In literature the use of video games is frequently associated with negative effects. We asked a group of 196 university students to choose a video game, play with it and narrate the cognitive and emotional skills involved in their gaming experiences. Data collected show that most games stimulate attention and logics skills, but also enjoyment and self-efficacy. In addition, research indicates that when adults critically reflect on their use of video games, they not only acquire more information about them, but also develop a greater awareness of their gaming practices. However, even negative sides appear such as depression and anxiety, social phobias, and poor grades. The study concludes with an insight on future research directions on the cognitive and emotional skills involved in adult’s use of video games.

Stereotypes, videogames and aware players in higher education

Cristina Gaggioli
2020

Abstract

In literature the use of video games is frequently associated with negative effects. We asked a group of 196 university students to choose a video game, play with it and narrate the cognitive and emotional skills involved in their gaming experiences. Data collected show that most games stimulate attention and logics skills, but also enjoyment and self-efficacy. In addition, research indicates that when adults critically reflect on their use of video games, they not only acquire more information about them, but also develop a greater awareness of their gaming practices. However, even negative sides appear such as depression and anxiety, social phobias, and poor grades. The study concludes with an insight on future research directions on the cognitive and emotional skills involved in adult’s use of video games.
978-84-09-17979-4
Stereotypes, videogames, awareness, play, higher education
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/20.500.12071/30875
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