violent video game play on the participant's aggression, controlling for participant sex and age (Time 1, N  = 2,502)

3.2. Time 1 and Time 2 ( N  = 980)

To examine the impact of friends’ amount of violent video game play on the participant's aggression over time, a cross‐lagged regression analysis was performed on the data. Participant's amount of violent video game play, friends’ amount of violent video game play, participant's aggression at Time 1, as well as participant sex and age were used as predictors for participant's aggression at Time 2. The overall regression was significant, F (5,974) = 68.92, R 2  = 0.26, p  < .001. Most importantly, friends’ amount of violent video game play at Time 1 significantly predicted participant's aggression at Time 2, t  = 2.60, β  = .09, 95% CI = (0.02, 0.16), p  = .009. Participant's aggression showed high stability, t  = 16.77, β  = .48, 95% CI = (0.42, 0.53), p  < .001, whereas the participant's amount of violent video game play at Time 1 did not significantly predict the participant's aggression at Time 2, t  = 1.77, β  = −.07, 95% CI = (− 0.14, 0.01), p  = .077 (Figure ​ (Figure2 2 ). 3 , 4 Participant sex also received a significant regression weight, t  = 2.08, β  = −.06, 95% CI = (−0.12, −0.00), p  = .038, whereas age did not, t  = 1.93, β  = −.06, 95% CI = (−0.12, 0.00), p  = .054. The reverse effect that the participant's aggression at Time 1 predicts their friends’ amount of violent video game play at Time 2 when controlling for the participant's amount of violent video game play and friends’ amount of violent video game play at Time 1, as well as participant sex and age, was not significant, t  = 0.67, β  = .02, 95% CI = (−0.03, 0.06), p  = .504.

Participant's aggression at Time 2 simultaneously predicted by friends’ amount of violent video game play, participant's aggression, and participant's amount of violent video game play at Time 1. Participant sex and age were controlled for, but were not included in the figure (see the main text for the impact of participant sex and age). * p  < .01, ** p  < .001 ( N  = 980)

Finally, it was examined whether the impact of friends’ amount of violent video game play at Time 1 on the participant's aggression at Time 2 would be mediated by friends’ level of aggression at Time 1 (while controlling for the participant's aggression and amount of violent video game play at Time 1 as well as participant sex and age). A bootstrapping analysis (with 5.000 iterations) showed that the impact of friends’ level of aggression at Time 1 on the participant's aggression at Time 2 was significant (point estimate = 0.16, SE  = 0.04, t  = 4.28, p  < .001, 95% CI = [0.09, 0.23]). Participant's aggression at Time 1 was also a significant predictor (point estimate = 0.34, SE  = 0.03, t  = 10.19, p  < .001, 95% CI = [0.27, 0.40]). Friends’ amount of violent video game play at Time 1 (point estimate = 0.03, SE  = 0.01, t  = 1.82, p  = .069, 95% CI = [−0.00, 0.05]) and participant's amount of violent video game play at Time 1 (point estimate = −0.01, SE  = 0.01, t  = 1.65, p  = .099, 95% CI = [−0.03, 0.00]) were not significant predictors. Participant sex significantly predicted the participant's aggression at Time 2 (point estimate = −0.06, SE  = 0.03, t  = 2.31, p  = .021, 95% CI = [−0.11, −0.01]), whereas age did not (point estimate = −0.00, SE  = 0.00, t  = 1.90, p  = .058, 95% CI = [−0.00, 0.00]). The indirect effect was significantly different from zero (point estimate = 0.01, 95% CI = [.00, 0.02]), suggesting that participants are more aggressive if their friends play violent video games for the reason that these friends are more aggressive. Figure ​ Figure3 3 displays a simplified version of this mediation effect, based on regression coefficients and without controlling for the participant's aggression at Time 1, the participant's amount of violent video game play at Time 1, participant sex, and age.

Mediation of the impact of friends’ violent video game exposure (VVE) at Time 1 on the participant's aggression at Time 2 by friends’ aggression at Time 1. All paths are significant. β * = the coefficient from friends’ VVE at Time 1 to the participant's aggression at Time 2 when controlling for friends’ aggression at Time 1 ( N  = 980)

4. DISCUSSION

Violent video games have an impact on the player's aggression (Anderson et al., 2010 ; Greitemeyer & Mügge, 2014 ), but—as the present study shows—they also increase aggression in the player's social network. In particular, participants who do not play violent video games reported to be more aggressive the more their friends play violent video games. Mediation analyses showed that the increased aggression in the friends accounted for the relationship between friends’ amount of violent video game play and the participant's aggression. Because changes in aggression over time were assessed, the present study provides evidence for the hypothesized effect that violent video game play is associated with increased aggression in the player, which then instigates aggression in their social network. Importantly, the impact of the participant's amount of violent video game play was controlled for, indicating that the relationship between friends’ amount of violent video game play and the participant's aggression is not due to the friends being similar to the participants. Moreover, the reverse effect that aggressive people will become attracted to others who play violent video games was not reliable. The present research thus documents the directional effects that violent video games is associated with increased aggression in the player and that this increased aggression then has an impact on people with whom the player is connected.

Overall, the present study provides comprehensive support for key hypotheses derived from the GAM and its extension (Anderson & Bushman, 2018 ). It shows that violent video game play is associated with increased aggression in the player and it documents that others who are connected to players might be also affected even when controlling for their own amount of violent video game play. To the best of my knowledge, this study is the first that shows that because violent video game players are more aggressive their friends will become aggressive, too. Previous research either employed a cross‐sectional design and thus could not address the direction of the effect (Greitemeyer, 2018 ) or did not examine whether the effect of violent video game play (i.e., increased aggression) indeed spreads (Verheijen et al., 2018 ). As proposed by the GAM and its extension (Anderson & Bushman, 2018 ), increased aggression in violent video game players appears to instigate an aggression escalation cycle (cf. Anderson et al., 2008 ).

