The Impact of Computer Games on the Social Skills of Elementary School Students: A Comprehensive Analysis

Abstract

Objective:

The present study aimed to explore the influence of digital games on the social skills of male students in elementary schools, focusing on the impact of different games on various social behaviors.

Methods:

The study employed a causal-comparative design, utilising cluster random sampling to select participants. The sample consisted of 192 male students in the fourth through sixth grades, divided into players and nonplayers. Data were collected using the Social Support Scale Matson (1983) and a researcher-made questionnaire for computer games. The validity and reliability of the instruments were established through Cronbach’s alpha coefficient, item correlation with dimensions, and correlation of dimensions with the total score and content validity.

Results:

The results indicated significant differences between player and nonplayer students in nonsocial behaviors, seeking superiority, and relationships with peers. Aggression and seeking superiority were higher in fifth-grade students than fourth- and sixth-grade students. Fifth- and sixth-grade students scored higher than fourth graders in these areas. The study found that Clash of Clans promoted appropriate social behaviors and peer relationships, while Fortnite had a significant positive effect on peer relationships. Mortal Kombat had a negative and significant effect on aggression and nonsocial behaviors compared to other games. Regression analysis revealed that playing time and type of play were significant predictors of social skills, with playing time being a more effective predictor than the type of play.

Conclusion:

The study concluded that digital games can significantly influence the social skills of male students in elementary schools. Specifically, Clash of Clans and Fortnite were found to have positive effects on social behaviors and peer relationships, while Mortal Kombat had negative effects. The findings suggest that the time spent playing games is a more critical factor in predicting social skills than the type of game played.

Introduction

As we continue to progress into the digital age, we face a host of new challenges and requirements, particularly in the fields of education and child development. One significant shift we have seen is in the realm of play, where traditional games have given way to electronic entertainment. Over the past four decades, computer games have become increasingly dominant, fundamentally changing the way children spend their leisure time.¹

The role of electronic games in shaping the health, mental well-being, and development of young minds is complex. The academic community holds differing views on the impact of digital games. Some studies have indicated a potential correlation between computer games and negative outcomes such as violence, social alienation, and academic underachievement. However, other research refutes these claims and instead emphasizes the lack of a definitive link between gaming and negative behavioral traits.²

Gaming plays a crucial role in fostering social skills development among children and adolescents. Social skills encompass a wide array of behaviors that facilitate effective communication and positive interactions, serving as the foundation for healthy relationships and successful adaptation to one’s environment. Studies have shown that a lack of these skills can exacerbate personal and social challenges, potentially leading to difficulties with adjustment.³

The impact of computer games on social skills is a multifaceted topic that is continuously being explored. Although certain studies propose that enthusiastic gamers, especially those involved in online and team-oriented games, may obtain increased social backing in comparison to those who play alone, other research has revealed elevated levels of social unease among individuals who have a lengthier history of gaming. This dichotomy also applies to the domain of empathy and prosocial conduct, with some indications proposing that specific video games may diminish an individual’s capacity for empathy and social appropriateness, according to the American Psychological Association.⁴

When it comes to academic achievement, the correlation with computer gaming is complex and multifaceted. Certain studies suggest that there is little to no impact on academic outcomes based on gaming habits, but excessive gaming addiction has been found to have a detrimental effect on scholastic success. This emphasizes the significance of maintaining a well-rounded approach to gaming.⁵

The social aspect of gaming is a fascinating topic that has garnered significant attention in recent years. Many online games have evolved into social platforms, enabling players to forge meaningful connections and develop friendships that often transcend geographical and emotional boundaries. Furthermore, gaming has been shown to promote positive social outcomes, such as the cultivation of empathy and collaborative skills. However, it is crucial to remain vigilant for potential negative consequences, such as cyberbullying and predatory behavior.⁶

In summary, with the onset of the information age and the increased popularity of electronic games, there are both advantages and obstacles when it comes to the growth and progress of young people. The effects on learning, maturation, and social aptitude are complex and contingent on many variables, such as the nature and frequency of gaming and the unique traits of the individuals involved. Therefore, it is important to persist in exploring and comprehending these intricacies to leverage the beneficial aspects of gaming while minimizing any adverse consequences.

Given the conflicting findings regarding the role of digital and computer games in the social skills of children and students, especially in the current societal and familial context, it is crucial to pay attention to their impact on social skills. Despite numerous studies conducted on the influence of computer games on social relations, the widespread use of such games among students, the changing attitude of parents towards their child’s gaming habits, and the evolving perspective of educational institutions on the role of digital games in learning and social development require further research, particularly among primary school boys.

