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Adolescence is the peak period for loneliness. Now a ubiquitous part of the adolescent landscape, electronic screens may provide avenues for ameliorating feelings of loneliness. Conversely, they may act as risk factors for the development of such feelings. Although cross-sectional studies to date have investigated the relationship between screen use and loneliness, longitudinal studies are needed if causal and directional associations are to be investigated. Utilising an accelerated longitudinal design and online survey we collected four waves of data from 1919 secondary school adolescents aged 10–15 years over two years. Random intercept cross-lagged panel models tested whether changes in five types of screen use (i.e., total screen time, social media use, gaming, passive screen use, and web use) are associated with changes in loneliness in the subsequent time-point, or changes in loneliness are associated with changes in screen use in the subsequent time-point. We found significant reciprocal associations between screen use and loneliness, with the strongest associations between social networking and electronic gaming and quality of friendships. These findings highlight that any significant increase in an adolescent's screen use may be a potential indicator of changes in quality of friendships or feelings of isolation. Highlights: This is one of the only longitudinal studies to examine the reciprocal effects of adolescent screen use and loneliness and vice versa. Increases in friendship quality are followed by a subsequent decrease in time spent on screen activities and vice versa. Impact of change in screen use on quality of friendships, and vice versa, occurs in a relatively short time, but may not be sustained over a period as long a year. Longitudinal associations exist between screen use and loneliness, the strongest being between quality of friendships, and both time spent social networking and video gaming. [ABSTRACT FROM AUTHOR]

Whether kids should be encouraged to play video games remains a topic of debate among many parents, who often entertain some of the myths associated with video game play. The authors review the latest scientific evidence to dispel worries that video game play contributes to obesity, desensitizes players to real-world violence, and causes aggressive behavior. They also discuss research that demonstrates video game play helps improve social skills and visuospatial cognitive abilities, aids in mood management, and even appears to decrease real-world violence. They conclude that playing video games can be a worthwhile activity for most children when balanced with other life responsibilities. [ABSTRACT FROM AUTHOR]

There has been increased research interest in the use of active video games (in which players physically interact with images onscreen) as a means to promote physical activity in children. The aim of this review was to assess active video games as a means of increasing energy expenditure and physical activity behavior in children. Studies were obtained from computerised searches of multiple electronic bibliographic databases. The last search was conducted in December 2008. Eleven studies focused on the quantification of the energy cost associated with playing active video games, and eight studies focused on the utility of active video games as an intervention to increase physical activity in children. Compared with traditional nonactive video games, active video games elicited greater energy expenditure, which was similar in intensity to mild to moderate intensity physical activity. The intervention studies indicate that active video games may have the potential to increase free-living physical activity and improve body composition in children; however, methodological limitations prevent definitive conclusions. Future research should focus on larger, methodologically sound intervention trials to provide definitive answers as to whether this technology is effective in promoting long-term physical activity in children. [ABSTRACT FROM AUTHOR]

This study sought to quantify the energy expenditure and physical activity associated with playing the "new generation" active and nonactive console-based video games in 21 children ages 10-14 years. Energy expenditure (kcal) derived from oxygen consumption (VO2) was continuously assessed while children played nonactive and active console video games. Physical activity was assessed continuously using the Actigraph accelerometer. Significant (p < .001) increases from baseline were found for energy expenditure (129-400%), heart rate (43-84%), and activity counts (122-1,288 versus 0-23) when playing the active console video games. Playing active console video games over short periods of time is similar in intensity to light to moderate traditional physical activities such as walking, skipping, and jogging. [ABSTRACT FROM AUTHOR]

Investigates the effect of video games in childhood obesity and sedentary behavior. Decline of physical fitness; Indication of gender differences; Estimation of gross energy expenditure.

