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Alexander Martinez
Michael Healy
ENC 2135
2/19/17

Give Life a 1-UP

Video games are quickly becoming one of the most popular entertainment choices among

children and young adults. With it transcending the conventional routes it established, eSports

have become an incredibly powerful industry of its own, and increasingly people have begun to

take this up as a legitimate career path. Despite these influences on our society, by providing jobs

(on both the levels of programming and broadcasting), entertainment, and relieving stress

(INSERT SOURCE), there are still a wide range of people who see this industry as nothing more

than a hobby and a detriment to the mind. For those who partake in the enjoyment of video

games, you have probably had a moment where someone has told you that video games would

ruin your mind. My grandparents, particularly, would complain to my mother about letting me

play games like Space Invaders, or Mario; stating that my time would be best spent reading,

rather than gaming. And while I am not stating that video games are better than reading, there

seems to be a disconnect from elders about the positives of playing video games. Having a rough

childhood, and plagued with social problems, I was awful at communicating, usually only

expressing small moments of emotion, or talking for a few minutes before going silent. With the

purchase of a Plug N Play console I became much more social than I had been. Constantly joking

with my Mom, and talking to her while playing. But my extended family told my Mother that

she was raising me wrong, their disdain for video games overtook their joy for my social leaps.

This sentiment, though apparent over the last few years, faded over time. Recently, however,
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overhearing my little cousins mother telling him that too many video games would rot his mind,

brought back these memories, and inspired me to prove it false. Now, this same cousin has

autism, and usually shuts himself out from talking or communicating, just like I had as a kid.

When hanging out, his antisocial tendencies when playing games seem to become nonexistent.

So many people thought of video games in this negative light; as some sort of antisocial and

mentally detrimental activity, when my personal experience has been the opposite. There were

moments in my research that arrived like a brick wall, almost stopping my progress, with several

pieces of research attempting to demonstrate a negative aspect of playing videogames. While

these negative fragments of research provided me with some trouble, there were some that

provided occasionally insight as many of the negative reports or research utilized selective or

isolated moments, coincidences, or events to propagate this agenda. Thus, I formulated the

following question; how do videogames provide beneficial improvements to the development of

social, behavioral, and mental skills in children with development disorders?

Though there are a variety of development disorders, sharing many of the same features,

but differentiating on several others. And while the research provided within the work cited page

shows several other disorders which benefit long term and short term by playing videogames.

This paper will be primarily focusing on the social advances caused by videogames upon those

with Autism Spectrum Disorders. I will also be focusing slightly on Asperger Syndrome, since I

am person with this disorder, and despite the argument that Asperger Syndrome is on the Autistic

Spectrum. Of course, depending on the nature of the disorder, and where on the spectrum they

are, children can face considerable difficulties with communicating, mental processing, behavior

regulation, staying focused, and remembering information for large periods of time. These

disorders were specifically chosen due to the difficulties they bring upon certain mental skills to
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those who have them as well as their challenges to psychological theory, as proposed by Kevin

Durkin in Video games and young people with developmental disorders. Despite the

challenges that come with having one of these mental disorders, when observed recreationally

playing videogames, these same young people are seen capable of long term concentration and

though processes unseen before in the very same children (Durkin).

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Autism Spectrum Disorders are neurodevelopmental disabilities that impair social

interaction, verbal and nonverbal communication, a lack of interest in socializing with other

people physically, and a tendency toward idiosyncratic movements (Durkin). The interesting

thing is that many of those who have Autism Spectrum Disorders are often less involved in

imaginative play at a young age. As with my cousin, though he never played much with toys,

when playing a game such as Minecraft he often tells these long elaborate stories of the areas

he has colonized or of animals he has tamed. Originally, whilst constructing houses he would

stay with a standard square box shape, bland colors, very little decoration, nothing unusual or

visually interesting. But recently, he

has begun to use different colors and

visual designs. Almost as if he had

warmed up to the idea of having

limitless control and power in the

world he resided within, in game.

However, as time went on, I noticed how focused my cousin was when in front of any interactive

screen. Whether it be a smart phone, a computer, a videogame console or a tablet, his inability to

concentrate and communicate faded. He would discuss with me the different features and

elements within the game, almost to the effect of a game developer discussing his creation. Per

John Swettham, there are three proposed reasons as to why children with autism are attracted to

interactive screen based electronics (Zen, pg.3).

The first reason, suggested by John Swettham, is that most interaction with these devices

tend to lean toward having zero social factors. Due to the impairments brought upon by autism,

social interaction is often avoided by those with it. However, Swettham makes note that some
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young people may be open to small bits of conversation and that videogames can serve as a

focus for discussion.

The second reason, is that the logic involved in the playing and usage of these devices is

incredibly linear, consistent, and predictable. Though Swettham was not referencing videogames

directly in his journal, it can be assumed that the repetitiveness is a comfort to the mind. Though

it is stated specifically in Swetthams and Durkins journals that the second reason lacks some

evidence to provide a solid factual truth.

The third reason states that interactivity and control within games are attractive to most

players of videogames. In fact, they are the core elements of videogames that give the player any

sense of power in a digital environment and provides a sense of fun. Swettham is assuming in

this case that the same would be true for those with autism. Though evidence and research are

lacking in this reason as well; a study involving children with autism spectrum disorders done by

Winter-Messiers, found that those with the disorder can be motivated by the challenge of

videogames. One interviewee explained: I know I play too much games but. I have two

reasons why: one cause I learn how to do some things through games that in normal life I

can't begin to formally learn and two, I like to escape to a fantasy reality.

