This post originally appeared on the Digital Futures Commission website and appears here with permission.

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Like everything else in their life, children’s play has shifted online almost by default due to the COVID-19 pandemic. Parents, teachers and professionals who work with children, on the other hand, have scrambled to advise children on play with digital technologies; resources have been hard to come by, making it hard to figure out what free play in digital contexts looks like! So, what are the important qualities of free play and how can these qualities be designed into digital contexts?

The Digital Futures Commission has taken an innovative approach to answer this question, combining two research reviews – The Panorama of Play and The Kaleidoscope of Play – and a public consultation on play. The consultation involved talking to lots of children and young people, aged 3 to 18, and listening to what they want to improve. Our initial research had helped to identify eight qualities of play, with the consultation helping to add a further four. Here are the Digital Futures Commission’s 12 qualities of free play:

1. Intrinsically motivated
2. Voluntary
3. Open-ended
4. Imaginative
5. Stimulating
6. Emotionally resonant
7. Social
8. Diverse
9. Risk-taking
10. Safety
11. Sense of achievement
12. Immersive

Our public consultation shows that children have naturally sought new ways of playing during the pandemic, and parents have supported them, for example by experimenting with playing on Zoom. Children’s accounts of their play with digital technologies show that they recognize both the positive and negative aspects of the digital environment in relation to their fun.

“I mainly use … things like game on Steam mainly, things like Slime Rancher. It’s a world where you have infinite possibilities to do whatever you … You are not controlled by a set of rules.”

Girl, 14 

“Minecraft would be a good example. In that game, you can basically do whatever you want because you just download the mods for … what you’d like…so you’re not really following a script.”

Boy, 16 

Children found commercial pressures (e.g. loot boxes) problematic.

“My mum…blocked the chat…just in case some people say mean things…[but] there are Rubux…it’s not good because they’re kind of tempting to buy.”

Girl, 12 

Parents found some digital platforms, such as Zoom, rather restrictive of social and emotional experience and undermining possibilities for immersion and children’s intrinsic motivation to play, especially for young children.

“My child often gets quite hurt by things that happen on Zoom … I find it really problematic mainly because the kids aren’t moving their bodies; they’re not experiencing enough of the 360-degree experience.”

Mother

Yet, the public discourse about play with digital technologies is still dominated by fear and addiction, as if children have lost touch with reality and parents have lost control of screen time.

It’s time for our society to stop blaming children and parents for circumstances beyond their control, start valuing their efforts and step up to make sure that the digital world is playful by design, to meet children’s needs and respect their rights.

The Digital Futures Commission calls on the public, especially those providers, designers, and policymakers with the power to redesign the digital environment, to prioritize the important qualities of free play. If it helps to think about the joy of free play back in the day, then do so!  What matters is both to address the problems that hinder children’s digital opportunities and also to facilitate these proactively.

What children told us about their play experience in digital contexts explains why we add to the existing calls for safety by design and privacy by design – an exciting new call for Playful by Design!

This is just the beginning of the Commission’s work on Playful by Design – the full findings will be published in the autumn. But as the summer holidays start, we invite the public to think ambitiously for children’s play in a digital world, and to make sure it’s child-led and fun.

You can download Playful by Design here.

Sonia Livingstone DPhil (Oxon), FBA, FBPS, FAcSS, FRSA, OBE is a professor in the Department of Media and Communications at the London School of Economics and Political Science. She is the author of 20 books on children’s online opportunities and risks, including “The Class: Living and Learning in the Digital Age”. Sonia has advised the UK government, European Commission, European Parliament, Council of Europe, and other national and international organisations on children’s rights, risks, and safety in the digital age.

Dr. Kruakae Pothong is a Researcher at 5Rights and visiting research fellow in the Department of Media and Communications at London School of Economics and Political Science. Her research spans the areas of human-computer interaction, digital ethics, data protection, internet, and other related policies. She specializes in designing social-technical research, using deliberative methods to elicit human values and expectations of technological advances, such as the Internet of Things (IoT) and distributed ledgers.

The “stay safe online” message is being heard loud and clear – but these young gamers can see beyond “don’t talk to strangers”.

Download A Gamer’s Guide, By Gamers

The “By Gamers, For Gamers” Project was developed by the Alannah & Madeline Foundation in Australia. The project was initially conceived by adults to be co-designed and developed in close partnership with young people. The intention was to gather the advice and experience of gamers aged 15-18 years, and then share that advice in their own words with younger children and their parents.

