disadvantages of online games essay

Online Gaming Essay | Advantages and Disadvantages of Online Gaming

Online gaming is the most talked about fun topic among the teenagers of the 21st century. At the same time, it is the most talked about serious topic among the parents and teachers. Everyone has their own reasons to discuss online gaming. Our reason today is to help you write an Essay on Online Gaming so that you are exposed to the unseen side of online gaming addiction.

Long Essay on Online Gaming Addiction in 500 words | Argumentative Essay on Online Games Good or Bad

How online gaming started.

The Internet has changed the way we live, we eat, we dress, we work and we play. It has become a preferred and comfortable mode which has made our lives way too easy. Today almost everything is available at the click of a button. You ask for a thing and it reaches your doorstep within days. Amidst these gratifying moments, when we are saved from the daily hustle-bustle, another trend of online gaming has emerged. 

Advantages of Online Games

Online gaming is a huge platform today. A platform that has broken all barriers and boundaries amidst countries around the world. In online gaming, you can connect to anyone anywhere in the world and play. Sometimes you don’t even know with whom you are playing and this mystery makes the experience even more thrilling. It also gives the player an opportunity to make new friends from other countries and get a chance to showcase their talent worldwide.

Nowadays, many online gaming championships are organized where gamers get a platform to compete with the best of the best and enhance their skills. It has gained much popularity over the years because one can play an online game on even a basic smartphone. What one requires is a consistent internet connection. Developing, designing and marketing online games has turned into a full-fledged profession and many are earning their bread and butter through it. 

Disadvantages of Online Gaming

But then there is always the other side of a coin which is often dark and dingy. The other side of online gaming is not only dark but dreadful too. Many tend to become addicted to online gaming and it takes away all of their productive time. When money gets involved in it through betting, families are ruined. It pulls an individual into isolation as mostly online gamers play alone. Their social interaction becomes nil which leads to depression and loneliness.

Online harassment through many gaming sites is not a new thing. Children can easily be trapped in this way. Long hours spent in front of the computer can harm their posture and eyes too. These games, through their catchy visuals, entice young children and they become addicted to them to such an extent that they forget to eat or sleep and prefer to sit in front of the screen all the time. Such addiction not only harms the individual but the whole family suffers due to it. Besides social effects, there are many psychological symptoms like anxiety, irritability and uncontrollable mood swings which take a toll on the health of an individual due to addiction.  

Ways to Control Online Gaming Addiction

Self-control, time management and focus can serve as the three pillars for fighting the addiction to online gaming. The external prohibitions from the government in the form of laws, certain regulations and even a ban on a few of them are not going to solve the problem. Good parenting, positive family time and socializing with friends can prove to be helpful.  In some severe cases, guidance from a counsellor could become necessary. Positive reinforcement & support from loved ones is required for an individual to come out of this addiction. 

‘Nothing can be more exciting and thrilling than a victory in real life’. So, let’s look forward to a win in real life than online.

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The Pros and Cons of Online Competitive Gaming: An Evidence-Based Approach to Assessing Young Players' Well-Being

Sarah kelly.

1 University of Queensland Business School, Brisbane, QLD, Australia

Thomas Magor

Annemarie wright.

2 Honorary Fellow, Melbourne School of Population and Global Health, The University of Melbourne, Melbourne, VIC, Australia

3 Victorian Health Promotion Foundation, Melbourne, VIC, Australia

Associated Data

Raw data will be supplied by the authors upon request.

This research addresses a lack of evidence on the positive and negative health outcomes of competitive online gaming and esports, particularly among young people and adolescents. Well-being outcomes, along with mitigation strategies were measured through a cross sectional survey of Australian gamers and non-gamers aged between 12 and 24 years, and parents of the 12–17-year-olds surveyed. Adverse health consequences were associated with heavy gaming, more so than light/casual gaming, suggesting that interventions that target moderated engagement could be effective. It provides timely insights in an online gaming landscape that has rapidly evolved over the past decade, and particularly during the COVID-19 pandemic, to include the hyper-connected, highly commercialized and rapidly growing online gaming and esports sector.

Esports as an increasingly popular form of competitive online gaming and can be defined as “… a form of sports where the primary aspects of the sport are facilitated by electronic systems; the input of players and teams as well as the output of the esports system are mediated by human-computer interfaces.” (Hamari and Sjöblom, 2017 , p. 211). Its commercialization, globalization and popularity has grown exponentially, evolving to become both a leisure and professional activity (Reitman et al., 2020 ). Seo et al. ( 2019 ) assert that as computer game consumption becomes more complex, interactive and ubiquitous within a context of online and mobile gaming, research focussed upon interaction among consumers, technology, culture, and well-being is critical. Examination into this gaming consumption and its well-being outcomes extend to whether gaming may enhance well-being (e.g., Howes et al., 2017 ), and on the other hand, manifest as addictive consumption (Frölich et al., 2016 ). Compounding potential issues of addiction, online gaming is also associated with sedentary lifestyles, poor sleep, unhealthy dietary habits and is a known risk factor for obesity (Boyle et al., 2016 ; Hoyt et al., 2018 ; Taylor, 2018 ; Jeong et al., 2019 ).

Contrary to this view, some research suggests that competitive gaming can have positive outcomes upon players, relying on heavy exertion, cognitive spatial awareness, decision-making under pressure, and is, by definition, a collaborative endeavor [for a review, see Boyle et al. ( 2011 ) and Halbrook et al. ( 2019 )]. Video game playing is associated with stronger cognitive abilities and certain positive neurological effects (Nuyens et al., 2019 ) and when gaming is balanced with physical activity (Halbrook et al., 2019 ). Social factors associated with video gaming, based mainly on samples of young people with internet gaming disorders (or high gaming frequency), include poorer social skills, lower educational attainment, behavioral problems, and fewer friends offline, but can also include increased social networks from online friends (e.g., Lobel et al., 2017 ; Van Den Eijnden et al., 2018 ).