Parental mediation research is based largely in studies of TV mediation, with recent work examining mediation of children's video game and internet use. Few scholars have explored mediation of cell phone use. Some research has examined mediation in the context of parenting styles, but research suggests that parental stress can also influence mediation behaviors. This study extends the findings on TV mediation to cell phones and explores the role of parental stress in mediation. The findings indicate that few factors are associated with both TV and cell phone mediation, and that parental stress plays a significant role in the mediation process. [ABSTRACT FROM AUTHOR]

Video games have replaced many traditional childhood pastimes as the leisure activity of choice. A stroll through the halls of a college dormitory demonstrates the strong presence of these games among the youth. Children are spending more time and money on electronic entertainment than ever before. In fact, video game use has steadily increased over the years. Video games are popular social artefacts with the potential to shape the behavior, attitudes and identities of players. Violent video games produce aggressive behavior and emotions. Video graphics are becoming increasingly realistic portrayals of holistic worlds. California state passed a ban on the sale of violent games and sought "to plow new legal ground by equating violent video games with pornography." However, the Supreme Court of US by a 7-2 majority declared the law unconstitutional but hinted that the court might have ruled differently if there had been legislation banning video games containing sexual violence. The European Women's Lobby have rightly stated that the games containing sexual violence promote a hostile attitude towards women and girls and promote harmful and discriminatory gender stereotypes. This paper investigates how gender-based violence depicted in the video games influences youngsters. The paper has also made an analysis of the content, development, dynamics and possible effect on young minds based on the video graphic content. The results show that video games, which contain explicit incitement to violence, are widely available on internet for free. As Amnesty International claims, we are in breach of the convention on the elimination of all forms of discrimination against women. Hence, states need to take steps to remove such discrimination in all its manifestations. [ABSTRACT FROM AUTHOR]

This article considers Minecraft, one of the most widely played and popular video games of all time, with over 100 million copies sold. Minecraft is an open-ended strategy game about material logistics, governance, and world building. It is also about a nostalgic modernity that players desire and produce but that is everywhere complicated by the very conditions of its production. Drawing on the work of Bernhard Siegert, Svetlana Boym, Raymond Williams, James C. Scott, and Chandra Mukerji, we consider the block-, grid-, and code-level cultural techniques associated with playing the game as allegories for our increasingly complex relationship to digital culture. Minecraft is not the apotheosis of cultural domination by code as much as it is a playable parable about its complications. [ABSTRACT FROM AUTHOR]

Digital games such as Minecraft currently hold a position of significance in the media diets of many children. However, little is known explicitly about just who plays, with whom and how. This article presents the quantitative results of a survey of 753 parents of children aged 3–12 years about their child’s engagement with Minecraft. Our results establish Minecraft as the dominant digital game title played by this age group, particularly on tablet devices. We provide evidence of a marked early gendering of children’s Minecraft play and engagement with meta-game material. This research gives particular impetus to efforts aimed at ensuring gender equity in digital game–related cultural spaces inhabited by children. It also highlights the importance of collecting game-specific descriptive information, rather than limiting studies to aggregate measures of ‘screen time’. [ABSTRACT FROM AUTHOR]

Several studies have documented the existence of a behavioral addiction related to Video Games, which appears to be similar to other forms of addiction (gambling and substance-related) in terms of characteristics and consequences. Literature about this topic has suffered from the lack of a standard definition of this disorder before the publication of DSM-5. Thus, the prevalence of the disorder and its characteristics at the moment are unclear. The present research aimed to investigate the differences between sub-clinical problematic Video Game (VG) use and Internet use and clear Internet gaming disorder (IGD) and Internet addiction in terms of gender, amount of time spent gaming, preferential coping strategies, adjustment problems, interpersonal relations, and to identify risk factors that predict a problematic engagement in video gaming. We administered a survey containing measures about coping strategies, interpersonal relations, internalizing/externalizing problems, and Internet and Video Game addiction to 612 Italian students recruited in the four main regions of the country (age range 9-19; M = 13.94). Results show that 15.2% of participants showed a sub-clinical problematic use of Video Games, while those with a clear IGD were 2.1% (n = 13); 16.3% of them showed a sub-clinical problematic Internet use, while full-criteria Internet addiction was found in 5.9% of the sample. IGD appears to be linked to various dysfunctional outcomes including a wide range of psychological symptoms and behavioral and social problems. Also, problematic video gamers tend to preferentially adopt dysfunctional coping strategies as distraction and avoidance, so VGs seem to represent a mean to cope with problems and difficulties. [ABSTRACT FROM AUTHOR]

