ゲームは1日1時間までは問題ない

以前から1日1時間以内のゲームは問題ないと言われていましたが、再確認されました。

他の報告で、認知機能が向上するという報告もあります。

しかし子どもから時間を奪うものであることは間違いないので、積極的にさせた方が良いというものでもありません。（2014年8月6日記）

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「1日1時間以内のビデオゲームは子供達に良い影響を与える」という最新の研究結果が、小児科学の専門誌「Pediatrics」で発表されました。

オックスフォード大学のオックスフォード・インターネット・インスティチュートの研究員であるAndrew Przybylski博士率いる研究チームが、イギリス全土の10歳から15歳の子供5000人に対して、ゲームに費やす時間とともに生活への満足度や友人との関係性などを質問し、この研究結果を得たそうです。

調査結果によると、ゲームをプレイしない子供達と比較すると、1日1時間以内ゲームをする子供達は生活への満足度が高く、社交的だとしています。その他にも、1人もしくは他の子供とビデオゲームをプレイすることにより幸福感や、一体感を得られると示しています。

しかし、1時間以上プレイする子供達には、落ち着きがなくなったり、注意力散漫になったりするという問題が出てくるとも述べています。これはゲーム以外の活動の機会を逃したり、子供にふさわしくないゲームに触れているからではないかとしています。

Przybylski博士は「これまでは、ビデオゲームは非常に有益なものか、それとも暴力的行為につながるものかといったように、調査環境が二極化しがちだったが、この調査結果で、より細やかな新しい見方を提供できるかもしれない」とイギリスのTV局BBCに対して述べています。

また、この結果で得られた良い影響も悪い影響もわずかなものであったとしながら、本調査がビデオゲームの悪影響を心配する家族の不安を和らげるものになるように期待しているとのことです。

Electronic Gaming and Psychosocial Adjustment

1. Andrew K. Przybylski, PhD

1. University of Oxford, Oxford, England

ABSTRACT

BACKGROUND AND OBJECTIVES:

The rise of electronic games has driven both concerns and hopes regarding their potential to influence young people. Existing research identifies a series of isolated positive and negative effects, yet no research to date has examined the balance of these potential effects in a representative sample of children and adolescents. The objective of this study was to explore how time spent playing electronic games accounts for significant variation in positive and negative psychosocial adjustment using a representative cohort of children aged 10 to 15 years.

METHODS:

A large sample of children and adolescents aged 10 to 15 years completed assessments of psychosocial adjustment and reported typical daily hours spent playing electronic games. Relations between different levels of engagement and indicators of positive and negative psychosocial adjustment were examined, controlling for participant age and gender and weighted for population representativeness.

RESULTS:

Low levels (<1 hour daily) as well as high levels (>3 hours daily) of game engagement was linked to key indicators of psychosocial adjustment. Low engagement was associated with higher life satisfaction and prosocial behavior and lower externalizing and internalizing problems, whereas the opposite was found for high levels of play. No effects were observed for moderate play levels when compared with non-players.

CONCLUSIONS:

The links between different levels of electronic game engagement and psychosocial adjustment were small (<1.6% of variance) yet statistically significant. Games consistently but not robustly associated with children’s adjustment in both positive and negative ways, findings that inform policy-making as well as future avenues for research in the area.

Pediatrics Accepted May 22, 2014.

因みにゲームの内容が暴力的かどうかは、子どもが現実の世界で暴力的に振る舞うようになるかとは無関係と言われています。暴力的で無いゲームでもうまくいかずにフラストレーションが溜まると暴力的に振る舞うこともあるということです。

Competence-impeding electronic games and players’ aggressive feelings, thoughts, and behaviors.

Przybylski, Andrew K.; Deci, Edward L.; Rigby, C. Scott; Ryan, Richard M.

Journal of Personality and Social Psychology, Vol 106(3), Mar 2014, 441-457. doi: 10.1037/a0034820

Abstract

1. [Correction Notice: An Erratum for this article was reported in Vol 106(3) of Journal of Personality and Social Psychology (see record 2014-07574-006). In the article, the name of author Edward Deci was missing his middle name initial and should have read as Edward L. Deci. In addition, an incorrect version of figure 1 was published.] Recent studies have examined whether electronic games foster aggression. At present, the extent to which games contribute to aggression and the mechanisms through which such links may exist are hotly debated points. In current research we tested a motivational hypothesis derived from self-determination theory—that gaming would be associated with indicators of human aggression to the degree that the interactive elements of games serve to impede players’ fundamental psychological need for competence. Seven studies, using multiple methods to manipulate player competence and a range of approaches for evaluating aggression, indicated that competence-impeding play led to higher levels of aggressive feelings, easier access to aggressive thoughts, and a greater likelihood of enacting aggressive behavior. Results indicated that player perceived competence was positively related to gaming motivation, a factor that was, in turn, negatively associated with player aggression. Overall, this pattern of effects was found to be independent of the presence or absence of violent game contents. We discuss the results in respect to research focused on psychological need frustration and satisfaction and as they regard gaming-related aggression literature. (PsycINFO Database Record (c) 2014 APA, all rights reserved)

Correction to Przybylski, Deci, Rigby, and Ryan (2013).

Journal of Personality and Social Psychology, Vol 106(3), Mar 2014, 499. doi: 10.1037/a0036148

Abstract

1. Reports an error in "Competence-Impeding Electronic Games and Players’ Aggressive Feelings, Thoughts, and Behaviors" by Andrew K. Przybylski, Edward Deci, C. Scott Rigby and Richard M. Ryan (Journal of Personality and Social Psychology, Advanced Online Publication, Dec 30, 2013, np). In the article, the name of author Edward Deci was missing his middle name initial and should have read as Edward L. Deci. In addition, an incorrect version of figure 1 was published. (The following abstract of the original article appeared in record 2013-45445-001.) Recent studies have examined whether electronic games foster aggression. At present, the extent to which games contribute to aggression and the mechanisms through which such links may exist are hotly debated points. In current research we tested a motivational hypothesis derived from self-determination theory—that gaming would be associated with indicators of human aggression to the degree that the interactive elements of games serve to impede players’ fundamental psychological need for competence. Seven studies, using multiple methods to manipulate player competence and a range of approaches for evaluating aggression, indicated that competence-impeding play led to higher levels of aggressive feelings, easier access to aggressive thoughts, and a greater likelihood of enacting aggressive behavior. Results indicated that player perceived competence was positively related to gaming motivation, a factor that was, in turn, negatively associated with player aggression. Overall, this pattern of effects was found to be independent of the presence or absence of violent game contents. We discuss the results in respect to research focused on psychological need frustration and satisfaction and as they regard gaming-related aggression literature. (PsycINFO Database Record (c) 2014 APA, all rights reserved)