Videogames for Emotion Regulation: A Systematic Review

Villani, Daniela; Carissoli, Claudia; Triberti, Stefano; Marchetti, Antonio; Gilli, Gabriella; Riva, Giuseppe

doi:10.1089/g4h.2017.0108

Cited by 187 publications

(117 citation statements)

References 73 publications

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“…However, addicted gamers might have higher psychopathology for depressive and (social) anxiety symptoms leading to social withdrawal and this, in turn, inhibits them to transfer their learned strategies into real life. Villani et al [159] suggested this assumption in a recent review. They analyzed studies assessing the relationship between videogame playing and changes in emotional regulation abilities.…”

Section: Discussionmentioning

confidence: 97%

“Who Am I” and “How Should I Be”: a Systematic Review on Self-Concept and Avatar Identification in Gaming Disorder

et al. 2020

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Purpose of Review Gaming disorder (GD) appears to be associated with self-concept deficits and increased identification with one's avatar. The goal of this literature review is to highlight study findings assessing psychological and neurobiological correlates of self-concept-related characteristics and avatar identification in GD. Recent Findings The review was based on three literature researches on GD: (1) self-esteem, (2) emotional, social, and academic self-concept domains and avatar identification, and (3) neurobiological correlates of self-concept and avatar identification. The results indicate that GD is associated with decreased self-esteem as well as deficits in physical, social, and emotional self-concept domains. A relatively stable relationship between higher avatar identification and GD was reported in addicted gamers. Furthermore, addicted gamers showed increased activation of brain regions associated with Theory-of-Mind processing while contemplating their own avatar. Summary The results point towards impairments in self-concept and increased identification with the virtual gaming character in addicted gamers. This virtual compensation fosters the formation of an idealized self-concept, which grows increasingly distant from their own self-image. Thus, additional empirically based psychological interventions should focus on the development of a realistic self-image by reducing the dysfunctional discrepancy between the ideal self and the real self.

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Section: Discussionmentioning

confidence: 97%

“Who Am I” and “How Should I Be”: a Systematic Review on Self-Concept and Avatar Identification in Gaming Disorder

et al. 2020

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“…A recent meta-analysis concluded that action video games robustly enhance the domains of top-down attention and spatial cognition (30). A systematic literature review of experimental studies found that video games improves emotion regulation (31). Starcraft and other tower defense games can be used to foster acquisition of mathematical competence such as problem solving, while Minecraft can be used to teach mathematics, and Assassin's Creed to teach history (32)(33)(34).…”

Section: Introductionmentioning

confidence: 99%

Therapeutic and Preventive Use of Video Games in Child and Adolescent Psychiatry: A Systematic Review

2020

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Background: Over the past decade, the use of commercial video games and serious games has developed in child and adolescent psychiatry. These games may become relevant alternatives or adjuncts to traditional psychotherapy, providing that their effectiveness is properly established. The purpose of this literature review was to evaluate the effectiveness of serious games and commercial video games in the treatment or prevention of psychiatric disorders in children and adolescents. Methods: Medline's database was used to search articles published between January 2012 and July 2019. The following keywords were used for this search: "Video games" OR "Active video game" OR "serious gaming" OR "Serious game" OR "Exergame" AND "Child mental disorder" OR "Adolescent" OR "Child" AND "Therapy" OR "Prevention". Only comparative studies which targeted interventions on children and adolescents suffering from psychiatric disorders were included. Results: Twenty-two studies, focusing on a wide range of psychiatric conditions, met our inclusion criteria's: 14 evaluated serious games and 8 commercial games. All studies were randomized controlled trials but only two studies compared the intervention game to psychotherapeutic gold standard; other studies used a no-intervention control group or an alternative game as the control group. Eighteen studies reported significant improvements on the symptoms and test scores targeted. Conclusion: Serious games and commercially available video games can be an effective trajectory for psychotherapy in child and adolescent psychiatry. However, there is a lack of longitudinal studies which assess the sustained effects of these games, and standards for proper evaluation of their effectiveness are missing.

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“…The controlled exposure to negative emotional stimuli, for example, may train regulation abilities. 20 Second, the narrative and identity features allow a complete immersion in the videogame and to take on another identity in the game. For example, role-playing games allow gamers to select and modify several character features so that playing is associated with the ability to move fluidly among different opportunities for emotional experiences, reappraising them and learning new ways of dealing with negative emotions or disturbing events.…”

Section: Introductionmentioning

confidence: 99%

“…Despite all this potential, few protocols have been developed to promote EI and emotion regulation supported by videogames 20 and even fewer that have integrated videogames into school-based trainings. Videogames offer new channels for promoting behavior changes, by creating complex spaces in which students can immerse themselves, act and realize effects and consequences of their actions 25 in meaningful, entertaining, and immersive game environments.…”

Section: Introductionmentioning

confidence: 99%

Can Videogames Be Used to Promote Emotional Intelligence in Teenagers? Results from EmotivaMente, a School Program

Carissoli

Villani

2019

Games for Health Journal

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Objective: To carry out and investigate the effectiveness of an emotional intelligence (EI) training based on the EI ability model, using videogames as experience-based learning tools to increase EI abilities in adolescents. Materials and Methods: A pre-/post-test/follow-up quasi-experimental design was used with an experimental and a control group (121 adolescents, 15.7% boys, mean age of 14.1 years). The training called ''Emotiva-Mente'' consisted of eight sessions lasting 1.5 hours each, conducted with six first-year classes of two Italian senior high schools. Data on emotional competences were collected at baseline, at the end of the training and 3 months later. Data were analyzed by repeated measures analysis of variance. Results: Students who participated in the EI training reported an improvement in the evaluation and expression of emotions in relation to the self (own emotions) compared with the control group, immediately after the training, but this difference did not persist at the follow-up (3 months later). Furthermore, EmotivaMente found an increase in the use of cognitive revaluation as a strategy of emotion regulation in the experimental group over time. Conclusions: EmotivaMente helped adolescents to improve emotional skills. Results confirmed that videogames can be useful to promote EI in adolescents at school, if integrated with a guided and assisted framework. Implication of the findings and recommendations for future research are made.

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Videogames for Emotion Regulation: A Systematic Review

Abstract: Videogames offer several opportunities for ER and a challenge for educational and psychological interventions.

Cited by 187 publications

References 73 publications

“Who Am I” and “How Should I Be”: a Systematic Review on Self-Concept and Avatar Identification in Gaming Disorder

“Who Am I” and “How Should I Be”: a Systematic Review on Self-Concept and Avatar Identification in Gaming Disorder

Therapeutic and Preventive Use of Video Games in Child and Adolescent Psychiatry: A Systematic Review

Can Videogames Be Used to Promote Emotional Intelligence in Teenagers? Results from EmotivaMente, a School Program

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