scholarly journals A Positive Side of Violent Video Game Play

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Shayla Batty
Keyword(s):  
Violent Crime ◽  
Video Game ◽  
Future Research ◽  
Long Term Effects ◽  
Game Play ◽  
Video Game Play ◽  
Violent Video Game ◽  
Positive Side ◽  
Violent Criminal ◽  
Potential Link

The exploration of the potential link between aggression and violent video game play has been extended to violent video game play as a precursor to violent crime. If violent video game play does increase aggression in players, that does not translate into real-world violence or violent crime. There is no single criminogenic risk factor that causes someone to commit violent criminal acts, so the idea that violent video game play causes players to commit a crime, through desensitization or otherwise, is not plausible. Therefore, this paper discusses if violent video game play is a contributing factor for an individual to participate in violent crime. The conclusion is that violent video game play and violent crime exist in a negative correlation to one another. Crime data compared to video game sales, implying higher video game play rates, shows a decrease in property and violent crime in areas where violent video game play is increased. This outcome may be explained by more time spent in the home playing video games via Routine Activities Theory as well as the presence of a catharsis effect. Since violent video game play contributes to lower crime rates, this may produce lower social costs for society as well as a heightened feeling of safety in impacted areas. Future research in this area includes violent video game play and violent crime studies conducted with a broader range of participants with various demographics, as well as the long-term effects of violent video game play on players.

Teacher Gamers vs. Teacher Non-Gamers

2011 ◽  
pp. 1085-1103
Author(s):  
Christopher L. James ◽  
Vivan H. Wright
Keyword(s):  
Secondary Teachers ◽  
Video Game ◽  
Future Research ◽  
Game Play ◽  
Innovative Teaching ◽  
Video Game Play ◽  
Delivery Modes ◽  
Mean Differences ◽  
Word Processors ◽  
Play Experience

The purpose of this study was to identify secondary teachers with video game-play experience and determine if perceived levels of comfort in regard to completing job-related technology tasks, amounts of instructional technology usage, and amounts of participation in innovative teaching strategies are affected by experience or lack of experience with video games. Although significant differences were not found between teachers identified as gamers and those identified as non-gamers, researchers may choose to investigate specific areas where mean differences were found. For example, gamers were more comfortable using presentation software for demonstrating concepts in class, communicating electronically with colleagues and students, using the Internet for instructional purposes, and presenting information using various delivery modes. In comparison to gamers, non-gamers indicated a tendency to communicate electronically with parents more often, encourage students to use electronic tutorials outside of class more often, and allow students to use word processors to complete assignments more frequently. This study can be used as a reference point for future research into teachers and video game-play in regard to teaching practices and job-related tasks.

A longitudinal study of the association between violent video game play and aggression among adolescents.

2012 ◽  
Vol 48 (4) ◽  
pp. 1044-1057 ◽  
Author(s):  
Teena Willoughby ◽  
Paul J. C. Adachi ◽  
Marie Good
Keyword(s):  
Longitudinal Study ◽  
Video Game ◽  
Game Play ◽  
Video Game Play ◽  
Violent Video Game

Teacher Gamers vs. Teacher Non-Gamers

2009 ◽  
pp. 295-314
Author(s):  
Christopher L. James ◽  
Vivan H. Wright
Keyword(s):  
Secondary Teachers ◽  
Video Game ◽  
Future Research ◽  
Game Play ◽  
Innovative Teaching ◽  
Video Game Play ◽  
Delivery Modes ◽  
Mean Differences ◽  
Word Processors ◽  
Play Experience

The purpose of this study was to identify secondary teachers with video game-play experience and determine if perceived levels of comfort in regard to completing job-related technology tasks, amounts of instructional technology usage, and amounts of participation in innovative teaching strategies are affected by experience or lack of experience with video games. Although significant differences were not found between teachers identified as gamers and those identified as non-gamers, researchers may choose to investigate specific areas where mean differences were found. For example, gamers were more comfortable using presentation software for demonstrating concepts in class, communicating electronically with colleagues and students, using the Internet for instructional purposes, and presenting information using various delivery modes. In comparison to gamers, non-gamers indicated a tendency to communicate electronically with parents more often, encourage students to use electronic tutorials outside of class more often, and allow students to use word processors to complete assignments more frequently. This study can be used as a reference point for future research into teachers and video game-play in regard to teaching practices and job-related tasks.

