Video gaming in school children: How much is enough?
Objective Despite extensive debate, the proposed benefits and risks of video gaming in young people remain to be empirically clarified, particularly as regards an optimal level of use. Methods In 2,442 children aged 7 to 11 years, we investigated relationships between weekly video game use, selected...
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| Veröffentlicht in: | Annals of neurology 2016-09, Vol.80 (3), p.424-433 |
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| container_title | Annals of neurology |
| container_volume | 80 |
| creator | Pujol, Jesus Fenoll, Raquel Forns, Joan Harrison, Ben J. Martínez-Vilavella, Gerard Macià, Dídac Alvarez-Pedrerol, Mar Blanco-Hinojo, Laura González-Ortiz, Sofía Deus, Joan Sunyer, Jordi |
| description | Objective
Despite extensive debate, the proposed benefits and risks of video gaming in young people remain to be empirically clarified, particularly as regards an optimal level of use.
Methods
In 2,442 children aged 7 to 11 years, we investigated relationships between weekly video game use, selected cognitive abilities, and conduct‐related problems. A large subgroup of these children (n = 260) was further examined with magnetic resonance imaging approximately 1 year later to assess the impact of video gaming on brain structure and function.
Results
Playing video games for 1 hour per week was associated with faster and more consistent psychomotor responses to visual stimulation. Remarkably, no further change in motor speed was identified in children playing >2 hours per week. By comparison, the weekly time spent gaming was steadily associated with conduct problems, peer conflicts, and reduced prosocial abilities. These negative implications were clearly visible only in children at the extreme of our game‐playing distribution, with 9 hours or more of video gaming per week. At a neural level, changes associated with gaming were most evident in basal ganglia white matter and functional connectivity.
Interpretation
Significantly better visuomotor skills can be seen in school children playing video games, even with relatively small amounts of use. Frequent weekly use, by contrast, was associated with conduct problems. Further studies are needed to determine whether moderate video gaming causes improved visuomotor skills and whether excessive video gaming causes conduct problems, or whether children who already have these characteristics simply play more video games. Ann Neurol 2016;80:424–433 |
| doi_str_mv | 10.1002/ana.24745 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_1827906625</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>1827906625</sourcerecordid><originalsourceid>FETCH-LOGICAL-c4875-125870619a304c6cae8e7179e41c3cbfeedf89a6cf56641ae7e743f40419132b3</originalsourceid><addsrcrecordid>eNp90E9P2zAYx3ELMUFhHHgDKBKXcQj48f9wmaoKyiQEh5X2aLnuk9aQxCwmYrx7AqUcJo2TL5_nJ-tLyCHQU6CUnbnGnTKhhdwiA5AccsNEsU0GlCuRS-Bil-yldE8pLRTQHbLLtFDcCD4gYhoWGLOlq0OzzEKTJb-Kscr8KlSLFpvz7Co-Z3XnV1lIGTaxW65-fiffSlclPPh498nd5cVkdJVf345_jYbXuRdGyxyYNJoqKBynwivv0KAGXaAAz_28RFyUpnDKl1IpAQ41asFLQQUUwNmc75Mf693HNv7pMD3ZOiSPVeUajF2yYJguqFJM9vT4H3ofu7bpf2cZB1VIA5J9pcCAlqxvYnp1sla-jSm1WNrHNtSufbFA7Vtw2we378F7e_Sx2M1rXHzKTeEenK3Bc6jw5f9Ldngz3Ezm64uQnvDv54VrH6zSXEs7uxnb32NxORtNptbwV_STlNk</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1817528438</pqid></control><display><type>article</type><title>Video gaming in school children: How much is enough?</title><source>MEDLINE</source><source>Wiley Online Library Journals Frontfile Complete</source><creator>Pujol, Jesus ; Fenoll, Raquel ; Forns, Joan ; Harrison, Ben J. ; Martínez-Vilavella, Gerard ; Macià, Dídac ; Alvarez-Pedrerol, Mar ; Blanco-Hinojo, Laura ; González-Ortiz, Sofía ; Deus, Joan ; Sunyer, Jordi</creator><creatorcontrib>Pujol, Jesus ; Fenoll, Raquel ; Forns, Joan ; Harrison, Ben J. ; Martínez-Vilavella, Gerard ; Macià, Dídac ; Alvarez-Pedrerol, Mar ; Blanco-Hinojo, Laura ; González-Ortiz, Sofía ; Deus, Joan ; Sunyer, Jordi</creatorcontrib><description>Objective
Despite extensive debate, the proposed benefits and risks of video gaming in young people remain to be empirically clarified, particularly as regards an optimal level of use.
