Computer Games For Children Research Articles

The Relationship between video game addiction and bladder/bowel dysfunction in children

Video games have a strong influence on children and adolescents. Video game addiction has negative effects on children's health. To determine the relationship between video game addiction and bladder/bowel dysfunction in children. Three hundred sixty-three children and their mothers who met the inclusion criteria constituted the sample of this correlational study. The data were collected using a descriptive information form, the Video Game Addiction Scale for Children, and the Childhood Bladder and Bowel Dysfunction Questionnaire. We found that 72.5% of the children were nine years old and 27.5% were ten years old; 50.4% were males and 49.6% were female. While 4.7% of the children who participated in the study were underweight, 19.6% were overweight, and 17.9% were obese. The mean Video Game Addiction Scale for Children score was 50.77 ± 16.17, whereas the mean Childhood Bladder and Bowel Dysfunction Questionnaire score was 29.98 ± 8.90. The ratio of children with a mean Video Game Addiction Scale for Children scores equal to or greater than 90 was 0.8% (n = 3). We found that 3.6% (n = 13) of the children had urinary/fecal incontinence while playing video games. There was a weak positive relationship between the dimensions of the Video Game Addiction Scale for Children scores, the Childhood Bladder and Bowel Dysfunction Questionnaire scores, and children's bladder and bowel function (r = 0.220; p ˂ 0.05). There is a correlation between children's video game addiction level and their bladder and bowel dysfunction grade. Higher video game addiction levels correspond to higher bladder and bowel dysfunction.

The effects of tactile aids in video games for children’s rhythmic coordination training: An fNIRS study

Neurological or neurodevelopmental disorders, such as Parkinson’s disease and dyslexia, can impair rhythm perception and production. Deficits in rhythm are associated with poor performance in language, attention, and working memory tasks. Research indicates that retraining rhythmic skills may enhance these related cognitive functions. In this context, using tactile aids for rhythm training emerges as a promising approach for children who do not fully benefit from conventional audiovisual rhythm games. This is because tactile aids can compensate for sensory deficiencies and facilitate more extensive brain activation. In our study, we employed functional near-infrared spectroscopy (fNIRS) to assess the impact of tactile aids on brain cortical activation during rhythmic training in children aged 6–12 years (N = 25). We also measured the participants’ spontaneous motor rhythms. The findings indicate that tactile stimulation significantly improves performance in synchronized rhythm tasks compared to audiovisual stimulation alone, particularly enhancing activation in brain regions associated with speech training such as the prefrontal cortex, motor cortex, and temporal areas. These results not only support the application of rhythm training in speech rehabilitation, but also highlight the potential of tactile aids as an effective multisensory learning strategy.

Adherence, frequency, and long-term follow-up of video game-based treatments in patients with attention-deficit/hyperactivity disorder: A systematic review.

Attention-deficit/hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder in children and adolescents. Recent studies show that video games have great potential for the treatment and rehabilitation of ADHD patients. The aim of the present review is to systematically review the scientific literature on the relationship between video games and ADHD, focusing on adherence to treatment, frequency of the intervention, and the long-term follow-up of video games in children and adolescents with ADHD. The preferred reporting items for systematic reviews and meta-analyses guidelines were adopted. The review protocol was registered in PROSPERO database. We searched in three databases, PubMed, Medline, and Web of Science to identify studies examining the association between video game interventions in ADHD patients. A total of 18 empirical studies met the established inclusion criteria. The results showed that video games-based interventions can be used to improve ADHD symptoms and display high adherence to treatment. In addition, in the studies reviewed, the most common intervention frequency is 30min three to five times per week. However, there is little evidence from studies with video games showing long-term effects in patients with ADHD. Video games are useful and effective interventions that can complement traditional treatments in patients with ADHD.

Adaptation and Validation of a Serious Game for Motor Learning Training in Children with Cerebral Palsy.