We worked with 12 teenage gamers from a variety of different backgrounds to develop a small suite of resources for parents and primary-aged gamers. The insights and advice from the design team demonstrated maturity and understanding that is rarely represented in most mainstream reporting and stereotypes of youth video game culture.

The lived experience of young people is often undervalued. But allowing meaningful and authentic contributions from children and young people is important in the design process because the lived experience is often where their expertise lies, and what makes them so valuable as co-designers. I do not mean that it trumps all other knowledge forms, but it has a place alongside research, policy. and other forms of expertise. Our process— in which young people provided the content, which was then edited by an 18-year-old who made key decisions about how the content was used— was crucial to creating a final product that is resonating with both child and parent audiences because the authenticity is obvious.

When the “By Gamers, For Gamers” participants were tasked with offering advice for younger gamers on how to stay safe while gaming online, almost all of them offered by-the-book responses such as don’t reveal personal information, turn off chat settings, and only talk to friends or people that you know. As 17-year-old Iluka points out, if your microphone is on, it can give away information that you might not want to share—who knows what mum and dad are saying in the background!

At the same time, for these young people, playing video games online with people that they’ve never met before is a big part of their lives. As 17-year-old Sam observed, “talking to strangers online is basically the entire Internet at this point.” And as we started to unpack their stories and practices, we found a more nuanced understanding of how to interact with others through gaming.

Sam tells a story of how he met a group of friends while playing the game Sea of Thieves. They met on Discord, a popular social network amongst gamers, where Sam joined a “looking for crew” channel. And while he cautioned that Discord is “a very weird place…” and that there are challenges in navigating and moderating those channels, he went on to explain how it led to him forming real friendships with a group of like-minded gamers in the United States. After playing together for about a year, they did a “face reveal” where they finally got to see the person who sits behind the avatar.

“I feel like the majority of people on the Internet are good, and there’s a minority that aren’t. And it’s the minority that makes themselves heard…” (Sam, 17)

The Alannah & Madeline Foundation tapped into the experience of Iluka, Sam, and 10 other young gamers to create the Gamer’s Guide, by Gamers, a handbook of advice for the younger generation of gamers. The guide opens with expert advice on how to choose between gaming consoles and what games to start out on, before moving into a range of strategies to stay safe and game responsibly.

Alongside the handbook is a video for parents that answers questions, encouraging them to play with their child, take an interest in their gaming, and recognize that it is more complex, interesting, and fun than they may think. And, it is in this advice that the capacity and intuition of the lived experience becomes clear. We know that positive relationships are one of the most protective factors for children and young people, and intuitively that was the key advice from our co-design team – to play video games with your child.

Download A Gamers Guide, By Gamers: What you need to know to keep gaming fun and challenging

Daniel Donahoo is a Senior Advisor at the Alannah & Madeline Foundation where he pursues creative and playful participatory approaches and projects. He is author of Idolising Children, and co-author of Adproofing Your Kids. 

PBS NewsHour Student Reporting Labs (SRL) launched On Our Minds with Noah+Zion, a limited-run podcast series on teen mental health this spring. Over a series of five episodes, 16-year-old hosts Noah Konevitch of Lebanon, Pennsylvania and Zion Williams of Clinton Township, Michigan, explored various mental health challenges affecting today’s teens, and shared coping mechanisms from mental health experts.

The Cooney Center caught up with Noah and Zion this summer to find out what they learned about making a podcast for the first time, their thoughts on public media and teens, and what stuck out to them about their journey. Read their responses below.

Zion Williams

Zion Williams, 16 is a rising junior at F.V. Pankow Center in Clinton Township, Michigan.