Thus, this study aims to investigate the impact of digital games on the social skills of primary school boys and address the following questions: 1.

Are there significant differences in the social skills of players and nonplayers across different educational levels?

Are there significant differences in the social skills of student players based on the type of digital games and educational level?

Which variables, playing time or game type (mobile or console), are significant predictors of social skills in student players?

Digital Games Theories

The use of digital games in educational settings is often grounded in constructivist learning theories, such as Piaget’s theory of cognitive development and Vygotsky’s social constructivism. These theories emphasize the active and constructive nature of learning, highlighting the importance of interactive and social learning environments. Digital games effectively provide these environments, allowing students to engage in active learning experiences.⁷

The game-based learning (GBL) model underscores the importance of aligning game mechanics with educational objectives. By ensuring that gameplay activities contribute to learning goals, the GBL model promotes the development of higher-order thinking and problem-solving skills. This approach emphasizes the educational value of digital games and encourages the integration of gaming elements with academic content.⁸

Digital games possess intrinsic motivational aspects that can deeply engage students in learning activities. Immediate feedback, clear goals, and a sense of achievement serve as powerful motivators, essential for sustaining student interest and promoting persistence in learning. These motivational elements are integral to the design of educational games, enhancing their potential to captivate and retain student attention.⁹

The concept of personalized learning is increasingly evident in digital educational games, as studies have shown their significant impact on students’ learning outcomes, satisfaction, and overall enjoyment. These games have the capacity to adapt to individual student needs, providing tailored learning experiences that enhance engagement and effectiveness. Personalization contributes to a more dynamic and student-centered educational experience.¹⁰

Furthermore, the concept of eudaimonic gaming explores how digital games can contribute to students’ well-being and personal growth. Games that encourage reflection, meaningful choices, and emotional engagement have the potential to positively impact students’ social and emotional development. By promoting eudaimonic gaming experiences, digital games can offer holistic benefits beyond academic learning, nurturing students’ overall well-being.¹¹

Digital Games and Social Skills

The correlation between digital games and children’s social skills is a complex subject that has captured the interest of scholars. Current research presents a variety of perspectives on how digital games can affect social aptitude and conduct in children. For instance, one study delves into the effect of digital GBL on the social competence and behavior of preschoolers and reveals that those who exclusively played digital games during their preschool years demonstrated improvements in these domains.¹² This highlights the potential benefits of incorporating digital games into early childhood education, provided they are implemented with care.

On the other hand, an additional research endeavor delves into using a digital game called “Adventures aboard the SS GRIN” as a means to bolster social skills and mental well-being in children facing social skills challenges. Through a randomized controlled trial, it was found that this computer-based game presented ample opportunities for knowledge acquisition and skill practice, ultimately resulting in a boost in social skills.¹³ A recent study conducted by Kacar & Ayaz-Alkaya¹⁴ compared the effects of traditional children’s games versus digital games on social skill development. The findings indicated that the intervention group who engaged in traditional play showed a significant increase in their social skills according to the social skills scale. This research highlights the importance of traditional play in fostering social skills, despite the potential benefits of digital games.

Moreover, research has indicated that the nature of digital usage—both in and outside of educational settings—can impact a child’s self-regulation and social abilities. Interestingly, engaging in enjoyable activities such as digital games has been tied to elevated levels of social proficiency, whereas other digital practices have been associated with diminished ratings.¹⁵ This highlights the significance of the environment in which digital games are used. Lastly, the potential for digital games to create learning opportunities within educational systems is explored, with a focus on games that support the learning of prosocial skills for children aged 7–10 years. The study suggests that digital games can be integrated into novel game-based pedagogies to enhance social skill learning in schools.¹⁶

In a recent study, Li et al. (2024) explored how digital educational games can impact students’ motivation for learning. The research found that digital games have a positive influence on student motivation and engagement, as well as their correlation with the development of social skills.¹⁰ Similarly, Plotnikova et al. (2023) conducted a study focusing on the connection between preschoolers’ preferred types of digital games and their executive functions. This research examined how children’s preferences for specific types of digital games can affect critical executive functions essential for social interactions.¹⁷ While some studies emphasize the potential benefits of digital games in improving cognitive, social, and learning skills,¹⁸ others suggest that excessive gaming can lead to negative impacts on social competence, such as reduced social adaptive skills and prosocial behavior.¹⁹ In addition, findings indicate that traditional games can enhance social interaction and improve social competence in children, contrasting with the decreasing social interactions observed in digital games.²⁰ Furthermore, a study comparing digital and analogue game formats found that children engaged in analogue games exhibited more positive communication and responsiveness during gameplay.²¹ However, the type of medium did not significantly affect postgame prosocial behavior.