It is noteworthy, however, that the longitudinal effect of the participant's amount of violent video game play at Time 1 on the participant's aggression at Time 2 was not reliable. Hence, although there were significant correlations between participants’ aggression and their violent video game use at both time points, the present study does not show that repeatedly playing violent video games leads to long‐term changes in aggression. However, a recent meta‐analysis of the long‐term effects of playing violent video games confirmed that violent video game play does increase physical aggression over time (Prescott, Sargent, & Hull, 2018 ), although the effect size was relatively small ( β  = 0.11) and thus single studies that produce nonsignificant results are to be expected. Importantly, in the present study, a single‐item measure of violent video game play was employed. In contrast, previous research on the relationship between violent video game play and the player's aggression has often employed multi‐item measurement scales that are typically more reliable and precise (for an overview, Busching et al., 2015 ). Hence, it may well be that due to the limitations of the single‐item measure of the participant's amount of violent video game play the relationship between participants’ violent game play and their aggressive behavior was artificially reduced.

Even though the longitudinal design allows ruling out a host of alternative explanations for the impact of violent video games on the player's social network, causality can only inferred by using an experimental design. Future research may thus randomly assign participants to play a violent or nonviolent video game (players) and assesses their aggression against new participants (partners). It can be expected that the partners suffer more aggression when the player had played a violent, compared to a nonviolent, video game. Afterwards, it could be tested whether the partner of a violent video game player is more aggressive than a partner of a nonviolent video game player. Given that the partner is not exposed to any video games, firm causal conclusions could be drawn that violent video game play affects aggression in people who are connected to violent video game players. It could be also tested whether the partner of a violent video game player would not only be more likely to retaliate against the player, but also against a third party. In fact, previous research into displaced aggression has shown that people may react aggressively against a target that is innocent of any wrongdoing after they have been provoked by another person (Marcus‐Newhall, Pedersen, Carlson, & Miller, 2000 ). It may thus well be that the effect of playing violent video games spreads in social networks and that even people who are only indirectly linked to violent video game players are affected.

An important limitation of the present egocentric network data is the reliance on the participant's perception of their social network, leaving the possibility that participants did not accurately perceive their friends. It is noteworthy that participants perceived their friends to be highly similar to them. In this regard, it is important to keep in mind that participants always provided self‐ratings first, followed by perceptions of their friends. It is thus conceivable that participants used their self‐ratings as anchors for the perceptions of their friends. Such a tendency, however, would reduce the unique effect of friends’ amount of violent video game play on the participant's aggression when controlling for the participant's amount of violent video game play. The finding that participants in particular who do not play violent video games reported to be more aggressive if their friends play violent video games also suggests that the impact of violent video games on the player's social network is not due to participants providing both self‐reports and how they perceive their friends. Finally, rather than by their friends’ objective qualities, people's behavior should be more likely to be affected by their subjective perceptions of their friends.

As noted in the introduction, participants may not be aware of the extent to which their friends play violent video games and hence used the perception of how aggressive their friends are as an anchor for estimating their friends’ amount of violent video game play. Importantly, however, the participant's aggression at Time 2 was significantly predicted by friends’ amount of violent video game play at Time 1 even when controlling for friends’ level of aggression at Time 1 (see Figure ​ Figure3). 3 ). Moreover, whereas aggression might be used for estimating violent video game exposure of the friends, participants should be well aware of the extent to which they play violent video games so that anchoring effects for participant's self‐reports are unlikely. However, given that it cannot be completely ruled out that the correlation between violent game play of friends at Time 1 and aggressive behavior of participants at Time 2 reflects a pseudocorrelation that is determined by the correlation between aggressive behavior of friends at Time 1 and aggressive behavior of the participant at Time 2, future research that employs sociocentric network analyses where information about the friends is provided by the friends themselves would be informative.

Another limitation is the employment of self‐report measures to assess aggressive behavior. Self‐report measures are quite transparent, so participants may have rated themselves more favorably than is actually warranted. In fact, mean scores of reported aggressive behavior were quite low. This reduced variance, however, typically diminishes associations with other constructs. In any case, observing how actual aggressive behavior is influenced by the social network's violent video game play would be an important endeavor for future work. It also has to be acknowledged that some participants may have reported on different friends at Time 1 and Time 2. Future research would be welcome that ensures that participants consider the same friends at different time points.

Future research may also shed some further light on the psychological processes. In the present study, the violent video game players’ higher levels of aggression accounted for the relationship between their amount of violent video game play and the participants’ reported aggression. It would be interesting to examine why the players’ aggression influences the aggression level of their social network. One possibility is that witnessing increased aggression by others (who play violent video games) leads to greater acceptance of norms condoning aggression, which are known to be an antecedent of aggressive behavior (Huesmann & Guerra, 1997 ). After all, if others behave aggressively, why should one refrain from engaging in the same behavior.

Another limitation of the present work is that it was not assessed how participants and their friends play violent video games. A recent survey (Lenhart, Smith, Anderson, Duggan, & Perrin, 2015 ) showed that many video game users play video games together with their friends, either cooperatively or competitively. This is insofar noteworthy as there might be some overlap between participants’ and their friends’ violent video game play. Moreover, cooperative video games have been shown to increase prosocial tendencies (Greitemeyer, 2013 ; Greitemeyer & Cox, 2013 ; but see Verheijen, Stoltz, van den Berg, & Cillessen, 2019 ) and decrease aggression (Velez, Greitemeyer, Whitaker, Ewoldsen, & Bushman, 2016 ). In contrast, competitive video game play increases aggressive affect and behavior (e.g., Adachi & Willoughby, 2016 ). Hence, future research should examine more closely whether participants play violent video games on their own, competitively, or cooperatively. The latter may show some positive effects of video game play, both on the player and the player's friends, whereas opposing effects should be found for competitive video games.

