Video games and real-life aggression: review of the literature

Short-Term Effects of Video-Games on Cognitive Enhancement: the Role of Positive Emotions

According to established background knowledge, playing is essential in human development and a power remediation tool in clinical populations. In clinical interventions, the beneficial roles of playing have often been sought and investigated in the specific features of the game, rather than in the positive emotions generated by playing. However, regardless of game specifications, cognitive enhancement could be driven by the emotions linked to play. Establishing the causal connections between play and cognitive enhancement should allow us to determine how to involve play in therapy, prevention and educational programmes. Today, video-gaming is one of the most diffused forms of play. In the first crossover randomized controlled trial, we compared the short-term effects induced by shooting and puzzle video-games in visual perception, sensorimotor and reading skills in children with developmental coordination disorder and dyslexia. The funnier and more activating game enhanced breadth of visual perception and reduced sensorimotor and reading disorders. Visual perception, sensorimotor and reading improvements correlated with fun. In the second crossover randomized controlled trial, comparing the effects of the same shooting with a fighting video-game in healthy young adults, we show that regardless of game characteristics, changes in positive emotions correlated with contextual reading enhancement, while play-driven biochemical activation boosted single word and pseudoword reading. The short-term effects induced by play could be a useful clinical tool for the prevention and treatment of multiple cognitive disorders.

Have LEGO Products Become More Violent?

Although television, computer games and the Internet play an important role in the lives of children they still also play with physical toys, such as dolls, cars and LEGO bricks. The LEGO company has become the world’s largest toy manufacturer. Our study investigates if the LEGO company’s products have become more violent over time. First, we analyzed the frequency of weapon bricks in LEGO sets. Their use has significantly increased. Second, we empirically investigated the perceived violence in the LEGO product catalogs from the years 1978–2014. Our results show that the violence of the depicted products has increased significantly over time. The LEGO Company’s products are not as innocent as they used to be.

Media violence exposure and physical aggression in fifth-grade children

OBJECTIVE

To examine the association of media violence exposure and physical aggression in fifth graders across 3 media types.

METHODS

We analyzed data from a population-based, cross-sectional survey of 5,147 fifth graders and their parents in 3 US metropolitan areas. We used multivariable linear regression and report partial correlation coefficients to examine associations between children's exposure to violence in television/film, video games, and music (reported time spent consuming media and reported frequency of violent content: physical fighting, hurting, shooting, or killing) and the Problem Behavior Frequency Scale.

RESULTS

Child-reported media violence exposure was associated with physical aggression after multivariable adjustment for sociodemographics, family and community violence, and child mental health symptoms (partial correlation coefficients: TV, 0.17; video games, 0.15; music, 0.14). This association was significant and independent for television, video games, and music violence exposure in a model including all 3 media types (partial correlation coefficients: TV, 0.11; video games, 0.09; music, 0.09). There was a significant positive interaction between media time and media violence for video games and music but not for television. Effect sizes for the association of media violence exposure and physical aggression were greater in magnitude than for most of the other examined variables.

CONCLUSIONS

The association between physical aggression and media violence exposure is robust and persistent; the strength of this association of media violence may be at least as important as that of other factors with physical aggression in children, such as neighborhood violence, home violence, child mental health, and male gender.

Associations between children’s video game playing and psychosocial health: information from both parent and child reports

Video games are a highly heterogeneous form of entertainment. As recent reviews highlight, this heterogeneity makes likely that video games have both positive and negative consequences for child development. This study investigated the associations between gaming frequency and psychosocial health among children younger than 12 years of age, an understudied cohort in this field. Both parents and children reported children's gaming frequency, with parents also reporting on children's psychosocial health. Given that children may be too young to report the time they spend playing video games accurately, children's reports were scaffolded by a developmentally appropriate measure. We further investigated the potential bias of having parents report both their children's gaming frequency and their children's psychosocial health (i.e., a single source bias). Parental reports of children's gaming frequency were higher than their children's reports. However, a direct test of the potential single source bias rendered null results. Notably, however, while parental reports showed negative associations between gaming and psychosocial health, children's reports showed no associations. Specifically, based on parent reports, children's gaming was associated with more conduct and peer problems, and less prosocial behavior. As children's reports produced no associations between gaming and psychosocial health, parental reports in this study may belie an erroneous set of conclusions. We therefore caution against relying on just one reporter when assessing children's gaming frequency.