Five things I learned from hosting a teen mental health podcast:

1. How to take care of myself
   We often hear how we should go vegan, exercise, and drink plenty of water, but we never talk about meditating, taking a deep breath, and taking time for ourselves. Before I started the podcast, I knew mental health was important, but I never knew how important it is to maintain it on a daily basis and how difficult that can be sometimes. Doing this podcast helped me learn that it is so important to take time for myself and be aware of my emotions. And realizing that by becoming aware of my emotions and how they are affecting me, I simultaneously improve my mental health for the better. I never knew how important it is to take a deep breath and recognize that to be completely healthy, you not only have to eat your vegetables, but you also have to take time for yourself so that you are mentally happy and healthy.
2. Not everyone is okay
   When we were just starting the podcast, I got to hear so many different stories from so many different students. Their perspectives were all very unique, but they all had one thing in common. None of us have perfect lives. Not everyone is okay. We’re all facing different battles and trying to overcome them.  Learning this made me feel less alone. Knowing that other students across the country are experiencing the same emotions and experiences as me gave me some comfort during a time when we were all feeling a little alone. It also motivates me to improve my own mental health, just like the students in the stories.
3. The value of a podcast about mental health
   Mental health is stigmatized in society. We’re constantly trying to smile and act like everything is okay. It’s taboo to have emotions and express them to others. We’ve created an unrealistic fantasy that we’re supposed to be okay all the time, or that we should just put up with things when they’re not okay. While I do believe in facing your problems, I also believe that we have to do it in a healthy way so that we can truly overcome them. In order to do that, we need to understand what we’re feeling in the moment and come to terms with that, before we can move forward. In my opinion, it’s not okay to just ignore and push through your emotions when you’re having problems. Being a host for On Our Minds, I’ve learned how important it is to have a platform like this where we talk about mental health, how it affects people, and how to improve it
4. Anything can happen
   I’m so grateful for the opportunity to host On Our Minds with PBS NewsHour Student Reporting Labs. I never would have imagined I would be participating in something like this. My co-host Noah and I got to speak with psychologists, meditation experts, and so many more amazing people who have a passion for mental health. I got to hear teens from all around the country talk about their mental health experiences and how it affected them. In my opinion, this podcast is a step to bringing awareness to mental health and destigmatizing it. I can’t thank SRL enough for the opportunity to do something like this. I feel incredibly blessed, and I hope I can continue to work with them.
5. The power of conversation
   Every time we recorded, I always got extremely nervous because I didn’t want to say the wrong thing. It seemed like my co-host Noah always knew what to say, and I would always search for something impactful and thoughtful to say in every introduction, transition, and ending of the podcast. This became quite tiring. I realized that I don’t have to do any of that. I don’t have to try to find something life-changing to tell the audience that will make them rethink their life decisions and put it in a new perspective. I realized just by talking to Noah, the conversation flowed smoothly and I felt more genuine. And of course, the right words didn’t always come, but I was genuinely myself. By talking freely and honestly with others and listening to what they have to say, I learned how a conversation can go in so many different directions and offer new and enlightening perspectives. And how I realized how much I enjoy speaking with others, hearing their stories and perspectives of the world.

What are two ideas for public media to engage Gen Z?

1. Explore topics related to social media. Gen Z is heavily involved in social media. Covering topics such as the disadvantages or advantages of teens having social media and how social media affects our generation compared to others would engage Gen Z. 
2. Cover topics on how Gen Z relates to other generations. I love learning about Gen Z and how we compare to other generations before and after us. It’s very interesting to learn how we might adapt to our circumstances, and how our experiences shaped us into the generation we are today.

What’s one idea for how PBS can produce more content for the young people of Gen Z?

• Embrace the opinions of Gen Z, learn what Gen Z is interested in by having more of Gen Z in PBS programs, like with Disrupted. The program featured many students and embraced their perspectives about school. Also, have young people host those programs—seeing someone around your age on platforms like PBS can be comforting, because you feel like you can relate to them, like how Noah and I are hosting On Our Minds. I think it would be beneficial if Gen Z hosted not just audio programs, but visual programs as well.

Noah Konevitch 

Noah Konevitch, 16, is a rising junior at Cedar Crest High School in Lebanon, Pennsylvania.

Five things I learned from hosting a teen mental health podcast:

1. Having a platform is crucial to destigmatizing mental health
   One topic that has come up the most when speaking to others about working on On Our Minds is the importance of a platform. PBS NewsHour Student Reporting Labs is a platform with the resources to bring this conversation to the masses, and that’s crucial for a problem that affects such a quiet population of people.
2. You need to exit your comfort zone
   This past year has been a learning experience for all of us, but one thing that has continued to guide me through it was learning how important it was to exit my comfort zone. On the podcast, I am super open about mental health, but not even a year ago that wasn’t the case. This entire experience has pushed me out of my comfort zone, especially with the interviews we conducted, and I have learned a lot because of it.
3. Everyone is in their own unique situation
   Mental health is far from the cookie-cutter idea that pop culture has painted it out to be. Grouping the mentally ill into one group is not fair to anyone. We need to leave behind the idea that everyone who is depressed also has anxiety or suicidal thoughts.
4. Mental health has roots in race, class, etc
   Mental health tends to affect those who have it worse. Minorities and low-income people suffer more from mental health issues because they don’t have access to the resources they need.
5. Networking is important
   It doesn’t matter what you want to do in your future—you could be an aspiring filmmaker like me, a journalist, or even a customer service worker. Networking is crucial for success in all of these fields. Find people you can learn from and who can help you get where you want to go. Working on this podcast, I’ve met some amazing people, and even made a new friend. They were my mentors, and I know I can go to them if I need help.

What are two ideas for public media to engage Gen Z?

1. One way public media can engage Generation Z is by simplifying it as much as possible. From all the time I’ve spent on TikTok, YouTube, etc. I can say for a fact that short videos with no extra fluff get the most views, the majority of which are from Gen Z. We are more likely to watch ten minutes worth of content on different topics rather than ten straight minutes of a single topic.
2. Another way public media can engage Gen Z is through pop culture. If you can make a connection to pop culture, Gen Z is more likely to process and understand it.

What’s one idea for how PBS can produce more content for the young people of Gen Z?

• Explore TikTok. A large portion of the user base for TIkTok is Gen Z, and a lot of us consume the majority of our daily content on TikTok.

LISTEN to On Our Minds with Noah+Zion

• Episode 1: “It’s OK not to be OK.”
• Episode 2: Grades aren’t everything
• Episode 3: COVID-19: Are we really all in this together?
• Episode 4: Depression can be a scary word 
• Episode 5: The ups and downs of social media
• BONUS content: Guided Meditation with Dr. Tara Brach, psychologist

When schools shuttered in early 2020 due to the COVID-19 pandemic, researchers from dozens of institutions leaped at the opportunity to investigate how the sudden lockdown would alter formal and informal learning as we had come to know it in the United States. Many were as eager to figure out how to study the evolution of learning at home at a time when it was no longer safe to spend time observing or interviewing learners in person.

In our symposium at the Connected Learning Summit 2021, the Joan Ganz Cooney Center brings together researchers from three institutions who received National Science Foundation Rapid Response Research grants to study learning as it unfolded during the pandemic by using remote research methods: Stanford University, the University of Washington, and the University of Michigan. Through short presentations and Q&A, we aim to foster an open discussion not only about family learning as aided by technology during the pandemic but also about how we as researchers can study such learning remotely.

We hope that you will join us on Monday, July 12 at 2pm ET. Bring your questions, your own experience, and your ideas to the session — we look forward to a lively and enriching discussion with you!

Featured speakers:

Kiley Sobel Joan Ganz Cooney Center	Brigid Barron Stanford University	Caitlin Martin CKMartin Consulting	Rose Pozos Stanford University	Day Greenberg University of Michigan	Denise Jones University of Michigan	Rebecca Michelson University of Washington

Featured resources:

• Publication: Learning together: Adapting methods for family and community research during a pandemic
• Blog: No Learning Lost Here: Youth Critical Data Practices in the COVID-19 Multi-Pandemic by Angela Calabrese Barton and Day Greenberg

Throughout the past year, everyone has experienced pandemic stress. But parents have been particularly vulnerable because of the additional work associated with managing children, especially for those parents trying to continue to work at their jobs. There have been many new studies about the ways that pandemic stress has impacted parents’ mental health.

While people turn to a variety of tools to cope with pandemic stress, our study focuses on using entertainment media, specifically video games, as a coping tool. Using Leonard Reinecke and Diana Rieger’s Recovery and Resilience in Entertaining Media Use Model, we look at how video games help parents recover from stress in the short term, and develop resilience for more long-term coping. In this model, recovery happens through replenishing depleted resources through psychological detachment, relaxation, mastery experiences, and control. Psychological detachment is disengaging mentally. Relaxation is getting into a low activity state. Mastery experiences a sense of accomplishment and achievement outside of one’s work domain. Control is a sense of autonomy in one’s life. All of these have been tied to recovery and coping more broadly. 

WHY ANIMAL CROSSING?

