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Online Games Good or Bad Speech

• Updated on  
• Sep 15, 2022

Online Gaming is a new fad amongst all age groups today especially amongst teenagers which has its own advantages and disadvantages. Online Games Good or Bad Speech is among the ASL Topics and we have composed two sample speeches that can help you prepare for your English assessment.  

Online Game: Good Or Bad Speech Sample 1 [400-500 words]

Good morning everyone! I am ABC and today I stand before you to present an insightful and informative speech on whether Online games are good or bad? Online gaming is a double-edged sword that has its own share of merits and demerits. Post pandemic most of our life has become virtual and hence, being completely cut off from online gaming is impossible and even if possible, it will do more harm than good as children and teenagers will be deprived of leisure. Coming on to the bright side of online gaming, there are a plethora of benefits of online gaming as they hone our Analytical thinking, inculcate the importance of Goal-oriented Behaviour as a lot of online Games involve missions and levels which requires really good gaming skills, and online gaming makes teenagers more prudent and alert. India has witnessed a huge boom in the gaming market because the majority of our population is young, mobile phones are available at low cost, and easily available on the Internet. India is among the top 5 online mobile gaming industries and as per research which shows 30 percent of people believe playing online games enhances cognitive skills. Playing online games helps teenagers connect with their peers as most of the teenagers play online games and also if played within limits then it is a really good leisure activity. Now after exploring the merits, we will now understand the dark side of online Gaming. Playing excessive online games reduces our interest in other important activities like academics, outdoor sports. Moreover, all day of sitting and playing online games is detrimental for physical and mental health. Also at times, kids can download games from unsafe sources which may bring viruses to their mobile phone or PC. Also, these games are highly addictive in nature which not only distorts focus but also inhibits delayed gratification among children. Playing action games frequently makes children impulsive and aggressive. The research found that gaming addiction is correlated with low-self esteem, negative beliefs about one’s self, and poor social relationships. Be careful while playing online games, as the most attractive game can be the biggest distraction that can hinder you from achieving your goals and dreams. Now after taking both merits and demerits of online gaming into consideration it is safe to say that online games are beneficial as well as harmful depending completely on us whether we allow these games to overpower our willpower or not. Otherwise if played in limit playing games can be a rewarding experience as well.

Online Game: Good Or Bad Speech Sample 2 [200-300 Words]

Good morning everyone! I am ABC and today I stand before you to present an insightful and informative speech on Online games: good or bad? Just like a coin, online gaming has two sides that must be understood comprehensively. First, we will explore the bright side of online gaming and some of the benefits of online gaming can’t be ignored as it helps us in improving our critical thinking skills as games with tough missions and levels require us to think critically, encourage out of the box and solution-oriented manner of thinking as some missions in a particular game may require spontaneity and smartness in order to crack those missions. Also if played within limits, online gaming, especially with friends, can be a rewarding experience indeed after a tiresome and hectic day at work or College and it improves the presence of mind and alertness. Now further, let’s explore the dark side of online gaming. Some of its demerits are that it takes up a lot of our time, if we get addicted to it and it also deviates us from our main goals and work. Playing violent and action games can definitely instill violence and aggression in our behavior. Thus, we must be cautious of online gaming and play these games within the limit as playing them excessively can hinder our social relationships and affect our health. After taking both the pros and cons of online gaming into account, it is advisable to play online games but only within a limit so that it does not overpower our willpower.

Apart from Online Gaming Good Or Bad Speech, here are some more popular speech samples for you:

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13 comments

your blog gave me lots of knowledge for gaming

Thank you, Pawan!

this website is a gem i like the way they give the intro and outro

Glad you liked it, Harin! You can also check: Harvard’s 5 New Free Online Courses for Programmers How to Make a Career in Online Gaming? Reach us at 1800 57 2000 for study-abroad related matters!

you are very very nice

Thank you for the comment, Vinayak!

Very good app is this I want to study with this class

If you liked the blog o speech on the online game good or bad, you must read our blog on speech on Procrastination- https://leverageedu.com/blog/speech-on-procrastination/ .

This info is new for me ! Thanks

Glad to help!

Thanks for this.

This article posts a lot of information on online games that help us have different strategies, critical thinking, multitasking, problem-solving, quicker decision making, relaxation, better memory, and more concentration.

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The Rise of Online Gaming: Popularity, Pros, Cons and the Future

Online gaming has exploded in popularity across age groups and demographics in recent years. Let’s explore the evolution, impacts, leading genres, and future trends shaping this multibillion-dollar interactive entertainment phenomenon.

The Growth of Online Gaming

Based on our experience, online gaming has seen remarkable growth over the past decade. Factors driving this popularity surge include:

• Improved technology enabling rich, immersive worlds and multiplayer connectivity
• Accessibility through mobile devices and free-to-play titles
• Streamlined digital marketplaces like Steam and the App Store
• Viral hits like Fortnite capturing the zeitgeist
• Spectator potential through live streaming and esports

This expanding digital pastime now engages people of all ages and backgrounds across the globe.

Benefits of Online Play

Online gaming has exploded in popularity, with over 3 billion gamers globally. While often seen as mere entertainment, research indicates online gameplay can also provide surprising cognitive, social, educational, and emotional benefits when practiced moderately.

Gaming is now a ubiquitous digital pastime. Survey data indicates over 70% of millennials and Gen Z play video games of some kind. In addition to pure amusement, our hands-on experience and tests reveal how online gameplay, when balanced with other responsibilities, can enhance various life skills.

Boosting Cognitive Abilities

Our analysis shows online gaming can exercise the mind in many ways:

• Games like puzzles, shooters, and strategy titles hone spatial reasoning, memory, quick thinking, and problem analysis.
• Navigating 3D environments trains spatial orientation and map knowledge.
• Completing objectives exercises executive functions like planning, multi-tasking, and decision-making.
• Sensorimotor skills are sharpened through the use of computer inputs like keyboards, controllers, and touchscreens.

In moderation, we’ve found certain games can have a brain-training effect, raising mental acuity.

Fostering Social Connections

Multiplayer online slot games provide diverse avenues for socialization:

• Online play allows bonding with real-life friends as well as meeting new ones across the globe based on shared interests.
• MMOs and social simulation titles create a sense of community through cooperation and teamplay.
• Multiplayer battles and competitions generate thrilling social experiences, win or lose.
• Safe parental controls and moderation are essential to avoid excessive isolation or abusive behavior.

Used constructively, online gaming can be a gateway to meaningful new relationships.

Relieving Stress

For many, online gaming offers an engaging escape and mental decompression:

• Immersive gameplay provides a distraction from real-world worries, relaxing the mind.
• Achieving goals and progression in-game generates satisfying brain chemical hits.
• Social communities create bonds for support during tough times.

Gaming in moderation can be a positive stress relief valve and mood booster.

Opening New Learning Avenues

When thoughtfully designed, games hold strong educational potential:

• Subject-focused titles effectively teach material in history, science, technology, reading, and mathematics.
• Games like Minecraft and Roblox encourage coding, modeling, and user-generated creativity.
• Strategy and puzzle games exercise critical thinking and problem-solving skills.

Used alongside traditional methods, educational games impart knowledge in an interactive and engaging format.

Online gaming offers more than mere entertainment. With thoughtful use and parental oversight where appropriate, the cognitive, social, emotional, and intellectual benefits can be unlocked for players of all ages. Games that challenge the mind, connect people, and provide relaxing escapism in moderation have the power to enrich lives.

Risks to Consider

However, excessive online gaming does pose some risks to monitor:

• Addiction – Prioritizing games over responsibilities can seriously disrupt productivity and relationships.
• Toxicity – Online harassment, racism, and bullying are unfortunately common in some gaming circles.
• Health impacts – Long sedentary sessions can contribute to problems like obesity, wrist pain and eye strain.
• Predators – Cautious supervision is essential when children game online.

Setting reasonable time limits and finding positive communities can help maximize gaming’s upsides while limiting cons.

The Most Popular Online Games

A few massively popular online genres stand out today:

• Battle royales like Fortnite and Apex Legends pit 100 players against each other in free-for-all survival contests. Short matches and free access fuel their popularity.
• MOBAs like League of Legends feature competitive 5v5 matches with teams cooperating to destroy their opponents’ bases. Their strategic depth fosters dedicated eSports followings.
• First-person shooters like Call of Duty and Valorant deliver heart-pounding competitive multiplayer gunplay and mechanics. Crisp graphics and constant updates keep fans engaged.
• Sports games like FIFA and NBA 2K simulate the experience of real-world sports like soccer and basketball with online multiplayer leagues and tournaments. Their authentic gameplay builds passionate communities.

The Future of Online Gaming

Looking ahead, we see some exciting fronts for innovation:

• Virtual reality will provide unparalleled immersion once the technology matures. Experiencing games from within rather than through a screen is a game-changer.
• Mobile gaming already dominates by user base and will only grow as smartphones get more powerful. Location-based AR mobile games have huge potential.
• Cloud gaming can enable instant access to titles without downloads or expensive hardware. Parsec and Google Stadia exemplify early adoption.
• Global esports will likely rival traditional sports with fans filling massive arenas to spectate elite professional gamers competing for million-dollar prizes.

As online gaming evolves across these vectors, it promises to become an even more integral pillar of mainstream entertainment culture.

Online gaming has established itself as a dominant interactive medium through genres with universal appeals and innovations that boost immersion. While not without some risks requiring attentive moderation, gaming offers fun socialization, bonding over shared interests, and lifelong memories when played responsibly. As technology advances, online gaming stands ready to reach unprecedented levels of lifelike simulation and cooperative worlds that transcend distance.

What was the first popular online game?

Ultima Online, released in 1997, helped popularlize MMORPGs and persistent online worlds with thousands of simultaneous players.

How big is the esports industry?

The esports industry is estimated to surpass $1.5 billion in global revenue by 2023, and $2 billion when including broadcasting rights, sponsorships, merchandising and tickets.

Which game has the most monthly players?

As of 2022, Roblox has over 200 million monthly active users globally across mobile, console and PC platforms.

What percentage of gamers are female?

Various surveys indicate that between 35% and 50% of online gamers identify as female globally, with the percentage rising among younger demographics.

What is the most lucrative esport game?

Dota 2’s championship tournament The International boasts the highest esports prize pool, exceeding $30 million in 2022 raised through in-game purchases.

How many people watch gaming live streams?

Over 728 million people globally watched gaming content on platforms like Twitch and YouTube Gaming in 2021.

What countries spend the most on gaming?

The United States, China, and Japan make up the top gaming markets by revenue, with over $30 billion each per year.

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Impact of Gaming on Children

Technology has slowly created its influence in nearly every domain of our life, whether it is entertainment, work or leisure. Our generation has grown with Technology so much that today if you hand a smartphone or tablet to a toddler, chances are that they know how to use it or they will figure out how to use it in a matter of seconds.

This also means that at a very young age children are becoming computer smarts. The exposure to mobile, computers, or tablets begins at home well before they start their classes in school. This experience at an early stage will help make the children take huge steps in their growth preparing for their schooling years, career development, and more.

However, with all this constant involvement in technology, there are some real worries about how this tech impacts childhood development. This is new to all of us and we are wandering into unfamiliar yet comfortable terrain as generations past have never had this same kind of constant technological immersion.

Video games and children

A video game is a good example of technological advancement that has a major involvement in children’s growth years. Due to the boom in technology accessibility to the game has been relatively easy. Children’s involvement in games has increased manyfold. The majority of parents have been troubled with their kids' engagement, especially in video games. Generally, parents feel that video games are taking time away from any valuable physical activities. Again there is increased concern regarding gaming due to the shift in the popularity of violent video games promoting violent and anti-social behavior in children. However, one cannot deny that video games are not all evil and they do have some benefits. – one of which is that they can make children smart.

A famous quote by Nolan Bushnell states that ‘Video Games foster the mindset that allows creativity to grow’. Another similar quote by Shaun White in the same context is ‘There are plenty of skills, I learned from playing video games. It’s more interactive than watching TV because there are problems to solve as you are using your brain’. And this brings us to the cons of Video Games.

Benefits of Video games

As mentioned earlier video games are a great source of entertainment and it provides a fun engaging activity to foster bonding with friends, siblings, and family.

Video games encourage children to make friends as a social activity online as well as offline. It provides a platform, and an opportunity to create peer circles who share the same interest.

And the second commonly accepted positive notion of video games is that Video games help with creative thinking; an individual will manage to score a higher score on the test related to creativity as the games encourage players to practice some level of creativity.

Not only that, Video games stimulate problem-solving, improved reaction time, Eye-hand coordination. Gamers usually have a higher degree of perpetual and cognitive ability- like leading a group in a task, decision making, perseverance, Cooperation, and Greater Concentration. The more challenging the game is, the more energetic you will be. Hence, in a way video games help in the alertness of an individual.

If one needs to say in a scientific way backed by research, Functional MRI brain imaging analyses found that children playing video games for an average of three or more hours per day exhibited higher brain activity in regions of the brain associated with attention and memory compared to those who have never played.

If it is gaining popularity in terms of users naturally it means Video games are offering a variety of career options to individuals. Developing a Game is a complex process that is composed cohesively at multiple stages. Each game presents a different genre which requires a different set. It promotes students to explore their interests, develop these skills as well as make a good career in the video game industry. The video game industry involves skills in graphic designing, story-writing, game development, coding, etc along with many others skills.

Negative Impacts of video games

On the flipside talking about the negative aspects is also equally important. The cons of Video games can simply be classified into two categories – On a physical and social level and secondly on a mental level.

Here come the requirements of mental health care and awareness for your support.

The most common cons that most parents will agree on is that video game encourages aggression and Violent Behavior. There has been an increase in popularity nowadays of Video games like Free Fire, PubG, Grand Theft Auto, and even Blue Whale. As stated by Prof. Kasumovic, ‘Violent video games lend themselves to our psychological needs because they’re designed in a way that allows us to achieve a sense of control and accomplishment”. Achieving success in Violent video games gives a sense of psychological achievement to overcome our fears around death and can aid with the expression of emotions, especially anger.

Studies also show that people diagnosed with Internet gaming disorder use games as a way of expressing and at times escaping emotions. Individuals having gaming disorder are more likely to be aggressive, depressed, and anxious the reason being their inability to regulate and control their emotions, such as anger, sadness, fear, or other emotions.

On a social level, the adverse impact is the degraded social life of children. Spending excessive time playing video games can isolate children. Children will prefer video games over spending time doing activities such as reading, sports, homework, and academic performance. This can limit their interpersonal skills in real life. As a result, chances of adjustment disorder, anxiety, depression , and stress get high in their working, school as well as personal life. That brings us to the effect of video games on a mental level.

The rudimentary con on a mental level that comes to mind is the addiction to video games. The adrenaline rush of competition, the accomplishment of completing a level or simply winning, the thrill of any game just challenging enough to keep the player coming back for more initiates the addictive behavior. Due to this addiction, children spend hours playing the game on their devices, which in turn, creates decreased productivity, food, and sleep schedule imbalance, causing various health issues such as obesity, migraines, sleep disturbances, backaches, and poor eyesight.

To put it mildly, these games can have a marked effect on a child showing excessive violence and aggressive behavior, social anxiety, insomnia, hostility, the risk of neuropsychiatric illness, phobia, and even drug abuse along with Gaming addiction.

A study in 2019 also found a relationship between problematic gaming and maladaptive coping strategies, negative affectivity, low self-esteem, a preference for solitude, poor school performance, and poor psychological health. Games like Blue Whale which was originally a sensationalized hoax are believed to be a likely phenomenon that led to instances of imitative self-harming and copycat groups, leaving susceptible children at risk of cyberbullying.

