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Journal articles on the topic 'Prosocial video games'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Konstantinos, C. Apostolakis, Psaltis Athanasios, Stefanidis Kiriakos, et al. "Exploring the Prosociality Domains of Trust and Cooperation, through Single and Cooperative Digital Gameplay in Path of Trust." INTERNATIONAL JOURNAL OF SERIOUS GAMES 3, no. 3 (2016): 39–57. https://doi.org/10.17083/ijsg.v3i3.125.

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Amidst an ongoing debate surrounding the traditional dichotomy of whether video games are good or bad for children, in this paper we present Path of Trust, a novel, prosocial game that aims at helping children understand the importance of teamwork and learn how and when to express trustworthiness. We have created a colorful, non-violent digital game, in which children aged 7-10 can be exposed to prosocial content and develop specific prosocial attitudes, such as cooperation and trustworthiness, driven by the fact that video games with prosocial content can be used to improve social interaction

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Greitemeyer, Tobias, and Silvia Osswald. "Effects of prosocial video games on prosocial behavior." Journal of Personality and Social Psychology 98, no. 2 (2010): 211–21. http://dx.doi.org/10.1037/a0016997.

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Greitemeyer, Tobias, and Silvia Osswald. "Prosocial video games reduce aggressive cognitions." Journal of Experimental Social Psychology 45, no. 4 (2009): 896–900. http://dx.doi.org/10.1016/j.jesp.2009.04.005.

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Maraza-Quispe, Benjamin, Luis Angel Mamani-Nina, and Ebelyn María Mamani-Sucasaca. "Towards the development of prosocial behavior in students through the use of video games." World Journal on Educational Technology: Current Issues 15, no. 1 (2023): 10–27. http://dx.doi.org/10.18844/wjet.v15i1.6893.

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Currently, in the information and knowledge society in which we live, the use of video games has become widespread among children and adolescent students. Given this reality, we wonder to what extent the use of video games helps to develop the prosocial behavior of students, so as to encourage Solidarity and Help Response, Perspective Taking, Altruism and Assistance among students. The objective of the research is to measure the efficacy of the treatment given through video games in the prosocial behavior of students in Regular Basic Education. The methodology applied is quasi-experimental thr

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Greitemeyer, Tobias, and Silvia Osswald. "Playing Prosocial Video Games Increases the Accessibility of Prosocial Thoughts." Journal of Social Psychology 151, no. 2 (2011): 121–28. http://dx.doi.org/10.1080/00224540903365588.

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Greitemeyer, Tobias, Maria Agthe, Robin Turner, and Christina Gschwendtner. "Acting prosocially reduces retaliation: Effects of prosocial video games on aggressive behavior." European Journal of Social Psychology 42, no. 2 (2011): 235–42. http://dx.doi.org/10.1002/ejsp.1837.

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Breuer, Johannes, John Velez, Nicholas Bowman, Tim Wulf, and Gary Bente. "“Drive the Lane; Together, Hard!”." Journal of Media Psychology 29, no. 1 (2017): 31–41. http://dx.doi.org/10.1027/1864-1105/a000209.

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Abstract. As an entertainment technology, video games are a popular social activity that can allow for multiple players to cooperatively engage on-screen challenges. Emerging research has found that when people play together, the resulting teamwork can have beneficial impacts on their prosocial orientations after gameplay – especially when the players are cooperative with one another. The present study wanted to expand the scope of these beneficial interpersonal effects by considering both inter- and intrapersonal factors. In an experimental study (N = 115) we manipulated the difficulty of a g

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Necula, Constantin Valer, Daniela Dumulescu, and Constantin Ioan Necula. "Playing for Good: Exploring the Efficacy of Games and Digital Tools in Prosocial and Moral Education." Educatia 21, no. 28 (November 29, 2024): 364–74. https://doi.org/10.24193/ed21.2024.28.40.

