View in EDS

Children's Social Problem-Solving Skills in Playing Videogames and Traditional Games: A Systematic Review

Saved in:
Bibliographic Details
Title: Children's Social Problem-Solving Skills in Playing Videogames and Traditional Games: A Systematic Review
Language: English
Authors: Yilmaz, Eyüp (ORCID 0000-0002-0336-1747), Griffiths, Mark D. (ORCID 0000-0001-8880-6524)
Source: Education and Information Technologies. Sep 2023 28(9):11679-11712.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 34
Publication Date: 2023
Document Type: Journal Articles
Information Analyses
Descriptors: Children, Interpersonal Competence, Problem Solving, Video Games, Games, Gender Differences
DOI: 10.1007/s10639-023-11663-2
ISSN: 1360-2357
1573-7608
Abstract: Playing games can be one of the most important activities for children to improve their social problem-solving (SPS) skills. Studies that have examined the empirical evidence of playing games concerning children's SPS skills have tended to focus on the function of a single game. Therefore, an overview study is needed to generalize the data by the game content and production purpose. Twelve databases were systematically searched. Four basic criteria were sought for studies to be included. A total of 35 studies meeting all the inclusion criteria were reviewed. The results showed that (i) experimental designs were the most utilized, and (ii) more studies using active control groups are needed to compare the effectiveness of the game playing. In non-traditional games research, half of the videogames used in the studies reviewed and classified, were primarily produced for educational purposes, followed by serious games (30%) and entertainment games (20%). These three types of videogames were effective in promoting children's SPS skills. Moreover, simulation games were the most preferred videogame genre utilized by the researchers. In studies using videogames, children's SPS skills did not differ significantly by gender, whereas in a study using traditional games (non-video games), male participants' problem-solving ability progressed significantly more than that of females. Almost all the studies concluded that playing both videogames and traditional games positively influenced children's SPS skills. However, only three studies utilizing traditional games were conducted during the two-decade period (2000-2019) and more studies are needed for comparable and generalizable results.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1389991
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1389991
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Children's Social Problem-Solving Skills in Playing Videogames and Traditional Games: A Systematic Review
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Yilmaz%2C+Eyüp%22">Yilmaz, Eyüp</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0336-1747">0000-0002-0336-1747</externalLink>)<br /><searchLink fieldCode="AR" term="%22Griffiths%2C+Mark+D%2E%22">Griffiths, Mark D.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8880-6524">0000-0001-8880-6524</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Education+and+Information+Technologies%22"><i>Education and Information Technologies</i></searchLink>. Sep 2023 28(9):11679-11712.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 34
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Games%22">Video Games</searchLink><br /><searchLink fieldCode="DE" term="%22Games%22">Games</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10639-023-11663-2
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1360-2357<br />1573-7608
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Playing games can be one of the most important activities for children to improve their social problem-solving (SPS) skills. Studies that have examined the empirical evidence of playing games concerning children's SPS skills have tended to focus on the function of a single game. Therefore, an overview study is needed to generalize the data by the game content and production purpose. Twelve databases were systematically searched. Four basic criteria were sought for studies to be included. A total of 35 studies meeting all the inclusion criteria were reviewed. The results showed that (i) experimental designs were the most utilized, and (ii) more studies using active control groups are needed to compare the effectiveness of the game playing. In non-traditional games research, half of the videogames used in the studies reviewed and classified, were primarily produced for educational purposes, followed by serious games (30%) and entertainment games (20%). These three types of videogames were effective in promoting children's SPS skills. Moreover, simulation games were the most preferred videogame genre utilized by the researchers. In studies using videogames, children's SPS skills did not differ significantly by gender, whereas in a study using traditional games (non-video games), male participants' problem-solving ability progressed significantly more than that of females. Almost all the studies concluded that playing both videogames and traditional games positively influenced children's SPS skills. However, only three studies utilizing traditional games were conducted during the two-decade period (2000-2019) and more studies are needed for comparable and generalizable results.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1389991
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1389991
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10639-023-11663-2
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 34
        StartPage: 11679
    Subjects:
      – SubjectFull: Children
        Type: general
      – SubjectFull: Interpersonal Competence
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Video Games
        Type: general
      – SubjectFull: Games
        Type: general
      – SubjectFull: Gender Differences
        Type: general
    Titles:
      – TitleFull: Children's Social Problem-Solving Skills in Playing Videogames and Traditional Games: A Systematic Review
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Yilmaz, Eyüp
      – PersonEntity:
          Name:
            NameFull: Griffiths, Mark D.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 1360-2357
            – Type: issn-electronic
              Value: 1573-7608
          Numbering:
            – Type: volume
              Value: 28
            – Type: issue
              Value: 9
          Titles:
            – TitleFull: Education and Information Technologies
              Type: main
ResultId 1