Methods
In 2,442 children aged 7 to 11 years, we investigated relationships between weekly video game use, selected cognitive abilities, and conduct‐related problems. A large subgroup of these children (n = 260) was further examined with magnetic resonance imaging approximately 1 year later to assess the impact of video gaming on brain structure and function.
Results
Playing video games for 1 hour per week was associated with faster and more consistent psychomotor responses to visual stimulation. Remarkably, no further change in motor speed was identified in children playing >2 hours per week. By comparison, the weekly time spent gaming was steadily associated with conduct problems, peer conflicts, and reduced prosocial abilities. These negative implications were clearly visible only in children at the extreme of our game‐playing distribution, with 9 hours or more of video gaming per week. At a neural level, changes associated with gaming were most evident in basal ganglia white matter and functional connectivity.
Interpretation
Significantly better visuomotor skills can be seen in school children playing video games, even with relatively small amounts of use. Frequent weekly use, by contrast, was associated with conduct problems. Further studies are needed to determine whether moderate video gaming causes improved visuomotor skills and whether excessive video gaming causes conduct problems, or whether children who already have these characteristics simply play more video games. Ann Neurol 2016;80:424–433</description><identifier>ISSN: 0364-5134</identifier><identifier>EISSN: 1531-8249</identifier><identifier>DOI: 10.1002/ana.24745</identifier><identifier>PMID: 27463843</identifier><language>eng</language><publisher>United States: Blackwell Publishing Ltd</publisher><subject>Basal ganglia ; Basal Ganglia - physiopathology ; Child ; Child Behavior - physiology ; Children ; Cognitive ability ; Computer & video games ; Connectome - methods ; Diffusion Tensor Imaging ; Female ; Follow-Up Studies ; Functional anatomy ; Ganglia ; Humans ; Interpersonal Relations ; Magnetic resonance imaging ; Magnetic Resonance Imaging - methods ; Male ; Neural networks ; Neuroimaging ; Peer Group ; Problem Behavior ; Psychomotor Performance - physiology ; Sensorimotor integration ; Sensory stimulation ; Skills ; Sleep - physiology ; Social Skills ; Structure-function relationships ; Subgroups ; Substantia alba ; Time Factors ; Video Games - adverse effects ; Video Games - statistics & numerical data ; Visual stimuli ; Young adults</subject><ispartof>Annals of neurology, 2016-09, Vol.80 (3), p.424-433</ispartof><rights>2016 American Neurological Association</rights><rights>2016 American Neurological Association.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4875-125870619a304c6cae8e7179e41c3cbfeedf89a6cf56641ae7e743f40419132b3</citedby><cites>FETCH-LOGICAL-c4875-125870619a304c6cae8e7179e41c3cbfeedf89a6cf56641ae7e743f40419132b3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fana.24745$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fana.24745$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,27901,27902,45550,45551</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/27463843$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Pujol, Jesus</creatorcontrib><creatorcontrib>Fenoll, Raquel</creatorcontrib><creatorcontrib>Forns, Joan</creatorcontrib><creatorcontrib>Harrison, Ben J.</creatorcontrib><creatorcontrib>Martínez-Vilavella, Gerard</creatorcontrib><creatorcontrib>Macià, Dídac</creatorcontrib><creatorcontrib>Alvarez-Pedrerol, Mar</creatorcontrib><creatorcontrib>Blanco-Hinojo, Laura</creatorcontrib><creatorcontrib>González-Ortiz, Sofía</creatorcontrib><creatorcontrib>Deus, Joan</creatorcontrib><creatorcontrib>Sunyer, Jordi</creatorcontrib><title>Video gaming in school children: How much is enough?</title><title>Annals of neurology</title><addtitle>Ann Neurol</addtitle><description>Objective
Despite extensive debate, the proposed benefits and risks of video gaming in young people remain to be empirically clarified, particularly as regards an optimal level of use.
Methods
In 2,442 children aged 7 to 11 years, we investigated relationships between weekly video game use, selected cognitive abilities, and conduct‐related problems. A large subgroup of these children (n = 260) was further examined with magnetic resonance imaging approximately 1 year later to assess the impact of video gaming on brain structure and function.
Results
Playing video games for 1 hour per week was associated with faster and more consistent psychomotor responses to visual stimulation. Remarkably, no further change in motor speed was identified in children playing >2 hours per week. By comparison, the weekly time spent gaming was steadily associated with conduct problems, peer conflicts, and reduced prosocial abilities. These negative implications were clearly visible only in children at the extreme of our game‐playing distribution, with 9 hours or more of video gaming per week. At a neural level, changes associated with gaming were most evident in basal ganglia white matter and functional connectivity.