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Promoting social and moral learning experiences in schools is an important aim for building strong, ethical, responsible and empathetic future generations. Digital natives will be more and more immersed in a volatile, complex and unpredictable world where responsible, ethical and socially sustainable decisions are a key component of resilient individuals and societies. Building teachers’ awareness related to the present topic will contribute to adopting more effective learning design strategies strongly connected to Alpha Generation learning needs. The main objective of this study is to review

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Greitemeyer, Tobias, Silvia Osswald, and Markus Brauer. "Playing prosocial video games increases empathy and decreases schadenfreude." Emotion 10, no. 6 (2010): 796–802. http://dx.doi.org/10.1037/a0020194.

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Vanegas Farfano, Minerva Thalía, Luis Tomás Ródenas Cuenca, and Samantha Medina Villanueva. "Impacto del COVID-19 en las motivaciones de uso en video jugadores mexicanos: comparación de dos estudios transversales (Impact of COVID-19 on usage motivations in Mexican video gamers: comparison of two cross-sectional studies)." Retos 46 (September 28, 2022): 209–17. http://dx.doi.org/10.47197/retos.v46.91869.

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La pandemia por COVID-19 ha provocado cambios en la interacción social en diversos momentos y países, así como en las actividades realizadas en tiempo de ocio. En el caso de los videojuegos se reportan cambios en cuanto a su uso; con poca información sobre sus diferencias con tiempos anteriores a la pandemia. Este estudio comparó las motivaciones de uso y su relación con las conductas prosociales de dos estudios transversales, uno realizado antes de la pandemia por COVID-19 y otro encuestado durante el aislamiento en México. Y pone a prueba una hipótesis sobre la conducta prosocial como motivo

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SHAO, Rong, Zhaojun TENG, and Yanling LIU. "How violent video games affect prosocial outcomes: A meta-analysis." Advances in Psychological Science 27, no. 3 (2019): 453. http://dx.doi.org/10.3724/sp.j.1042.2019.00453.

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Breves, Priska. "Reducing Outgroup Bias through Intergroup Contact with Non-Playable Video Game Characters in VR." PRESENCE: Virtual and Augmented Reality 27, no. 3 (2020): 257–73. http://dx.doi.org/10.1162/pres_a_00330.

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Video games are one of the most popular media forms in today's society, but are often criticized for various reasons. For instance, mainstream video games do not incorporate enough racially diverse game characters or are often connected to adolescents’ levels of aggression and have thus been the focus of many debates. While the negative consequences of video games have been analyzed by many academic studies, research on the prosocial effects of video games is scarce. To address this research gap and support the ongoing call for more diverse video game characters, this study used a 3 × 1 betwee

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İNANLI, Seçil, and Ayşegül METİNDOĞAN. "Preschool - Aged Children's Media Use and Its Relationship to Their Prosocial and Aggressive Behavior." e-Kafkas Eğitim Araştırmaları Dergisi 10, no. 3 (2023): 589–610. http://dx.doi.org/10.30900/kafkasegt.1374809.

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Abstract: The present study, exploring media exposure of preschool age children using media diaries had three major goals. First goal was to examine whether there was a relationship between the duration of children’s media use and their prosocial and aggressive behavior. Then, the second goal was to explore links between the content of media they use and children’s prosocial and aggressive behavior. Finally, informed by Displacement theory, we focused on exploring whether the time spent for developmentally enriching activities changed based on the time spent for media use. Parents of 52 presch

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Velez, John A., and David R. Ewoldsen. "Helping Behaviors During Video Game Play." Journal of Media Psychology 25, no. 4 (2013): 190–200. http://dx.doi.org/10.1027/1864-1105/a000102.

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Research suggests that video games are becoming a social activity. Previous research has neglected the complicated social context in which people now play video games. However, a growing body of literature suggests that playing violent video games cooperatively with others can attenuate their aggression-facilitating effects and increase prosocial behaviors between players. To better understand which types of social game play can foster helping behaviors between players and which players may be engaging in these helping behaviors during game play, the current study administered a survey to 252

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Annie Jin, Seung-A. "“My Avatar Behaves Well and this Feels Right”: Ideal and Ought Selves in Video Gaming." Social Behavior and Personality: an international journal 39, no. 9 (2011): 1175–82. http://dx.doi.org/10.2224/sbp.2011.39.9.1175.