To obtain high statistical power and thus to increase the probability to detect significant effects, data were collected via an online survey. The current sample was drawn from the MTurk population (for a review of the trend to rely on MTurk samples in social and personality psychology, see Anderson et al., 2019 ). Samples drawn from MTurk are not demographically representative of the U.S. population as a whole. For example, MTurk samples are disproportionally young and female and they are better educated but tend to be unemployed (for a review, Keith, Tay, & Harms, 2017 ). On the other hand, MTurk samples are more representative of the U.S. population than are college student samples (Paolacci & Chandler, 2014 ) and the pool of participants is geographically diverse. Moreover, MTurk participants appear to be more attentive to survey instructions than are undergraduate students (Hauser & Schwarz, 2016 ). Nevertheless, future research on the impact of violent video game play on the player's social network that employs other samples would improve the generalizability of the present findings.

In conclusion, violent video game play is not only associated with increased aggression in the player but also in the player's social network. In fact, increased aggression due to violent video game play appears to instigate further aggression in the player's social network. This study thus provides suggestive evidence that not only players of violent video games are more aggressive, but also individuals become more aggressive who do not play violent video games themselves but are connected to others who do play.

Greitemeyer T. The contagious impact of playing violent video games on aggression: Longitudinal evidence . Aggressive Behavior . 2019; 45 :635–642. 10.1002/ab.21857 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]

1 Participant's perceived deprivation was positively related to both violent video game exposure, r (2,502) = 0.08, p  < .001, and reported aggression, r (2,502) = 0.14, p  < .001. However, the relationship between violent video game exposure and reported aggression, r (2,502) = 0.15, p  < .001, was relatively unaffected when controlling for perceived deprivation, r (2,499) = 0.14, p  < .001.

2 Given that the measures of violent video game exposure and aggressive behavior violated the normal distribution, Spearman's ρ coefficients were also calculated. However, the pattern of finding was very similar (e.g., the crucial relationship between the participant's aggression and friends’ amount of violent video game play was 0.18 [Pearson] and 0.17 [Spearman]). All these analyses can be obtained from the author upon request.

3 When dropping friends’ amount of violent video game play from the analysis, the participant's amount of violent video game play at Time 1 still did not predict participant's aggression at Time 2, t  = 0.44, β  = −.01, 95% CI = (− 0.02, 0.01), p  = .657 (when controlling for participant's aggression at Time 1, participant sex, and age).

4 Given that violent video games primarily model physical aggression, violent video games should have a stronger effect on the player's physical aggression than on other types of aggression. In fact, the impact of the participant's amount of violent video game play at Time 1 on the participant's physical aggression at Time 2, t  = 1.49, β  = .04, 95% CI = (− 0.00, 0.02), p  = .136 (when controlling for the participant's physical aggression at Time 1), was more pronounced than the impact on the participant's relational aggression at Time 2, t  = 0.52, β  = .02, 95% CI = (− 0.01, 0.02), p  = .603 (when controlling for the participant's relational aggression at Time 1), but both effects were not significant.

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Harmful Influence Of Video Games Argumentative Essay Examples

Type of paper: Argumentative Essay

Topic: Children , Teenagers , Virtual Reality , Family , Games , Behavior , Violence , Video Games

Published: 12/03/2019

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In the present paper, the issue of video games’ impact on children and young adults is discussed. First of all, the emphasis is placed on the difference between violent and nonviolent video games and the general mechanism of influence on child’s perception and brain’s cognitive function. Secondly, the distinction between impacts is made. Scientific explanation of how violent video games affect children’s behavior is also outlined. In this context, verbal expressiveness of social interactions and negative perception of life are discussed. From the psycho-social perspective, stages of development and meaning of social skills for the mentioned vulnerable groups are emphasized. Appropriate conclusions are given in the end of the present paper.

Key words: violence, video games, aggression, children, behavior, young adults.

Harmful Influence of Video Games In the recent years, the most arguable issue in the context of entertainment is the question of whether video games contribute to violence and aggression in the behavior of children and young adults. This issue is the problematic due to the recent increase in the juvenile delinquency and violent behavior of the children from relatively normal and stable families. The central thesis of this essay is that not all video games contribute to the aggressive behavior, only those which contain violence have negative influence on children and young adults. Further, this statement is proved by theoretical explanations and practical case studies in the field. First of all, it should be emphasized that not all video games are the same. On the other hand, the purpose of all video games is in interactivity – active involvement of a player in the alternative reality, where his actions result to specific consequences. In this context, individual’s cognitive perception of the reality is substituted by the actions in the alternative one. Through this substitution, the cognition of the information and experiences gained in the alternative reality are learned and absorbed in the mind as useful and practically applicable in the real life (Anderson, Gentile & Buckley, 2007). Although an individual understands the difference between realities, his instincts and subconscious reactions do not usually make the same differentiation, since the model of behavior is absorbed irrespective of its contextual specifics (Walkerdine, 2009). Another negative effect of violent video games is that individuals are getting used to the vision of blood and violence. Although it may seem that sight of real blood and virtual are two different things, from the brain cognition perspective, the difference is very little. By viewing and causing human sufferings in the interactive video games, children start to lose their sensitivity, respect to human feelings and, in some cases, to human life (Walkerdine, 2009). Those statements could be theoretical and subjective, if they were not supported by the scientific research in the field. In the research conducted by Irwin and Gross the difference between impact of violent and non-violent games was analyzed (1995). Children in the age of 6-7 were separated into two groups, those who played violent and those who played educative, non-violent games. During the next common play, children who played violent games were acting more aggressively and verbally expressive than children who played nonaggressive games (Walkerdine, 2009). Other researchers had investigated perceptive influence of the violent games. They found out that children who played aggressive games were more likely to have a negative perception of life. Even their terminology was entirely different; they used words from the video games, referring to the obstacles as hostile objects, enemies to the teachers that were giving too much of home work (Anderson & Bushman, 2001). Overall, it can be concluded that not all video games have harmful influence on children. While non-violent games contribute to the cognitive development and growth of independence, violent video games contribute to a sticking expression of violence and aggression towards children’s relatives and class-mates. Both children and young adults are vulnerable to the influence of video games, because the cognitive and perceptive ability of their brains are still very high. Since in children’s case, the process of socialization is taking place and, in young adults’ case, the self-identification with the society, learned modes of behavior are expressed in their social lives.