Psychological and physiological effects of participation in online gaming have attracted the attention of policy makers, health practitioners, and the community alike, fuelling a need to provide evidence-based research. A lack of governance in esports potentially compounds well-being issues associated with gaming. Unlike traditional sports, control of the content and accessibility of gaming titles rests largely with game publishers (Hollist, 2015 ; Hall Wilcox, 2017 ). This research is particularly important during the current COVID-19 pandemic, which has seen an escalation in online gaming participation due to isolation restrictions (Forrester, 2020 ). While past research has focussed upon physical health outcomes associated with video gaming among adolescents and young adults, none has examined outcomes associated with different forms of gaming participation in the new gaming era, and their potential differential health outcomes across different consumer segments, including heavy users, casual users and non-gamers.

The aim of this research is to therefore address a deficit of empirical knowledge on the well-being outcomes associated with gaming competitively, whether recreationally or intensively, among young people. Unlike traditional sports, in which athletes who spend long hours training are praised for their dedication, spending an excessive amount of time gaming could be considered unhealthy (American Psychiatric Association, 2013 ; World Health Organisation, 2018 ). The weight of research however, suggests an optimal well-being gamer profile reflecting more recreational, or casual engagement, in contrast to heavy engagement with gaming (e.g., Longman et al., 2009 ; Halbrook et al., 2019 ). Moreover, it is possible that this optimal gamer profile may actually lead to better well-being outcomes relative to non-gamers. We therefore test the following hypotheses in the context of competitive online gaming in our study:

• H1: That casual gamers will exhibit less harmful well-being outcomes than heavy gamers.
• H2: That non-gamers will exhibit less harmful well-being outcomes than heavy gamers.
• H3: That casual gamers will exhibit less harmful well-being outcomes than non-gamers.

To test these hypotheses, we undertook a cross-sectional online survey of young Australian gamers and non-gamers aged between 12 and 24 years and parents of minor participants.

Participants and Procedure

An online survey was conducted via opt-in “research only” online panels. The in-scope population for the survey was residents of the state of Victoria, Australia who are parents of 12–17 year olds, their children aged 12–17 years old (hereby referred to as minors), and young adults aged 18–24 years old. Panelists were recruited via a blend of print media, online marketing initiatives, direct mail, social media platforms, affiliate partnerships, personal invitations, and a range of other ad-hoc initiatives. Respondents received a nominal incentive for their participation in line with panel guidelines. The survey was conducted from 31 May 2019 to 11 June 2019 and received university ethical clearance. Responses from the parent and minors were compared for consistency, however, we mostly report on competitive online gaming outcomes based on responses collected directly from the youth gamer's themselves. The final sample included 905 respondents comprising parents of minors ( n = 316, 65.2% female), minors aged 12–17 years ( n = 184, 37.5% female), and young adults aged 18–24 years ( n = 405, 69.6% female).

The survey captured the extent of gaming behaviors, the contexts in which online competitive games are played, attitudes toward online competitive gaming, general health/lifestyle measures, and demographic information (see Table 1 for a summary of measures). The survey took ~10 min to complete. The number of panelists who responded to the survey invitation as a proportion of total invitations was 12.4%, which is an acceptable rate for online surveys conducted via non-probability panels (Pennay et al., 2018 ).

Description of key survey measures.

Data Analysis

Respondents were first grouped based on a screening question “[Has your child/Have you] played an online multiplayer game in the last 3 months?”. Those who answered “yes” were coded as “gamers” (minors n = 150, young adults = 250), and those who answered “no” as “non-gamers” (minors n = 68, young adults = 155). Only gamers were asked gaming-related questions, while all participants were asked questions about their health and personal demographics.

Within the gaming cohort, responses were divided into subgroups based on their reported daily gaming frequency to examine associations between gaming extent and health and well-being. Individuals were classified as light/casual gamers if they reported 1–2 h or less time gaming on a general weekday and as heavy/frequent gamers if they reported more than 2 h, Participants who reported they had not played an online competitive game in the 6 months were classified as non-gamers. Gamers were also asked to indicate at which time of the day they played. For all gamers, the most common times were between 6 and 10 pm. The second most common time of day to play for minors was between 4 and 6 pm, while for young adults was between 10 pm and midnight.

A mixture of primarily cross tabulations using chi-square tests for differences in proportions, t -tests and one way analysis of variance (ANOVA) for variables which were measured continuously, were used to determine statistically significant differences in the health and well-being outcomes of the different gamer groups.

Gaming Frequency and Differences Between Cohorts

We conducted quantitative comparisons within each of the cohorts of minors and young adults based on their gaming classification: light/casual gamers, heavy/frequent gamers and non-gamers. Overall life satisfaction, social connection, physical activity, diet, sleep quality, and other activities related to school or work were assessed. In the minor cohort ( n = 184), 63% ( n = 115) were light/casual gamers, 19% ( n = 35) were heavy/frequent gamers and 18% ( n = 34) were non-gamers. In the young adult cohort ( n = 405), 48% ( n = 194) were light/casual gamers, 14% ( n = 56) were heavy/frequent gamers and 38% ( n = 155) were non-gamers (see Figure 1 ).

Percentage of gamer types in each cohort.

Overall Life Satisfaction and Social Connection

The levels overall life satisfaction was first compared between gamer types using an ANOVA for the differences in means between groups. For minors, the results are inconclusive as the assumption of equal variances is not upheld in this cohort as Levene's test indicated unequal variances [ F (2,N=177) = 5.17, p < 0.01], although using Welch's test, which is more robust against unequal means, shows there is an insignificant difference between groups F (2,N=58.2) = 1.33, p = 0.21.

For young adults, Levene's test shows equal variances F (2,N=400) = 0.71, p = 0.49, and the ANOVA reveals a significant differences in life satisfaction between gamer types, F (2,N=400) = 1.24, p < 0.05. Heavy/frequent gamers report the highest level of overall life satisfiaction among young adults scoring an average of 7.46 ( SD = 2.08) on the 11 point scale, compared to 6.71 ( SD = 1.83) in casual/light gamers and 6.94 ( SD = 1.88) in non-gamers.

