CE  Vol.6 No.16 , September 2015
Psychology of Digital Games and Its Effects to Its Users
ABSTRACT
In this article, I will discuss the effects of playing digital games. Most of the researchers have found out that the effects by playing digital games are greater than the effects by watching the television or movies. I will be discussing mainly the three scopes which support to argue and allow people to get beyond the typical ‘‘good-bad’’ dichotomous thinking to have a more nuanced understanding of the digital game effect and the insights from developmental, positive, and social psychology combined with other learning mechanisms in playing digital games as well as how far it is possible adopt it to real-world psychosocial benefits scenario will also be examined in this article.

Cite this paper
Gunawardhana, L. and Palaniappan, S. (2015) Psychology of Digital Games and Its Effects to Its Users. Creative Education, 6, 1726-1732. doi: 10.4236/ce.2015.616174.
References
[1]   Ahissar, M., & Hochstein, S. (2004). The Reverse Hierarchy Theory of Visual Perceptual Learning. Trends in Cognitive Sciences, 8, 457-464.
http://dx.doi.org/10.1016/j.tics.2004.08.011

[2]   Anderson, C. A. (2004). An Update on the Effects of Playing Violent Video Games. Journal of Adolescence, 27, 113-122.
http://dx.doi.org/10.1016/j.adolescence.2003.10.009

[3]   Bavelier, D., Green, C. S., Han, D. H., Renshaw, P. F., Merzenich, M. M., & Gentile, D. A. (2011). Brains on Video Games. Nature Reviews Neuroscience, 12, 763-768.
http://dx.doi.org/10.1038/nrn3135

[4]   Burgess, N. (2008). Spatial Cognition and the Brain. Annals of the New York Academy of Sciences, 1124, 77-97.
http://dx.doi.org/10.1196/annals.1440.002

[5]   Canovas, R., Espinola, M., Iribarne, L., & Cimadevilla, J. M. (2008). A New Virtual Task to Evaluate Human Place Learning. Behavioural Brain Research, 190, 112-118.
http://dx.doi.org/10.1016/j.bbr.2008.02.024

[6]   Dweck, C. S., & Molden, D. C. (2005). Self-Theories: Their Impact on Competence Motivation and Acquisition. Handbook of Competence and Motivation (pp. 122-140). New York, NY: Guilford Press.

[7]   Fredrickson, B. L. (2001). The Role of Positive Motivation in Positive Psychology: The Broaden-and-Build Theory of Positive Emotions. American Psychologist, 56, 218-226.
http://dx.doi.org/10.1037/0003-066X.56.3.218

[8]   Gentile, D. A., Anderson, C. A., Yukawa, S., Saleem, M., K., Lim, M., & Shibuya, A. (2009). The Effects of Prosocial Video Games on Prosocial Behaviors: International Evidence from Correlational, Longitudinal, and Experimental Studies. Personality and Social Psychology Bulletin, 35, 752-763.
http://dx.doi.org/10.1177/0146167209333045

[9]   Guimetti, G. W., & Markey, P. W. (2007). Violent Video Games and Anger as Predictors of Aggression. Journal of Research in Personality, 41, 1234-1243.
http://dx.doi.org/10.1016/j.jrp.2007.02.005

[10]   Karni, A., & Sagi, D. (1991). Where Practice Makes Perfect in Texture Discrimination: Evidence for Primary Visual Cortex Plasticity. Proceedings of the National Academy of Sciences of the USA, 88, 4966-4970.
http://dx.doi.org/10.1073/pnas.88.11.4966

[11]   Lieberman, D. A., Chaffee, S. H., & Roberts, D. F. (1988). Computers, Mass-Media, and Schooling: Functional Equivalence in Uses of New Media. Social Science Computer Review, 224-241.
http://dx.doi.org/10.1177/089443938800600204

[12]   Markey, P. M., & Sherer, K. (2009). An Examination of Psychoticism and Motion Capture Controls as Mode—Rators of the Effects of Violent Video Games. Computers in Human Behavior, 407-411.
http://dx.doi.org/10.1016/j.chb.2008.10.001

[13]   Przybylski, A. K., Rigby, C. S., & Ryan, R. M. (2010). A Motivational Model of Video Game Engagement. Review of General Psychology, 14, 154-166.
http://dx.doi.org/10.1037/a0019440

[14]   Salich, M. Von., Oppl, C., & Kristen, A. (2006). What Attracts Children? Playing Video Games: Motives, Responses and Consequences (pp. 147-163). Hillsdale, NJ: Erlbaum.

[15]   Slater, M. D., Henry, K. L., Swaim, R. C., & Anderson, L. L. (2003). Violent Media Content and Aggressiveness in Adolescents: A Downward Spiral Model. Communication Research, 713-736.
http://dx.doi.org/10.1177/0093650203258281

 
 
Top