The literature offers a nuanced perspective on the impact of digital games on the social skills of children. While some studies emphasize the positive influence of digital games as educational aids or for honing specific abilities, others emphasize the enduring benefits of traditional play. It is evident that the effects of digital games on social skills are contingent on various contextual factors, including the nature of the game, the setting in which it is played, and the overall structure of the gameplay experience.

Methodology

This research was designed to investigate the social skills of students who play digital games compared with those who do not, as well as to compare the social skills of students based on the type of game they play. Four groups of digital games were selected for the study, including Clash of Clans, which is a popular mobile and online game among individuals and groups in Iran, PS, which is an online and offline game for mobile and console with the second-highest audience rating in Iran, Mortal Kombat, which is a popular nononline console game, and Fortnite, which is a popular online group game for console.

Research hypotheses

According to the literature review, the research hypotheses are as follows:

H1:

Playing digital games positively affects the social skills of elementary school students.

H2:

The type of digital game (e.g., educational vs. noneducational) moderates the impact on social skills.

H3:

The amount of time spent playing digital games correlates with social skill development.

Statistical population and research participants

For this study, the target population was comprised of second-year male students in grades four through six of primary school. To obtain a representative sample, we randomly selected schools from two of the four education districts, ultimately choosing three boys’ schools from each district. From these schools, we specifically selected second-year students in the fourth grade who reported playing digital games such as Clash of Clans, PS, Mortal Kombat, and Fortnite. The resulting sample group is detailed in Table 1.

Table 1.

Research Subjects Based on the Type of Game and Grade

Group	Type of game	4th grade	5th grade	6th grade	Total
Experimental	Clash of Clans	18	14	14	46
	PS	18	14	14	46
	Mortal Kombat	11	16	19	46
	Fortnite	10	18	18	46
	Total	57	62	64	192
Control	Nonplayers	57	62	64	192
Total		114	122	128	384

Research tools

Matson evaluation of social skills

To assess the social skills of the students, Matson et al.²² used a social skills measuring scale. Initially, the scale included 62 items, but after factor analysis by Yousefi and Khair, it was reduced to 56. It is essential to note that the items were checked to ensure that the retained items are the most relevant to the hypotheses. The items related to each social skills dimension are presented in Supplementary Appendix SA1.

To complete the scale, each subject reads each item and rates their answer on a 5-point Likert index ranging from 1 (never) to 5 (always). The subscale consists of five distinct factors outlined by Rier: appropriate social skills, inappropriate boldness, impulsiveness and rebellion, self-confidence (or superiority), and jealousy/withdrawal (peer relationships), as identified by Yousfi and Khair in 2013 and 2014, respectively. In our study, we used the correlation method between dimensions and the total score to determine validity, as shown in Table 2.

Table 2.

Correlation Coefficient Between Dimensions of Social Skills With the Total Score

Dimension	Total score	P <
Appropriate social skills	0.88	0.001
Inappropriate social skills	0.90	0.001
Impulsiveness	0.81	0.001
Superiority	0.72	0.001
Peer relationships	0.80	0.001

The reliability of the data was assessed using the Cronbach’s alpha method. Results showed coefficients of 0.90, 0.89, 0.81, 0.72, and 0.78 for appropriate social skills, antisocial behaviors, aggression, superiority, and peer relationships, respectively. The total score for the questionnaire was 0.95.

Researcher-made questionnaire of digital games

To assess the types and durations of digital games, a questionnaire designed by researchers was used. Along with gathering demographic information, the questionnaire consisted of five questions focused on the individual’s interests and daily gaming habits, which were answered briefly by the participants. In addition, the same questionnaire was given to 50 parents, primarily mothers, to gauge their children’s gaming habits, and the results closely aligned with those of the students.