Objective: Children with cerebral palsy (CP) present motor learning disorders and somatosensory dysfunction. Although many protocols use videogames in children with CP, few apply or examine motor learning principles. This study aims at (1) implementing therapist-user-designer collaboration in adapting a videogame to the principles of motor learning and the characteristics of users with CP, and (2) piloting the effectiveness of these adaptations by analyzing the achievement of motor learning parameters (learning rate acquisition, retention, and transfer to motor and somatosensory function). Materials and Methods: Periodical interprofessional meetings conducted to the adaptation of a videogame, requiring the control of a joystick for traveling through a maze, to motor learning principles. In a pilot validation, effects in unilateral upper limb function, gross manual dexterity, and somatosensory thresholds were assessed before and after 10-week training in 13 children with CP. Results: After 10-week training with the adapted serious game, children showed learning rates above 90% and improvement in motor learning parameters along the sessions. Manual dexterity and pronation-supination of the dominant hand improved after training. No significant effects were found on somatosensory thresholds. Conclusion: Serious games are useful as motor learning tools for improving motor function in children with PC. Cooperative work among professionals and users is advisable for designing efficient videogames according to rehabilitation best practices.

Improved attentional abilities after playing five weeks of active video games in children with and without developmental coordination disorder

Background Besides motor coordination problems, attentional impairments are reported in children with developmental coordination disorder (DCD), but the connection or trainability is still unclear. Aim To test changes on attentional abilities after playing active video games (AVG) in children with DCD and their peers (TD), to evaluate near transfer and the relationship between omissions in attentional and motor tests. Methods Seventy children (35 DCD; 35 TD), 7–12 years old, were assessed on three types of attention: distractibility (DIS); divided-attention (DA); sustained-attention (SA) and on the Wii Fit test pre- and post-training. Results A significant decrease of errors in attentional tasks was found after training, independent of group (TD/DCD) and console (Wii Fit/Xbox) with medium-strong effect sizes (DIS η2 p =.42; DA η2 p =.51; SA η2 p =.41). The groups responded similarly to the training but the DCD children scored poorer on the DA. A positive transfer-effect to the non-trained Wii Fit test was found in accuracy (missed gates), while speed proved console-specific. A medium/strong relation was found between omissions in attentional tasks and the missed gates (Wii Fit test). Conclusion More accurate responses on attentional tasks were found after AVG-training in both groups. A clear relationship between attentional abilities and motor performance was found.

Using mathematics game-based intervention on children with special educational needs: Preliminary findings

Many video games incorporate positive learning principles, stimulating students' cognitive functioning and promoting problem-solving and spatial abilities. The high levels of engagement and involvement that some students can achieve with video games are notable. Hence, video games for children with a long history of school failure, such as children with special educational needs (SEN). Moreover, it may give educators immediate and ongoing assessment of students' progress. When complemented with human tutoring, video games as a game-based intervention may improve mathematics performance since instruction is more effective when adapted to students' learning needs and pace.
 As part of the research project "GBl4deaf – Game-based Learning for Deaf Students (PTDC/COM-CSS/32022/2017), the video game "Space adventure: Defend the planet!" was designed to stimulate arithmetic competencies in deaf and hearing children. The player must use elementary arithmetical and spatial concepts to rebuild an abandoned space station. Each challenge has three difficulty levels. In the game challenge used in this study, the player must add or remove particles to collect resources. The current research focuses on two questions: The study follows two research questions: Q1: Did the students make any progress in mathematics achievement after playing the video game?; Q2: Is the gameplay of Space adventure: Defend the planet! an engaging experience for players? A pre-and post-game mathematical test was applied to measure mathematics achievement and an observational grid to gather information about arithmetical procedures. Ten fourth- to ninth-graders participated in the study - four girls and six boys, aged between 9 and 16, three deaf and seven hearing students with different special needs (dyscalculia, cognitive deficits, autism spectrum disorder, deafness and Asperger syndrome). Due to the COVID-19 pandemic lockdown, children played the video game using Zoom video conference software in 8-12 sessions (50 minutes, two a three times/week). The results show 4% to 19% of mathematics progression after children played the video game and indicate that they maintain the use of counting-based procedures throughout the game sessions. For instance, they kept counting both addends starting from 1 or counting by 1, 2, 5 or 10 using a number line. The current data suggest that the videogame "Space adventure: Defend the planet!" allows educators to gather immediate information about students' difficulties and progression.

