Introduction
Video games cause numerous societal controversies due to their perceived effects on players. This subject is significant due to the continuous rise in the popularity of gaming as a primary form of entertainment among adolescents, followed by concerns regarding people’s mental well-being (Johannes et al., 2021). However, without a comprehensive analysis of the actual impact of this activity on young minds, it is improper to take a decisive stance on this topic. Students can gain both negative and positive effects from playing video games, which must be explored further to make an evidence-based conclusion on their role in the mental health of younger generations.
Literature Review
Socialization
First, it is feasible to propose a hypothesis that video games efficiently satisfy students’ socialization needs. The study by Calandri et al. (2022) highlights that this sort of engagement reduces one’s “feelings of loneliness” and “offers stress relief” among peers who may be unable to meet in real life (p. 537). Games that rely on online connection can train one’s ability to uphold relationships with great success. This benefit translates well into adulthood by giving a person support and access to social capital within different parts of the population (Pine et al., 2020).
For students, this notion can be perceived as a long-term and short-term advantage. The possibility of making new acquaintances across the globe provides a perspective on communities beyond one’s immediate surroundings. This effect is significant during periods when real-life meetings are impossible, such as during one’s illness or travel (Calandri et al., 2022). Therefore, professionals may leverage this communication format for students who experience loneliness or isolation.
Emotional Self-Efficacy
The second hypothesis to be analyzed is that games improve emotional self-reflection abilities among students. The concept of self-efficacy in regulating one’s feelings is applied in this hypothesis, which is defined by one’s capability to deal with adverse experiences (Calandri et al., 2022). Gaming serves as an intervention that provides an outlet for one’s negativity in a virtual environment. This mode of engagement also allows one to try various communication strategies, especially during conflicts, that can improve emotional intelligence by creating a safe space to work out possible solutions (Zayeni et al., 2020).
Students’ mental well-being can benefit from such activities by efficiently increasing their resilience to stress. Furthermore, games with long-term goals, such as strategies, improve adolescents’ abilities in emotion regulation by providing them with win conditions that require patience and planning (Zayeni et al., 2020). Students can learn to avoid giving in to their strong emotional responses from losses while striving to achieve better results.
Anxiety and Depression
It is also possible to claim that video games can affect the development of anxiety and depression among the target population. Immersive simulators provide the possibility of gaining a new point of view on social connections or real-life situations, decreasing symptoms of long-term stress (Zayeni et al., 2020). Thus, one can create a safe environment and reflect on the sources of their anxiety without being burdened by consequences.
Casual games (CVGs) especially have a moderate positive effect on students’ stress levels when played in short bursts and do not require time investment for enjoyment (Pine et al., 2020). They give a temporary respite from external pressures and allow one to regain their focus. Moreover, CVGs can often be played on mobile devices, which students commonly possess.
It is necessary to recognize that there is controversial evidence regarding this effect. Depending on one’s character traits, the necessity to overcome challenges posed by games that involve planning can show them a path to combat frustration or feelings of powerlessness (Zayeni et al., 2020). At the same time, such an experience can be too stressful for an individual to handle.
The concept of attachment styles reveals that a person with a low level in this dimension can develop further depression due to their insecurities when playing (Sung et al., 2020). Further research can increase the application of gaming as an intervention against low mood. The usefulness of this approach relies on personality traits that a specialist must perceive before making any recommendations.
Gaming Addiction
Another claim that needs to be assessed is that video games cannot be the only coping mechanism for students, as such situations can cause adverse effects instead. The concept of withdrawal from society and its relation to anxiety symptoms affects this notion. It is essential to comprehend that gaming can be a stress response, although it does not permanently alleviate the symptoms but instead masks them (Sung et al., 2020). Students who play to escape their problems can expect their relationships and academic performance to deteriorate. Therefore, despite the possibility of connecting with others, adolescents may use this outlet to perpetuate their unhealthy habits.
Some parameters indicate that one’s engagement in this activity becomes a hindrance. Signs of withdrawal from society, in conjunction with a continuous rise in daily gaming time, may present a case of mental health condition (Esposito et al., 2020). However, it remains vital to analyze the reasons behind one’s growing addiction. The Interaction of the Person-Affect-Cognition-Execution model reveals that the motivation for one’s actions can be hampered by this type of content if other mental health conditions cause an individual to avoid issues (Teng et al., 2021).
This path can lead to addictive gaming disorder that worsens other problems, such as ones stemming from attention-deficit/hyperactivity disorder. Rather than dealing with their emotions, students may withdraw into a fantasy world, neglecting their responsibilities and needs in a real one (Quwaider et al., 2019). Thus, it is crucial to analyze why an adolescent spends time playing video games and how this hobby impacts their social life.
Conclusion
In summary, video games can benefit students’ mental well-being, as they serve as a tool for socialization, help people develop emotional stability, and can prevent anxiety when used appropriately. Peer-reviewed articles regarding the impact of gaming on young people’s mental health create an image of a double-sided tool that can be employed by psychologists selectively.
The literature review reveals that many individuals use this type of entertainment to connect with their peers, alleviate stress, and keep their feelings in check. However, without a degree of self-moderation, students may use video games to escape their issues without resolving them, which can cause additional problems. There are personality traits that can lead to adverse outcomes for students’ academic achievements and personal lives. Thus, it is necessary to guide students on responsibly engaging in this activity.
References
Calandri, E., Cattelino, E., & Graziano, F. (2022). Is playing video games during COVID-19 lockdown related to adolescent well-being? The role of emotional self-efficacy and positive coping. European Journal of Developmental Psychology, 20(3), 533-549. Web.
Esposito, M. R., Serra, N., Guillari, A., Simeone, S., Sarracino, F., Continisio, G. I., & Rea, T. (2020). An investigation into video game addiction in pre-adolescents and adolescents: A cross-sectional study. Medicina, 56(5). Web.
Johannes, N., Vuorre, M., & Przybylski, A. K. (2021). Video game play is positively correlated with well-being. Royal Society Open Science, 8(2). Web.
Pine, R., Fleming, T., McCallum, S., & Sutcliffe, K. (2020). The effects of casual videogames on anxiety, depression, stress, and low mood: A systematic review. Games for Health Journal, 9(4), 255-264. Web.
Quwaider, M., Alabed, A., & Duwairi, R. (2019). The impact of video games on the players’ behaviors: A survey. Procedia Computer Science, 151, 575-582. Web.
Sung, Y., Nam, T., & Hwang, M. H. (2020). Attachment style, stressful events, and Internet gaming addiction in Korean university students. Personality and Individual Differences, 154(1). Web.
Teng, Z., Pontes, H. M., Nie, Q., Griffiths, M. D., & Guo, C. (2021). Depression and anxiety symptoms associated with internet gaming disorder before and during the COVID-19 pandemic: A longitudinal study. Journal of Behavioral Addictions, 10(1), 169-180. Web.
Zayeni, D., Raynaud, J., & Revet, A. (2020). Therapeutic and preventive use of video games in child and adolescent psychiatry: A systematic review. Frontiers in Psychiatry, 11. Web.