The condition of video gaming addiction is so grave that it has been officially recognized by World Health Organisation (WHO) as a mental health condition putting it at par with alcohol and drug abuse in the revised International Classification of Disease. India has currently two prominent clinics to treat the condition – Nimhans in Bengaluru, and AIIMs in New Delhi. The clientele mainly comprises teenage boys and young men adults brought by their parents after a drastic professional or personal failure. Usually, by the time the individuals come to the clinic, most have behavioural issues, sleep deprivation, and lack of communication skills among other

problems. Typically, individuals with gaming disorder undergo intense therapy for approximately 6-8 weeks which they are taught ways to handle craving, counter discomfort, cognitive reframing, and substitute activity. But gaming addiction is more complex. It’s much more than losing control of the number of gaming hours and not knowing when to stop. Knowing when to stop is just a preliminary step that initiates a sense of control and self-awareness, and thus knowing when to seek professional help.

Nevertheless, to conclude, anything in excess is never good. When games are played in moderation and with mindfulness, they can act as practical sources of stress relief as well as a catalyst for mental health improvement and the development of social skills.

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Home » Blog » General » The Impact of Online Games on Speech Development: A Comprehensive Guide

The Impact of Online Games on Speech Development: A Comprehensive Guide

Welcome to my blog! In this comprehensive guide, we will explore the impact of online games on speech development in children. As a Speech Language Pathologist and Social Emotional Learning expert, I understand the importance of speech development and the growing popularity of online games. Let’s dive in and discover how online games can affect speech development and what strategies parents and caregivers can implement to support their child’s speech skills.

Understanding Speech Development

Before we delve into the impact of online games, let’s first understand what speech development entails. Speech development refers to the process through which children acquire and refine their ability to produce and understand language. It involves various stages, from babbling and cooing as infants to forming complex sentences and engaging in conversations as they grow older.

Several factors influence speech development, including genetics, exposure to language, and social interaction. It is crucial to provide children with a language-rich environment and opportunities to practice their speech skills in order to foster optimal development.

The Impact of Online Games on Speech Development

Online games have both positive and negative effects on speech development. Let’s explore the positive effects first:

Enhancing Vocabulary and Language Skills

Many online games require players to read and understand instructions, navigate through virtual worlds, and communicate with other players. This exposure to written and spoken language can enhance vocabulary and language skills. Children may encounter new words, learn their meanings, and apply them in context, thereby expanding their linguistic repertoire.

Improving Articulation and Pronunciation

Some online games involve verbal communication, such as multiplayer games where players can interact through voice chat. Engaging in these conversations can improve articulation and pronunciation as children strive to be understood by their peers. They may become more conscious of their speech patterns and work on clearer enunciation.

Encouraging Social Interaction and Communication

Online games often provide opportunities for social interaction and communication. Players can collaborate, strategize, and problem-solve together, fostering teamwork and cooperation. Engaging in these interactions can enhance communication skills, such as turn-taking, active listening, and expressing thoughts and ideas effectively.

While online games offer these benefits, it is important to be aware of the potential negative effects as well:

Reduced Face-to-Face Communication

Excessive engagement in online games can lead to a reduction in face-to-face communication. Children may spend more time interacting with virtual characters and online friends than engaging in real-life conversations with family members and peers. This decreased face-to-face communication can hinder the development of important social and communication skills.

Limited Opportunities for Expressive Language Development

Online games often provide predetermined dialogue options or limit communication to pre-set phrases, which may restrict opportunities for expressive language development. Children may rely on scripted responses rather than actively formulating their own thoughts and ideas. This limitation can hinder their ability to express themselves creatively and effectively.

Potential for Excessive Screen Time and its Impact on Speech Development

Engaging in online games for extended periods can contribute to excessive screen time, which has been associated with various negative effects on child development, including speech and language delays. It is crucial to set limits and balance screen time with other activities that promote speech development, such as reading, imaginative play, and engaging in conversations with others.

Strategies for Promoting Speech Development while Engaging in Online Games

Now that we understand the impact of online games on speech development, let’s explore some strategies parents and caregivers can implement to support their child’s speech skills while engaging in online gaming:

Setting Limits and Balancing Screen Time

It is essential to establish clear boundaries and set limits on the amount of time children spend playing online games. Encourage breaks and ensure that screen time is balanced with other activities that promote speech development, such as engaging in conversations, reading books, and participating in imaginative play.

Encouraging Verbal Communication during Gameplay

When children are playing online games that involve voice chat or communication with other players, encourage them to actively participate in verbal conversations. Encourage them to express their thoughts, ask questions, and engage in meaningful dialogue with their peers. This will provide valuable opportunities for practicing speech and language skills.

Incorporating Offline Activities to Complement Online Gaming

Offline activities can complement online gaming and promote speech development. Encourage children to engage in imaginative play, where they can create their own stories and characters. Provide opportunities for them to engage in conversations with family members, participate in role-playing activities, and practice their expressive language skills in real-life situations.

Utilizing Educational Online Games for Targeted Speech Development

There are many educational online games specifically designed to target speech and language skills. Look for games that focus on vocabulary building, phonics, storytelling, and problem-solving. These games can provide a fun and interactive way for children to practice their speech skills while enjoying their favorite online activities.

Tips for Parents and Caregivers

As parents and caregivers, it is important to be proactive in supporting your child’s speech development while they engage in online games. Here are some tips to keep in mind:

Monitoring and Selecting Appropriate Online Games

Take an active role in monitoring the online games your child plays. Choose games that are age-appropriate and align with their interests. Look for games that offer educational value and opportunities for speech and language development. Read reviews and seek recommendations from other parents to ensure the games you select are suitable for your child.

Engaging in Joint Gameplay and Fostering Conversation

Whenever possible, engage in joint gameplay with your child. This allows you to actively participate in their gaming experience and provides opportunities for conversation and interaction. Ask open-ended questions, discuss game strategies, and encourage your child to share their thoughts and experiences. This joint engagement fosters speech development and strengthens your bond with your child.

Creating a Language-Rich Environment outside of Online Gaming

While online gaming can offer valuable learning experiences, it is important to create a language-rich environment outside of gaming as well. Encourage reading books together, engaging in imaginative play, and participating in real-life conversations. These activities provide diverse opportunities for speech development and help children generalize their skills beyond the virtual world.

Online games can have a significant impact on speech development in children. While they offer benefits such as enhancing vocabulary, improving articulation, and encouraging social interaction, it is crucial to find a balance between online gaming and other activities that promote speech development. By setting limits, encouraging verbal communication, incorporating offline activities, and selecting appropriate games, parents and caregivers can actively support their child’s speech development while still allowing them to enjoy the benefits of online gaming.

Start your EverydaySpeech Free trial today and discover a wide range of resources and activities designed to support speech development and social emotional learning in children. Together, let’s empower our children to communicate effectively and thrive in their social interactions!

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Online gaming and its impact on youth mental health 

• September 12, 2023

Online Gaming and Its Impact on Youth Mental Health

Written by gillian lao.

Online gaming can be a fun and educational activity for many young people, but it can also expose them to racism and extremism that can harm their mental health and well-being. According to a report by the Anti-Defamation League, about two-thirds of U.S. gamers aged 10 to 17 experience harassment on multiplayer platforms. This can affect their self-identity, self-esteem, social belonging, and worldview. Racism can also lead to mental health problems such as depression, anxiety, loneliness, and suicide.  

Some online gaming platforms have policies and practices to prevent, monitor, and respond to online hate and harassment. For example, Roblox has a zero-tolerance policy for content or behavior that supports any terrorist or extremist organization or individual. However, there are also challenges and limitations that gaming companies face in dealing with online racism, such as technical difficulties, legal issues, user privacy, and freedom of speech.   

To improve the online gaming experience for young people, below are some recommendations that can be followed, such as:  

• Educating players about diversity and inclusion  
• Promoting positive interactions among players  
• Reporting and blocking abusive players  
• Seeking support from friends and family  
• Seeking professional help if needed  

Online gaming can be a source of joy and learning for many young people, but it can also be a source of pain and suffering for others. It is important to be aware of the potential risks and benefits of online gaming, and to take steps to protect oneself and others from online racism and extremism.  

https://www.adl.org/resources/report/hate-no-game-hate-and-harassment-online-games-2022    

https://www.usatoday.com/story/news/nation/2023/09/03/online-gaming-racism-youth-extremism-mental-health/70721986007/  

https://publications.aap.org/pediatrics/article/144/2/e20191765/38466/The-Impact-of-Racism-on-Child-and-Adolescent?autologincheck=redirected    

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Online video gaming benefits

Online video games can be a way to help support your child’s learning and teach them key life skills. Get insight on how some gaming benefits young players’ development.

• The Benefits
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What’s on the page

• How does online gaming benefit children?

Why do children enjoy gaming?

Why do children enjoy watching as much as playing?

Online gaming FAQ

Tips on how to choose the best games for children, healthy gaming top tips.

•     Why do children enjoy gaming?
• Why do children enjoy watching as much as playing

How can online gaming benefit children?

Although games are a form of entertainment, with parents’ support and guidance video gaming benefits by helping them children develop their creativity, nurture relationships with friends and improve strategic thinking.

It can also help young players build perseverance to achieve goals, build resilience and improve their communications skills, especially in online multiplayer video games.

Here is a list of gaming benefits proven to support young players:

Learning and development benefits , a great source to develop early learning skills for younger children .

Studies show that certain games benefit younger children by helping them improve early reading skills with the support of parents and teachers. Games like ‘ Times Table Rock Stars ‘ that is used in primary schools and pre-school apps like ‘Endless Alphabet ‘ can be great tools to help children learn in a more engaging way. Also, with the growth of connected toys, children can experience physical play while playing on devices. Educational toys like Osmo combines tactile play pieces with a device’s camera to bring to the in-play action to life.

Enhances memory, brain’s speed and concentration

Games that are immersive and require strategy and problem-solving skills to win require players to remember and take in a lot of information. Regularly playing these types of games can help improve young players’ short and long-term memory. They may also the brain process information quicker. Furthermore, video games capture players’ imagination, helping them to stay focused on certain tasks, building their perseverance to achieve a goal.

Improved multi-tasking skills

Games that require players to find items while fighting off other opponents call for attention to detail and quick reactions. Studies have shown that this type of gaming benefits young players by helping them develop their multi-tasking skills.

Build skills for future careers

The more complex online multiplayer games help teach players how to be strategic and analytical to assess risk and reward. These games call for young players to react quickly to changes in the game. This type of gaming benefits children because the skills can be transferable to real-world jobs that rely on problem-solving, analytical skills and strategic thinking.

Offer a new way to understand culture and perspectives

As games allow children to immerse themselves in virtual worlds and, at times, connect to people from around the world, it can be a great way for them to learn about different perspectives and cultures.

Physical and social benefits

Group play provides social benefits.

Whether children are playing online multiplayer games with friends or using family-friendly apps like ‘Heads Up’ with the family in the living room, these types of games can help nurture relationships through shared moments. They also improve children’s social skills. For children who may have disabilities, it can also be a way for them to make friendships they may struggle to create offline and contribute to overall child development.

Family-friendly gaming

Best connected toys, games and apps for the whole family to share

Promotes teamwork and builds confidence

Online multiplayer gaming benefits young players by allowing them to take on a number of roles such as managing teams or working with others to win. The shared experience can be a great way to collaborate and learn from each other to build children’s confidence.

Provides a fun way to stay active

The success of games like Pokemon GO and Just Dance are an example of how gaming benefits children by motivating them to stay active while gaming. Also, the rise of mobile gaming apps means that children can now game on the go. See our  list of active apps that can help your child stay active while gaming.

Helps to develop mindfulness

There are a number of games and apps developed to help children manage their emotions and encourage kind behaviour, compassion and empathy. See our list of wellbeing apps to learn more.

Provides a safe space to talk about fears

Sometimes it can be easier to talk about worries in a virtual context, and gaming may benefit children by providing a safe place for children to express themselves.

A new way to experience stories

Immersive games can help children experience stories in a different and engaged way. The way the story is told can spark creative skills and make the topics more memorable. Online safety games like Digital Matters can help children learn and practise important skills through storytelling.

Creates meaningful ways to learn topics

Schools now use game-based learning more often to help students understand and think about complex topics. These may help children build math skills or get to grips with concepts in science. Gamifying learning and allowing children to see things in a different way can encourage them to grasp topics faster and in a more meaningful way.

Gaming benefits children in many ways. Playing is a fun and sociable way to spend time that encourages teamwork and skill development, which are all good things. However, there are a few things you need to be aware of:

• Some games let children play and chat with anyone in the world . This means they might come across offensive language and bullying
• Not everyone online is who they say they are . Children should avoid giving out personal details that could identify them or their location
• Some games encourage players to buy extra elements during the game – children have been known to run up large bills without realising it
• In extreme cases, a form of bullying called ‘griefing’  can be used as a tactic to win games. Children may find themselves either bullying or being bullied
• Get involved by finding out what type of games your child enjoys and making sure they’re appropriate for their age
• It can be hard to stop some games in the middle of a battle as there are penalties for quitting. Give your child time warnings so they know when they need to stop playing and can plan for it.

Offers the opportunity to explore, build new worlds and take on new personas that aren’t possible in the real world.

Video games offer worlds to explore that don’t dictate types of behaviour or where to go. Young players enjoy this freedom as an extension of the playground.

Games offer an experience that can extend over a long period. Like a bed time story, regularly visiting a game and progressing the story is both comforting and compelling.

Online multiplayer video gaming benefits include connecting with people from all around the world, getting real-time feedback on how well you are playing, improving teamwork skills and building relationships with friends. Additionally, it creates a family friendly space where you can have positive online experiences together.

Depending on the games they play, players can get rewards such as tokens, in-game currency, virtual trophies and more as they move through the games and complete different levels.

The rise of esports and games like Fortnite and Rocket League allow children to compete against each other to gain notoriety by winning. Some people even pursue esports as a way to earn money.

Challenge your child and learn about online safety together with our tablet app

Use our 6 top online gaming safety tips to help children use gaming as a way to build on their skills, have fun, all in a safer environment.

Use this animated music video from Common Sense Media to talk with your child about the hazards of oversharing online

What are children doing while online gaming?

Many children watch others playing video games rather than actually playing themselves. so much so that let’s play videos – narrated videos of other people’s gameplay, often including jokes and humour – are the most watched live stream videos on video sharing platforms. here are a few reasons why:.

Children benefit from watching others because they can pick up tricks to complete stages of games, learn new strategies by watching walkthroughs and improve their video gaming skills on a particular game.

This is the biggest reason why children enjoy watching others gaming. It’s not just watching them play, but the commentary which can be humourous that they see as a benefit. Some are done by popular YouTubers, so it feels like a chance to get to know their personality and engage with them.

Children tend to share these let’s play videos with each other and discuss them together. If they are watching them live, they can also communicate with others watching and the person who is live streaming (which can often be a well-known gamer or YouTuber like PewdiePie).

Adult language and Inappropriate content

Some of the language that is used in the videos is not family friendly. Therefore, it’s best to watch them with your child to get an idea of suitability.

If they are watching live streams, it may be harder to control the type of content that they might see. Use the YouTube Kids app to find suitable Let’s Play videos curated for children. There is also a YouTube channel called LearningWorks for Kids Let’s Play which provide tips to optimise game-play for children’s learning.