Findings

Prior to addressing the research questions, it was crucial to evaluate the statistical assumptions using multivariate analysis of variance (MANOVA). This involved conducting various tests, including the homogeneity of covariance matrices test (Box’s M test) with the rate (P = 0.49, F = 1.022) and homogeneity of variance test (Levene’s test), as well as the Kolmogorov–Smirnov test (as shown in Table 3). Such assessments are fundamental to ensure the validity and reliability of the study’s findings.

Table 3.

Variance Homogeneity Test (Levene’s Test) in the Dimensions of Social Skills

Variable	F	df1	df2	Sig.
Appropriate social skills	1.84	5	364	0.10
Inappropriate social skills	1.18	5	364	0.31
Impulsiveness	1.92	5	364	0.30
Superiority	1.28	5	364	0.29
Peer relationships	2.01	5	364	0.48

The study aimed to investigate whether there is a notable distinction in the social skills of player and nonplayer students across various educational levels. To answer this research question, the statistical technique of MANOVA was used, and the results are presented in Table 4.

Table 4.

The Results of Multivariate Analysis of Variance

Source	Wilk’s lambda	F	Sig.	Eta²	Power
Group	0.90	7.91	0.001	0.89	100
Intercept	0.89	6.80	0.001	0.86	100

Based on follow-up tests using statistical analysis, it was found that there are some notable differences in social skills among students. First, there is no significant difference in appropriate social behaviors and antisocial behaviors, as well as relationships with peers, when looking at the educational level. However, there is a significant difference in aggression (P = 0.01, df = 2, f = 4.55) and superiority (P = 0.01, df = 2, f = 7.37) dimensions. Specifically, fifth-grade students (M = 47.46) displayed more aggression than fourth- (M = 45.19) and sixth-grade students (M = 47.27), whereas sixth-grade students showed more aggression than fourth-grade students.

Second, when comparing students who play digital games and those who do not, there is no significant difference in appropriate social behaviors and aggression. However, there is a significant difference in antisocial behaviors (P = 0.01, df = 1, f = 6.48), superiority (P = 0.001, df = 1, f = 16.83), and peer relationships (P = 0.03, df = 1, f = 4.62) dimensions. In terms of antisocial behavior and superiority, player students achieved higher scores (gamers = 46.95, nongamers = 45.17), whereas, in relation to their peers, players had a higher average (gamers = 34.40, nongamers = 33.22).

Finally, when looking at the interaction between academic level and group, no significant differences were found in appropriate social behavior, antisocial behavior, superiority, aggression, and relationship with peers. Table 5 displays the findings of the second question of the research, which explores whether there is a significant difference in the social skills of student players based on the type of digital games and educational level.

Table 5.

The Results of Multivariate Analysis of Variance

Source	Wilk’s lambda	F	Sig.	Eta²	Power
Group	0.37	13.08	0.001	0.29	100
Intercept	0.74	5.45	0.001	0.14	100

Based on statistical analysis, the study found that there was no significant difference in the social skills of student players when it came to aggression and relationships with peers based on their level of education. However, a significant difference was observed in the dimensions of appropriate social behaviors (P = 0.01, df = 2, f = 9.64), antisocial behaviors (P = 0.04, df = 2, f = 3.08), and superiority seeking (P = 0.01, df = 2, f = 11.96). Further analysis showed that there was a significant difference in appropriate social behaviors between fourth- (M = 69.48), fifth- (M = 74.75), and sixth-grade students (M = 74.89). Fifth- and sixth-grade students had higher averages than fourth-grade students. In addition, fifth-grade students (M = 48.51) had a higher average in antisocial behaviors than sixth-grade students (M = 45.17). In terms of superiority behavior, fourth- (M = 20.42) and fifth-grade students (M = 19.62) demonstrated more superiority than sixth-grade students (M = 16.07).

A notable discrepancy was noted among students’ social skills based on the type of digital games they play. The dimension of appropriate social behaviors (P = 0.001, df = 3, f = 16.71), the antisocial behavior dimension (P = 0.001, df = 3, f = 12.55), the aggression dimension (P = 0.001, df = 3, f = 9.32), the dominance dimension (P = 0.001, df = 3, f = 15/50), and the relationship with age (P = 0.001, df = 3, f = 11.93) all showed differences. Upon further analysis, it was found that the Clash game (M = 80.54) had a significant difference in appropriate social behavior compared with other games. This difference was supported by the follow-up test and the descriptive statistics table.