Children Playing Video Games During COVID-19 In Spain

As has been verified, those who spend more time playing video games are children and adolescents. The lockdown caused by the COVID-19 pandemic increased the prolonged use of video games in this population. In this context it is possible to observe some risks of this use, one of them the symptoms of gaming disorder (GD). The objective of this study is to analyze video game habits and the possible impacts on children - aged between 7 and 10 years – gaming for more than 4 hours daily during confinement - the lockdown was announced on March 14, 2020 and lasted approximately three months.- in Spain. Likewise, this study examines how families have acted after the detection of possible dependencies. According to the (10) families interviewed, the children have modified their routines, changed their mood, their symbolic games and –some of them– developed a clear dependency on the screen(s). Faced with this reality, the majority of the families created various strategies in order to modify these new habits and reduce the exposition to video games; others they decided to contact professionals to receive some assistance with their children’s behavior. The lack of knowledge of families about the use of video games is observed in three specific areas: first, knowing if it is an appropriate game for their child's age; second, set time limits; finally in being able to evaluate the dependency to the game. Based on the results, the study of video games in children requires the development of broader, complex and coherent approaches that focuses on the intra-family experience and parents’ skills to be with their children in this context. In addition, approaches that include spaces for the effective education of families about video games, including workshops and tools represent a clear need that could be addressed from schools or related institutions.

Training with videogames for improving sustained attention in children with a high risk of learning disorders

Most studies examine the effects of videogames on the cognitive abilities of young and adult players in experimental situations or for rehabilitation purposes. The aim of the present study is to evaluate the use of computerized commercial games for training sustained attention in primary school children at a high risk of learning disorders. A continuous performance task was used to assess sustained attention in a pre- and post-intervention classical paradigm. The training was organized in groups according to the children’s age and grade and planned in 30-minute sessions twice weekly for 12 weeks. The Student’s t-test was statistically significant for the mean reaction times, showing lower response times after training. It was demonstrated that more than twelve videogame sessions are needed to decrease the reaction time (mean RT) as significant relationship with sustained attention. Statistically significant results by age and grade were achieved before training, while at the end of the intervention only age had the same significance in the three age groups in relation to the mean RT. The results of the study suggest the need to continue exploring videogames in children at high risk of learning disorders.

The feasibility study of Internet-assisted play therapy to resolve psychological disorders in primary healthcare settings: A qualitative study.

Play therapy is an intelligent tool in cognitive-behavioral therapies. In today's world, the Internet and technology play a key role in all aspects of people's life including mental health. The present study explores the feasibility of using Internet-assisted play therapy to solve children's psychological issues in primary healthcare systems. The present qualitative research was conducted by the content analysis approach on 20 experts working in the healthcare centers, who were selected purposefully. The sample was saturated with these 20 participants. Data were collected through semi-structured interviews and were coded manually. Then, they were analyzed in the Atlas.ti software package. The results revealed 15 themes and 10 sub-themes. The themes included (1) safety, (2) efficiency, (3) client-orientedness, (4) organizational growth, (5) time, (6) effectiveness, (7) justice-orientedness, (8) access, (9) feedback, (10) analysis, (11) children's computer game room, (12) reward, (13) group game, and (14) capability to be integrated into other electronic programs. It seems that Internet-based play therapy is plausible to be used as a service in primary healthcare to tackle the psychological problems of children in the target population if the challenges related to the exploratory themes are taken care of.