The association between aggressive media and related behavior is complicated, and the role of underlying genetics has not been adequately explored. A better understanding of the role of genetics on the relationship between aggressive media and behavior, especially in young children, is critical. Using a twin/triplets sample (N = 184 children), the authors investigated the association between preschoolers' preferred media choices and their aggressive behaviors. A multimeasure methodology was utilized, examining children's reports of their preferred media games and shows, observed child negativity and aggression in the lab, and parent reports of their own and their children's aggressive behaviors. The results demonstrated a significant relationship between maternal aggression and parent-reported child aggression, especially for boys. Genetic analyses demonstrated significant heritability for children's parent-reported aggressive behaviors, supporting the biological basis of aggression, but not for media aggression preferences. Controlling for genetics, the authors found that the association between media preferences and aggressive behavior may be genetic in origin. These results emphasize the importance of considering shared genetics underlying the relationship between children's aggressive behaviors and their media preferences, as well as environmental influences. By examining preschoolers, the present study provides insight into the importance of media influences in children younger than those previously studied. [ABSTRACT FROM AUTHOR]

Problematic video game use (PVGU), or addiction-like use of video games, is associated with physical and mental health problems and problems in social and occupational functioning. Possible correlates of PVGU include frequency of play, cigarette smoking, and attention deficit hyperactivity disorder (ADHD). The aim of the current study was to explore simultaneously the relationships among these variables as well as test whether two separate measures of PVGU measure the same construct, using a structural modeling approach. Secondary data analysis was conducted on 2,801 video game users (Mage = 22.43 years, standard deviation [SD]age = 4.7; 93 percent male) who completed an online survey. The full model fit the data well: χ2 (2) = 2.017, p > 0.05; root mean square error of approximation (RMSEA) = 0.002 (90% CI [0.000–0.038]); comparative fit index (CFI) = 1.000; standardized root mean square residual (SRMR) = 0.004; and all standardized residuals <|0.1|. All freely estimated paths were statistically significant. ADHD symptomatology, smoking behavior, and hours of video game use explained 41.8 percent of variance in PVGU. Tracking these variables may be useful for PVGU prevention and assessment. Young's Internet Addiction Scale, adapted for video game use, and the Problem Videogame Playing Scale both loaded strongly onto a PVGU factor, suggesting that they measure the same construct, that studies using either measure may be compared to each other, and that both measures may be used as a screener of PVGU. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the impact of digital game addiction on the eating habits of adolescents aged between 9 and 15. Methods: This cross-sectional study was conducted as a survey of 972 middle school students. All data was evaluated with SPSS 22 software, and p<0.05 was accepted as statistically significant. Results: The mean age of the students was 12.0±1.29. It was found that male students spent more time playing digital games than the females and the more they played, the higher the risk level of their Eating Habit Index became, and the difference for both groups was statistically significant (p<0.001). It was also determined that students from the houses with easy access to internet tend to play digital games for longer periods of time (p<0.001). Conclusion: As a result, children at adolescence age need to be taught which games, how long and when to play and be able to limit them instead of getting banned from playing. We are of the opinion that subjects of digital game addiction and appropriate and efficient use of computers need to be included in the curriculum within the scope of Media Literacy and Information Technologies and Software lessons in order to raise the children's awareness. [ABSTRACT FROM AUTHOR]

