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The Development of Children
and the Internet
Morgan Darwin
University of Wisconsin-Madison
A Brief Outline:
•What Does it Mean to be a Digital Native?
•The Internet is Hurting My Child’s Brain!
Is the Internet Really Helping Children Develop? An Introduction
•Is My Teenager Becoming More Anti-Social Because of their Cellphone!
Development of Children’s Socialization and the Internet
•Educational Tools that the Internet has to Offer
•Online Schooling – Is This Working?
Children’s Education and the Rise of the Internet
•Should I Be Limiting My Child's Time on the Internet?
•Video Game Addiction: Should I Be Concerned About My Child?
Parenting and the Internet
•Violence and Video Games: A Myth
The Internet and Children's Mental Health
Is the Internet Really
Helping Children Develop?
An Introduction
What Does it
Mean to be a
Digital Native?
Children born today and in recent years can be
categorized as digital natives. This means that
these children were born around modern day
technology, instead of learning to navigate the
Internet as adults.
Is this something to fear? Absolutely not.
What Does it
Mean to be a
Digital Native?
The Internet is helping our children:
Learn how to
communicate and
enhance their
communication skills.
Be able to
communicate with
family no matter the
distance.
Educate themselves
in ways that they
learn best through
adaptive education.
The Internet is enabling our
children’s development, whether we
fear it or not.
Help! The Internet is Re-Wiring My Child’s
Brain!
The media is frequently claiming that the Internet is re-wiring
children’s brains, ruining children’s brains, and even going as far as
saying that the Internet is setting these children up for failure.
As a parent, these claims are frightening. My child has the Internet at
their finger tips for a good majority of the day, every day. They do not
escape it at school, they do not escape it at home. How can parents
battle the technology that is supposedly turning their child’s brain
into rubbish?
Help! The Internet is
Re-Wiring My Child’s
Brain!
Take a breath. The research shows that
the Internet is not re-wiring your child’s
brain.
Help! The
Internet is Re-
Wiring My
Child’s Brain!
In order to ”re-wire” a child’s brain, major structures –
both chemical and physical – in the brain, must be
altered. Scans of children’s brains in multiple different
studies show that this is not the case
When a child uses the Internet on a regular basis,
“major brain changes, akin to what is suggested by
the phrase ‘rewiring the brain’ are unlikely” (Mills, P.
385). This is shown through numerous brain scans and
tests.
Despite the fact that every single action a human does
changes our brain chemistry – even your cup of coffee
this morning did – “there is currently no evidence to
suggest that Internet use has no profound effect on
brain development” (Mills, P. 386).
Help! The Internet is
Re-Wiring My Child’s
Brain!
Structural brain changes in children
are rarely influenced by
environmental factors, such as their
amount of Internet usage or
gaming.
As stated in an article by Kathryn
Mills, “changes in brain structure,
as measured by MRI, appear to be
under strong genetic control
during the transition between late
childhood and early adolescence”
(Mills, P. 385).
Again, the Internet is not re-wiring your child’s brain.
Sit back, relax, and find out the ways in which the
Internet is enabling a child’s development,,
socialization, and education.
Development of
Children’s Socialization
and the Internet
What is Socialization?
Socialization is “a process
whereby an individual learns
the norms, values, behavior
and social skill appropriate to
one’s social position” ( Bhatt,
P. 75).
Socialization is most often
learned from friends and
family.
My Teen Is Becoming More Anti-Social
Because of Their Cell Phone!
Many children in the younger generation are learning how to balance communication
with their friends both face-to-face and over the latest iPhone.
A quote from “Children's Use of the Internet: Reflections on the Emerging Research
Agenda” states that, “young people integrate on and offline communication to sustain
their social networks, moving freely between different communication forms”
(Livingstone, P. 5).
These children are not losing their face-to-face, verbal communication skills. These
children are actually learning how to switch their communication “coding” between
face-to-face communication and online communication.
My Child Is
Not Making
Any Friends
Because They
Are Always on
the Internet!
Chances are, your teenager is actually branching
out on the Internet and making friends outside of
school walls.
