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Playing a cooperative game promotes preschoolers' sharing with third-parties, but not social inclusion.

ABSTRACT: This study examined the effect of gaming context on young children's prosocial behaviors. Dyads of 4- to 5-year-old children (N = 96) played the same game cooperatively, competitively, or solitarily. After playing the game for a total of ten minutes, sharing with and social inclusion of uninvolved third-parties as well as free play with previous co-players was observed. Children shared less with third-parties after playing the game competitively than after playing it cooperatively. Playing a solitary game resulted in intermediate levels of sharing. The structure of the game did not differentially impact measures of social inclusion or free play.

SUBMITTER: Toppe T

PROVIDER: S-EPMC6699707 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

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Playing a cooperative game promotes preschoolers' sharing with third-parties, but not social inclusion.

Toppe Theo T Hardecker Susanne S Haun Daniel B M DBM

PloS one 20190819 8

This study examined the effect of gaming context on young children's prosocial behaviors. Dyads of 4- to 5-year-old children (N = 96) played the same game cooperatively, competitively, or solitarily. After playing the game for a total of ten minutes, sharing with and social inclusion of uninvolved third-parties as well as free play with previous co-players was observed. Children shared less with third-parties after playing the game competitively than after playing it cooperatively. Playing a sol ...[more]

PMID: 31425529

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Project description:Playing digital games can nurture wellbeing by helping players recover from daily stressors, cope with life's challenges, practice emotion regulation, and engage in meaningful social interaction; however, this same leisure activity can also result in problematic gaming (i.e., harmful play at the expense of healthy behaviors), and social isolation that damages wellbeing. Research consistently demonstrates that the value or harm of gaming on wellbeing cannot be determined solely from whether and how much people play, but rather depends on contingent factors related to the player, the game, and the gaming context. In this paper, we aim to model contingent factors that differentiate between beneficial and harmful outcomes within players of the same massively multiplayer online role playing game (MMORPG). We model how passion for gaming—defined as a strong desire to engage in a beloved activity that is enjoyed and valued, in which time and energy is invested, and that ultimately integrates into a person's identity—affects loneliness and wellbeing. We employ the dualistic model that divides passion into harmonious passion (HP)—characterized by a balanced and authentic relationship with the beloved activity, and obsessive passion (OP)—characterized by preoccupation and inflexible persistence toward the loved activity. We sampled 300 frequent World of Warcraft (WoW) players, recruited from online forums, and used structural equation modeling (SEM) to investigate the effects of their passion for playing WoW on in-game social capital, loneliness, and wellbeing. We demonstrate that HP for playing WoW facilitates in-game social capital (both bridging and bonding), combats loneliness, and increases wellbeing, whereas OP also builds social capital, but these social ties do not combat loneliness, and OP is directly associated with increased loneliness. Further, the positive effect of HP on wellbeing is mediated through an increase in bonding social capital and a resulting decrease in loneliness. Our findings highlight that passion orientation is important for characterizing the relationship between gaming and wellbeing. We contribute to the conversation on combating problematic gaming, while also promoting digital gaming as an appealing leisure activity that provides enjoyment, recovery, and meaningful social interaction for the millions of gamers who benefit from its captivation.

Dataset Information

Playing a cooperative game promotes preschoolers' sharing with third-parties, but not social inclusion.

Publications

Playing a cooperative game promotes preschoolers' sharing with third-parties, but not social inclusion.

Similar Datasets

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