Mental disorders are universal and present in all people in all countries and it is imperative that society be better understood, which makes flowering possible and encourages (Keyes, 2002; Seligman, 2011; Huppert and So, 2013). In response to concerns about youth well-being and emerging evidence of the positive effects of video games, this article examines the state of research linking video games and budding mental health. Young people are increasingly accessing computers and video games with game environments ranging from predominantly lonely states to multi-player environments. “Video games” in the context of this article refers to electronic / digital games played on PCs, household consoles (p. E.g., Microsoft Xbox, Sony Playstation, Nintendo Wii), tablets (p. ex., iPads), mobile devices (p. ex., smartphones, portable devices such as Nintendo 3DS) and the Internet (p. ex., via Facebook or other websites).
Future research should try to identify the causal relationships, including bidirectional effects, between the time spent on games and the positive and negative results. In addition, an exploration of whether time spent on play is associated with better results, such as depressed mood and loneliness, is justified. The evaluation of moderators such as gender and pre-existing psychosocial well-being is also essential to include.
Video games seem to allow players to express themselves in ways they may not feel comfortable in real life because of their appearance, gender, sexuality and / or age. A study investigated the psychosocial causes and consequences of pathological games in adolescents, and finding lower psychosocial well-being was generally a history of pathological games (Lemmens et al. 2011). Reduced social competition, increased loneliness and low self-esteem were associated with an increase in disease games (Lemmens et al. 2011) six months later.
Research is also needed to explore the possibility that games can be designed to moderate time in the game so that players achieve optimal well-being and flowering. “absorption dissociation” experiences explain the positive therapy of the game, which combines relaxation, interspersed with slightly stress-inducing flow conditions (Snodgrass et al., 2011b). Positive stress helps players achieve “flow” and the experience of being in the “zone” as players are driven by the tasks and challenges of the game where there is an opportunity to experience success. The two states of experience and consciousness are achieved when players imaginatively immerse themselves in this game world and strongly identify with their character avatars.
This review presents literature to show how moderate levels of video game can have a positive impact on well-being. In particular, it has been found that playing video games leads to a better mood, less emotional disorders, improved emotion regulation, relaxation and stress reduction. It is important that moderate play is associated with better results than adultery or lack of play. There is a lack of negative impact for most young players, and instead the video game is associated with a higher self-image with regard to intelligence, computer skills and mechanical ability. The experience of feelings of competition, autonomy and relationship during the video game is related to a higher self-image and a positive effect.
Several studies focus on longitudinal measures that attempt to demonstrate the causal relationships between violent video games and aggression. Many of these studies are based on self-informed measurements of aggressive feelings or attitudes (Shibuya et al. 2008; Möller and Krahé, 2009; Anderson et al. 2010; Lemmens et al., 2011), while other studies include self-reported counts of game art outsourcing studio ( https://wallawallastudio.com/game-art/) aggressive behavior (Shibuya et al., 2008; Bucolo, 2011), or combined qualifications of teachers and colleagues . Strangely, Violence turns out not to be an important factor in contributing to the fun of the game, as players play violent games for the same reasons that they play other games, enjoy the challenge and the freedom to act in a virtual world (Przybylski et al. .2009a).
Emerging research suggests that moderate play may contribute to positive emotions (Ryan et al. 2006; Kutner and Olson, 2008; Wang et al. 2008; Przybylski et al. 2009a; Allahverdipour et al., 2010) and emotional stability (Przybylski et al. 2011). Positive mental well-being is also associated with play as a means of relaxation and stress reduction (Russoniello et al. 2009; Wack and Tantleff-Dunn, 2009; Snodgrass et al., 2011b). Durkin and Barber’s research into the relationship between the game and various adaptation measures for 1,304 high school students found that the video game was unlikely to be harmful and was often associated with positive results instead. There were benefits for teenagers who occasionally played video games and those who played daily compared to young people who never reported playing games (never; Durkin and Barber, 2002).
While the negative effects of playing video games are well documented, many of the game’s potential problems seem to be associated with excessive amounts of time immersed in the game and links to the lowest psychosocial well-being in existence. These findings suggest that considering the negative and positive effects of video games is justified. That said, there is still a gap in literature that examines the potential positive results of moderate video game play, including the many creative benefits, social and emotional of playing video games, including violent games (Ryan et al. 2006; Kutner and Olson, 2008; Wang et al. 2008; Przybylski et al. 2009a; Allahverdipour et al. 2010). Given the potential of video games to improve positive well-being, the focus is on the following sections. Blooming mental health is defined as a combination of feeling good and functioning effectively, resulting in a high level of mental well-being. Blooming is more than the absence of a thriving disorder that is perceived as the opposite of a mental disorder rather than a mere absence .
Specifically, the depressed mood was significantly lower in the “low” use group compared to the “never” and “high” groups reporting similar results. Self-esteem was also higher in the “low” use group with the self-concept considered higher by players than by non-players, with “high” players scoring higher in this domain. Both groups of players also reported a higher level of family cohesion and less risky friendship networks than non-players, with an attachment to the school that was also higher in these two video game groups.
Recently there is great interest in the connections between playing video games and positive well-being (see Durkin and Barber, 2002; Barr et al. 2006; Colwell, 2007; Ryan and Deci, 2008; Wang et al. 2008; Casco, 2009; Allahverdipour et al. 2010; Boyle and., 2011b). There is also more concern that the potential value of video games has not been sufficiently considered, especially as regards the benefits for young people at risk . In the past five to ten years, however, increasing attention has been paid to the possibility of games improving health and well-being (Desai et al. 2010). Several studies reflect this change and consider a nuanced approach to the positive and negative influences of the game with a series of important studies showing clear benefits for people spending time in the game.