Animal Crossing New Horizons was released in March 2020 on the Nintendo Switch. Animal Crossing is a leisurely simulation game where the player builds a life on an island with animal villagers without firm goals. This game was highly touted in the media as the perfect pandemic game that appeals to children and their parents. As such, it was a great opportunity to explore media reports that this game was “pandemic therapy”.  Our research team has works in progress about how families used Animal Crossing to cope with pandemic stress together. But in this current paper, we focus on parents’ individual coping. 

METHOD

We conducted 27 family interviews, including with 33 parents, in the summer and early fall of 2020 via Zoom. Families of school-aged children were recruited from Animal Crossing social media groups. We coded the transcripts with the categories from the aforementioned model. 

FINDINGS

Overall

Almost every parent participant explicitly tied the game to coping with pandemic stress. 

Participant Flora, for instance, shared that “[AC:NH] just looked so fun and relaxing and as soon as I started playing it, I just felt so relieved of the stress of all of the stuff going on with the pandemic.” 

Some parents reported using the game to keep their children busy while they had to work. Ashley explained that handing 8-year-old Beatrice the AC:NH game “would help her be occupied so I could do my job.” Steve also used AC:NH to occupy 10-year-old Jake: “My wife and I both work and we had to work from home, so he really was on his own a lot, so we agreed to relax rules in terms of screen time and have him play Animal Crossing.” 

Psychological Detachment

The first aspect of the Recovery and Resilience in Entertaining Media Use Model was psychological detachment. Many participants described the game as a getaway, an escape from reality, or a diversion. For example, Meesh explained her escape as such: “There’s something really therapeutic about having your own private island that you can escape to when you can’t go anywhere so I think it helps in the mental health aspect of what we’re going through now.” 

Several parents also told us that the game provided a distraction from explicit pandemic-related stressors. Many participants in our sample had experienced job loss, illness, and death in their families. For example, two parents had their beloved workplaces close, but re-created them within the game. 

Relaxation

We also found that a lot of people said that they found the game to be relaxing. The mundane in-game tasks in Animal Crossing seemed to be particularly soothing for adults.

We have a good example here from Marie: “[AC:NH] is stress-free, I would totally claim Animal Crossing as a coping mechanism for me because I was way stressed out during the whole pandemic and I feel like I definitely was depressed and I know I struggled a lot. It was not a happy few months here. So to be able to finally get the kids in bed and I could just, you know, play the game for an hour—that was my relaxation.”

Mastery Experience

We also had a number of examples of parents who felt that the game provided the opportunity to feel a sense of accomplishment. Moreover, the game gave them a routine and some little achievements throughout the day. Gemma said: “Early in Animal Crossing there’s so much you have to do, you have to get the whole town established, you have to get everything set up, and you have to get out of your shack into a house . . . .So I felt like there were lots of easy-to-achieve concrete goals that took just enough work and were things I could finish and be like oh look I did a thing, as opposed to when you’re home with your whole family during a pandemic there’s always more dishes, there’s always more people who need feeding, there’s always more laundry . . . these [AC:NH tasks] were things I could do.”

The smaller tasks in particular allowed for a sense of accomplishment, expressed by Odie: “During the pandemic, we didn’t have goals, you know, we were kind of left without knowing what do we do, and I think it was nice to have something to grasp onto.”  Or Steve, who “gravitated” toward the “predictability” of his daily in-game tasks.

Control

Control, the final aspect of the model, provides a sense of autonomy. Parents expressed how the game facilitated this, especially tied to the uncertainty of the pandemic. This game allowed our parent participants to have a place in which they had control over something. Emma said: “It was like everything outside was so chaotic and that [AC:NH] was one place that I had control over things, so I think that helped with the stress a little bit.” Later in the interview, she touched back on this idea when asked what she found to be the greatest benefit. “I think it was the control, it probably would be the big one, you know, having control over this island when I had no control over anything else.” 

Social Connections 

A recurring theme in our interviews was that for many, many parents, the game helped facilitate their adult social connections. Parents were using the game to find connections with other adults, whether they were existing friends, or finding new friends to play the game with. Some research from Emily Collins and Anna Cox suggests that the more social aspects of video gameplay can contribute to coping and recovery. 

Marie appreciated the ability to connect with others. “I’m a stay-at-home mom so the only time that I would really deal with people was going to the grocery store or going to my gym or going to school as a volunteer and then that was all gone. So this [AC:NH] was my biggest outlet for being able to communicate with other people.”

