Video Games in the Lives of Adolescents
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Presented at the John L Gildner Regional Institute for Children, Rockville, MD 20852 Presented April 13, 2016
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Video Games in the Lives of Adolescents
- 1. Video Games in the Lives of Adolescents Kelli N. Dunlap, PsyD @KelliNDunlap www.dunlappsyd.comdunlappsyd@gmail.com
- 2. What is a Video Game?
- 4. “A system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome.” Salen & Zimmerman What is a Game?
- 5. “A system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome.” Salen & Zimmerman What is a Game?
- 7. How Pac-Man’s Ghosts Think & Hunt | Game/Show | PBS Digital Studios
- 10. 42% 3 hours per week Zatkin (2016)
- 11. Game Playing Population of the US by Gender Zatkin (2016)
- 12. Game Playing Population of the US by Platform Zatkin (2016)
- 13. 35 The average game player is years old. Game Playing Population of the US by Age Zatkin (2016)
- 14. 2015 84% 59% 72% % Teens Who Play Video Games Pew Research Center, 2015
- 16. Nick Yee, PhD
- 21. Motivation Map Achievement / Mastery Immersion / Creativity Action / Social
- 22. Cool story, but so what?
- 26. “Games are an identity management tool. Games help us become more of who we really are.” - Nick Yee
- 31. Socialization
- 32. 2015 84% 59% 72% % Teens Who Play Video Games Pew Research Center, 2015
- 33. 42 55 20 19 0 15 30 45 60 In Person Online Male Female Frequency of Weekly Video Game Play with Friends Pew Research Center, 2015
- 34. 38 29 9 4 40 53 44 26 21 18 47 70 0 25 50 75 100 125 A lot A little No % Teens Who Play Video Games with Others and Feel… More connected to friends Relaxed / Happy Connected to non-friends Angry / Frustrated Pew Research Center, 2015
- 36. The Good
- 38. Anterior Cingulate Prefrontal Daphne Bavelier, Ph.D. Parietal
- 40. The Bad
- 41. What does problematic gaming look like?
- 43. Internet Gaming Disorder DSM-V, Section III Repetitive use of Internet-based games, often with other players, that leads to significant issues with functioning. Five of the following criteria must be met within one year:
- 44. • Continued overuse of Internet games even with the knowledge of how much they impact a person’s life. • Lied to others about his or her Internet game usage. • Uses Internet games to relieve anxiety or guilt. • The person has lost or put at risk and opportunity or relationship because of Internet games. • Preoccupation or obsession with Internet games. • Withdrawal symptoms when not playing • Tolerance–more time needs to be spent playing the games. • The person has tried to stop or curb playing Internet games, but has failed • The person has had a loss of interest in other life activities, such as hobbies.
- 45. “Internet Games”
- 46. “Addiction”
- 47. Standardization
- 48. What to do with Problematic Play?
- 49. What to do with Problematic Play? Sleeping
- 50. Eating
- 51. Sex
- 52. Education
- 53. The
- 54. Aggression
- 55. “… the impact of exposure to violent video game use on aggressive outcomes is robust.” Technical Report on the Review of the Violent Video Game Literature
- 56. Open Statement to the APA Task Force on Violent Media
- 57. How We See Electronic Games Pryzybylski & Weinstein (2016)
- 58. Who Believes Electronic Games Cause Real World Aggression? Pryzbylski (2014)
- 60. Why the Research Divide?
- 61. General Aggression Model (GAM)
- 62. Catalyst Model
- 64. Ferguson, 2015 Meta-analytic Results for Video Game Exposure on Outcome Variables for All Studies with Controlled ES and Bivariate ES Multivariate Effect Sizes Bivariate Effect Sizes
- 66. Parenting
- 67. Martins, Matthews, & Ratan (2015)
- 68. Martins, Matthews, & Ratan (2015)
- 69. Coyne, Padilla-Walker, Stockdale, & Day (2011) Coplaying
- 75. Choo et al (2015) Parent-Child Closeness Pathological Symptoms Parental Restrictions Pathological Symptoms
- 76. Liau, Neo, Gentile, Choo, Sim, Li, Kooh (2011)
- 77. Games In Therapy
- 84. PBS Game / Show
- 88. Questions?
- 89. Thank You Kelli N. Dunlap, PsyD MA Game Design Fellow American University @KelliNDunlap dunlappsyd@gmail.com
Hinweis der Redaktion
- Easy question, what comes to mind?
- Hard question - the core of video games is “games”, so what are games? Why am I asking? To understand why people play games it’s helpful to know what it is they’re playing.
- What is the system? (How are things connected, related?) What is the conflict? (Unnecessary obstacle) Rules? (What can you and can’t you do?) How do you know how you did? (Score, level, etc)
- What is the system? (How are things connected, related?) What is the conflict? (Unnecessary obstacle) Rules? (What can you and can’t you do?) How do you know how you did? (Score, level, etc) Games serious? Deep? Art?
- Games are complicated. Understanding what’s going on under the hood of a game can generate a different perspective and appreciation for games themselves and understanding for those who play them.
- in 2015 - 155mill americans play video games. That’s over half the US population
- 42% play at least 3 hours or more a week - meaning a quarter of the entire US population is playing 3 hours per week minimum
- Of all gamers, 26% are under 18
- Of all gamers, 26% are under 18
- Pew, teens 12-17
- - Went through academic / industry lit and extracted proposed motivations to create pilot is of survey items for gamer motivation.