In Japan, video games are generally regulated by self-imposed control and voluntary ratings by third parties, rather than by law. There is no special statute tailored to regulate video game software. Some people criticize this absence of law as being too lenient when it comes to protecting children. There are few studies published in English that are written by Japanese legal scholars that review regulations intended to protect children in Japan. Using a comparative law approach, comparing Japanese law with U.S. law, this paper contends that there are several tools to control and regulate video games for the purpose of protecting children. The use of legal devices is simply one of several means to achieve this goal. Even if legal regulations are enacted, they may not be very effective. Moreover, they could even have negative impacts on the freedom of expression that is protected under the Constitution of Japan. [ABSTRACT FROM AUTHOR]

The scientific community apparently fails to offer a definitive answer to the questions on the effects of video game playing on children, and many studies are biased by the personal experiences of their authors. So, we shouldn't wonder that parents are also confused about the possible effects of video games. Our research aims to investigate the differences between parents', specialists', gamers' and non-gamers' perceptions on video game playing, with an emphasis on the educational video games. Four samples of participants were used: parents, psychologists, gamers and non-gamers. Starting from the pilot study conducted by Drugaș (2014), we evaluated again the popularity of video games, the content and tasks of educational video games, the risks and benefits associated with playing, their level of violence and the level of parent involvement in the virtual experiences of their children. The research highlights a rather negative attitude towards educational video games by non-gamers, individuals with little to no experience in the virtual world. As expected, gamers are largely in favor of the phenomenon, insisting on the fun of playing and on the gains on the cognitive and IT skills. Psychologists show a differentiated perspective, agreeing that educational video games could foster cognitive skills, but that players are often left without supervision in the virtual world. Parents showed an accepting attitude of the phenomenon. The non-random sampling and the small number of participants are among the limits of the research. [ABSTRACT FROM AUTHOR]

Hundreds of millions of people play intellectually-demanding video games every day. What does individual performance on these games tell us about cognition? Here, we describe two studies that examine the potential link between intelligence and performance in one of the most popular video games genres in the world (Multiplayer Online Battle Arenas: MOBAs). In the first study, we show that performance in the popular MOBA League of Legends’ correlates with fluid intelligence as measured under controlled laboratory conditions. In the second study, we also show that the age profile of performance in the two most widely-played MOBAs (League of Legends and DOTA II) matches that of raw fluid intelligence. We discuss and extend previous videogame literature on intelligence and videogames and suggest that commercial video games can be useful as 'proxy' tests of cognitive performance at a global population level. [ABSTRACT FROM AUTHOR]

Purpose: To examine a possible relationship between exposure to video games/electronic screens and visual issues in children between 3 and 10 years of age. Methods: An observational, cross-sectional study of a population of children using video games was employed. All patients between 3 and 10 years of age were recruited at an outpatient unit accredited by the Italian Regional Health Service. Three hundred twenty children (159 boys and 161 girls; mean age = 6.9 ± 2 years) were observed. Ophthalmological examination included assessment of stereoscopic vision on Lang-Stereotests I and II (LANGSTEREOTEST AG, Küsnacht, Switzerland) and identification of the dominant eye using the Dolman method. Furthermore, a questionnaire was used to record asthenopic symptoms and daily exposure to video games and electronic screens. Two groups of children were examined according to the average amount of time spent playing video games daily: children who played video games for less than 30 minutes per day and not every day (control group) and children who played video games for 30 minutes or more every day (video game group). Both groups were then divided into two subgroups: children using other types of electronic screens (eg, televisions, computers, tablets, and smartphones) for less than 3 hours daily (low electronic use subgroup) and children using other types of electronic screens for 3 hours or more per day (high electronic use subgroup). Results: Asthenopia (especially headache, eyelid tic, transient diplopia, and dizziness), absence of fine stereopsis, and refractive errors were statistically more frequent (mainly in the dominant eye) in children in the video game group. Conclusions: These symptoms were frequent and peculiar in the video game group and might be part of a video game vision syndrome that has not been defined yet. It is important to recognize these signs as possible functional disorders to avoid erroneous diagnostic and therapeutic interventions. [ABSTRACT FROM AUTHOR]

