Video Games: Parents’ Perceptions, Role of Social Media and Effects on Behavior


Jeffrey Graham (Editor)

Series: Media and Communications – Technologies, Policies and Challenges
BISAC: SOC052000

Video games are not necessarily uniform in the “lessons” they teach players. Indeed, even violent video games are not simply hotbeds of violent content. For example, the popular Call of Duty and Resident Evil series require players to behave violently in order to protect other people or computer characters. Thus, in these games, aggression is taught in simultaneity with altruism. The questions, then, arise 1) whether social learning is an appropriate explanation for long-term effects of games, and 2) whether games can only teach antisocial lessons.

The first chapter of this book addresses video game effects from a long-term, holistic perspective, focusing on antisocial and prosocial outcomes, using a conveniently collected survey dataset. Moreover, this book also analyzes video games by different genres. Furthermore, this book provides information on associations and gender differences in children’s situational motivation, rate of perceived exertion and physical activity levels in exergaming; the efficiency of brain training versus recreational video games; the effect of social media in the video game industry; video games and their correlation with school and cognitive performance; video games and the effect they may have on seizures; and video gaming and the enhancement of prosocial behaviors. (Imprint: Nova)

Table of Contents

Table of Contents


Chapter 1 – The Possible Prosocial and Antisocial Effects of Playing Video Games Frequently (pp. 1-16)
J. J. De Simone (Insights Meta, Corporate Communications Adjunct Professor at Avila University, Kansas City, Missouri, USA)

Chapter 2 – Children‘s Situational Motivation, Rate of Perceived Exertion and Physical Activity Levels in Exergaming: Associations and Gender Differences (pp. 17-28)
Zan Gao, Leslie Podlog and Jung Eun Lee (University of Minnesota, Minneapolis, MN, USA, and others)

Chapter 3 – Efficiency of Brain Training vs. Recreational Video Games for Cognitive/Academic Performance: A Synthesis of 3 Experiments (pp. 29-74)
Sonia Lorant and Alain Lieury (Université de Strasbourg, France, and others)

Chapter 4 – Communities of Players: Scale and Scope, and the Effect of Social Medias in the Video Game Industry (pp. 75-96)
Thierry Burger-Helmchen (University of Strasbourg, BETA – CNRS, France)

Chapter 5 – Video Games and School/Cognitive Performances: A Study on 27000 Middle School Teenagers (pp. 97-120)
Alain Lieury, Sonia Lorant, Bruno Trosseille, Françoise Champault and Ronan Vourc’h (Université Rennes 2, France and others)

Chapter 6 – Video Games and Seizures: A Review (pp. 121-140)
G. F. A. Harding and A. G. Harding (Aston Brain Centre, Aston University, Birmingham, UK, and others)

Chapter 7 – Gaming for Good: Video Games and Enhancing Prosocial Behaviour (pp. 141-166)
Holli-Anne Passmore and Mark D. Holder (Department of Psychology, IKBSAS University of British Columbia, Kelowna, BC, Canada)


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