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Prosocial and violent games were investigated in relation to empathy with avatars and amount of postgame donation. Participants who played a prosocial game demonstrated greater empathy, while those who played a violent game said they would donate a greater amount of money. Flow was found to be a function of the 3-way interaction between game type, self-perception, and regulatory focus. Higgins's (1987) regulatory focus and self-discrepancy (1997) theories are used to explain the underlying theoretical mechanisms behind these results.

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Tear, Morgan J., and Mark Nielsen. "Failure to Demonstrate That Playing Violent Video Games Diminishes Prosocial Behavior." PLoS ONE 8, no. 7 (2013): e68382. http://dx.doi.org/10.1371/journal.pone.0068382.

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Tshen, Ho Wei, and Angeline Khoo. "Leadership Behaviors among Gamers and Student Leaders." International Journal of Cyber Behavior, Psychology and Learning 4, no. 3 (2014): 17–33. http://dx.doi.org/10.4018/ijcbpl.2014070102.

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This study explored the relationship between leadership in video games and in real-life. The effects of motivation of play, prosocial orientation, and the social context of play on leadership behavior were also investigated. A Game Leadership Behavior questionnaire was constructed to measure game leadership. Other measures included the Leadership Behavior Description Questionnaire, the Motivation of Play questionnaire, Prosocial Orientation Questionnaire (POQ), and questions identifying the type of game play participants were involved in. A total of 321 students participated in the study. All

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Siu, Andrew M. H., Daniel T. L. Shek, and Ben Law. "Prosocial Norms as a Positive Youth Development Construct: A Conceptual Review." Scientific World Journal 2012 (2012): 1–7. http://dx.doi.org/10.1100/2012/832026.

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Prosocial norms like reciprocity, social responsibility, altruism, and volunteerism are ethical standards and beliefs that youth development programs often want to promote. This paper reviews evolutionary, social-cognitive, and developmental theories of prosocial development and analyzes how young people learn and adopt prosocial norms. The paper showed that very few current theories explicitly address the issue of how prosocial norms, in form of feelings of moral obligations, may be challenged by a norm of self-interest and social circumstances when prosocial acts are needed. It is necessary

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Gentile, Douglas A., Craig A. Anderson, Shintaro Yukawa, et al. "The Effects of Prosocial Video Games on Prosocial Behaviors: International Evidence From Correlational, Longitudinal, and Experimental Studies." Personality and Social Psychology Bulletin 35, no. 6 (2009): 752–63. http://dx.doi.org/10.1177/0146167209333045.

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Saleem, Muniba, Craig A. Anderson, and Douglas A. Gentile. "Effects of Prosocial, Neutral, and Violent Video Games on College Students' Affect." Aggressive Behavior 38, no. 4 (2012): 263–71. http://dx.doi.org/10.1002/ab.21427.

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Halbrook, Yemaya J., Aisling T. O’Donnell, and Rachel M. Msetfi. "When and How Video Games Can Be Good: A Review of the Positive Effects of Video Games on Well-Being." Perspectives on Psychological Science 14, no. 6 (2019): 1096–104. http://dx.doi.org/10.1177/1745691619863807.

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Video games are a source of entertainment for a wide population and have varied effects on well-being. The purpose of this article is to comprehensively examine game-play research to identify the factors that contribute to these disparate well-being outcomes and to highlight the potential positive effects. On the basis of existing literature, we argue that the effects of gaming on well-being are moderated by other variables, such as motivations for gaming and video-game characteristics. Specifically, the inclusion of social activity can benefit prosocial behaviors and affect the relationship b

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Teng, Huina, Lixin Zhu, Xuanyu Zhang, and Boyu Qiu. "The Relationship Between Cognitive Resource Consumption During Gameplay and Postgame Aggressive Behaviors: Between-Subjects Experiment." JMIR Serious Games 11 (November 14, 2023): e48317-e48317. http://dx.doi.org/10.2196/48317.

