Effects Of Video Game Playing On Children

Positives

• Video game playing introduces children to computer technology.
• Games can give practice in following directions.
• Some games provide practice in problem solving and logic.
• Games can provide practice in use of fine motor and spatial skills.
• Games can provide occasions for parent and child to play together.
• Players are introduced to information technology.
• Some games have therapeutic applications with patients.
• Games are entertaining and fun.

Facts

• The U.S. video game market reached nearly $10.5 billion in sales in 2005. with the projected world-wide market expected to grow to $46.5 billion by 2010 (BusinessWeek Online, 2006).
• A recent report showed that 45% of heavy video game players and nearly a third of avid gamers are in the 6 to 17 year old age group (NPD Group Inc., 2006).
• The most recent (May 2008) mystery shop study conducted by the U.S. Federal Trade Commission (FTC) found that national retailers enforced their store policies by refusing to sell M-rated video games to minors 80% of the time.
• M" rated video games from retailers (Federal Trade Commission, 2004).
• Of computer and video games purchased in 2007, as reported by the NPD Group, 45% were "E" rated games, 12% were "E10+", 28% were "T" rated games, and 15% were "M" rated games (Entertainment Software Association, 2008).
• A study of over 2,000 8 to 18 year-olds (3rd through 12th graders) found the 83% of them have at least one video game player in their home, 31% have 3 or more video game players in their home, and 49% have video game players in their bedrooms (Roberts, Foeher, and Rideout, 2005).
• In the same study only 21% of kids reported that their parents set rules about which video games they can play, 17% reported their parents check warning labels or ratings on video games, and 12% reported they play video games they know their parents don't want them playing (Roberts, Foeher, and Rideout, 2005).

Negatives

• Over-dependence on video games could foster social isolation, as they are often played alone.
• Practicing violent acts may contribute more to aggressive behavior than passive television watching. Studies do find a relationship between violent television watching and behavior.
• Women are often portrayed as weaker characters that are helpless or sexually provocative.
• Game environments are often based on plots of violence, aggression and gender bias.
• Many games only offer an arena of weapons, killings, kicking, stabbing and shooting.
• Playing violent video games may be related to aggressive behavior (Anderson & Dill, 2000; Gentile, Lynch & Walsh, 2004). Questions have been raised about early exposure to violent video games.
• Many games do not offer action that requires independent thought or creativity.
• Games can confuse reality and fantasy.
• In many violent games, players must become more violent to win. In "1st person" violent video games the player may be more affected because he or she controls the game and experiences the action through the eyes of his or her character.
• Academic achievement may be negatively related to over-all time spent playing video games. (Anderson & Dill, 2000; Gentile, Lynch & Walsh, 2004)

Questions to ask: Is the violence rewarded or punished? What are the consequences? How graphic is the violence? Is the violence against humans or inanimate objects? Is the violence sexual?

Reasons children give for playing video games:

• It's fun
• Like to feel in control
• Releases tension
• Relieves boredom
• Develops gaming skills
• Feel a sense of mastery

Bottom line

• Many video games are fun and appropriate.
• Violent video games may be linked to an increase in aggressive behavior.
• There are many questions about the cumulative effect of video games, computers, and television.
• Parents are urged to monitor video game play the same way they need to monitor television.

What to look for in choosing a game

• Be aware of advertising and marketing to children. Advertising pressure contributes to impulse buying.
  
• Check the ESRB rating symbols (on the front of the box) that suggest age appropriateness for a game and content descriptors (on the back) that indicate elements in a game that may have triggered a particular rating and/or may be of interest or concern.
  
• If there are violence and sexual themes in the title and cover picture, you can assume these themes are also in the game.
• Look for games involving multiple players to encourage group play.
  
• Pick games that require the player to come up with strategies, and make decisions in a game environment that is more complex than punch, steal, and kill.
• AVOID the "first person shooter", killing-machine games.
  

Virtually all video games sold at retail in the U.S. and Canada carry one of six rating symbols that suggest age appropriateness.