This same property of videogames being able to provide a fantasy reality and a method

of teaching, can be seen in an article written by Keith Stuart about his son Zac. Keith opens the

article by describing his sons behavior prior to him playing videogames as guarded, careful and

anxious. His father, allowed him to play a game called LittleBigPlanet and before long Zac was

laughing and smiling. Keith was constantly being active with his son as well, making sure that he

and his son were talking and communicating throughout the entirety of the play session they had.

This is an argument made later in the paper by Jordan Shapiro from Forbes, and one that will be
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reiterated throughout the paper. But by Keith injecting himself into these sessions, helped Zac

bond these play times with his father into a much more meaningful experience. Zac himself

nearly had a changed personality, laughing, and smiling, and calming explaining things to his

father about the game itself. With this newfound skillset Keith would occasionally go outside and

to the local park with Zac, whereas Zac previously would pitch a fit, scream at the park, or cause

a general commotion. This change in Zacs behavior is something Keith probably did not ever

see being a reality for his son. This article specifically gives some weight to the second and third

reasons proposed by Swettham. As Keith describes the excitement Zac received from being able

to switch enemies on and off, and design the game the way he wanted it. He had total control,

and with this freedom, he found a place where he felt whole (Stuart). And this strength and

control Zac had found, gave him the ability to become much more social and caring and

communicative and mentally active than he had been before.

Though the lack of research in how these forms of interactive media can positively

benefit children with mental disabilities is somewhat disheartening, the studies that attempt to

provide any remotely close answer to this area of research is far too generic. As shown by Cheryl

Olsons survey of 1,254 non-autistic students in public schools, which main goal is to ask what

motivates students to play videogames and test if these motivations are based on factors such as

mood, personality, or development stage. While the information gained from this survey is

interesting, as it shows that the mental alignment and thought process of autistic and non-autistic

children are nearly the same. With both finding the freedom and control of videogames the most

motivating part of them. Honestly, this discovery makes me a bit depressed and worried for the

way life is presented to these kids. The way that they say it gives them quote unquote freedom,

almost implies that their freedom in the real world is nonexistent.

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This may seem like a tangent, it is integral to the overall understanding of the role

videogames can play in a larger sense beyond just developmental benefits. Jordan Shapiro of

Forbes articulates this argument incredibly well, stating Learning is experiential, and games are

complex simulations that require advanced problem solving skills. It is easy to learn the

mechanics of the game while playing. But kids need parents, or older siblings, or adult caretakers

to help them translate those lessons into the context of the real world (Shapiro). This importance

of taking actual lessons from the playing of these games is what makes it more than just a game

and becomes something much greater and powerful. Just as Keith Stuart had done with his son

Zac, this process of ensuring that you translate these skills learned into a real, physical process is

an extreme importance. Shapiro also makes this argument to address some of the negative

stigmas about videogames which are out there. Specifically referencing a research done at

Arizona State University, which stated that the console should not only be for the kids. But that

parents should be involved and try to inspire their kids to receive a positive mental benefit from

these games. Furthermore, stating that often parents do not understand that many video games

are meant to be shared and can teach young people about science, literacy and problem solving.

Gaming with their children also offers parents countless ways to insert their own teaching

moment (Shapiro).

As someone with Asperger Syndrome, I am constantly reminded about my disorder by

my inability to socialize with others, and my constant obsession with rubbing my hands together

when the slightest bit of stress comes along. I have had times when I abandoned going to hang

with my friends because I was having one of those days where it seemed like I could not focus

on the simplest tasks. And yet the moment I feel lost or stressed or socially inept, I can reconnect

with the world by popping in Smash Bros. or Overwatch and playing it with my friends.
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Videogames can provide a calming social construct for me to explore, and for my cousin to

explore and for Keith Stuarts son to explore. They allow us to feel in control and empowered

and connected to something familiar. In no way are videogames a cure to autistic spectrum

disorders, but they do provide a means for those who have it to gain a sense of well-being and

pride with themselves.

Works cited

Barnett, Jane, and Mark Coulson. "Virtually real: A psychological perspective on massively

multiplayer online games." Review of General Psychology 14.2 (2010): 167-79. Web. 7

Mar. 2017.

De Simone, J. J. "What is Good can also be Bad: The Prosocial and Antisocial in-Game

Behaviors of Young Video Game Players." Atlantic Journal of Communication 21.3 (2013):

149-63. Print.
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Durkin, K. (2010). Video games and young people with developmental disorders. Review of

General Psychology, 14, 122140.

Finke, Erinn H., et al. "Parental Intention to Support Video Game Play by Children with Autism

Spectrum Disorder: An Application of the Theory of Planned Behavior." Language, Speech

& Hearing Services in Schools 46.2 (2015): 154-65. Print.

Olson, Cheryl K. "Children's motivations for video game play in the context of normal

development." Review of General Psychology 14.2 (2010): 180-87. Web.

Shapiro, Jordan. "Research Says Parents And Kids Should Play Video Games Together." Forbes.

Forbes Magazine, 04 Dec. 2013. Web. 07 Mar. 2017.

Spence, I., & Feng, J. (2010). Video games and spatial cognition. Review of General Psychology,

14, 92104.

Stuart, Keith. "Minecraft Saved My Son." Good Housekeeping 263.3 (2016): 165-6. Print.

Swettenham, John. Can Children with Autism be Taught to Understand False Belief Using

Computers? Journal of Child Psychology and Psychiatry, vol. 37, no. 2, 1996, pp. 157

165., doi:10.1111/j.1469-7610.1996.tb01387.x.

Zen, Arzu. "Effectiveness of Siblings-Delivered iPad Game Activities in Teaching Social

Interaction Skills to Children with Autism Spectrum Disorders." Educational Sciences:

Theory & Practice 15.5 (2015): 1287-303. Print.