Jon-Paul C. Dyson is vice president for exhibits and director of the International Center for the History of Electronic Games (ICHEG) at The Strong. Trained as a cultural and intellectual historian, he joined The Strong in 1998 and has worked on and supervised the development of dozens of exhibits on play and video games. He initiated the museum's efforts to collect, preserve, and interpret video games in 2006, and today The Strong's collections are the most comprehensive in the world. He writes frequently on video games and play for both scholarly and general audiences. This interview explores how The Strong has developed its video game collections, what some of the pressing issues are in preserving those materials, and some possible directions that video game scholarship will take in the coming years. [ABSTRACT FROM AUTHOR]

Digital games have demonstrated great potential for supporting students' learning across disciplines. But integrating games into instruction is challenging and requires teachers to shift instructional practices. One factor that contributes to the successful use of games in a classroom is teachers' experience implementing the technologies. But how does experience with a game actually affect teacher practice? We explored these issues by comparing years 1 and 2 of a middle-school mathematics teacher's use of Boone's Meadow, a digital problem-solving game around ratio and proportion, in her classroom. While the two implementations were quite similar, the teacher was able to give more problem solving agency to students and use students' gameplay time much more productively in the second year, both for mathematical engagement and for immersing students in the narrative of the game. Findings point to the importance of considering the teacher's role when designing digital games for learning. [ABSTRACT FROM AUTHOR]

Aim: To examine current evidence on use of active video gaming (AVG) to improve motor function in children with movement disorders including cerebral palsy, developmental coordination disorder, and Down syndrome.Method: Scopus, MEDLINE, Cochrane Library, EMBASE, and CINAHL were searched. Included papers studied the use of AVG for improving movement-related outcomes in these populations. Parameters studied included health condition, strength of evidence, AVG delivery methods, capacity for individualizing play, outcomes addressed, effectiveness for achieving outcomes, and challenges/limitations.Results: The 20 extracted articles varied in quality. Studies involved children with six different conditions using AVG in clinical, home, or school settings for 49 different motor outcomes. Dosage varied in frequency and duration. Choice of games played and difficulty level were therapist determined (n=6) or child controlled (n=14). The most common study limitations were small sample sizes and difficulty individualizing treatment. All articles showed improvement in outcomes with AVG, although differences were not consistently significant compared with conventional therapy.Interpretation: Heterogeneity of measurement tools and target outcomes prevented meta-analysis or development of formal recommendations. However, AVG is feasible and shows potential for improving outcomes in this population. Additional investigations of dosing variables, utility as a home supplement to clinical care, and outcomes with larger sample sizes are merited. [ABSTRACT FROM AUTHOR]

Technology is a prominent way that young children choose to play. With new advents in technology, children are finding it easier to gain access to technology through parents’ cell phones and tablets. The influx of technology in the daily lives of children is putting into question whether or not children are spending too much time engaging in such play. In the current study, data were collected on how 3–5-year-old children played on a typical weekday and weekend. Of the weekday activities, parents (n = 31) reported 53.00 hours of technology play for an average of 1.71 hours per child per day. There was an increased amount of time spent on non-technology activities listed by parents for a total of 59.25 hours and an average of 1.91 hours per child. A smaller number of parents (n = 14) recorded outdoor play, totalling 17.50 hours with an average of 1.25 hours per child. [ABSTRACT FROM AUTHOR]

Background. The degree to which violent video games do, or do not contribute to aggressive behavior and hostility remains controversial in the scientific community, with scholars not yet having come to a consensus about effects. Recent studies have examined whether other issues such as frustration or competition might explain some video game influences that were previously thought to be due to violent content. Aim. The current study examines whether player agency in determining choice of game played influences aggressive outcomes. Methods. Young adult players were randomized either to play a violent game, a non-violent game, or to be given the choice between several violent and non-violent games. Players were examined for subsequent aggressive behavior using the ice water task as well as for stress levels and hostility. Results. Game condition did not influence hostility, stress, or aggressive behavior, whether with randomized or chosen games. Conclusion. The present study provided no evidence that violent video games contribute to aggressive behavior. Lack of influence for agency in game choice can be understood given the lack of any aggression effect for violent game exposure. [ABSTRACT FROM AUTHOR]