	Titles rated EC (Early Childhood) have content that may be suitable for ages 3 and older. Contains no material that parents would find inappropriate.
	Titles rated E (Everyone) have content that may be suitable for persons ages 6 and older. Titles in this category may contain minimal cartoon, fantasy or mild violence and/or infrequent use of mild language.
	Titles rated E10+ (Everyone 10 and older) have content that may be suitable for persons ages 10 and older. Titles in this category may contain more cartoon, fantasy or mild violence, mild language, and/or minimal suggestive themes.
	Titles rated T (Teen) have content that may be suitable for ages 13 and older. Titles in this category may contain violence, suggestive themes, crude humor, minimal blood, simulated gambling, and/or infrequent use of strong language.
	Titles rated M (Mature) have content that may be suitable for persons 17 years and older. Titles in this category may contain intense violence, blood and gore, sexual content, and/or strong language.
	Titles rated AO (Adults Only) have content that should only be played by persons 18 years and older. Titles in this category may include prolonged scenes of intense violence and/or graphic sexual content and nudity.
	Title listed as RP (Rating Pending) has been submitted to the ESRB and is awaiting final rating. (This symbol appears only in advertising prior to a game's release.)

Games may list content descriptors that describe violence, language, sex, tobacco, drug, and alcohol use.

Tips for Parents

1. LIMIT game playing time.
2. CHECK the age game ratings and descriptors on the box.
3. USE other content sources and reviews to help you choose a game.
4. Check the ESRB rating symbols (on the front of the box) that suggest age appropriateness for a game and content descriptors (on the back) that indicate elements in a game that may have triggered a particular rating and/or may be of interest or concern.
5. AVOID the "first person shooter", killing-machine games.
6. REQUIRE that homework and chores be done before game playing.
7. DO NOT PUT video game consoles or computers in children's bedrooms.
8. PLAY AND ENJOY a game with your child; check in as your child moves into deeper levels in the game.
9. TALK about the content of the games. Ask your child what's going on in the game.
10. EXPLAIN to your children why you object to certain games.
11. Most major retailers of games have store policies preventing the sale or rental of M-rated (Mature) games to children or youth. In the event you notice a store clerk not complying with this policy, talk to the store manager or contact ESRB at http://www.esrb.org/retailers/contact.jsp
12. Finally, ENCOURAGE your child to play with friends, or other activities away from the video game set.

Sources

• Anderson, Craig A. and Dill, Karen, E. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life. Journal of Personality and Social Psychology, Vol. 78, no. 4, 772-790.
• BusinessWeek Online (2006, June 23). Global video game market set to explode. Available online at: www.businessweek.com/innovate/content/jun2006
  /id20060623_163211.htm (last visited 11/06).
• Entertainment Software Association (2006). Accessed at: www.theesa.com/archives/files/Essential%20Facts%202006.pdf (last visited: 11/06).
• Federal Trade Commission (July 8, 2004). Marketing violent entertainment to children: A review. Accessed at: www.ftc.gov/os/2004/07/040708kidsviolencerpt.pdf (last visited: 11/06).
• Gentile, D. A., & Walsh, D. A. (2002). A normative study of family media habits. Journal of Applied Developmental Psycology, 23, 157-178.
• Gentile, Douglas A., Lynch, Paul J., Linder, Jennifer R., Walsh, David A. (2004). The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. Journal of Adolescence, 27, 5-22.
• NPD Group Inc. (2006, Sept. 19). Video Gamer Segmentaion Report. Accessed at: www.npd.com/press/releases/press_060919a.html (last visited 11/06).
• Roberts, Foeher, and Rideout (2005, March 9). Kaiser Family Foundation: Generation M: Media in the lives of 8-18 year olds. pp110-111. Accessed at: www.kff.org/entmedia/upload/Generation-M-Media-in-the-Lives-of-8-18-Year-olds-Report.pdf (last visited: 11/06).
• Ibid, p113.

Last revised: 06/08