A biopsychosocial analysis of the video game-playing experience of children and adults in the United States

Abstract

Understanding the video game-playing experience of children and adults has received little attention. This is an important area of study because, to be successful, media literacy education programs for video games must be able to address both the perceived benefits and any perceived negative consequences of game-playing. In the present qualitative study, children and adults were interviewed in focus groups. Groups were conducted with 17 fourth through sixth graders (8 girls), and with 51 undergraduates (7 females). Using a biopsychosocial model we identified and compared themes emerging from child and adult groups. The majority of participants reported both gains and losses in the physical, psychological, and social domains. Absorption in game-playing was common, and experienced by players differently, as either psychological gain and loss. Absorption seemed to increase the desire to initiate game actions. Child players were somewhat defensive when discussing violent game content. Study findings will be useful in developing video game literacy programs. © University of Toronto Press.