Gentile, D. A., & Gentile, J. R. (2008). Violent video games as exemplary teachers: A conceptual analysis. Journal of Youth and Adolescence, 37, 127-141. What is this article about? This article looked at video games as “teachers” of behavior. The researchers studied how violent video games employ the best practices from the field of education to teach players how to commit violent acts in order to be successful in the game. Video games use nine techniques of instruction that educational psychologists have found lead to a deep learning of behavior and a transfer of those thoughts and behaviors into the real world. The techniques are the following: Video games set clear objectives and become increasingly more sophisticated as a player successfully progresses through each level. They require that in order to succeed in the game, learners must practice over and over until a task is mastered (i.e., a level is completed). Once a task is mastered, the skills are practiced over and over to produce an effect called “over learning,” in which the skills become automatized and consolidated within the player’s memory. Mastery of skills is rewarded with points, better weapons, etc., and by the self-esteem boost of advancing to a higher level of the game. Video games are sequenced to become progressively harder, with success dependant upon the mastery of skills required to succeed in prior levels. They are designed to influence memory both at the beginning of play, when the player spends a great deal of time learning the basic skills of the game over a condensed period of time, and then over subsequent plays where the player relearns anything that was forgotten and memory is reorganized to the point where the skills become automatized. The skills learned in the game are practiced in a variety of contexts during play so that skill is more likely to sink in. Provocative scenes, visual and auditory changes and edits within the games are used to hold attention and to create a physiological response akin to a “high.” Research has shown that playing video games releases dopamine into the brain. Successful video game play is seen as a form of “social currency” amongst young people. It’s “cool” to be good at video games when kids are young. What were the results? This study analyzed the effect of violent video game play on three populations: elementary school children (grades 3-5, with a mean age of nine-and-a-half), young adolescents (grades 8-9, with a mean age of 14), and late adolescent college students (mean age 19-and-a-half). The researchers found that kids who play multiple violent video games over a period of time have a greater hostile attribution bias, hostile personality, and more aggressive behavior than those who play no violent games or a mix of violent and non-violent games. In fact, students who played several violent video games actually became more aggressive during the span of one school year. The authors conclude that violent video games are “exemplary teachers of aggression” and are linked to a transfer of aggressive thoughts and behaviors from the screen to real life. How does this article relate to the ACT Parenting Program?   This article reinforces two things we believe to be true: (1) that violence and aggression are learned behaviors, and (2) that violent video games strongly influence our children’s behavior. Because of the link between video game violence and aggressive thoughts and behaviors, it is important to limit the games your child plays, and to limit the time they spend playing. If you are not sure whether your child’s video games are violent, check out the rating on the jacket, or, better yet, sit down and play the game with your child – you may be surprised to see that many games incorporate violence as a basic element of play.