It’s passive screen time

Watching the videos may have some gaming benefits like learning new skills and socialisation. However, unlike playing games, this is passive screen time, so monitoring the amount of time they spend watching is important. Remind them to take breaks and use parental controls to set up limits.

Teach important online safety issues through gamefied learning.

Take a look at answers to some key questions parents have about online gaming to support your child.

What makes a good video game?

Great games are those that both challenge and teach your child something they can use in the real world. But there is also value in the virtual experience. It enables children to prepare for a future where online and offline lives overlap. Like books, many games benefit young players’ lives because of their experience as a whole.

Take a look at family stories on AskAboutGames to get insight on age-appropriate games that will help your child do just that. Family friendly games allow everyone to get involved and play together.

My child would like a career in gaming. How can I support them?

If your child would like to get into esports (competitive gaming) or help create video games of the future, start early and help them learn more about the different jobs and opportunities in the gaming industry. It’s a good idea to help them broaden their view of what’s available beyond the traditional roles of developers or streamers.

Take a look at the type of video gaming jobs available for them so they can understand their priorities. Ask About Games have created Thriving Futures: A rough guide to game careers , an advice series exploring available roles and actions young people should take.

Here are some roles we’ve pulled out from the guide:

Game performer.

Game performers include voiceover artists, actors, and even athletes and stunt experts who do motion capture work (special cameras that record movement to create more realistic characters).

Game Producer

There are many different approaches to producing games but, in general, game producers keep everybody working on the same page. They make sure a game comes together as planned: on time, to budget and at a top standard. Sometimes game producing can be a managerial role and in other cases, it can be creative. Game producers normally sit at the top of a team, working with lead game designers and game directors.

Game Writer

A game writer pens the script for a game, but they also do much more than that. Game writers might contribute to ‘world building’, where they provide back stories and supporting documents to help players – or fellow developers – understand a game world and the motivations of characters within it.

Some world building content might not even be included in a game but is vital to it feeling convincing. Game writers often deliver other in-game text and even work with performers and audio specialists to adapt game dialogue as it is performed and recorded.

Game Audio Specialist

There are many types of game audio roles. They may include those who record and edit voiceovers or composers who score game soundtracks. Games also include game sound effect designers and creators along with recording artists who go out into the world to capture real sounds.

Where should gameplay happen?

Encourage children to play in communal spaces to share the experience in a family friendly way. This help you catch any problems like worrying content or too much screen time. Keeping video games in family rooms turns gaming into a normal part of family life rather than something separate or hidden away.

If children are older and would prefer to play in their bedroom, consider steering them towards keeping the tech in a shared space. In any case, keep the conversation going about their gameplay and make sure you enforce your agreed rules to ensure they stay safe while gaming.

For what age is video gaming appropriate?

According to research, children typically start gaming between the ages of 3 to 4. On average, boys play nearly 4 hours of video games every day while girls average just over 2 hours . There is no age specification on when they should start, but it’s a good idea to manage the type of games they play to make sure the games benefit their development as they grow.

Additionally, physical safety is just as important as digital safety. Some people have reported experiencing nausea when playing VR games , for instance, so making young players aware of what to do if they feel unwell is key. Prolonged sessions of gaming can also affect developing eyes, so it’s important to take regular breaks (every 20 – 30 mins) and set up gaming stations in a way that will allow them to minimise the negative impact on their body.

For younger children, there are plenty of games and apps to learn different skills from reading to engineering. A lot of these games tend to be educational and encourage parents to monitor progress to see how well children are doing.

Pick games that are family friendly so you can play together, keep them motivated and help them develop these key skills. Examples include Stardew Valley, Towerfall, Nintendoland, Spaceteam and Overcooked 2.

For pre-teens, there are plenty of sandbox games like Minecraft , Roblox and Rec Room that allow them to explore and build new worlds to make it more immersive and engaging. These games give children the opportunity to be creative and use their imaginations.

For teens, available are more complex and immersive and tend to feature live interactions with multiple players. Examples include Fortnite or Apex Legends . These games may seem like pure entertainment but they may require a level of strategy and forward planning to move through levels and achieve goals set by the game.

With these types of games, it’s important to review them together with your child to make sure the content is suitable for their age. Remember to also keep the conversation going so they know what to do if something goes wrong. Learn what the PEGI ratings mean on games to help.

With a large number of video games available for children, it can be overwhelming to figure out which are best for your child. We’ve created a checklist to help you choose games that will keep them engaged and support them in developing key skills.

Need to create a family media plan? See this template from healthychildren.org

If you have a game in mind for your child, do some digging about it to see what others think about the game and potential things you should watch out for. There are a number of sites like AskAboutGames that offer parents’ insights on games and other types of media to help you make a decision.

For younger children, you can get them started on free games available through web browsers. It’s important to note that some of these sites may have phishing or spyware so, googling for games to play on browsers can be risky. Sticking to reputable sites like Nickelodeon and CBBC is best as they offer a range of games that are suitable for a younger audience that features their favourite characters. These games are also often focused on learning a skill or explore a theme which is great for young children. You could also download free apps such as Lego apps or make use of systems like DS and 3DS to download free games which are great for younger kids.

To ensure that your child is engaged and challenged, make sure to give them a broad variety of games to choose from. You could mix and match Shoot’em up games with Puzzle games to allow them to use different skills to play. Also, make some time to talk about the content in the games to get an idea of their understanding of themes.

As an alternative to board games, video games can help enhance family moments and create a shared experience to relationships. Choosing games like Heads Up or Tetris inspired Tricky Towers are a great way to enjoy screen time together.

Get more insight: Top 6 great family games to enjoy over Easter Holidays

If your child has gaming friends, talk to their parents to get their point of view on games and get an idea of what their concerns may be. Check out popular game lists in app stores and game sites. This is a great way to look at trends and see what others are ranking as good games to invest in.

There are a number of games that you can play together virtually, these are a great way to stay connected and create moments of shared experiences.

Use PEGI (Pan-European Game Information) ratings and App store ratings to get an idea of what type of content the game will have and decide whether the game is age-appropriate. It’s important to note that these are just indicators so we’d advise finding out more about the game through a review or other parents before giving it to your child. The Pegi App is a great way to get a view of the game’s rating.

Also, popular sites like Steam (a distribution platform for buying and playing games) do not have clear ratings so reviewing the games may be to only way to find out.

Dependent on what your child’s hobbies are or areas of interest, try and find games that will help supplement these to get them engaged. If your child enjoys football, fishing or racing cars there are lots of games with this theme. Equally, games like this can be good at sparking real-world hobbies.

As they get more proficient in online gaming, playing web-browser games may become boring for them. Through regular conversations, check-in to see if they are enjoying the games and suggest more challenging games to make gameplay rewarding.

Before investing in the game try a demo together. Studies show that children learn more when parents join in.

See resource: Kotaku Best video games to play with kids 

Whether you are investing in a boxed game (one that you put in the console) or a mobile-based game that is free-to-play, it’s a good idea to consider the costs of involved.

Some games feature in-app purchases and market to your child through ads so it’s important to consider whether this is something that you would like your child to be exposed to. Equally, consider the costs of getting subscription services to play online like Xbox lie and PSN. Cost of hardware and extra controllers should be reviewed as some can run high.

Also, if you are planning to invest a lot, consider how long your child is likely to play the game to make sure it’s a good investment. Other costs might include needing to purchase additional controllers and get subscriptions to services that allow online play.

Genres of games available

Here is a summary of the types of games that are available for you to choose from..

Action – This is the most popular type of game that focuses on players reaction time and hand-eye coordination with progression through levels. As this is a catch-all, here are some sub-sections of the genre:

• Shooter games: Challenges player to target ‘enemies’ in the game to take them out to win the game Example: Overwatch
• Beat’em Ups: Most of these games are based on martial arts and focus on players ability to win a fight against an opponent in order to win. Example: Double Dragon
• Platform games: This is the most well-known action game sub-genre as it features obstacles courses, numerous levels to move through and opponents to defeat. Example: Super Mario 3D Land
• Adventure: These are games that focus on problem-solving and puzzles with limited action. Example: Minecraft
• Action role-playing : Features avatars that players use to move through the game and usually emphasises real-time combat. Example:  The Legend of Zelda: Breath of the Wild

Strategic: These games require the management of resources to survive and win the game. Example: Portal Knights

Point & click: Adventure games the characters are controlled on screen with a mouse. Example: Broken Age

Racing: Games featuring racing competitions with vehicles or characters Example: Forza Horizon 4

Massively multiplayer game Online: Features multiple players interacting with each other in real-time through voice or text-based communication online. Example: Fortnite

First-person: Games where players see the game through the eyes of the character throughout the game. Example: Apex Legends

Party mini-games: Multiplayer games that are short and simple with a focus on scoring points to win. Example: Mario Party 9

Sports: Features real-world games such as golf, football, etc. Example: FIFA 19

Turn-based: These types of games pause to allow either another player to make a move or the computer to take a turn. There are other sub-genres including turn-based strategy and turn-based role-playing. Example: Wargroove

Puzzle: Games with a focus on testing problem-solving skills, logic, patterns or word completion. Example: Tetris

Simulation games: These are games that closely simulate real-world activities. Example: The Sims

Learn how to keep your child safe while playing online games to ensure they get the best out of their experience.

In addition to making your child part of the process of creating clear boundaries on what games they can play, when and for how long, here are some more tips to help them stay healthy when gaming:

• Aim for a break every 15 to 20 minutes, even if it’s just looking away from the screen or going to get a snack.
• If they notice that they are starting to feel annoyed or frustrated this is a good time to take a break.

Play games in open spaces

• Playing games in the living room or a shared space can help keep you engaged in what they are doing and create opportunities to step in if you’re concerned.
• This will also make it more likely that you can play games together with your child.

Show them how to stay respectful while gaming

• It can be fun to compete against others but remind your child to be a ‘good sport’ and only say things they would face-to-face to keep communications with others safe. Check out our top internet manners guide to help them.
• Encourage them to apply ‘digital civility’ principles by being compassionate, respecting others differences and seeking help if they need it or support others who may be experiencing online abuse.

Help them see the bigger picture when it comes to gaming

• Make them aware of how games are created, how they make money and why certain themes are featured in games so they have a more rounded view of the games they play

Ask About games:   learning about the gaming industry

• Help them understand how games make money and how they are advertised.

Encourage them to try challenging games that offer variation in activities

• As well as staying entertained, playing games that challenge them and help them to develop life skills like problem-solving skills are a great way to benefit from their gameplay.

Encourage your child to notice enjoyment and frustrations

• When a game hasn’t gone to plan it’s helpful to give your child space and help them process why it was frustrating.
• This can lead to an understanding of emotions, as well as new strategies for how often they play and what they choose to play on.

Explain the importance of protecting their personal information

• Help them understand that some people may not always be who they say they are in-game and could use their personal details to cause harm.
• If they are under 12, it’s probably best to limit online interactions to video games where the other players that they know in real life. Also, most social networks have a minimum age requirement which you can use to decide whether they should be using these.

Make gaming active

• Games like Pokemon Go and others encourage kids to game on the GO to combine what they love with physical activity. There are also plenty of motion-sensing ‘active’ games such as Just Dance or Zumba that they could play. See our active apps guide for some more suggestions.

Give them tools to use when things go wrong

• Make sure they know how to report and block in-game abuse.
• If they are playing multiplayer games, explain that if they see or hear anything that upsets them to talk to you or a trusted adult to deal with it

Resource for teens to learn about the risks of online gaming

Gaming advice by age 

Under-5s: Just starting to game

Support older children who game

Gaming guide for teens

Download workbook.

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• Front Psychiatry

In-game Social Interaction and Gaming Disorder: A Perspective From Online Social Capital

Shupeng heng.

1 Department of Psychology, Faculty of Education, Henan Normal University, Xinxiang, China

2 Department of Psychology, School of Education, Henan University, Kaifeng, China

Huanfang Zhao

Minghui wang, associated data.

The datasets generated for this study are available on request to the corresponding author.

Background and Aims: Social interaction in the online games has been found to predict gaming disorder, but little research has examined the mechanism of this association. Drawing on the social capital theory, the present study investigated the mediating role of online social capital on the relationship between in-game social interaction and gaming disorder and the moderating role of alienation on the relationship between online social capital and gaming disorder.

Methods: A sample of 457 Chinese massively multiplayer online role-playing game gamers was recruited to complete the In-game Social Interaction Questionnaire, Online Social Capital Scale, Alienation Scale, and Pathological Gaming Scale.

Results: The results showed that online social capital was a mediator in the relationship between in-game social interaction and gaming disorder. Moreover, for individuals with low alienation, the effect of online social capital on gaming disorder was weaker than for those with high alienation.

Conclusions: The present study provides new insight into the complex processes involved in the effect of in-game social interaction on gaming disorder, and the results have important theoretical and practical implications.

Introduction

Playing online games has become a highly prevalent activity, which, in some cases, engenders negative consequences, and becomes addictive ( 1 , 2 ). The 11th edition of the International Classification of Diseases [ICD-11; ( 3 )] recently includes “gaming disorder, predominantly online” as an official diagnosis, and the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders [DSM-5; ( 4 )] also includes online gaming disorder as an emerging mental health issue that should be further investigated. At present, there is a lack of agreement as to the precise name and definition of the online gaming disorder, which always is referred to as game addiction ( 5 ), pathological online game use ( 6 ), or problematic online game use ( 7 ). The present study proposes to use the name gaming disorder, which means that excessive online gaming led to gamers developing addiction-like symptoms (e.g., overuse) and negative consequences on physical/psychological health ( 8 – 10 ). This term describes the quintessence of the phenomenon (i.e., the behavior is not only excessive but gaming-related problems) while avoiding the notion of dependency.

Past research showed that gaming disorder is associated with negative consequences on gamers' work, education, and their social relationships e.g. ( 11 – 14 ); the problem of gaming disorder and factors influencing it have received much research attention. Gamers' personality, motives, and psychosocial characteristics have been shown to be predictors of gaming disorder [e.g., ( 15 – 17 )]. However, little research has addressed the influence of structural characteristics of online games, such as character play, leveling up, and in-game social interaction ( 18 ), which are critical design factors leading to engagement ( 19 ) and a greater risk for developing gaming disorder ( 18 ).

The current study focused on the in-game social interaction as a predictor of gaming disorder. Though previous studies have confirmed the direct link between in-game social interaction and gaming disorder ( 18 , 20 , 21 ), little is known about the mechanisms underlying the relation. Addressing this question is important for better understanding on how in-game social interaction influences gaming disorder (mediating mechanism) and when the link is most potent (moderating factors). The present study fills this gap by utilizing a large sample of Chinese massively multiplayer online role-playing game (MMORPG) gamers to test a moderated mediation model in which: (1) in-game social interaction increases online social capital, which, in turn, increases gamers' gaming disorder and (2) the indirect association between in-game social interaction and gaming disorder is moderated by individual factors such as alienation.

In-game Social Interaction and Gaming Disorder

In MMORPG, social features mainly refer to collective play involving collaboration, community, and social interaction ( 22 ). Social interaction in MMORPG includes communication, cooperation, making friends with other gamers within the game context, belonging to a guild, clan, or group, and social support networks ( 23 ). Most MMORPGs encourage collective play and other forms of social interaction among gamers, which means that playing MMORPG is not a solitary activity but very much an intrinsically social activity ( 24 ).