This article explores emotional expression and awareness in the context of a virtual environment specific to young adults with autism spectrum disorder (ASD) and how emotional awareness and expression can support postsecondary outcomes. A qualitative study was conducted with five young adults with ASD who actively played a massively multiplayer online role playing game (MMORPG) in a virtual environment. All participants were enrolled in a large urban university where interviews were conducted in the campus library. One of the most significant findings was related to the emotional awareness and expression of the participants. Advancements in virtual environments hold the potential to support social skills, friendship development, and emotional awareness and expression that will ultimately increase successful transitions through the development of support networks such as friendships and work-related relationships. [ABSTRACT FROM AUTHOR]

In Paul Murray's Skippy Dies (2010), Eimear McBride's A Girl is a Half-Formed Thing (2013) and Rob Doyle's Here Are the Young Men (2014), fictional characters are depicted playing both real and imagined videogames featuring a number of avatar perspectives. Unlike the fragile human body, an avatar can survive multiple virtual deaths; kicks, punches, bullet wounds, even decapitations, can all be undone, the virtual body resurrected and the game re-played. The blurring of player and avatar which takes place during gameplay raises several questions about how memory is experienced, articulated, and mediated. Do an avatar's actions subsequently become a player's memories? Does playing videogames alter memory or shape the way a player interacts with the past? And perhaps most crucially, when an avatar stabs, punches, or shoots an opponent, does the player remember that act of violence as a witness or a collaborator? [ABSTRACT FROM AUTHOR]

The effects of video games on children's psychosocial development remain the focus of debate. At two timepoints, 1 year apart, 194 children (7.27-11.43 years old; male = 98) reported their gaming frequency, and their tendencies to play violent video games, and to game (a) cooperatively and (b) competitively; likewise, parents reported their children's psychosocial health. Gaming at time one was associated with increases in emotion problems. Violent gaming was not associated with psychosocial changes. Cooperative gaming was not associated with changes in prosocial behavior. Finally, competitive gaming was associated with decreases in prosocial behavior, but only among children who played video games with high frequency. Thus, gaming frequency was related to increases in internalizing but not externalizing, attention, or peer problems, violent gaming was not associated with increases in externalizing problems, and for children playing approximately 8 h or more per week, frequent competitive gaming may be a risk factor for decreasing prosocial behavior. We argue that replication is needed and that future research should better distinguish between different forms of gaming for more nuanced and generalizable insight. [ABSTRACT FROM AUTHOR]

This article examines families’ everyday practices connected with online games played by children ages seven to eleven in the USA. Based on interviews in homes with children and parents, the article employs domestication theory to account for social experiences and symbolic meanings of games and game devices within private and public contexts of children’s game play. The analysis focuses on the social process through which online games are brought into home environments and incorporated into families’ daily routines. Games are analyzed as both impacting on everyday practices of the family and being shaped by the histories, values, and relationships within the households. The article contributes to an understanding of preteens’ online gaming and highlights the strength of using domestication theory to investigate children’s media practices. [ABSTRACT FROM PUBLISHER]

This study examined preteens' screen media use and potential differences in media use by child and family demographics among 1464 Dutch preteens. The results demonstrated that watching TV is still a very popular activity among children. However, other electronic media are also popular within this age group as 72 % of preteens had a cellphone. Children who spoke a language other than Dutch and whose parents were born abroad were heavier media users. Children with more books in the home and who read more frequently tended to be lighter media users. Boys spent more time on screen media than girls and were more likely to play videogames while girls preferred using social media. This study demonstrated that child and home characteristics play a significant role in children's engagement with screen media and literacy [ABSTRACT FROM AUTHOR]