There is a noticeable discrepancy in antisocial behavior between Mortal Kombat (mean = 51.89) and other games. This indicates that players of Mortal Kombat have a higher average in this dimension than players of other games. Similarly, there is a significant difference in aggression between Mortal Kombat (M = 57.50) and other games, with Mortal Kombat players scoring higher on average. In the superiority dimension, Clash players (M = 20.80) showed a significant difference compared with Mortal Kombat (M = 16.08) and Fortnite players (M = 16.15). Additionally, a significant discrepancy was observed between the games PS (M = 21.43) and Mortal Kombat (M = 16.08) and Fortnite (M = 16.15). When it comes to peer relationships, there is a significant difference between Clash (M = 34.89) and PS (M = 32.71) and Mortal Kombat (M = 32.12), as well as between Fortnite (M = 37.93) and PS (M = 32.71) and Mortal Kombat (M = 32.12). This suggests that Clash and Fortnite have a higher average in the dimension of peer relationships.

Finally, the study looked at how educational level and type of game influenced social behavior. The results showed significant differences in appropriate social behaviors (P = 0.01, df = 6, f = 5.54), antisocial behaviors (P = 0.01, df = 6, f = 2.62), aggression (P = 0.01, df = 6, f = 2.90), and seeking superiority (P = 0.01, df = 6, f = 24.62). Further analysis revealed that fourth-grade students (M = 67.27) had significantly lower scores of inappropriate social behaviors while playing Mortal Kombat compared with sixth-grade students (M = 73.00). In contrast, fourth-grade students (M = 54.00) had significantly higher scores in antisocial behavior while playing Mortal Kombat compared with fifth-grade students (M = 46.50). In addition, fifth-grade students (M = 53.50) had significantly higher scores in aggression while playing Mortal Kombat compared with sixth-grade students (M = 48.80) and significantly higher scores in seeking superiority compared with fourth- (M = 16.44) and sixth-grade students (M = 17.93). Finally, fourth-grade students (M = 28.77) had significantly higher scores while playing Clash compared with fifth- (M = 15.93) and sixth-grade students (M = 15.42).

To investigate whether playing time and type of game (mobile or console) predicted social skills in student players, the study used multiple regression analysis (Table 6).

Table 6.

Regression of Social Skills on Playing Time and Type of Game

Dimension	Predictor	R	R ²	Beta	Sig.
Appropriate social skills	Playing duration	0.23	0.05	−0.24	0.01
Appropriate social skills	Type of game	0.23	0.05	−0.17	0.01
Inappropriate social skills	Playing duration	0.48	0.23	0.27	0.01
Inappropriate social skills	Type of game	0.48	0.23	0.12	0.05
Impulsiveness	Playing duration	0.50	0.25	0.38	0.01
Impulsiveness	Type of game	0.50	0.25	0.25	0.01
Superiority	Playing duration	0.35	0.12	0.19	0.01
Superiority	Type of game	0.35	0.12	0.18	0.01
Peer relationships	Playing duration	0.38	0.14	−0.35	0.01
Peer relationships	Type of game	0.38	0.14	−0.23	0.01

The table results reveal some key findings. First, in terms of appropriate social behaviors, the type of game and duration of gameplay together predict 5% of the variance, with duration having the highest negative predictive power (β = −0.24) and type of game as the next negative predictor (β = −0.17). Next, regarding antisocial behaviors, the type of game and duration of gameplay predict 23% of the variance, with duration having the highest predictive power (β = 0.27) and type of game as the next predictor (β = 0.12).

In terms of aggression, a correlation coefficient (R) of 0.50 and a coefficient of determination (R²) of 0.25 were obtained. In simpler terms, the type of game and duration of play can predict 25% of the variance in appropriate social behaviors. Of the two predictors, duration of play had the highest predictive power (β = 0.38), followed by type of game (β = 0.25). Moving on to superiority, a correlation coefficient of 0.35 and a coefficient of determination of 0.12 were obtained. Similar to aggression, the type of game and duration of play can predict 12% of the variance in appropriate social behaviors. The highest predictor for this dimension was the duration of play (β = 0.19), followed by the type of game (β = 0.18). Finally, in terms of relationships with peers, a correlation coefficient of 0.38 and a coefficient of determination of 0.14 were obtained. Again, the type of game and duration of play can predict 14% of the variance in appropriate social behaviors. Still, this time, duration of play had the highest negative predictive power (β = −0.35), followed by the type of game (β = −0.23).

