Causal or spurious: Using propensity score matching to detangle the relationship between violent video games and violent behavior

Throughout the past decade, numerous states have passed legislation to prohibit the sale of violent video games to children, usually in conjunction with an argument that exposure to violent media increases violent behavior. However, the link between video games and violence is not yet fully understood. This study uses propensity score matching as a method to more adequately address the underlying issue of causality. Using a sample of 6567 8th grade students, these analyses test whether there is a causal link between playing violent video games and violence, non-violent deviance and substance use. Results indicate a substantial decrease in the relationship between video games and these outcomes when a matched sample is used. This suggests that the strength of evidence supporting a relationship has likely been overestimated using other methodologies.     

The relationships between the structural video game characteristics,video game engagement and happiness among individuals who play video games

The present study investigated the relationships between the structural video game characteristics (e.g. social, presentation and punishment features), video game engagement components (e.g. flow, immersion and psychological absorption) and general happiness among an international sample of individuals who play video games. Online questionnaires were completed by 207 participants who simultaneously had their favourite or most played video game in mind while completing the questionnaires. The results indicated that flow was significantly predicted when individuals rated punishment (e.g. lose a life, restart a level) and presentation (e.g. audio and graphics) characteristics as present and important. A negative and weak relationship was found between general happiness and flow. It was concluded that the punishment and presentation features aid in the facilitation of a flow experience, as the punishment gaming aspects may contribute to the task difficulty and degree of effort required to achieve a flow state, when playing video games.     

Goal setting outcomes: Examining the role of goal interaction in influencing the experience and learning outcomes of video game play for earthquake preparedness

Video game goals are important features of video games. Player’s interaction with goals can not only shape the gaming experience by evoking cognitive and affective reactions in players, but also lead to learning outcomes. However, there are few empirical studies on the effects of interacting with game goals, and no previous research has manipulated goal setting. In two experimental studies, participants were randomly assigned to one of the following five conditions: self-set goal repetitive play, assigned goal repetitive play, no-set goal repetitive play, no-set goal single play, and no play. Results show that playing earthquake preparedness video games generates significant learning outcomes; playing repeatedly with self-set goals yields greater learning compared to playing once with no-set goals or not playing; and cognitive reactions mediates the relation between goal interaction and learning. Implications of the results for the design and evaluation of future video games for learning are explored.