Background: Daily exposed of children to violence portrayed in videogames and TV shows consider as a general public alarm. Objective: to determine the prevalence of children's exposure to violent video games and media in a sample of primary school children in Baghdad city. Methods: study was conducted in Baghdad city during the period from the first of February through December 2015. A multistage probability sampling was adopted to collect 1000 student from 55 primary school. Information about favorite video games played and TV programs shows were taken through direct interview with each child. Results: the prevalence of playing video games was 94.6%, number of boys who said that they play electronic games was 664 (97.4 % of all boys) and girls 282 (88.7% of all girls) regarding (days of playing games); 64.8 % of the children were playing daily, 2.2% were playing two or three times, 3.7% once a week, 18.5% at weekend, and 8.6% play only during holidays (midyear and summer holiday). Most popular and favorite video games that played by 47.6% of boys was found to be of violent type (Grand Thief Auto GTA, open world action games) while in girls' non-violent, simulation games (Girl games) was found in higher percentage (25.1%). Action movies reported as the favorite TVs scenes in boys and Indian drama series as the most favorites in girls. More than half of children under study were reported playing violent games and watch violent TV Boys prefer to play violent games more than girls. GTA, Call of duty and counter were their favorite's games. Conclusion: violent video games and TV programs were prevalent among primary school children. [ABSTRACT FROM AUTHOR]

The article highlights the role of video games in boosting the understanding about the climate change among the children by introducing the climate-themed games. Topics discussed include role of the videos games in helping participants grasp complex concepts, elicit emotional responses and increase motivation to act; impacts of climate change on the vulnerable animals; and the information on the incorporation of the challenges such as global warming, climate change in the video games.

The article draws primarily from the behavioral findings (mainly psychiatric and psychological observations) and points out the important relationships between attention-deficit/hyperactivity disorder (ADHD) symptoms and time orientation. Specifically, the authors argue that there is a significant overlap between the symptoms of ADHD and Present Hedonism. Present Hedonism is defined by Zimbardo's time perspective theory and assessed by Zimbardo Time Perspective Inventory. Developmental data on Present Hedonism of males and females in the Czech population sample (N=2201) are also presented. The hypothesis of relationship between ADHD and Present Hedonism is mainly derived from the prevalence of addictive behavior (mainly excessive Internet use, alcohol abuse, craving for sweets, fatty foods, and fast foods), deficits in social learning, and increased aggressiveness both in ADHD and in the population scoring high on Present Hedonism in the Zimbardo Time Perspective Inventory. We conclude that Zimbardo's time perspective offers both: 1) a potential diagnostic tool - the Zimbardo Time Perspective Inventory, particularly its Present Hedonism scale, and 2) a promising preventive and/or therapeutic approach by the Time Perspective Therapy. Time Perspective Therapy has so far been used mainly to treat past negative trauma (most notably, posttraumatic stress disorder); however, it also has value as a potential therapeutic tool for possible behavioral compensation of ADHD. [ABSTRACT FROM AUTHOR]

This article examines online gaming practices of 7‐ to 11‐year‐olds in home settings in the United States. Based on observations and interviews with children and parents, the analysis considers the specificity of preteen experiences within domestic settings. Employing a socio‐cultural approach, the article analyses ways online gaming is strongly shaped by specific social and developmental factors that relate specifically to preteens. Children's online gaming is analysed as a form of independent entertainment time that reflects limitations experienced by preteens in this study as well as developmental characteristics of this age range. Further, the analysis indicates that gaming practices of preteens are embedded in wider transmedia play practices. [ABSTRACT FROM AUTHOR]

The article presents a cross-sectional study on the connection between substance abuse and what the authors refer to as the problematic use of video games (PUVG) by children and adolescents in Padua, Italy during the 2014-2015 school year. According to the article, lifetime drunkenness, combined energy drink and alcohol consumption, and disrespect for rules increased the odds of students engaging in PUVG. Competitive sports participation and the consumption of fruits and vegetables are assessed.