A Pew Research Study found that:
• “57% of teens, ages 13 to 17, have made a new friend online, with 29% of
teens indicating that they have made more than five new friends in online
venues” (P. 2).
• Kids are able to make friends outside of school walls. This is especially beneficial for children
who might experience difficulties making friends in school, or for children who have a hard
time relating to others.
• “78% of teen online gamers say when they play games online it makes them
feel more connected to friends they already know” (P. 5).
• The Internet is helping strengthen friendships that they have already made!
• “83% of teens spend time with their closest friend at school. 58% spend time
with their closest friend at someone’s house. 55% spend time with their
closest friend online (such as on social media sites or gaming sites or servers)”
(P. 9).
• Children are still spending time with one another face-to-face, more often than they are
spending time chatting with one-another over the Internet!
Lenhart, A. (2015). Teens, Technology, and Friendship: Video Games, Social Media and Mobile Phones Play an Integral
Role in How Teens Meet and Interact with Friends. Pew Research Center: Internet and Technology.
The Internet is not replacing face-
to-face friendships in children
and teens, it is actually
strengthening them.
Children’s
Education and the
Rise of the Internet
My Child Is Using the Internet At School; Are
They Actually Learning Anything?
Children that engage with the learning tools that the Internet has to offer both
inside and outside of school actually have an advantage over students who are
Internet-free.
Students that engage with the Internet learn to read quicker and at better comprehension rates. They
also have higher rates of their self-confidence when it comes to their education and what they know, and
the research shows that students who use the Internet for research will retain the information much
longer than if they had learned this information in the traditional classroom setting (Mitra, 2013).
So Now Your Child is Watching
Videos in the Classroom From
the Internet…
Videos inside the classroom are becoming
a concept used in many different classes
across many different age groups.
This is a great advancement in children’s
education – due to the Internet - for a
number of reasons.
• Videos motivate children with their content.
• Students can visualize ideas through videos in the
classroom, and the research shows that watching a
video can spark a child’s imagination and motivate
them to think outside of the traditional ways to
solve a problem.
• Videos provide a different context to help children
understand difficult topics.
• Some students learn best through seeing, or better
known as being a visual learner. These videos in the
classroom can explain a difficult topic to a student
in a new light that helps them better understand.
• Videos expose students to a variety of new and different
languages, cultures, and ideas.
• Videos allow students to visually travel to another
country, without the expenses that come alongside
of these field trips.
• Videos engage students of all ages and abilities.
• Students with educational disabilities in the
classroom are now given the ability to learn with
their peers.
(Roslaniec, 2018)
Online Schooling For Students K-12
A few years back, online schooling
appeared to be an idea from the future.
Students meeting with their teachers and
peers over the Internet, completing all
assignments over the Internet, and even
testing over the Internet sounded like
something completely out of reach.
However, online school for young children
through high school is becoming more
common and has been shown to reap
numerous benefits.
Online School For Students K-12
In a study conducted
by Conor Ryan,
online-based
schooling students
tended to have
equal, if not higher
scores on numerous
different classroom
interactions.
These children
communicated more
effectively with one
another through their
keyboards, and had
longer and more
expressive
conversations than they
did in a face-to-face
setting.
A lack of face-to-face
contact or social
interaction and presence
did not appear to affect
the child’s developmental
outcome. Students
actually went as far as to
frequently comment on
the fact that they found it
easier to make friends
with their peers in an
online schooling
environment.
“In terms of achievements
the findings suggest that
participants performed as
well in online courses as
those in traditional
classroom based courses,
with writing skills being
equal in both” (Ryan, P. 2).
There was no educational
disadvantages to students
attending online school.
A noteworthy concept from
this study was the fact that
students had an extremely
positive attitude about
completing their school
work in an online
environment than
compared to the traditional
school setting.
(Ryan, 2010)
Parenting and the Internet
Should I Be
Limiting the
Time My
Child Spends
on the
Internet?
The most consistent research
shows:
Moderate Internet usage –
above the limits that most
parents set for their child –
are linked to a child’s
happier well-being (Oxford,
2017).