The reported population average from the VicHealth Indicators Survey for adults is 7.80 (Victoria State Government, 2015 , p. 29). Using this estimated population average as a basis for dichotomising the responses on overall life satisfaction into “high” and “low” does not lead to a substantially different interpretation of the data for minors, although does it permit for a more robust statistical test as there are above the minimum required cell counts in the contingency table (zero cells have an expected count <5 in both the minor and young adult data). Among minors, the proportions of those reporting a low/high level of life satisfaction did not differ significantly between gaming groups in the minor cohort, χ ( 2 , N = 184 ) 2 = 3.60, p = 0.16. For young adults, the interpretation of the data vis-à-vis our interpretation of full scale data does not change. We find heavy/frequent gamers are more likely to be satisfied in life with 59% reporting high life satisfaction compared to 32 and 41% in casual/light gamers and non-gamers respectively with the difference in these proportions being statistically significant, χ ( 2 , N = 405 ) 2 = 0.22, p < 0.05, (see Figure 2 ).

Overall life satisfaction (dichotomised) among minors.

The levels of social connection were compared between gamer types using an ANOVA and t -tests for differences in means between groups. No significant differences in the mean levels of social connection between gamer types were found in either cohort. The level of social connection reported by minors averaged 4.73 ( SD = 0.92) for light/casual gamers, 4.42 ( SD = 1.37) for heavy/frequent gamers and 4.52 ( SD = 1.25) for non-gamers on a 6-point scale. The differences in these means were not significantly different, F (2,N=179) = 1.26, p = 0.29. The mean levels of social connection reported by young adults were 4.34 ( SD = 1.03) for light/casual gamers, 4.34 ( SD = 1.39) for heavy/frequent gamers and 4.33 ( SD = 1.07) for non-gamers on the 6-point scale. The differences in these means were also not significantly different, F (2,N=401) = 1.26, p = 0.99.

Physical Activity

Using a one way ANOVA, no significant differences were found within gamer types in either cohort with respect to physically active days. The number of physically active days reported by minors was on average about 3 days, F (2,N=144) = 0.76, p = 0.47. Physically active days reported by young adults was also on average about 3 days, F (2,N=326) = 1.28, p = 0.28.

In relation to minor's inactivity however, significant differences on average hours of sitting down with heavy/frequent gamers sitting on average for 3.84 h ( SD = 1.88) on weekends, compared to light/casual gamers and non-gamers who reported sitting for 2.95 and 2.85 h ( SD = 1.62 and SD = 1.28) respectively, F (2,N=159) = 5.02, p < 0.001. There differences in inactivity for minors on weekdays was also significant, but less significant than on weekends, with heavy/frequent gamers sitting on average for 3.66 h ( SD = 1.04), compared to light/casual gamers and non-gamers who reported sitting for 2.95 and 3.15 h ( SD = 1.27 and SD = 1.26) respectively, F (2,N=159) = 5.02, p < 0.05. For the young adult cohort, there were no significant differences in the average number of hours sitting on either weekdays or weekends, with F (2,N=395) = 0.16, p = 0.98 for weekdays, and F (2,N=392) = 0.14, p = 0.77 for weekends ( Figure 3 ).

Means plot of hours sitting down on weekdays and weekends.

Soft Drink, Alcohol Consumption, and Smoking

In the young adult cohort, heavy/frequent gamers were more likely to be heavy consumers of soft drink compared to both light/casual and non-gamers with 64% of heavy/frequent gamers reporting drinking more than 1 cup of softdrink per day, compared to 47 and 39% in the casual/light and non-gamer cohorts respectively. The differences in these proportions amongst minors was approaches statistical significance with χ ( 2 , N = 182 ) 2 = 5.02, p = 0.08. This is driven by the high percentage (74%) of non-gamers who report drinking <1 cup of softdrink per day, however the difference between the two gaming groups is minimal, as summarized in Figure 4 .

Softdrink consumption among minors and young adults.

Among young adults, heavy/frequent gamers reported a significantly higher frequency of engaging in harmful drinking, with 60% reporting drinking more than five standard drinks on a more than monthly basis compared to 50 and 40% in the casual/light and non-gamer groups respectively. The differences in these proportions was statistically significant, χ ( 2 , 345 ) 2 = 6.45, p < 0.05. For minors, the incidence of alcohol consumption was too low to conduct any robust statistical tests between gaming groups, so we conclude it unlikely there is an association between gaming and alcohol consumption in minors. We checked for consistency between minor's reporting and their parents reporting with respect to own their children's smoking habits and alcohol consumption. We must consider that these measures are self-reported which may impact the accuracy of this measurement.

From our sample 10 minors reported having used a tobacco product at least once, with 14% heavy/frequent gamers reporting having smoked compared to only 4% of casual/light gamers and no non-gamers reported smoking. As the difference in these proportions is statistically significant, χ ( 2 , N = 183 ) 2 = 7.49, p < 0.05, further research into the incidence of smoking among minors who are heavy/frequent gamers. Our data further suggests the incidence of smoking increases into adulthood as 48% of heavy/frequent gamers report having smoked tobacco compared to 28% in casual/light gamers and 22% in non-gamers, χ ( 2 , N = 403 ) 2 = 13.7, p < 0.05.

Sleep Quality

The levels of sleep was compared between gamer types using an ANOVA for the differences in means between groups. The assumption of homoscedasticity is satisfied for both groups. For minors there are differences in their reported sleep quality dependent on their gaming extent, F (2,N=179) = 3.67, p < 0.05. Among minors, heavy/frequent gamers report the most trouble sleeping with the mean for heavy/frequent gamers being 3.63 ( SD = 2.08), which is trouble sleeping on an almost weekly basis. For casual/light gamers the mean value was 2.74 ( SD = 1.80) and for non-gamers it was 2.52 ( SD = 1.95), both corresponding to experiencing trouble sleeping about once a month. No significant differences in sleep emerged for the young adults group with the average level reported corresponding to experiencing some trouble sleeping about once every 1–2 weeks for young adults.

Bullying Related to Online Gaming

The reported occurrence of bullying among minors reveals 16.9% have experienced some form of bullying related to online gaming. This figure is 15.1% among young adults.