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Abstract Background The question of how video games can shape aggressive behaviors has been a focus for many researchers. Previous research has focused on how violent video game content leads to postgame aggressive behaviors. However, video games not only convey violence or prosocial content to players but also require cognitive effort from individuals. Since human cognitive resources are limited, consuming more cognitive resources in a game leads to less cognitive resources to suppress aggressive impulses. Therefore, the depletion of cognitive resources from playing video games may also lead

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23

Greitemeyer, Tobias. "The dark and bright side of video game consumption: Effects of violent and prosocial video games." Current Opinion in Psychology 46 (August 2022): 101326. http://dx.doi.org/10.1016/j.copsyc.2022.101326.

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Sestir, Marc A., and Bruce D. Bartholow. "Violent and nonviolent video games produce opposing effects on aggressive and prosocial outcomes." Journal of Experimental Social Psychology 46, no. 6 (2010): 934–42. http://dx.doi.org/10.1016/j.jesp.2010.06.005.

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Ferrari, Manuela, Sarah V. McIlwaine, Gerald Jordan, Jai L. Shah, Shalini Lal, and Srividya N. Iyer. "Gaming With Stigma: Analysis of Messages About Mental Illnesses in Video Games." JMIR Mental Health 6, no. 5 (2019): e12418. http://dx.doi.org/10.2196/12418.

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BackgroundVideo game playing is a daily activity for many youths that replaces other media forms (eg, television); it serves as an important source of knowledge and can potentially impact their attitudes and behaviors. Researchers are, thus, concerned with the impact of video gaming on youth (eg, for promoting prosocial or antisocial behavior). Studies have also begun to explore players’ experience of gameplay and video game messages about violence, sexism, and racism; however, little is known about the impact of commercial video games in the sharing and shaping of knowledge, and messages abou

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Harrington, Brian, and Michael O’Connell. "Video games as virtual teachers: Prosocial video game use by children and adolescents from different socioeconomic groups is associated with increased empathy and prosocial behaviour." Computers in Human Behavior 63 (October 2016): 650–58. http://dx.doi.org/10.1016/j.chb.2016.05.062.

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Iten, Glena H., Julia Ayumi Bopp, Clemens Steiner, Klaus Opwis, and Elisa D. Mekler. "Does a prosocial decision in video games lead to increased prosocial real-life behavior? The impact of reward and reasoning." Computers in Human Behavior 89 (December 2018): 163–72. http://dx.doi.org/10.1016/j.chb.2018.07.031.

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Whitaker, Jodi L., and Brad J. Bushman. "“Remain Calm. Be Kind.” Effects of Relaxing Video Games on Aggressive and Prosocial Behavior." Social Psychological and Personality Science 3, no. 1 (2011): 88–92. http://dx.doi.org/10.1177/1948550611409760.

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Boxer, Paul, Christopher L. Groves, and Meagan Docherty. "Video Games Do Indeed Influence Children and Adolescents’ Aggression, Prosocial Behavior, and Academic Performance." Perspectives on Psychological Science 10, no. 5 (2015): 671–73. http://dx.doi.org/10.1177/1745691615592239.

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Saleem, Muniba, Craig A. Anderson, and Douglas A. Gentile. "Effects of Prosocial, Neutral, and Violent Video Games on Children's Helpful and Hurtful Behaviors." Aggressive Behavior 38, no. 4 (2012): 281–87. http://dx.doi.org/10.1002/ab.21428.

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Ferguson, Christopher J., Allen Copenhaver, and Patrick Markey. "Reexamining the Findings of the American Psychological Association’s 2015 Task Force on Violent Media: A Meta-Analysis." Perspectives on Psychological Science 15, no. 6 (2020): 1423–43. http://dx.doi.org/10.1177/1745691620927666.