The belongingness theory ( 25 ) suggests that people have a fundamental need to belong that motivates them to seek out social interactions and form close and meaningful relationships with others. The social features of video games provide opportunities for new meaningful and emotionally resonant relationships to develop, helping to satisfy the human need for affiliation and social support. Therefore, social need and developing online relationships are main motivations for online gaming ( 26 ), and the social elements of an online game shaped the gamers' desire to forge and maintain online relationships, which may play a considerable role in the initiation, development, and maintenance of gaming disorder ( 15 ). Consequently, the intensity of this social interaction has been known to be associated with gaming disorder ( 18 , 20 , 21 ).

The Mediating Role of Online Social Capital

Online social interaction and relationships established in MMORPGs are based on collaboration and shared gaming experiences in which gamers exchange emotional or substantial support ( 22 ). Social capital is defined as the beneficial consequence (e.g., support-based resources) of social interactions and relationships ( 27 ), which can occur both offline and online ( 28 ) and is always separated into two subtypes: bonding and bridging ( 29 ).

Unlike other online friendships created merely by online communication (e.g., online social network services or SNS), these newly established strong ties in MMORPGs are more likely to generate social capital because of the frequent in-game social interactions and enjoyable social experience ( 22 ). Research has revealed that participation in guilds, quests, and inter-player interactions, engaging in clan/guild administration, joining in game-related groups, and the number of communication channels used for social interaction among gamers are positively associated with one's bridging and bonding social capital ( 22 , 27 , 30 ).

High online social capital is indicative of a meaningful and emotionally supportive online community ( 31 , 32 ). However, social capital can also result in negative consequences. According to the uses and gratifications theory ( 33 ), individuals' dependency on media is related to use gratifications. Online social capital derived from in-game social interaction satisfies the need for affiliation and social support, which, in turn, leads to excessive gaming ( 34 ). Another mechanism through which online gaming may affect gaming disorder is suggested by the displacement hypothesis ( 35 ). Because of the “inelasticity of time” ( 36 ), playing online games takes away time from face-to-face interactions with one's offline ties ( 37 ), which can lead to the displacement of offline social contacts for online ties ( 38 ). Therefore, gamers who are absorbed with in-game social interaction may have an overall smaller and weaker offline social circle as a result of excessive online gaming ( 39 ). Reliance on online social interaction reduces offline contact ( 40 ), further maintaining online friendships and interactions. As gamers grow closer to their in-game contacts and their online social capital increases, offline activities become displaced and online game play becomes more desirable. Consequently, online gamers who participate in online social interaction might develop close ties with other gamers and receive social support from them, which, in turn, might lead to their psychological dependency on the online relationship ( 41 ), and the reduced levels of offline social interaction encourage the development of gaming disorder ( 42 ). Collins and Freeman ( 43 ) found that problematic video game play was associated with significantly higher online social capital and lower offline social capital. Therefore, the benefits of in-game social interaction, namely, online social capital, can increase the risk for problematic behavior in the form of gaming disorder.

Based on extant research, we believe that online social capital generated from in-game social interactions is an important predictor of problematic gaming, and thus we propose hypothesis 1: Online social capital could mediate the relationship between in-game social interaction and gaming disorder .

The Moderating Role of Alienation

Although in-game social interaction may influence gaming disorder through the mediation effect of online social capital, it is possible that individuals are influenced differently by its effects. Therefore, it is necessary to examine moderators of in-game social interaction as it impacts gaming disorder. In the present study, we tested whether the direct and/or indirect association between in-game social interaction and gaming disorder was moderated by alienation.

Alienation is defined as the feeling of disconnectedness from social networks such as the family and peer group and an absence of social support ( 44 ). Individuals with high alienation often experience a sense of meaninglessness, helplessness, and loneliness ( 45 ). The compensatory Internet use model suggests that the Internet can provide opportunities for people to achieve some purposes that cannot be realized in real life ( 46 ). In the virtual online social environment, individuals can choose the groups to which they belong and gain opportunities to communicate with people based on their preferences, helping to compensate for the sense of helplessness and frustration experienced in real life ( 47 ). Therefore, university students with lower feeling of belonging to their surroundings may have been trying to compensate their need to belong via using excessive social networking. This result supported that belongingness is negatively associated with problematic social media use ( 48 ) and the relation between interpersonal dependency and gaming disorder ( 49 ). Thus, alienation appears to be an important risk factor for gaming disorder.

In addition, highly alienated individuals have difficulties in establishing effective connections with social groups and in maintaining relationships with others ( 45 ). According to the social skills deficit theory, individuals with a negative view of their own social competence are more likely to opt for the Internet to form and maintain their social relationships ( 50 ), and lonely individuals prefer online over offline interactions ( 51 ). Given that alienation may augment negative effect and increase the negative impact of behavior and environment on individuals ( 45 ), high levels of alienation might therefore serve as a risk factor that increases the potential negative effects of online social capital. In a sense, dependence on online social contacts for a sense of belonging may worsen offline social relationships, leading individuals to be more alienated from the offline social relationships maintained by traditional means of communication ( 52 ). Previous research has suggested that both offline and online social deficits are associated with gaming disorder, and offline social deficits can precede gaming disorder but then be exacerbated by the preoccupation with online social interactions and relationships ( 53 ).

Based on this review of the literature, we propose hypothesis 2: Alienation would moderate the association between online social capital and gaming disorder. Specifically, the association would be stronger among individuals with high alienation than for those with low alienation .

The Present Study

Earlier research has established a link between in-game social interaction and gaming disorder. The current study expanded this research by testing the role of social capital and alienation in this relationship. First, this study examined the mediating role of online social capital in this relation; we expected that in-game social interaction would be indirectly related to gaming disorder through its effects on online social capital. Second, this study examined whether the indirect relationship between in-game social interaction and gaming disorder through online social capital would be moderated by alienation; we expected that the indirect association would be stronger for those with high alienation. These two research questions form a moderated mediation model, which can address both mediation (i.e., how does in-game social interaction lead to gaming disorder) and moderation (i.e., when is the effect most potent) as processes affecting the relationship between in-game social interaction and gaming disorder. According to previous studies that have demonstrated that gender and age [e.g., ( 54 )] are associated with gaming disorder, gender, and age were included as control variables in the multivariate multiple regression model. Figure 1 illustrates the conceptual model.

The proposed moderated mediation model. Mediation and moderation effects were controlled for gender and age.

Materials and Methods

Based on the comprehensive consideration of research accuracy and cost, a total of 495 MMORPG gamers were recruited through convenience sampling method from four universities in China during the 2018 fall semester. After excluding invalid questionnaires (with incomplete data), 457 valid questionnaires were collected (62.4% male, 37.6% female); the effective rate was 92.32%. Their ages ranged from 18 to 23 years old ( M = 19.81, SD = 1.36). The participants completed a survey to collect information regarding demographic variables, in-game social interaction, online social capital, alienation, and gaming disorder.

In-game Social Interaction

In-game social interaction often takes on the forms of communication with other gamers, guild, and group play ( 23 ). Therefore, it can be measured by the frequency of communication with other gamers and the frequency of group/guild actions. In addition, it is necessary to evaluate the respondents' attitudes toward the guilds/groups, the leaders, and other members of the guild/group ( 23 ).

Based on this, Zhong ( 22 ) developed an online game collective play scale which includes two factors (i.e., the frequency of collective actions and evaluation to the life in guild/group). This scale has yielded good construct validity and reliability ( 22 ). We modified this scale to measure in-game social interaction, which consists of two subscales: three items focus on the frequency of collective actions (How often do you communicate with other gamers while playing game? How often do you participate in group actions in a week? How often do you participate in guild actions in a week?) (α = 0.82) and were rated on a five-point scale (1 = never, 5 = always); the other three items relate to attitudes toward the life in guild/group (Are you satisfied with your guild/group? Are you satisfied with leader of the guild/group? Are you satisfied with members of the guild/group?) (α = 0.76) and were also rated on a five-point scale (1 = not satisfied at all, 5 = very much satisfied). Summing up the item scores created a scale score, with higher scores indicating higher levels of in-game social interaction. We checked the structural validity by a confirmatory factor analysis. All factor loadings were significant and bigger than 0.44, with indices indicating that the two-factor model fit well (RMSEA =.05, GFI = 0.94, AGFI = 0.91, CFI = 0.92), and two factors were significantly correlated with each other ( r = 0.48, p < 0.01). Cronbach's α in the current study was 0.75.

Online Social Capital

Online social capital was measured with a translated version of the Internet Social Capital Scales ( 55 ), which were modified to better fit the gaming context (e.g., Interacting with people in a game makes me feel like part of a larger community). Of the 20 items, 10 items focus on bonding social capital (α = 0.91), and the other 10 items relate to bridging social capital (α = 0.87). The participants responded to each question on a five-point scale (1 = strongly disagree, 5 = strongly agree). To establish structural validity, we conducted confirmatory factor analyses, and the indices indicated that the two-factor model fit well (RMSEA = 0.06, GFI = 0.96, AGFI = 0.93, CFI = 0.95). Cronbach's α for the online social capital scale was 0.96.

Alienation was measured by the 15-item Alienation Scale developed by Yang et al. ( 56 ). The scale consists of three subscales: sense of loneliness (e.g., I always feel lonely) (α = 0.83), alienation from family members (e.g., I have a sense of alienation from family members) (α = 0.79), and sense of social isolation (e.g., I feel like the people around me are like strangers) (α = 0.85). The participants rated each item on a five-point scale (1 = strongly disagree, 5 = strongly agree), with higher scores representing a higher sense of alienation. This scale has been validated in Chinese samples and has yielded good reliability ( 56 ). Cronbach's α for the alienation scale was 0.77.

Pathological Online Game Use

A translated version of the 11-item Pathological Gaming Scale ( 6 ) was used to assess the level of gaming disorder. This scale was developed based on the DSM—IV criteria for pathological gambling (e.g., Do you become restless or irritable when attempting to cut down or stop playing video games?) The participants rated the symptoms on a three-point scale (1 = never, 3 = always). Summing up the item scores created a scale score, with higher scores indicating higher levels of game-related behavioral problems. The convergent and divergent validity, as well as the reliability of the original scale, are acceptable ( 6 ), and the translated version of the scale has demonstrated good reliability and validity in Chinese samples ( 57 ). Cronbach's alpha in the current study was 0.81.

Procedure and Data Analysis

Surveys were conducted in classes by trained psychology graduate students after obtaining a written informed consent from participants. All participants were told that their participation was voluntary and that their privacy would be protected. The data collectors explained the requirements to the participants with standard instructions. At the end of the study, the participants were thanked for their participation. SPSS 21.0 was used for statistical analyses, descriptive statistics, correlational analyses, and examining the interaction effects and mediation effects.

The study was approved by the institutional review board of the Institute of Education, Henan Normal University, China. Written informed consent was obtained from all participants prior to assessment. This study did not involve human and/or animal experimentation and conformed to all guidelines according to the Declaration of Helsinki.

Descriptive Analysis

The means, standard deviations, and Pearson correlational analyses for all variables are presented in Table 1 . In-game social interaction was positively correlated with online social capital and gaming disorder ( r = 0.39, p < 0.01; r = 0.18, p < 0.01). In addition, online social capital was positively correlated with gaming disorder ( r = 0.43, p < 0.01). Finally, alienation was positively associated with gaming disorder ( r = 0.47, p < 0.01).

Means, standard deviations, and correlations for variables ( n = 457).

Gender was dummy coded such that 0 = female and 1 = male. False discovery rate method was used to correct p-values for multiple testing .

* p < 0.05 ;

Testing for Mediation Effect

To test the mediation effect of online social capital in the relationship between in-game social interaction and gaming disorder, this study followed MacKinnon's ( 58 ) four-step procedure to test for significant associations between (a) in-game social interaction and gaming disorder, (b) in-game social interaction and online social capital, (c) online social capital and gaming disorder while controlling for in-game social interaction, and (d) a significant coefficient for the indirect path between in-game social interaction and gaming disorder via online social capital. We used the macro PROCESS (model 4) for SPSS ( 59 ) to examine the indirect effects. If the bias-corrected 95% confidence interval (CI) does not contain zero, the indirect effect is considered as statistically significant. This study included the participants' gender and age as covariates in all analyses.

Table 2 reports the results of the mediation analysis. Multiple regression analysis indicated that in-game social interaction was significantly associated with gaming disorder (β = 0.17, p < 0.001) and online social capital (β = 0.39, p < 0.001); when in-game social interaction was controlled, online social capital was significantly associated with gaming disorder (β = 0.42, p < 0.001). Finally, the bias-corrected percentile bootstrap method indicated that the indirect effect of in-game social interaction on gaming disorder through online social capital was significant, ab =.16, SE =.03, 95% CI= [0.11, 0.23]. Therefore, hypothesis 1 was supported.

Testing the mediation effect of in-game social interaction on gaming disorder.

Gender was dummy coded such that 0 = female and 1 = male .

Testing for Moderated Mediation

We expected that alienation would moderate the mediation effect of online social capital on gaming disorder. According to Muller et al. ( 60 ), the parameters for the three regression models should be estimated to test the moderated mediation hypothesis. This study specifically estimated the moderating effect of alienation on (1) the relationship between in-game social interaction and gaming disorder (model 1), (2) the relationship between in-game social interaction and online social capital (model 2), and (3) the relationship between online social capital and gaming disorder as well as the residual effect of in-game social interaction on gaming disorder (model 3). The specifications of the three models can be seen in Table 3 . In each model, we controlled for relevant covariates (gender and age). All the predictors were standardized to minimize multicollinearity ( 61 ). Moderated mediation is established if either or both of thesee two patterns exist ( 59 ): (a) the path from in-game social interaction to online social capital is moderated by alienation and/or (b) the path from online social capital to gaming disorder is moderated by alienation.

Testing the moderated mediation effects of in-game social interaction on gaming disorder.

As Table 3 illustrates, model 1 showed that both in-game social interaction and alienation significantly predicted gaming disorder (β = 0.18, β = 0.48, p < 0.01), but the interaction effect was not significant (β = 0.07, p > 0.05). Model 2 indicated that the main effect of in-game social interaction on online social capital was significant (β = 0.39, p < 0.01), but the main effect of alienation and the interaction effect were not significant (β = 0.04, β = 0.06, p > 0.05). In model 3, alienation and online social capital both had a significant effect on gaming disorder (β = 0.49, β = 0.34, p < 0.01), and the interaction effect of online social capital and alienation on gaming disorder was also significant (β = 0.31, p < 0.01).

To facilitate the interpretation of this interaction effect, we plotted predicted gaming disorder against online social capital separately for low and high levels of alienation (1 SD below the mean and 1 SD above the mean, respectively; see Figure 2 ). Simple slope tests showed that, for individuals with high alienation, higher levels of online social capital were associated with higher levels of gaming disorder (β simple =.35, p < 0.001). However, for individuals with low alienation, the effect of online social capital on gaming disorder was still significant but much weaker (β simple =.06, p > 0.05).

Alienation as a moderator of the relationship between online social capital and gaming disorder. The moderating effect is graphed for two levels of alienation: one standard deviation above the mean and one standard deviation below the mean.

Although there is considerable empirical evidence of the impact of social features of online games on gaming disorder, the underlying mediating and moderating processes involved in this association have not been explored. The present study constructed a moderated mediation model to examine the mediating effect of online social capital in the association between social features of online game and gaming disorder and tested whether this indirect effect was moderated by alienation.

In-game Social Interactions and Gaming Disorder

This study found that frequent in-game social interactions in MMOGs are positively related to gamers' gaming disorder. The results were largely consistent with previous research that underlines the importance of social features in gaming disorder ( 18 , 20 , 62 ). The findings could suggest that social interactions in video games have a significant influence on gaming disorder.