Failure to demonstrate that playing violent video games diminishes prosocial behavior

BACKGROUND

Past research has found that playing a classic prosocial video game resulted in heightened prosocial behavior when compared to a control group, whereas playing a classic violent video game had no effect. Given purported links between violent video games and poor social behavior, this result is surprising. Here our aim was to assess whether this finding may be due to the specific games used. That is, modern games are experienced differently from classic games (more immersion in virtual environments, more connection with characters, etc.) and it may be that playing violent video games impacts prosocial behavior only when contemporary versions are used.

METHODS AND FINDINGS

Experiments 1 and 2 explored the effects of playing contemporary violent, non-violent, and prosocial video games on prosocial behavior, as measured by the pen-drop task. We found that slight contextual changes in the delivery of the pen-drop task led to different rates of helping but that the type of game played had little effect. Experiment 3 explored this further by using classic games. Again, we found no effect.

CONCLUSIONS

We failed to find evidence that playing video games affects prosocial behavior. Research on the effects of video game play is of significant public interest. It is therefore important that speculation be rigorously tested and findings replicated. Here we fail to substantiate conjecture that playing contemporary violent video games will lead to diminished prosocial behavior.

The digital revolution and adolescent brain evolution

Remarkable advances in technologies that enable the distribution and use of information encoded as digital sequences of 1s or 0s have dramatically changed our way of life. Adolescents, old enough to master the technologies and young enough to welcome their novelty, are at the forefront of this "digital revolution." Underlying the adolescent's eager embracement of these sweeping changes is a neurobiology forged by the fires of evolution to be extremely adept at adaptation. The consequences of the brain's adaptation to the demands and opportunities of the digital age have enormous implications for adolescent health professionals.

Story Immersion of Videogames for Youth Health Promotion: A Review of Literature

This article reviews research in the fields of psychology, literature, communication, human-computer interaction, public health, and consumer behavior on narrative and its potential relationships with videogames and story immersion. It also reviews a narrative's role in complementing behavioral change theories and the potential of story immersion for health promotion through videogames. Videogames have potential for health promotion and may be especially promising when attempting to reach youth. An understudied characteristic of videogames is that many contain a narrative, or story. Story immersion (transportation) is a mechanism through which a narrative influences players' cognition, affect, and, potentially, health behavior. Immersion promotes the suspension of disbelief and the reduction of counterarguments, enables the story experience as a personal experience, and creates the player's deep affection for narrative protagonists. Story immersion complements behavioral change theories, including the Theory of Planned Behavior, Social Cognitive Theory, and Self-Determination Theory. Systematic investigations are needed to realize the powerful potential of interactive narratives within theory-driven research.

Sadness, suicide, and their association with video game and internet overuse among teens: results from the youth risk behavior survey 2007 and 2009

We investigated the association between excessive video game/Internet use and teen suicidality. Data were obtained from the 2007 and 2009 Youth Risk Behavior Survey (YRBS), a high school-based, nationally representative survey (N = 14,041 and N = 16,410, respectively). Teens who reported 5 hours or more of video games/Internet daily use, in the 2009 YRBS, had a significantly higher risk for sadness (adjusted and weighted odds ratio, 95% confidence interval = 2.1, 1.7-2.5), suicidal ideation (1.7, 1.3-2.1), and suicide planning (1.5, 1.1-1.9). The same pattern was found in the 2007 survey. These findings support an association between excessive video game and Internet use and risk for teen depression and suicidality.