Exploring the Effects of Violent Video Games on Healthcare Trainees

2020 ◽  
Vol 51 (5) ◽  
pp. 653-665
Author(s):  
Karlie A. Krause ◽  
Chelsie Smyth ◽  
Kate L. Jansen
Keyword(s):  
Video Games ◽  
Video Game ◽  
Healthcare Providers ◽  
Personal Distress ◽  
Game Play ◽  
Violent Video Games ◽  
Video Game Play ◽  
Violent Video Game ◽  
Healthcare Settings ◽  
Distress Scale

Background. The prevalence of video game play has continued to increase. Previous literature has suggested negative emotional consequences related to violent video game play, such as an increase in aggression and decrease in empathy. Healthcare providers require high levels of empathy to effectively work with patients. The purpose of this study was to explore the effects of video games on empathy on a sample of graduate-level healthcare trainees. Methods. A sample of 81 students on a healthcare campus completed a 30-item survey assessing video game habits and empathy levels. Participants were then placed into two groups (violent and non-violent) based on the amount of video game violence they are exposed to. Results. The results revealed no differences between healthcare trainees on overall empathy. A follow-up analysis examining individual subscales that comprise the overall empathy score, indicated the violent video game players had lower scores on the Personal Distress scale. Conclusion. Findings suggest that healthcare trainees who play violent video games do not experience decreased Empathic Concern or Perspective Taking, compared to individuals who do not play violent games. However, healthcare trainees who play violent video games indicated lower levels of Personal Distress. Given the intensity in healthcare settings, findings suggest violent video game play may be adaptive to healthcare trainees, as lower personal distress can lead to better decision-making and potentially prevent burnout. Further research is necessary to determine the role of video game play in healthcare professionals.

scholarly journals Moral Disengagement Strategies in Videogame Players and Sports Players

2018 ◽  
Vol 8 (4) ◽  
pp. 1-25
Author(s):  
Lavinia McLean ◽  
Mark D. Griffiths
Keyword(s):  
Video Game ◽  
Moral Disengagement ◽  
Structural Characteristics ◽  
Real Life ◽  
Future Research ◽  
Relevant Research ◽  
Game Play ◽  
Video Game Play ◽  
Video Gamers ◽  
The Relationship

Research in the area of video game play and sports psychology has suggested that specific strategies are often employed by players to justify aggressive behaviour used during gameplay. The present study investigates the relationship between game play and moral disengagement strategies in a group of 605 adults who played violent videogames or regularly played competitive sports. The results suggest that sports players were more likely than violent game players to endorse moral disengagement strategies. The video gamers were more likely to use a specific set of moral disengagement strategies (i.e., cognitive restructuring) than the other groups and this may be related to the structural characteristics of videogames. The findings add to recent research exploring the mechanisms by which individuals engage in aggressive acts both virtually and in real-life situations. The results are discussed in relation to similar relevant research in the area, along with recommendations for future research.

scholarly journals Charging Neutral Cues with Aggressive Meaning through Violent Video Game Play

Societies ◽  
2013 ◽  
Vol 3 (4) ◽  
pp. 445-456 ◽  
Author(s):  
Robert Busching ◽  
Barbara Krahé
Keyword(s):  
Video Game ◽  
Game Play ◽  
Video Game Play ◽  
Violent Video Game

Parents’ and children’s violent gameplay: role of co-playing

2018 ◽  
Vol 35 (6) ◽  
pp. 623-632
Author(s):  
Doug Walker ◽  
E. Deanne Brocato ◽  
Les Carlson ◽  
Russell N. Laczniak
Keyword(s):  
Video Game ◽  
Game Play ◽  
Content Type ◽  
Children's Play ◽  
Video Game Play ◽  
Violent Video Game ◽  
Children’S Play ◽  
Positive Effect ◽  
Parent Child

Purpose The purpose of this study is to explore the role of co-playing as a moderator of the relation between parents’ and children’s play of violent video games. Design/methodology/approach The study uses dyadic parent/child survey data to estimate the conditional effects in the model, both direct and indirect. Findings The positive effect of parents’ violent video game play of children’s playing behaviors is attenuated by parent/child co-playing. Parents’ knowledge of the Entertainment Software Rating Board (ESRB) ratings leads to higher levels of co-playing, thereby indirectly attenuating violent video game play in children as driven by parents’ play. Research limitations/implications The paper extends the literature on consumer socialization and the impact of co-playing and identifies an antecedent for co-playing in this context. Practical implications The paper reveals that knowledge of the self-regulatory ESRB rules plays a valuable (indirect) role in mitigating violent video game play by children through an increase in co-playing, which attenuates the positive effect of parents’ play on children’s play. Originality/value The study incorporates data from both parents and children to investigate the relationship between parents and children’s violent video game play while empirically investigating the uncertainty in the literature concerning the moderating impact of co-playing.

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