Anderson, C. & Bushman, B. (September 2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, psychological arousal, and prosocial behavior: a meta-analytic review of the scientific literature. Psychological Science 12 (5), 353-359. Anderson, C.A., Gentile, D.A. & Buckley, K.E. (2007). Violent video game effects on children and adolescents: theory, research, and public policy. Oxford, Ox: Oxford University Press. Children and Video Games: Playing with Violence, “Facts for Families,” No. 91 (8/06). Retrieved from http://www.aacap.org. Irwin, A.R. & Gross, A.M. (1995). Cognitive tempo, violent video games, and aggressive behavior in young boys. Journal of Family Violence, 10 (3), 337-350. Walkerdine, V. (2009). Children, Gender, Video Games: Towards a Relational Approach to Multimedia. London, LD: Palgrave Macmillan.

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Video Game Addiction

The argument against video game addiction, many researchers are skeptical that video games are truly "addictive.".

Updated July 3, 2023 | Reviewed by Devon Frye

• What Is Video Game Addiction?
• Find a therapist near me
• Video games have many benefits for gamers.
• Research on gaming disorder—aka video game addiction—is flawed and not sufficiently conclusive.
• Because video games are less socially acceptable, they may be unfairly targeted.
• There are other explanations for many reports of video game addiction, including autism, ADHD, and depression.

This is half of a pair of articles that highlight the evidence for and against the existence of video game addiction . Read the counter-argument here .

For decades, psychologists, parents, and gamers have asserted that video games can be addictive. Although video games seem to influence enthusiasts differently from those of other hobbies, there is insufficient empirical evidence to designate them as an actual addiction . Further, video games are a fun and socially beneficial activity for many, so labeling them as addictive would prevent many from accessing these benefits.

For example, video games connect lonely or introverted people with one another , relieve stress , and even help people explore their own identities . Some therefore argue that, because of video games’ benefits and popularity, gaming addiction should not be considered an official diagnosis until overwhelming evidence supports this assertion.

Flawed Research

Several studies have concluded that gaming disorder qualifies as an addiction. Because addictions share several characteristics, researchers created theoretical criteria that a gamer must meet to have the diagnosis. For example, people with addictions suffer consequences in various aspects of their life and struggle to quit without help. This is true regardless of the substance.

Based on the assumption that people with video game addiction must be affected similarly, researchers have surveyed gamers on similar criteria to determine what percent have an addiction. These include questions such as, “How often do you find it difficult to stop gaming?” and “Have you deceived a family member, significant other, employer, or therapist regarding the amount of time spent engaging in gaming activities?”

Although questions like these may reasonably assess someone’s behavior, researchers use too many different questionnaires to be compared cleanly. Even when researchers use the same survey, they sometimes interpret the results differently.

In other words, someone would need to answer “Yes” to six of the eleven Gaming Addiction Screening questions to be considered addicted. They would need to respond “Sometimes” or “Often” to five or more of the ten questions in the Ten Item Internet Gaming Disorder Test to qualify. If the same person took both surveys, one survey might conclude that they had an addiction and the other might not. Further, some studies only measure how many hours per week a person spends gaming instead of targeting the effect games have on their functioning.

This has resulted in wildly different estimates of gaming addiction’s prevalence. It is difficult to draw meaningful conclusions from these data until researchers use standardized measures.

It is also very difficult to estimate one’s actual screen time each week. One meta-analysis of the research found that in 95 percent of studies, participants did not accurately report how much time they spend on screens . This calls into question all studies which rely on participants’ subjective estimates of how they use their time because they have based their conclusions on a statistic that is likely inaccurate.

Why Not Other Hobbies?

Other critics of the diagnosis point out that gaming has been unfairly targeted and pathologized. A person who plays golf instead of spending time with family is inconsiderate. A person who plays video games instead of spending time with family is addicted.

This demonstrates a clear bias . Society considers video games a waste of time, so an enthusiastic gamer is criticized more harshly than someone with a more acceptable hobby.

What Else Might Account for Excessive Gaming

Many of my clients report that they feel addicted to technology. When I continue the assessment process, many report that they were previously diagnosed with autism or ADHD . This complicates the diagnostic process because many people with these disorders already struggle to stop scrolling through social media or playing video games.

Most of us have looked up from our phones and realized that half an hour or more had suddenly passed. The hypnotic “flow” which we experienced blinded us to the passage of time. Autistic people* and those with ADHD are especially susceptible to this phenomenon. So if, for example, a person with ADHD finds it particularly difficult to turn off a game, does that person have an addiction or is it simply how this kind of stimulus affects those with ADHD?

