Children's Media Use and Sleep Problems: Issues and Unanswered Questions

Reviews research on the potential effect of new trends in children's media use on sleep and the effect of inadequate sleep on attention, learning, cognitive development, and psychiatric and physical health. Discusses implications and unanswered questions

Eliciting Behavior From Interactive Narratives: Isolating the Role of Agency in Connecting With and Modeling Characters

A key component differentiating interactive storytelling from non-interactive media is agency, or control over character choices. A series of experiments show that providing agency over a character increased the user-character connection, which then increased engagement in a character-consistent charitable act. Findings were observed in technologically simple online narratives that controlled for navigation/controller differences, graphics, sounds, lengthy play, and avatar customization. Effects emerged even though users did not practice these acts by making their character behave charitably. Findings were robust across happy and unfortunate endings and across first-, second-, and third-person narrative perspectives. Findings suggest promise for developing inexpensive ‘‘storygames’’ to encourage supportive behaviors

Adherence of Prime-Time Television Advertising Disclosures to the “Clear and Conspicuous Standard: 1990 vs. 2002

In 1990, one-fourth of all national television commercials contained disclosures, yet none of the disclosures adhered to all of the Federal Trade Commission\u27s clear and conspicuous standard (CCS). As a result of marketplace changes and a 2001 Federal Trade Commission and National Advertising Division joint workshop, the authors anticipate an increase in the number of disclosures and greater adherence to the CCS. The authors find a significant increase in disclosure incidence; however, adherence declines or remains unchanged for most individual guidelines. Finally, the authors provide public policy implications and offer suggestions to increase adherence to the CCS

Literature Review: Learning Through Game-Based Technology Enhances Cognitive Skills

Purpose: The goal of this study was to determine that video games can have a variety of effects on players, including improving working memory, cognitive flexibility, planning, spatial memory, emotions, and recognition through Digital Game-Based Learning   Theoretical framework: Recent research has indicated positive outcomes for student performance and engagement in digital gaming in education with a significant impact on intrinsic motivation, game mechanics, and the learning process as a whole, with scientifically confirmed favourable consequences. DGBL is a recent creation, thus there is still a lot to research and discover about it.   Design/methodology/approach: This study's objective was to gather and evaluate all empirical studies on improving cognitive abilities through game technology that had been published between 2000 and 2023. The author discusses a number of earlier research to investigate how game-based learning affects the growth of cognitive skills. 75 journal articles and 10 conference papers are examined by the author. The author also looks at three books about game-based learning. The author condenses his investigations into 58 articles by contrasting the various research gaps and approaches. The 58 articles included in this study were chosen from 30 reputable journals and provided trustworthy information as well as empirical evidence for further examination of the results of the 58 studies. These papers all drew their information from reliable sources with high indexes.   Findings: According to the findings of this study, game-based learning should become an important tool and e-resource for future learning in universities, particularly in academic libraries. This research backs up previous findings that game based will play an important role in learning in the future.   Research, Practical & Social implications:  We Suggest that more studies on game-based learning need to be conducted in the future to produce an effective learning environment based on credible frameworks and ideas.   Originality/value: The results indicate that the number of publications is growing and a consistent research framework and procedures for conducting reliable video game research must be developed. When arbitrary information is necessary to advance toward the objective of the game; the context in which the game is used. The study conclusions may be used as a general guideline to create a game-based technology model by indulging all the game elements and through that game-based technology the user will be tested to understand the enhancement of cognitive ability. This study may present the reader with further intriguing study subjects

Video games and Intellectual Disabilities: a literature review.

Los videojuegos son omnipresentes en la sociedad y esta tecnología ha trascendido su lado lúdico inicial para convertirse también en una herramienta educativa y de entrenamiento cognitivo. En este sentido, diferentes estudios han demostrado que los jugadores expertos obtener ventajas en diversos procesos cognitivos respecto a no-jugadores y jugar con juegos de video puede resultar en especial los beneficios que en algunos casos podría generalizarse a otras tareas. En consecuencia, los juegos de video podría ser utilizado como una herramienta de formación para mejorar las capacidades cognitivas en poblaciones atípicas, como las relativas a las personas con discapacidad intelectual (DI). Sin embargo, la literatura sobre los videojuegos en personas con ID es escasa. En este trabajo se ejecutó una revisión narrativa de los estudios sobre el uso de los videojuegos en relación a las personas con ID.Video games are ubiquitous in the society and this technology has transcended its initial playful side to become also an educational and cognitive training tool. In this sense, different studies have shown that expert game players gain advantages in various cognitive processes respect to non-players and that playing with video games can result in particular profits that in some cases could be generalized to other tasks. Accordingly, video games could be used as a training tool in order to improve cognitive abilities in atypical populations, such as relating to individuals with intellectual disabilities (ID). However, literature concerning video games in people with ID is sparse. In this paper we executed a narrative review of the studies about the use of video games in relation to people with ID.• Fundación Valhondo Calaff (Cáceres), para Marta Rodríguez Jiménez • Università di Padova. Beca CPDA 127939, para Silvia LanfranchipeerReviewe

From Mario to Manhunt: The Effects ofViolent Video Game Content and Competition on Hostility and Aggressive Cognitions

Research has shown that playing violent video games can lead to increases in aggressive thoughts, feelings, and behaviors. This study further examined this effect using a specially designed video game that allowed for precise manipulation ofviolent game play. Competition was independently manipulated and the interactive effects of competition and violence were studied. It was hypothesized that violence combined with competition would lead to greater aggressive thought and feelings. Consistent with this hypothesis, results show that male participants in the high violence, high competition condition report significantly greater hostility than participants in other conditions. Female participants show significantly greater hostility in response to competition but no evidence ofgreater hostility in response to violence

The Playing Brain. The Impact of Video Games on Cognition and Behavior in Pediatric Age at the Time of Lockdown: A Systematic Review.

A growing number of children and adolescents play video games (VGs) for long amounts of time. The current outbreak of the Coronavirus pandemic has significantly reduced outdoor activities and direct interpersonal relationships. Therefore, a higher use of VGs can become the response to stress and fear of illness. VGs and their practical, academic, vocational and educational implications have become an issue of increasing interest for scholars, parents, teachers, pediatricians and youth public policy makers. The current systematic review aims to identify, in recent literature, the most relevant problems of the complex issue of playing VGs in children and adolescents in order to provide suggestions for the correct management of VG practice. The method used searches through standardized search operators using keywords related to video games and the link with cognition, cognitive control and behaviors adopted during the pandemic. Ninety-nine studies were reviewed and included, whereas twelve studies were excluded because they were educationally irrelevant. Any debate on the effectiveness of VGs cannot refer to a dichotomous approach, according to which VGs are rigidly ‘good’ or ‘bad’. VGs should be approached in terms of complexity and differentiated by multiple dimensions interacting with each other