Discussion

Upon analyzing the first research question, it was discovered that fifth-grade students scored higher in the aggression factor compared with fourth- and sixth-grade students based on their educational level. Recent studies indicate that media violence exposure could be a significant contributor to physical aggression in fifth graders across various media types.²³ According to the theory of factor conditioning, behaviors can be further strengthened by the environment and ecosystem, whether they are positive or negative. This concept aligns with the principles of classical conditioning, which emphasize the role of environmental stimuli in shaping behavior.^24,25 When applied to fifth-grade students, it can be inferred that their educational system, content, and conditions differ from the fourth and sixth grades. Fifth-grade students are more likely to abide by rules, but their knowledge does not surpass that of their peers. Sixth-grade students face more challenging educational conditions as they prepare for the next academic period.

Thus, it is reasonable to expect that fifth graders may exhibit more aggressive behaviors than their fourth- and sixth-grade counterparts. Moreover, adolescence is a critical period where various biological, psychological, and social factors collectively contribute to aggressive behavior.^26,27 In addition, physical changes occurring during adolescence may contribute to the development of aggressive behaviors. Understanding these dynamics is crucial for addressing aggression in educational settings and developing effective intervention strategies.

Another result of the research indicates a significant difference in nonsocial behaviors, superiority, and isolation in players as compared with nonplayers. The theory of the unlimited power of media suggests that media, particularly games, have direct and immediate effects on the audience, based on the stimulus and response theories of behaviorists. Recent studies have revealed that media exposure, credibility, and social influence are critical factors that influence individuals’ perceptions and behaviors.²⁸ As elementary school students experience more than they think and act based on their experiences, the basis of their games with media becomes a factor in inappropriate behavior in social situations, seeking superiority and isolation, and the time duration of game playing. The nature of games can also be cited as an explanation for antisocial behavior and superiority in players. The issues of competition, dominance, and aggression are central themes in games, and they play a role in the player’s mindset. However, player students have more relationships with their peers. It can be said that some digital games, especially online group games, are a factor in strengthening social communication with peers.²⁹ Based on these findings, it is important to consider the potential effects of digital games on young students and their social behaviors.

A significant discovery from this research highlighted the varying types of digital games players prefer. It was observed that the Clash of Clans game proved to be more impactful than other games in fostering suitable social behavior. This adventure and competition game promotes decision-making, healthy competition, information integration, and strategic planning. With its tactical and planning elements, it positively influences social behavior and encourages players to interact with flexibility. As a result, it plays a constructive role in shaping social behaviors.³⁰

However, the findings have shown that Mortal Kombat can have negative effects on individuals, particularly with regard to antisocial and aggressive behavior. The game features violent characters engaging in brutal confrontations, with depictions of individual, social, and group violence. A recent discussion highlights that while some studies have found violent video games can lead to increased aggression, others have found no such effect, indicating a need for further research in this area.³¹ Negative characters from the game, such as Scorpion, Subzero, and Kessy Kit, may even appear in players’ dreams. In addition, the character of Shao Kan engages in behaviors such as harassment and demanding that opponents cheer for him, which can negatively impact children. Ultimately, the themes of war, violence, and killing present in Mortal Kombat can have a destructive effect on individuals, as noted in a recent article that discusses the role of video game violence in aggression, suggesting it should be considered a risk factor similar to other violent media.³²

The study found that players in the Clash game displayed a greater tendency toward superiority compared with the other two games. It can be inferred that winning in a group and combat mode are significant factors contributing to the development of this trait among players in these games. Notably, in football, which is a group-oriented game, winning appears to hold greater importance than in Clash. Recent studies have shown that real-time feedback in team-based games can significantly impact team performance and players’ perceptions of success.³³ Furthermore, research suggests that teamwork is crucial to success in group-oriented games, as well as in cutting-edge scientific research, although little is known about the exact dynamics of teamwork in these contexts.³⁴ A study on players of the team-based online game League also explored social and group phenomena, providing insights into how group-oriented play can influence player behavior.³⁵ Additionally, team-building games are known to enhance collaboration and strengthen bonds among team members, which can translate into better performance in group-oriented games and activities.³⁶

Recent studies have continued to explore the impact of popular games such as Clash and Fortnite on players’ peer relationships. Dwivedi et al. (2022) conducted a comprehensive examination, highlighting the influence of these games on social interaction, emphasizing strategic planning, swift reactions, and efficient information processing.³⁷

