More Than Just Fun and Games: The Longitudinal Relationships Between Strategic Video Games, Self-Reported Problem Solving Skills, and Academic Grades

• NCJ Number: 244188
• Journal: Journal of Youth and Adolescence Volume: 42 Issue: 7 Dated: July 2013 Pages: 1041-1052
• Author(s): Paul J.C. Adachi; Teena Willoughby
• Date Published: July 2013
• Length: 12 pages
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

This study examined whether strategic video game play (i.e., role playing and strategy games) predicted self-reported problem solving skills among a sample of 1,492 adolescents (50.8 percent female), over the 4 high school years.

Abstract

Some researchers have proposed that video games possess good learning principles and may promote problem solving skills. Empirical research regarding this relationship, however, is limited. The goal of the presented study was to examine whether strategic video game play (i.e., role playing and strategy games) predicted self-reported problem solving skills among a sample of 1,492 adolescents (50.8 percent female), over the 4 high school years. The results showed that more strategic video game play predicted higher self-reported problem solving skills over time than less strategic video game play. In addition, the results showed support for an indirect association between strategic video game play and academic grades, in that strategic video game play predicted higher self-reported problem solving skills, and, in turn, higher self-reported problem solving skills predicted higher academic grades. The novel findings that strategic video games promote self-reported problem solving skills and indirectly predict academic grades are important considering that millions of adolescents play video games every day. Abstract published by arrangement with Springer.