Similarly, Flora described AC:NH as “a social activity I play it not just with my family, but I actually have friends that play it and so I regularly have meetings with them where we visit each other’s island and we’re freaking out [about the pandemic] so it’s been kind of replacing the social needs that I have because I’m kind of hanging out with people.”

Some participants also feel that their social needs were met by the in-game villager characters.

Michelle said, “It was exciting to talk with ‘people,’ which sounds weird, talking with computer characters, but I could have a discussion [with the AI].”

Conclusion

Pandemic stress is a tremendous area of concern, and we are glad that we were able to look at how this particular video game helped parents cope with that stress. But we also emphasize that the stressors that people experience are not exclusive to pandemic times: social isolation, loss, and general stress are perpetual concerns.

Also, given recent research that shows that food and alcohol have been common pandemic parenting strategies, we highlight that playing Animal Crossing is a possibly healthier and more social way to cope with stress. 

Long-term resilience is harder to study. But we know that greater short-term coping does tend to facilitate resilience in the long term. Pandemic parenting stress is not going away any time soon, and we hope that parents continue to find ways to cope in the short- and long term. 

Pearce, K. E., Yip, J. C., Lee, J., Martinez, J., Windleharth, T., Li, Q., & Bhattacharya, A. (2021, May). I just need to have a White Claw and Play Animal Crossing tonight: Parents coping with video games during the COVID-19 pandemic. (Top paper, Games Studies Division). Paper presented to the International Communication Association Conference, Denver, CO. [Virtual COVID19] (Game Studies Division) 

Katy E. Pearce, Associate Professor, researches social and political uses of technologies and digital content in non-democratic contexts, specifically in the semi- and fully authoritarian states of the former Soviet Union. Her current research areas include digital divides and inequalities; the affordances of information and communication technologies for social and opposition movements; and online impression management. Pearce also holds an affiliation with the Ellison Center for Russian, East European, and Central Asian Studies.

Jason Yip is an assistant professor at the Information School and an adjunct assistant professor in the Department of Human-Centered Design and Engineering at the University of Washington. His research examines how technologies can support parents and children learning together. He is a co-principal investigator on a National Science Foundation Cyberlearning project on designing social media technologies to support neighborhoods learning science together. He is the director of KidsTeam UW, an intergenerational group of children (ages 7 – 11) and researchers co-designing new technologies and learning activities for children, with children. Dr. Yip is the principal investigator of a Google Faculty Research Award project that examines how Latino children search and broker online information for their English-language learning parents. He is a senior research fellow at the Joan Ganz Cooney Center at Sesame Workshop. He holds a B.A. (2001) in chemistry and M.S.Ed (2002) in science and math education from the University of Pennsylvania, and a Ph.D. (2014) in curriculum and instruction from the University of Maryland.

Jin Ha Lee is an Associate Professor at the Information School at University of Washington and the director of the GAMER (GAME Research) Group. Her research interests include music, game, and multimedia information seeking and retrieval, information organization and access, and knowledge representation. The GAMER Group explores new ideas and approaches for organizing and providing access to video games and interactive media, understanding user behavior related to video games, and using video games for informal learning. She is a recipient of the Fulbright Award for Graduate Study as well as the Jean Tague-Sutcliffe Award and the Berner-Nash Memorial Award for her dissertation research, “Analysis of Information Features in Natural Language Queries for Music Information Retrieval: Use Patterns and Accuracy.” She holds an M.S. (2002) and a Ph.D. (2008) from the University of Illinois at Urbana-Champaign.

References:

Bogost, I. (2020, April 15). The quiet revolution of Animal Crossing. The Atlantic. https://www.theatlantic.com/family/archive/2020/04/animal-crossing-isnt-escapist-its-political/610012/

Calarco, J. M., Anderson, E. M., Meanwell, E. V., & Knopf, A. (2020, October 4). “Let’s Not Pretend It’s Fun”: How COVID-19-Related School and Childcare Closures are Damaging Mothers’ Well-Being. https://doi.org/10.31235/osf.io/jyvk4

Collins, E. & Cox, A.L. (2014). “Switch on to games: Can digital games aid post-work recovery?” International Journal of Human-Computer Studies, 72 (8-9) 654-662. https://doi.org/10.1016/j.ijhcs.2013.12.006