- Started with panel of 600 gamers to create a good enough model and then made a 5 min survey and compared the new responses to the initial model. Using a bootstrap approach, Yee continually updated the motivational model replaced items that loaded poorly until robust model emerged
- This is what it looked like to people taking the survey. To date, > 222K unique data points / ISPs
- Using factor analysis, Yee took all this data and identified 12 unique motivations and broke them into 6 pairs. Pairs are highly correlated, columns not so much. It’s a lot of information to take in, so he mapped out the data.
- Motivations which are highly correlated are placed closer, more loosely correlated are further apart. Found 3 main groupings appeared based on proximity. discovery = bridge between immersion and strats power is a bride between action and starts This model appears consistent across the world
- Yee took it one step further and mapped player motivation to the Big 5 Personalities.
- The 3 groupings identified on the motivation correlated to extraversion, conscientiousness, and openness from the Big 5. For example, players found in the action / social cluster scored high on Extraversion. Players who enjoyed games in the immersion / creativity cluster scored high on openness.
- These are the correlates. Relatively small, but enough to connect personality to game types. Why is this important to clinicians?
- one typical framing of gaming is that they’re escape, they play to be something they’re not. But the opposite seems to be true… People play games that align with their core personality traits. Knowing the kind of games your client likes to play can give insight into personality.
- Let’s say your client’s favorite game is Minecraft. Based on Yee’s research, what kind of insight does that offer you as a clinician? First, you need to know kind of game Minecraft is. (Ask) What do you do in Minecraft?
- Players who enjoy Minecraft likely fall in the immersion / creativity cluster which is correlated with the Openness personality trait. So, if you have a client who plays Minecraft, there’s a good chance they’re curious individuals who like to explore and experiment. They probably like to create or customize experiences, enjoy abstract thinking and interesting stories. This information can help a clinician decide on activities and interventions. For example, this particular client would probably be open to interventions which are framed as experiments or explorations of ideas. They might want to help design and customize their treatment plan or determine how therapy proceeds. Because they’re high in openness, they also are more likely to be comfortable with abstract though, so therapeutic activities using insight, like asking the client to explain the feelings of a character and how it is like or dislike their experience could be enticing.
- Compare this to someone who enjoys games in the action / social cluster (games like Halo, Call of Duty, etc) which are more closely aligned with high levels of extraversion. This person would be motivated more by social validation, interventions framed as challenges or competition. As Action / Social players can be thrill-seeking, impulse control and other self-regulations would probably be helpful.
- I want to emphasize that video games are not a magic wand, they’re the answer to all of life’s problems and they certainly are no replacement for empirical measures, assessment, and therapies. But, they can give us a peek at what’s going on internally and a pretty reliable reference point for understanding what values and motivations are important to the kid.
- Video games play a critical role in the development and maintenance of adolescent friendships
- Pew, teens 12-17
- The research behind different benefits of gaming is a presentation unto itself, so the following is just a brief over view.
- distracting from nausea, pain, and anxiety improved adherence to physical therapy improved adherence to treatment plans decreases in depression / anxiety related to illness https://www.apa.org/pubs/journals/releases/gpr-14-2-113.pdf
- Parietal (orienting attention) Prefrontal (maintaining attention) AC (Regulating attention and resolving conflict) https://www.youtube.com/watch?v=448naPYDVpA
- depends on who you ask
- predicated on model of addiction, focus on tolerance, withdrawal, preoccupation,
- not all games are played online, and some of the games that are expansive and you can easily sink hundreds of hours into are not online. - all game people laughed at the name
- addiction vs behavioral
- lack of standardization - model off of substance abuse criteria (questions about tolerance, withdrawal, etc), impulse control disorder (more like gambling), or more like OCD
- Regardless of what it’s called, some struggle with balancing their recreation and their responsibilities. Keep in mind, games are not different from other recreations in this sense - anything done to excess can be negative consequences.
- http://www.newsweek.com/apa-video-games-violence-364394
- There’s so much disagreement in the public and literature, people are actually studying why there’s such disagreement. - Game experience is one factor
- Age also seems to play a role
- Looking at the data in 2 very different ways / perspectives.
- Based upon social learning theories, excitation transfer, and cognitive neoassociation.
- Based on genetics and proximal social factors; harder to study / control for
- control variable could be parenting style, SES, intelligence, gender, etc.
- k = # of studies, r+ = pooled effect size of studies when controls are used, relationship drops to near-zero
- Using techniques like setting timers, monitoring play time, minding ratings was inverse to delinquency -
- Journal of adolescent health - co-playing video games with parents was associated with decreased levels of internalizing and aggressive behaviors, and heightened prosocial behavior for girls only.
- pro tips for addressing problematic gaming
- Keep gaming equipment in a shared room, (can be tough due to smartphones) - teens with consoles in their room play more frequently and with less supervision
- Talk with teens about internet safety/expectations. Relates back to dark triad of aggression
- family cohesion and relationship between teen and parent(s), guardian Liau, Choo, Dongdong, Douglas (2013)
- 2900 children 3rd - 8th grade; average age 11
- Self-regulation skills
- rapport
- expression
- make a game - system, conflict, rules, outcome?
- critical thinking