The frequency of bullying was compared between gamer types using an ANOVA for the differences in means between groups. The assumption of homoscedasticity is satisfied for both groups. For minors, heavy/frequent gamers reported being bullied on average “every few weeks”, M = 3 ( SD = 1.18) compared to casual/light gamers reporting being bullied closer to only “once or twice”, M = 1.90 ( SD = 0.94). These differences are statistically significant in the cohort of minors, F (2,N=22) = 5.71, p < 0.05. The frequency of bullying between gamer groups was not significantly different in young adults, F (2,N=53) = 0.56, p = 0.46. Non-gamers were not asked whether they had experience bullying related to online competitive gaming.

Parental Mitigation Strategies

Parents were asked about mitigation strategies they might be using to reduce the extent of their child's gaming. The response format was a simple binary response to whether each of a list of mitigation strategies were being used (e.g., the setting of time limits on their child's gaming, ensuring physical activity, encouraging open lines of communication). We conducted paired samples analysis using data from only those parents for whom a corresponding minor could be matched in the data ( n = 184). Some mitigation strategies used by parents were found to be significantly associated with less harmful reported behaviors by minors. These include parents setting time limits, which was associated with lower reported daily gaming hours of between 1 and 2 h by minors whose parents set limits compared to between 3 and 4 h per day by those whose parents do not, F (1, 132) = 10.12, p < 0.05. Parents ensuring their children are physically active was associated with minors reporting a greater number of days they are physically active, F (1, 125) = 7.92, p < 0.05.

Problematic Gaming

With only a few exceptions within the young adult cohort, heavy/frequent gamers reported significantly higher levels of problematic gaming compared to light/casual gamers. For example, amongst gamers who “[…] thought about playing a game for most of the day,” 24% were heavy/frequent gamers while only 10% were light/casual gamers. This difference in proportion was statistically significant χ ( 1 , N = 136 ) 2 = 17.66, p < 0.001. A similar pattern persists through all of the gaming and addiction scale items in the minor cohort. The exceptions within the young adult cohort are the items: “Sometimes, you play games to forget about real life?,” “Others have unsuccessfully tried to reduce your game use?,” “Have you felt bad when you were unable to play?” and “Have you chosen to spend more time gaming instead spending time with others in person?”. For these items, there were no significant differences between gamer types (heavy/frequent vs light/casual gamers) in the young adult cohort.

As a more general measure of health-related impacts of online competitive gaming, we also asked gaming respondents to indicate whether they had ever (within their lifetime) visited a health expert in relation to a health condition they considered to be linked to their gaming. Amongst children, 10 individuals representing 7.5% of the total population of children reported having sought medical advice related to their gaming, 80% of which were heavy/frequent gamers compared to 20% light/casual gamers. Of those who did not indicate ever having sought medical advice related to their gaming, 43.1% were heavy/frequent gamers compared to 56.9% light/casual gamers and the differences in these proportions are statistically significant for children (χ 2 = 5.07, df = 1, p < 0.05). In the young adults cohort, 19 individuals representing 8.7% of the total population indicated having sought medical advice for a health concern connected to their gaming, 73.7% of which were heavy/frequent gamers compared to 26.3% of light/casual gamers. Of those who had not sought health advice, the proportions are more evenly distributed with 47.2% of heavy/frequent gamers and 52.8% of light/casual gamers. The differences in these proportions is statistically significant in the young adult cohort (χ 2 = 4.85, df = 1, p < 0.05).

Based on these results, both hypothesis 1 and 2 were supported. Casual gamers and non-gamers reported less harmful well-being outcomes (e.g., less sedentary time on weekends for minors, lower soft drink and alcohol consumption, lower proportions of smokers, and less reported trouble sleeping) compared to heavy gamers. On the other hand, hypothesis 3 was not supported, as no notable differences on health and well-being outcomes between casual gamers and non-gamers emerged.

The aims of this research were to gain insight into the positive and negative well-being outcomes associated with online competitive gaming among young players, in addition to identifying suitable mitigation strategies. Overall, our findings suggest that gaming engagement in moderation is preferable for health across minor and young adult cohorts. In fact, casual/light gamers reported similar health and well-being outcomes to non-gamers.

There are similarities and differences between the two cohorts (minors and young adults) with respect to the specific associations between heavy gaming and adverse well-being outcomes. In both cohorts, there is a higher likelihood for heavy gamers to be heavy consumers of soft drink, to have smoked at least once and to have seen a health professional for gaming related health problems. Amongst young adults, heavy gamers were more likely to engage in heavy drinking which may be due to their exposure to higher rates of alcohol advertising (Kelly and Van der Leij, 2020 ). In regard to bullying, the only significant difference was found in the young adult cohort where light gamers were more likely to have experienced bullying than heavy gamers. Another surprising finding was that in the young adult cohort, heavy gamers had significantly higher life satisfaction. Minors who were heavy gamers were more likely to have difficulties sleeping and spend the most amount of time sitting, whilst minors who were light gamers spent the least amount of time sitting (even less than non-gamers). For both cohorts, our findings also reveal that non-gamers were not necessarily more physically active than gamers. This suggests that non-gamers likely spend their sedentary time on other activities.

Results indicate that parental mitigation strategies were effective in relation to determining whether a minor was a casual or heavy gamer. The monitoring strategy of parents setting time limits on their children's gaming frequency is shown to be associated with a reduced number of hours gaming on weekdays according to responses given by both parents and minors, but was not associated with reducing the number of hours minors gamed on weekends. Specifically, minors whose parents impose time limits report closer to 1–2 h of weekday gaming vs. 3–4 h from minors whose parents did not impose limits. In addition, minors whose parents make sure they do physical activity report significantly more engagement in physical activity.

It should be noted that there are some limitations to this study, including the self-reporting and cross-sectional nature of the survey method, requiring a high degree of self-awareness and insight that young people may not necessarily have well-developed. The path from casual gaming to heavy gaming is also not identified due to the cross-sectional design, but would be of interest for future research. Measurement of casual gaming may also underestimate health outcomes associated with gaming, as some of these outcomes are related more generally to screen time, which may not include gaming in isolation. It may therefore be important in future research to consider other screen-based activities in association with online competitive gaming. The small sample size across the cohorts and the sub-categorization into gamer types may have diminished power to conduct robust analyses for some variables. As this research was only intended as an initial snapshot of the current gaming landscape, several items were adapted from more extensive and validated scales due to length restrictions.

