University of Washington researchers have found that 78 per cent of gamers who experienced meaningful gaming moments said those experiences altered their lives long term.
The study surveyed 166 gamers about video games’ effects and identified recurring themes developers, gamers, parents and teachers can focus on to create meaningful experiences. The team will present findings on 14 October at the Annual Symposium on Computer-Human Interaction in Play in Pittsburgh.
Playing games during stressful times showed strong correlation with positive physical and mental health outcomes. During COVID-19, participants played games they felt improved their mental health, such as Stardew Valley. Others said games requiring movement or featuring characters with interesting physical abilities inspired them to exercise or try new sports.
Story-based games provided particular insight for players. Many participants gained understanding from game narratives that correlated to self-reflection and identity building. The hero’s journey structure common in story-based games allows players to see their choices change events in ways unique to gaming compared with novels or films.
Most meaningful gaming experiences occurred during early adulthood or younger, when players are forming their identities. One participant said: “I would not be this version of myself today without these experiences.”
Others credited games with career development. Participants reported learning programming specifically to create games, with lead author Nisha Devasia noting this pattern is common throughout the gaming industry based on her experience working there.
The research challenges oversimplified approaches to gaming. Co-senior author Julie Kientz, professor and chair in human-centred design and engineering, noted that limiting children’s screen time through parental controls can interfere with positive experiences. If a child’s device switches off 30 minutes into a story-driven game, it may prevent meaningful engagement and push them toward shorter, less substantial games instead.
Co-senior author Jin Ha Lee, professor in the Information School, uses games deliberately with her two children to create conversation opportunities. When her daughter plays story-driven games, they discuss character decisions and motivations, connecting game narratives to real life.
The research team is developing tools to enhance reflection during gameplay. The Video Game Book Club study will let players annotate gameplay like writing book margins, then review notes alongside their gameplay stream. A reflection chatbot will prompt players to think critically about sessions lasting 30 minutes to an hour.
Co-authors include Georgia Kenderova, doctoral student in human-centred design and engineering, and Michele Newman, doctoral student in the Information School. The Ramey Research Fund funded the research.