Recent research has highlighted the complex relationship between video game content and social behavior. Olson et al. (2008) found that boys use games to explore and master exciting environments but are concerned about younger children imitating game behavior.³⁸ Tear & Nielsen (2013) failed to find evidence that playing video games affects prosocial behavior, suggesting that the type of game played has little effect.³⁹ Anderson & Warburton (2012) emphasized the potential for prosocial video game content to enhance the lives of children and adolescents,⁴⁰ while Bensley & Van Eenwyk (2001) questioned the notion that video games have a large-scale harmful effect on youth violence, citing a decrease in adolescent weapon-carrying and physical fighting despite the ubiquity of violent video games.⁴¹

The last finding has shed light on how digital games can affect individuals, with the specific type and length of the game playing a determining role. While games such as Fortnite have been shown to improve social skills and provide support,⁴² an extended play of the same game can result in negative consequences such as malnutrition, aggression, and insomnia.⁴³ Proper rest, training, and other activities are vital to maintaining optimal physical and mental abilities.⁴⁴ Overindulgence in gaming can lead to impaired mental functioning and harmful behaviors, but computer games can also positively impact learning, problem-solving, and social skills. It is important to consider the suitable duration and type of game⁴⁵ for a well-rounded gaming experience.

The study’s findings indicate that digital games have a notable impact on the social skills of students, particularly those in elementary school. Researchers highlighted three crucial factors that contribute to this effect: the type of game, the duration of play, and the age of the players. Notably, the study found that: 1.

Long periods of gameplay have a negative impact on social skills, particularly among students.

Certain games, such as Clash of Clans and Fortnite, have positive effects on social behaviors and skills across all ages. However, violent and solitary games such as Mortal Kombat have a negative impact on social skills.

Lower-level students are more affected by games with violent and action-oriented content than other age groups.

Conclusion

The present study investigated the impact of computer games on the social skills of elementary school students. The findings revealed several significant differences between players and nonplayers in terms of social behaviors, aggression, and peer relationships. Specifically, players not only exhibited higher levels of antisocial behaviors and superiority but also showed better peer relationships compared with nonplayers. Fifth-grade students demonstrated higher levels of aggression compared with fourth and sixth graders, with notable differences in social behaviors across educational levels. The type of game played had a significant impact on various dimensions of social skills. For instance, Clash of Clans and Fortnite positively influenced peer relationships, whereas Mortal Kombat was associated with higher aggression and antisocial behaviors.

The findings of this study underscore the significant implications for educators, parents, and policymakers. Within the educational context, educators must comprehend the differential impacts of various games as this understanding can aid in integrating beneficial games into the curriculum. By doing so, the aim is to foster positive social skills while simultaneously mitigating negative behaviors. This approach has the potential to create an educational environment that harnesses the positive aspects of gaming for the betterment of students. Equally important is the role of parental guidance in shaping children’s gaming habits. Armed with the insights from this study, parents can actively steer their children toward games that promote social interactions and peer relationships, thereby contributing to a positive and enriching gaming experience. Furthermore, the implications of this study extend to the policy realm, where policymakers are poised to leverage this knowledge to develop guidelines and frameworks for digital game usage within educational settings. By incorporating these insights into policy development, there is an opportunity to enhance social skill development among students by strategically integrating gaming into the educational landscape. This holistic approach, encompassing educators, parents, and policymakers, has the potential to cultivate a more comprehensive understanding and utilization of digital games for educational and social development.

The study highlights the need for further research to gain a deeper understanding of the intricate relationship between digital games and social skills. To address this, future studies should consider conducting longitudinal research to comprehend the long-term impacts of digital gaming on social skills development. Moreover, it is essential to include diverse demographic groups in future research to assess whether the findings are applicable across various ages, genders, and cultural backgrounds. Additionally, investigating the effectiveness of intervention programs that use digital games to enhance social skills could provide valuable insights for educational and therapeutic settings.

In conclusion, this study highlights the nuanced effects of digital games on the social skills of elementary school students. By identifying both positive and negative impacts, it underscores the importance of a balanced approach to digital gaming. The insights gained from this research can inform the development of strategies to leverage the benefits of digital games while addressing potential adverse effects, ultimately contributing to the holistic development of young learners.

Footnotes

Acknowledgment

This article is extracted from the Fars province welfare research project.

Author Disclosure Statement

No competing financial interests exist.

Confirmation Statement

M.A. and M.T. are from Shiraz University (Shiraz, Iran), where education and research are the primary functions.

Funding Information

No funding was received for this article.

Supplementary Material

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