Gaming well: links between videogames and flourishing mental health

Abstract

This paper is a review of the state of play of research linking videogaming and flourishing, and explores the role of videogames and technology to improve mental health and well-being. Its purpose is to develop understandings about the positive intersection of gaming and well-being, to document evidence regarding links between videogames and positive mental health, and to provide guidelines for use by other researchers as they design and use tools and games to improve mental health and well-being. Using Huppert's (Huppert and So, 2013) proposition that to flourish is more than the absence of mental disorder but rather a combination of feeling good and functioning effectively, resulting in high levels of mental well-being, and Seligman's (Seligman, 2011) PERMA theory of well-being, the paper identifies strengths in existing games that generate positive affect, positive functioning, and positive social functioning, contributing to, and supporting mental health and well-being.

MMORPG gaming and hostility predict Internet Addiction symptoms in adolescents: An empirical multilevel longitudinal study

“…This interpretation is in line with studies suggesting that playing MMORPGs may enhance the level of bonding and social interactions (Skoric & Kwan, 2011) by providing an additional communication frame (Jones et al, 2014), and players often extend friendships made in-game to real life relationships outside of the game (Cole & Griffiths, 2007;Williams et al, 2006). Additionally, adolescents in classrooms with higher percentages of MMORPG gamers may play to be more socially integrated and not to achieve gratification in an addictive way.…”

“…Despite the theoretically acknowledged contribution of contextual factors for IA (Douglas et al, 2008), the importance of the classroom environment in adolescent development (Ryan & Patrick, 2001) and the likely positive effects of gaming in groups (Jones et al, 2014), there has been no previous relevant study assessing this link, and therefore this requires careful interpretation. Although gaming is not permitted in the classroom, peers with a common interest of playing MMORPGs may be less isolated compared to gamers in classrooms with less MMORPG gamers because it is something they talk about and/or play together outside of the classroom.…”

“…MMORPGs are online games in which individuals can develop a character, compete, and interact with other players without time and space limitations (Kuss, Louws & Wiers, 2012). While MMORPGs have been consistently associated with IA (Kuss & Griffiths, 2012;Gentile et al, 2011), their likely positive effects in the areas of social interactions and facilitating educational learning have also been noted (Cole & Griffiths, 2007;De Freitas & Griffiths, 2011;Skoric & Kwan, 2011;Jones, Scholes, Johnson, Katsikitis, & Carras, 2014). Continuously increasing challenges, scoring, and immediate gratification in MMORPGs enable players to achieve a sense of self-actualization (Wan & Chiou, 2006), and this has been linked to IA (Hull, Williams & Griffiths, 2013).…”

“…Given the socializing effects of MMORPGs, it is hypothesized that classrooms with higher percentages of gamers will be associated with decreased IA symptom severity (Jones et al, 2014).…”

“…MMORPGs also function as a catalyst for social contact and can supplement face-to-face relationships, potentially leading to various beneficial effects of gaming (Jones et al, 2014).…”