Tobias 1

Rodolfo Tobias

Trishia Briones

English 1302-264

January 29, 2024

Video Games Against Mental Health: An Annotated Bibliography

Edwards, D. J., & Kemp, A. H. (2020). A novel ACT-based video game to support mental health

through embedded learning: A mixed-methods feasibility study protocol. BMJ Open,

10(11) doi:https://doi.org/10.1136/bmjopen-2020-041667

This particular article reports a mixed-methods feasibility study protocol for an ACT video game

created to help mental well being. Even though the main outcome measure will be the

viability of the video game intervention, the research plays a role in a bigger picture of

exactly how video games might indirectly influence mental well being. Having a video

game suggested as a mental health assistance application, the research advocates for

possible positive effects of video games on psychological health. Instead of examining

the effect of video games on mental health directly, the study might highlight

mechanisms by which video games may impact mental health outcomes. This is aligned

with a wider interest in looking into the possible risks or benefits of video game usage

and applicable to the present debate concerning mental health and video games. The

systematic approach to video games as a mental health application is new and proposes

implications for future studies.

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Jones, Christian, et al. "Gaming Well: Links Between Videogames and Flourishing

Mental Health." Frontiers in Psychology, vol. 5, 2014, article 260. Frontiers,

doi:10.3389/fpsyg.2014.00260.

Jones et al. discuss possible positive mental contributions of video games in connection with

psychological well being. The authors point out ways gaming can aid brain function, feel

accomplished and develop relationships. They highlight that specific genres of games -

especially those with interesting gameplay and storylines - can offer a kind of escapism,

enabling individuals to release stress and anxiety. However, the article additionally brings

up moderation in gaming actions, and also just how excessive gaming may affect

psychological well being. The authors recommend future study to clarify this complicated

connection between video games and psychological well being. Generally, this particular

useful resource is useful regarding the possible advantages of gaming for mental health

and outlines the need for a balancing approach to using gaming for wellbeing. The in-

depth discussion demonstrates how gaming and mental health overlap, providing

important considerations for researchers and others investigating the gaming - health

relationship.

von der Heiden, Juliane M., et al. "The Association Between Video Gaming and

Psychological Functioning." Frontiers in Psychology, vol. 10, 2019, pp. 1731–1731,

doi:10.3389/fpsyg.2019.01731.

Here, von der Heiden et al. examine just how video gaming impacts psychological functioning.

The study hopes to offer information on exactly how video gaming can impact gamers

'mental health. The questionnaires tested personality, mental well being and video

gaming practices among a big 2,734 sample (2,377 male & Mage = 23.06, 357 female,
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SDage = 5.91). The findings showed a reasonably negative association between

bothersome video games and mental functioning in terms of mental symptoms,

affectivity, coping and self-esteem. Moreover, players' motivations for playing and their

favourite game genres were linked with mental functioning with certain findings for

distraction-motivated and action gamers. The report advocates for additional study to

establish in case these psychological health risks are causes or consequences of video

gaming. This research offers insights to the diverse nature of video games and

psychological health and proposes implications for intervention and directions for future

research.

Decouto, B. S., et al. “Anxiety does not always affect balance: the predominating role of

cognitive engagement in a video gaming task.” Exp Brain Res, vol. 239, no. 6, 2021, pp.

2001–2014, https://doi.org/10.1007/s00221-021-06104-w.

The role of cognitive engagement in the anxiety - mediated postural control during a video

gaming task is examined. The authors aim to make clear the consequences of anxiety

caused by an unrelated activity like playing a video game - on postural control compared

to the impact of cognitive engagement. The twenty five subjects (twenty five females &

17 males) had been averaged at 23.5 years old and also carried out standing exercises

under various conditions. Area of sway, frequency, root mean square (RMS) sway,

anxiety, and emotional work had been assessed. The findings suggested that competition

- induced anxiety had negligible effects on postural control. Postural control mostly

adapted to psychological effort and more challenging task demands (playing versus

watching). The findings have implications for the account of the interaction between

anxiety, cognitive engagement and postural command. It asserts that cognitive

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engagement is the leading moderator of postural control when anxiety is separated from

balance. The results advance the data base concerning the role of cognition in affecting

motor behaviors during complicated tasks.

Markey, Patrick M., Christopher J. Ferguson, and Lauren I. Hopkins. "Video Game

Play." American Journal of Play, vol. 13, no. 1, 2020, pp. 87-106. ProQuest,

https://go.openathens.net/redirector/tamiu.edu?url=https://www.proquest.com/scholarly-

journals/video-game-play/docview/2545263657/se-2.

This particular article deals with a debatable issue: must kids be encouraged to play video games

by the review of scientific evidence to dispell commonly held myths regarding video

game play? The authors deny that video games raise obesity, make players much less

resistant to real world violence and encourage aggressive behavior. Rather, they discuss

research which indicates video game playing enhances social skills, visuospatial

cognitive functionality, mood management, and helps lessen real-world violence. The

authors find that video game playing could benefit kids if balanced with various other

duties. They mention the diminishing prevalence of myths regarding video game play

(including endorsements from the U.S. Supreme Court and the Smithsonian) along with a

shift in scientific viewpoint on video games 'detrimental consequences on society.

Generally, the article offers an historical review of the present information on video game

play and its effects, highlighting its possible benefits for adults and children.