Media violence, physical aggression, and relational aggression in school age children: a short-term longitudinal study

Many studies have shown that media violence has an effect on children's subsequent aggression. This study expands upon previous research in three directions: (1) by examining several subtypes of aggression (verbal, relational, and physical), (2) by measuring media violence exposure (MVE) across three types of media, and (3) by measuring MVE and aggressive/prosocial behaviors at two points in time during the school year. In this study, 430 3rd-5th grade children, their peers, and their teachers were surveyed. Children's consumption of media violence early in the school year predicted higher verbally aggressive behavior, higher relationally aggressive behavior, higher physically aggressive behavior, and less prosocial behavior later in the school year. Additionally, these effects were mediated by hostile attribution bias. The findings are interpreted within the theoretical framework of the General Aggression Model.

Excellent gamer, excellent driver? The impact of adolescents' video game playing on driving behavior: a two-wave panel study

This study explored the impact of adolescents' playing of racing and drive'em up games on their risky driving behavior. Participants were 354 adolescent boys and girls who took part in a longitudinal panel survey on video game playing and risk taking attitudes, intentions and behaviors. In line with cultivation theory and theory of planned behavior the results showed that (even after controlling for aggression and sensation seeking) video game playing during adolescence succeeded in predicting later risky driving behavior through adolescents' attitudes and intentions to exhibit this behavior in the future. The results suggest that this relationship may in part be explained by the game content.

The neural processing of voluntary completed, real and virtual violent and nonviolent computer game scenarios displaying predefined actions in gamers and nongamers

Studies investigating the effects of violent computer and video game playing have resulted in heterogeneous outcomes. It has been assumed that there is a decreased ability to differentiate between virtuality and reality in people that play these games intensively. FMRI data of a group of young males with (gamers) and without (controls) a history of long-term violent computer game playing experience were obtained during the presentation of computer game and realistic video sequences. In gamers the processing of real violence in contrast to nonviolence produced activation clusters in right inferior frontal, left lingual and superior temporal brain regions. Virtual violence activated a network comprising bilateral inferior frontal, occipital, postcentral, right middle temporal, and left fusiform regions. Control participants showed extended left frontal, insula and superior frontal activations during the processing of real, and posterior activations during the processing of virtual violent scenarios. The data suggest that the ability to differentiate automatically between real and virtual violence has not been diminished by a long-term history of violent video game play, nor have gamers' neural responses to real violence in particular been subject to desensitization processes. However, analyses of individual data indicated that group-related analyses reflect only a small part of actual individual different neural network involvement, suggesting that the consideration of individual learning history is sufficient for the present discussion.

Effects of realism on extended violent and nonviolent video game play on aggressive thoughts, feelings, and physiological arousal

Previous research has shown that playing violent video game exposure can increase aggressive thoughts, aggressive feelings, and physiological arousal. This study compared the effects that playing a realistic violent, unrealistic violent, or nonviolent video game for 45 min has on such variables. For the purpose of this study, realism was defined as the probability of seeing an event in real life. Participants (N=74; 39 male, 35 female) played either a realistic violent, unrealistic violent, or nonviolent video game for 45 min. Aggressive thoughts and aggressive feelings were measured four times (every 15 min), whereas arousal was measured continuously. The results showed that, though playing any violent game stimulated aggressive thoughts, playing a more realistic violent game stimulated significantly more aggressive feelings and arousal over the course of play.

Is aggression in children with behavioural and emotional difficulties associated with television viewing and video game playing? A systematic review

BACKGROUND

Possible associations between television viewing and video game playing and children's aggression have become public health concerns. We did a systematic review of studies that examined such associations, focussing on children and young people with behavioural and emotional difficulties, who are thought to be more susceptible.

METHODS

We did computer-assisted searches of health and social science databases, gateways, publications from relevant organizations and for grey literature; scanned bibliographies; hand-searched key journals; and corresponded with authors. We critically appraised all studies.

RESULTS

A total of 12 studies: three experiments with children with behavioural and emotional difficulties found increased aggression after watching aggressive as opposed to low-aggressive content television programmes, one found the opposite and two no clear effect, one found such children no more likely than controls to imitate aggressive television characters. One case-control study and one survey found that children and young people with behavioural and emotional difficulties watched more television than controls; another did not. Two studies found that children and young people with behavioural and emotional difficulties viewed more hours of aggressive television programmes than controls. One study on video game use found that young people with behavioural and emotional difficulties viewed more minutes of violence and played longer than controls. In a qualitative study children with behavioural and emotional difficulties, but not their parents, did not associate watching television with aggression. All studies had significant methodological flaws. None was based on power calculations.