Future research is warranted, extending on these findings, to gain causal understanding into relationships identified, such as the role of mitigation strategies, parental monitoring, parental engagement in gaming and the optimal ways to prevent heavy gaming tendencies, whilst not completely restricting gaming engagement. This is particularly important for those young people who have experienced lockdown during the COVID-19 pandemic, when rates of online gaming have increased due to the limited number of social and recreation activities external to home (King et al., 2014 ; Victoria State Government, 2019 ). Our findings in relation to competitive online gaming align with earlier research which investigates the protective role of parental media monitoring more broadly (Padilla-Walker et al., 2018 ). Examination of structural aspects in popular games identified is also needed to gain insight into possible cues driving heavier gaming behavior. As younger cohorts of millennial parents emerge, who are themselves avid gamers, it will be critical to educate them about the influence they may have upon their offspring. Further survey evidence could examine heavy gaming cohorts in a more granular approach, given the negative health outcomes that have been revealed as associated with this cohort. Positive outcomes of casual gaming including what appears to be social connection, self-esteem, and well-being need to be emphasized and examined further, perhaps through observation and in-depth interview studies of gamers, in addition to replication cross-culturally.

Another avenue for future research may concern how those who engage in a casual/light extent of gaming balance other screen and non-screen based activities, compared to those frequent/heavy gamers and those who do not engage with gaming but may engage in other screen based activities (e.g., excessive social media usage). While previous research has found health outcomes associated with gaming behaviors (e.g., Rosen et al., 2014 ; Boyle et al., 2016 ), there is limited research which examines lifestyle and well-being associated with gaming, especially in children. In addition, the evolving, highly connected and competitive gaming context associated with esports also warrants examination, along with the significant “passive” engagement through streaming.

This study provides useful initial insight into the online gaming behaviors and associated well-being outcomes of gaming among minors and young adults. It addresses a gap in knowledge of gaming well-being outcomes in the current age of gaming-mediated entertainment and socialization, and illuminates both behaviors and protective health strategies that ensure positive engagement in gaming. Given the burgeoning participation, commercial growth and professionalization of the gaming industry, this research is timely and relevant in providing empirical evidence of both the positive and adverse health associations with gaming, and typical gaming behaviors. Our results demonstrate differential trends associated with gaming frequency and age cohorts and is among the first to examine the health, lifestyle and social outcomes of online gaming among young gamers. Given the growing participation in playing and streaming competitive online gaming and esports, particularly during the COVID-19 pandemic, further research is needed to monitor gaming behavior and well-being outcomes and build on research such as this to establish causative links between gaming behavior and it's outcomes on health and well-being.

Data Availability Statement

Ethics statement.

The studies involving human participants were reviewed and approved by University of Queensland Human Ethics Clearance. Written informed consent to participate in this study was provided by the participants' legal guardian/next of kin.

Author Contributions

All authors listed have made a substantial, direct and intellectual contribution to the work, and approved it for publication.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Funding. The authors would like to acknowledge funding received from Victorian Health Promotion Foundation (VicHealth) for this research.

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The risks and benefits of online gaming for children and young people

This report looks at the gaming experiences of 1,799 children and young people in Australia aged 8 to 17 years old who play video games online. It draws on the results of a mixed-methods study carried out by eSafety in August and September 2023.

The report explores:

• children and young people’s participation in online gaming
• children and young gamers’ positive and negative gaming experiences 
• the online safety practices of children and young people, and their parents and carers
• the disconnect between young people’s gaming experiences and their parent and carers’ perceptions of gaming, and young people’s desire for adults to understand why they enjoy it 
• how the findings might be utilised to support children and young people to have safe and positive online gaming experiences.

Summary of key findings

• Most of the young gamers surveyed reported having positive experiences. The majority of young gamers felt online gaming was good for their skill development or learning, social connections and/or emotional wellbeing. 
• Four out of 10 had negative experiences while gaming, and 3 in 10 teen gamers had been exposed to potentially harmful ideas while gaming.
• It was relatively common for negative online gaming experiences to negatively impact young gamers’ self-esteem or other aspects of their emotional wellbeing.
• Most parents and carers, as well as young gamers themselves, were proactive about taking steps to stay safe while gaming online. 
• Only a small proportion of young gamers who had negative experiences had reported these to the relevant gaming platform or moderators.
• Young gamers wanted more to be done to keep them safe while gaming online, especially by the gaming industry and through education. 

Young gamers in the study emphatically wanted parents, carers and other adults to understand what gaming is like for them, and many would welcome the opportunity to game with their parents and carers.

Download the report

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Computer Games Essay

This page analyzes a  computer games essay  and also notes how you can make good use of the question to plan and organize your essay.

You have to be careful with this essay as although you have to discuss the pros and cons of the issue, there is a second part to the question that is not about this.

Take a look at the IELTS task 2 question:

Nowadays many people have access to computers on a wide basis and a large number of children play computer games. 

What are the positive and negative impacts of playing computer games and what can be done to minimize the bad effects?

The Topic and the Task

Remember to always analyze the question carefully. The topic should be fairly clear:

• Computer games

Remember to also look carefully to see if the topic is being narrowed down to a particular aspect of the topic. In this case it is:

Now you need to check what the task is. How many things do you have to write about?

Hopefully you realized there are three things that you can easily turn into brainstorming questions:

• What are the positive impacts of computer games on children?
• What are the negative impacts of computer games on children?
• How can the negative impacts be minimized?

Your answers to these questions will form your computer games essay.

You do not have much time and you have three things to answer, so one or two ideas for each is enough, as remember you will need to explain your ideas and give examples.

Now, take a look at the model answer.

Computer Games Essay Question:

You should spend about 40 minutes on this task.

Write about the following topic:

Nowadays many people have access to computers on a wide basis and a large number of children play computer games.

Give reasons for your answer and include any relevant examples from your own experience or knowledge.

Write at least 250 words.

Computer Games Essay Model Answer:

Access to computers has increased significantly over recent decades, and the number of children playing games on computers has increased too. This essay will consider the positive and negative impacts of this and discuss ways to avoid the potential negative effects.