Some research has found that heavy gamers have reduced gray matter in areas of the brain associated with attention , impulse control. However, these studies do not sufficiently demonstrate that gaming caused the differences, only that they are associated. Correlation is not causation. Some studies even show that brain scans for people with ADHD look remarkably similar to scans of those with gaming disorder , even after treatment.

One researcher pointed out this conundrum by relating it to depression . “We would not diagnose depressed individuals with hypersomnia with a comorbid ‘bed addiction.’” In other words, someone with depression might stay in bed for days, but this does not mean that they are addicted to the bed. In the same way, an autistic person or someone with depression or ADHD might appear to be addicted to video games even when they are not. In short, many diagnosed with gaming disorder may simply be autistic or have ADHD.

It is possible that video games are addictive. However, the current body of research is too flawed to state decisively that the negative consequences outweigh the benefits the games afford players. It is premature to consider gaming disorder to be an official addiction.

*Although many refer to autistic people as “people with autism” or “people with autism spectrum disorders,” almost 90 percent of autistic adults prefer “autistic person.” This language is used here to respect that preference.

Bean, A. M., Nielsen, R. K. L., van Rooij, A. J., & Ferguson, C. J. (2017). Video game addiction: The push to pathologize video games. Professional Psychology: Research and Practice, 48 (5). Retrieved from http://psycnet.apa.org/record/2017-29288-001

Diament, M. (2022, December 2). 'Autistic' or 'person with autism'? It depends. Disability Scoop. https://www.disabilityscoop.com/2022/12/02/autistic-or-person-with-auti…

Fishman, A. (2019, January 22). Video games are social spaces. Psychology Today. https://www.psychologytoday.com/us/blog/video-game-health/201901/video-…

Fishman, A. (2022, November 7). Why it's so hard to walk away from a video game. Psychology Today. https://www.psychologytoday.com/us/blog/video-game-health/202211/why-it…

Fishman, A. (2023, February 20). How gamers use video games to explore their gender identity. Psychology Today. https://www.psychologytoday.com/intl/blog/video-game-health/202302/how-…

Gentile, D. (n.d.) Gaming Addiction Screening. University of California, Santa Cruz. https://caps.ucsc.edu/pdf/gaming-addiction-screening.pdf

Han, D.H., Bae, S., Hong, J., Kim, S.M., Son, Y.D., & Renshaw, P. (2019). Resting-state fMRI study of ADHD and Internet Gaming Disorder. Journal of Attention Disorders, 25 (8). Retrieved from https://journals.sagepub.com/doi/10.1177/1087054719883022

Király, O., Bőthe, B., Ramos-Díaz, J., Rahimi-Movaghar, A., Lukavska, K., Hrabec, O., Miovsky, M., Billieux, J., Deleuze, J., Nuyens, F., Karila, L.M., Griffiths, M.D., Nagygyörgy, K., Urbán, R., Potenza, M., King, D.L., Rumpf, H., Carragher, N., Lilly, E., & Demetrovics, Z. (2019). Ten-Item Internet Gaming Disorder Test (IGDT-10): Measurement invariance and cross-cultural validation across seven language-based samples. Psychology of Addictive Behaviors, 33 (1). Retrieved from https://www.researchgate.net/publication/328615597_Ten-Item_Internet_Ga…

Parry, D.A., Davidson, B.I., Sewall, C.J.R., Fisher, J.T., Mieczkowski, H., & Quintana, D.S. (2021). Nature Human Behavior, 5 . Retrieved from https://www.nature.com/articles/s41562-021-01117-5

van Rooij, A.J., Ferguson, C., Carras, M.C. Kardefelt-Winther, D., Shi, J., Aarseth, E., Bean, A., Bergmark, K.H., Brus, A., Coulson, M., Deleuze, J., Dullur, P., Dunkels, E., Edman, J., Elson, M., Etchells, P.J., Fiskaali, A., Granic, I., Jansz, J...& Przybylski, A.K. (2018). A weak scientific basis for gaming disorder: Let us err on the side of caution. Journal of Behavioral Addictions, 7 (1) Retrieved from https://www.researchgate.net/publication/323542721_A_weak_scientific_ba…

van Rooij, A.J., Schoenmakers, T., van den Eijnden, R.J.J.M., Vermulst, A.A., & van de Mheen, D. (2012). Video Game Addiction Test: Validity and psychometric characteristics. Cyberpsychology, Behavior, and Social Networking, 15 (9). Retrieved from https://www.researchgate.net/publication/230696095_Video_Game_Addiction…

Andrew Fishman is a licensed social worker in Chicago, Illinois. He is also a lifelong gamer who works with clients to understand the impact video games have had on their mental health.

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Home — Essay Samples — Social Issues — Violence in Video Games — The Negative Effects of Video Games on Children

The Negative Effects of Video Games on Children

• Categories: Violence in Video Games

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Words: 594 |

Published: Jan 29, 2024

Words: 594 | Page: 1 | 3 min read

Table of contents

Physical health issues, social and emotional consequences, academic performance and cognitive effects, addiction and dependence, counterargument and refutation.

• "Video Gaming Contributes to Obesity in Children," Harvard Health Publishing, Harvard Medical School, October 2012, https://www.health.harvard.edu/blog/video-gaming-contributes-to-obesity-in-children-201210245400.
• "Video Games and Aggressive Tendencies," American Psychological Association, November 2019, https://www.apa.org/pubs/journals/releases/amp-amp0000323.pdf.
• "Video Game Addiction: Does It Occur? If So, Why?" National Center for Biotechnology Information, U.S. National Library of Medicine, February 2010, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2982791/.