CONCLUSION

This systematic review found insufficient, contradictory and methodologically flawed evidence on the association between television viewing and video game playing and aggression in children and young people with behavioural and emotional difficulties. If public health advice is to be evidence-based, good quality research is needed.

Are the effects of Unreal violent video games pronounced when playing with a virtual reality system?

This study was conducted to analyze the short-term effects of violent electronic games, played with or without a virtual reality (VR) device, on the instigation of aggressive behavior. Physiological arousal (heart rate (HR)), priming of aggressive thoughts, and state hostility were also measured to test their possible mediation on the relationship between playing the violent game (VG) and aggression. The participants--148 undergraduate students--were randomly assigned to four treatment conditions: two groups played a violent computer game (Unreal Tournament), and the other two a non-violent game (Motocross Madness), half with a VR device and the remaining participants on the computer screen. In order to assess the game effects the following instruments were used: a BIOPAC System MP100 to measure HR, an Emotional Stroop task to analyze the priming of aggressive and fear thoughts, a self-report State Hostility Scale to measure hostility, and a competitive reaction-time task to assess aggressive behavior. The main results indicated that the violent computer game had effects on state hostility and aggression. Although no significant mediation effect could be detected, regression analyses showed an indirect effect of state hostility between playing a VG and aggression.

Hostile and Hardened? An Experimental Study on (De-)Sensitization to Violence and Suffering Through Playing Video Games

This study tests whether playing violent video games leads to desensitization and increased cardiovascular responding. In a laboratory experiment, 42 men spent 20 min playing either a high- or low-violence version of a “first-person shooter” game. Arousal (heart rate, respiration rate) was measured continuously. After playing the game, emotional responses to aversive and aggressive stimuli - pictures from Lang, Bradley, and Cuthbert’s (1999) International Affective Picture System - were assessed with self-ratings and physiological measurement (skin conductance). Results showed no differences in the judgments of emotional responses to the stimuli. However, different effects of game violence emerged in the physiological reactions to the different types of stimulus material. Participants in the high-violence condition showed significantly weaker reactions (desensitization) to aversive stimuli and reacted significantly more strongly (sensitization) to aggressive cues. No support was found for the arousal hypothesis. Post-hoc analyses are used to discuss possible moderating influences of gaming experience and player’s trait aggressiveness in terms of the General Aggression Model ( Anderson & Bushman, 2001 ) and the Downward Spiral Model ( Slater, Henry, Swaim, & Anderson, 2003 ).

Longer you play, the more hostile you feel: examination of first person shooter video games and aggression during video game play

This study investigated the effects of video game play on aggression. Using the General Aggression Model, as applied to video games by Anderson and Bushman, [2002] this study measured physiological arousal, state hostility, and how aggressively participants would respond to three hypothetical scenarios. In addition, this study measured each of these variables multiple times to gauge how aggression would change with increased video game play. Results showed a significant increase from baseline in hostility and aggression (based on two of the three story stems), which is consistent with the General Aggression Model. This study adds to the existing literature on video games and aggression by showing that increased play of a violent first person shooter video game can significantly increase aggression from baseline.

Factors correlated with violent video game use by adolescent boys and girls

PURPOSE

To compare the video and computer game play patterns of young adolescent boys and girls, including factors correlated with playing violent games.

METHODS

Data collected in November/December, 2004 from children in grades 7 and 8 at two demographically diverse schools in Pennsylvania and South Carolina, using a detailed written self-reported survey.

RESULTS

Of 1254 participants (53% female, 47% male), only 80 reported playing no electronic games in the previous 6 months. Of 1126 children who listed frequently played game titles, almost half (48.8%) played at least one violent (mature-rated) game regularly (67.9% of boys and 29.2% of girls). One third of boys and 10.7% of girls play games nearly every day; only 1 in 20 plays often or always with a parent. Playing M-rated games is positively correlated (p < .001) with being male, frequent game play, playing with strangers over the Internet, having a game system and computer in one's bedroom, and using games to manage anger.