Moderate amounts of screen
time have a strong
connection to a child’s
relationships with their
friends and parents and a
strong self-affect (Przybylski,
2017).
Should I Be
Limiting My
Child’s Time on
the Internet?
Unless your child is on the Internet 24
hours of every day, the answer is that
screen-time moderation is not
important for a parent to enforce.
Children who spend moderate amounts
of time on the Internet and their
cellphones and laptops have stronger
relationships with their peers and their
family. They also have higher values of
self-affect and confidence.
Internet Video
Game
Addiction:
Should I Be
Concerned for
My Children?
• Placing the label of addiction on any behavior that is normal for a
certain age group results in an “epidemic” in parent’s minds and in
the media. By labeling children who enjoy video games as “addicts”,
we are pathologizing behavior that is nothing but normal!
• Video Game Addiction is an “illness” that has been considered by
some researchers as a mental illness that has the possibility to be
considered for placement in the Diagnostic and Statistical Manual
of Mental Disorders – or the DSM 5 – however, the research is
lacking in order to back this claim.
• “1% of the general population would fit the DSM criteria for
an addiction, but there was little evidence found for
impairment” (Zastrow, P. 4271).
• It has been noted by the video game addiction study
conducted by Bean et. al. that there is an over-identification of
false-positive cases, especially when the DSM-5’s criteria is
incorporated into the study; this means that many of the cases
of children that are studied have the appearance that these
children are addicted to their video games, when they truly
are not addicts (Bean, P. 382).
Internet Video Game Addiction: Should I Be
Concerned for My Children?
• Addiction to computers and programming
were fears that were publicized in the
media in the 1970’s and 80’s. Just like many
past technologies, Internet-based video
games are irrationally feared.
• “Code junkies” and “hackers” of the 80’s
were never given their own diagnostic
category, although they were just as feared
as video games are today! Rarely are people
still concerned about addiction for people
that enjoy computers and programming on
them (Bean, P. 383).
Overall, the evidence is lacking when it
comes to whether or not video games can
be truly addictive. Almost all of the
children that have been selected for these
studies show no signs of impairment
because of the amount of Internet-based
gaming that they do. “Addiction” is a very
strong term for these children; chances are
the child just enjoys gaming very much and
this should not be feared!
The Internet and Children’s Mental
Health
Violence and Internet-
Based Video Games
In today’s media, it is very
common to be seeing
headlines regarding violent
criminals being urged to
commit their crimes because
of the violent video games
that they play. Is this really
what is causing horrific crimes,
such as the most recent mass
shooting?
The evidence says no.
Violence and Internet-Based Video
Games
• Research shows that as children age, they will most likely change the
genre of their favorite video game very frequently. Children will most
likely not become enthralled with their newest favorite genre of
violent video games for long! (Ferguson, P. 388).
• In a study by Ferguson, ”no evidence across any of the outcomes
measured supported hypothesis two (H2)” (Ferguson, P. 388).
• None of the evidence collected in this extremely valid and reliable study
supported the hypothesis that antisocial and violent tendencies in
children and adolescents are encouraged by violent video game usage.
Violence and Internet-Based Video
Games
This study also noted that, “it may simply be that less serious forms of
aggression show higher relations with video game violence than do more
serious forms of aggression” (Ferguson, P. 388).
The violent tendencies that the public witnesses in the media - regarding
criminals such as mass shooters – is not statistically tied to violent video
game usage. Slight aggression, such as swearing, has a slight statistical
significance when it comes to video game use.
The study goes on to say “little evidence supported a significant predictive
relationship between violent video game exposure and serious user
aggression” (Ferguson, P. 388).
Violence and Internet-Based Video Games: A
Myth
It is so important that scholars in the future become “more
temperate and conservative” with their interpretations in
future studies, considering that effect sizes have tended to
be extremely weak (Ferguson, P. 388).
Overall, the research shows that extreme violence and
antisocial qualities in children and adults both, are not tied
in with extensive violent video game usage via the
Internet.
