The decline of play and the rise of psychopathology in children and adolescents.

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Are Games Effective Learning Tools? A Review of Educational Games (2018, unknown): “…by Randel et al. (1992) considered literature 1963-1984, finding that of the 67 studies undertaken over the period, “38 show no difference between games and conventional instruction; 22 favour games; 5 favour games, but their controls are questionable; and 3 favour conventional instruction.””
Barriers for Outdoor Play in Early Childhood Education and Care (ECEC) Institutions: Perception of Risk in Children’s Play among European Parents and ECEC Practitioners (2020, background): “An overwhelming number of studies show that children’s opportunities for free play, especially in outdoor and natural environments, are on a steep descending curve (see, e.g. Brussoni et al., 2012; Freeman, 1995; Gray, 2011; Lester & Maudsley, 2006; Moss, 2012).”
‘Eyes on where children play’: a retrospective study of active free play (2015, background): “Furthermore, Gray (2011) argued that the decline of play has contributed to the rise in psychopathology among children.”