Interpretation
Significantly better visuomotor skills can be seen in school children playing video games, even with relatively small amounts of use. Frequent weekly use, by contrast, was associated with conduct problems. Further studies are needed to determine whether moderate video gaming causes improved visuomotor skills and whether excessive video gaming causes conduct problems, or whether children who already have these characteristics simply play more video games. Ann Neurol 2016;80:424–433</description><subject>Basal ganglia</subject><subject>Basal Ganglia - physiopathology</subject><subject>Child</subject><subject>Child Behavior - physiology</subject><subject>Children</subject><subject>Cognitive ability</subject><subject>Computer & video games</subject><subject>Connectome - methods</subject><subject>Diffusion Tensor Imaging</subject><subject>Female</subject><subject>Follow-Up Studies</subject><subject>Functional anatomy</subject><subject>Ganglia</subject><subject>Humans</subject><subject>Interpersonal Relations</subject><subject>Magnetic resonance imaging</subject><subject>Magnetic Resonance Imaging - methods</subject><subject>Male</subject><subject>Neural networks</subject><subject>Neuroimaging</subject><subject>Peer Group</subject><subject>Problem Behavior</subject><subject>Psychomotor Performance - physiology</subject><subject>Sensorimotor integration</subject><subject>Sensory stimulation</subject><subject>Skills</subject><subject>Sleep - physiology</subject><subject>Social Skills</subject><subject>Structure-function relationships</subject><subject>Subgroups</subject><subject>Substantia alba</subject><subject>Time Factors</subject><subject>Video Games - adverse effects</subject><subject>Video Games - statistics & numerical data</subject><subject>Visual stimuli</subject><subject>Young adults</subject><issn>0364-5134</issn><issn>1531-8249</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp90E9P2zAYx3ELMUFhHHgDKBKXcQj48f9wmaoKyiQEh5X2aLnuk9aQxCwmYrx7AqUcJo2TL5_nJ-tLyCHQU6CUnbnGnTKhhdwiA5AccsNEsU0GlCuRS-Bil-yldE8pLRTQHbLLtFDcCD4gYhoWGLOlq0OzzEKTJb-Kscr8KlSLFpvz7Co-Z3XnV1lIGTaxW65-fiffSlclPPh498nd5cVkdJVf345_jYbXuRdGyxyYNJoqKBynwivv0KAGXaAAz_28RFyUpnDKl1IpAQ41asFLQQUUwNmc75Mf693HNv7pMD3ZOiSPVeUajF2yYJguqFJM9vT4H3ofu7bpf2cZB1VIA5J9pcCAlqxvYnp1sla-jSm1WNrHNtSufbFA7Vtw2we378F7e_Sx2M1rXHzKTeEenK3Bc6jw5f9Ldngz3Ezm64uQnvDv54VrH6zSXEs7uxnb32NxORtNptbwV_STlNk</recordid><startdate>201609</startdate><enddate>201609</enddate><creator>Pujol, Jesus</creator><creator>Fenoll, Raquel</creator><creator>Forns, Joan</creator><creator>Harrison, Ben J.</creator><creator>Martínez-Vilavella, Gerard</creator><creator>Macià, Dídac</creator><creator>Alvarez-Pedrerol, Mar</creator><creator>Blanco-Hinojo, Laura</creator><creator>González-Ortiz, Sofía</creator><creator>Deus, Joan</creator><creator>Sunyer, Jordi</creator><general>Blackwell Publishing Ltd</general><general>Wiley Subscription Services, Inc</general><scope>BSCLL</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7TK</scope><scope>7U7</scope><scope>C1K</scope><scope>K9.</scope></search><sort><creationdate>201609</creationdate><title>Video gaming in school children: How much is enough?</title><author>Pujol, Jesus ; Fenoll, Raquel ; Forns, Joan ; Harrison, Ben J. ; Martínez-Vilavella, Gerard ; Macià, Dídac ; Alvarez-Pedrerol, Mar ; Blanco-Hinojo, Laura ; González-Ortiz, Sofía ; Deus, Joan ; Sunyer, Jordi</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4875-125870619a304c6cae8e7179e41c3cbfeedf89a6cf56641ae7e743f40419132b3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>Basal ganglia</topic><topic>Basal Ganglia - physiopathology</topic><topic>Child</topic><topic>Child Behavior - physiology</topic><topic>Children</topic><topic>Cognitive ability</topic><topic>Computer & video games</topic><topic>Connectome - methods</topic><topic>Diffusion Tensor Imaging</topic><topic>Female</topic><topic>Follow-Up Studies</topic><topic>Functional anatomy</topic><topic>Ganglia</topic><topic>Humans</topic><topic>Interpersonal Relations</topic><topic>Magnetic resonance imaging</topic><topic>Magnetic Resonance Imaging - methods</topic><topic>Male</topic><topic>Neural networks</topic><topic>Neuroimaging</topic><topic>Peer Group</topic><topic>Problem Behavior</topic><topic>Psychomotor Performance - physiology</topic><topic>Sensorimotor integration</topic><topic>Sensory stimulation</topic><topic>Skills</topic><topic>Sleep - physiology</topic><topic>Social Skills</topic><topic>Structure-function relationships</topic><topic>Subgroups</topic><topic>Substantia alba</topic><topic>Time Factors</topic><topic>Video Games - adverse effects</topic><topic>Video Games - statistics & numerical data</topic><topic>Visual stimuli</topic><topic>Young adults</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Pujol, Jesus</creatorcontrib><creatorcontrib>Fenoll, Raquel</creatorcontrib><creatorcontrib>Forns, Joan</creatorcontrib><creatorcontrib>Harrison, Ben J.