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In 2015, the American Psychological Association (APA) released a task-force technical report on video-game violence with a concurrent resolution statement linking violent games to aggression but not violent crime. The task-force report has proven to be controversial; many scholars have criticized language implying conclusive evidence linking violent games to aggression as well as technical concerns regarding the meta-analysis that formed the basis of the technical report and resolution statement. In the current article, we attempt a reevaluation of the 2015 technical report meta-analysis. The

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Gitter, Seth A., Patrick J. Ewell, Rosanna E. Guadagno, Tyler F. Stillman, and Roy F. Baumeister. "Virtually justifiable homicide: The effects of prosocial contexts on the link between violent video games, aggression, and prosocial and hostile cognition." Aggressive Behavior 39, no. 5 (2013): 346–54. http://dx.doi.org/10.1002/ab.21487.

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Coyne, Sarah M., Wayne A. Warburton, Lee W. Essig, and Laura A. Stockdale. "Violent video games, externalizing behavior, and prosocial behavior: A five-year longitudinal study during adolescence." Developmental Psychology 54, no. 10 (2018): 1868–80. http://dx.doi.org/10.1037/dev0000574.

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Li, Yan, Tao Deng, Matthew David Thurston, and Philipp Kanske. "Affective empathy mediates the positive effect of prosocial video games on young children’s sharing behavior." Cognitive Development 67 (July 2023): 101343. http://dx.doi.org/10.1016/j.cogdev.2023.101343.

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Bruno, Bruna, Marisa Faggini, and Anna Parziale. "Motivation, Incentives and Performance: An Interdisciplinary Review." International Journal of Business and Management 12, no. 12 (2017): 29. http://dx.doi.org/10.5539/ijbm.v12n12p29.

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This review aims to extend the application of economic knowledge to evidence supplied by other research areas on the relationships between incentives, motivation and performance. Six areas of investigation have been selected based on their potential contribution in addressing three issues relevant to economics. The first issue concerns the distinction between intrinsic and prosocial motivation; the second is the relationship between motivation and performance; the third relates to the existence of perverse effects of incentives on motivation, which can take the form of undermining or crowding-

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Wang, Jiangnan, and Brianna Zhang. "Effects of Aggression, Empathy, and Schadenfreude on Behavior and Thoughts in Violent and Prosocial Video Games." Journal of Education, Humanities and Social Sciences 18 (August 11, 2023): 97–102. http://dx.doi.org/10.54097/ehss.v18i.10962.

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These instructions give you guidelines for preparing papers for DRP. Use this document as a template if you are using Microsoft Word 6.0 or later. Otherwise, use this document as an instruction set. The electronic file of your paper will be formatted further at DRP. Paper titles should be written in uppercase and lowercase letters, not all uppercase. Avoid writing long formulas with subscripts in the title; short formulas that identify the elements are fine (e.g., "Nd-Fe-B"). Do not write “(Invited)” in the title. Full names of authors are preferred in the author field, but are not required. P

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Przybylski, Andrew K., and Netta Weinstein. "Violent video game engagement is not associated with adolescents' aggressive behaviour: evidence from a registered report." Royal Society Open Science 6, no. 2 (2019): 171474. http://dx.doi.org/10.1098/rsos.171474.

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In this study, we investigated the extent to which adolescents who spend time playing violent video games exhibit higher levels of aggressive behaviour when compared with those who do not. A large sample of British adolescent participants ( n = 1004) aged 14 and 15 years and an equal number of their carers were interviewed. Young people provided reports of their recent gaming experiences. Further, the violent contents of these games were coded using official EU and US ratings, and carers provided evaluations of their adolescents' aggressive behaviours in the past month. Following a preregister

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Castillo, Evelyn Fernández. "USE OF VIDEO GAMES AND THEIR RELATIONSHIP WITH PROTECTIVE FACTORS OF MENTAL HEALTH." Child in a Digital World 1, no. 1 (2023): 81. http://dx.doi.org/10.61365/forum.2023.063.