CONCLUSIONS

Most young adolescent boys and many girls routinely play M-rated games. Implications for identifying atypical and potentially harmful patterns of electronic game use are discussed, as well as the need for greater media literacy among parents.

Social Evaluations of Stereotypic Images in Video Games: Unfair, Legitimate, or "Just Entertainment"?

The aim of this study was to assess adolescents' evaluations of, and reasoning about, gender stereotypes in video games. Female (N = 46) and male (N = 41), predominantly European-American, mean age = 19 years, were interviewed about their knowledge of game usage, awareness and evaluation of stereotypes, beliefs about the influences of games on the players, and authority jurisdiction over 3 different types of games: games with negative male stereotypes, and games with negative female stereotypes, and gender-neutral games. Gender differences were found for how participants evaluated these games. Males were more likely than females to find stereotypes acceptable. Results are discussed in terms of social reasoning, video game playing, and gender differences.

The play's the thing: a clinical-developmental perspective on video games

In this article, computer and video games are discussed as electronic play. Major perspectives on play and salient developmental issues are presented, along with similarities and differences between electronic play and other types of play. The authors consider possible benefits and risks associated with this type of play, with particular attention paid to cognitive and socioemotional development. Recommendations for clinicians in their work with children, adolescents, and parents are discussed, as are future directions for research.

The influence of violent media on children and adolescents:a public-health approach

There is continuing debate on the extent of the effects of media violence on children and young people, and how to investigate these effects. The aim of this review is to consider the research evidence from a public-health perspective. A search of published work revealed five meta-analytic reviews and one quasi-systematic review, all of which were from North America. There is consistent evidence that violent imagery in television, film and video, and computer games has substantial short-term effects on arousal, thoughts, and emotions, increasing the likelihood of aggressive or fearful behaviour in younger children, especially in boys. The evidence becomes inconsistent when considering older children and teenagers, and long-term outcomes for all ages. The multifactorial nature of aggression is emphasised, together with the methodological difficulties of showing causation. Nevertheless, a small but significant association is shown in the research, with an effect size that has a substantial effect on public health. By contrast, only weak evidence from correlation studies links media violence directly to crime.

Children's violent television viewing: are parents monitoring?

OBJECTIVE

Violent media exposure has been associated with aggressive behavior, and it has been suggested that child health professionals counsel families on limiting exposure. Effective violence prevention counseling requires an understanding of norms regarding parental attitudes, practices, and influencing factors. Both theories of reasoned action and planned behavior emphasize that subjective norms and attitudes affect people's perceptions and intended behavior. Few data exist on violent television viewing and monitoring from a cross-section of families. By understanding the spectrum of parental attitudes, community-sensitive interventions for violence prevention can be developed. The objective of this study was to assess attitudes about and monitoring of violent television viewing from the perspective of parents.

METHODS

An anonymous self-report assisted survey was administered to a convenience sample of parents/guardians who visited child health providers at 3 sites: an urban children's hospital clinic, an urban managed care clinic, and a suburban private practice. The parent questionnaire included questions on child-rearing attitudes and practices and sociodemographic information.

RESULTS

A total of 1004 adults who accompanied children for health visits were recruited for the study; 922 surveys were completed (participation rate: 92%). A total of 830 (90%) respondents were parents and had complete child data. Of the 830 respondents, 677 had questions on television viewing included in the survey and were the focus of this analysis. Seventy-five percent of families reported that their youngest child watched television. Of these, 53% reported always limiting violent television viewing, although 73% believed that their children viewed television violence at least 1 time a week. Among television viewers, 81% reported usually or always limiting viewing of sexual content on television and 45% reported usually or always watching television with their youngest child. Among children who watched television, parents reported that they spent an average of 2.6 hours per day watching television. Limitation of television violence was associated with female parents and younger children.

CONCLUSIONS

There was variability in attitudes and practices regarding television violence viewing and monitoring among parents. Attitudes and practices varied on the basis of the age of the child and the gender of the parent.