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Are Video Games Bad for Me?

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Lots of kids love video games. In fact, they like them so much that they might hear something like this from mom or dad: "Enough! Find something else to do!"

It can be good advice, even if you were about to get to the next level. Why? Too much of anything is just too much. It's true that some studies have shown certain video games can improve hand–eye coordination, problem-solving skills, and the mind's ability to process information. But too much video game playing may cause problems.

It's hard to get enough active play and exercise if you're always inside playing video games. And without enough exercise, kids can become overweight .

Overdoing video games also could affect other important stuff, like friendships and how well a kid does in school. And kids who play violent video games might act more aggressively.

But here's the good news: Playing video games some of the time can be OK. Choose quality games, and limit screen time — which includes TV, computer, smartphone, tablet, and video game time combined — to a reasonable amount.

A good game will be the right one for how old you are. Games are rated like movies and your mom or dad can help figure out which ones you should use. If you can choose one that gets you up and moving, that's even better.

You might challenge your mom, dad — or even your grandma — to swing the bat in a game of baseball or try out some fancy moves in one of the dancing games. Could your grandma be a dancing queen? Time to find out!

Harmful Impact of Video Games on Children

Introduction, harmful effects of video games, counterargument.

A common frustration in society is the impact of violent video games on children. Its popularity among kids is not overstated. According to Greitemeyer (2018), most of the children interviewed were obsessed with the above activity. Centuries of reflection on the impact of violent media have looked at the links between hostile content, aggressiveness, and peer acceptance (Dowsett & Jackson, 2019). Even though some dissenting opinions claim that video games sharpen one’s mind, this essay reaffirms the assertion that these sports are harmful and unhealthy to children and the youth as they promote violence.

Since the official launch of computer games, different studies have been conducted to measure the consequences of viciousness in filmed games on aggressiveness. Still, very few have investigated the influence of the above activity (Chang & Bushman, 2019). Using a video game as stimulation introduces an intriguing possibility because respondents can study directly from their firsthand knowledge. Competitive rivalry in computer games does encourage violence, and the competitiveness of aggressive video games, instead of the actual physical viciousness, has enhanced aggressive behavior. The perceived threat of negative media coverage has been contrasted with the risk of real violence. Playing ferocious video games, in particular, can significantly raise a genuine interest in handguns, such as attempting to shoot a pistol at oneself or someone else (Shao & Wang, 2019). Furthermore, repeated media violence exposure has a significant predictor of threatening behavior in the context of real weapons.

Some dissenting opinions argue that playing computer games can positively enhance an individual’s visualization as long as they are not looking at the display for long hours. Due to excellent spatial resolution, kids who play computer games can comprehend things differently in unstructured scenes (Coyne et al., 2018). They can prepare their intellect to understand tiny details since they are essential in each play. Nevertheless, video games are still dangerous to the young generation more than beneficial because they lead these juveniles to weapons and other hazardous conduct.

As seen above, video games have a primary negative influence on children. It is well-founded that exposure to kids’ media violence increases aggressiveness in the near and distant future. Moreover, intense media exposure promotes risky behavior concerning weapons. As a result, caregivers should be aware of the dangers of exposing their children to this activity; but most pertinently, gun enthusiasts must keep their handguns safe.

Chang, J., & Bushman, B. (2019). Exposure to gun violence in video games on children’s dangerous behavior with real guns. JAMA Network Open , 2 (5), e194319. Web.

Coyne, S., Warburton, W., Essig, L., & Stockdale, L. (2018). Violent video games, externalizing behavior, and prosocial behavior: A five-year longitudinal study during adolescence. Developmental Psychology , 54 (10), 1868-1880. Web.

Dowsett, A., & Jackson, M. (2019). The effect of violence and competition within video games on aggression. Computers in Human Behavior , 99 , 22-27. Web.

Greitemeyer, T. (2018). The spreading impact of playing violent video games on aggression. Computers in Human Behavior , 80 , 216-219. Web.

Shao, R., & Wang, Y. (2019). The Relation of Violent Video Games to Adolescent Aggression: An Examination of Moderated Mediation Effect. Frontiers in Psychology , 10 . Web.

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StudyCorgi. (2023, March 4). Harmful Impact of Video Games on Children. https://studycorgi.com/harmful-impact-of-video-games-on-children/

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Caitlin Clark Had Classy Gesture for Fans While Leaving Court After Iowa’s Loss to South Carolina

• Author: Karl Rasmussen

In this story:

Iowa superstar Caitlin Clark played her final college basketball game on Sunday, ending her career in with a crushing defeat against Dawn Staley's undefeated South Carolina team in the National Championship , 87–75.

In the aftermath of the final defeat of her historic career, Clark displayed nothing but class, and she bid farewell to her faithful fans one last time before exiting the court.

Amid the agony of defeat—the second time in as many years that Iowa has come up shy in a national championship scenario—Clark could be seen gesturing to her fans, pointing to her heart in order to show them love before heading to the tunnel.

Caitlin Clark’s final NCAA walk pic.twitter.com/gfucvo8QAd — Gifdsports (@gifdsports) April 7, 2024

Clark scored a game-high 30 points, including five threes, while adding eight rebounds and five assists. She played every minute of the game, but her performance wasn't enough to topple the Gamecocks, who won all 38 games they played this season.

The 22-year-old set records throughout the Hawkeyes' tournament run, and although it wasn't the curtain call she'd hoped for, Clark made sure to show her appreciation for her supporters and was all class on her way off the court.