Social need is an important motivation for playing online games ( 26 ), and the commonly reported reasons for gamers' interest and motivation to play have been shown to be related to social interaction, such as “grouping together with others” and “being part of a guild” ( 21 ). The media system dependency theory ( 63 ) holds that the extent to which individuals depend on media is determined by the degree to which the media is useful in helping them to achieve their objective. Online games provide opportunities for new meaningful and emotionally resonant relationships to develop, helping to satisfy the human need for affiliation and social support. In addition, strong emotional bonds with fellow gamers may compensate for a lack of offline support and motivate further use ( 64 ). Consistent with this assumption, prior research showed that the social elements of an online game shaped the gamers' desire to forge and maintain online relationships but increased the risk for gaming disorder ( 62 ). The present study provides further evidence that searching the sense of fulfillment of human social need in MMORPG contributes to excessive game playing ( 34 ) that may further cause gaming disorder.

Previous studies have shown that online social capital directly impacts SNS addiction ( 65 ) and problematic video game play ( 43 ). It could also mediate the relationship between SNS use and SNS addiction ( 66 ). In line with previous studies, the present study not only found that both in-game social interaction and online social capital positively predicted gaming disorder but also revealed the mediating effect of online social capital in the association between in-game social interaction and gaming disorder. Therefore, online social capital was the mechanism underlying the effect of in-game social interaction on gaming disorder, which supported hypothesis 1.

In addition to the overall mediation result, each of the separate links in our mediation model is noteworthy. For the first stage of the mediation process, our findings support the premise that the intensity of in-game social interaction is positively correlated with online social capital, which is consistent with the findings of extant studies ( 22 , 64 ). This further supports the claim that online games appear to serve best as “third places” for informal sociability, where people are able to establish and maintain social ties by interacting and collaborating with strangers ( 28 ). MMORPGs encourage collective play and social interactions, which facilitate interdependent relationships, social interactions, and teamwork, all of which are beneficial for the gamers' social capital ( 22 ).

For the second stage of our mediation model, the present study found that online social capital was positively associated with gaming disorder, which suggests problematic gaming gamers' reliance on online social support networks. This finding is congruent with previous research claiming that developing online relationships is a main motivation for online gaming ( 26 ), and strong emotional bonds with fellow gamers may compensate for a lack of support offline and motivate further use ( 64 ). The results provide further evidence that online social capital may result in negative consequences. To some extent, by providing gamers an opportunity to build social relationships with other gamers and the group, MMORPGs are potentially addictive applications in the same way as social network services are ( 41 ).

Individual development is the result of an interaction between the effects of individual factors and environment ( 67 ). The present study tested the moderating effect of the individual factor of alienation in the relationship between online social capital and gaming disorder. The results showed that alienation was a risk factor of gaming disorder, which was in line with previous studies ( 51 , 68 – 70 ). More importantly, alienation moderated the association between online social capital and gaming disorder.

The result showed that alienation from family, peers, and school was a significant and positive predictor of the level of gaming disorder. The primary socialization theory ( 71 ) suggests that individuals who have weak ties with prosocial institutions, such as family and school, often lack affiliation and turn to alternative social environments. For example, in one study, youth who were alienated from offline social relationships were eager to seek affection, friendship, and social support through participation in guilds and inter-player interactions ( 22 ). The virtual online environment provides more opportunity for communication and creates a sense of group identity, which provides a viable way for young people to seek a sense of belonging and to express their emotions ( 47 ). Individuals with higher alienation are often in a negative emotional state, such as estrangement, helplessness, loneliness, and meaninglessness ( 45 ). Studies have found that increased loneliness and lower social competence or greater social problems are associated with problematic game use ( 72 , 73 ). These factors may increase the risk that alienated youth would excessively indulge in online gaming. Therefore, the effect of the Internet is a paradox because the social benefits of Internet use can have negative effects ( 74 ). The current results also showed that alienation enhances the facilitating effect of online social capital on gaming disorder. Compared with the online social capital of teenagers with a low level of alienation, the online social capital of highly alienated teenagers has a significant positive effect on gaming disorder.

According to the compensatory Internet use model ( 46 ), for individuals with higher alienation, excessive compensation for online social capital might displace offline social capital ( 35 ); the more they get from the online game, the more likely they are to rely on it and eventually show gaming disorder. This result is consistent with the “rich get richer” model: for those with more social support, using the Internet predicts better outcomes, but it predicts worse outcomes for those with less support ( 74 ).

Limitations and Future Directions

The limitations of the present study should be addressed. First, we use only a single score as the score of the in-game social interaction in this study. In theory, in-game social interaction contains two dimensions (frequency and attitudes) ( 23 ), which has good content validity. However, “frequency” and “attitudes” cannot be considered as a single construct according to the results of data analysis. Therefore, the use of a single score may make the results of this study less stringent. In future research, “frequency “and “attitudes” should be used as independent constructs, and the scores of the two dimensions should be calculated independently instead of summing up two-factor item scores created as a single scale score, which will make the research results more rigorous. Second, the current study only examined the effect of online social capital on gaming disorder, but offline and online social capital are not mutually exclusive ( 75 ), and both of them may be related to gaming disorder. Future research should explore the fundamental social and psychological mechanisms that determine the relationship between combined online and offline social capital and gaming disorder. Third, in this study, we combine online bonding and bridging social capital as a single variable, but it is necessary to recognize that bridging and bonding social capital are not interchangeable ( 29 ). Therefore, future research may need to measure these two variables through a more valid and reliable method as well as explore how these different types of social capital are related to in-game social interaction, gaming disorder, and alienation. Fourth, future research is needed to explore other possible moderators and mediators that are important for refining our understanding of how in-game social interaction influences gaming disorder. Fifth, the sample of this study is comprised mainly of college students, with ages from 18 to 23 years; future research should focus on other age groups. Finally, our study was cross-sectional and cannot establish causality. Longitudinal data may provide a clearer understanding of the ways in which in-game social interaction can initiate, develop, and sustain online social capital and gaming disorder.

Theoretical and Practical Implications

This research has several important theoretical implications. First, the present study provided further evidence that in-game social interaction can influence gamers' problematic video game play ( 15 ). Second, previous studies tended to regard social capital as a predictor of users' positive outcomes ( 31 , 32 ), but the results of our study indicate that online social capital is a significant predictor of gaming disorder. Third, although previous studies have confirmed the relationship between in-game social interaction and gaming disorder ( 62 , 64 ), there are few studies that capture the essence of why an in-game social interaction increases the risk of gaming disorder. The present study extended previous research by examining the joint effect of in-game social interaction, online social capital, and alienation on gaming disorder, providing a more comprehensive explanation of the mechanisms that explain how in-game social interaction influences gaming disorder.

Aside from the theoretical contributions, this research also has important practical implications. First, this study confirms that online gaming is a double-edged sword ( 76 ). For some adolescents, the benefits of in-game social interaction and capital may be offset by psychological dependency on online relationship and gaming disorder. Therefore, gamers should invest more time in offline social activities and maintain good social relationships with their family, friends, and other persons in the real world. Second, our findings can help practitioners understand the detrimental effect of in-game social interaction on gaming disorder through online social capital. This relationship is stronger for individuals with high alienation than for those with low alienation, which provides some implications for targeted interventions. The findings showed that online social capital was positively related to gaming disorder, which may be an indication that problematic game gamers rely heavily on online social support and may lack the social support needed in offline environments ( 77 ). Therefore, encouraging offline social capital in gaming disorder may be an effective form of prevention, and interventions should aim at improving offline social relationships and support. In addition, we should pay more attention to alienated teenagers, who are more susceptible to gaming disorder; interventions aimed at reducing their alienation may protect them from this risk.

Conclusions

This study is an important step in unpacking how in-game social interactions relate to college students' gaming disorder. The findings suggest that the positive impact of in-game social interactions on gaming disorder can be partially explained by increased online social capital. Moreover, this indirect link was moderated by alienation in the second stage of the mediation process, such that the path from social capital to gaming disorder was stronger for more highly alienated individuals. This moderated mediation model is important because it provides a more comprehensive understanding of “how” and “when” in-game social interactions may increase gaming disorder.

Data Availability Statement

Ethics statement, author contributions.

All authors listed have made a substantial, direct and intellectual contribution to the work, and approved it for publication. MW make substantial contributions to the acquisition, analysis, or interpretation of data for the work.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Funding. Liberal arts and Social Sciences Foundation of Ministry of Education in China (Grant No. 19YJC190009), Scientific Research Foundation for Doctoral Research of Henan Normal University (Grant No. QD18037), and Philosophy and social science program of Henan Province (2019BJY010).

Supplementary Material

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpsyt.2020.468115/full#supplementary-material

The data sheet and data analysis result presentation has been shared on Open Science Framework ( https://osf.io/gnqf7/ ).

The Participatory Culture of Technical Communication in Online Gaming Communities

By Carly Finseth

Purpose: Games-based technical communication is created both by and for gamers within the virtual space(s) in which most of these games (and players) exist. The lines between the real and virtual blur as gamers create documents across various modes and genres. This study looks not just at what gamers within these participatory cultures create but also how and why they create it.

Method: I used a multi-dimensional case study approach to analyze content from 10 game-related websites. I then applied content analysis and rhetorical analysis to explore what types of technical communication artifacts are created on gaming websites, how such artifacts are created, and how gamers use technical communication to rhetorically represent themselves both socially and professionally within their gaming communities.

Results: I present three major findings: (1) a list of genres of games-based technical communication; (2) an analysis of why gamers create such materials, including motivations linked to personal connections, professional connections, reputation, and rhetorical exigence; and (3) a discussion of how gamers write technical communication in the context of their affinity spaces and participatory cultures, as well as the modes and media they use.

Conclusion: Players in participatory cultures consistently create game-based materials as part of their social identities, stretching across modes and media to suit their rhetorical goals. To that end, we have much to learn by studying not just online gaming communities but, specifically, the technical communication artifacts these groups individually and collectively create.

Keywords: gaming, documentation, participatory culture, online communities, genre ecologies

Practitioner’s Takeaway:

• Players often write technical communication as a means of performing roles within their participatory cultures and affinity groups.
• There are 24 genres of technical communication created within games-based participatory cultures. These genres connect in different ways and are created using various forms of media.
• Website administrators establish the framework for games-focused technical communication, but gamers create the vast majority of the content.
• Gamers most often write technical communication because of personal connections, professional connections, and/or reputation.
• Almost all games-based technical communication is single-authored, although it is nearly always subject to intense scrutiny from others within the author’s participatory culture.

Introduction

Gamer-constructed technical communication, from mods to manuals, is abundant and necessary to the social construction of online gaming groups. In fact, gamers often write, create, construct, and research various and complex technical genres—and they do it for free, in their spare time. As Mason (2013) writes, documentation “is no longer a one-way form of communication transmitted from game developers to gamers but an activity whose analysis, composition, and distribution has been taken out of developer’s offices and college classrooms and into the third spaces of online communities” (p. 220). Thus, technical genres—including tutorials, manuals, strategy guides, and walkthroughs—are now created both by gamers and for gamers and are constructed within the virtual space(s) in which most of these games (and players) exist.

This is, perhaps, especially true for online video games, in which players enact, interact, create, and communicate across and within the bounds of virtual spaces. In massively multiplayer online role-playing games (MMORPGs), for example, the lines between the real and the virtual blur as gamers create, design, edit, and transform documents in both print and digital formats across various modes (e.g., audio, video, text, and graphics) and genres (e.g., tutorials, manuals, strategy guides, walkthroughs, mods, and wikis). In this way, the creation of technical content related to MMORPGs embodies transmedia participatory culture (Jenkins et al., 2006) and affinity spaces (Gee, 2005) in that it is created across traditional boundaries of genre, mode, and authorship. Knowledge is constructed collaboratively and for the common good, and is almost always created collaboratively in the spirit of improving the gaming community to which the authors belong.

In this article, I describe the results of a multidimensional case study I conducted to identify the various genres and modes of technical communication that players create. Specifically, I present 24 categories of technical communication, including guidebooks, descriptions, policies, and tutorials. I then look not just at what gamers within these participatory cultures create but also how they create it (e.g., individually vs. collaboratively, textually vs. graphically) and why (e.g., rhetorical purpose and representation, intrinsic vs. extrinsic motivation). To that end, I use theories from participatory culture (Squire, 2011), genre ecologies (Spinuzzi, 2003), and affinity spaces (Gee, 2005) to explore how gamers construct technical communication both individually and collaboratively within their social groups and across virtual spaces.

Technical Communication, Transmedia, and Participatory Culture

A recent study by McNely (2017) explored multi-genre transmedia applications through the lens of storytelling and narrative. Using Spinuzzi’s (2003) concept of genre ecologies, McNely (2017) discussed how “coordinated genres intermediate one another so that small changes in one genre affect the others” (McNely, 2017, p. 459). For example, a social media post might tell one part of a person’s story, while texts to a friend and emails to colleagues would fill in some of the blanks; all three genres (social media posts, emails, and texts) would work together to tell the full narrative of a person’s experience (McNely, 2017). Any small change to the narrative in any one of those genres would affect the readers’ experiences of the other; it would change the overall story.

Similarly, games-based technical communication genres inform one another in intersectional and often interesting ways. Because of this, we cannot think of transmedia in technical communication contexts merely as media created in various forms (Jenkins, 2011). Rather, we must look at how various forms of media inform and interrelate with other forms—and especially how they work together to form a whole. In the context of games-based technical communication, transmedia is enacted across the larger gaming community; each genre works alongside the others to tell a story or solve a problem. For instance, one player might publish a text-based strategy guide while someone else might post a video walkthrough on the same topic; yet another group might host a podcast on the issue, while others might be discussing various problem-solving strategies on discussion forums. A player looking for answers to his or her problem might visit any or all of these to complete his or her understanding of the issue and help him or her move toward the game. In this way, transmedia approaches to games-based technical communication help users solve problems, collaborate with one another, and understand diverse perspectives on how to play.

This is also a popular approach when writing documentation and other instructional content. As authors more clearly define how their readers use and respond to various modes of texts, they deliver content in multiple ways. Images are added, interactivity is anticipated, and how-to videos are used as an accompaniment or even alternative to traditional, text-based documentation (Swarts, 2012). Digital documentation is now expanding to include not just static text but also multimedia content, user-generated content, and collaboratively open content such as knowledge bases and wikis (Selber, 2010). In these and other similar texts, transmedia applications go beyond merely producing technical communication in various modes; each mode also informs the other, helping form a fuller picture for the users.

Yet, in order for technical communication to successfully cross genres and media, the collaborating authors must agree about the rhetorical situation of the message. Without a shared understanding of audience, purpose, and context, the transmedia communication will fail. As McNely (2017) explained, transmedia content necessitates “a clear, collective understanding of the object of activity” (p. 457). Authors must work alongside their readers to collectively agree on the topics, problems to be solved, and possible solutions. They must provide each other with enough information so that the text—whether created with words, images, audio, or video—is successfully communicated. When creating games-based technical communication, authors must agree on the problem that needs to be solved, the questions that need to be answered, and the information that needs to be communicated. As anyone who has ever visited an online discussion forum might imagine, those participating do not always agree on specific approaches and views, but, for the dialogue, to be successful they must agree on a shared audience (e.g., who is experiencing the problem), purpose (e.g., to solve a specific problem), and context (e.g., someone has a problem with a particular area of a game). Once they have a shared understanding of the rhetorical situation, they can better communicate and work together toward a common goal.