Works Cited
Bean, A. M., Nielsen, R. K., Rooij, A. J., & Ferguson, C. J. (2017). Video Game Addiction: The Push to Pathologize Video Games. Professional
Psychology: Research and Practice,48(5), 378-389. doi:10.1037/pro0000150
Bhatt, M. (2015). Internet as Influencing Variable in Child’s Socialization: A Review. International Journal of Computer Science and Mobile
Computing,4(4), 75-80.
Children's Screen-Time Guidelines too Restrictive, According to New Research. (n.d.). Retrieved from http://www.ox.ac.uk/news/2017-12-14-
children’s-screen-time-guidelines-too-restrictive-according-new-research
Ferguson, C. J. (2010). Video Games and Youth Violence: A Prospective Analysis in Adolescents. Journal of Youth and Adolescence,40(4), 377-
391. doi:10.1007/s10964-010-9610-x
Lenhart, A. (2015). Teens, Technology, and Friendship: Video Games, Social Media and Mobile Phones Play an Integral Role in How Teens Meet
and Interact with Friends. Pew Research Center: Internet and Technology.
Livingstone, S. (2003). Childrens Use of the Internet: Reflections on the Emerging Research Agenda. New Media & Society,5(2), 147-166.
doi:10.1177/1461444803005002001
Mills, K. L. (2014). Effects of Internet Use on the Adolescent Brain: Despite Popular Claims, Experimental Evidence Remains Scarce. Trends in
Cognitive Sciences,18(8), 385-387. doi:10.1016/j.tics.2014.04.011
Mitra, S. (2013, November 3). The Internet Can Harm, But Can also be a Child's Best Tool for Learning. The Guardian.
Przybylski, A. K., & Weinstein, N. (2017). Digital Screen Time Limits and Young Childrens Psychological Well-Being: Evidence From a
Population-Based Study. Child Development,90(1). doi:10.1111/cdev.13007
Roslaniec, A., Roslaniec, A., Kyriacou, N., Beatty, K., & Zakrzewski, R. (2018, October 23). 5 benefits of using video in class. Retrieved from
https://www.english.com/blog/5-benefits-of-using-video-in-class/
Ryan, C. (2010). A MULTIPLE CASE STUDY EXPLORING THE BENEFITS, CONCERNS AND PROBLEMS WITH ONLINE EDUCATION
FOR PRIMARY SCHOOL CHILDREN.
Zastrow, M. (2017). Is Video Game Addiction Really An Addiction? Proceedings of the National Academy of Sciences of the United States of
America,114(17), 4268-4272.

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The Development of Children and The Internet

  • 1. The Development of Children and the Internet Morgan Darwin University of Wisconsin-Madison
  • 2. A Brief Outline: •What Does it Mean to be a Digital Native? •The Internet is Hurting My Child’s Brain! Is the Internet Really Helping Children Develop? An Introduction •Is My Teenager Becoming More Anti-Social Because of their Cellphone! Development of Children’s Socialization and the Internet •Educational Tools that the Internet has to Offer •Online Schooling – Is This Working? Children’s Education and the Rise of the Internet •Should I Be Limiting My Child's Time on the Internet? •Video Game Addiction: Should I Be Concerned About My Child? Parenting and the Internet •Violence and Video Games: A Myth The Internet and Children's Mental Health
  • 3. Is the Internet Really Helping Children Develop? An Introduction
  • 4. What Does it Mean to be a Digital Native? Children born today and in recent years can be categorized as digital natives. This means that these children were born around modern day technology, instead of learning to navigate the Internet as adults. Is this something to fear? Absolutely not.
  • 5. What Does it Mean to be a Digital Native? The Internet is helping our children: Learn how to communicate and enhance their communication skills. Be able to communicate with family no matter the distance. Educate themselves in ways that they learn best through adaptive education. The Internet is enabling our children’s development, whether we fear it or not.
  • 6. Help! The Internet is Re-Wiring My Child’s Brain! The media is frequently claiming that the Internet is re-wiring children’s brains, ruining children’s brains, and even going as far as saying that the Internet is setting these children up for failure. As a parent, these claims are frightening. My child has the Internet at their finger tips for a good majority of the day, every day. They do not escape it at school, they do not escape it at home. How can parents battle the technology that is supposedly turning their child’s brain into rubbish?