Amidst an ongoing debate surrounding the traditional dichotomy of whether video games are good or bad for children, in this paper we present Path of Trust, a novel, prosocial game that aims at helping children understand the importance of teamwork and learn how and when to express trustworthiness. We have created a colorful, non-violent digital game, in which children aged 7-10 can be exposed to prosocial content and develop specific prosocial attitudes, such as cooperation and trustworthiness, driven by the fact that video games with prosocial content can be used to improve social interactions. The game was designed to maintain an attractive and engaging nature, which is usually associated with games that are often vilified within social circles in terms of being packed with tons of action and violence. We conducted two separate studies to test our game's modeling of prosocial behavior, which demonstrate the potential of the game as a tool for teaching important prosocial behavior to children. [ABSTRACT FROM AUTHOR]

Objective: To investigate the effects of a long-term, individualized and family-based lifestyle intervention on physical activity, sedentary behavior and diet quality in children.Methods: We carried out a 2-year intervention study in a population sample of 506 children aged 6-8years in Finland in 2007-2012. We allocated the participants at baseline in the intervention and control group. We assessed physical activity and sedentary behavior by questionnaires and diet by food records.Results: Total physical activity (+9min/d in intervention group vs. -5min/d in control group, p=0.001 for time*group interaction), unsupervised physical activity (+7min/d vs. -9min/d, p<0.001) and organized sports (+8min/d vs. +3min/d, p=0.001) increased in the intervention group but not in the control group. Using computer and playing video games increased less in the intervention group than in the control group (+9min/d vs. +19min/d, p=0.003). Consumption of vegetables (+12g/d vs. -12g/d, p=0.001), high-fat vegetable-oil based margarine (+10g/d vs. +3g/d, p<0.001) and low-fat milk (+69g/d vs. +11g/d, p=0.042) and intake of dietary fiber (+1.3g/d vs. +0.2g/d, p=0.023), vitamin C (+4.5mg/d vs. -7.2mg/d, p=0.042) and vitamin E (+1.4mg/d vs. +0.5mg/d, p=0.002) increased in the intervention group but not in the control group. Consumption of butter-based spreads increased in the control group but not in the intervention group (+2g/d vs. -1g/d, p=0.002).Conclusions: Individualized and family-based lifestyle intervention increased physical activity, attenuated increase in sedentary behavior and enhanced diet quality in children.Trial Registration: ClinicalTrials.gov: NCT01803776. [ABSTRACT FROM AUTHOR]

The general objective of this paper is to go deeper into the youtubers phenomenon as opinion leaders, therefore, the importance of these people as prescriptors for children and teenagers. Specifically, we propose to analyse the case of Evan Snyderan American child who, at the age of eight, (2011) began to use YouTube to comment on video games. While his number of followers increased, the themes of his videos became more and more diverse. We have carried out a content analysis of Evan Snyder's youtube channel. The variables to be examined are: brands which appear in the videos, the sectors to which they belong, as well as video types. The results show that his leadership starts in the first period when the teenager develops his personality and specialization. [ABSTRACT FROM AUTHOR]

Although prior research suggests that playing video games can improve cognitive abilities, recent empirical studies cast doubt on such findings (). To reconcile these inconsistent findings, we focused on the link between video games and task switching. Furthermore, we conceptualized video-game expertise as the onset age of active video-game play rather than the frequency of recent gameplay, as it captures both how long a person has played video games and whether the individual began playing during periods of high cognitive plasticity. We found that the age of active onset better predicted switch and mixing costs than did frequency of recent gameplay; specifically, players who commenced playing video games at an earlier age reaped greater benefits in terms of task switching than did those who started at a later age. Moreover, improving switch costs required a more extensive period of video-game experience than did mixing costs; this finding suggests that certain cognitive abilities benefit from different amounts of video game experience. [ABSTRACT FROM AUTHOR]