A number of studies indicate that e

A number of studies indicate that electronic games are now a
routine part of normal childhood and adolescence (e.g., Greenberg,
Sherry, Lachlan, Lucas, & Holmstrom, 2008; Ito et al., 2008;
Lenhart et al., 2008; Olson et al., 2007; Roberts, Foehr, & Rideout,
2005). Until recently, most studies on video games have focused
on potential harms to children from exposure to inappropriate
game content. Some researchers are now exploring what children
can gain from electronic games, often emphasizing their potential
to teach academic skills. The potential benefits and uses of electronic
games are best understood in the context of children’s
motivations for play. Parents choosing appropriate leisure-time
games, educators seeking games to supplement classroom teaching,
game developers creating games to teach, and mental health
professionals using games in clinical situations all need to know
what is likely to engage a child and what emotional or developmental
needs a young person may (consciously or not) seek to
address through games (von Salisch, Oppl, & Kristen, 2006). This
article reviews research and ideas that may advance this understanding.