Parental Mediation of Children's Video Game Playing: Active Mediation and Co-Playing Produce Positive Outcomes

Current studies show that video game playing results in negative impacts to children. These negative impacts include game addiction, online risks, and exposure to child-inappropriate content. Studies also show that parents play a significant role in mitigating these negative impacts by applying strategies such as monitoring and supervision of children in their use of video games. This case study aimed to determine specific strategies adopted by parents to mediate their children's video game playing and find out what their outcomes are. In-depth interviews with parents of children aged 7–14 revealed that they generally had negative perceptions of video games. These negative perceptions resulted to either restrictive or active mediation or a combination of both. Parents' time with their children and the place where their children played have been found as significant predictors of mediation. Moreover, the strategies informants used to manage their children's video game playing resulted in more positive than negative outcomes. Those who engaged in active mediation and co-playing established good parentchild relationship and led to children's obedience to rules. Restrictive mediation either had positive or negative outcomes. The most common negative outcomes were parent-child conflict and children's disobedience to the rules their parents laid out to limit their video game playing.

Designing Video Games for Nutrition Education: A Participatory Approach

ObjectiveTo describe the participatory approach used to inform the development of a video game designed to increase children's nutrition knowledge. The objectives were to (1) assess children's nutrition areas of focus, (2) explore parents’ and children's perceptions of video games for nutrition education, and (3) collect information on children's video game preferences. DesignQualitative research design using 10 focus group interviews and 5 workshops. Children's nutrition knowledge and game player type were assessed by questionnaires. SettingSouth Island, New Zealand. ParticipantsSixty-two primary school children, aged 7–11 years. Ten parents completed an online questionnaire. Phenomenon of InterestParticipatory approach in designing digital nutrition education resources. AnalysisA general inductive approach was used to develop the themes. ResultsThe following 3 themes were identified through thematic analysis: (1) positive impacts associated with video games for nutrition education, (2) factors for engagement, and (3) barriers for sustained use. Conclusions and ImplicationsBoth children and parents perceived that video games offered an avenue to increase nutrition knowledge. However, negative views such as screen time usage need to be addressed before widespread adoption. The participatory design approach provided information about game mechanics that will inspire the game design and enhance engagement of video games for nutrition education.

The Playing Brain. The Impact of Video Games on Cognition and Behavior in Pediatric Age at the Time of Lockdown: A Systematic Review.

A growing number of children and adolescents play video games (VGs) for long amounts of time. The current outbreak of the Coronavirus pandemic has significantly reduced outdoor activities and direct interpersonal relationships. Therefore, a higher use of VGs can become the response to stress and fear of illness. VGs and their practical, academic, vocational and educational implications have become an issue of increasing interest for scholars, parents, teachers, pediatricians and youth public policy makers. The current systematic review aims to identify, in recent literature, the most relevant problems of the complex issue of playing VGs in children and adolescents in order to provide suggestions for the correct management of VG practice. The method used searches through standardized search operators using keywords related to video games and the link with cognition, cognitive control and behaviors adopted during the pandemic. Ninety-nine studies were reviewed and included, whereas twelve studies were excluded because they were educationally irrelevant. Any debate on the effectiveness of VGs cannot refer to a dichotomous approach, according to which VGs are rigidly ‘good’ or ‘bad’. VGs should be approached in terms of complexity and differentiated by multiple dimensions interacting with each other.

Pantallas digitales para infancias diversas

Famílias e professores de todo o mundo dedicam grandes esforços para encontrar recursos digitais (hoje especialmente jogos e aplicativos para smartphones e tablets) para ajudar meninos e meninas a brincar e a aprender. Para todos os educadores, é importante o acesso a recursos de qualidade, mas é ainda mais importante para quem trabalha com crianças com diversidade funcional, pois precisam de recursos muito específicos. O mercado oferece diferentes materiais para essas crianças, mas nem sempre com a qualidade adequada. Existem vários estudos sobre o potencial desses materiais digitais nos processos de aprendizagem durante a infância, mas esses estudos contrastam com os resultados de pesquisas sobre a qualidade real de aplicativos e jogos de vídeo para crianças. É necessário avançar na avaliação da qualidade do conteúdo e no design interativo dos jogos e aplicativos para todas as crianças. Este artigo mostra os resultados de diferentes análises sobre a qualidade do Apps para crianças menores de 8 anos, com ótimo desenvolvimento e com necessidades educacionais especiais, utilizando diferentes metodologias; e apresenta propostas para orientar a seleção e criação de aplicativos interativos que permitem que todas as crianças brinquem e aprendam. O objetivo desta linha de pesquisa é determinar a qualidade dos recursos interativos voltados para a primeira infância (0-8 anos), considerando o conteúdo, mas também a forma, o design deste conteúdo.