With regards to the positive effects, playing computer games can develop children’s cognitive skills. Many popular games require abstract and high level thinking skills in order to win, skills that may not be taught at school. For example, children need to follow instructions, solve complex problems and use logic in many of the games that are currently popular. Such experience will be beneficial to a child’s progression into an adult.

However, concerns have been raised about the prolific use of computer games by children, much of this related to the violence they contain. The problem is that in many of the games children are rewarded for being more violent, and this violence is repeated again and again. For instance, many games involve children helping their character to kill, kick, stab and shoot. This may lead to increased aggressive feelings, thoughts, and behaviours.  

In order to minimize these negative impacts, parents need to take certain steps. Firstly, some video games are rated according to their content, so parents must check this and ensure their children are not allowed to have access to games that are unsuitable. Parents can also set limits on the length of time games are played. Finally, parents should also take an active interest in the games their children are playing so they can find out how they feel about what they are observing. 

To sum up, there are benefits of computer games, but there are disadvantages too. However, if parents take adequate precautions, the severity of these negative impacts can be avoided.

( 295 Words )

This computer games essay is well-organized and it directly answers the question, with each paragraph addressing one of the tasks.

Note how the topic sentences match the tasks (which have been taken from the prompt):

• What are the positive impacts of computer games on children ?

With regards to the positive effects, playing computers games can develop children’s cognitive skills.

• What are the negative impacts of computer games on children ?

However, concerns have been raised about the prolific use of computer games by children, much of this related to the violence they contain.

• How can the negative impacts be minimized ?

In order to minimize these negative impacts, parents need to take certain steps.

This is why analyzing the question is so important. This provides you with the basic building blocks with which to write your essay.

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The benefits of playing online games

Key message

Playing games can be good for you! There are social, emotional and cognitive benefits for playing video games and online games.

Because playing online games involves sitting in front of a screen, it is often dismissed. However, online gaming can be positive for young people. Games require a level of interaction and skill from the player; unlike watching television, which is more passive. Games can be a concern for parents and teachers, but playing games can also have beneficial impacts for children and young people.

State of play

The Interactive Games and Entertainment Association (IGEA) releases an annual report into the demographics of gamers in Australia . The 2018 Digital Australian snapshot highlights just how popular gaming is as a pastime for children and young people.

This report is backed up by research commissioned by The Office of the eSafety Commissioner into the use of online gaming by young people in July 2017. The research found that around 60% of young people played online games. Only 17% of respondents reported experiencing online bullying. When faced with online bullying, 42% of young people turned off chat, 41% ignored the bullying and 38% blocked bullies or stopped playing games with bullies.

Read more about the demographics of gaming in Australia with the Interactive Games and Entertainment Association's ' Digital Australia 2018 report '. The IGEA also produced a series of videos exploring different aspects of gaming .

Read more about this research on the Office of the eSafety Commissioner’s 'State of Play - Youth and online gaming in Australia .

Benefits of gaming

Games are engaging they require higher order thinking, problem solving and persistence. Many games, even first-person shooting video games (which may not be appropriate for children) teach cooperation, group work and scenario-based learning. Most games require strategy to understand and then work within the rules. All games offer a mix of intrinsic and extrinsic rewards. Humans play games precisely because they are captivating and reward us when we succeed. The Australian Office of the eSafety Commissioner , Think U Know UK , and the NZ organisation Netsafe  all recognise that online games can help to develop teamwork, concentration, communication and problem-solving skills. They are also an opportunity for young people to practise communication and conflict resolution skills.

How can online games improve thinking skills?

Research by the Queensland University of Technology has found that games can improve thinking skills in children. Games often require children to follow instructions, consider their actions, and respond to problems. This can help develop important thinking skills, such as:

• awareness of the environment
• attention to detail
• problem-solving and planning

Read more about the research at the Queensland University of Technology’s Video games benefit children: Study webpage.

How can online games help children manage emotions?

Games can be a lot of fun for children and young people, but sometimes they can be frustrating too. It is not uncommon to try something and have it ‘fail’ or not go according to plan. They can also encounter unexpected or surprising events. This can help with skills such as:

• regulating and managing emotions
• learning how to calm themselves
• building resilience.

How can online games improve social skills?

While online games can seem like an isolating activity, it is often more social than some people think. In fact, according to the Office of the eSafety Commissioner, 81% of Australian young people aged 8-17 played an online game and 64% played with others in the 12 months to June 2017. Half of those surveyed had played online games with someone they had not met in person. Many children end up playing games with friends, and some even make new friends. This can improve a child’s social skills, including:

• collaboration and teamwork
• understanding behaviour
• peer-to-peer learning.

Read more about this research at the Office of the eSafety Commissioner’s research library .

Additional resources

Related resources, curriculum and syllabus links, nsw syllabus outcomes, australian curriculum content descriptions.

• ' Digital Australia 2018 ' Interactive Games and Entertainment Association (IGEA), accessed 31 January 2019
• ' State of play - youth and online gaming in Australia ', Office of the eSafety Commissioner, accessed 31 January 2019
• ' The rise of online gaming ', Office of the eSafety Commissioner, accessed 31 January 2019
• ' Gaming: what parents and carers need to know ', ThinkUKnow, accessed 31 January 2019
• ' Online gaming tips for parents ', Netsafe, accessed 31 January 2019
• ' Video games benefit children ' Queensland University of Technology (QUT), accessed 31 January 2019
• ' Teens, video games and civics ', Pew Research Center, accessed 31 January 2019

If you have a critical issue or would like help reporting and responding to cyberbullying online, please visit the Office of the eSafety Commissioner's website.

The Kids Helpline is a private and confidential phone and online counselling service for young people aged 5 to 25, available 24 hours a day.

Go to iParent on the Office of the eSafety Commissioner website for tips and advice for parents to help their children have safe and enjoyable experiences online.

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Essays on Video Games

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Advantages and Disadvantages of Video Games

Risk factors of video games addiction, timeline of video games development, how video games can shape our brains and behavior, pros and cons of video games, benefits of video games for children, influence of video games on health, the social impact of video games on children, effect of video games on people's moods, influence of violence in video games, psychological effects of video games on children and young adults, stop blaming video games, benefits and detriments of playing video games, discussion on whether video games are bad or good for us, statement that video games cause violence is a misconception, the panic over video games violence in today's society, negative effects of video games on health, investigation of whether video games cause violence in children, the effects of excessive time playing video games on children, interacting with media: how video games have influenced storytelling.