  • 7. Help! The Internet is Re-Wiring My Child’s Brain! Take a breath. The research shows that the Internet is not re-wiring your child’s brain.
  • 8. Help! The Internet is Re- Wiring My Child’s Brain! In order to ”re-wire” a child’s brain, major structures – both chemical and physical – in the brain, must be altered. Scans of children’s brains in multiple different studies show that this is not the case When a child uses the Internet on a regular basis, “major brain changes, akin to what is suggested by the phrase ‘rewiring the brain’ are unlikely” (Mills, P. 385). This is shown through numerous brain scans and tests. Despite the fact that every single action a human does changes our brain chemistry – even your cup of coffee this morning did – “there is currently no evidence to suggest that Internet use has no profound effect on brain development” (Mills, P. 386).
  • 9. Help! The Internet is Re-Wiring My Child’s Brain! Structural brain changes in children are rarely influenced by environmental factors, such as their amount of Internet usage or gaming. As stated in an article by Kathryn Mills, “changes in brain structure, as measured by MRI, appear to be under strong genetic control during the transition between late childhood and early adolescence” (Mills, P. 385).
  • 10. Again, the Internet is not re-wiring your child’s brain. Sit back, relax, and find out the ways in which the Internet is enabling a child’s development,, socialization, and education.
  • 12. What is Socialization? Socialization is “a process whereby an individual learns the norms, values, behavior and social skill appropriate to one’s social position” ( Bhatt, P. 75). Socialization is most often learned from friends and family.
  • 13. My Teen Is Becoming More Anti-Social Because of Their Cell Phone! Many children in the younger generation are learning how to balance communication with their friends both face-to-face and over the latest iPhone. A quote from “Children's Use of the Internet: Reflections on the Emerging Research Agenda” states that, “young people integrate on and offline communication to sustain their social networks, moving freely between different communication forms” (Livingstone, P. 5). These children are not losing their face-to-face, verbal communication skills. These children are actually learning how to switch their communication “coding” between face-to-face communication and online communication.
  • 14. My Child Is Not Making Any Friends Because They Are Always on the Internet! Chances are, your teenager is actually branching out on the Internet and making friends outside of school walls.
  • 15. A Pew Research Study found that: • “57% of teens, ages 13 to 17, have made a new friend online, with 29% of teens indicating that they have made more than five new friends in online venues” (P. 2). • Kids are able to make friends outside of school walls. This is especially beneficial for children who might experience difficulties making friends in school, or for children who have a hard time relating to others. • “78% of teen online gamers say when they play games online it makes them feel more connected to friends they already know” (P. 5). • The Internet is helping strengthen friendships that they have already made! • “83% of teens spend time with their closest friend at school. 58% spend time with their closest friend at someone’s house. 55% spend time with their closest friend online (such as on social media sites or gaming sites or servers)” (P. 9). • Children are still spending time with one another face-to-face, more often than they are spending time chatting with one-another over the Internet! Lenhart, A. (2015). Teens, Technology, and Friendship: Video Games, Social Media and Mobile Phones Play an Integral Role in How Teens Meet and Interact with Friends. Pew Research Center: Internet and Technology.
  • 16. The Internet is not replacing face- to-face friendships in children and teens, it is actually strengthening them.
  • 18. My Child Is Using the Internet At School; Are They Actually Learning Anything? Children that engage with the learning tools that the Internet has to offer both inside and outside of school actually have an advantage over students who are Internet-free. Students that engage with the Internet learn to read quicker and at better comprehension rates. They also have higher rates of their self-confidence when it comes to their education and what they know, and the research shows that students who use the Internet for research will retain the information much longer than if they had learned this information in the traditional classroom setting (Mitra, 2013).
  • 19. So Now Your Child is Watching Videos in the Classroom From the Internet… Videos inside the classroom are becoming a concept used in many different classes across many different age groups. This is a great advancement in children’s education – due to the Internet - for a number of reasons.
