Conclusion


Hey Guys welcome back!

Does everyone remember the question I asked a few weeks ago? If not ill say it again...

What are some advantages to school age children playing video games?

Well...

After conducting my research, it is evident that there are many benefits to school age children playing video games. First, when it comes to their socialization it is proven that video games have helped increase children socialization skills. They help encourage social skills like teamwork and communication, as well as peer interactions. Second, video games have been shown to be very helpful within the classroom to provide children with a more engaging environment. Giving children a visual representation like a video game encourages them to learn and stay engaged in the material being taught. Lastly, no matter what type of video game a child is playing, they are able to develop important cognitive skills like problem solving, focused attention, spatial skills and creativity.  

I would like to end this blog by discussing the importance of further research regarding the advantages of school age children playing video games. Though I was able to find some research to back up my topic, there was not a lot out there pertaining school age children. I believe that it would be beneficial for researchers to focus more on the children age group because they are our future generation and what they learn and do at a young age will impact them as adults later on. Conducting this research could provide more answers for concerns, issues or benefits that involve school age children and their development. 

Thank you for tuning in!

- The Positive Gamer 


References
Adachi, P., & Willoughby, T. (2013). More than just fun and games: The longitudinal relationships between strategic video games, self-reported problem solving skills, and academic grades. Journal of Youth and Adolescence, 42(7), 1041-1052. doi:10.1007/s10964-013-9913-9
Bassiouni, D. H., & Hackley, C. (2016). Video games and young children's evolving sense of identity: A qualitative study. Young Consumers, 17(2), 127-142. Retrieved from http://sfx.scholarsportal.info.subzero.lib.uoguelph.ca/guelph/docview/1826809805?accountid=11233
Del Pozo, M. M., Gómez-Pablos, V. B., & Muñoz-Repiso, A. G. (2017). A quantitative approach to pre-service primary school teachers' attitudes towards collaborative learning with video games: Previous experience with video games can make the difference. International Journal of Educational Technology in Higher Education, 14, 1-18. doi:http://dx.doi.org.subzero.lib.uoguelph.ca/10.118610.1186/s41239-017-0050-5
Entertainment Software Association of Canada. (2018). Essential Facts About The Canadian Video Game Industry. Retrieved from http://theesa.ca/wp-content/uploads/2018/10/ESAC18_BookletEN.pdf
Granic, I., Lobel, A., & Engels, R. C. M. E. (2014). The benefits of playing video games. The American Psychologist, 69(1), 66. doi:http://dx.doi.org.subzero.lib.uoguelph.ca/10.1037/a0034857
Kruger, M. (2016). A comparative study of student performance when using minecraft as a learning tool (Order No. 10256956). Available from ProQuest Dissertations & Theses A&I: Social Sciences. (1881841972). Retrieved from http://sfx.scholarsportal.info.subzero.lib.uoguelph.ca/guelph/docview/1881841972?accountid=11233

Rapeepisarn, K., Wong, K. W., Fung, C. C., & Khine, M. S. (2008). The Relationship between Game Genres, Learning Techniques and Learning Styles in Educational Computer Games. Technologies for E-Learning and Digital Entertainment Lecture Notes in Computer Science,497-508. doi:10.1007/978-3-540-69736-7_53



















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