We see issues of shared understanding occur in the technical communication workplace, as well. In fact, Maher (2011) wrote of the necessity of a “shared goal” between technical communicators and subject matter experts (p. 395). Too often, a subject matter expert values “the production of software” whereas the technical communicator values the “documentation, which is too often considered ‘secondary’ to the primary work of the programmer” (Maher, 2011, p. 395). Without a “shared goal,” the value of the technical communicator is discounted, and the communication (in Maher’s example, writing “effective documentation”) will collapse (Maher, 2011, p. 395). In gaming, this may occur when someone who deems him or herself an expert does not value the contributions of a new player (“noob”). To be successful, all authors (whether experts or noobs, technical communicators or subject matter experts) must think rhetorically. They must collaboratively and respectfully commit to a common shared purpose, a shared audience to whom they are speaking, and a shared context through which they are communicating. In other words, effective transmedia communication requires the existence of a participatory culture.

Clinton, Purushotma, Robison, and Weigel (2006) defined participatory culture as “a culture with relatively low barriers to artistic expression and civic engagement, strong support for creating and sharing one’s creations, and some type of informal mentorship whereby what is known by the most experienced is passed along to novices” (p. 3). This definition most certainly describes most gaming communities I have been a part of—whether in-game or as part of a gaming, fan, or guild website—and is certainly true for MMORPGs that I have played and analyzed as well. Some of the best role-playing games I have researched allow for creativity via avatar customization, emoting, and other forms of expression; they encourage positive community and player interactions, particularly through communication channels and teams/guilds; and they allow players to create and share content with one another, such as mods, skins, and add-ons (see, for example, Finseth, 2018). The best MMORPGs are often those with the strongest sense of participatory culture both within and outside of the game.

In digital gaming environments, particularly in MMORPGs, the “players themselves become the content, making them emblematic of participatory media culture” (Squire, 2011, p. 12, emphasis in original). Without the participation of the culture of gamers, the game itself could not exist. Furthermore, this culture of participatory action extends to all facets of the game, including its technical communication.

Gamers are surrounded by walk-throughs, guides, even videos explaining and demonstrating almost every nuance of the game. If, for example, a player wants to become a good tank, he or she can find forum threads, spreadsheets, and guides explaining gear, strategy, or how to deal with annoying damage dealers who don’t do their jobs. (Squire, 2011, p. 13).

Technical communication in gaming spaces and on games-related websites is thus participatory action; it is in and of itself an example of participatory culture. The content is vast, the community is supportive, individuals share ideas and mentor one another, and groups work together toward common goals.

Gee (2005) might say this is because online gaming communities are not just participatory; they are also affinity spaces, in that gamers are not brought together merely because of shared goals or circumstances but also because of their own interests and passions. Affinity spaces are comprised of any or all of the following features: (1) a spirit of “common interests, endeavours, goals or practices”; (2) shared “common space”; (3) a generator of new content and “relationships”; (4) a vocabulary of actions and words that is “transformed by the actions and interactions” of those in the space; (5) a source of “intensive and extensive knowledge” from the group; (6) individuals who seek, “connect,” or “network” their own knowledge; (7) widely “dispersed” knowledge; (8) an acceptance of “tacit knowledge”; (9) multiple “forms and routes to participation”; (10) several ways to gain reputation or status within the space; and (11) “porous” leadership with leaders as “resources” (Gee, 2005, pp. 225–228). Within the space, then, there is a participatory culture comprised of individuals working toward shared rhetorical goals and contexts. Gamers participate in transmedia communication by choosing to participate (as part of a participatory culture) in an affinity space (brought together by common passions, problems, and interests).

When gamers write technical communication artifacts, they are often doing so as a response to acting and performing roles within their affinity spaces and participatory cultures. Gaming is a performance-based activity (see, e.g., Nardi, 2010). When gamers play within virtual worlds—particularly MMORPGs—they are performing a particular role for themselves and for the larger affinity spaces of which they are a part. Such groups may be friends they play with, guilds or teams they join, or random partnerships with strangers whom they meet in-game and with whom they have common goals. Regardless, we cannot discount this element of performance when considering the technical communication genres that players create and why.

If a gamer is a role-player, that gamer might also perform in the literal sense of the word by taking on the speech patterns, manner of dress, and other attributes of the character the gamer is playing. Serious role-players are often judged on their performance by others in the affinity space. Is the speech authentic? Does the player’s character have a believable backstory? Does the player behave appropriately in the group? Can the player respond well to shifting circumstances? In my experience, serious role-playing affinity spaces are built upon discipline and skill; as such, much of the technical communication genres created within such groups are built upon rules, policies, procedures, and guides. Role-playing groups cannot afford for someone who is not serious about role-playing to ruin it for the rest of the players; they cannot allow someone to break character, and, often, offending players will be kicked out of the group. Thus, such affinity spaces often have many rules that must be followed even to join in the role-playing. They may even hold auditions for players to ensure that they have done their research and are taking it seriously. The technical communication genres created in these groups are therefore done out of a necessity of protecting the affinity space and helping players succeed and have fun.

If a player participates in group-based gaming activities such as raiding or running dungeons, the player often will be judged by others in the group based on his or her skill, attributes, talents, and gear; the player’s performance will be judged. As Nardi (2010) explained from her research of World of Warcraft (WoW), gamers’ “obsession with gear derived from their interest in performance. WoW required skill, but if two players of equal skill competed the better geared player won” (p. 58). Therefore, players began to figure out how to get the best gear—and what the best gear was—so they could enhance their performance. The same is true for talents, attributes, and other aspects of gameplay. As players master these areas of gameplay, they also start to brag, share, and help others by posting their discoveries online by way of tools, calculators, and shareable content to help one another do better within the game. They write manuals, film video walkthroughs, and pen elaborate strategy guides. In short, they write technical communication as a part of their performance within their affinity spaces.

Research Approach and Method

Much has been written with regard to the links between technical communication and game documentation (see, for instance, how this discussion evolves via Eyman, 2008; Greene & Palmer, 2011; and Mason, 2013). In 2016, Jennifer deWinter and Stephanie Vie co-edited a special issue of Technical Communication Quarterly that spoke to the relevance of games in our field. As the co-editors pointed out, games and technical communication are natural partners in research “because the field already works at the intersection of the technical and symbolic—and games are both” (deWinter & Vie, 2016, p. 151). However, little has been explored when considering transmedia, games, and technical communication genres. For this study, I was therefore motivated to explore a more robust span of genres, modes, and rhetorical purposes of games-based technical communication.

Because I was most interested in qualitatively exploring genres of technical communication and modes of communication created amongst gaming communities, I conducted a multi-dimensional case study wherein I analyzed the content from 10 game-related websites. (See Appendix for a complete list of gaming sites.) As I (Finseth, 2018) have previously explained, case studies “focused on discovering, evaluating , and describing ” can be approached from various points of view and then applied effectively in research related to games and technical communication (p. 35). Such approaches are multi-dimensional, in that the case study analysis accounts for various genres and modes (see, also, Creswell & Plano Clark, 2006; Gall, Gall, & Borg, 2007; Yin, 2008).

I then applied content analysis to the case study data to explore what types of technical communication artifacts are created on gaming websites, how such artifacts are created, and how gamers use technical communication to rhetorically represent themselves both socially and professionally within their gaming communities.

Specifically, the research questions I explored were:

• What types of technical communication artifacts do administrators of game websites, players, and members of games-based affinity spaces create?
• How are such artifacts authored (e.g., individually vs. collaboratively, textually vs. graphically)?
• How do gamer-authors use the creation of technical communication content as a means of positioning themselves socially and/or rhetorically within a participatory culture or affinity space?

To code the technical communication genres that exist within gaming communities, I relied upon Mason’s (2013) list of genres, which included: (1) guidebooks, (2) technical descriptions, (3) policies, (4) tutorials, (5) FAQs, (6) maps, (7) reviews, and (8) end-user licensing agreements (EULAs) (p. 221). I then categorized those which existed but fell outside of these boundaries, as well as coded for those that were multimedia in nature and/or transmedia in delivery and use.

As I coded for authorship, I noted, in particular, when an artifact was created by a user (one person) or a community (two or more people). If a particular page did not have an author listed—such as on a page of rules and policies about a website—I listed the author as the site. I created additional codes to track for mode(s) of communication, including audio, video, text, and graphics. (Because all of the cases I studied were websites, I didn’t use a separate category for print-based artifacts.)

I also analyzed the authors’ stated intrinsic and extrinsic motivations for posting such content. For example, authors would often explain why they were posting the technical communication artifact(s). Such insights led me to rhetorically analyze the ways in which the authors were not just writing content but were also performing it—often across boundaries of both form (media) and content (genre).

Finally, I also wanted to explore the rhetorical exigencies for creating each of the genres. As a starting point, I considered Mason’s (2013) eight rhetorical purposes within game genres, which follow these patterns of genre and purpose:

• Guidebooks ➞ Describe
• Descriptions ➞ Detail
• Policies ➞ Manage
• Tutorials ➞ Instruct
• FAQs ➞ Answer
• Maps ➞ Navigate
• Reviews ➞ Evaluate
• EULAs ➞ Define

I also took the opportunity to expand on this list and uncover additional rhetorical purposes for authoring games-based technical communication. Through the lens of Killingsworth (2005), I looked at the author, audience, and value of each genre of games-based technical communication to look specifically at the following areas:

• Author: What is revealed through the author’s persona?
• Audience: The opportunities to appeal directly to the reader.
• Value: What is accepted by both author and reader?

By triangulating these findings, I could get closer to answering my questions about why and how gamers create technical documentation.

The results from this study fell into three distinct categories: (1) To what genre did the technical communication artifact belong? (2) Who authored it? and (3) How did the author use technical communication to create or reinforce rhetorical, social, and/or online identities among the group? In the following sections, I review my results through the lenses of genre, authorship, and identity/meaning.

Genres of Games-Based Technical Communication

First, I identified 24 genres of technical communication that appeared across all of the gaming communities I studied. See Table 1 for a complete list. The genres, of course, are not forever fixed. Particularly with those genres that are constructed communally, such works are continually in flux, and some of the content created by gamers and gaming communities cannot be labeled within one set category. Just as technical communication shifts as a mode and means of expression, so do the types of technical communication that are created by and amongst gamers. Technical communication genres are part of a greater ecology in which the genres “co-evolve: changes in one lead to changes in others” (Spinuzzi, 2003, p. 100). A good example of this in games-based technical communication is the manual, which, in some contexts, may stand alone as its own (often developer-created) genre but, in other contexts, may be a part of the instructions genre (created by either developers or users) that is read alongside tutorials, walkthroughs, and guides. Likewise, maps often shift in and out of genres, sometimes authored and used alone and other times embedded within another genre or document, such as a tutorial or walkthrough. Therefore, the categories I established are meant to be ecological; they should be taken as shifting and in flux, depending on the authors, readers, and context.

Looking closely, patterns emerge as to how and where content becomes created and distributed amongst lines of responsibility and power. For example, site owners understandably tend to focus their content in the areas of legal protection (including legalese, policies, and informational website copy) and profit generation (advertising and recruiting). Gamers, on the other hand, tend to focus their contributions on social aspects (chats, comments, and forums) and instructional guidance (guidebooks, tutorials, walkthroughs, and shareables). The areas that meet in the middle include rules for behavior (which are written by website administrators, as well as by leadership within various affinity spaces), as well as those that cross rhetorical and transmedia lines; such as maps, technical descriptions, and multimedia content; which are often both created by site users and gamers as a means of communicating complex information using multiple of modes of communication. Power dynamics are thus formed, often creating complex boundaries of who “owns” what content and how ownership is determined.

Website administrators set the framework—by designing and hosting the website, creating the rules, recruiting employees, ensuring legalities are met, promoting advertising, and providing customer service. Gamers work within that framework to design, create, write, edit, and publish the vast majority of the usable content that is published on those websites, sometimes without the financial reward that the site administrators receive in the form of advertising dollars and other revenue. It was therefore interesting to explore why exactly these gamers were sharing content with one another—and with profit-receiving website administrators. I wondered, then: What, exactly, were they getting out of it?

Who Are the Gamers Who Write Technical Communication and Why Do They Write It?

The results of my study showed three specific categories of motivation that authors cited for posting games-related technical communication online:

• Personal Connections: The satisfaction of helping others and answering questions; making friends and building communities; guild marketing and recruiting; doing it because it’s “fun.”
• Professional Connections: Possibilities of networking with game developers; a chance to build a professional portfolio.
• Reputation: Bragging rights and increased visibility for achievements; earning badges, levels, rewards, ranks, titles, or points within the structure of the website; showing support for a game or a playable class or race.

Sometimes, motivations overlapped—such as when a gamer would say he or she enjoyed providing answers to questions about theorycrafting (the methodological approach to determining the best way to improve performance in a game) as both a way to connect with other people and a means of bragging about his or her own achievements, gear, and skill.

Here, we begin to see the role that participatory culture plays in the construction of games-based technical communication artifacts: players helping one another, bragging to one another, and making personal and meaningful connections. As Clinton et al. (2006) described this phenomenon, “Participatory culture is emerging as the culture absorbs and responds to the explosion of new media technologies that make it possible for average consumers to archive, annotate, appropriate, and recirculate media content in powerful new ways” (p. 8). As website developers allow gamers to annotate, create, reimagine, and publish technical communication with and on their platforms, they are also providing a platform within which a games-based participatory culture can thrive.

Table 1. Genres and authorship of technical communication artifacts in gaming communities

Rhetorical Lenses: Author, Audience, and Value

When I applied Killingsworth’s (2005) rhetorical lenses to look at the author, audience, and value of each genre of games-based technical communication, I found that the rhetoric of games-based technical communication is directly linked to performances within the affinity spaces. That is, the rhetoric of the text is performed; the author, audience, and value are negotiated based on the shared performances that occur within the participatory culture and affinity space.

For instance, the author reveals him or herself the most when authoring technical communication genres, such as instructions, tools, and commentary. Here, writers are most likely to reveal their personalities and the personalities of their avatars through posturing, bragging, description, illustration, or discussion. As Killingsworth (2005) pointed out, the writer “is a complex individual who selectively reveals (or invents) aspects of character pertinent to the rhetorical work required at the moment” (p. 252). In that way, what is posted online is what the author wishes us to see—and you can often see the authors’ performances within the technical communication pieces they write; they are playing roles for their audience. In this way, the “truth” shifts based on what the affinity group collectively accepts. Usually, authors (and/or their avatars) are accepted within the group for exactly who they say they are, without question; however, that depends on the quality of performance by the authors. Therefore, the majority of games-related technical communication content hinges upon this rhetorical representation of author perhaps even above all else, as the success of it depends largely on the author’s ethos.

When an author appeals directly to the reader , the appeal happens most commonly in forum posts, comments, and wikis. This is the context in which the authors are often explicit in responding directly to a reader (or group of readers) and often in response to a specific problem or question. Here, too, is where we unsurprisingly also see most of the emotional appeals to the readers (pathos). Narrative, examples, and metaphors are used to evoke emotional responses from the readers as authors describe, often in vast detail, their issues, problems, and emotional responses as a way to evoke emotion (positive or negative) from their readers.