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Using technology is a necessity these days. They are used not only for entertainment purposes, but also for educational purposes, and are also used as an alternative at work. There has been an increase in the use of mobile devices by children and adolescents. At the same time, sleep disturbances, fatigue and increased obesity are also noted, which is associated with excessive use of various electronic devices: cell phones, televisions, tablets, computers and game consoles. Technology addiction is characterized by an inability to control behavior, the compulsion to carry it out, and discomfort

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Reed, Lawrence Ian, Yanal Matari, Molly Wu, and Revathi Janaswamy. "Emotional Tears: An Honest Signal of Trustworthiness Increasing Prosocial Behavior?" Evolutionary Psychology 17, no. 3 (2019): 147470491987242. http://dx.doi.org/10.1177/1474704919872421.

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How do our emotional tears affect the way we are treated? We tested whether tears, paired with either a neutral or a sad facial expression, elicited prosocial behavior among perceivers. Participants viewed a video clip depicting a confederate partner with or without tears displaying either a neutral or sad facial expression before making a behavioral decision in one of two economic games. In a Trust game (Experiment 1), participants who played the role of the investor were more likely to share an endowment after viewing a confederate trustee with tears (paired with either a neutral or a sad fa

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Hauge, Theresa C., Daniel P. Ferris, and Rachael D. Seidler. "Individual differences in cooperative and competitive play strategies." PLOS ONE 18, no. 11 (2023): e0293583. http://dx.doi.org/10.1371/journal.pone.0293583.

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Introduction Cooperation and competition are common in social interactions. It is not clear how individual differences in personality may predict performance strategies under these two contexts. We evaluated whether instructions to play cooperatively and competitively would differentially affect dyads playing a Pong video game. We hypothesized that instructions to play cooperatively would result in lower overall points scored and differences in paddle control kinematics relative to when participants were instructed to play competitively. We also predicted that higher scores in prosociality and

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Tear, Morgan J., and Mark Nielsen. "Video games and prosocial behavior: A study of the effects of non-violent, violent and ultra-violent gameplay." Computers in Human Behavior 41 (December 2014): 8–13. http://dx.doi.org/10.1016/j.chb.2014.09.002.

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Borrego-Ruiz, Alejandro, and Juan J. Borrego. "Adolescent Aggression: A Narrative Review on the Potential Impact of Violent Video Games." Psychology International 7, no. 1 (2025): 12. https://doi.org/10.3390/psycholint7010012.

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Background: Exposure to violent content through video games can shape perceptions of aggression as normative or acceptable, potentially desensitizing adolescents to violence and increasing the likelihood that they will engage in aggressive behavior in their real-world interactions. This narrative review examines the relationship between violent video games (VVGs) and youth aggression, addressing (i) VVG exposure through the lens of Social Learning Theory and the General Aggression Model; (ii) the biological determinants of aggressive behavior, including neurophysiological correlates and the po

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Kurniawan, I. Gde Yudhi, I. Komang Ana Mahardika, Luh Nyoman Alit Aryani, and I. Ketut Arya Santosa. "Relationship of strength and difficulty factors and video game addiction in adolescents of Denpasar Junior High School." International journal of health & medical sciences 7, no. 4 (2024): 98–107. http://dx.doi.org/10.21744/ijhms.v7n4.2329.

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Introduction: Video game addiction in adolescents can result in negative impacts on daily functioning, including personal, social, and educational. Finding the strength and difficulty factors and the related factors is beneficial for better diagnosis and treatment. Method: This study was conducted using a cross-sectional study design to examine the relationship between strength and difficulty factors and video game addiction. The research was conducted at three chosen junior high schools in Denpasar City from March to April 2024. The inclusion criteria are junior high school students in Denpas

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Thiel, Jaye Johnson, and Karen Wohlwend. "#Playrevolution: Engaging Equity through the Power of Play." Teachers College Record: The Voice of Scholarship in Education 123, no. 3 (2021): 1–7. http://dx.doi.org/10.1177/016146812112300301.