Video games are interactive electronic entertainment forms that involve player participation through the use of digital interfaces, such as gaming consoles, computers, or mobile devices. They encompass a wide range of virtual experiences that combine elements of storytelling, competition, and problem-solving. Video games often feature dynamic visuals, immersive audio, and engaging gameplay mechanics, allowing players to control and navigate virtual environments, characters, or objects.

The origin of video games can be traced back to the mid-20th century when scientists and engineers began exploring the possibilities of interactive electronic entertainment. One of the earliest examples is "Tennis for Two," created by physicist William Higinbotham in 1958, which simulated a game of tennis on an oscilloscope. However, it was in the 1970s and 1980s that video games gained significant popularity and commercial success. The release of the arcade game "Pong" in 1972 by Atari marked a turning point in the history of video games. It sparked the arcade gaming phenomenon and laid the foundation for the industry's growth. The subsequent release of home consoles like the Atari 2600 and the introduction of personal computers further expanded the accessibility and reach of video games. The 1980s and 1990s witnessed the emergence of iconic video game franchises such as Super Mario Bros., The Legend of Zelda, and Sonic the Hedgehog. Rapid advancements in technology led to improved graphics, sound, and gameplay mechanics. The introduction of CDs and CD-ROMs in the 1990s allowed for more complex and immersive gaming experiences. In recent years, video games have become an integral part of mainstream culture and a booming industry, surpassing the film and music industries in terms of revenue.

Shigeru Miyamoto: Known as the "Father of Modern Video Games," Miyamoto is the creator of iconic franchises such as Super Mario, The Legend of Zelda, and Donkey Kong. Gabe Newell: As the co-founder of Valve Corporation and creator of the Steam platform, Newell has played a significant role in the digital distribution of games. Steam revolutionized the way games are purchased, downloaded, and played, greatly influencing the PC gaming market. Markus Persson (Notch): Persson is the creator of Minecraft, one of the best-selling video games of all time. Minecraft's sandbox-style gameplay and open-ended world have captured the imagination of millions of players worldwide.

Action (Fighting, Platform, Shooter, Survival, Battle royale), Action-adventure (Stealth, Survival horror), Adventure (Interactive fiction, Interactive movie, Visual novel), Gacha, Horror, Masocore, Massively multiplayer online, Role-playing (Action role-playing, Tactical role-playing), Simulation (Construction and management, Life simulation, Sports, Vehicle), Strategy (4X, Auto battler, Multiplayer online battle arena, Real-time strategy, etc.).

Arcade video game, Console game, Electronic game, Online game, Mobile game, PC game, Virtual reality game.

Minecraft, Dark Souls, The Witcher, Grand Theft Auto, World of Warcraft, Super Mario, The Sims, Fortnite, Call of Duty, Assassin’s Creed, Pacman, Tetris, Sonic the HedgeHog, Angry Birds, Skyrim, etc.

Public opinion on video games is diverse and multifaceted. While video games enjoy immense popularity and have a dedicated fan base, opinions about them vary among different segments of society. Some people view video games as a form of entertainment that offers immersive experiences, interactive storytelling, and social interaction. They appreciate the creativity, artistry, and technological advancements within the industry. Supporters argue that video games can enhance cognitive skills, problem-solving abilities, and even have therapeutic benefits. On the other hand, there are concerns raised by critics regarding the potential negative effects of video games. Some individuals argue that excessive gaming can lead to addiction, social isolation, and a sedentary lifestyle. Others raise concerns about the violent content in certain games and its potential impact on aggression or desensitization. Public opinion is often influenced by media coverage, personal experiences, and cultural biases. As the medium continues to evolve, ongoing discussions and debates surrounding video games will shape public perception and understanding of their impact on individuals and society as a whole.

1. Cognitive development 2. Entertainment and escapism 3. Social interaction 4. Educational value 5. Technological advancement

1. Addiction and excessive screen time 2. Violence and aggression 3. Health risks 4. Social isolation 5. Distraction and academic performance

1. The video game industry is a multibillion-dollar industry, with revenues surpassing those of the film and music industries combined. In 2021, the global video game market generated over $175 billion in revenue, highlighting the immense popularity and economic impact of video games. 2. According to a study published in the journal Pediatrics, video games can have a positive effect on surgical skills. Surgeons who played video games for at least three hours per week were found to perform laparoscopic surgery faster and with fewer errors compared to non-gaming counterparts. 3. In recent years, the rise of esports (competitive video gaming) has gained significant momentum. Esports tournaments and leagues attract millions of viewers worldwide, and professional esports players have become celebrities with lucrative sponsorships and endorsement deals. The esports industry is projected to reach a value of $3 billion by 2025, further cementing the cultural significance and growth potential of competitive gaming.

The topic of video games is important to write an essay about due to its widespread influence on modern society. Exploring this subject allows for an examination of its impact on various aspects of life, including culture, technology, psychology, and social interactions. Writing an essay about video games provides an opportunity to delve into their historical evolution, from the early days of arcade machines to the immersive and sophisticated gaming experiences of today. It allows for an analysis of the technological advancements that have propelled the industry forward and shaped the way we play and interact with games. Furthermore, studying video games enables an exploration of their cultural significance. Games have become a major form of storytelling, tackling complex themes and issues. They have also sparked discussions about representation, diversity, and ethics within the industry. Understanding the cultural context and impact of video games can shed light on their role as a powerful medium for self-expression and communication. Moreover, video games have been a subject of debate and scrutiny. Addressing topics such as violence, addiction, and their effects on mental health and social behavior can contribute to a nuanced understanding of the potential benefits and drawbacks of gaming.