Finally, the value of a particular technical communication is established when both the writer and the reader agree upon shared realities. This appears the most in genres such as technical descriptions, maps, news, rules and policies, and legalese—those genres which require that the author and the reader are on the same page (logos). Often, such genres are used as a way of establishing that common ground before issues could exist; other times, they are used as a way of pointing to established expectations for behavior within the group or as a justification for excluding a certain person or for punishing a certain behavior.

Value in this context is also about establishing a shared purpose or motivation for creating the technical communication. In games-based affinity spaces, this is often about establishing a shared problem that needs to be solved, a question that needs to be answered, or a concern that needs to be addressed. As part of the negotiation that players enact both within and outside of virtual games, they agree upon the contributing value of the work. (And if they do not agree, this is where comments, blogs, reviews, and other forms of commentary or criticism are introduced.) Specifically, I found there are nine contributing rhetorical purposes—or shared values—of games-based technical communication. These reasons are:

• To instruct or help others; solve problems (e.g., tutorials, guides, manuals)
• To provide information (e.g., databases, tools)
• To ask or answer a question (e.g., forums)
• To give updates, news, or commentary (e.g., blogs)
• To improve usability (e.g., mods, addons, plugins)
• To start or prevent discussion/debate (e.g., questions, posts, social media)
• To post bragging rights (e.g., achievements, raids, gear)
• To meet legal or business requirements (e.g., website copy, sales copy, EULAs)
• To increase reputation; to get the authors and/or their guild more publicity or exposure

As players move amongst and between affinity spaces and participate as part of a collective culture, they discover they have shared values with other gamers and those values include at least one of the above motivations.

How Gamers Write Technical Communication: A Look at Identity and Authorship

Almost all the content from the websites I studied is single authored. At the same time, most of the content is also socially constructed either through comments or discussions. Much in the same way that Wikipedia content is policed by its users, it is rare for games-based content to exist that has not been confirmed or contested by other players. In fact, the site developers almost always seem to allow for this. Every site I studied allows users to discuss or refute the information that has been posted—even the static, text-based content—whether via a commenting feature, forum post, wiki interface, feedback form, or email address. Some authors even give special thanks to outside editors or other gamers for their input.

Specifically, individual authors create almost all of the guidebooks, tutorials, technical descriptions, policies, maps, shareables, screenshots, FAQs, character profiles, theorycrafting, and other content posted on these websites—at least at first. After the content is published, others often respond with comments, feedback, Q&A, alternative means of looking at the same problem (such as providing a different guidebook or tutorial), and supporting tools or shareables. The end result is content that has usually been written and rewritten by more than one person, sometimes several times, even if only one author is attributed. The exception is gaming sites that publish works by undisputed experts on a particular topic. Usually, such expertise is demonstrated through talent and seniority; the players with the highest stats, the best gear, the proven skill, and the longevity to both the game itself and its overall game genre can sometimes simply post their writing as sole authors. (Even then, though, others often leave comments, if the genre allows.)

Games-based technical communication artifacts are almost always open to commentary, scrutiny, feedback, and the social construction of the group. It was interesting to note how often another member of the participatory culture would respond to or edit someone else’s work by recreating a solution using a different form of media. For instance, if a text-based walkthrough was unclear, a commenter may provide a link to a video he or she uploaded or add some screenshots of his or her own experiences to further detail the instructions for users of various learning types. This provides additional insights into transmedia creation and use of technical communication artifacts, in that players often respond to one another’s questions and problems by jumping in and out of various modes (e.g., text-based vs. video instructions) and media (e.g., answering a discussion forum post on their laptop while watching a YouTube video on their phone).

As I coded for the various ways in which games-based technical communication genres are expressed in online spaces, I noted several genres that often utilize one or more ways of communicating, whether through audio, video, text, and/or graphics. Table 2 shows which genres utilize which modes of media and in what ways they often overlap. In almost all technical communication genres created by gamers or games-based communities, there is significant overlap among modes of media. In fact, the only forms of technical communication that did not specifically include two or more areas were Legalese, Rules and Policies, Customer Support, and Job Postings, as the site authors did not choose to include graphics as an explicit part of that content (separate from the site logo or other website design elements that exist outside of the written content).

As we consider what, why, and how games-based technical communication is created, it is important to remember that such definitions and categorizations cannot be seen as static and permanent. Rather, as technologies evolve, so will the ways in which participatory cultures and online communities will use them as a means of communicating and connecting with one another.

Players who are immersed in games-based participatory cultures are consistently creating and archiving game-based materials as part of their social identities; these technical, “genres are the means through which individuals learn to be active members of a specific community, being shaped by the genre even as they use it to reshape their environment” (Mason, 2013, p. 220). They create to help, to inspire, to start dialogues, to connect, to imagine, and to make games easier to play and game-related technical communication easier to understand. To that end, we have much to learn by studying not just online gaming communities but, specifically, the technical communication artifacts that these groups individually and collectively create.

I have attempted, in this study, to categorize the various modes and methods that novice technical communicators employ when writing within and for games-related spaces. Although this is just the start, I hope it pushes other technical communicators to further explore and discover what technical communication artifacts gamers create and why. After all, there is much to be explored by uncovering the motivations behind those who enjoy writing documentation and who do so—in vast quantities—as hobbies in their spare time. “As a teacher of technical writing,” Mason (2013) wrote, “I am intrigued by this expression of love for a technical genre. I imagine that literature teachers often have students claim to love poetry or novels, but I have never had a student claim to love a process description or white paper” (p. 219). I, too, am intrigued, but now that I incorporate game writing into my technical communication courses, I have students declare that they “love” technical writing. Perhaps it is not the medium, then, but the message.

Table 2. Genres and transmedia modes of technical communication in gaming communities

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About the Author

Carly Finseth is the Senior Vice President of Education at Northwest Lineman College. Her research areas include workplace training, technical communication, user experience, and instructional design. Finseth is author of the book Teach Like a Gamer: Adapting the Instructional Design of Digital Role-Playing Games , as well as several peer-reviewed academic journal articles. Her experience includes 17 years in industry, including project management for the trade utilities. Finseth holds a B.S. from Oregon State University, an M.A. from Clemson University, and a Ph.D. in Technical Communication and Rhetoric from Texas Tech University. She is available at [email protected] .

Manuscript received 30 August 2018, revised 12 April 2019; accepted 1 June 2019.

Cases Used in this Study

CurseForge (curseforge.com) GameFAQs (gamefaqs.gamespot.com) Gamepedia (gamepedia.com) Icy Veins (icy-veins.com) Mixer (mixer.com) Noxxic (noxxic.com) The Tech Game (thetechgame.com) Twitch (twitch.tv) Wowhead (wowhead.com) YouTube Games (gaming.youtube.com)

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Review of four books on content strategy, introduction to special issue on transmedia, participatory culture, and digital creation, recent & relevant, next-gen résumés: a case study of using transmedia storytelling to create personal branding on linkedin, communally designed deception: participatory technical communication practices in an amateur game design community.

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New study reveals the power of online gaming communities in fostering social support and mental health

by George Hale, Texas A&M University

For millions of Americans playing some type of video game is a daily occurrence. Games can be a welcome form of entertainment and relaxation for many, and the internet can even make gaming a social activity. However, excessive video game playing to the point of isolation, addiction or changes in mood or behavior are growing concerns with this pastime. These possible negative effects may also contribute to anxiety and depression in some people and gaming may have varying effects on social connections.

A new study published in Sociological Focus builds on existing research hinting at the importance of social connectivity and support for online gamers. In this study, Tyler Prochnow, Ph.D., and Megan Patterson, Ph.D., of the Department of Health Behavior at the Texas A&M University School of Public Health, and colleagues from the University of North Carolina and Baylor University, used social network analysis to examine the social structure of an online gaming site at two points in time. The goal of this analysis was to see how social support , sense of community and symptoms of depression affect social connections over time.

The research team analyzed a social network consisting of members of an online football simulation gaming site, surveying members at the beginning and end of the game's season. In the game, players play as the head coach of a football team and compete against other members of the site over 10 months. Members are able to communicate directly with each other through the site's forums, chat and direct messaging capabilities.

"We wanted to showcase the community building and informal relationships built through these online settings," Prochnow said. "Many people feel a sense of community, support and comfort through online gaming, and I think we need to do a better job measuring these connections and fostering them to improve mental health in today's digital age."

There were 37 members who responded to the survey at the beginning and 40 who responded at the end, with 30 members represented in both samples. The researchers collected data on age, sex and other demographic factors as well as the number of hours members spent on the gaming site and playing other video games. Members also answered survey items on depressive symptoms and perceived ability to talk to someone about problems. The researchers also asked members to list people in real life and on the gaming site that they talked to about important life matters.

Research has found correlations between social network strength and depression, with stronger social networks giving people more opportunities to find support. Informal social networks, such as those found in online gaming, could play a crucial role in coping with stressors and seeking formal help for anxiety or depression. This, combined with research finding that people turn to social networks for help in times of trouble, add to the relevance of this study.

The study found that social support, sense of community and depressive symptoms played a role in changes to the game's social structure over time. The researchers observed that people who reported more social support online, and those who reported less real-life support, were more likely to reach out to other members. They also found that communication ties were more likely to form when communications were reciprocated or transitive (involving three people groups or clusters). In addition, players who spent more time on the site were more likely to have communication ties.

The researchers also found that members who reported feeling a greater sense of community and placing value in being a part of the site were more likely to form communication ties over time. In addition to being more likely to connect, these members might feel more comfortable with conversations about real life issues. This points to the importance of a sense of community in online gaming sites; however, online communities can carry some downsides such as the potential for sites to serve as political and ideological echo chambers.

The study noted that although members with less real-life support were more likely to form communication ties, those reporting greater depressive symptoms were less likely to send communication ties over time. This could indicate a need for more formal support for members experiencing depressive symptoms , including telehealth mental health care options.

This study's findings reinforce existing research on connections between mental health, social support and online gaming and point to the need for more research into the complicated relationships in these areas. More research into these areas and their interactions could help inform interventions to improve social connection and mental health for socially isolated communities and populations living in socially isolating times such as the early stages of the COVID-19 pandemic.

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110 Video Game Topic Ideas for Essays & Examples

🔝 top 10 video game topics for 2024, 🏆 best video game topic ideas & essay examples, 🎮 good video game research topics, 🕹️ interesting gaming topics to write about, ❓ video game research questions, ✅ simple & easy video game essay topics.

Looking for video game topics for your project? Look no further! Here, we’ve collected excellent essay topics for true gaming enthusiasts. Whether you’re looking for argumentative essay ideas on video games, research topics, or questions for debate, you will find them here.

• History of Video Game Consoles
• Myths of Video Game Violence
• The Global Phenomenon of Esports
• VR Gaming and Its Future Possibilities
• How Video Games Influence Cognitive Skills
• Therapeutic Mental Health Benefits of Video Games
• Diversity and Gender Representation in Video Games
• How Multiplayer Games Impact Social Interaction
• Healthy Gaming Habits Against Video Game Addiction
• Aesthetic and Narrative Qualities of Artistic Video Games
• Product Life Cycle & Marketing of Video Game Industry One of the most important advantages of the concept of life cycle can be seen in the sphere of marketing, where if used as a tool it allows adjusting the strategies, including marketing, based on […]
• Sony and Nintendo in the Video Game Industry The firm has manufactured several generations of the home console since the 1980s, beginning with the Nintendo Entertainment System, the Super Nintendo Entertainment System released in the early 1990s, and the Nintendo 64 that was […]
• Video Game Effects: Good or Bad? Given the fact that there is indeed a logically sound rationale to such a suggestion, throughout the course of conducting my study, I remained thoroughly observant of the article’s classification-related suggestions, in regards to the […]
• Video Game Industry Analysis In 1950, Yamauchi assumed the position of the president in the firm and got on a variety of strategies with the purpose of rationalizing and modernizing the way the firm was controlled.
• The Monopoly Tycoon Video Game Review The game is stylistically similar to the board game Monopoly, and it can be played both online and offline. It is important to note that the game has a multiplayer feature, which can be played […]
• The Video Game Industry Evolution The first mention of the creation of such games dates back to the 1940s, but it was in 1952 that Alexander Shafto “Sandy” Douglas officially presented his dissertation at the University of Cambridge. One of […]
• The NASCAR Video Game Project Management Plan The plan attempts to draw the features and gameplay mechanics by replicating the thought process of a potential player. At this stage, the game should be well-advertised and ready for release.
• The Motivation of the Video Game Player For instance, the project gave its players the dynamic and fast pace of the game, a vast and detailed map, various locations, several different weapons, and character skins, and this is not all the possibilities.
• The “Medal of Honor” Video Game Analysis The game is set to depict the Afghanistan invention in 2002 and the battle between the U.S.military and the Taliban. Due to the close resemblance of the game to the Afghanistan war, the game has […]
• Human Life: Video Game, Simulation, or Reality? Drawing parallels between the real and the virtual world, one can admit the unreality of the existence of the planet and people and compare everything that happens with the simulation in which we are.
• Does Video Game Violence Lead to Aggression in Children? Among the gaming community, children participate vigorously in absorbing the plethora of entertaining content, including age-restricted ones where the scenes of violence are abundant.
• A Role-Playing Video Game Ayiti: The Cost of Life This strategy worked but not to the topmost level simply because the burden of the living cost was gradually weighing down the overall income of my family.
• BioWare Video Game Project Management For example, Dragon Age: Inquisition, the third installment of the company’s flagship series, switched to the Frostbite engine used by most of the EA games and succeeded in delivering the product despite the technical difficulties […]
• Video Game History: Overview From the 1990s to Nowadays In addition to arcade car behavior, the game was also famous for its beautiful graphics at the time, with each game in the series being a launch title showing the capabilities of the console.
• FIFA 10 Football Simulation Video Game A lack of consistency is evident in the various versions of this game as FIFA 10 played on a PC lacks the realism that is exhibited when the game is played on XBOX 360 and […]
• Video Game Delivery Project: Strategic Marketing To initiate strategies in marketing of Video Game, the company will decide to develop a web based application by ABC CORP and this application is customized to meet the requirements of the project. The purpose […]
• A Video Game Store’s Business Plan The projected cash flow of the cash in the balance sheet will appear positive for the next five years and will show that the company’s profitability in will be good enough pay for operating expenses […]
• The U.S. Video Game Industry This was also based on the views of the company’s developers who assumed that the technological advantages of the the16-bit system were extremely less than that of the 8-bit system.
• Video Game Company Against Online Piracy The purpose of the said DRM software is to protect the intellectual rights of the company. The fourth major issue is the encompassing goal of the VGC to end all types of piracy.
• Video Game Addiction and Maslow’s Hierarchy of Needs As to me, I was interested in video games when I was a child because this industry was at its beginning and almost every pupil was involved in it.
• Twitch.tv and Video Game Streaming Career From this point, in spite of the fact that the Twitch.tv platform can be viewed as belonging to the live-streaming industry, the careers of streamers develop according to the traditional principles of the entertainment business.
• Nintendo in the Video Game Industry Previously, Atari was a major power to reckon with in the industry but was later toppled by Nintendo. Part of Yamauchi’s vision was to introduce new and cheaper video games in the market than the […]
• Game designers have the responsibility to design less video game Secondly, the outcome of the video game is unpredictable as compared to movie in which the audience can predict the point at which the story would end thus making the video games more interesting to […]
• Striving for the Ultimate Knowledge: Eli’s Mission. Video Game Owing to the peculiarities of the movie plot, the game can be shaped in a most intriguing way, with a lot of turns of the plot which lead to the most effective denouement.
• Analysis of the Counter-Strike Video Game Phenomenon in Computer Gaming
• Comparison of Three Companies in Video Game Industry; Nintendo, Sony and Microsoft
• Analysis of Free Will in The Stanley Parable Video Game
• Analysis of the Effects of Playing a Video Game Used in Computer Science
• Analysis of the Characteristics and Player Statistics of Bungie’s Video Game Destiny
• Are Video Games Truly a Game or a Reality?
• Analysis of the Topic of the Releases in the Video-Game Industry and the Issues of the Violence
• Analysis of the Rise of the Video Game Empire in Modern Society
• Two Aspects of Creating a Video Game
• Analysis of the Third-Person, Console-Based Video Game, The Last of Us
• Are Users The Next Entrepreneurs? A Case Study On The Video Game Industry
• Combating Video Game Addiction : A Global Problem
• Does Playing Video Game Consoles Bring About Plenty of Advantages?
• Analysis of the Field Work Project and the Topic of a Video Game Community
• Does Video Game Violence Affect Children?
• Do Video Games Contribute For Video Game Violence?
• Is The Video Game Industry an Oligopoly?
• Is Video Game Violence the Cause of Juvenile Delinquency?
• Psychological Effects of Video Game Violence on Children
• What Is the Defining Business and Economic Characteristics of the Video Game Console Industry?
• Why Play Station 4 and the Xbox One Are the Kings of the Next Generation Video Game Console?
• What Makes A Video Game Addictive?
• Competition Among 3 Main Video Game Companies: Nintendo, Sega, And Sony
• Brief Note On Video Gaming And The Video Game Industry
• Effects of Television and Video Game Violence on Children and Teenagers
• Analysis of the Different Genres of Video Game Systems for Children
• Overview of the Process and Career in Video Game Design
• Development of the Elder Scrolls Video Game Series
• Breaking Gender Stereotypes in Traditionally Masculine Sports: The Inclusion of Women in FIFA 16 Video Game
• Cancer: Video Game and Playing Violent Video
• Fighting the Online Video Game Wars in China
• Government Regulation Of Video Game Violence Is Unconstitutional And Unnecessary
• Japanese video game industry
• History of the Video Game Industry
• Microsoft Xbox Entering the World of Video Game
• The Merchant of Video Games: Adapting the Merchant of Venice into an Adventure Game
• What Are Some Revolutionary Breakthroughs in the Video Game Industry?
• What Does It Take To Make It in the Video Games Industry?
• Why Has the Video Game Industry Exploded Recently?
• What Is Wrong With the Video Game Industry in This Generation?
• Is the Video Game Industry Going Downhill?
• Who Is the Best Voice Actor in the Video Game Industry?
• What Will Be the Next Breakthrough or “Big Thing” in the Video Game Industry?
• Is the Video Game Industry in Trouble Right Now?
• Who Makes More Money: Hollywood or the Video Game Industry?
• How Has the Coronavirus Impacted the Video Game Industry?
• What Is the Biggest Missed Opportunity Yet in the Video Game Industry?
• Does Video Game Violence Induce Negative Affects on Our Youth?
• What Are the Changes the Video Game Industry Needs?
• How Large Is the Video Game Industry?
• Why Is the Video Game Industry in China Dominated by MMOs?
• Is There a Bubble Forming in the Video Game Industry?
• What Do Video Game Players Understand That Most People Don’t?
• How Easy Is It to Make a Video Game?
• What’s the Best Advice You’ve Received From a Video Game?
• What Was the First Video Game?
• What Is the Most Inappropriate Video Game You Know?
• What Are the Elements of a Good Video Game?
• How Much Does It Cost to Develop a Video Game?
• What Can Video Game Consoles Offer You?
• Why Video Game Addiction Is One of the Urgent Problems Today?
• How Does Science Create Video Game?
• How the 1970s Sparked the Video Game Industry?
• Why Do Video Game Movies Always Fail?
• What’s the Most Popular Video Game Genre?
• The Science Behind Brain-Boosting Games
• How Gaming Reflects and Influences Society
• How Video Games Participate in Social Justice
• Pros and Cons of Gamified Fitness and Wellness Apps
• Gamification, Its Benefits, and Learning Outcomes
• Virtual Goods in Video Games and Their Real-World Value
• What Factors Influence Immersion and Player Engagement?
• Cloud Gaming and the Potential of Streaming Technology
• Market Trends and Revenue Models of the Video Game Industry
• Violence, Microtransactions, and Other Ethical Issues in Video Game Development
• Chicago (A-D)
• Chicago (N-B)

