Videogames, Here for Good
Year: 2014
Type: editorial
Abstract: There is a long-standing debate about the potential contribution of videogames to negative outcomes in youth; however, definitive conclusions have not been reached. As the debate continues, the use of videogames for good, as vehicles for delivering health promotion and risk prevention interventions, is growing. With the evolution of the field of “serious games” (ie, games for a primary purpose other than pure entertainment1), the interest and opportunities for designing and using videogames for positive health impact are emerging. Key components of videogames include that they have rules, are goal oriented, and some have points or levels. Furthermore, serious games can serve as educational tools that allow interactive and simulated role playing and provide a platform for realistic and engaging environments for skill building. These critical components of videogames can be harnessed to promote positive health outcomes. Goals of the serious games field include using scientifically rigorous tools (eg, theory-based content, randomized clinical trials) to develop and evaluate games for efficacy and capitalize on their potential to produce rich in-game data in simulated game environments reflecting real-life behaviors.
The use of technology in health care is increasingly ubiquitous, and there is mounting evidence that videogames can serve as interventions to increase knowledge and effect behavior change in youth.2 Our purpose is to highlight that videogames can be used for good. We draw on emerging evidence showing that specially designed videogames can have a positive influence on cognitions and actions related to health and have the potential to be used as measures of actual behaviors outside gameplay. In addition, …
Address correspondence to Lynn E. Fiellin, MD, play2PREVENT Laboratory, Yale University School of Medicine, 367 Cedar Street, PO Box 208093, New Haven, CT 06520-8093. E-mail: lynn.fiellin{at}yale.edu
Source: PEDIATRICS
Institutions: Yale University, McGill University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W1988118143