Hussein, M. H., et al. "A Digital Game-Based Learning Method to Improve Students’

Critical Thinking Skills in Elementary Science." IEEE Access, vol. 7, 2019, pp. 96309-

96318. doi:10.1109/ACCESS.2019.2929089.
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This paper describes a study that examines the use of electronic game based learning (DGBL) -

the Ecoship Endeavour game-to improve critical thinking abilities of fifth grade girls

elementary science students. The Ecoship Endeavour game was created in the Inquiry,

Decision making, Mystery, Communication, Challenge and Rewards (ICMDCR)

framework by the scientists. A quasi-experimental style was followed where 2 classes

(experimental group) played the game and 2 classes (control group) have been held as per

usual science teaching techniques. The findings demonstrated that the game boosted

students 'critical thinking capabilities. Nevertheless, learners 'learning motivation and

self-confidence for science learning weren't significantly impacted. The authors

recommend that more studies must evaluate the usefulness of serious games in inducing

critical thinking, particularly with bigger samples when gender differences in technology

and science are considered. Limitations of the research consist of the absence of male

participants and the limited number of female students, both limits restricting the

generalizability of results. The article contributes to understand the possibility of DGBL

in primary science instruction and identifies research agendas.

Kolić‐Vehovec, Svjetlana, et al. “Evaluation of serious game for changing students’

behaviour in bullying situation.” Journal of Computer Assisted Learning, vol. 36, no. 3,

2020, pp. 323–334, https://doi.org/10.1111/jcal.12402.

The study aimed to test a serious game's effectiveness in improving bystander helping behaviors

in bullying situations. Participants (N=345, aged 12 to 14) were part of an experimental

study with one experimental and two control groups. All students completed pre- and

post-game online questionnaires about bullying knowledge, experiences, and behaviors.

The game recorded players' reactions. Results suggested that students' pre-game social
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behavior influenced their gameplay. Most students who initially did not help victims,

despite feeling they should, chose to help in the game. However, the game had only a

weak positive effect on students' behavioral choices. Limitations included a biased

sample and the need for more heterogeneous participants with less knowledge of

bystander behaviors in bullying. Future research should monitor long-term game effects

and consider incorporating game applications into school-wide antibullying programs.

Despite limitations, the study contributes to the evaluation of serious games, emphasizing

the importance of considering players' characteristics and prior knowledge in game

design. The results suggest that the game could be effective for students with less

knowledge about appropriate behaviors in bullying situations and provide guidelines for

improving similar games.

Xu, Zhenhua, et al. "Understanding Optimal Problem-Solving in a Digital Game: The

Interplay of Learner Attributes and Learning Behavior." Computers and Education Open,

vol. 3, 2022, article 100117. ISSN 2666-5573,

https://doi.org/10.1016/j.caeo.2022.100117.

Here Kim, Lee & Lee examine the use of educational video games in enhancing

achievement and learning. They examine students 'strategies for utilizing game features,

determining related details, and also dealing with in-game issues. Survey information and

computer logs have been gathered from 61 subjects (36.4% middle & high school

students, Mage = 13; 63.6% university students, Mage = twenty one) and also examined

the connection between specific traits (self-efficacy and prior in-game success and

knowledge). Their results emphasize the role of self-regulated help seeking activity

within students' problem solving networks. The research reveals good learning habits for
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digital game-based learning and outlines design considerations for scaffolding tools

which promote efficient learning efficiency. The study, though, admits limitations

including significantly greater sample diversity and enhanced measures of student

involvement. The authors suggest potential work with bigger and much more diverse

samples and also the creation of advanced data collection and analysis tools.

Bavelier, Daphne, and Richard J. Davidson. “Games to Do You Good.” Nature (London),

vol. 494, no. 7438, 2013, pp. 425–426, doi:10.1038/494425a.

Bavelier and Davidson discuss exactly how video games could benefit behavior and brain

functioning. They mention a study which discovered participants playing a game meant

to inspire good behaviour increased their chances of practicing beneficial behaviors in

simulation scenarios. This finding indicates that video games might positively impact

real-world behavior. The authors also outline the rising interest in the usage of video

games as a training modality for certain areas of behavior and brain function, especially

for attention and rehabilitation & medical care. They highlight this trend and highlight the

potential of video games as effective cognitive - enhancing and positive behaviour

interventions. The content provides insights to the wider applications of video games

beyond entertainment and also suggests they can be helpful tools for personal growth and

learning.

Raouf, Shaimaa Yaihya, et al. “Video Game Disorder and Mental Wellbeing among University

Students: A Cross-Sectional Study.” Pan Afr Med J, vol. 41, 2022, pp. 89–89,

doi:10.11604/pamj.2022.41.89.31322.
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In this cross sectional analysis Abdel Raouf et al investigate the prevalence of Video Game

Disorder (VGD) among 2,364 students, its predictors and psychological effect. They

gather information through sociodemographic requirements, the Internet Gaming

Disorder 20 (IGD 20) questionnaire and also the Mental Health 5 (MH-5) questionnaire

in addition to self-reported weights and heights. Their findings show a VGD prevalence

of 18.9% amongst participants with predictors including male gender, urbanized

residence, weekly gaming time increase, sleep duration decrease and body mass index.

Additionally they observe a negative link between psychological well being and VGD.

Conclusion the research ends by suggesting that good video gaming, sufficient rest and

outdoor physical exercise support psychological wellness and physical fitness of

university students and emphasize the need for a sustained method of video gaming for

psychological health.