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Live updates: Everything you need to know about Monday's solar eclipse

The big day has finally arrived − the 2024 solar eclipse will draw millions to look skyward . Thousands have traveled to see it, some even crossing oceans just to catch a glimpse.

So, what final details should you remember as you enjoy the celestial event? Take a look.

Check back throughout the day for live updates from Austin and statewide:

3:40 p.m. The eclipse has left the building

The eclipse ended in the Austin area around 3 p.m., but it will live in our hearts, fond memories and photos that you can purchase forever. If you did happen to glance at the sun and you're worried about eclipse blindness, you can check out the symptoms here. If you're wondering what to with your eclipse glasses, we have suggestions here .

Amazingly, traffic in the Texas capital remains manageable. According to Google, a trip from Zilker Park to the departures gate at Austin Bergstrom is currently only 26 minutes. If you're on your way out of Austin, we hope you've enjoyed your stay. If you're a local, thanks for joining us on this celestial journey and we hope to connect again soon!

2:08 p.m.: Early post-eclipse traffic snarls are not as bad as anticipated

For weeks, we've been preparing for a crush of visitors that would overwhelm Austin roads and turn I-35 into a parking lot. 30 minutes after totality, the roads are looking surprisingly clear. According to Google maps, a trip from the Texas State Capitol to the airport was only 18 minutes. That same trip from Zilker Park is 22 minutes. Travel from the Long Center's eclipse event to Pflugerville was 29 minutes and the same trip up to Cedar Park was 27 minutes.

1:54 p.m. Students and adults at Reilly Elementary danced under the moon-darkened sky

As the day became dark at Reilly Elementary, children and adults alike ran around in glee, cheering the once-in-a-lifetime event.

As the sun again began poking out from behind the moon’s showdown, Bonnie Tyler’s “Total Eclipse of the Heart” rang out from a speaker as students broke into a dance party.

1:47 p.m. Zilker Park erupted in cheers during a brief glance of the ring of fire

Persistent cloud cover didn't deter a crowd of eclipse watchers at Zilker Park who camped on the great lawn and cheered each time the sun peeked out from behind the clouds (and the moon). As the city moved into totality there was a momentary appearance of the full ring as the moon passed over the sun. It was very brief but the full park saw it and erupted into cheers They cheered several times while the ring was visible, when it appeared absolutely darkest and then as orange hues started to illuminate the otherwise very gray sky at the end.

1:35 p.m. Austin, we have hit.....TOTALITY!

Oh snap! It's dark. It's suddenly chilly. Stop reading this right now and look up at the sky! Take a deep breath. Listen for crickets. Think celestial thoughts. Experience the magic. Totality in most of the city will last for less than two minutes.

12:25 p.m.: The eclipse is a 'twice in a lifetime' experience for this family

We caught up with the Schuster family, who traveled from Annapolis, Maryland for the eclipse, at the Texas Capitol.

This is the family's second time traveling for a total solar eclipse, after visiting Columbia, South Carolina in 2017. Addison Schuster turned 21 on the trip to Texas, and the family came to Austin because he had wanted to visit the city for years. They've done some shopping, sampled some Texas BBQ, and made a stop at Dirty Sixth one night.

They are hopeful the eclipse is visible in the next hour, but feel confident there will be noticeable effects no matter what.

12:17 p.m. It's starting! There's sun (sort of)! Go look at the sky!

It's go time, Austin! The solar eclipse will be visible from the Austin area from 12:17 p.m. to 2:58 p.m., with totality from 1:35 p.m. to 1:38 p.m. Not in Austin? Here's more eclipse time information.

11:52 a.m.: Eclipse watchers gather at the Long Center for the city's best skyline view

Twelve thousand people registered to watch the spectacular solar eclipse from the Long Center, but only the first 5,000 will make it onto the Hartman Lawn. Thousands more will spill out along Ladybird Lake and bridges connecting the downtown area. The sun keeps peeking in and out of the light cloud cover as everyone hopes for a clear view of the moon overtaking the sun.

“We keep saying it’s like dramatic effect,” says Cory Baker, the CEO of the Long Center. “I’m hoping it’s gonna burn off and we’re going to have clear skies.”

Tote bags, glasses, pens and journals are given to everyone who enters, not a blade of grass is expected to be seen with wall-to-wall onlookers hoping to catch the natural event.

“(Eclipses) happen every 18 months so it’s not that they’re rare on the planet,” says Ivvet Modinou, the Senior Vice President for Science Society and Culture for the Simons Foundation, “but for it to intersect with the place you call home is very rare.”

Libby Amos, 6, and Emma, 4, posed with their friend Lydia Witherspoon in the frame picture spot overlooking the city.

“It’s very, very, super duper cool,” says Libby who came with her Louisiana family.

“I used to teach eighth grade earth and space science and it was so fun to teach to my students and it’s just so cool to share with my kids now,” says Libby and Emma’s mom Madeline Brown.

The doors opened at 11 a.m. with the Mother Nature spectacular expected at 1:35 p.m.

11:17 a.m.: An estimated 40% of camp sites at Pace Bend Park in Spicewood are unoccupied

Out at Pace Bend Park in Spicewood, there are clouds and campers and also several unoccupied camping sites. Every site that's unoccupied has a Reserved tag on it. It was the same story on Sunday. Where are the campers? Where are the eclipsers?

The primitive corner of Pace Bend's campground is between half- and three-fourths filled. Perhaps it is the threat of clouds, and possibly even rain, during today's eclipse that's keeping the campers away: Pace Bend's sites are all reserved, a camp employee said, but she estimated that 40% of the reserved sites are currently unoccupied. 

"Let's manifest sunlight," said one camper earlier this morning.