  • 20. • Videos motivate children with their content. • Students can visualize ideas through videos in the classroom, and the research shows that watching a video can spark a child’s imagination and motivate them to think outside of the traditional ways to solve a problem. • Videos provide a different context to help children understand difficult topics. • Some students learn best through seeing, or better known as being a visual learner. These videos in the classroom can explain a difficult topic to a student in a new light that helps them better understand. • Videos expose students to a variety of new and different languages, cultures, and ideas. • Videos allow students to visually travel to another country, without the expenses that come alongside of these field trips. • Videos engage students of all ages and abilities. • Students with educational disabilities in the classroom are now given the ability to learn with their peers. (Roslaniec, 2018)
  • 21. Online Schooling For Students K-12 A few years back, online schooling appeared to be an idea from the future. Students meeting with their teachers and peers over the Internet, completing all assignments over the Internet, and even testing over the Internet sounded like something completely out of reach. However, online school for young children through high school is becoming more common and has been shown to reap numerous benefits.
  • 22. Online School For Students K-12 In a study conducted by Conor Ryan, online-based schooling students tended to have equal, if not higher scores on numerous different classroom interactions. These children communicated more effectively with one another through their keyboards, and had longer and more expressive conversations than they did in a face-to-face setting. A lack of face-to-face contact or social interaction and presence did not appear to affect the child’s developmental outcome. Students actually went as far as to frequently comment on the fact that they found it easier to make friends with their peers in an online schooling environment. “In terms of achievements the findings suggest that participants performed as well in online courses as those in traditional classroom based courses, with writing skills being equal in both” (Ryan, P. 2). There was no educational disadvantages to students attending online school. A noteworthy concept from this study was the fact that students had an extremely positive attitude about completing their school work in an online environment than compared to the traditional school setting. (Ryan, 2010)
  • 23. Parenting and the Internet
  • 24. Should I Be Limiting the Time My Child Spends on the Internet? The most consistent research shows: Moderate Internet usage – above the limits that most parents set for their child – are linked to a child’s happier well-being (Oxford, 2017). Moderate amounts of screen time have a strong connection to a child’s relationships with their friends and parents and a strong self-affect (Przybylski, 2017).
  • 25. Should I Be Limiting My Child’s Time on the Internet? Unless your child is on the Internet 24 hours of every day, the answer is that screen-time moderation is not important for a parent to enforce. Children who spend moderate amounts of time on the Internet and their cellphones and laptops have stronger relationships with their peers and their family. They also have higher values of self-affect and confidence.
  • 26. Internet Video Game Addiction: Should I Be Concerned for My Children? • Placing the label of addiction on any behavior that is normal for a certain age group results in an “epidemic” in parent’s minds and in the media. By labeling children who enjoy video games as “addicts”, we are pathologizing behavior that is nothing but normal! • Video Game Addiction is an “illness” that has been considered by some researchers as a mental illness that has the possibility to be considered for placement in the Diagnostic and Statistical Manual of Mental Disorders – or the DSM 5 – however, the research is lacking in order to back this claim. • “1% of the general population would fit the DSM criteria for an addiction, but there was little evidence found for impairment” (Zastrow, P. 4271). • It has been noted by the video game addiction study conducted by Bean et. al. that there is an over-identification of false-positive cases, especially when the DSM-5’s criteria is incorporated into the study; this means that many of the cases of children that are studied have the appearance that these children are addicted to their video games, when they truly are not addicts (Bean, P. 382).
  • 27. Internet Video Game Addiction: Should I Be Concerned for My Children? • Addiction to computers and programming were fears that were publicized in the media in the 1970’s and 80’s. Just like many past technologies, Internet-based video games are irrationally feared. • “Code junkies” and “hackers” of the 80’s were never given their own diagnostic category, although they were just as feared as video games are today! Rarely are people still concerned about addiction for people that enjoy computers and programming on them (Bean, P. 383). Overall, the evidence is lacking when it comes to whether or not video games can be truly addictive. Almost all of the children that have been selected for these studies show no signs of impairment because of the amount of Internet-based gaming that they do. “Addiction” is a very strong term for these children; chances are the child just enjoys gaming very much and this should not be feared!
