JMIR Publications

ABSTRACT

Background:

Video games are played by millions of adolescents and young adults around the world, and are one of the technologies used by youth who are accessing mental health services. Youth with mental health problems strongly endorse the use of technology, for example, Apps and online platforms, for receiving information; supporting their treatment journey (eg, decision-making tools); and to facilitate their recovery. There is a growing body of literature that explores the advantages of playing video games in promoting better attention, memory, managing emotions; promoting behavior change; and, supporting mental illness treatment (eg, anxiety, depression, PTSD). Concurrently, the field of research focuses on the negative impact of video games describing potential harms related to aggression, addiction, and depression. To promote clarity on this matter, there is a demand for a knowledge synthesis that can offer recommendations on how video games can be safely and effectively adopted and integrated into existing youth mental health services.

Objective:

Using a stepped care conceptual framework, this knowledge synthesis aims to understand where, when, how, and for what purpose video game technologies can best be implemented into youth services for mental health and substance misuse, and if it is appropriate to do so. Assessing current knowledge on video game technology and intervention has the potential to support youth mental health services transformation.

Methods:

Using Arksey and O’Malley’s methodology, we are conducting a scoping review, which aims to systematically map the primary sources of evidence, types of evidence, quality of the evidence, key concepts, models, and gaps in the research on a specific topic area.

Results:

This review on video game technologies will help mental health providers and policymakers to access evidence-based knowledge to assess the potential and risks of these interventions, and, if appropriate, effectively promote its implementation in youth mental health services to support assessment, and treatment.

Conclusions:

Video game technologies hold the promise of being learning machines because of their ability to build on pedagogical principles (eg, experiential learning; active engagement of the learners). They can employ unique features for facilitating learning processes, as well as opening up new modalities to increase knowledge, improve coping strategies and skills, and, overall provide treatment to youth, support caregivers, and providers.