11:09 a.m.: Texas Eclipse Festival in Burnet canceled due to potential severe weather

The Texas Eclipse Festival in Burnet is ending a day early on Monday due to possible severe weather, including risks of tornadic activity, thunderstorms and large hail, the festival said in online posts.

Festival organizers urged attendees to leave early for safety and to beat traffic. Organizers agreed to end the festival in coordination with Burnet County officials, local safety agencies and the National Weather Service, according to the festival’s website.

All programming and performances for Monday and Tuesday are canceled. No additional guests will be allowed to enter the venue, and inbound shuttles to the venue are canceled. More information .

10:47 a.m.: Crowds are sparser than expected at the bat bridge

Matt Langbehn, from Round Rock, is the first to set up camp near the South Congress bat bridge in Austin. Langbehn said he arrived at 4 a.m. because of expected crowds, but as of 10:40 he was still the lone individual on the hill.

"I wake up early anyway," Langbehn said, undeterred.

"It's been a beautiful day," he added.

10:19 a.m.: Need a professional photo of the eclipse? We've got you

These days, we all walk around with powerful cameras in our pockets. But if you're trying to record the eclipse with your smart phone, you should use a solar filter (except when the eclipse has reached full totality). And honestly, capturing the majesty of an event like the eclipse is a job for the pros.

After the eclipse, we'll have posters and framed prints from Statesman photojournalists available at usatodaystore.com.

9:55 a.m.: Track flight delays

Click here to see flight delay information provided by the Federal Aviation Association.

9:46 a.m.: When do I need to wear eclipse glasses?

Solar eclipse weather forecast in texas.

It remains likely that  clouds will impede viewing in Texas  of this afternoon's total solar eclipse.

According to the respective National Weather Service offices,  forecasts indicate cloudy weather in Austin-San Antonio  and  Dallas-Fort Worth  — the regions in Texas where the total eclipse will be most prominent — during the astronomical event with possible severe thunderstorms for hours immediately following.

Weather forecast: Clouds likely to rain on the solar eclipse parade across Texas on Monday, NWS says

Despite the predicted cloud cover, Bill Nye assures us that Texans will still be able to view the solar eclipse.

More: Bill Nye told us what's going to happen if it's cloudy during total solar eclipse in Texas

Am I in the path of totality?

What time is the eclipse in my area.

Eclipse partiality will begin a little after noon. Totality will start around 1:40 p.m. CST.

• Del Rio:  12:11 p.m. to 2:51 p.m., with totality from 1:28 p.m. to 1:31 p.m.
• San Antonio:  12:14 p.m. to 2:55 p.m., with totality from 1:33 p.m. to 1:34 p.m.
• Austin:  12:17 p.m. to 2:58 p.m., with totality from 1:35 p.m. to 1:38 p.m.
• Dallas:  12:23 p.m. to 3:02 p.m., with totality from 1:40 p.m. to 1:44 p.m.
• Texarkana:  12:28 p.m. to 3:07 p.m., with totality from 1:46 p.m. to 1:49 p.m.

Enter your ZIP code below to see how the eclipse will look in your area and what time you should expect to see totality.

Can't see graphics? Search your ZIP code for a complete eclipse viewing guide

What time is the eclipse across the US?

Solar eclipse map: path of totality in texas.

The map below is based on data from NASA, NOAA and the North Carolina Institute for Climate Studies  to show eclipse times, peak sun coverage and likely levels of cloudiness during the solar eclipse April 8.

'New' path of totality map: More parts of Texas will get to see the solar eclipse

Where can I get solar eclipse glasses near me?

Solar eclipse enthusiasts have little time left to get their hands on safe viewing glasses before the  celestial phenomenon Monday .

The Statesman turned to the experts at the American Astronomical Society for information on safe eclipse viewing glasses. These retailers, and others, are on their  approved list :

• Walmart:  Prices start at $9.99. They're available to  snag online .
• Lowe's:  Eclipse glasses are available  in-store only .
• The Home Depot:  Sells  eclipse glasses , but its stock is very limited and may no longer be available.
• Staples:  Purchase a 50-pack of eclipse glasses for $149.50  online .
• More local stores:  Buc-ee's ,  Cracker Barrel  and  Kroger .

Is your local store out of glasses? Check out this map of stores by Linq that still have them in stock

When buying eclipse viewing glasses, make sure they are certified by the International Organization for Standardization and have the "ISO" icon. The glasses should also have the ISO reference number: 12312-2.

Solar eclipse road closures in Texas

Roads are expected to have 30% more drivers than usual today and tomorrow, according to CBS News . Traffic will also be more congested in the path of totality and surrounding areas.

The Texas Department of Motor Vehicles has banned overweight and/or oversized loads from a large swath of highways today.

Despite some anxiety regarding the implications of the road ban, the department assures this will not affect major transportation such as grocery distribution and mail delivery.

"Route restrictions are a regular part of the oversize/overweight permitting process for various reasons," a DMV spokesperson told MySA . "But a total eclipse is, of course, not a common reason."

The Texas Department of Transportation has also been proactive in making roads as safe as possible.

"Solar eclipse Monday, delays possible," TxDOT's electronic billboards read. "Arrive early, stay put, leave late."

People are also reading: Driving to see the solar eclipse? These Texas roads may see the most traffic

Click here to see TxDOT's total guide for Texas eclipse travel.

The department has also shared the following safe driving tips:

• Expect heavy traffic in the days before and during the solar eclipse.
• Plan to leave early and stay late. Use  DriveTexas.org  to see live traffic conditions.
• Do not park in the middle of roads or on road shoulders. Find a safe place to park to view the eclipse.
• Keep your headlights on, even in daylight.
• Do not wear  eclipse viewing glasses  while driving.