  • 28. The Internet and Children’s Mental Health
  • 29. Violence and Internet- Based Video Games In today’s media, it is very common to be seeing headlines regarding violent criminals being urged to commit their crimes because of the violent video games that they play. Is this really what is causing horrific crimes, such as the most recent mass shooting? The evidence says no.
  • 30. Violence and Internet-Based Video Games • Research shows that as children age, they will most likely change the genre of their favorite video game very frequently. Children will most likely not become enthralled with their newest favorite genre of violent video games for long! (Ferguson, P. 388). • In a study by Ferguson, ”no evidence across any of the outcomes measured supported hypothesis two (H2)” (Ferguson, P. 388). • None of the evidence collected in this extremely valid and reliable study supported the hypothesis that antisocial and violent tendencies in children and adolescents are encouraged by violent video game usage.
  • 31. Violence and Internet-Based Video Games This study also noted that, “it may simply be that less serious forms of aggression show higher relations with video game violence than do more serious forms of aggression” (Ferguson, P. 388). The violent tendencies that the public witnesses in the media - regarding criminals such as mass shooters – is not statistically tied to violent video game usage. Slight aggression, such as swearing, has a slight statistical significance when it comes to video game use. The study goes on to say “little evidence supported a significant predictive relationship between violent video game exposure and serious user aggression” (Ferguson, P. 388).
  • 32. Violence and Internet-Based Video Games: A Myth It is so important that scholars in the future become “more temperate and conservative” with their interpretations in future studies, considering that effect sizes have tended to be extremely weak (Ferguson, P. 388). Overall, the research shows that extreme violence and antisocial qualities in children and adults both, are not tied in with extensive violent video game usage via the Internet.
  • 33. Works Cited Bean, A. M., Nielsen, R. K., Rooij, A. J., & Ferguson, C. J. (2017). Video Game Addiction: The Push to Pathologize Video Games. Professional Psychology: Research and Practice,48(5), 378-389. doi:10.1037/pro0000150 Bhatt, M. (2015). Internet as Influencing Variable in Child’s Socialization: A Review. International Journal of Computer Science and Mobile Computing,4(4), 75-80. Children's Screen-Time Guidelines too Restrictive, According to New Research. (n.d.). Retrieved from http://www.ox.ac.uk/news/2017-12-14- children’s-screen-time-guidelines-too-restrictive-according-new-research Ferguson, C. J. (2010). Video Games and Youth Violence: A Prospective Analysis in Adolescents. Journal of Youth and Adolescence,40(4), 377- 391. doi:10.1007/s10964-010-9610-x Lenhart, A. (2015). Teens, Technology, and Friendship: Video Games, Social Media and Mobile Phones Play an Integral Role in How Teens Meet and Interact with Friends. Pew Research Center: Internet and Technology. Livingstone, S. (2003). Childrens Use of the Internet: Reflections on the Emerging Research Agenda. New Media & Society,5(2), 147-166. doi:10.1177/1461444803005002001 Mills, K. L. (2014). Effects of Internet Use on the Adolescent Brain: Despite Popular Claims, Experimental Evidence Remains Scarce. Trends in Cognitive Sciences,18(8), 385-387. doi:10.1016/j.tics.2014.04.011 Mitra, S. (2013, November 3). The Internet Can Harm, But Can also be a Child's Best Tool for Learning. The Guardian. Przybylski, A. K., & Weinstein, N. (2017). Digital Screen Time Limits and Young Childrens Psychological Well-Being: Evidence From a Population-Based Study. Child Development,90(1). doi:10.1111/cdev.13007 Roslaniec, A., Roslaniec, A., Kyriacou, N., Beatty, K., & Zakrzewski, R. (2018, October 23). 5 benefits of using video in class. Retrieved from https://www.english.com/blog/5-benefits-of-using-video-in-class/ Ryan, C. (2010). A MULTIPLE CASE STUDY EXPLORING THE BENEFITS, CONCERNS AND PROBLEMS WITH ONLINE EDUCATION FOR PRIMARY SCHOOL CHILDREN. Zastrow, M. (2017). Is Video Game Addiction Really An Addiction? Proceedings of the National Academy of Sciences of the United States of America,114(17), 4268-4272.