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This special issue continues a two-year conversation about a #playrevolution in literacies research, theory, and practice. The juxtaposition of play and revolution is intentional, highlighting the tension between play's prosocial benefits and collaborative production and the rapid change, uncertainty, and violence in today's schools, where we desperately need more humanizing elements that build people's connections to one another. The #playrevolution calls educators and researchers to explore the (un)predictable, (un)expected knots emerging through the coalescence of play and literacies, while

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Shoshani, Anat, and Maya Krauskopf. "The Fortnite social paradox: The effects of violent-cooperative multi-player video games on children's basic psychological needs and prosocial behavior." Computers in Human Behavior 116 (March 2021): 106641. http://dx.doi.org/10.1016/j.chb.2020.106641.

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Anderson, Craig A., and Brad J. Bushman. "Effects of Violent Video Games on Aggressive Behavior, Aggressive Cognition, Aggressive Affect, Physiological Arousal, and Prosocial Behavior: A Meta-Analytic Review of the Scientific Literature." Psychological Science 12, no. 5 (2001): 353–59. http://dx.doi.org/10.1111/1467-9280.00366.

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47

Hu, Jialiangli. "Effect of Choice of Family Activities on Prosocial Behavior in Preschool Children." Lecture Notes in Education Psychology and Public Media 81, no. 1 (2025): 42–48. https://doi.org/10.54254/2753-7048/2025.20377.

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This study through the review of literature found that many articles are mainly about the importance of parents for children's daily life, they did not introduce the choice of family activities for preschool children pro-social behavior. Therefore, the study examine the choice of preschool children family activities questionnaire analysis. The 241 valid questionnaires were collected through the Pearson correlation analysis. Results reveal that outdoor activities, parent-child yoga/gymnastics, healthy diet education, regular physical examinations and hygiene habits cultivation, parent-child rea

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Purnama, Sigit, Maulidya Ulfah, Laili Ramadani, Bahbibi Rahmatullah, and Iqbal Faza Ahmad. "Digital Storytelling Trends in Early Childhood Education in Indonesia: A Systematic Literature Review." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (2022): 17–31. http://dx.doi.org/10.21009/jpud.161.02.

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Digital storytelling is often used in various contexts today, especially in the world of education. Many educators have followed this trend in early childhood education (ECE). This study examines the application of digital storytelling in ECE in Indonesia. Using a systematic literature review (SLR) a method, this research is a qualitative approach which is also known as a meta-synthesis. The literature reviewed was 15 articles from 56 articles that researchers found in the Google Scholar database. The results show that digital storytelling serves as an important method and medium to ensure chi

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Khoiri, Muhammad Hilmy, and Abdul Muhid. "EFFECTIVENESS OF ONLINE VIDEO GAMES IN CINEMATHERAPY TO IMPROVE STUDENT'S PROSOCIAL BEHAVIOR." EDUCATIONE, August 9, 2023, 48–54. http://dx.doi.org/10.59397/edu.v1i2.15.

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The problem discussed in this Literature Review is the effectiveness of online video games in cinematherapy to improve students' prosocial behavior. Students as agents of change and the nation's next generation have big responsibilities in the future. Instilling positive social interaction behavior in the form of prosocial can provide benefits both for individuals and for the community environment where students take shelter. The need for prosocial behavior is of course also directly proportional to the need for special strategies in the form of treatment to increase prosocial behavior. Online

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Qiu, Boyu, and Wei Zhang. "Video Game Feedback Learning and Aggressive or Prosocial Effects." Social Science Computer Review, August 22, 2024. http://dx.doi.org/10.1177/08944393241277556.

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There is a close connection between video games and social life, and researchers are interested in whether and how video games shape aggression and prosocial behaviors. However, there are great inconsistencies across studies on this topic. These mixed results may be due in part to a focus on learning models that were relevant in research on traditional media like television but are less useful in research on video games. Unlike other media, video games are characterized by frequent game-player interactions and immediate feedback, and there is evidence that in-game rewards and punishments can s

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