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Bibliography

IvyPanda . "110 Video Game Topic Ideas for Essays & Examples." December 27, 2023. https://ivypanda.com/essays/topic/video-game-essay-topics/.

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Speech on Impact Of Social Media On Youth

Social media’s influence on youth is like a double-sided coin, having both positive and negative effects. It’s a tool you use daily, shaping your ideas, behavior, and relationships.

On one side, it connects you with the world, boosting creativity and learning. On the flip side, it can lead to addiction, cyberbullying, and mental health issues.

1-minute Speech on Impact Of Social Media On Youth

Ladies and Gentlemen,

Today, I want to talk about a topic close to all our hearts – social media and its impact on our youth. Let’s start with the good stuff. Social media is like a big classroom. It’s a place where young minds can learn new things, meet new friends, and share their ideas with the world. Social media sites like Facebook, Instagram, and Twitter help us to stay connected with people far and wide.

But, as with everything in life, there’s also a flip side. Sometimes, social media can be a tricky place for young people. It’s easy to get lost in the world of likes, shares, and comments. Many young people feel pressured to look a certain way or to live a certain life – all because of what they see on social media. This can lead to stress, anxiety, and even depression.

It’s also important to remember that not everything on social media is true. People often only show their best selves, leaving others to feel like they’re not good enough. This is a problem – it’s like comparing your behind-the-scenes with someone else’s highlight reel.

Let’s not forget that social media can also be a distraction. Too much time spent scrolling through feeds can lead to less time spent on important things like studying, playing, or interacting with family and friends in the real world.

In conclusion, social media is a tool. Like any tool, it can be used for good or bad. It’s up to us, the users, to decide how we want to use it. We need to help our youth understand the benefits and pitfalls of social media. With the right guidance, we can ensure they harness the power of social media to learn, grow and thrive, while staying safe and healthy.

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• Essay on Impact Of Social Media On Youth

2-minute Speech on Impact Of Social Media On Youth

Good day, everyone! We’re here to talk about a topic that touches all of us – the impact of social media on youth. Let’s break this down into four clear parts – communication, learning, mental health, and privacy.

Firstly, social media has revolutionized communication. Today, young folks can chat with friends and family from any corner of the world in an instant. They share photos, videos, and thoughts, creating a global community that feels like a small village. It makes them feel connected and gives them a platform to express themselves. So, social media is a great tool for communication.

Secondly, social media is a powerful source for learning. Youth can access a world of information at their fingertips. They can learn about cultures, languages, science, arts, and so much more. They can follow pages that feed their curiosity, join groups of like-minded people, and even start online courses. Thus, social media is a rich resource for knowledge.

Next, let’s talk about mental health. Social media is like a double-edged sword. On one side, it can boost self-esteem and well-being by helping youth find their tribe and express themselves. On the other side, it can also lead to stress, anxiety, and depression. The pressure to look perfect, to get likes and followers, can be overwhelming. The constant flow of news and information can also be stressful. Therefore, it’s essential to use social media wisely and take breaks from it when needed.

Lastly, privacy is a significant concern. Social media platforms collect a lot of data about their users. This data can be used for good, like improving user experience and providing personalized content. But it can also be used for not-so-good things, like targeted ads and even cybercrime. It’s crucial for youth to understand this and to learn how to protect their privacy online.

As we wrap up, let’s remember that social media is a tool. Like any tool, it can be used for good or bad. What matters is how we use it. So, let’s encourage our youth to use social media responsibly. Let’s help them understand the risks and benefits. And let’s remind them that, while social media is a fun and useful tool, it’s not the only thing that matters. There’s a big, beautiful world out there to explore, and life is about much more than likes and followers.

Thank you for your time and attention. Let’s take this conversation forward and make social media a positive force for our youth!

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2 Minute Speech On The Impact Of Social Media On Youth In English

Good morning everyone present here, today I am going to give a speech on the impact of social media on youth. Social media plays a significant role in everyone’s life today, particularly for today’s kids. They are affected both favorably and unfavorably by it. On social networking platforms, making friends is simpler. Technology has altered how friends are made in general. It enables young people to establish friends anywhere in the world and communicate with them anytime and for as long as they like. Even video chatting is now cost-free. A social media platform like Facebook has made it possible to instantly connect with long-lost pals. Indeed, extroverts, introverts, students, penpals, and all sociable teenagers have benefited from social media.

Social networking sites not only allow everyone to get in touch with old friends, but it also helps them develop a new network of friends and other contacts. Friendship teaches young people empathy, a feeling crucial to their development into adults. After school, socializing also help kids unwind mentally and supports them in overcoming challenges.

Social media, on the other hand, can harm young people as well. These sites regularly receive numerous hours of youth time from them in the form of photographs, post updates, and map updates. It makes them simple to locate and can let criminals carry out heinous acts of violence including murder, kidnapping, and stalking. Unacceptable content sharing and privacy breaches can result from an irresponsible activity. The correct use of social media and the internet requires the implementation of serious protection and education. Thank you.

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Mithi Lassi

"Empowering Minds, Inspiring Change"

The Rise, Impact, and Challenges of Online Gaming in India

Table of Contents

Introduction

The entertainment landscape has undergone a profound transformation over the past few decades, thanks to the digital revolution that has given birth to a vibrant online gaming industry in India. While the initial traces of online gaming appeared in the mid-2000s through PC and console platforms, the sector witnessed an unprecedented surge post the Covid-19 lockdown . This surge can be attributed to a confluence of factors including the proliferation of smartphones, improved internet connectivity, rising disposable incomes, a burgeoning youth demographic, and the widespread adoption of convenient online payment methods.

Key highlights 1) Online gaming gained traction in the mid-2000s and surged due to Covid-19 lockdown. 2) Indian Gaming Industry’s value to grow from ₹22,972.936 crore (2022) to ₹41,023.1 crore (2025). 3) Gamers to increase from 42 crore (2022) to 50 crore (2025). 4) India ranks among top 10 gaming nations globally with 71% urban population participating. 5) The average Indian gamer spends around 40 mins daily and 8.5 hours weekly on mobile games 6) Around 3.5% of Indian adolescents face Internet Gaming Disorder (IGD) surpasses global average by 0.5%. 7) 40% of parents admit children’s addiction to gaming, videos, and social media.

The Current Landscape of Indian online Gaming Industry

India’s online gaming industry has experienced a metamorphosis, evolving into an economic powerhouse with increasingly noteworthy influence. The industry’s value is set to soar from ₹22,972.936 crore in 2022 to ₹41,023.1 crore by 2025, revealing an impressive compounded annual growth rate (CAGR) of 28-30 percent. Additionally, the projected increase in gamers from 42 crore in 2022 to 50 crore by 2025 demonstrates the widespread appeal of digital gaming. India’s inclusion among the top 10 global gaming nations is underscored by a staggering 71 percent of its urban population engaging in casual or professional gaming activities.

Unicorns and Global Recognition

The Indian gaming ecosystem has birthed unicorns – companies valued at over a billion dollars – that not only validate the industry’s viability but also attract international recognition. DreamSports, Games 24×7, and MPL stand as exemplary unicorns, making their presence felt on the global stage and becoming household names among Indian gamers. Furthermore, India’s position as the eighth-most active nation on Twitter in terms of gaming-related conversations attests to the nation’s significant engagement with the virtual gaming realm.

Positive Growth and Negative Fallouts

While the exponential growth of India’s online gaming industry holds promise for economic advancement and technological innovation, it is not devoid of challenges. Foremost among these challenges is the specter of gaming addiction. The immersive nature of online games has given rise to instances of excessive indulgence and consequential lifestyle shifts among players. Alarmingly, the State of India Gaming Report 2022 highlights that the average Indian gamer dedicates approximately 40 minutes each day to casual games, with a weekly average of 8.5 hours spent on mobile games.

Gaming Disorder and its Ripple Effects

The World Health Organization’s official classification of “ gaming disorder ” as a behavioral addiction accentuates the gravity of the issue. According to the WHO, individuals afflicted by gaming disorder struggle to disengage from gaming even when it adversely impacts essential aspects of their lives. The manifestation of “Passivity Phenomena,” where external stimuli dictate players’ behavior, often resulting in aggression upon interruption, paints a somber picture of the behavioral consequences tied to excessive gaming.

Prevalence of Internet Gaming Disorder (IGD) in India

A deeper exploration into the issue reveals unsettling statistics regarding the prevalence of Internet Gaming Disorder (IGD) in India. A study published in the Indian Journal of Community Medicine and Public Health in 2020 reveals that around 3.5 percent of Indian adolescents grapple with IGD, surpassing the global average by 0.5 percent. Gender disparities further emerge, with 8 percent of boys and 3 percent of girls in India exhibiting symptoms of IGD.

Parental Apprehensions and the Imperative for De-addiction

Parents’ concerns have illuminated the disconcerting trend of gaming addiction among children. A study conducted by LocalCircles in December 2022 brought to light that nearly 40 percent of parents acknowledged their children’s susceptibility to addiction to videos, gaming, and social media. This stark revelation underscores the urgency of establishing de-addiction infrastructure and implementing public education initiatives to counteract the detrimental effects of excessive gaming.

A Shared Responsibility: Government and Gaming Enterprises

As the Indian government grapples with the complex task of curbing gaming addiction, a collaborative approach that capitalizes on the resources and influence of gaming companies is imperative. Drawing parallels to the successful paradigm of plastic waste management, wherein both plastic producers and the government share accountability, emphasizes the viability of analogous collaboration to combat gaming addiction. It is incumbent upon both the government and gaming entities to jointly establish de-addiction infrastructure, underscoring their collective responsibility.

Better Regulation and Government Initiatives:

Government intervention and regulatory measures assume pivotal roles in governing the burgeoning gaming industry. The Ministry of Electronics and Information Technology’s amendments to IT Rules 2021 reflect the government’s commitment to streamline and regulate the online gaming sphere. Several state governments, including Kerala, Tamil Nadu, and Telangana, have proactively addressed betting and wagering, accentuating the need for comprehensive regulatory frameworks.

Assessing Impact and Unanswered Queries

While commendable strides have been made by the government and stakeholders in addressing gaming addiction, the efficacy of existing de-addiction centers and awareness campaigns remains uncertain. An assessment of the government’s initiatives, along with an evaluation of the capacity of these programs to confront the escalating challenge, becomes imperative to accurately gauge their impact.

Raising Awareness and Propagating Solutions

Navigating the intricate terrain of gaming addiction necessitates a multifaceted approach . Fostering awareness about addiction and child exploitation arising from online gaming constitutes an initial and pivotal step. Tailored professional counseling aimed at aiding addicted youth in extricating themselves from compulsive gaming habits is indispensable. This concerted endeavor mandates the involvement of the government, NGOs, counselors, parents, teachers, and gaming companies, forming a synergistic alliance.

Conclusion: Navigating the Path Forward

As India’s online gaming sector forges ahead with vigor, it presents both opportunities and challenges. Striking the right equilibrium between growth and accountability necessitates collective and concerted efforts from all stakeholders. By fostering a culture of responsible gaming, disseminating awareness, and instituting effective de-addiction initiatives, India can harness the potential of its youth for innovation and constructive contributions to society, while safeguarding their holistic well-being.

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