1. Anderson, C. A., Gentile, D. A., & Buckley, K. E. (2007). Violent video game effects on children and adolescents: Theory, research, and public policy. Oxford University Press. 2. Ferguson, C. J. (2015). Do angry birds make for angry children? A meta-analysis of video game influences on children's and adolescents' aggression, mental health, prosocial behavior, and academic performance. Perspectives on Psychological Science, 10(5), 646-666. 3. Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment (CIE), 1(1), 20-20. 4. Griffiths, M. D., & Nuyens, F. (2017). An overview of structural characteristics in problematic video game playing. Current Addiction Reports, 4(3), 272-283. 5. Juul, J. (2010). A casual revolution: Reinventing video games and their players. MIT Press. 6. Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. John Wiley & Sons. 7. Prensky, M. (2001). Digital game-based learning. McGraw-Hill. 8. Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006). The motivational pull of video games: A self-determination theory approach. Motivation and Emotion, 30(4), 344-360. 9. Sherry, J. L. (2001). The effects of violent video games on aggression: A meta-analysis. Human Communication Research, 27(3), 409-431. 10. Yee, N. (2006). Motivations for play in online games. CyberPsychology & Behavior, 9(6), 772-775.

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Jessica Grose

Screens are everywhere in schools. do they actually help kids learn.

By Jessica Grose

Opinion Writer

A few weeks ago, a parent who lives in Texas asked me how much my kids were using screens to do schoolwork in their classrooms. She wasn’t talking about personal devices. (Smartwatches and smartphones are banned in my children’s schools during the school day, which I’m very happy about; I find any argument for allowing these devices in the classroom to be risible.) No, this parent was talking about screens that are school sanctioned, like iPads and Chromebooks issued to children individually for educational activities.

I’m embarrassed to say that I couldn’t answer her question because I had never asked or even thought about asking. Partly because the Covid-19 era made screens imperative in an instant — as one ed-tech executive told my colleague Natasha Singer in 2021, the pandemic “sped the adoption of technology in education by easily five to 10 years.” In the early Covid years, when my older daughter started using a Chromebook to do assignments for second and third grade, I was mostly just relieved that she had great teachers and seemed to be learning what she needed to know. By the time she was in fifth grade and the world was mostly back to normal, I knew she took her laptop to school for in-class assignments, but I never asked for specifics about how devices were being used. I trusted her teachers and her school implicitly.

In New York State, ed tech is often discussed as an equity problem — with good reason: At home, less privileged children might not have access to personal devices and high-speed internet that would allow them to complete digital assignments. But in our learn-to-code society, in which computer skills are seen as a meal ticket and the humanities as a ticket to the unemployment line, there seems to be less chatter about whether there are too many screens in our kids’ day-to-day educational environment beyond the classes that are specifically tech focused. I rarely heard details about what these screens are adding to our children’s literacy, math, science or history skills.

And screens truly are everywhere. For example, according to 2022 data from the National Assessment of Educational Progress, only about 8 percent of eighth graders in public schools said their math teachers “never or hardly ever” used computers or digital devices to teach math, 37 percent said their math teachers used this technology half or more than half the time, and 44 percent said their math teachers used this technology all or most of the time.

As is often the case with rapid change, “the speed at which new technologies and intervention models are reaching the market has far outpaced the ability of policy researchers to keep up with evaluating them,” according to a dazzlingly thorough review of the research on education technology by Maya Escueta, Andre Joshua Nickow, Philip Oreopoulos and Vincent Quan published in The Journal of Economic Literature in 2020.

Despite the relative paucity of research, particularly on in-class use of tech, Escueta and her co-authors put together “a comprehensive list of all publicly available studies on technology-based education interventions that report findings from studies following either of two research designs, randomized controlled trials or regression discontinuity designs.”

They found that increasing access to devices didn’t always lead to positive academic outcomes. In a couple of cases, it just increased the amount of time kids were spending on devices playing games. They wrote, “We found that simply providing students with access to technology yields largely mixed results. At the K-12 level, much of the experimental evidence suggests that giving a child a computer may have limited impacts on learning outcomes but generally improves computer proficiency and other cognitive outcomes.”

Some of the most promising research is around computer-assisted learning, which the researchers defined as “computer programs and other software applications designed to improve academic skills.” They cited a 2016 randomized study of 2,850 seventh-grade math students in Maine who used an online homework tool. The authors of that study “found that the program improved math scores for treatment students by 0.18 standard deviations. This impact is particularly noteworthy, given that treatment students used the program, on average, for less than 10 minutes per night, three to four nights per week,” according to Escueta and her co-authors.

They also explained that in the classroom, computer programs may help teachers meet the needs of students who are at different levels, since “when confronted with a wide range of student ability, teachers often end up teaching the core curriculum and tailoring instruction to the middle of the class.” A good program, they found, could help provide individual attention and skill building for kids at the bottom and the top, as well. There are computer programs for reading comprehension that have shown similar positive results in the research. Anecdotally: My older daughter practices her Spanish language skills using an app, and she hand-writes Spanish vocabulary words on index cards. The combination seems to be working well for her.

Though their review was published in 2020, before the data was out on our grand remote-learning experiment, Escueta and her co-authors found that fully online remote learning did not work as well as hybrid or in-person school. I called Thomas Dee, a professor at Stanford’s Graduate School of Education, who said that in light of earlier studies “and what we’re coming to understand about the long-lived effects of the pandemic on learning, it underscores for me that there’s a social dimension to learning that we ignore at our peril. And I think technology can often strip that away.”

Still, Dee summarized the entire topic of ed tech to me this way: “I don’t want to be black and white about this. I think there are really positive things coming from technology.” But he said that they are “meaningful supports on the margins, not fundamental changes in the modality of how people learn.”

I’d add that the implementation of any technology also matters a great deal; any educational tool can be great or awful, depending on how it’s used.

I’m neither a tech evangelist nor a Luddite. (Though I haven’t even touched on the potential implications of classroom teaching with artificial intelligence, a technology that, in other contexts, has so much destructive potential .) What I do want is the most effective educational experience for all kids.

Because there’s such a lag in the data and a lack of granularity to the information we do have, I want to hear from my readers: If you’re a teacher or a parent of a current K-12 student, I want to know how you and they are using technology — the good and the bad. Please complete the questionnaire below and let me know. I may reach out to you for further conversation.

Do your children or your students use technology in the classroom?

If you’re a parent, an educator or both, I want to hear from you.

Jessica Grose is an Opinion writer for The Times, covering family, religion, education, culture and the way we live now.