Influence of interpersonal relationships on acquaintance with digital technologies

The article analyzes features of a modern family and shows the role of parent-child relations in the formation of the "I" image of a younger pupil; relationship between the peculiarities of parent-child relations and the degree of exposure of primary school children to the computer game reality is revealed. The thesis is substantiated that a certain type of upbringing, peculiarities of interaction with a child in a family provoke an excessive enthusiasm for computer games in children of primary school age, causing destructive changes in the construction of the "I" image of a younger pupil. The image of the "I" of active users of computer games is characterized by the indefiniteness of descriptions of the physical "I", weak reflection of their own emotional experiences and bodily sensations, unrealistic (overestimated) level claims, inadequate self-esteem. Child-parent relations in families where active and inactive users of computer games are brought up differ in the types of parental attitudes: acceptance, authoritarian hypersocialization, infantilization and symbiosis.

Relationship Between Children’s Enjoyment, User Experience Satisfaction, and Learning in a Serious Video Game for Nutrition Education: Empirical Pilot Study

BackgroundThe design and use of serious video games for children have increased in recent years. To maximize the effects of these games, it is essential to understand the children’s experiences through playing. Previous studies identified that enjoyment and user experience satisfaction of the players are principal factors that can influence the success of serious video games and the learning of their players. However, research about the relationship between enjoyment and user experience satisfaction with learning in children 8 to 10 years old is sparse.ObjectiveWe examined the relationship of enjoyment and user experience satisfaction with the learning of children aged 8 to 10 years while playing a serious video game for health, FoodRateMaster. This serious video game teaches children about the characteristics of healthy and unhealthy foods and how to identify them in their environment.MethodsChildren aged 8 to 10 years were recruited from a primary school in Mexico. Participants completed 12 individual gaming sessions with FoodRateMaster in 6 weeks. A food knowledge questionnaire was administered before and after game play to assess the players’ food knowledge. In addition, after the gaming sessions, the children’s enjoyment and user experience satisfaction were evaluated using the EGameFlow questionnaire and the Game User Experience Satisfaction Scale (GUESS) questionnaire.ResultsWe found significant positive associations for children’s (n=60) posttest knowledge with enjoyment (r58=0.36, P=.005) and user experience satisfaction (r58=0.27, P=.04). The children’s posttest knowledge scores were also positively correlated with challenge (r58=0.38, P=.003), knowledge improvement (r58=0.38, P=.003), and goal clarity (r58=0.29, P=.02) EGameFlow subscales and with narrative (r58=0.35, P=.006), creative freedom (r58=0.26, P=.04), and visual esthetics (r58=0.32, P=.01) GUESS subscales. Regression analysis indicated that the EGameFlow (F7,52=2.74, P=.02, R2=0.27) and the GUESS (F8,51=2.20, P=.04, R2=0.26) ratings significantly predicted the children’s posttest knowledge scores. EGameFlow challenge (β=0.40, t52=2.17, P=.04) and knowledge improvement (β=0.29, t52=2.06, P=.04) subscales significantly contributed to predicting children’s learning. None of the GUESS subscales significantly contributed to predicting children’s learning.ConclusionsThe findings of this study suggest that both enjoyment and user experience satisfaction for children aged 8 to 10 years were positively correlated with their learning and that were significant predictors of it. Challenge, knowledge improvement, narrative, creative freedom, and visual esthetics subscales correlated positively with children’s learning. In addition, challenge and knowledge improvement contributed to predicting their learning. These results are relevant to consider during the design stages of serious games developed for young children’s learning purposes.