</creatorcontrib><creatorcontrib>Martínez-Vilavella, Gerard</creatorcontrib><creatorcontrib>Macià, Dídac</creatorcontrib><creatorcontrib>Alvarez-Pedrerol, Mar</creatorcontrib><creatorcontrib>Blanco-Hinojo, Laura</creatorcontrib><creatorcontrib>González-Ortiz, Sofía</creatorcontrib><creatorcontrib>Deus, Joan</creatorcontrib><creatorcontrib>Sunyer, Jordi</creatorcontrib><collection>Istex</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Neurosciences Abstracts</collection><collection>Toxicology Abstracts</collection><collection>Environmental Sciences and Pollution Management</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><jtitle>Annals of neurology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Pujol, Jesus</au><au>Fenoll, Raquel</au><au>Forns, Joan</au><au>Harrison, Ben J.</au><au>Martínez-Vilavella, Gerard</au><au>Macià, Dídac</au><au>Alvarez-Pedrerol, Mar</au><au>Blanco-Hinojo, Laura</au><au>González-Ortiz, Sofía</au><au>Deus, Joan</au><au>Sunyer, Jordi</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Video gaming in school children: How much is enough?</atitle><jtitle>Annals of neurology</jtitle><addtitle>Ann Neurol</addtitle><date>2016-09</date><risdate>2016</risdate><volume>80</volume><issue>3</issue><spage>424</spage><epage>433</epage><pages>424-433</pages><issn>0364-5134</issn><eissn>1531-8249</eissn><abstract>Objective
Despite extensive debate, the proposed benefits and risks of video gaming in young people remain to be empirically clarified, particularly as regards an optimal level of use.
Methods
In 2,442 children aged 7 to 11 years, we investigated relationships between weekly video game use, selected cognitive abilities, and conduct‐related problems. A large subgroup of these children (n = 260) was further examined with magnetic resonance imaging approximately 1 year later to assess the impact of video gaming on brain structure and function.
Results
Playing video games for 1 hour per week was associated with faster and more consistent psychomotor responses to visual stimulation. Remarkably, no further change in motor speed was identified in children playing >2 hours per week. By comparison, the weekly time spent gaming was steadily associated with conduct problems, peer conflicts, and reduced prosocial abilities. These negative implications were clearly visible only in children at the extreme of our game‐playing distribution, with 9 hours or more of video gaming per week. At a neural level, changes associated with gaming were most evident in basal ganglia white matter and functional connectivity.
Interpretation
Significantly better visuomotor skills can be seen in school children playing video games, even with relatively small amounts of use. Frequent weekly use, by contrast, was associated with conduct problems. Further studies are needed to determine whether moderate video gaming causes improved visuomotor skills and whether excessive video gaming causes conduct problems, or whether children who already have these characteristics simply play more video games. Ann Neurol 2016;80:424–433</abstract><cop>United States</cop><pub>Blackwell Publishing Ltd</pub><pmid>27463843</pmid><doi>10.1002/ana.24745</doi><tpages>10</tpages><oa>free_for_read</oa></addata></record> |
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| ispartof | Annals of neurology, 2016-09, Vol.80 (3), p.424-433 |
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| language | eng |
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| source | MEDLINE; Wiley Online Library Journals Frontfile Complete |
| subjects | Basal ganglia Basal Ganglia - physiopathology Child Child Behavior - physiology Children Cognitive ability Computer & video games Connectome - methods Diffusion Tensor Imaging Female Follow-Up Studies Functional anatomy Ganglia Humans Interpersonal Relations Magnetic resonance imaging Magnetic Resonance Imaging - methods Male Neural networks Neuroimaging Peer Group Problem Behavior Psychomotor Performance - physiology Sensorimotor integration Sensory stimulation Skills Sleep - physiology Social Skills Structure-function relationships Subgroups Substantia alba Time Factors Video Games - adverse effects Video Games - statistics & numerical data Visual stimuli Young adults |
| title | Video gaming in school children: How much is enough? |
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