Emotional Benefits of Gaming
Based on the uses and gratifications theory, one of the oldest and most well-validated theories in communications research (Ruggiero, 2000), among the top reasons individuals cite for using diverse forms of media are to manage their moods and to enhance their emotional states. Gaming may be among the most efficient and effective means by which children and youth generate positive feelings. Several studies have shown a causal relation between playing preferred video games and improved mood or increases in
positive emotion (e.g., Russoniello, O’Brien, & Parks, 2009; Ryan, Rigby, & Przybylski, 2006). For example,
studies suggest that playing puzzle video games with minimal interfaces, short-term commitments, and a
high degree of accessibility (e.g.,Angry Birds, Bejewled II)—can improve players’ moods, promote relaxation, and ward off anxiety (Russoniello et al., 2009). It has further been suggested that some of the most intense positive emotional experiences are triggered in the context of playing video games (McGonigal, 2011). For
instance, fiero , the Italian word for intense pride after succeeding against great adversity, is a feeling that gamers
often report seeking and experiencing. Flow or transpor-71 January 2014
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American Psychologist tation is another positive emotional experience described by gamers, during which they are immersed in an intrinsically rewarding activity that elicits a high sense of control while simultaneously evoking a loss of self-consciousness (Sherry, 2004). In psychology, flow experiences have repeatedly been linked to a host of positive outcomes for adolescents, including commitment and achievement in high school (e.g., Nakamura & Csikszentmihalyi, 2002), higher self-esteem, and less anxiety (Csikszentmihalyi, Rathunde, & Whalen, 1993). Experiencing flow or transportation in games may lead to similar positive real-world
outcomes; however, this hypothesis remains untested.
Although not specific to game playing, the importance of experiencing positive emotions on a daily basis has been elaborated in Fredrickson’s (2001) broaden-and-build theory of positive emotions. She demonstrates that experienceing positive emotions may help broaden the number of behaviors one perceives as both possible and motivating and may build social relationships that provide support for goal pursuit and coping with failure. Further, Fredrickson and colleagues propose that positive emotions help undo the detrimental and de-motivating results of negative emotions. Positive emotions are thus the bedrock for wellbeing, crucial not only as end states but as sources of inspiration and connectivity. If playing games simply makes people happier, this seems to be a fundamental emotional benefit to consider.
Social Benefits of Gaming
Perhaps the biggest difference in the characteristics of video games today, compared to their predecessors of 10 to 20 years ago, is their pervasive social nature. Contrary to stereotypes, the average gamer is not a socially isolated, inept nerd who spends most of his (or her) time alone 72 January 2014
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American Psychologist loafing on the couch (Lenhart et al., 2008). Over 70% of gamers play their games with a friend, either cooperatively or competitively (Entertainment Software Association, 2012). For example,
World of Warcraft— a multiplayer fantasy game set in a massive virtual world—boasts12 million regular players, and Farmville —one of the most popular social networking games on Facebook—hosted
over 5 million daily users in 2012 (Gill, 2012). In these virtual social communities, decisions need to be made on
the fly about whom to trust, whom to reject, and how to most effectively lead a group. Given these immersive social contexts, we propose that gamers are rapidly learning social skills and prosocial behavior that might generalize to their peer and family relations outside the gaming environment (Gentile & Gentile, 2008; Gentile et al., 2009).
Players seem to acquire important prosocial skills when they play games that are specifically designed to reward effective cooperation, support, and helping behaviors (Ewoldsen et al., 2012). One study that summarized
international evidence from correlational, longitudinal, and experimental studies found that playing prosocial videogames consistently related to, or predicted, prosocial behaviors (Gentile et al., 2009). More specifically, playing prosocial games led to causal, short-term effects on “helping” behaviors, and longitudinal effects were also found, in that children who played more prosocial games at the beginning of the school year were more likely to exhibit helpful behaviors later that year. It may be tempting to conclude from this work that games with exclusively nonviolent, prosocial content lead to prosocial behavior. But compelling work is just emerging that seems to refute this simple interpretation, suggesting that violent games are just as likely to promote prosocial behavior.
Challenges and Future Research
Directions
By highlighting the positive effects of playing a wide range of video games, it is not our intention to gloss over their very real potential for harm. Indeed, important research has already been conducted for decades on the negative effects of gaming, including addiction, depression, and aggression (Anderson et al., 2010; Ferguson, 2007), and we are certainly not suggesting that this body of research should be ignored. For example, two large-scale survey studies have found that 3% of Dutch (van Rooij, Schoenmakers, Vermulst, van den Eijnden, & van de Mheen, 2011) and about 8% of U.S. youth (Gentile, 2009) who play video games exhibit pathological symptoms of addiction (i.e., damage to family, school, or psychological functioning). Also, two major meta-analyses have been published on the series of studies on aggressive behavior and violent video games
(Anderson et al., 2010; Ferguson, 2007). Unfortunately, these meta-analyses, which dealt with almost the same data pool, reached very different conclusions. Ferguson and his group (see Ferguson, 2013) have argued that the effect sizes are so small, they provide little meaningful predictive power, and the methodological weaknesses in the field make it almost impossible to come to any conclusion.