FDA approves first video game Rx treatment for children with ADHD

For the first time, the Food and Drug Administration (FDA) on June 15 approved a prescription treatment delivered through a video game for children with attention deficit hyperactivity disorder (ADHD). The digital therapy device offers a nondrug option for improving symptoms associated with ADHD in children.

Feasibility of TOWI as a cognitive training video game for children

Abstract Playing video games has not only become a ubiquitous pastime, but evidence suggests that it can also improve certain cognitive functions. This opportunity has led developers to create games whose goal is to provide tools related to cognitive training. However, several methodological problems have been observed regarding the interpretation of the effects encountered in cognitive training tools which, among other reasons, may stem from an incomplete understanding of how participants interact with the software. In this sense, a first step is to study how children react and engage in games in different contexts and whether any evidence of change after playing the games is encountered. Here, we evaluate the feasibility of using TOWI, a set of video games threaded together by a common narrative, as a cognitive training tool. Children played TOWI for several weeks at school or at their home. Cognitive performance before and after playing TOWI was compared using standardized neuropsychological tools as well as some cognitive screening games included as part of the TOWI platform. We found similar patterns of use in school and home as well as by boys and girls. Despite the exploratory nature of the current study, we found significant changes in several neuropsychological measures. We discuss the results in terms of the potential strengths that TOWI has as a training tool as well as in relation to the many pitfalls that lay ahead to achieve evidence of cognitive improvement, not only for TOWI, but for any tool developed for cognitive training.

Effectiveness of Active Video Games in Children With Intellectual Disabilities

Effectiveness of Active Video Games in Children With Intellectual Disabilities

Can Video Games Affect Children's Cognitive and Non-Cognitive Skills?

The aim of this paper is to investigate whether there is a causal relationship between video game playing and children's cognitive and non-cognitive skills. According to the literature, video games have a potential to improve children's cognitive abilities. Video games may also positively affect such non-cognitive skills as the ability to sustain attention and pro-social behavior. On the other hand, there are concerns that video games can teach children to behave aggressively. The Child Development Supplement to the Panel Study of Income Dynamics is used for the analysis. The key advantages of this data set are its panel nature, which allows addressing the endogeneity of video game playing, and the time diary component, which provides a reliable measure of children's video game time. I find that video game playing has a positive statistically significant effect on some of the cognitive skills. More specifically, an increase in video game time is found to improve children's ability to solve problems. There is no statistically significant effect of video game playing on children's reading skills, once other variables are held fixed. The findings of this study support the hypothesis that video game playing may improve certain non-cognitive skills. Moreover, there is no evidence that video game playing increases aggressiveness in children.

An investigation into the frequency of addiction to video games in children with attention-deficit hyperactivity disorder.

Background and Objective:Attention-deficit hyperactivity disorder (ADHD) is known as the most common neurological disorder in childhood. Failure to timely diagnose ADHD can lead to harmful effects for the individual and the family. The relationship between this disorder and the addiction to video games has been reported in children. Therefore, this study aimed to investigate the degree of addiction to video games in Iranian children with ADHD, compared with normal children.Materials and Methods:In this applied research, 99 children with ADHD referring to Imam Hossein Hospital and 99 normal children in elementary schools of Tehran (control group) were recruited. Data were collected using Conner's Scale and Young's Internet Addiction Test (video games). The data were analyzed using SPSS (version 22).Results:In this study, 11% of the children with ADHD and 4% of the normal children had addiction to video games. This difference was significant between the two groups (P < 0.05). Moreover, 58% of the children with ADHD and 27% of the normal children were exposed to video games. This difference was also significant between the two groups (P < 0.05).Conclusion:The results showed that the frequency and prevalence of addiction to video games were higher in children with ADHD than in normal children. Therefore, it can be concluded that timely diagnosis of this disorder leads to better treatment.