Violent Video Games as Exemplary Teachers: A Conceptual Analysis

By D. A. Gentile, J. Gentile. 2008

272 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/6d27ca22a383f4bffbaf6aca412154290a92caed

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Citations in the corpus

A systematic literature review of empirical evidence on computer games and serious games (2012, background): “Gentile and Gentile (2008) To examine whether students who play multiple violent video games are more likelytolearnaggressivecognitionsand behaviours and whether students who play violent video games more frequently are more likely to learn aggressive cognitions and behaviours.”
Media violence and the self: The impact of personalized gaming characters in aggressive video games on aggressive behavior (2010, background): “…processes as a function of violent media consumption in its core assumptions (cf. Anderson & Bushman, 2001; Anderson & Dill, 2000; Bushman, 1998), the effects of video games on processes of the self are a rather under-investigated area in video game research (cf. Gentile & Gentile, 2008).”
Learning, attentional control and action video games (2012, background): “First, video games incorporate many characteristics of good pedagogy beyond those discussed above, including the ratio of massed versus distributed practice, personalized difﬁculty levels, just-right increment steps during learning, fun and engagement [8,82].”
The role of psychology in understanding the impact of computer games (2011, background): “Gentile and Gentile [50] argue that violent video games promote aggression because they systematically incorporate wellestablished principles of effective learning and consequently teach players to think and behave more aggressively.”
Action video game training for cognitive enhancement (2015, background): “For example, all successful video games engender high levels of motivation and arousal, provide immediate informative feedback, are intrinsically rewarding, and utilize difficulty levels that are increased in a manner commensurate with player skill, with each of these characteristics being known to ”
The benefits of playing video games. (2014, background): “Given these immersive social contexts, we propose that gamers are rapidly learning social skills and prosocial behavior that might generalize to their peer and family relations outside the gaming environment (Gentile & Gentile, 2008; Gentile et al., 2009).”
Toward a Taxonomy Linking Game Attributes to Learning (2012, background): “Defining the nature of the conflict in a game can be accomplished via a number of dimensions, such as violent-nonviolent (Gentile & Gentile, 2008) or verbal-kinetic.”
The Effects of Prosocial Video Games on Prosocial Behaviors: International Evidence from Correlational, Longitudinal, and Experimental Studies (2009, methodology): “Content matters, and games are excellent teachers (Gentile & Gentile, 2008).”