Not so doomed: computer game play and positive adolescent development

By Kevin Durkin, Bonnie L. Barber. 2002

458 citations recorded by the source corpus.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/6b85852513ffbbaff9f8d28a877e92575f3a0de4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Safety Research

In Sociology and Political Science

Citations in the corpus

Does Playing Violent Video Games Induce Aggression? Empirical Evidence of a Functional Magnetic Resonance Imaging Study (2006, background): “Though some studies found no association between violent video game play and aggressive reactions (see, e.g., Collwell & Payne, 2000; Durkin, 1995; Durkin & Aisbett 1999; Durkin & Barber, 2002; Kestenbaum & Weinstein, 1985; Scott, 1995), the majority reports antisocial effects.”
Relationship Between Screen Time and Chinese Children’s Cognitive and Social Development (2020, background): “This might explain why studies that show positive outcomes in social development and active screen times are targeted toward older children (Durkin & Barber, 2002; Ho & Lee, 2001).”
Harm and Offence in Media Content: A Review of the Evidence (2006, unknown): “However, contrary to the notion that game-players are isolated or anxious individuals, an Australian survey of 16 year olds found that game- playing was associated with positive features of development (family closeness, positive school engagement, friendship network, etc.; Durkin and Barber, 2002).”
The effect of playing violent video games on adolescents: Should parents be quaking in their boots? (2007, result): “Another interesting finding was, consistent with other researchers (Durkin & Barber, 2002), the absence of any real evidence to suggest that a history of exposure to violent video games increases aggressive affect.”
The role of psychology in understanding the impact of computer games (2011, background): “For example Durkin and Barber [15] found that adolescents who play games had more favourable outcomes with respect to family closeness, school engagement, involvement in other leisure activities, positive mental health, substance use, self-concept, friendship network and obedience to parents.”
Engagement in digital entertainment games: A systematic review (2012, background): “Eglesz et al. (2005) found that children in the 14–18 year old age-range spent the most time playing games, a fact that they attributed to their need for sensation seeking and emotional release. Griffiths et al. (2004) found that the average number of hours played by players of the game Everquest wa”
Videogames and Young People with Developmental Disorders (2010, background): “…can be highly social; social interaction, especially with peers, is increasingly motivating from childhood to adolescence, and young people indicate that their preferred mode of play is in company (Durkin & Barber, 2002; Kubey & Larson, 1990; von Salisch et al., 2006; Sherry et al., 2006).”
Gaming at a LAN event: the social context of playing video games (2005, background): “Some studies documented that gaming occasionally produced new bonds within families, in particular between fathers and sons (Durkin and Aisbett, 1999; Durkin and Barber, 2002; Livingstone and Bovill, 1999; Pasquier et al., 1998).”
Blazing Angels or Resident Evil? Can Violent Video Games be a Force for Good? (2010, background): “An updated version by Ferguson (2008) is presented here in Figure 2.”
Do Video Games Promote Positive Youth Development? (2013, background): “Durkin and Barber (2002) referred to video game play as a voluntary leisure activity that is both challenging and stimulating.”
The Video Game Experience as “True” Identification: A Theory of Enjoyable Alterations of Players' Self‐Perception (2009, background): “…on the dimension of success) for several hours after game play, this mode of video game enjoyment could transfer directly into life satisfaction and contribute to positive self-development (cf. Durkin & Barber, 2002), as a general self-perception of skill and competence would arise from game use.”
Violent Video Game Effects on Children and Adolescents: Theory, Research, and Public Policy (2007, background): “Unfortunately, such poor studies have been conducted, published, and misinterpreted (e.g., Durkin & Barber, 2002).”
Use of information and communication technology (ICT) and perceived health in adolescence: the role of sleeping habits and waking-time tiredness. (2007, background): “Researchers also argue that family and peer communication can benefit from modern technology of mobile phoning and e-mailing ( Durkin & Barber, 2002; Hughes & Hans, 2001, Parks & Floyd, 1996).”
The Role of Violent Video Game Content in Adolescent Development (2008, background): “Although most research on video games has emphasized harm, some surveys of adolescents have found links between interactive game play and social and emotional well-being (Colwell & Kato, 2003; Durkin & Barber, 2002).”
Video Game Addiction: The Push To Pathologize Video Games (2017, unknown): “…Autism, a clinical population known for their difficulties with social engagement, but increased video game playing tendencies (Adachi & Willoughby, 2013; Durkin, 2010; Durkin & Barber, 2002; Ringland, Wolf, Faucett, Dombrowski, & Hayes, 2016; Shute, Ventura, & Ke, 2015; Valkenburg, & Peter 2011).”