Understanding motivation and modeling healthy screen time behavior

Why Video Games Aren't as Harmful as You Think for Kids

Video games can be tough.   Our kids enjoy them so much…but can’t tear their eyes away from them when time’s up without a meltdown.   Some games, like Fortnite and Roblox, can be really violent, and aren’t our kids learning bad messages when they play?   Plus even if they aren’t playing something violent, they aren’t really learning anything beneficial, right?   In this episode with @TheGamerEducator Ash Brandin and co-interviewer parent Nicole, we talk about common struggles parents have with kids who are playing games, including:

• How to address dysregulation at the end of screen time
• How to ‘scaffold’ the child’s ability to manage their own screen time
• The links between screen time and intrinsic motivation
• Why we can feel OK using screen time to give ourselves a break
• How to model appropriate screen time use in front of our children

  Ready to transform how you support your child's curiosity?   While we're all trying to figure out what's really behind rising teen anxiety and whether phones are the problem, there's something we can do right now that helps nurture our children's natural curiosity and intrinsic motivation to learn.   The You Are Your Child's Best Teacher masterclass shows you how to do exactly that without adding pressure or creating elaborate activities that exhaust you.   When children feel competent and engaged in learning that matters to them, they develop resilience that serves them well, whether they're facing social media pressures, academic stress, or the general challenges of growing up in today's world.   Click the banner to learn more!       Jump to highlights 01:50 Introducing the topic and guests for this episode 03:17 Moderate video game use generally has neutral or positive effects, contrary to earlier studies linking it to aggression. 07:02 Many studies linking video games to aggression overlook confounding factors like socioeconomic status, trauma, and family dynamics. 10:27 Research on violent video games shows mixed results, with any negative effects often being minor and context-specific. It's important to consider individual responses when assessing impact. 27:47 Effective screen time management involves setting limits, encouraging self-regulation, and gradually shifting responsibility to children while providing support. 42:33 Balancing gaming limits requires adjusting based on family needs and the child's ability to self-regulate, with ongoing assessment and adjustment. 47:12Guilt about screen time often stems from concerns about not using time productively. It’s important to recognize that screens can benefit the whole family, allowing parents to manage tasks and take necessary breaks. 54:24Gaming meets psychological needs like competence and autonomy, which doesn’t diminish intrinsic motivation for other activities. 01:01:48Model balanced screen use by explaining your tech use and setting clear limits. Show how screens help with tasks and emotions, and involve your kids in transitions. 01:08:51Wrapping up the discussion   References Boxer, P., Groves, C.L., & Docherty, M. (2015). Video games do indeed influence children and adolescents’ aggression, prosocial behavior, and academic performance: A clearer reading of Ferguson (2015). Perspectives on Psychological Science 10(5), 671-673.

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Ferguson, C.J. (2008). The school shooting/violent video game link: Causal relationship or moral panic? Journal of Investigative Psychology and Offender Profiling 5, 25-37.

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Ferguson, C.J. (2015). Do angry birds make for angry children? A meta-analysis of video game influences on children’s and adolescents’ aggression, mental health, prosocial behavior, and academic performance. Perspectives on Psychological Science 10(5), 646-666.

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Ferguson, C.J., & Kilburn, J. (2010). Much ado about nothing: The misestimation and overinterpretation of violent video game effects in eastern and western nations: Comment on Anderson et al. (2010). Psychological Bulletin 136(2), 174-178.

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He, F., Qi, Y., Zhou, Y., Cao, A., Yue, X., Fang, S., & Zheng, Y. (2023). Meta-analysis of the efficacy of digital therapies in children with attention-deficit hyperactivity disorder. Frontiers in Psychiatry 14, 1054831.

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Johannes, N., Vuorre, M., & Przybylski, A.K. (2021). Video game play is positively correlated with well-being. Royal Society Open Science 8, 202049.

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Kollins, S.H., Childress, A., Heusser, A.C., & Lutz, J. (2021). Effectiveness of a digital therapeutic as adjunct to treatment with medication in pediatric ADHD. NPJ Digital Medicine 4(1), 58.

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Prensky, M. (2006). Don’t bother me, Mom – I’m learning!. St. Paul, MN: Paragon House.

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Zendle, D., Flick, C., Gordon-Petrovskaya, E., Ballou, N., Ziao, L.Y., & Drachen, A. (2023). No evidence that Chinese playtime mandates reduced heavy gaming in one segment of the video games industry. Nature Human Behavior 7, 1753-1766.